Bridging the Gap: A Quantitative Study on Teacher Emotional Support and Adolescent Disruptive Behavior

The purpose of this study was to determine which domains of teacher-emotional support significantly influence the adolescence disruptive behavior among students. This study used the descriptive-correlational research design. The respondents of this study were 74 students from Tungkalan Elementary School, Piedad District, Davao City Division. The researcher used the Tabachnick and Fidell (2007), in the study in selecting the respondents. The gathered data were analyzed and interpreted by using the statistical tools, mean, pearson r, and Multiple linear regression. The results revealed that on the level of teacher emotional support among public school students varied across different aspects in terms of positive climate was high. In contrast, teacher sensitivity and regard for adolescent perspective was moderate. Further, on the level of adolescent disruptive behavior among public school students in terms of Aggressive school behavior and defiance was moderate. Meanwhile, Classroom defiant behavior and unimportance of school were high and was oftentimes evident. In addition, on the significant relationship between teacher emotional support and adolescent disruptive behavior, results revealed highly evident correlation between variables. Lastly, on the teacher emotional support domains significantly influence adolescent disruptive behavior. Thus, it is recommended that Teachers should strive to enhance their sense of responsiveness and sensitivity to the requirements of their students by increasing their availability and approachability. This could entail the allocation of specific periods for student consultations and the active listening of student concerns.