Reports on classroom misbehaviors have increased significantly. According to the research of Vidić (2022) and Penales (2021) classroom misbehaviors are actions by learners that can disrupt and interfere with the learning environment which affect the learners’ academic and social development. Such behaviors can lead to more serious issues such as bullying. Hence, this study aims to promote positive behaviors through values lecture series, in partnership with key stakeholders, focusing on positive reinforcement, knowledge and emotional intelligence to foster a more inclusive, respectful, and supportive learning environment.

Additionally, this study seeks to define the (1) behavioral problems experienced of learners and occurrence of behavioral problems, (2) perceptions of the learners and teachers on the conduct of the lecture series intervention (3) extent of prevalence of positive behavior differ before and after the conduct of the intervention, and (4) how did the perception of the learners differ from the teachers in terms of the effectiveness of the intervention.

The researchers employed quantitative method using descriptive-comparative design to 31 purposively selected Grade V learners of San Francisco Elementary School. Baseline data were gathered through meeting, pre-survey, and pre-observation. The intervention used a lecture series to promote positive behaviors among learners which was implemented for 8-weeks from September to October 2023. The researcher identified behavioral issues, set classroom rules, and engaged parents through meetings. Activities included consultations, value formation sessions, and discussions to strengthen moral and spiritual development. Facilitators of the lecture series include a registered psychologist, Municipal Social Welfare & Development Office, guidance counselor, and religious leaders.

The researcher prioritized participants’ welfare and rights, ensuring informed consent, privacy, confidentiality, and anonymity, and upheld ethical principles throughout the study.