Positive discipline is an essential factor that teachers need to consider in the teaching-learning process. This study determined the teachers’ positive discipline in relation to students’ behavior and academic engagement. A descriptive correlational design was used in the study. The respondents of the survey included three hundred thirty-one students from senior high school of Misamis University, Ozamiz city that were selected through stratified random sampling. The Teachers’ Positive Discipline Questionnaire, Students’ Behavior Questionnaire, and Engagement Questionnaire were used to gather data on the students’ perception with regards to teacher’s positive discipline, students’ positive behavior, and students’ level of engagement. Mean, Standard Deviation, Pearson Product Moment Correlation Coefficient, were the statistical tools used in the study. Results revealed that the teachers’ positive discipline was high, and the students’ behavior was positive. Positive discipline in the classroom is an influential factor that leads to students’ positive behavior. Teachers’ positive discipline in terms of students’ motivation did not affect the overall behavior of students. On the other hand, teachers’ positive discipline in terms of classroom management is an effective factor that affects behavior. Students are highly engaged in different classroom activities whenever a teacher models and reinforces appropriate classroom techniques. Teachers have to attend training and seminars on the implementation of positive discipline since students in basic education still need close guidance and supervision.

Keywords : Classroom Management, Engagement, Motivation, Positive Discipline,School.