The main focus of this paper is the concept of discipline in the classroom, which is explored through

the aspects of student’s basic needs, use of rules of behaviour, student’s engagement in the learning

process, internal and external motivation and self-discipline. This research was conducted on a

sample of 364 participants, teachers in high schools in North Macedonia. The aim was to examine

teacher’s beliefs and attitudes regarding the discipline in the classroom, as well as to see whether

there are differences in teacher’s beliefs and attitudes regarding their working experience.

The findings show that most of the teachers have positive approach in establishing discipline,

manifested through creating and environment built on respect, trust, mutual understanding and

cooperation. Most often used strategies for establishing discipline are defining rules of behaviour

and engaging students in the teaching process. In situation of student’s misbehaviour, teacher’s use

warning, request, reprimand, punishment, etc., but with a certain gradation in their use from not

very strict to a more severe. Statistically significant differences between teacher with different work

experience were found out in some of the explored aspects, mainly in those related with teacher’s

authority and control.