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Chapter I

THE PROBLEM

Introduction

Parents send their children in school to obtain education aiming that these young

learners will be equipped with the necessary knowledge and skills in order to prepare

them to the world of work in the near future. Yet, there are those who cannot concentrate

to learn due to some factors that may draw their attention away from the daily lessons and

their security has been destroyed by their peers and other pupils. In its real sense, one of

the obstacles that our young children are facing is the prevalence of bullying in schools

where they are thrive in and this could create a negative impact on the pupils’ ability to

learn or cope up to the learning opportunities and experiences that has been provided by

their teachers.

Sarmiento, (2016) noted that “Bullying is commonly regarded as an aspect of

aggressive behavior that is intended to cause distress or harm, involves an imbalance of

power or strength between the aggressor and the victim, and occurs repeatedly over time.

Bullying may take many forms, including physical, verbal, relational, and cyber”.

Aggressive behavior may implicate struggles between equal powers, whereas bullying

always involved hurting someone who is not quite able to defend himself/herself but it is

somewhat different from peer conflict because it may occur between individuals that do

not share the same physical and/or psychological power. Bullies are typically physically

stronger and victims are usually perceived as weaker and incapable to protect themselves.

This is really a very dangerous phenomenon that is all too common in our schools today.
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Families, communities and schools are the three basic social institutions responsible for

the development of youth into productive and successful members of the society since it

is a distressing experience that can be damaging when bullying occurs over a prolonged

period of time.

As the saying goes “Sticks and stones may break our bones, but names will break

our spirit”. Due to the numerous challenges that the teachers and administrators are

encountering regarding safety of pupils in schools, they are trying their best to establish

conducive, comfortable and safe atmosphere for the learners to stay with. The

government and various agencies created different policies, laws and committee members

were organized for the child’s protection like the Family Code of the Philippines, the

Magna Carta for Students Act of 2014, the Republic Act No. 7079 known as the Campus

Journalism Act, Republic Act No. 8044 which creates the National Youth Commission

(NYC). The United Nations Children’s Fund in a Child Friendly School System is a

project of the United Nations International Children’s Fund (UNICEF) and the

Department of Education (DepEd). The UNICEF has developed a framework for rights-

based, child friendly educational systems. Executive Order No. 570, Peace Education

protects the children from danger and violence brought by war and conflict. The 1987

Philippine Constitution Article XV Sec. 2 mandates that “the state shall defend the rights

of the children to assistance including proper care and nutrition and special protection

from all forms of neglect, abuse, cruelty, exploration and other conditions prejudicial to

their development”. Article XV Sec. 3(b) also states that all educational institutions shall

inculcate patriotism and nationalism, foster love of humanity and respect for human

rights.
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A study conducted by Ubas (2016) on Special Protection of Children Against

Abuse, Exploitation and Discrimination Act (R.A. 7610) revealed that in spite of the

good qualities of children there are also undesirable activities that children can do that

severely affect other people around them. These activities may be the result of their past

experiences at home. Sometimes, it is their way to express their problems at home and or

in school. Behaviors of children have meanings that teachers must understand. For

children who are misbehaving a lot, should be treated with special care in compliance to

the special protection of children. Children with problems not properly addressed would

result to juvenile delinquency.

In the same manner, the role of parents in molding, guiding and controlling the

learners’ behavior was also encouraged in order to build up good character and instill

values among them.

The education secretary stated that the Philippines is one of the first countries to

implement an anti-bullying act in the world specifically Republic Act 10627 or the Anti-

Bullying Act of 2013 which requires all public and private kindergarten, primary and

secondary schools as well as alternative learning centers to adopt anti- bullying policies

and establish intervention programs which include counseling, life skills training and

other activities that will enhance the psychological, emotional and the psycho-social well-

being of both the victim and the bully with the inclusion of all concerned parties such as

bullies, victims, witnesses, parents, school officials as well as other persons that may be

affected by the bullying incident. Schools must also impose disciplinary measures as part

of their child protection policy against the perpetrators depending on the gravity and

nature of the cases, he said.

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Based on DepEd (2013) Summary of Child Abuse, Bullying and Sexual Abuse

Cases released on September 19, 2013 from the website www.deped.gov.ph. “80 percent

or 1,165 out of 1,456 cases of child abuse that have been reported for the school year

2012-2013 are acts of bullying. The remaining 20 percent or 291 cases include other

child abuse incidents including sexual abuse.

DepEd Secretary Armin Luistro said anti-bullying act include cyber-bullying

aside from inflicting physical harm to the child and utterance of slanderous statements or

accusations which causes the victim undue emotional distress such as the use of

profanities, name-calling and commenting negatively on the victims’ looks, clothes and

body. Bullying would also include social bullying which refers to any deliberate,

repetitive and aggressive social behavior intended to hurt others or belittle any individual

or group and gender-based bullying that humiliates a person on the basis of their sexual

orientation and gender identity.

Since DepEd caters the needs of children in school, a Declaration of Policy was

made. The D.O. No. 40 s., 2012, “Child Protection Policy” of the Department of

Education. The DepEd shall ensure that our schools are conducive to the education of the

children. The best interest of the child shall be the paramount consideration in all

decisions and actions involving children. Teachers are their substitute parents and are

expected to discharge their functions and duties with this in mind. The DepEd shall also

promulgate a zero tolerance policy for any act of child abuse, exploitation, violence,

discrimination, bullying and other forms of abuse.

www.congress.gov.ph/lisdata/83026855!pdf.
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In support and compliance to these interrelated laws/policies, the researcher is

motivated to pursue her study in order to assess the level of awareness of the respondents

on the Anti-Bullying laws, policies and rules, measures to control bullying, and the

implementation of Anti-Bullying Act of 2013 of the selected public elementary schools in

the Division of Abra. The result of this study may be beneficial to the

administrators/principals, guidance in-charge/teachers to enrich their responsiveness

against child abuse and deepen their commitment in exercising their roles in the

prevention of bullying. To the parents and community stakeholders who are responsible

to take part in molding and improving the moral character of the children, enhance their

personal discipline, civic conscience to further enrich and enlighten young minds to be

useful and upright members of the community. And most especially to the children, who

will be mostly benefitted, so that they may fully understand and enjoy their rights and

privileges as Filipino children as stipulated in various laws and state policies.

Statement of the Problem

This research study aimed to determine the incidence of bullying in selected

elementary schools in the Division of Abra: Basis to Preventive Modular Intervention for

the school year 2016-2017.

Specifically, it sought to answer the following questions:

1. What is the level of awareness of the respondents on the Anti-Bullying laws,

policies and rules?

2. What are the experiences of the pupils in the selected elementary schools of

Abra as assessed by the PTA, School Heads, Guidance In-Charge and

Teachers along the following:

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a. Family-related experiences

b. School-related experiences

3. What are the incidence of Bullying in the Division of Abra?

4. What are the measures to prevent bullying in the selected public elementary

schools in the Division of Abra in terms of the following:

a. Best Practices

 Community Involvement

 Implementation of Laws

 Counseling Programs

 Initiatives

 Interventions

5. Are the measures to prevent bullying significantly influenced by Anti-

Bullying Laws and Policies along:

a. Awareness of the laws, policies and rules on bullying

b. Experiences

c. Incidence of Bullying

6. What preventive modular intervention can be developed for the Division of

Abra?

Scope and Delimitation

This study aimed to determine the incidence of bullying in selected elementary

schools in the Division of Abra as basis to preventive modular intervention for School

Year 2016-2017. A total enumeration of 86 administrators, 86 guidance in-charge, 235

teachers, 193 parents and 195 pupils will be taken as respondents.

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In this study, the researcher employed a mixed quantitative-qualitative research

design. It determined the input variable on anti-bullying laws and policies specifically on

awareness of the laws, policies and rules on bullying. The family-related factors and

school-related factors were also looked into.

The variables under Process focused on measures to control bullying such as:

Best Practices which included the community involvement, Implementation of laws,

counseling programs and initiatives. The output variable was the development of

Preventive Program Module.

The data were gathered by means of a questionnaire adopted by the researcher

from the studies of Sarmiento, 2016 on Republic Act No. 10627 – Anti-Bullying Act of

2013, Raquel, 2016 on Implementation of the Anti-Bullying Act, Reburon, 2016 on

Mechanism enforced by the School, Ragamat, 2016 on Types of Bullying Cases which

were answered by the Administrators, Guidance In-Charge, Teachers, PTA Officers and

SPG Officers. Intervention Programs, Implementation of the laws, rules and policies

were also included in the questionnaire validated by the parents, teachers and pupils

through an interview.

The data were treated using frequency count, percentage, mean, and multiple

regression analysis.

Theoretical Framework

Various literature and studies conducted have been carried out by the researcher

to gain insights and deepen her understanding highlighting most probable causes of the

prevalence of bullying behavior.

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Researches on Bullying

Bullying is a form of youth violence, and one that can result in physical injury,

social and emotional distress, and even death. There has recently been needed attention

to bullying both at the national (e.g., Shepherd, 2011) and local (e.g., Vorsino, 2011)

levels. Bullying has been defined in different ways, but the commonalities among

definitions of bullying include: (1) aggressive behavior, (2) a pattern over time, and (3)

an imbalance of power and/or strength.

Rigby, (2008) suggests that bullying is “the systematic abuse of power in

interpersonal relationship” (p.22). In other words, bullying is when a person is picked on

over and over again by an individual or group with more power, either in terms of

physical strength or social standing. Rigby argues that the abuse of power is not

restricted only to certain managerial or “authority” positions, but that most individuals

have “the opportunity to exercise power to control over someone”.

According to Republic Act no. 10627 popularly known as the Anti-Bullying Act

of 2013, an act requiring all elementary and secondary schools to adopt policies to

prevent and address the acts of bullying in their institutions, specifically Section 2- Acts

of Bullying of the said law refers “bullying” to any severe or repeated use by one or more

students of a written, verbal or electronic expression, or a physical act or gesture, or any

combination thereof, directed at another student that has the effect of actually causing or

placing the latter in reasonable fear of physical or emotional harm or damage to his

property; creating a hostile environment at school for the other student; infringing on the

rights of the other student at school; or materially and substantially disrupting the
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education process or the orderly operation of a school; such as, but not limited to, the

following:

a. Any unwanted physical contact between the bully and the victim like

punching, pushing, shoving, kicking, slapping, tickling, headlocks,

inflicting school pranks, teasing, fighting and the use of available objects

as weapons;

b. Any act that causes damage to a victim’s psyche and/or emotional well-

being;

c. Any slanderous statement or accusation that causes the victim undue

emotional distress like directing foul language or profanity at the target,

name-calling, tormenting and commenting negatively on victim’s looks,

clothes and body; and

d. Cyber-bullying or any bullying done through the use of technology or any

electronic means.

Furthermore, SEC. 3. Adoption of Anti-Bullying Policies requires that all

elementary and secondary schools are hereby directed to adopt policies to address the

existence of bullying in their respective institutions. Such policies shall be regularly

updated and, at a minimum, shall include provisions which:

Prohibit the following acts: (1) Bullying on school grounds; property immediately

adjacent to school grounds; at school-sponsored or school-related activities, functions or

programs whether on or off school grounds; at school bus stops; on school buses or other

vehicles owned, leased or used by a school; or through the use of technology or an

electronic device owned, leased or used by a school; (2) Bullying at a location, activity,
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function or program that is not school-related and through the use of technology or an

electronic device that is not owned, leased or used by a school if the act or acts in

question create a hostile environment at school for the victim, infringe on the rights of the

victim at school, or materially and substantially disrupt the education process or the

orderly operation of a school; and (3) Retaliation against a peson who reports bullying,

who provides information during an investigation of bullying, or who is a witness to or

has reliable information about bullying;

Identify the range of disciplinary administrative actions that may be taken against

a perpetrator for bullying or retaliation which shall be commensurate with the nature and

gravity of the offense: Provided, That, in addition to the disciplinary sanctions imposed

upon a perpetrator of bullying or retaliation, he/she shall also be required to undergo a

rehabilitation program which shall be administered by the institution concerned. The

parents of the said perpetrator shall be encouraged by the said institution to join the

rehabilitation program;

Establish clear procedures and strategies for:

(1) Reporting acts of bullying or retaliation;

(2) Responding promptly to and investigating reports of bullying or

retaliation;

(3) Restoring a sense of safety for a victim and assessing the student’s

need for protection;

(4) Protecting from bullying or retaliation of a person who reports acts of

bullying, provides information during an investigation of bullying, or

is witness to or has reliable information about an act of bullying; and

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(5) Providing counseling or referral to appropriate services for

perpetrators, victims and appropriate family members of said students;

Enable students to anonymously report bullying or retaliation:

Provided, however, that no disciplinary administrative action shall be

taken against a perpetrator solely on the basis of an anonymous report;

Subject a student who knowingly makes a false accusation of bullying to

disciplinary administrative action;

Educate students of dynamics of bullying, the anti-bullying policies of the school

as well as the mechanisms of such school for the anonymous reporting of acts of bullying

or retaliation;

Educate parents and guardians about the dynamics of bullying, the anti-bullying

policies of the school and how parents and guardians can provide support and reinforce

such policies at home; and

Maintain a public record of relevant information and statistics on acts of bullying

or retaliation I school: Provided, that the names of students who committed acts of

bullying or retaliation shall be strictly confidential and only made available to the school

administration, teachers directly responsible for the said students and parents or guardians

of students who are or have been victims of acts of bullying or retaliation.

All elementary and secondary schools shall provide students and their parents or

guardians a copy of the anti-bullying policies being adopted by the school. Such policies

shall likewise be included in the school’s student and/or employee handbook and shall be

conspicuously posted on the school walls and website, if there is any.

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The Department of Education (DepEd) shall include in its training programs,

courses or activities which shall provide opportunities for school administrators, teachers

and other employees to develop their knowledge and skills in preventing or responding to

any bullying act.

School violence in the Philippines is a major issue today. News for the past

weeks and months reported problems of bullying, violence and even death in schools in

different levels. So, (De Guzman, 2009) “The national government, through the

Department of Education (DepEd) and the Commission on Higher Education (CHED),

has called for an effective cooperation and coordination among schools and stakeholders

to deal with the existing and emerging threats.”

Be it be public or private, the government of the Philippines has the responsibility

in maintaining good atmosphere in schools because it is the lives of students that are at

stake for they will be the future of the country. Though the lawmakers are doing

everything where they even created the Campus Security Act which has the provision “to

provide a safe and healthy environment for students requiring educational institutions to

disclose crime statistics that occur within campus and its security policies and

procedures”, survey says, conducted by the Plan Philippines in 2009, that 5 out of 10

students of Grades 1-3, 7 out of 10 from Grades 4-6 and 6 out of 10 from high schools,

experienced school violence and bullying.

Likewise, schools today, either public or private, shall be following the policies

and law provided by the Education Act of 1982 or “An act providing for the

establishment and maintenance of an integrated system of Education”. The act mandated

the campus security management where (De Guzman, 2009), “it is the school’s
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responsibility to maintain a safe and secure campus environment that is conducive for

learning.”

MANILA, Philippines – The Department of Education (DepEd) issued the Child

Protection Policy (CPP) guidelines for public and private school teachers in the

administration of disciplinary actions against erring students.

The Child Protection Policy was hailed as a landmark policy for teachers against

bullying in schools.

Education Secretary Armin Luistro signed the CPP and said it would be a very

useful tool for teachers as they struggle daily with the duty of instilling discipline among

their young and impressionable school children.

“Even a cursory reading of the 30-page policy and guidelines will show that it is a

comprehensive program that includes capacity building for teachers and other adults;

protective and preventive remedial measures to address child abuse wholistically,”Luistro

said.” I hope they read the whole document,” he added. The CPP was developed by the

DepEd in partnership with members of civil society groups, teachers’ groups, private and

public school representatives, international agencies and other child protection advocates.

The 30-page CPP is formally titled “Policies and Guidelines on Protecting Children in

School from Abuse, Violence, Exploitation, Discrimination, Bullying and Other Forms of

Abuse.”

Luistro (2013) said RA 10627 requires public and private elementary and

secondary schools to adopt policies to deal with bullying to provide a safer environment

for students. “At present, 93 school divisions in seven regions have their respective pool

of trainers, who are expected to roll out and to capacitate school personnel in handling
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child abuse and bullying cases.” He also mentioned that teachers humiliating students

face administrative sanctions under the CPP and RA 7610, the Special Protection of

Children Against Abuse, Exploitation and Discrimination. The DepEd continues to equip

teachers and school principals with knowledge of the government’s child protection

policies through a series of forums and consultations, he added. Luistro urged the public

to report cases of bullying against students in public schools to the Child Protection

Committee so appropriate action could be taken.

Boren (2007) identified Filipino terms like paladabog, palaaway and palatsismis,

which he refers to aggressive behaviors used by a person to attack another person.

In the study of Ancho (2013) of the Department of Education, Chonbuk National

University, South Korea “School Violence in the Philippines. A study on Programs and

Policies. “Local and International Studies have affirmed the alarming situation of

bullying and school violence involving Filipino children. The intensity has reached a

disturbing rate that has pushed policy makers to formulate bullying prevention schemes.

Despite organized attempts to make schools a safe environment, this dilemma poses

critical risks that call for aggressive and determined actions to fight violence in school.

According to the Child Protection Policy of the Department of Education in the

Philippines, Physical, Verbal and Sexual Abuse and Violence Among Children, (i.e.

Bullying, etc.), 73.58% of children in Grades 4-6 and 78.36% in high school surveyed in

urban areas have suffered verbal abuse violence from their peers; B. 30.17% of children

in Grades 4-6 and 37.57% in high school surveyed in rural areas have experienced

physical abuse or violence committed by their peers; C. 26.74% of children in Grades 4-6

and 43.71% in high school in urban areas surveyed have experienced verbal sexual abuse
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committed by their peers and 9.65% of Grades 4-6 and 17.71 % of high school students

experienced inappropriate touching.

Art XV. Sec. 3 (b). 1987 Philippine Constitution states that “the State shall defend

the right of children to assistance, including proper care and nutrition, and special

protection from all forms of neglect, abuse, cruelty, exploitation and other conditions

prejudicial to their development…”

Article XIV, Section 3, (b) further states that “all educational institutions shall

inculcate patriotism and nationalism, fostger love of humanity, respect for human

rights…”

In addition, Article 218, 220, 233 of the Family Code of the Philippines and PD

603” gives the school, its administrators and teachers, or the individual, entity or

institution engaged in child care the special parental authority and responsibility over the

minor child while under their supervision, instruction or custody.”

“Authority and responsibility shall apply to all authorized activities whether

inside or outside the premises of the school, entity or institution.”

Department of Education shall ensure that our schools are conducive to the

education of children. The best interest of the child shall be the paramount consideration

in all decisions and actions involving children. Teachers are their substitute parents and

are expected to discharge their functions and duties with this in mind. DepEd shall

promulgate a zero tolerance policy for any act of child abuse, exploitation, violence,

discrimination, bullying and other forms of abuse.

“Violence against children committed in schools” refers to a single act or a series

of acts committed by school administrators, academic and non-academic personnel

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against a child which result in or is likely to result in physical, sexual, psychological

harm or suffering, or other abuses including threats of such acts, battery, assault,

coercion, harassment or arbitrary deprivation of liberty. It includes, but is not limited to

the following acts: 1. Physical violence, 2. Sexual violence, 3. Psychological violence,

and other acts of violence. “Bullying or Peer Abuse” refers to wilful aggressive behavior

that is directed towards a particular victim who may be out-numbered, younger, weak,

with disability, less confident, or otherwise vulnerable, more particularly: Bullying and

Cyber-bullying.

Studies on Emergence of Anti-Bullying Policies

Bullying prevention policies have become widespread at the school level,

although no standard policy exists. There is general agreement among both the education

and policy making communities on the importance of having an effective school-wide,

anti-bullying policy (Swearer, Limber & Alley, 2009).

Samara and Smith’s study (2008) found that whole school policies can be very

effective when combined with other supportive efforts, such as in-class curricula, peer

mediation programs, and playground redesign to ensure all areas accessible to children

are in view of an adult. Having an anti-bullying policy signals that the school, its

administration, and its teachers and staff are serious and dedicated to deal with and

reduce bullying.

Experts in policy making have recommended that a daunting task such as school

safety should not be left to individual schools or districts, but instead should be

standardized for an entire country. There has also been an increased feeling of urgency
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around the need for bullying prevention policies and laws at local and state legislative

levels (Srabstein, Berkman, & Pyntikova, 2008).

What causes this aggressive behavior?

Numerous studies have been carried out to develop theories highlighting the most

probable causes that underlie bullying behavior. However, to determine the exact causes

of bullying among children and young people is not an easy task because this is likely to

be the outcome of more complex social factors rather than simply the cause of one event.

To ensure this, according to Moon, et. al. (2008, p. 4) there are at least three

criminological theories that briefly describe and provide credible explanations and

understanding of the causes of bullying; 1) low self-control theory, 2) differential

association theory, and 3) general strain theory.

Low Self-Control Theory

Drawing from the work of Gottfredson and Hirschi (1990), Moon & al. (2008, p.

5) have associated the phenomenon of bullying with a sort of criminal behavior. They

highlighted that the phenomenon of bullying is similar to many other kinds of social

crime, and considered bullying as a serious problem in relation to students‟ safety in

school and a threat to students‟ academic achievements. According to this theory, the

most effective way to intervene in low self-control of children is to maximize the role of

parents. Parenting practices are hypothesized to have a significant effect on children’s

self control, which in turn affects deviant and criminal behavior (Moon, at al., 2008).

However, if child rearing patterns in families are the main cause of bullies‟ behavior, and

some parents‟ authoritarian and violent behavior is what bullies imitate, then maximizing

the role of parents will create only more of the same.

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Differential Association Theory (DAT)

According to this theory, the phenomenon of bullying behavior is more likely the

result of the association of children with delinquent environments, although research into

the extent of bullying does not specifically adopt this theory as a theoretical framework to

explain bullying. However, several studies have examined the relationship between

delinquent peer association attitude toward violence and bullying (Moon, et al. 2008, p.

5-6).

By associating with intimates such as friends who exhibit antisocial behavior and

have favorable attitudes toward the violation of laws, individuals can easily learn the

techniques of committing delinquent or criminal behaviors, as well as motives and

attitudes that serve to promote criminal and antisocial behaviors (Moon, et al. 2008, p. 5).

General Strain Theory (GST)

Another proposition of this theory is that strain can create negative emotions in

individuals such as anger, anxiety and depression which in turn influence delinquency

(Moon, et al. 2008, 6).

Recent studies (Roland and Idsøe, 2001, and Fandrem et al. 2009) have

formulated some forms of aggression that might be associated with bullying behavior.

Both these studies have tried to introduce and develop practical understanding of how

bullying might be associated with different forms of aggression. While Roland and Idsøe

conducted a study to find out the relationship between bullying and two different kinds of

aggressiveness, Fandrem et. al. developed a study to investigate the role of proactive and

reactive aggressiveness in bullying and victimization among native and immigrant

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adolescents in Norway. However, Rigby (2008), argued against attaching bullying to any

particular aggression behavior: “there is a danger to tie bullying to specified behavior”.

Possible consequences

For those who bully others within studies of bullying, few findings have focused

on the consequences for those who bully. There is no clear consensus, unlike the

consequences for victims, which can enlighten us on how bullies experience the

consequences of what they have been doing, upon themselves. However, there have been

findings that show some possible consequences for those who bully.

Conceptual Framework

This study revolves around the model shown below.

INPUT PROCESS OUTPUT

Measures to Prevent
Anti-Bullying Laws and Bullying
Policies
 Best Practices
 Awareness of the laws, - Community Preventive
policies and rules on Involvement Program
bullying - Implementation Module
 Experiences of laws
- Family-Related - Counseling
Experiences Programs
- School-Related - Initiatives
Experiences - Interventions
 Incidence of Bullying

Figure 1. The Paradigm

The paradigm shows that the Measures to Control Bullying are significantly

influenced by the anti-bullying laws and policies on Awareness of the laws, policies and
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rules on bullying, experiences and incidence of bullying. Likewise, there is also a

significant influence on the output and the Measures to Prevent Bullying.

Operational Definition of Terms

To have a better understanding of the study, the following terms are defined

operationally.

Anti-Bullying Act of 2013. This refers to an act requiring all elementary and

secondary schools to adopt policies to prevent and address the acts of bullying in their

institutions.

Anti-Bullying Laws and Policies. This refers to the laws and policies that are

assigned or implemented by the administrators, teachers, guidance counselors on the

selected public elementary schools in the Schools Division Office of Abra.

Awareness of the Laws, Rules and Policies on Bullying. This pertains to the

laws, rules and policies on bullying that the respondents should know.

Bullying. Refers to any severe or repeated use by one or more students of a

written, verbal or electronic expression or a physical act or gesture, or any combination

thereof, directed at another student that has the effect of actual causing or placing the

latter in reasonable fear of physical or emotional harm or damaged to his property;

creating hostile environment at school for the student; infringing on the rights of another

student at school; or materially and substantially disrupting the education process or the

orderly operation of school. In this study, it is categorized as physical, social/verbal,

gender-based and cyber-bullying.

Bully. It refers to any student who commits acts of bullying.

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Bullied or Victim. It refers to any student who experiences the acts of bullying or

retaliation.

Bullying or Peer Abuse. This is committed when a pupil commits an act or a

series of acts directed towards another pupil, or a series of single acts directed towards

several pupils in a school setting or a place of learning, which results in physical and

mental abuse, harassment, intimidation, or humiliation.

Family-Related. These are practices being observed or personal experiences

encountered by the pupils at home which gave an impact to minimize the prevalence of

bullying.

School-Related. These are programs or activities applicable to the pupils which

are being implemented by the school as a means to control bullying.

Physical Bullying. It pertains to the unwanted physical contact (punching, shoving,

pushing, kicking, slapping, tickling, headlocks, etc.)

Social/Verbal Bullying. It refers to any deliberate, repetitive and aggressive

social behavior intended to hurt or belittle another individual or group (name-calling,

cursing labelling, etc.)

Gender-Based Bullying. This refers to any act that humiliates or excludes a

person on the basis of perceived or actual sexual orientation and gender identity.

Cyber-Bullying. It pertains to any bullying done through the use of technology or

any electronic means (texting, email, chatting, online games etc.).

Measures to Control Bullying. These are processes or procedures in conducting

different activities, programs or interventions relevant in the prevention of bullying.

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Intervention Programs. It refers to the activities that promote the continuity of

comprehensive anti-bullying policies. These are programs initiated and carried out by the

selected public elementary schools which are designed to address bullying.

Stakeholders’ Initiatives. This refers to the activities prepared and initiated by the

external stakeholders or parents.

Implementation of the Laws, Rules and Policies on Bullying. This refers to how

the laws on bullying are enforced.

Social Skills. It refers to the ability of the learners to effectively understand,

communicate with and influence other pupils.

Self-esteem and Personality. This refers to the personality trait of the pupils

which involves a variety of beliefs about himself/herself such as appraisal of his/her own

appearance, emotions and behaviors.

Values/Attitudes Towards Learning. This pertains to the pupils’ interest or

attention given in acquiring knowledge and experiences in school.

Best Practices. It refers to the good measures or peculiar practices taken by the

selected elementary schools related to bullying such as MISOSA.

MISOSA. In this study, it refers to “ Modified In-School Off-School Approach” a

condition wherein pupils participate in fun and enjoyable physical activities.

Assumptions

The study was based on the following assumptions:

1. The research instruments used in gathering data are valid, reliable and

objective.

2. The responses of the respondents are honest and reliable.

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Hypotheses

The following hypotheses were formulated:

1. The measures to control bullying are not influenced by the anti-bullying

laws and policies.

2. The measures to prevent bullying are not significantly influenced by the

Anti-Bullying laws and policies along :

a. Community Involvement

b. Implementation of Laws

c. Counseling Programs

d. Initiatives

e. Interventions

Research Methodology

This section described the research design, population and sample, data gathering

instruments, the data gathering procedures and statistical treatment of data.

Research Design. This study employed the mixed quantitative-qualitative methods of

research using triangulation particularly questionnaires, interviews and documentary

analysis. The quantitative method was used to describe the implementation of the anti-

bullying laws and policies by the respondents. The qualitative method was also used to

gather pertinent data on how bullying is prevented in the selected schools.

The data collected was analyzed using frequency count, percentage mean, and

multiple regression analysis was used to determine the significant influence of the output

and the process.

 24

Population and Sample. This study was conducted in the selected public elementary

schools in the Division of Abra during the School Year 2016-2017. The respondent

schools were taken from the different 14 district schools with five groups of respondents

specifically: 86 elementary school administrators, 86 guidance in-charge, 235 elementary

teachers, 193 PTA Officers/Board of Directors, 195 SPG Officers. Table 1 shows the

distribution of respondents. The formula in computing the sample size is 30% of the N as

shown below:

Table 1

Distribution of Respondents of the Study

Schools Administrators Guidance Teachers PTA Officers Supreme Pupil

In-Charge Government
Officer
N N N n N n N n
1 Bangued 17 17 194 58 119 36 119 36
2 Boliney 4 4 30 9 28 8 28 8
3 Bucloc 4 4 28 8 28 8 28 8
4 Danglas 4 4 26 8 28 8 28 8
5 Lagayan 3 3 39 12 28 8 28 8
6 La Paz 9 9 140 42 63 19 63 19
7 Luba 5 5 48 14 35 11 35 11
8 Pilar 8 8 54 16 56 17 56 17
9 Sallapadan 7 7 48 14 49 15 49 15
10 San Isidro 3 3 25 8 28 8 28 8
11 San Juan 8 8 56 17 56 17 64 19
12 San Quintin 3 3 24 7 21 6 21 6
13 Tubo 6 6 43 13 42 13 42 13
14 Villaviciosa 5 5 29 9 64 19 64 19
Total 86 86 784 235 645 193 653 195
 25

Data Gathering Instruments. The researcher used questionnaires to gather the data

needed in the study, that were based from the instruments constructed by the different

researchers like: Sarmiento (2016) on Anti-Bullying Laws and Policies consisting the

anti-bullying act of 2013, Raquel (2016) on Implementation of Anti-Bullying Act,

Reburon (2016) on Bullying among Secondary Students and Ragamat (2016) on Anti-

Bullying Act of 2013. The said instruments composed of the following parts:

Part I. This was considered to gather and look into the awareness of the laws, policies and

rules on bullying consisting the anti-bullying act of 2013.

Part II. This was used to determine the level of implementation of the Anti-Bullying Act

of 2013.

Part III. This was used to gather data on bullying mechanism enforced by the school.

Part IV. This was reflected to gather data on the different types of bullying cases reported

to the Guidance In-Charge..

Part V. This elicited information on the activities and programs that prevent bullying.

Part VI. This assessed implementation on laws, rules and policies about bullying.

Part VII. This measured the level of implementation of the anti-bullying act of 2013.

Data Gathering Procedure. The researcher wrote a letter asking permission to gather

data from the selected public elementary schools in the Division of Abra from the

Schools Division Superintendent of the Schools Division of Abra. When the permission

was granted, coordination was done to the Public Schools District Supervisors and
 26

Principals for the distribution of questionnaires. The researcher personally distributed

and retrieved the accomplished questionnaires to/from the respondents.

The researcher conducted a documentary analysis about the reported cases of

bullying in the different schools and further validated the data gathered through an

interview. The said documents were also utilized as basis in the formulation of a

Preventive Program Module which was validated by some experts. The gathered data

were tallied, computed using the SPSS, analyzed and interpreted. The norms used in the

study were as follows:

Awareness of the Anti-Bullying Laws, Policies and Rules

Numerical Rating Descriptive Rating

4.21 – 5.00 Highly Aware (HA)

3.41 – 4.20 Aware (A)
2.61 – 3.40 Moderately Aware (MA)
1.81 – 2.60 Slightly Aware (SA)
1.01 – 1.80 Not Aware (NA)

Family Related Experiences

4.21 – 5.00 Always (A)

3.41 – 4.20 Often (O)
2.61 – 3.40 Sometimes (S)
1.81 – 2.60 Rarely (R)
1.01 – 1.80 Never (N)

School Related Experiences

4.21 – 5.00 Highly Implemented (HI)

3.41 – 4.20 Implemented (I)
2.61 – 3.40 Moderately Implemented (MI)
1.81 – 2.60 Slightly Implemented (SI)
1.01 – 1.80 Not Implemented (NI)
 27

Measures to Control Bullying

4.21 – 5.00 Always (A)

3.41 – 4.20 Often (O)
2.61 – 3.40 Sometimes (S)
1.81 – 2.60 Seldom (Se)
1.01 – 1.80 Never (N)

Implementation of Laws, Rules and Policies on Bullying

Numerical Rating Descriptive Rating

4.21 – 5.00 Highly Implemented (HI)

3.41 – 4.20 Implemented (I)
2.61 – 3.40 Moderately Implemented (MI)
1.81 – 2.60 Slightly Implemented (SI)
1.01 – 1.80 Not Implemented (NI)

Level of Implementation of the Anti-Bullying Act of 2013

Numerical Rating Descriptive Rating

4.21 – 5.00 Very Much Implemented (VMI)

3.41 – 4.20 Much Implemented (MI)
2.61 – 3.40 Moderately Implemented (MoI)
1.81 – 2.60 Least Implemented (LI)
1.01 – 1.80 Not Implemented (NI)

Statistical Treatment of Data. The following statistical tools were used to

analyze the data that were gathered in the study:

1. Mean (x) to describe the level of awareness and implementation on anti-

bullying laws and policies in the selected public elementary schools in the

Division of Abra, and

2. Multiple Regression Analysis to determine the significant influence of the

outcome and the process.

 28

Chapter II

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered by the researcher.

Problem 1. What is the level of awareness of the respondents on the Anti-Bullying

laws, policies and rules?

On Awareness of the Anti-Bullying Laws, Policies and Rules

Table 2 shows the level of awareness of the respondents on the Anti-bullying

laws, policies and rules in the Division of Abra as assessed by Administrators, Teachers

and Guidance In-Charge is presented in Table 2.

Table 2

Mean Rating Showing the Level of Awareness of Respondents on the Anti-Bullying

Laws, Policies and Rules in the Division of Abra

Administrator Teachers Guidance In- Pupils Parents As a Whole

s Charge
ITEM ẋ DR ẋ DR ẋ DR ẋ DR ẋ DR X DR

1. Any unwanted physical contact between the bully

and the victim like punching, pushing, shoving,
kicking, slapping, tickling, headlocks, inflicting school 4.69 HA 4.20 A 4.71 HA 4.53 HA 4.39 HA 4.50 HA
pranks, teasing, fighting and the use of available
objects as weapons.
2. Any acts that causes damage to a victim’s psyche
and/or emotional well-being. 4.61 HA 4.70 HA 4.21 HA 4.32 HA 4.19 A 4.34 HA

3. Any slanderous statement or accusation that causes

the victim undue emotional distress like directing foul 4.56 HA 4.59 HA 4.38 HA 4.50 HA 4.17 A 4.44 HA
language or profanity at the target, name-calling,
tormenting and commenting negatively on victim’s
looks, clothes and body.
4. Cyber-bullying or any bullying done through the use
of technology or any electronic means such as texting 4.56 HA 4.59 HA 4.12 A 4.28 HA 4.21 HA 4.35 HA
or sending hurtful messages, posting in the facebook,
instagram, twitter or in any form using the internet or
computer or any other electronic devices.

Grand Mean 4.61 HA 4.52 HA 4.36 HA 4.41 HA 4.24 HA 4.43 HA

Legend:
Range of Score Item
4.21 – 5.00 Highly Aware (HA)
3.41 – 4.20 Aware (A)
2.61 - 3.40 Moderately Aware (MA)
1.81 – 2.60 Slightly Aware (SA)
1.01 – 1.80 Not Aware (NA)
 29

It can be noted from the Table that the anti-bullying laws, policies and rules were

rated by the administrators, teachers, guidance in-charge, parents and pupils as “Highly

Aware” as supported by the grand mean of 4.43. The highest mean rating (4.71) was

given to item number 1 (Any unwanted physical contact between the bully and the victim

like punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school

pranks, teasing, fighting and the use of available objects as weapons.) which shows that

the guidance in-charge respondents were “Highly Aware” while in item number 4

(Cyber-bullying or any bullying done through the use of technology or any electronic

means such as texting or sending hurtful messages, posting in the facebook, instagram,

twitter or in any form using the internet or computer or any other electronic devices) got

the lowest mean rating of 4.12 which shows that the guidance in-charge were “Aware”.

As a whole, all items were rated to be “Highly Aware”. This implies that the anti-

bullying laws, policies and rules are fully and strictly observed in their respective schools

by the above-mentioned respondents.

The “High” level of awareness of the respondents could be attributed to their

attendance to trainings/seminars related to bullying, exposure to mass media in as much

as most parents frequently listened to the radio and watched television, used of

technology/internet, exposed to books, magazines and newspapers, integration of values

in all the subject areas and the inclusion of Edukasyon sa Pagpapakatao in the curriculum

as one of the subject areas also contributed a lot in the awareness of the learners. Aside

from the activities conducted by the school such as information dissemination or school

campaign against bullying, competitions that enhance their responsiveness was also
 30

driven like essay writing, slogan, poster-making contest, quiz bee and other related

activities in the Values Ripple.

Actually, there is a Conference which aims to help schools augment its anti-

bullying programs as directed through Dep-Ed Order No. 55, s. 2013 entitled

Implementing Rules and Regulations (IRR) of Republic Act (RA) No. 10627 otherwise

known as the Anti-Bullying Act of 2013, and Executive Order No. 570 entitled

Institutionalizing Peace Education in Basic Education and Teacher Education.

The target participants are school administrators, classroom advisers, college

professors, advocates working in non-governmental organizations (NGOs)/international

non-governmental organization (INGOs), youth welfare officers, students in the graduate

level, and all others who are interested in addressing bullying in schools.

Luistro (2013), said that RA 10627 should adopt and implement policies to deal

with bullying to provide a safer environment for students to all public and private

elementary and secondary schools. Another law is the Dep-Ed #40 s. of 2012 or also

known as Child Protection Policy was developed and implemented for protection of the

children from abuse, violence, exploitation, discrimination, bullying and other forms of

abuse.

Problem 2. What is the level of implementation of anti-bullying laws and

policies in terms of the following:

a. Family-related factors

b. School-related factors
 31

Table 3

Mean Responses of the Respondents on the Implementation of the Anti-Bullying Act

on Family Related Experiences
Item PTA Officers
ẋ DR
1.Join the PTA meetings regarding the Anti-Bullying Act to expand knowledge and awareness. 4.19 O
2.Impose consistent positive and non-violent form of discipline. 4.38 A
3.Responsible in creating a healthy parent-child relationship through open communication with
the child. 4.46 A
4.Take the responsibility of being the number one supporter of the child. 4.55 A
5.Reinforce anti-bullying policies at home. 4.34 A
6.Guard the children in all the programs they watch including the games they play. 4.28 A
7.Provide the children recreational activities to promote healthy family relationship that will
create positive behavior towards others. 4.10 O
8.Teach the child to avoid inflicting violent behavior when getting mad or angry. 4.31 A
9.Communicating to other people nicely. 4.45 A
10.Redirecting the child’s attention when she/he gets mad to prevent unpleasant behavior that
may provoke violent reactions which may be carried outside. 4.4 A
Grand Mean 4.35 A
Legend:

4.21 – 5.00 Always (A) 1.81 – 2.60 Rarely (R)

3.41 – 4.20 Often (O) 1.01 – 1.80 Never (N)
2.61 – 3.40 Sometimes (S)

The table reveals that as a whole the implementation of the Anti-Bullying Act on

family related experiences assessed by parents was “Always” based on the computed

grand mean rating of 4.35. This signifies that parents supported, implemented and

engaged themselves in exercising their special parental authority and responsibility for

the welfare of their children.

Specifically, “Take the responsibility of being the number one supporter of the

child” was given high regard as reflected in the mean rating of 4.55, described as

“Always”. This implies that parents have shown their responsiveness in addressing the

needs of the children so as to ensure that the children’s rights were provided and met for

them to be fully developed as a well-rounded individuals.

 32

On the other hand, the lowest mean rating of 4.10 was given to “Provide the

children recreational activities to promote healthy family relationship that will create

positive behavior towards others”, though still described as “Often”. This shows that the

level of eagerness and interest of parents in sparing their time with their children was

somehow affected because of the nature of their work, financial constraints and hectic

schedules encountered by the respondents.

In fact, based from the interviews of the researcher, majority of the parents really

tried their best to implement the Anti-Bullying Act in their homes. Various strategies

have been employed by them like talking with their children in a subtle manner using

encouraging words, setting limits and warnings, but still they tend to involved in

bullying, victimization and non-productive activities instead of working and doing what

has been told.

Table 4

Mean Responses of the Respondents on the Implementation of the Anti-Bullying Act

on School Related Experiences

Item School Guidance Teachers As a Whole

Heads In-Charge
ẋ DR ẋ DR ẋ DR ẋ DR
1.Adopt and implement a child protection or anti-bullying policy. 4.59 HI 4.45 HI 4.50 HI 4.51 HI
2.Provide pupils and their parents/guardians a copy of the child
protection or anti-bullying policy. 3.8 I 4.01 I 3.91 I 3.91 I
3.Educate pupils on the dynamics of bullying, the anti-bullying
policies of the school as well as the mechanism for the 4.41 HI 4.22 HI 4.43 HI 4.35 HI
anonymous reporting of acts of bullying or retaliation.
4.Educate parents and guardians about the dynamics of bullying, 4.34 HI 4.06 I 4.25 HI 4.22 HI
the child protection or anti-bullying policy of the school.
5.Devise prevention, intervention, protective and remedial
measures to address bullying. 4.25 HI 3.91 I 4.15 I 4.10 I
6.Conduct the capacity building activities for guidance in-
charge/teachers and the members of the Child Protection 3.91 I 3.95 I 4.09 I 3.98 I
Committee.
7.Monitor and ensure effective implementation of the anti-
bullying policy. 4.33 HI 3.87 I 4.17 I 4.12 I
 33

8.Ensure the safety of the victim of bullying, the bully and the
bystander. 4.41 HI 4.01 I 4.34 HI 4.25 HI
9.Ensure that the rights of the victim, the bully and the bystander
are protected and upheld during the conduct of the investigation. 4.49 HI 4.08 I 4.36 HI 4.31 HI
10.Accomplish the Intake Sheet prescribed under DepEd Order
No. 40, s. 2012. 3.67 I 3.69 I 3.93 I 3.76 I
11.Maintain and keep appropriate written records or statistics of
incidents of bullying and retaliation. 4.19 I 3.88 I 4.12 I 4.06 I
12.Coordinate with appropriate offices and agencies or
instrumentalities for appropriate assistance and intervention, as 4.09 I 3.91 I 4.05 I 4.02 I
required by the circumstances.
Overall 4.21 HI 4.00 I 4.19 I 4.13 I
Legend:

4.21 – 5.00 Highly Implemented (HI) 1.81 – 2.60 Slightly Implemented (SI)
3.41 – 4.20 Implemented (I) 1.01 – 1.80 Not Implemented (NI)
2.61 – 3.40 Moderately Implemented (MI)

Based on the data presented on the table as a whole, the implementation of the

Anti- Bullying Act on school related experiences were rated by the school heads,

guidance in-charge and teachers as “Implemented” as backed up by an overall mean of

4.13. The highest mean rating (4.59) was given to item number 1 (Adopt and implement

a child protection or anti-bullying policy.) which shows that the administrators, guidance

in-charge and teacher-respondents considered as “Highly Implemented” in schools while

in item number 10 (Accomplish the Intake Sheet prescribed under DepEd Order No. 40,

s. 2012) got the lowest mean rating of 3.67, described as “Implemented”. This implies

that some schools were implementing activities and kept appropriate and relevant

information or written records which served and utilized as their basis in resolving

issues encountered.

Problem 3. What are the incidence of Bullying in the Division of Abra?

Table 5 shows the incidence of bullying cases reported to the School Guidance In-

Charge of the selected public elementary schools in the Division of Abra.

 34

Table 5

Incidence of Physical Bullying Cases Reported to the School

Guidance In-Charge

Summary of Physical Bullying Cases Reported to the School

Guidance In-Charge

70
60
50
40
30
20
10
0
Punching Pushing Shoving Kicking Slapping Tickling Headlocks Inflicting Fighting Use of
School Available
Pranks Objects

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016 SY 2016-2017

Physical Bullying. Among the identified physical bullying cases from SY 2012-

2017, fighting (f=235) was the predominant type of bullying encountered by the

Guidance In-Charge in school, followed by pushing (f=203), punching (f=160), kicking

and slapping (f=82), shoving (75), tickling (f=73), inflicting school pranks (f=54) and

lastly use of available objects as weapons (e.g. pencil/ballpen) (f=42). This indicates that

physical bullying was prevalent in schools. However, this incidence can be prevented by

exhausting the possibilities of supervision and control, applying appropriate interventions

and reinforcements considering the fact that not all students were aware of those acts as a

form of bullying. This affirms the research findings of Reburon (2016) that unmindful

students who bully have lower emotional intelligence, they find it hard to recognize and

manage their own feelings and recognize others’ feelings at the same time. They lack

empathy. He further mentioned that kids who displays this kind of behavior suffered
 35

from neglect, abuse and the victims of violence. Growing up with neglect, abuse and

violence teaches kids to think that in order to gain their power, they need to treat others

the way they were treated by the abusive, neglecting and violent people in their life.

In addition, the occurrence of unmonitored spaces in school will somehow

encourage bullies to perpetrate any bullying. Therefore, spaces unmanned should be

moderately reduced and increase supervision by establishing activities and learner parks

for maximum observation.

Table 6

Incidence of Verbal Bullying Cases Reported to the School

Guidance In-Charge

Summary of Verbal Bullying Reported to the School Guidance In-

Charge
90
80
70
60
50
40
30
20
10
0
Saying foul language Teasing Indecent name-calling Tormenting Commenting negatively
on victim's looks,
clothes and body

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016 SY 2016-2017

Verbal Bullying. As gleaned from the table, it could be observed that teasing

(f=343) obtained the highest number of cases reported in schools underlying verbal

bullying followed by saying foul language/bad words (f=197), indecent name-calling

(f=153), commenting negatively on victim’s looks, clothes and body (f=75) and lastly,

tormenting (f=8). This denotes that the number of verbal bullying cases had been getting
 36

worse in schools and that students were not aware whether their statements were

slanderous or not.

Table 7

Incidence of Cyber-Bullying Cases Reported to the School

Guidance In-Charge

Summary of Cyber-Bullying Cases Reported to the School

Guidance In-Charge
7

0
Harassment, intimidation email Chatting Posting indecent
or humiliation through: statement or picture in
texting social networking sites

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016 SY 2016-2017

Cyber Bullying. Harassment, intimidation, or humiliation through: texting with

8 cases is the only cyber-bullying case reported in schools. This signifies that destroying

somebody’s reputation was not only restricted to personal basis but even in distant

communication, through the borderless lines of the internet particularly in the societal

networking sites.
 37

Table 8

Incidence of Gender-Bullying Cases Reported to the School

Guidance In-Charge

Summary of Gender-Based Bullying Cases Reported to the

School Guidance In-Charge
3.5
3
2.5
2
1.5
1
0.5
0
Indecent gender-based Isolation of individual or
name-calling group of bisexual

SY 2012-2013 SY 2013-2014 SY 2014-2015 Sy 2015-2016 SY 2016-2017

Gender-Based Bullying. Isolation of individual or group of bisexual (f=13) have

the most number of cases reported in schools followed by indecent gender-based name-

calling (e.g. “bakla”, “tomboy”) (f=2).

Table 9

Incidence of Disability-Based Bullying Cases Reported to the School

Guidance In-Charge

Summary of Disability-Based Bullying Reported to the

Guidance In-Charge
1.2
1
0.8
0.6
0.4
0.2
0
Indecent disability-based Isolation of individual or
name-calling (e.g. group of pupil with
mongoloid, cross-eyed) disability

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016 SY 2016-2017

 38

Disability-Based Bullying. Indecent disability-based calling (e.g. mongoloid,

cross-eyed) with 4 cases was the lone disability-based bullying reported in schools.

Table 10

Incidence of Racial-Based Bullying Cases Reported to the School

Guidance In-Charge

Summary of Racial-Based Bullying Reported to the

Guidance In-Charge
2.5
2
1.5
1
0.5
0
Indecent racial-based Isolation of individual or
name-calling (e.g. "Aeta", group of pupil with other
"Igorot" race

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016 SY 2016-2017

Racial-Based Bullying. Indecent disability-based name-calling (e.g. “Aeta”, “Igorot”)

with 7 responses was the lone racial-based bullying encountered in schools.

 39

Table 11

Incidence of Physical Bullying Cases Reported by Teachers

Summary of Physical Bullying Cases Reported by Teachers

70
60
50
40
30
20
10
0

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016 SY 2016-2017

Physical Bullying. Among the identified physical bullying cases from SY 2012-2017,

fighting (f=278) was the predominant type of bullying encountered by the teacher

respondents in school, followed by pushing (f=229), punching (f=184), kicking (f=148),

slapping (f=124), shoving (116), tickling (f=96), inflicting school pranks (f=78), and

lastly, use of available objects as weapons (e.g. pencil/ballpen) (f=72). This indicates

that physical bullying was prevalent in schools. However, this incidence can be

prevented by providing positive behavior, supervision and control, understanding the

emotional intelligence of children by knowing the root causes of these behavioral

problems so that appropriate interventions be applied to possibly solve its occurrence.

 40

Table 12

Incidence of Verbal Bullying Cases Reported by Teachers

Summary of Verbal Bullying Cases Reported by Teachers

90
80
70
60
50
40
30
20
10
0
Saying foul Teasing Indecent name- Tormenting Commenting
language/bad words calling negatively on victim's
looks, clothes and
body

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016 SY 2016-2017

Verbal Bullying. Of all the reported verbal bullying cases, it could be observed

that teasing (f=296) obtained the highest number of cases reported in schools underlying

verbal bullying followed by saying foul language/bad words (f=151), indecent name-

calling (f=84), commenting negatively on victim’s looks, clothes and body (f=51) and

lastly, tormenting (f=20). This denotes that the number of verbal bullying cases had been

getting worse in schools and that students were not aware whether their statements were

slanderous or not.
 41

Table 13

Incidence of Cyber Bullying Cases Reported by Teachers

Summary of Cyber-Bullying Reported by Teachers

3.5
3
2.5
2
1.5
1
0.5
0
Harassment, intimidation email Chatting Posting indecent
or humiliation through: statement or picture in
texting social networking sites
(e.g. facebook, instagram,
twitter)

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016 SY 2016-2017

Cyber Bullying. The table revealed that cyber-bullying particularly on

harassment, intimidation, or humiliation through: texting with 5 responses is the only

Cyber-bullying case reported in schools. This indicates that children nowadays, due to

advancements in technology, tend to embarrass their peers by sending hurtful messages

through their cellphones and this problem can have devastating consequences if not

prevented. Bullies were no longer limited to verbal or physical bullying but even in

distant communication. As teachers, we can play a vital role to solve this predicament by

talking with them regularly about online issues, setting time limits, discussing roles on

online safety, giving them pieces of advice not to respond to the text messages sent by

cyberbullies, informing every learner about the policies at the start of every school year

and by strictly following anti-bullying policies of the school.

 42

Table 14

Incidence of Social Bullying Cases Reported by Teachers

Summary of Social Bullying Reported by Teachers

1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Isolating an individual or Indecent behavior Victim's looks, clothes and
group because of: social body
status

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016 SY 2016-2017

Social Bullying. The table revealed that no social bullying cases reported in

school.

Table 15

Incidence of Gender-Based Bullying Cases Reported by Teachers

Summary of Gender-Based Bullying Reported by Teachers

5
4
3
2
1
0
Indecent gender-based Isolation of individual or
name-calling (e.g. "bakla",, group of bisexual
"tomboy")

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016 SY 2016-2017

Gender-Based Bullying. Isolation of individual or group of bisexual (f=16) was

the only Gender-Based-bullying case reported in schools.

 43

Table 16

Incidence of Disability-Based Bullying Cases Reported by Teachers

Summary of Disability-Based Bullying Cases Reported to

Teachers
1
0.8
0.6
0.4
0.2
0
Indecent disability-based Isolation of individual or
caling (e.g. mongoloid, group of pupil with
cross-eyed) disability

SY 2012-2013 Sy 2013-2014 SY 2014-2015 SY 2015-2016 SY 2016-2017

Disability-Based Bullying. Indecent disability-based-calling (e.g. mongoloid,

cross-eyed) with 4 responses was the only disability-based bullying case reported in

schools.

Table 17

Incidence of Racial-Based Bullying Cases Reported by Teachers

Summary of Racial-Based Bullying Cases Reported to Teachers

6
5
4
3
2
1
0
Indecent racial-based name- Isolation of individual or
calling (e.g. "Aeta", "Igorot") group of pupil with other
race

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016 SY 2016-2017

Racial-Based Bullying. Indecent racial-based name-calling (e.g. “Aeta”,

“Igorot”) with 15 responses was the lone racial-based bullying encountered in schools.
 44

Table 18

Summary of Physical Bullying Cases Encountered by the Pupils

180
160
140
120
100
80
60
40
20
0

f Rank

Physical Bullying. Among the reported physical bullying cases, it can be observed

from the table that most of the respondents experienced tickling with a (f=153) and had

the greatest number of responses, followed by “was made fun of” with a (f=146),

“pushing” with (f=133) responses, “slapping” with (f=97), kicking (f=92), punching and

fighting (f=69) responses, victim of prank (f=72), provoked to retaliate (f=35), and head

locked (f=13). This indicates that physical aggression was inflicted to the learners in

school. However this type of bullying may not always implicate physical interaction, but

may also be done by making fun of someone or persecute somebody with prank that

causes injuries to the target. On the other hand, this might not be identified as actions of

bullying for some pupils but rather a mere act to entertain because most of them might

not be aware of this act as a form of bullying. According to the study of Reburon (2016),

unmindful pupils who bully have lower emotional intelligence, they find it hard to

recognize and manage their own feelings and recognize others’ feelings at the same time.

In short, they lack –empathy. Kids who displays this kind of behavior suffered from
 45

neglect, abuse and the victims of violence. Growing up with neglect, abuse and violence

teaches kids to think that in order to gain their power, they need to treat others the way

they were treated by the abusive, neglecting and violent people in their life.

Table 19

Summary of Verbal Bullying Cases Encountered by the Pupils

Summary of the Verbal Bullying Cases Encountered by the

Pupils
120
100
80
60
40
20
0

f Rank

Verbal Bullying. The figure shows the summary of verbal bullying cases

encountered by the pupils in the selected public elementary schools in Abra.

“Playing nasty jokes to embarrass and humiliate” got the highest responses with a

(f=107), followed by “branded with offensive names –Name-calling” with (f=105),

“Uttering slanderous statement” with a (f=79), “tormenting because of looks, clothes and

body” (f=57), “calling moron, stupid, ugly” (f=54), “make fun of appearance” (f=48),

“maliciously mimick the manner I talk” (f=43), “uttering verbal threats of physical

violence” (f=15), “shouting at in public with defamatory statements” (f=14) responses.

This prevalence shows that most of the learners are not aware of their slanderous

statements.
 46

Table 20

Incidence of Cyber-Bullying Cases Encountered by the Pupils

Summary of Cyber-Bullying Cases Encountered by the

Pupils

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

f Rank Column1

Cyber Bullying. On Cyber Bullying, it was gleaned from the table that majority

of the respondents encountered “Someone is using falsely my computer nicknames or

screen names” with a (f=11), followed by “excluded from an online forum or groups”

with (f=10), “was the subject of a posted fake photos on the internet” with (f=7),

“Making fun of my appearance online” with (f=6), “threatened in online forums like chat

rooms” and “Someone made fun of my comments online” with the (f=5), “Someone stole

my personal information from computer like files, emails, addresses, pictures, IM

messages, or Facebook information and published it online”, with a (f=4), “Sending

threatening and hurtful text messages” and “Published online and embarrassing photos of

me without my permission” with a (f=3), “was humiliated and intimidated in an online

post in a social networking site like Facebook, Tweeter, etc.” with (f=2), “received a

threatening or hurtful comments through email” with (f=1).

 47

Cyber bullying had been committed in some of the schools which implies that

mobile phones were used by bullying perpetrators as their means of provoking or teasing

their target with little fear of being caught.

Based on interviews made by the researcher to guidance counselors and teachers,

they prohibit the use of mobile phone inside the school premises but still it does not

prevent cyber- bullying because these children can freely get hold of their gadgets in their

homes after school and parents may not even know that circumstances like this occurred.

Table 21

Incidence of Social Bullying Cases Encountered by the Pupils

Summary of Social Bullying Cases Encountered by the

Pupils

70
60
50
40
30
20
10
0

f Rank Column1

Social Bullying/Relational Bullying. In terms of Social Bullying, it can be noted

that “I was excluded from a social group” got the highest responses with a (f=61),

followed by “Bully is whispering when I am around”, “I observed negative facial or

physical gestures, menacing or contemptuous looks when I am around” with (f=59), “. I

 48

‘ve been a subject of gossiping and told others to dislike me” with (f=56), “. Somebody

revealed my secrets” with (f=46), “. Bully used negative body language when I am

around”, with (f=35), “. I was criticized a treacherous manner while pretending friendship

–backstabbing” with (f=26), “I was into conditional friendship ex. “You can come with

us if you do” with (f=22), “I was embarrassed in public” with the least number of

responses (f=11). This indicates that social bullying is also prevalent in schools. Victims

may often exhibit behavior that makes no sense to parents, such as staying quiet,

willingness to be insulted and accept conditional terms of acceptance. The pleasure of

becoming part of a group is far stronger than the risk of abuses enacted as conditions.

Table 22

Incidence of Gender-Based Bullying Cases Encountered by the Pupils

Summary of Gender-Based Bullying Cases Encountered by

the Pupils

35
30
25
20
15
10
5
0
Indecent gender- Exhibited
based name-calling undesirable
(e.g. bakla, behavior because
tomboy) of my personality
(e.g. bakla,
tomboy)

f Rank

Gender-Based Bullying. The table revealed that along Gender-Based Bullying,

“Indecent gender-based name calling” (e.g. bakla, tomboy), (f=31) have the most number

of cases reported in schools followed by “Exhibited undesirable behavior because of my

personality” (e.g. bakla, tomboy), with (f=6).

 49

Table 23

Incidence of Disability-Based Bullying Cases Encountered by the Pupils

Summary of Disability-Based Bullying Cases Encountered

by the Pupils

100%
50%
0%
Indecent Isolation of
disability- based individual or
calling group of pupil
with disability

f Rank

Disability-Based Bullying. “Isolation of individual or group of pupil with

disability” (f=42), got the highest responses reported in schools followed by “Indecent

disability-based calling” (e.g. mongoloid, cross-eyed), (f=8).

Table 24

Incidence of Racial-Based Bullying Cases Encountered by the Pupils

Summary of Racial-Based Bullying Encounterd by the

Pupils

100%
98%
96%
94%
Indecent racial-
based name-
calling (e.g.
pugot, Aeta)

f Rank

Racial-based Bullying. “Indecent racial-based name-calling” (e.g. pugot, Aeta)

with twenty seven (27) cases was the lone racial-based bullying reported in schools.
 50

Problem 4. What are the measures to prevent bullying in the selected public

elementary schools in the Division of Abra in terms of the following:

Best Practices

 Community Involvement

 Implementation of Laws

 Counseling Programs

 Initiatives

 Interventions

Table 25

Mean Responses on Measures to Control Bullying undertaken by the Respondents on

Community Involvement

Item School Guidance Teachers As a

Heads In-Charge Whole
ẋ DR ẋ DR ẋ DR ẋ DR
1.All pupils are actively involved in various activities of the
community. 4.29 VH 4.04 H 4.16 H 4.16 H
2.Pupils are encouraged to strongly involved in maintaining
their home and community a safe place to stay with. 4.39 VH 4.19 H 4.54 VH 4.37 VH
3.Pupils are guided to avoid conflicts or violence at home
or in the community. 4.34 VH 4.32 VH 4.59 VH 4.42 VH
4.The community offers positive real life experiences for
the children. 4.15 H 4.0 H 4.35 VH 4.17 H
5.Parents and community are partners of the school in
maintaining desirable attitudes of children in school, at 4.44 VH 4.27 VH 4.52 VH 4.41 VH
home and in the community.
6.Barangay officials and community members are well-
oriented on the prohibition of corporal punishment as a
form of disciplinary measures, instead, positive discipline 4.48 VH 4.29 VH 4.49 VH 4.42 VH
is applied to the children.
7.Community representatives attend meetings and
conferences on School Policy Dissemination on Special
Protection of Children against Abuse, Exploitation and 4.0 H 4.08 H 4.37 VH 4.15 H
Discrimination Act (R.A. 7610) and R.A. 10627 or the
Anti-Bullying Act of 2013.
8.Barangay officials provide financial assistance and moral
support to the learners for the successful implementation in
all school activities and programs. 3.75 H 3.75 H 4.06 H 3.85 H
9.Community members actively involved in reporting
possible cases of bullying to the Child Protection
Committee (CPC) and Grievance Committee members of 4.04 H 3.89 H 4.08 H 4.0 H
the school.
 51

10.Parents and community understand, comply and support

the school policy on Anti-Bullying Act of 2013. 4.22 VH 4.12 H 4.37 VH 4.24 VH
Overall 4.21 VH 4.10 H 4.35 VH 4.22 VH
Legend: Rating Item Descriptive Rating Overall Descriptive Rating
4.21 – 5.00 Always (A) Very High (VH)
3.41 – 4.20 Often (O) High (H)
2.61 – 3.40 Sometimes (So) Fair (F)
1.81 – 2.60 Seldom (Se) Low (L)
1.01 – 1.80 Never (N) Very Low (VL)

As a whole, the result revealed that the community involvement on measures to

control bullying in the division of Abra is perceived to be at a “Very High” level with an

overall mean rating of 4.22. The highest mean rating (4.59) was given to item number 3

(Pupils are guided to avoid conflicts or violence at home or in the community) interpreted

as “Very High”. On the other hand, item number 8 (Barangay officials provide financial

assistance and moral support to the learners for the successful implementation in all

school activities and programs) received the lowest mean rating of 3.75 assessed as

“High” which manifests that the respondents were highly aware and asserted that

various activities and measures have been exercised at home and in the community to

ensure that children were really protected and supported by the stakeholders who were

active partners of the school.

Table 26

Mean Responses of the Respondents on the Implementation of the Laws, Rules and
Policies on Anti-Bullying

Mechanisms to Address Bullying School Guidance Teachers As a Whole

Heads In-Charge
ẋ DR ẋ DR ẋ DR ẋ DR
a.Notify the law enforcement agency if the school principal or
designee believes that criminal charges under the Revised Penal 4.32 HI 4.14 I 4.29 HI 4.25 HI
Code may be pursued against the perpetrator.
b.Take appropriate disciplinary administrative action. 4.35 HI 4.31 HI 4.32 HI 4.33 HI
c.Notify the parents or guardians of the perpetrator. 4.52 HI 4.34 HI 4.48 HI 4.45 HI
 52

d.Notify the parents or guardians of the victim regarding the

action taken to prevent any further acts of bullying 4.4 HI 4.28 HI 4.39 HI 4.36 HI
4.408510638or retaliation.
d.Notify the appropriate administrator of the other school so that
both may take appropriate action. 4.44 HI 4.13 I 4.41 HI 4.33 HI
Grand Mean 4.40 HI 4.24 HI 4.38 HI 4.34 HI
Legend:

4.21 – 5.00 Highly Implemented (HI) 1.81 – 2.60 Slightly Implemented (SI)
3.41 – 4.20 Implemented (I) 1.01 – 1.80 Not Implemented (NI)
2.61 – 3.40 Moderately Implemented (MI)

It was clearly illustrated in table 8 the implementation of the laws, rules and

policies on Anti-Bullying as assessed by the respondents. As a whole, all items were

rated to be “Highly Implemented” as supported by the grand mean rating of 4.34.

Specifically, it can be gleaned from the illustration that on the part of the school

heads and teachers all the items were interpreted as “Highly Implemented”, while the

teacher in charge-respondents two items were rated as “Implemented”, nevertheless, this

does not affect their overall perception on this matter considering the mean rating of 4.24

which was described as “Highly Implemented”.

This means that the anti-bullying laws, rules and policies were fully and strictly

implemented by the respondents in their respective schools. Nowadays, teaching and

non-teaching personnel as well as stakeholders were already oriented about this law and

in the statement of Luistro (2013), he said that the DepEd continues to equip teachers and

school principals with the knowledge of the government's child protection policies

through a series of forums and consultations. In addition, there is also a Division

Memorandum 59, s. 2015 which is an additional information to DepEd Memorandum

No. 68, s. 2014 concern on the submission of school-based child protection and anti-

bullying policies and reports on compliance.

 53

In DepEd memorandum No. 206, s. 2006 states that there is an establishing of

Technical Working Group (TWG) for the crafting of DepEd customized Code of Conduct

Policy. This group will also make sure that the policy to be created will be tailor-suited

for all the employees of the department, whether it be teaching or non-teaching, and such

policy will be prepared thoroughly in accordance with other laws and olicies related

thereto. (www.deped.gov.ph)

Table 27

Mean Rating Showing the Evaluation of the Respondents on Counseling Programs

Curative and Remediation Activities/Practices School Guidance Teachers As a

Heads In-Charge Whole
ẋ DR ẋ DR ẋ DR ẋ DR
1.Teachers/Guidance In-Charge/School Head provided necessary
advice or counseling to the perpetrator. 4.59 A 4.59 A 4.58 A 4.59 A
2.PTA and Child Protection Committee keep the case as secret as
possible to reduce the possible humiliation of the involved people. 4.36 A 4.47 A 4.47 A 4.43 A
3.Parents and teachers constantly provided pieces of advice to the
learners to stay good always. 4.71 A 4.66 A 4.68 A 4.68 A
4.Children are given special protection by parents, community
members and teachers and establish a harmonious relationship and 4.62 A 4.54 A 4.56 A 4.57 A
healthy environment.
5.Provided opportunities to children in attending seminars or training
on positive peer relationships and enhancement of social and emotional 3.98 F 3.99 F 4.31 A 4.09 F
competence.
6.Pupils are trained to be sensitive to the needs of their classmates. 4.31 A 4.09 F 4.31 A 4.24 A
7.Pupils are provided with favorable time to share experiences at home,
in school and in the community. 4.26 A 4.15 F 4.36 A 4.26 A
8.The Child Protection Committee (CPC) oriented the learners on the
different policies concerning bullying. 4.44 A 4.28 A 4.40 A 4.37 A
9.Children are generally protected from risk by the care of the school
personnel, parents, Barangay Officials and the CPC. 4.51 A 4.38 A 4.51 A 4.47 A
10.Positive disciplinary action is being applied to the child who
committed violence. 4.54 A 4.48 A 4.47 A 4.50 A
Grand Mean 4.43 A 4.36 A 4.46 A 4.42 A
Legend:

4.21 – 5.00 Always (A) 1.81 – 2.60 Rarely (R)

3.41 – 4.20 Frequent (F) 1.01 – 1.80 Never (N)
2.61 – 3.40 Sometimes (S)

It can be noted from the Table that as a whole, the counseling programs were

rated by the school heads, guidance in-charge and teachers as “Always” as supported by
 54

the grand mean of 4.42. The highest mean rating (4.71), interpreted as “Always” was

given to item number 3 (Parents and teachers constantly provided pieces of advice to the

learners to stay good always) which shows that the respondents acknowledged the

persistent efforts of parents and teachers in providing guidance and counseling to the

schoolchildren while in item number 5 (Provided opportunities to children in attending

seminars or training on positive peer relationships and enhancement of social and

emotional competence) got the lowest mean rating of 3.98 which denotes that the school

heads described as “Frequent”. The result of the evaluation of the respondents could be

attributed to their awareness of their vital roles in shaping the minds and instilling

desirable attitudes among the young individuals by sending them to attend seminars or

trainings and letting them mingle with their peers for these would be an appropriate

venue in the acquisition of positive behavior and optimum social and emotional

competence.

Table 28

Mean Rating Showing the Evaluation of the Respondents on Prevention

Programs/Initiatives

A. Prevention Programs/Initiatives School Guidance In- Teachers As a Whole

Heads Charge
1.School-wide initiatives were centered on: ẋ DR ẋ DR ẋ DR ẋ DR
a. Positive school climate and environment conducive to
the attainment of learning objectives, the
development of healthy relationships and the 4.44 VMI 4.24 VMI 4.33 VMI 4.34 VMI
understanding of and respect for individual
differences;
b. Periodic assessment and monitoring of the nature,
extent, and perceptions of bullying behaviors and 4.11 MI 3.82 MI 4.04 MI 3.99 MI
attitudes of pupils;
c. Periodic review and enhancement of the pupils’ and
personnel’s manual or code of conduct in relation to 4.12 MI 3.79 MI 3.99 MI 3.97 MI
bullying;
d. Activities conducted for pupils, school personnel and
service providers on how to recognize and respond to 3.93 MI 3.8 MI 4.0 MI 3.91 MI
bullying;
 55

e. Personnel development to sustain bullying prevention

programs; and 4.07 MI 3.94 MI 4.16 MI 4.06 MI
f. Coordination with Local Government Units, barangay
(Barangay Council for the Protection of Children) and 4.09 MI 4.06 MI 3.97 MI 4.04 MI
other stakeholders.
2.Classroom-level initiatives:
a. Reinforced school-wide rules pertaining to bullying;
4.58 VMI 4.98 VMI 4.33 VMI 4.63 VMI
b. Built a positive sense of self and interpersonal
relationships through the development of self-
awareness and self-management, interpersonal skills 4.36 VMI 4.24 VMI 4.24 VMI 4.28 VMI
and empathy, and responsible decision-making and
problem solving;
c. Discussed issues related to bullying, and strategies for
responding to and reporting of incidents of bullying; 4.28 VMI 4.22 VMI 4.19 MI 4.23 VMI
d. Taught positive online behavior and safety and how to
recognize and report cyber-bullying; and 4.18 MI 4.09 MI 4.10 MI 4.12 MI
e. Provided an inclusive and caring learning environment
for pupils. 4.33 VMI 4.27 VMI 4.25 VMI 4.28 VMI
3.Involve parents in bullying prevention activities such as:
a. Discussions of the anti-bullying policy of the school,
emphasizing bullying prevention during Parents-
Teachers Association meetings and seminars to 4.54 VMI 4.27 VMI 4.26 VMI 4.36 VMI
expand their knowledge and awareness;
b. Education session conducted or sponsored for parents
to learn, teach, model, and reinforce positive social 4.06 MI 4.08 MI 4.10 MI 4.08 MI
and emotional skills to their children.
c. Encourage parents to reinforce anti-bullying policies at
home 4.36 VMI 4.2 MI 4.17 MI 4.24 VMI
4.Monitored activity and protection guideline such as:
a. Pupils who were vulnerable of committing aggressive
acts or who are perpetrators of bullying, or who are 4.22 VMI 4.11 MI 4.18 MI 4.17 MI
possible targets or victims; for the purpose of early
intervention; and
b. Conducted with utmost confidentiality and respect for
all parties concerned. 4.76 VMI 4.14 MI 4.21 VMI 4.37 VMI
Overall 4.28 VMI 4.14 MI 4.16 MI 4.19 MI
 56

The result revealed that the school heads evaluated the initiatives/prevention programs as

“Very Much Implemented” with a mean rating of 4.28. On the other hand, the guidance in-

charge and teacher-respondents gave a descriptive rating of “Much Implemented” with a

mean ratings of 4.14 and 4.16 respectively. On the overall, the school heads, teacher in-

charge and teachers enumerated a descriptive rating of “Much Implemented” with an overall

mean rating of 4.19. This specifies that the initiatives were dutifully managed by the above

mentioned respondents. Hence, it is a genuine indicator that the school heads, guidance in-

charge and teachers implemented what has been mandated in the Anti-Bullying Act of 2013 to

prevent the prevalence of bullying cases in schools.

Taken the items singly, under school wide initiatives, Item a, “positive school climate and

environment conducive to the attainment of learning objectives, the development of healthy

relationships and the understanding of and respect for individual differences” was given the

highest mean rating of 4.44 interpreted as “Very Much Implemented”. However, item c,

“periodic review and enhancement of the pupils’ and personnel’s manual or code of conduct in

relation to bullying” received the lowest mean rating of 3.79 weighed as “Much Implemented”.

For classroom-level initiatives, item a, “reinforced school-wide rules pertaining to bullying”

was evaluated as “Very Much Implemented” as backed-up by the highest mean rating of 4.98

while item d, “taught positive online behavior and safety and how to recognize and report cyber-

bullying”, received the lowest mean rating of 4.09 assessed as “Much Implemented”.

Further, the respondents noted a “Very Much Implemented” assessment to item a,

“discussions of the anti-bullying policy of the school, emphasizing bullying prevention during

Parents-Teachers Association meetings and seminars to expand their knowledge and awareness”
 57

with 4.54 mean rating under the involvement of parents in bullying prevention activities” but in

item b “Education session conducted or sponsored for parents to learn, teach, model, and

reinforce positive social and emotional skills to their children” the school heads assessed as

“Much Implemented” with the lowest mean rating of 4.06.

Finally, under monitored activity and protection guideline, item b, “conducted with utmost

confidentiality and respect for all parties concerned” the school heads interpreted as “Very

Much Implemented” with the mean rating of 4.78, whereas item a, “pupils who were vulnerable

of committing aggressive acts or who are perpetrators of bullying, or who are possible targets or

victims; for the purpose of early intervention” received a “Much Implemented” assessment with

the mean rating of 4.11 by the guidance in-charge.

Table 29

Item Mean Ratings Showing the Level of Implementation of Intervention Programs under Anti-Bullying
Act of 2013 of Selected Public Elementary Schools in the Division of Abra

Items School Guidance Teachers As a Whole

Heads In-Charge
ẋ DR ẋ DR ẋ DR ẋ DR
1.Series of activities were designed to address the following:
a. Issues that influence the pupil to commit bullying; 4.09 MI 4.05 MI 4.07 MI 4.07 MI
b. Factors that make a pupil a target of bullying; 4.08 MI 3.99 MI 4.06 MI 4.04 MI
and
c. Effects of bullying. 4.15 MI 4.13 MI 4.09 MI 4.12 MI
2.Included intervention activities that will enhance the
psychological, emotional, and psycho-social well- being of
both the victim and the bully such as:
a. counseling 4.29 VMI 4.0 MI 4.22 VMI 4.17 MI
b. life skills training 3.92 MI 3.94 MI 4.03 MI 3.96 MI
c. education 4.33 VMI 4.02 MI 4.28 VMI 4.21 VM
I
3.Intervention Programs:
a. involved activities that will address acts of bullying;
4.19 MI 4.07 MI 4.18 MI 4.15 MI
b. emphasized formative and corrective measures
rather than punishment; 4.13 MI 4.22 VM 4.33 VMI 4.23 VM
I I
 58

c. conformed to principles of child protection, positive

and non-violent discipline; 4.29 VMI 4.15 MI 4.25 VMI 4.23 VM
I
d. helped the victim, the bully and the bystanders
understand the bullying incident and its negative 4.4 VMI 4.28 VM 4.28 VMI 4.32 VM
consequences; and I I
e. provided opportunities to practice pro-social
behavior. 4.2 MI 4.26 VM 4.15 MI 4.20 MI
I
TOTAL 4.19 MI 4.10 MI 4.18 MI 4.15 MI

Legend:

4.21 – 5.00 Very Much Implemented (VMI) 1.81 – 2.60 Least Implemented (LI)
3.41 – 4.20 Much Implemented (MI) 1.01 – 1.80 Not Implemented (NI)
2.61 – 3.40 Moderately Implemented (MoI)

Along the implementation of intervention programs, it was assessed by the School heads,

guidance in-charge and teachers as “Much Implemented” with a mean rating of 4.19, 4.10 and

4.18 respectively. As a whole, the respondents gave an overall descriptive rating of “Much

Implemented” with a mean rating of 4.15. This means that intervention programs were

implemented by the school heads, guidance in-charge and teachers to address bullying cases in

school.

In particular, item c, “effects of bullying” was given the mean rating of 4.12 which

indicates a “Much Implemented” descriptive rating.

Along the intervention activities that will enhance the psychological, emotional, and

psycho-social well- being of both the victim and the bully, item c, “education” was considered as

“Very Much Implemented” with the mean rating of 4.21.

Among the intervention programs, item d “helped the victim, the bully and the

bystanders understand the bullying incident and its negative consequences” got the highest

mean rating of 4.32 with “Very Much Implemented” descriptive rating.

Table 30
 59

Item Mean Ratings Showing the Level of Implementation of Duties and Responsibilities of Education
Stakeholders under Anti-Bullying Act of 2013 of Selected Public Elementary Schools in the Division of
Abra

Items School Heads Guidance In- Teachers As a Whole

Charge
ẋ DR ẋ DR ẋ DR ẋ DR
1. The DepEd Central Office:
a. Conducted a nationwide information dissemination and
campaign on anti-bullying; 4.44 VMI 4.15 MI 4.17 MI 4.25 VMI
b. Monitored and evaluated reports of Regional Offices on
incidents and cases of bullying; 4.11 MI 3.96 MI 3.97 MI 4.01 MI
c. Maintained a central repository of reports, through the
Office of the Undersecretary for Legal and Legislative
Affairs, on an annual aggregated basis, focusing on the 4.24 VMI 4.08 MI 4.09 MI 4.14 MI
number of incidents of bullying, results of investigations
undertaken to verify the details made in complaints, and
the sanctions imposed;
d. Initiated training programs and activities where best
practices on intervention and prevention strategies are
adopted, to ensure quality, relevant, effective and 4.08 MI 4.06 MI 4.17 MI 4.10 MI
efficient delivery of prevention and intervention programs
in schools; and
e. Submitted a comprehensive annual report on bullying to
the Committee on Basic Education of both the Senate and 4.25 VMI 4.16 MI 4.17 MI 4.19 MI
the House of Representatives.
2.The Regional Office:
a. Encouraged and supported anti-bullying campaigns and
capability building activities on handling bullying cases; 4.25 VMI 4.12 MI 4.18 MI 4.18 MI

b. Reviewed all anti-bullying policies adopted by public and

private schools forwarded by Division Offices as required
by the Act and submits consolidated reports to the 4.26 VMI 4.02 MI 4.19 MI 4.16 MI
Central Office through the Office of the Undersecretary
for legal and legislative affairs;
c. Consolidated reports on incidents and cases of the
Division Offices within the Region and submit a Regional
Report to the Office of the Undersecretary for Legal and 4.33 VMI 4.05 MI 4.18 MI 4.19 MI
Legislative Affairs;
d. Monitored and evaluated the implementation and
enforcement of this IRR; and 4.39 VMI 4.04 MI 4.13 MI 4.19 MI
e. Imposed sanctions and penalties on erring private schools
and DepED academic personnel. 4.24 VMI 4.11 MI 4.16 MI 4.17 MI
3.The Division Office:
a. Conducted information-dissemination and capacity-
building activities for teachers, guidance in-charge, and 4.35 VMI 4.27 VMI 4.23 VMI 4.28 VMI
members of the Child Protection Committees on handling
bullying cases;
b. Monitored the adoption of anti-bullying policies in all
public and private elementary and secondary schools
within the Division, maintain a repository of such policies, 4.48 VMI 4.24 VMI 4.31 VMI 4.34 VMI
and submit reports on compliance to the Regional Office;

c. Consolidated the reports on incidents and cases of

bullying of all schools in the Division and submit a Division 4.4 VMI 4.19 MI 4.21 VMI 4.27 VMI
Report to the Regional Office;
 60

d. Assessed and evaluated the implementation and

enforcement by public and private schools of this IRR; 4.39 VMI 4.14 MI 4.23 VMI 4.25 VMI
e. Reviewed the anti-bullying policies submitted by the
schools, to ensure compliance with this IRR; 4.29 VMI 4.25 VMI 4.25 VMI 4.26 VMI
f. Resolved appeals in bullying cases in both public and
private schools pursuant to the existing rules and
regulations of the Department and DepED Order No. 88, 4.47 VMI 4.26 VMI 4.29 VMI 4.34 VMI
2010, or the “Revised Manual of Regulations for Private
schools,” respectively;
g. Coordinated with appropriate offices and other agencies
or instrumentalities for such assistance as it may rquire in 4.4 VMI 4.21 VMI 4.26 VMI 4.29 VMI
the performance of its functions; and
h. Encouraged and supported activities and anti-bullying
campaigns initiated by stakeholders; and 4.45 VMI 4.25 VMI 4.30 VMI 4.33 VMI
i. Imposed sanctions and penalties on erring non-teaching
DepEd personnel. 4.4 VMI 4.16 MI 4.26 VMI 4.27 VMI
4.The School:
a. Adopted and implemented a child protection or anti-
bullying policy in accordance with this IRR and submits
the same to the Division Office. The anti-bullying policy is 4.44 VMI 4.15 MI 4.31 VMI 4.3 VMI
a part of the school’s child protection policy;
b. Provided pupils and their parents or guardians a copy of
the child protection or anti-bullying policy adopted by the
school. Such policy shall likewise be included in the 4.13 MI 4.02 MI 4.17 MI 4.11 MI
school’s pupil and employee handbook and conspicuously
posted on the school walls and website;
c. Educated pupils on the dynamics of bullying, the anti-
bullying policies of the school as well as the mechanisms 4.29 VMI 4.12 MI 4.15 MI 4.19 MI
for the anonymous reporting of acts of bullying;

d. Educated parents and guardians about the dynamics of

bullying, the child protection or anti-bullying policy of the
school and how parents and guardians can provide 4.26 VMI 4.06 MI 4.21 VMI 4.18 MI
support and reinforce the said policy at home;

e. Devised prevention, intervention, protective and remedial

measures to address bullying; 4.29 VMI 4.0 MI 4.19 MI 4.16 MI
f. Conducted the capacity building activities for guidance
counselors/teachers and the members of the Child 4.0 MI 4.09 MI 4.20 MI 4.10 MI
Protection Committees;
g. Ensured effective implementation of the anti-bullying
policy and monitored compliance; 4.33 VMI 4.14 MI 4.14 MI 4.20 MI
h. Ensured the safety of the victim of bullying, the bully, and
the bystander and determined the pupils’ needs for 4.29 VMI 4.2 MI 4.24 VMI 4.24 VMI
protection;
i. Ensured that the rights of the victim, the bully, and the
bystander are protected and upheld during the conduct of 4.31 VMI 4.27 VMI 4.25 VMI 4.28 VMI
the investigation;
j. Maintained a public record or statistics of incidents of
bullying; 4.34 VMI 4.13 MI 4.16 MI 4.21 VMI
k. Coordinated with appropriate offices and other agencies
or instrumentalities for appropriate assistance and 4.35 VMI 4.26 VMI 4.23 VMI 4.28 VMI
intervention, as required by the circumstances.

5. The teachers and other school personnel

 61

a. Participated and cooperated in all prevention,

intervention and other measures related to bullying 4.38 VMI 4.11 MI 4.29 VMI 4.26 VMI
implemented by the school.
b. Reported to school authorities any incident of bullying;
and 4.31 VMI 4.2 MI 4.21 VMI 4.24 VMI
c. Performed the duties as specified in the IRR. 4.34 VMI 4.16 MI 4.19 MI 4.23 VMI
6.The pupils:
a. Participated and cooperated in all prevention,
intervention and other measures related to bullying 4.2 MI 4.12 MI 4.24 VMI 4.19 MI
implemented by the school;
b. Avoided or refrained from any act of bullying; 4.0 MI 4.13 MI 4.17 MI 4.1 MI
c. Intervened to protect the victim, unless it will jeopardize
his safety and security; 4.06 MI 4.16 MI 4.16 MI 4.13 MI
d. Reported to school authorities any incident of bullying.
4.26 VMI 4.31 VMI 4.28 VMI 4.28 VMI
TOTAL 4.29 VMI 4.14 MI 4.20 MI 4.21 VMI

Legend:

4.21 – 5.00 Very Much Implemented (VMI) 1.81 – 2.60 Least Implemented (LI)
3.41 – 4.20 Much Implemented (MI) 1.01 – 1.80 Not Implemented (NI)
2.61 – 3.40 Moderately Implemented (MoI)

Along the level of implementation relative to the duties and responsibilities of education

stakeholders, it was perceived by the school heads as “Very Much Implemented” with a mean

rating of 4.29. Whereas, the guidance in-charge and teachers assessed it as “Much Implemented”

with a mean rating of 4.14 and 4.20 respectively. As a whole, an overall descriptive rating of

“Very Much Implemented” with a mean rating of 4.21 was assessed by the school heads, guidance

in-charge and teachers on the duties and responsibilities of education stakeholders and this

evidently indicates their responsiveness in the implementation of their obligations and

accountabilities in addressing the prevalence of bullying.

Among the duties and responsibilities of the Dep-Ed Central Office, item a, “Conducted a

nationwide information dissemination and campaign on anti-bullying” received the highest mean

rating of 4.25 with “Very Much Implemented” descriptive rating.

The respondents evaluated the Regional Office to have “Much Implemented”. Item c,

“Consolidated reports on incidents and cases of the Division Offices within the Region and submit
 62

a Regional Report to the Office of the Undersecretary for Legal and Legislative Affairs” and item

d, “Monitored and evaluated the implementation and enforcement of this IRR” received the

highest mean rating of 4.19 from the respondents which means that the Division Office greatly

supported and implemented the program.

Apparently, the respondents perceived the Division Office to have “Very Much

Implemented”. Item b, “Monitored the adoption of anti-bullying policies in all public and private

elementary and secondary schools within the Division, maintain a repository of such policies, and

submit reports on compliance to the Regional Office” and item f, “Resolved appeals in bullying

cases in both public and private schools pursuant to the existing rules and regulations of the

Department and DepED Order No. 88, 2010, or the “Revised Manual of Regulations for Private

schools” received the highest mean rating of 4.34 which signifies that the Division Office really

executed this mandate.

In terms of the degree of implementation of the duties and responsibilities of the school, the

respondents perceived as “Very Much Implemented”. Item a’ “Adopted and implemented a child

protection or anti-bullying policy in accordance with this IRR and submits the same to the Division

Office. The anti-bullying policy is a part of the school’s child protection policy” received the

highest mean rating of 4.3 which denotes that school personnel enthusiastically performed their

roles so as to provide and offer their services in resolving bullying cases encountered.

The teachers and other school personnel were assessed to have delivered their duties as

indicated in the IRR as supported by the mean rating of 4.26 described as “Very Much

Implemented”.
 63

In the same manner, the pupils were evaluated as “Very Much Implemented”. Item d,

“Reported to school authorities any incident of bullying” got the highest mean rating of 4.28 by

the respondents.

As a whole, the result revealed that the school heads, guidance in-charge and teachers assessed

the level of implementation of the duties and responsibilities of the education stakeholders as

“Very Much Implemented as backed up by the overall mean rating of 4.21.

Table 31

Item Mean Ratings Showing the Level of Implementation of Child Protection Committee (CPC)
as Anti-Bullying Committee under Anti-Bullying Act of 2013 of Selected
Public Elementary Schools in the Division of Abra

Items School Guidance Teachers As a Whole

Heads In-Charge
ẋ DR ẋ DR ẋ DR ẋ DR
(1) The Committee, as provided in DepED Order No.
40 s. 2012, was composed by
a. School Head/Administrator – Chairperson; 4.53 VMI 4.48 VMI 4.33 VMI 4.45 VMI
b. Guidance Counselor/Teacher Vice Chairperson;
4.64 VMI 4.42 VMI 4.48 VMI 4.51 VMI
c. Representative of the teachers as designated by
the Faculty Club; 4.6 VMI 4.55 VMI 4.43 VMI 4.53 VMI
d. Representative of pupils, except kindergarten, as
designated by the Supreme Student Council; and 4.68 VMI 4.49 VMI 4.46 VMI 4.54 VMI
e. Representative from the community as
designated by the Punong Barangay, preferably a
member of the Barangay Council for the 4.4 VMI 4.31 VMI 4.37 VMI 4.36 VMI
Protection of Children (BCPC).
(2)other duties and responsibilities of Child Protection
Committee (CPC):
a. Conducted awareness-raising programs with
school stakeholders in preventing and addressing 4.47 VMI 4.32 VMI 4.26 VMI 4.35 VMI
bullying;
b. Ensured that the anti-bullying policy adopted by
the school is implemented; 4.45 VMI 4.25 VMI 4.20 MI 4.3 VMI
c. Monitored all cases or incidents related to
bullying reported or referred by the teacher,
guidance counselor or coordinator or any person 4.34 VMI 4.32 VMI 4.15 MI 4.27 VMI
designated to handle prevention and intervention
measures;
 64

d. Made necessary referrals to appropriate agencies,

offices or persons, as required by the 4.36 VMI 4.21 VMI 4.27 VMI 4.28 VMI
circumstances.
TOTAL 4.50 VMI 4.37 VMI 4.33 VMI 4.40 VMI

Legend:

4.21 – 5.00 Very Much Implemented (VMI) 1.81 – 2.60 Least Implemented (LI)
3.41 – 4.20 Much Implemented (MI) 1.01 – 1.80 Not Implemented (NI)
2.61 – 3.40 Moderately Implemented (MoI)

On Child Protection Committee (CPC) as Anti-Bullying Committee, it was clearly exhibited

from the table that the school heads, guidance in-charge and teachers consistently evaluated it as

“Very Much Implemented” with an overall mean rating of 4.40. This means that the identified

schools on this study have functional Child Protection Committee (CPCs).

Specifically, the respondents claimed that the committee was composed of Representative

of pupils, except kindergarten, as designated by the Supreme Student Council as evidently shown

with a mean rating of 4.54 described as “Very Much Implemented”.

Among other duties and responsibilities of Child Protection Committee (CPC), Item a,

“conducted awareness-raising programs with school stakeholders in preventing and addressing

bullying” got the highest mean rating of 4.35 “Very Much Implemented”.

Table 32

Item Mean Ratings Showing the Level of Implementation of Procedures in Handling

Bullying Incidents in Schools under Anti-Bullying Act of 2013 of Selected
Public Elementary Schools in the Division of Abra

Items School Heads Guidance In- Teachers As a Whole

Charge
DR DR DR DR
 65

(1) Jurisdiction
a. Complaints of bullying and other acts were in exclusive
jurisdiction of the DepED and not brought for amicable
settlement before the Barangay, subject to existing laws, 4.39 VMI 4.16 MI 4.17 MI 4.24 VMI
rules and regulations.
b. Complaints for acts covered by other laws were referred
to the appropriate authorities. 4.4 VMI 4.29 VMI 4.29 VMI 4.33 VMI
(2)Procedures
(2.1)Immediate Responses
a. The victim or anyone who witnessed or had personal
knowledge of a bullying incident immediately called the 4.42 VMI 4.29 VMI 4.62 VMI 4.44 VMI
attention of school personnel.
b. The school personnel who was notified of a bullying
incident:
 Stopped bullying immediately;
4.49 VMI 4.28 VMI 4.29 VMI 4.35 VMI
 Separated the students involved; 4.48 VMI 4.25 VMI 4.37 VMI 4.37 VMI
 Removed the victim or, in appropriate cases, 4.45 VMI 4.16 MI 4.32 VMI 4.31 VMI
the bully from the site;
 Ensured the victim’s safety by determining and
addressing the victim’s immediate safety 4.44 VMI 4.34 VMI 4.32 VMI 4.37 VMI
needs; and
 Ensured medical attention and secured a
medical certificate in cases of physical injury; 4.44 VMI 4.46 VMI 4.33 VMI 4.41 VMI
 Brought the bully to the Guidance Office or
designated school personnel. 4.46 VMI 4.36 VMI 4.17 MI 4.33 VMI
(2.2)Reporting the Bullying Incident
a. A victim, a bystander or a school personnel who received
information of a bullying incident or any person who
witnessed or had personal knowledge of any incident of
bullying reported the same to the teacher, guidance 4.41 VMI 4.27 VMI 4.21 VMI 4.30 VMI
coordinator or counselor or any person designated to
handle bullying incidents.
b. The bullying incident was immediately reported to the
school head. 4.39 VMI 4.19 MI 4.26 VMI 4.28 VMI
c. The designated school personnel filled up the Intake
Sheet as provided in DepEd Order No. 40, s. 2012. 4.26 VMI 4.13 MI 4.22 VMI 4.20 MI
d. The school head or the designated school personnel
informed the parents or guardian of the victim and the 4.33 VMI 4.36 VMI 4.32 VMI 4.34 VMI
bully about the incident.
e. The school that was first informed of the bullying
incident promptly notified the appropriate administrator
or school head of the other school and took appropriate
action of an incident of bullying that involved pupils from 4.21 VMI 4.31 VMI 4.25 VMI 4.26 VMI
more than one school.
f. Reports of incidents of bullying initiated by persons who
preferred anonymity was entertained, and the person
who reported the incident was afforded with protection 4.31 VMI 4.16 MI 4.23 VMI 4.23 VMI
from possible retaliation.
g. No disciplinary administrative action was taken against
an 4.2 MI 3.79 MI 4.09 MI 4.03 MI
alleged bully solely on the basis of an anonymous report
and without any other evidence.
(2.3)Fact-Finding and Documentation
The school administrator, principal or school head,
counselor/teacher, or school personnel or person designated to
handle bullying incidents:
 66

a. Separately interviewed in private the bully and the

victim; 4.42 VMI 4.36 VMI 4.4 VMI 4.39 VMI
b. Determined the levels of threats and developed
intervention strategies; 4.22 VMI 4.27 VMI 4.33 VMI 4.27 VMI
c. Took appropriate action within twenty-four (24) hours
from the time of incident when the situation required
immediate attention or intervention, or the level of 4.32 VMI 4.33 VMI 4.32 VMI 4.32 VMI
threat is high;
d. Informed the victim and the parents or guardian of the
steps to be taken to prevent any further acts of bullying; 4.35 VMI 4.29 VMI 4.36 VMI 4.33 VMI
e. Made appropriate recommendations to the Child
Protection Committee on proper interventions, referrals 4.31 VMI 4.33 VMI 4.32 VMI 4.32 VMI
and monitoring.
(2.4) Intervention
a. The Child Protection Committee (CPC) determined the
appropriate intervention programs for the victim, the 4.32 VMI 4.32 VMI 4.36 VMI 4.33 VMI
bully and bystanders.
b. The school head ensured that the intervention programs
are provided to them. 4.38 VMI 4.31 VMI 4.34 VMI 4.34 VMI
(2.5) Referral
a. The school head or the Child Protection Committee (CPC)
referred the victims and the bully to trained
professionals outside the school, such as social workers,
guidance counselors, psychologists, or child protection 4.19 MI 4.21 VMI 4.19 MI 4.20 MI
specialists, for further assessment and appropriate
intervention measures.
b. The school head or the designated school personnel
notified the Women and Children’s Protection Desk 4.16 MI 4.16 MI 4.15 MI 4.16 MI
(WPCD) of the local Philippine National Police (PNP), if he
believed that appropriate criminal charges pursued
against the bully.
(2.6) Disciplinary Measures
a. The school head, considering the nature, gravity or
severity, previous incidents of bullying and attendant
circumstances imposed reasonable disciplinary measures 4.02 MI 4.21 VMI 4.18 MI 4.14 MI
on the bully pupil that was proportionate to the act
committed.
b. Witten reprimand, community service, suspension,
exclusion or expulsion, in accordance with existing rules
and regulations of the school or of the Department for
public schools imposed if the circumstances warranted 4.0 MI 3.91 MI 4.08 MI 4.0 MI
the imposition of such penalty, provided that the
requirements of due process are complied with.
c. The bully was required to undergo an intervention
program which was administered or supervised by the 4.14 MI 3.82 MI 4.12 MI 4.03 MI
school’s Child Protection Committee (CPC).
d. The parents of bully were encouraged to join the
intervention program. 4.02 MI 4.12 MI 4.07 MI 4.07 MI
(2.7) Due Process
a. The pupil and the parents or guardians were informed of
the complaint in writing. 4.16 MI 4.13 MI 4.18 MI 4.16 MI
b. The pupil was given the opportunity to answer the
complaint in writing, with the assistance of the parents 4.06 MI 3.98 MI 4.10 MI 4.05 MI
or guardian.
c. The decision of the school head was appealed to the
Division Office, as provided in existing rules of the 3.93 MI 3.84 MI 4.08 MI 3.95 MI
Department.
 67

(2.8) Applicability of RA 9344, as amended, and other related

laws
a. Bullying incident resulted in serious physical injuries or
death, the case was dealt with in accordance with the
provisions of Republic Act 9344 or the “Juvenile Justice
and Welfare Act,” as amended, and its implementing
Rules and Regulations, in connection with other 4.05 MI 4.04 MI 4.15 MI 4.08 MI
applicable laws, warranted by the circumstances
attendant to the bullying incident.
(2.9) False Accusation of Bullying
a. The pupil, after an investigation, was found to have
knowingly made a false accusation of bullying, the said
pupil was subjected to disciplinary actions or to 3.93 MI 4.19 MI 4.17 MI 4.10 MI
appropriate interventions in accordance with the existing
rules and regulations of the Department.
TOTAL 4.27 VMI 4.19 MI 4.25 VMI 4.24 VMI

Legend:

4.21 – 5.00 Very Much Implemented (VMI) 1.81 – 2.60 Least Implemented (LI)
3.41 – 4.20 Much Implemented (MI) 1.01 – 1.80 Not Implemented (NI)
2.61 – 3.40 Moderately Implemented (MoI)

Presented in Table 14 is the level of implementation of procedures in handling bullying

incidents in schools under Anti-Bullying Act of 2013.

The result revealed that the school heads and teachers assessed the compliance on

procedures in handling bullying incidents in schools as “Very Much Implemented” with a mean

ratings of 4.27 and 4.25 respectively, while the guidance in-charge gave it a descriptive rating of

“Much Implemented” with a mean rating of 4.19. As an overall result of the assessment of the

school heads, guidance in-charge and teachers, they had a general descriptive rating of “Very

Much Implemented” with a mean rating of 4.24. This means that the respondents followed and

complied strictly the procedures in handling bullying incidents in schools based on the

Implementing Rules and Regulations (IRR) of Anti-Bullying Act of 2013.

Among the procedures in handling bullying incidents, Item b, “complaints for acts covered

by other laws were referred to the appropriate authorities” got the highest mean rating of 4.33

described as “Very Much Implemented” under the jurisdiction.

 68

For immediate responses, Item a, “The victim or anyone who witnessed or had personal

knowledge of a bullying incident immediately called the attention of school personnel” was

assessed as “Very Much Implemented” as backed-up by the highest mean rating of 4.44.

In reporting the bullying incident, Item d, “the school head or the designated school

personnel informed the parents or guardian of the victim and the bully about the incident” got

the highest mean rating of 4.34 or “Very Much Implemented”.

Further, under fact-finding and documentation, item a, “separately interviewed in private

the bully and the victim” received the highest mean of 4.39 described as “Very Much

Implemented”.

On intervention, Item b, “the school head ensured that the intervention programs are

provided to them” got the highest mean of 4.34 with a descriptive rating of “Very Much

Implemented”. For referral, Item a, “the school head or the Child Protection Committee (CPC)

referred the victims and the bully to trained professionals outside the school, such as social

workers, guidance counselors, psychologists, or child protection specialists, for further

assessment and appropriate intervention measures” received the highest mean rating of 4.20

described as “Much Implemented”.

Under disciplinary measures, Item a, “the school head, considering the nature, gravity or

severity, previous incidents of bullying and attendant circumstances imposed reasonable

disciplinary measures on the bully pupil that was proportionate to the act committed” got the

highest mean rating of 4.14 with a descriptive rating of “Much Implemented”.

On due process, Item a, “the pupil and the parents or guardians were informed of the

complaint in writing” received the highest mean of 4.16 with a descriptive rating of “Much
 69

Implemented”.

In addition, under applicability of RA 9344, as amended, and other related laws, “Bullying

incident resulted in serious physical injuries or death, the case was dealt with in accordance

with the provisions of Republic Act 9344 or the “Juvenile Justice and Welfare Act,” as amended,

and its implementing Rules and Regulations, in connection with other applicable laws,

warranted by the circumstances attendant to the bullying incident” got a mean rating of 4.08

with a descriptive rating of “Much Implemented”.

Lastly, under false accusation of bullying, “the pupil, after an investigation, was found to

have knowingly made a false accusation of bullying, the said pupil was subjected to disciplinary

actions or to appropriate interventions in accordance with the existing rules and regulations of

the Department” received a mean rating of 4.10 as “Much Implemented”.

Table 33

Item Mean Ratings Showing the Level of Implementation of Confidentiality, Training and
Development and Reporting Requirement under Anti-Bullying Act of 2013 of
Selected Public Elementary Schools in the Division of Abra

Items School Guidance In- Teachers As a Whole

Heads Charge
ẋ DR ẋ DR ẋ DR ẋ DR
The school ensured that:
a. Any information relating to the identity and personal circumstances of
the bully, victim, or bystander was treated with utmost confidentiality by
the Child Protection Committee and the school personnel, provided, that
the names was only available to the school head or administrator, teacher
or guidance counselor designated by the school head, and parents or 4.34 VMI 4.14 MI 4.14 MI 4.21 VMI
guardians of pupils who were victims of bullying; and
b. Any school personnel who committed a breach of confidentiality was
subjected to appropriate administrative disciplinary action in accordance 4.2 MI 3.99 MI 4.04 MI 4.08 MI
with the existing rules and regulations of the Department of Education or
the private school, without prejudice to any civil or criminal action.
TOTAL 4.27 VMI 4.07 MI 4.09 MI 4.14 MI
A. Training and Development
The Department of Education:
a. Included in its training programs courses or activities which provided
opportunities for school administrators, teachers and other employees to
develop their knowledge and skills in preventing or responding to 4.24 VMI 4.11 MI 4.02 MI 4.12 MI
incidents of bullying.
B. Reporting Requirement
The school submitted:
 70

a. A copy of child protection or anti-bullying policy to the Division Office

within six (6) months from the effectivity of this IRR. 4.28 VMI 4.04 MI 3.98 MI 4.1 MI
b. To the Division Office within the first week of each school year a report on
relevant information and statistics on bullying from the preceding school 4.16 MI 4.02 MI 3.98 MI 4.05 MI
year.

TOTAL 4.22 VMI 4.03 MI 3.98 MI 4.08 MI

OVERALL 4.24 VMI 4.07 MI 4.03 MI 4.11 MI

Legend:

4.21 – 5.00 Very Much Implemented (VMI) 1.81 – 2.60 Least Implemented (LI)
3.41 – 4.20 Much Implemented (MI) 1.01 – 1.80 Not Implemented (NI) 2.61
– 3.40 Moderately Implemented (MoI)

Table 15 presented the level of implementation of confidentiality, training and

development and reporting requirement under Anti-Bullying Act of 2013 as assessed by the

school heads, guidance in-charge and teachers.

As revealed from the table, it was assessed by the school heads as “Very Much

Implemented” with a mean rating of 4.27. On the other hand, the guidance in-charge and

teacher respondents evaluated it as “Much Implemented” with the mean ratings of 4.07 and

4.09. In general, school heads, guidance in-charge and teachers gave an overall descriptive

rating of “Much Implemented” with a mean rating of 4.14.

Specifically, under the same variable, Item a, “Any information relating to the identity and

personal circumstances of the bully, victim, or bystander was treated with utmost

confidentiality by the Child Protection Committee and the school personnel, provided, that the

names was only available to the school head or administrator, teacher or guidance counselor

designated by the school head, and parents or guardians of pupils who were victims of bullying”

got the highest mean of 4.21 with a descriptive rating of “Very Much Implemented”. This

signifies that any data or information regarding the personality of the bully, victim, or bystander

was treated with utmost confidentiality by the Child Protection Committee, the school
 71

personnel, and parents or guardian of pupils who were victims of bullying.

On training and development by the Department of Education, it was assessed by the

school heads as “Very Much Implemented” with a mean rating of 4.24 while the guidance in-

charge and teachers gave a descriptive rating of “Much Implemented” with the mean ratings of

4.11 and 4.02.

Based from the overall result, the school heads, guidance in-charge and teachers gave a

general descriptive rating of “Much Implemented” with a mean rating of 4.12. This indicates

that the Department of Education provided training opportunities for school administrators,

teachers and other employees of the department to strengthen their prior knowledge and skills

in addressing the incidence of bullying. This was evident in the seminars conducted from

different levels starting from school-based, cluster-based, division level, regional and even in

national level such as Seminar on Child Protection Policy, Gender and Development and Anti-

Bullying Act of 2013.

In relation to reporting requirement, it was assessed by the school heads as “Very Much

Implemented” with a mean rating of 4.22, whereas, the guidance in-charge and teachers

described as “Much Implemented” with the mean ratings of 4.03 and 3.98. As a whole, the

respondents evaluated as “Much Implemented” with a mean rating of 4.08. This suggests that

schools submitted a copy of their child protection or anti-bullying policy to the Division Office

within six months from the effectivity of the Implementing Rules and Regulations (IRR) of the

Anti-Bullying Act of 2013 and the Division Office within the first week of the school year

submitted a report on relevant information and statistics on bullying from the preceding school

year. Specifically, under the said variable, item a, “the school submitted a copy of child
 72

protection or anti-bullying policy to the Division Office within six (6) months from the effectivity

of this IRR” got the highest mean of 4.1 with a descriptive rating of “Much Implemented”.

The result revealed that the level of implementation of confidentiality, training and

development and reporting requirement under Anti-Bullying Act of 2013 was assessed by the

school heads as “Very Much Implemented” with 4.24 overall mean, while the guidance in-

charge and teachers have consistently described as “Much Implemented” with an overall mean

ratings of 4.07 and 4.03 respectively. As a whole, it was assessed by the respondents as “Much

Implemented” as backed-up by the overall mean rating of 4.11 which denotes that it is very

essential for us to improve further the implementation of Anti-Bullying Act of 2013 specifically

on training and development and reporting requirement so as to preclude the prevalence of

bullying.

Table 34

Mean Responses of the Respondents on the Conduct of Activities

and Programs that Prevent Bullying

Item School Guidance Teachers As a

Heads In-Charge Whole
Role of the Administrators ẋ DR ẋ DR ẋ DR ẋ D
R
1.Conduct periodic assessment and monitoring of the nature, extent
and perceptions of bullying behaviors and attitudes of pupils. 4.25 A 4.18 O 3.93 O 4.12 O
2.Coordinate with Local Government Units, Barangay Councils and
other stakeholders in the implementation of anti-bullying campaign. 4.26 O 3.98 O 3.92 O 4.05 O
3.Conduct Information/Dissemination of R.A. 10627 during pupils’
assembly. 4.14 O 3.93 O 4.03 O 4.03 O
4.Conduct or sponsor education, sessions for parents to learn, teach,
model, and reinforce positive social and emotional skills to their 3.98 O 4.07 O 3.95 O 4.0 O
children.
5.Assess the extent of the problem by doing a survey on pupils, staff
and parents to find out how much and what type of bullying is going,
as well as where and when, to target prevention efforts. 4.12 O 4.01 O 4.09 O 4.07 O
6.Conduct value-formation program starting from kindergarten to
elementary level. 4.12 O 4.24 O 4.13 O 4.16 O
7.Include anti-bullying campaign in Supreme Pupil Government
Programs and activities. 4.15 O 4.01 O 4.13 O 4.10 O
Total 4.14 O 4.06 O 4.02 O 4.07 O
Role of the Guidance In-Charge
1. Conduct periodic review of the pupils’ and personnel’s
manual or code of conduct in relation to bullying. 4.11 O 4.0 O 4.20 O 4.10 O
 73

2. Conduct of activities/programs for pupils, school personnel

and service providers on how to recognize and respond to 4.08 O 4.05 O 4.18 O 4.10 O
bullying.
3. Discuss the anti-bullying policy of the school, emphasizing
bullying prevention during Parents-Teachers Association 4.14 O 4.11 O 4.14 O 4.13 O
meetings and seminars.
4. Monitor pupils who are vulnerable to committing aggressive
acts or who are perpetrators of bullying. 3.94 O 4.01 O 4.23 A 4.06 O
5. Conduct Bullying Prevention Activities such as symposia,
creative arts contests highlighting school values to bring the 3.88 O 4.08 O 4.15 O 4.04 O
community together and reinforce the message that bullying
is wrong.
6. Management of disclosure if signs of bullying are found
from weak pupils (disclosure is a form of counseling). 4.09 O 3.86 O 4.14 O 4.03 O
7. Developing a School-wide Code of Conduct that reinforces
school values and clearly defines unacceptable behavior and 4.09 O 4.02 O 4.13 O 4.08 O
consequences.
8. Identify weak pupils who are vulnerable and subjective to
bullying. 4.02 O 3.96 O 4.14 O 4.04 O
9. Intensify campaign against bullying through creation of
written paraphernalia and information board. 4.22 A 4.11 O 4.11 O 4.15 O
10. Providing counseling to both bullies and victims of
bullying. 4.2 O 4.12 O 4.17 O 4.16 O
11. Provide appropriate sanction to bullies. 4.27 A 4.16 O 4.22 A 4.22 A
TOTAL 4.10 O 4.04 O 4.16 O 4.1 O
Role of the Teachers
1.Develop school environment conducive to the attainment of learning
objectives, the development of healthy relationships and the
understanding of and respect for individual differences. 4.25 A 4.18 O 4.28 A 4.24 A
2.Design a continuing personnel development program to sustain
bullying prevention programs. 4.16 O 4.01 O 4.35 A 4.17 O
3.Build a positive sense of self and interpersonal relationships through
the development of self-awareness and self-management,
interpersonal skills and empathy, and responsible decision-making 4.2 O 4.15 O 4.40 A 4.25 A
and problem-solving among pupils.
4.Make necessary intervention like integration of bullying concepts in
the different subject areas. 4.0 O 4.0 O 4.39 A 4.13 O
5.Teach positive online behavior and use of electronic gadgets to
avoid cyber-bullying. 4.09 O 4.06 O 4.29 A 4.15 O
6.Provide an inclusive and caring learning environment for pupils.
4.18 O 4.14 O 4.38 A 4.23 A
7.Conduct classroom activities about Bullying. Hold class meetings in
which pupils can talk about bullying and peer relations. 4.18 O 4.19 O 4.27 A 4.21 A
8.Help the class identify bullying in books, TV shows and movies,
and discuss the impact of that bullying and how it was/could be 4.12 O 4.21 A 4.35 A 4.23 A
resolved.
9.Use teaching strategies/techniques that can provide for reflection or
opportunity to empathize with others. 4.29 A 4.2 O 4.37 A 4.29 A
10.Assign a peace officer in classrooms. 4.28 A 4.29 A 4.46 A 4.34 A
11.Post of “Peace Zone” signage in classroom or in conspicuous
areas. 4.27 A 4.27 A 4.43 A 4.32 A
Total 4.18 O 4.16 O 4.36 A 4.23 A
Grand Mean 4.14 O 4.09 O 4.18 O 4.14 O
Legend:

4.21 – 5.00 Always (A) 1.81 – 2.60 Seldom (Se)

3.41 – 4.20 Often (O) 1.01 – 1.80 Never (N)
2.61 – 3.40 Sometimes (So)
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Table 16 reveals the mean responses of the respondents on the activities and programs

that prevent bullying conducted in schools.

On the role of the administrators, it can be gleaned from the table that the items were

consistently assessed as “Often” by the respondents with a mean rating of 4.07. Item 6 “conduct

value-formation program starting from kindergarten to elementary level” got the highest mean

rating of 4.16 interpreted as “Often” while Item 4, “conduct or sponsor education, sessions for

parents to learn, teach, model, and reinforce positive social and emotional skills to their

children”, received the lowest mean rating of 4.0 with the descriptive rating of “Often”.

In relation to the role of the guidance in-charge, same table revealed that the activities and

programs were performed “Often” as observed by the respondents as backed-up by the mean

rating of 4.1. On the same variable, Item 11, “provide appropriate sanction to bullies”, got the

highest rating from the respondents 4.22 interpreted as “Always”. On the other hand, Item 6,

“management of disclosure if signs of bullying are found from weak pupils (disclosure is a form

of counseling)” received the lowest mean rating of 4.03 or “Often”.

On the part of the role of the teachers, the respondents reflected from their responses the

overall mean rating of 4.23 described as “Always”. Item 10, “assign a peace officer in

classrooms”, received the highest mean rating of 4.34 which signifies that teachers “Always”

performed the activities and programs in school while in Item 4, “make necessary intervention

like integration of bullying concepts in the different subject areas”, got the lowest rating of 4.13

with the descriptive rating of “Often”.

On the activities and programs that prevent bullying, it can be noted in table 16 that the

grand mean rating of 4.14 interpreted as “often” shows that the activities and programs that are

intended to prevent bullying were frequently conducted by the selected elementary schools in the
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division of Abra however, they were not always observed and strictly implemented by the school

heads, guidance in-charge and teachers probably because of insufficient funds and overlapping

of activities to conduct such programs.

Problem 5. Are the measures to prevent bullying significantly influenced by Anti-Bullying

Laws and Policies along:

a. Awareness of the laws, policies and rules on bullying

b. Experiences
c. Incidence of Bullying
Table 35

Regression Analysis of Measures to Prevent Bullying Along Community Involvement on the Awareness
of the Laws, Policies and Rules, Experiences and Incidence of Bullying

Independent Variables Beta t Sig t

Awareness of the laws, policies and rules on .287 7.142 p < .01
bullying
Experiences .604 14.722 p < .01
Incidence of Bullying
Physical Bullying -.017 -.397 p > .05
Verbal Bullying -.022 -.432 p > .05
Disability-Based Bullying .036 .980 p > .05
Racial-Based Bullying -.036 -.757 p > .05
R= .777a F= 79.081
2
R = .604 Sig. F: p < .01

It can be seen in Table 35 the results of multiple linear regression analysis of measures

to prevent bullying along community involvement on the awareness of the laws, policies and

rules, experiences and incidence of bullying by the school heads, guidance in-charge, teachers,

PTA officers and SPG officers.

Taken the independent variables singly, awareness of the laws, policies and rules and

experiences significantly influence measures to prevent bullying along community involvement

as indicated by the beta coefficients which are significant at .01 level of significance.
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Taking them as a whole, the factors significantly affect the measure as shown by R = .777 which

is significant at .01 probability level. The R2 value of .604 means that 60.4% of the variance in

the dependent variable is considered in the analysis. The 39.6% is attributed to other variables

not included in the study. According to Hoover and Olson (2000), bullying also impact school

and communities. They suggested some characteristics of schools which promote bullying.

The students studying in such schools feel: a.) unsafe; b.) overt behavior; c.) mistrust; d.) gang

formation either formal or informal. They do all these to promote bullying or to protect the

gang from bullying. Actions are taken against such by parents and community to reduce poor

educational climate. The findings of this study highlights that because of the “High” level of

awareness and experiences of the respondents, measures to prevent bullying were implemented,

activities and programs conducted in schools were supported like information dissemination or

school campaign against bullying, competitions that enhance the responsiveness of the learners

was also driven like essay writing, slogan, poster-making contest, quiz bee and other related

activities in the Values Ripple.

Table 36

Regression Analysis of Measures to Prevent Bullying in terms of the Implementation of Laws and
Mechanisms to Address Bullying

Independent Variables Beta t Sig t

Awareness of the laws, policies and rules on .283 5.124 p < .01
bullying
Experiences .309 5.483 p < .01
Incidence of Bullying
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Physical Bullying .039 -.661 p > .05

Verbal Bullying .019 .268 P > .05
Gender-Based Bullying -.008 .116 P > .05
Disability-Based Bullying .158 3.032 P < .01
R= .502a F= 17.484
R2= .252 Sig. F: p < .01

Table 36 reflects that the variables on awareness of the laws, policies and rules and

experiences yielded a significant influence on implementation of laws in terms of mechanisms

to address bullying. F-ratio=17.484) R2 value of .252 means that 25.2 of the variance in the

dependent variable is accounted by the factors considered in the analysis and 74.8 is attributed

to other variables not included in the study.

Taken singly, the dependent variable such as implementation of laws in terms of

mechanism to address bullying significantly influence the awareness of the laws, policies and

rules on bullying, experiences and disability-based bullying perceived in schools. Ross (2002, p.

120), summarizing Olweus’ work, states “ bullying is intentional, a purposeful act, and

consequently, one that can be controlled provided that there is strong commitment and

willingness to work together on the part of all involved: school personnel, other professionals,

parents and children”. However, as stated above, before schools can effectively put a whole-

school plan into place some groundwork must be securely laid down first. In this groundwork,

principals are vital in the success of the program they implement in their schools (Ballard, Argus

& Remley, 1999, Harris & Hathorn, 2002). They are the conductors of each category needed in

a successful program. Principals must hold students and staff accountable for their roles in

changing the climate of the school and they must allow for the time and manpower

implementing a new program will take. Ross (2002, p. 120) explains that first a solid code of
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conduct must be in place and operating smoothly. These clearly stated rules communicate to

all students and staff what the expectation is for behavior and they must be “enforced without

exception”. Bradshaw, Sawyer & O’Brennan (2007, p. 376) state that: Teachers’ failure to act

may also be attributable to school level factors (e.g., perceived lack of administrative support,

lack of a school-wide policy regarding bullying, the culture of the school), which can lead to

passive intervention strategies when dealing with bullying situations. Moreover, this hesitation

to intervene after the fact may contribute to students’ perception that staff are not doing

enough to prevent bullying and not responding appropriately when an incident is reported to

them… Staff members should increase communication with students, particularly student

victims, regarding their efforts to manage bullying situations. This means that specific

procedures must be in place if negative behavior occurs. All staff must be on board, supervising

and monitoring their classrooms and acting on any inappropriate behaviors taking place. It also

means that faculty members have a responsibility and procedures in place if a learner reports

an incident to them.

Table 37

Regression Analysis of Measures to Prevent Bullying in terms of Counseling Programs

Variable Beta t Sig t

Awareness of the laws, policies and rules on .174 3.351 p < .01
bullying
Implementation of laws or Experiences? .478 9.035 p < .01
Incidence of Bullying
Physical Bullying -.029 -.535 p > .05
Verbal Bullying .013 -.196 p > .05
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Gender-Based Bullying .042 .669 p > .05

Disability-Based Bullying -.013 -.261 p > .05
R= .583a F= 26.666
R2= .340 Sig. F: p < .01

Table 37 presents the anti-bullying laws and policies in terms of counseling programs.

Taken as a whole, the variables yield significant influence on counseling programs as backed up

by the Sig. F ratio = .000 which is significant at .01 probability level. F-ratio=26.666) R2 value of

.340 which implies that 34% of the variance in the dependent variable is considered in the

analysis and 66% is attributed to the other variables not included in the study.

Taking the independent variables singly, awareness of the laws, policies and rules on

bullying and experiences significantly influence measures to prevent bullying as shown by R =

.583 which is significant at .01 probability level. Counseling services need to be provided for

any learner who is concerned with bullying at the school or in the community, whether they are

a victim, a bystander, or a bully. The guidance in-charge need to take a lead role in a

prevention program so as to provide appropriate interventions for pupils who are being bullied,

pupils who are doing the bullying and pupils who are witnessing the bullying and being affected

by the atmosphere of bullying. Ross (2002, p. 124) states that “Counselling for bullies and

victims has been found to be most effective when part of each session focuses on having each

participant begin to understand the motivation and feelings of the other one. Bullies need to

consider why their victims behave as they do, as well as how they feel as victims, victims also

need to have some insight into what has brought the bullies to their current unacceptable level

of behavior in addition to considering ways (if any) in which they could try to handle the

bullying problem themselves. Parental monitoring and involvement of school heads, teachers,
 80

guidance in-charge, stakeholders count a lot in predicting children’s behavior. Homes and

schools are the best place to actively intervene, support and educate learners about ending

bullying behaviors directly and indirectly in breaking the bullying cycle. According to (Pepler et

al. 2008), Individuals of family with low parental care, unpredictable and harsh discipline over

controlling families in which individuals experience bullying from siblings are at more risk of

becoming victim rather than becoming bullies.

Table 38

Regression Analysis of Measures to Prevent Bullying in terms of Initiatives

Variable Beta t Sig t

Awareness of the laws, policies and rules on .101 2.089 p < .05
bullying
Experiences .615 12.519 p < .01
Incidence of Bullying
Physical Bullying -.089 -1.755 p < .05
Verbal Bullying .075 1.237 p < .05
Gender-Based Bullying .035 .607 p < .05
Disability-Based Bullying .064 1.399 p < .05
R= .657 a F= 39.326
R2= .431 Sig. F: p < .01
In table 38 the anti-bullying laws and policies are significantly influenced by the

initiatives as revealed by the Sig. F: ratio = .000 which is significant at .01 probability level. The

R2 value of .431 indicates that 43.10% of the variance in the dependent variable is attributed to

the factors considered in the analysis and 56.90% is attributed to other variables not included in

the study.

Taking the independent variables singly, only experiences significantly influence

measures to prevent bullying along initiatives. This clearly denotes that school and family must
 81

have to perform its ethical and legal responsibilities in order to create safe and supportive

school environment by justifying the effects of aggression or bullying and ensuring healthy

teaching learning environment. Their experiences at home and in school are extremely

important. Schools need to have supports available for the family or intervention strategies to

work with them. They need to adopt and maintain a whole-school prevention program by

creating policies addressing harassment and assessing them quarterly or annually by

communicating to all learners, staff, administrators and parents what behaviors are not

acceptable, why, what will happen if they occur and what procedures will need to take place if

they do. Parents of the school and community leaders are asked to be partners in this program

and the school acts as a moderator of this information providing presentations for the

community, connecting parents to outside supports. As Dupper & Meyer-Adams (2002, p.357)

state that “working toward a positive school climate involves dedicated individuals who are

making conscious efforts to enhance and enrich the culture and conditions in the school so that

teachers can teach better and student can learn more”.

Table 39

Regression Analysis of Measures to Prevent Bullying in terms of Interventions

Variable Beta t Sig t

Awareness of the laws, policies and rules on .069 1.375 P > .05
bullying
Experiences .593 11.551 P < .01
Incidence of Bullying
Physical Bullying .060 1.120 P > .05
Verbal Bullying .030 .470 P > .05
Gender-Based Bullying -.074 -1.210 P > .05
Disability-Based Bullying .121 2.541 P < .05
R= .616 a F= 31.694
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R2= .379 Sig. F: p < .01

Table 39 shows that measures to prevent bullying is significantly influenced by anti-

bullying laws and policies in terms of interventions. The Sig F ratio = .000 is significant at .01

probability level. The R2 value of .379 denotes that 37.90% of the variance in the dependent

variable is considered in the analysis. The 62.10% is attributed to other variables not included

in the study.

Taken singly, experiences and disability-based bullying significantly influenced measures

to prevent bullying along interventions as indicated by the beta coefficient which is significant

at .01 level of significance.

In order to ensure school safety and promote positive attitude in school scenario, anti-

bullying policies, intervention activities or strategies may be introduced to reduce the bullying

behavior of students for better learning. Barone (2000) argues that anti-bullying will improve

and will be a source of initiating a healthy disciplinary environment. A lot of researchers are

conducted to know the need of individuals for guiding the educators and policy makers (Adcock

& White, 2000; Coleman & Warren-Adamson, 1992). Basic physical care, security, guidance,

support, love, affection and respect are perceived as basic needs of individuals. According to

Houston et al., (2009) through the introduction of peer support system, many relationship

problems such as rejection, isolation and social exclusion have become identifiable. The

trainings of school heads, staff are considered essential to understand the functions, duties,

responsibilities of peer support system to introduce preventions and interventions. Among the

anti-bullying interventions that have been successfully implemented in schools as mentioned in

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the study of includes: a.) circle time, b.) checkpoints, c.) Conflict resolution/mediation, d.) the

method of Shared Concern, e.) Drama or role play, f.) Group work, g.) Cooperative Group Work, h.)

Befriending, i.) Peer Support, j.) Education peer counseling and k.) Peer support initiatives i.e., train

students to offer support to others. Schools can set good example by creating a sense of responsibility

among individuals by motivating them to help their peer’s distress.

Dupper & Meyer-Adams (2002), p. 361) recommend that the focus of intervention

should not be the perpetrators and victims alone. They feel “effective intervention must happen at

multiple levels, concurrently”. Along with joining forces with parents, they suggest school-level

interventions wuh as conflict resolution and diversity training for staff and students. They also suggest

classroom-level interventions such as allotted time for classroom discussions, role playing and other

activities promoting awareness to character education, citizenship and community building, and conflict

resolution.

Problem 6. What preventive modular intervention can be developed for the Division of Abra?
 84

Bullying Prevention and Intervention

Shared Concern

Method and Use of

“I” Messages:

A Response to

Resolve Issues of

Bullying
 85

INTRODUCTION

Bullying is a complex social issue and can occur in different settings like home, wider family,

social groups and activities. However, this predicament among children’s behavior can be positively and

firmly addressed through a variety of school-based measures and strategies in which all members of the

school community are enabled to act effectively in dealing with this behavior. Home and societal factors

perform a significant role both in the cause and in the prevention of bullying hence, the role of the

school in preventive work is also crucial and should not be underestimated.

This Modular Intervention is primarily designed to provide enabling inputs, plan for action or

employing the method of shared concern to reduce the number of bullying cases that occur. The

Method of Shared Concern was originated in Sweden in the year 1980 (published in 1989) through the

work of Anatol Pikas, a Swedish psychologist who adopted a solution focused approach to resolving

issues of bullying. It is a non-punitive method of dealing with bully/victim incidents aimed at

empowering pupils who have contributed to bullying behavior, although the method involves a non-

blaming approach, it does not in any way seek to excuse or condone. It is intended especially to help

schools to think about what they can do in tackling actual cases that will eventually promote positive

relationships for children with their peers, their families, schools and communities. As you go along, you

will encounter activities that will allow you to understand the nature of children, the benefits derived

from your engagement and participation that facilitates the emergence of a solution to a bully/victim

through the use of “I” Messages and discussions with the parties involved about issues and conflicts

encountered.
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OBJECTIVES

1. Discuss the concept of bullying

2. Identify indicators that a pupil is being bullied

3. Employ the different stages of the shared concern method and use “I” Messages

as an effective tools in addressing the incidence of bullying in schools.

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4. Commit oneself to ensure that the actions are implemented to realize desired outcomes for

children.
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Flow Chart in using the Method of Shared Concern

Individuals involved in a bully/victim problem are

identified

A number of pupils are identified as likely to have taken part in bullying behavior, or to
have supported it in some way and are interviewed by a trained interviewer (teacher).

The pupil who is bullied is interviewed.

Several days later, follow-up meetings are held with the

pupil engaged in bullying behavior, as previously arranged.

At the group meeting of suspected pupils engaged in bullying behavior, each member is
asked to say what they have done to try to improve the situation.

A brief meeting with the pupil who is bullied.

When progress has been made, a meeting is held with the pupil(s) suspected
of engaged in bullying behavior to plan how the problem might be resolved.
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Try to Recall

Match Column A with Column B. Write the answers in your notebook.

Column A Column B

1. Aggressive behavior that is intended to cause distress, a. Physical Bullying

involves an imbalance of power or strength between the

aggressor and the victim and commonly occurs repeatedly

over time.

2. Pertains to the unwanted physical contact like punching, b. Bullying or Peer Abuse

shoving, pushing, hitting, kicking, slapping, tickling, head

locking, taking or damaging belongings of individual.

3. Any student who commits acts of bullying. c. Bullied or victim

4. It is an outward attempt of teasing or name-calling against d. Verbal Bullying

an individual such as calling someone gay, stupid, ugly or

mentally retarded.

5. Any student who experiences the acts of bullying or retaliation. e. Bully

Study

The Bullying Situation: What to Know!

Bullying happens a lot in school. Bullying is when a student with more power uses this power to

hurt the victim through: taunting, fighting, tormenting or leaving another student out face-to-face or
 90

online. A victim is the person who is bullied. In a bullying situation, there is a victim, a bully and

sometimes a bystander or upstander. The bully is the person who uses their power to hurt the victim. A

bystander is someone who watches the bullying occur, while an upstander is someone who does their

best to help the victim in a bullying situation. The victim or upstander should tell an adult if they are

being bullied or see bullying happen.

School should be a safe space for students. A safe space is a place where students can be free

from bullying and harassment. Students should also feel peace at school. Peace is a feeling of safety

and freedom from harassment and annoyance. If somebody has respectful and loyal friends, they might

feel peace at school. Respect is an act of understanding and kindness to another person, and loyalty is

sticking up for a friend and supporting them no matter what! A friendship is a friendly relationship

between two people who enjoy being around each other.

Directions: Use the paragraphs and bolded words above to fill out the crossword puzzle

below.1

1
2
3
4

5
6 7

8 9

10

11
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Across
4. Sticking up for a friend and supporting them no matter what
6. Someone who watches bullying happen then does something to help the victim
8. A lace where students can feel free from bullying and harassment
10. The person who is bullied
11. A feeling of safety and freedom from harassment and annoyance

Down
1. Using power to hurt another person through taunting, fighting, tormenting or leaving out another
person face-to-face or online
2. Person who often uses their power to hurt another student
3. Someone who watches bullying happen
5. A friendly relationship between two people who enjoy being around each other
7. An act of kindness, understanding and helpfulness to another person
9. The person you should tell if you are bullied

In accordance with the 2013 Anti-Bullying Procedures, bullying is defined as “unwanted negative

behavior, verbal, psychological or physical conducted by an individual or group against another person

(or persons) and which is repeated over time.

 Bullying or Peer Abuse is commonly characterized as an aggressive behavior that is

intended to cause distress, involves an imbalance of power or strength between the

aggressor and the victim.

 Bully refers to any student who commits acts of bullying.

 Bullied or victim refers to any student who experiences the acts of bullying or

retaliation.

 Physical Bullying pertains to the unwanted physical contact like punching, shoving,

pushing, hitting, kicking, slapping, tickling, head locking, taking or damaging

belongings of individual etc.)

 Verbal Bullying is oftentimes the outward attempt of teasing or name-calling against

an individual such as calling someone gay, stupid, ugly or mentally retarded.

 92

The following indicators suggest that a pupil is being bullied:

Physical Indicators

 Unexplained bruising, cuts etc.

 Loss of/damage to personal property

 Hunger or thirst

 Frequent minor illnesses, headaches, tummy aches

 Bedwetting

 Loss of appetite

 Obsessive behavior, physical appearance, weight

 Stammering

 Request for extra money

School Related Indicators:

 Reluctance to go, wanting to be accompanied

 Returning in bad form

 Changing route

 Avoiding certain days/lessons

 Nervousness in class

 Punctuality problems

 Poor concentration

 Deterioration in school work

 Expressions of helplessness
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 Fewer phone calls, friends calling, invitations

Emotional/Psychological Indicators

 Outbursts of anger, temper, irritability at home

 Bullying brothers, sisters and parents

 Well behaved child suddenly troublesome

 Signs of depression

 Changes in mood, appetite, sleep pattern

 Tiredness, neglect of appearance

 Expressions of sadness, worthlessness

Exploration Time
Have you ever experienced incidence of bullying in school? If you do, you will find in

this lesson how you could possibly control the prevalence of bullying.

Activity 1 – Verbal Bullying

In this activity, you will see the situation from your partner’s viewpoint and feel in a similar

circumstance.

A quiet and shy Grade 5 pupil is frequently being teased and called unpleasant names by some of

her classmates because his father is in jail. Most of her classmates keep saying that they don’t like her.

She has started staying away from school and told her teacher that she felt ashamed of herself and very

much upset with her present situation.

What to do:

1. Group 1 will act out the given situation.

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2. Group 2 will observe the situation and list down possible solutions that will help resolve the

issue and then share them with each other.

3. If you were the victim, how are you going to react on this?

4. Supposed you were the teacher, how are you going to address this dilemma?

Suggested solution to the problem employing the Method of Shared Concern:

1. Identify and interview the suspected bullies one by one.

 Greet in a firm and friendly manner.

 Explain briefly who you are and why you have asked her to talk with you: that is, because

you are concerned about X (the person being bullied)

 Share what you have heard or noticed about how X is feeling, that she/he has appeared

upset, lonely and quite depressed. But make no accusations.

 Ask the student what she has noticed about X.

 As soon as there is any recognition by the student that things are not so good, ask: What

can we do about it?

 Listen to her suggestions-or make some yourself.

 Reinforce positive responses.

 Explain that you will be talking to others about how the situation can be improved.

 End on a positive note, and arrange for another meeting at a definite time to see how

things have progressed.

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2. Interview the targeted student and explain what is happening. Stressed that no one is to be

punished. Discover more about the case, whether there may have been any provocation on the

part of the target. Gain the target’s confidence.

3. Meet with the suspected bullies again individually and ascertain progress. If adequate progress

has been made, convene a meeting with the group of suspected bullies.

4. At the “bullies only meeting” help the students to make an agreed plan to resolve the conflict

with the cooperation of the target.

5. At a final summit meeting-with the target now present-help the students to negotiate an

acceptable solution.

Would you like to learn more ideas about bullying interventions? Try the next Activity.

Activity 2 – Physical Bullying

In this activity, you will make a visual representation about your experiences wherein there is a

recurring problem. Use your creativity and resourcefulness in presenting your output.

What to do:

1. Discuss with your group some incidence of physical bullying.

2. Decide among yourselves who will draw or make visual representation.

3. Identify or indicate the nature of the problem.

4. Present your group output by answering the questions below.

Answer these:

1. Do you understand what was wrong about it?

2. How do you feel about the situation?

3. Are you worried what is going to happen?

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4. What do you think is fair in the situation?

Read and Learn More

The following are procedures in using “I” Messages in discussing Issues and Conflicts.

 I think ________________ (your thoughts about the situation). I feel

_________________ (be sure to state an emotion rather than a thought. For example:

excited, frustrated, concerned., etc.).

 Because ________________ (provide the specific reason you are feeling this way,

preferably with an example).

 I want _________________ (provide a suggestion on what you think could resolve the

situation).
 97

After sharing your thoughts and feelings, encourage open communication by asking the other

person what they think and feel about the situation. Aim for an exchange of ideas from all individuals

involved and look for win-win solutions.

Steps to Consider in Seeking Possible Solutions

1. Consider how you would feel in a similar circumstance. Try to imagine how you would

feel and react to a similar situation. Can you see the situation from your partner’s

viewpoint?

2. Validate your partner’s emotions.

Understand and empathize with the way your partner is feeling.

3. Be willing to compromise. This doesn’t mean that you will always have to give in or

change your thinking to mimic your partner’s. Is there something you can change that

will help resolve the issue? Ask your partner to do the same. Compile a list of possible

solutions and then share them with each other. Move forward with solutions that are

similar or in agreement in some way.

4. Decide it is okay to disagree on this issue. In some situations, you have to agree, to

disagree and move on. It doesn’t mean that you don’t love or care for your partner.

Be sure to express your love and appreciation for your partner if you decide to

disagree, then let it go.

Apply It
Read and analyze the situation and have a dyad with your seatmate. Discuss the following
p
questions using the “I” p
Messages Procedures previously stated.
l
y
I
t
A
 98

Situation 1.

Jessica, a ten year old pupil found herself the target of a group of bullies at school. She was being

surrounded by a group of girls who were ganging up on her. One of the girls went up to the victim and

slapped the helpless girl three times. She was speechless and seemed to be too afraid to stand up

against the bullies.

Guide Questions:

1. How are you going to deal with this kind of situation?

2. How would you feel if you were the one who made a mistake in your behavior?

3. If you were the victim, how do you get on or respond with the other pupils? Why?

Cite examples.

4. Do you think it will be easy to get back on good terms with the other person?

5. So what could you suggest to resolve the situation

Test Yourself

Write down whatever information/or what you have learned about bullying by filling up the chart

or plan of action below. Focus on the following guide questions:

 What is your concept about bullying?

 What are the incidence of bullying encountered in school?

 Discuss the indicators or effects of bullying.

 As a pupil, what can you do to reduce the incidence of bullying?

Bullying Incidence of Indicators or Effects of My Responsibilities in

Bullying Bullying Addressing Bullying
 99

References

From the Internet

https://www.google.com.ph/search
Anti-Bullying Support Material, www.pdst.ie
Bullying Interventions in Schools: Six Major Approaches,www.kenrigby.net
Families and Communites,extension.usu.edu
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Chapter III

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, the significant findings, the conclusions drawn and the

recommendations of the study.

Summary

This study determined the Incidence of Bullying in Selected Elementary Schools in the Division of

Abra: Basis to Preventive Modular Intervention. The different variables which were looked into: Anti-

Bullying Laws and Policies such as Awareness of the Laws, Policies and Rules on Bullying, Family Related

Experiences, School Related Experiences, Incidence of Bullying, Measures to Prevent Bullying like Best

Practices in terms of Community Involvement, Implementation of Laws, Counseling Programs, Initiatives

and Interventions.

Further, incidence of bullying cases encountered by the guidance in-charge, teachers and pupils

were also determined as basis in the construction of Preventive Program Module as an output.

The study made used of the mixed quantitative-qualitative methods of research using triangulation

particularly questionnaires, interviews and documentary analysis. The data collected was analyzed using

frequency count, percentage mean, and multiple linear regression analysis to determine the significant

influence of the output and the process.

The respondents of this study were taken from the different 14 district schools in the

Division of Abra during the school year 2016-2017: specifically 86 school administrators, 86

guidance in-charge, 235 teachers, 193 PTA Officers/Board of Directors and 195 SPG Officers.
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Findings

Based on the data gathered, the following are the significant findings of the study:

1. Level of Awareness of the Respondents on the Anti-Bullying Laws, Policies and Rules

On Awareness of the Anti-Bullying Laws, Policies and Rules. The respondents rated their level

of awareness as “Highly Aware” as supported by the grand mean of 4.43. The highest mean rating

(4.71) was given to item number 1 (Any unwanted physical contact between the bully and the

victim like punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school

pranks, teasing, fighting and the use of available objects as weapons.) which shows that the

guidance in-charge respondents were “Highly Aware” while in item number 4 (Cyber-bullying or

any bullying done through the use of technology or any electronic means such as texting or

sending hurtful messages, posting in the facebook, instagram, twitter or in any form using the

internet or computer or any other electronic devices) got the lowest mean rating of 4.12 which

shows that the guidance in-charge were “Aware”. As a whole, all items were rated to be “Highly

Aware”. This implies that the anti-bullying laws, policies and rules are fully and strictly observed

in their respective schools by the above-mentioned respondents.

The “High” level of awareness of the respondents could be attributed to their attendance to

trainings/seminars related to bullying, exposure to mass media in as much as most parents

frequently listened to the radio and watched television, used of technology/internet, exposed to

books, magazines and newspapers, integration of values in all the subject areas and the inclusion of

Edukasyon sa Pagpapakatao in the curriculum as one of the subject areas also contributed a lot in

the awareness of the learners. Aside from the activities conducted by the school such as

information dissemination or school campaign against bullying, competitions that enhance their
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responsiveness was also driven like essay writing, slogan, poster-making contest, quiz bee and

other related activities in the Values Ripple.

Actually, there is a Conference which aims to help schools augment its anti-bullying programs as

directed through Dep-Ed Order No. 55, s. 2013 entitled Implementing Rules and Regulations

(IRR) of

Republic Act (RA) No. 10627 otherwise known as the Anti-Bullying Act of 2013, and Executive

Order

No. 570 entitled Institutionalizing Peace Education in Basic Education and Teacher Education.

The target participants are school administrators, classroom advisers, college professors, advocates

working in non-governmental organizations (NGOs)/international non-governmental organization

(INGOs), youth welfare officers, students in the graduate level, and all others who are interested in

addressing bullying in schools.Luistro (2013), said that RA 10627 should adopt and implement

policies

to deal with bullying to provide a safer environment for students to all public and private

elementary and

secondary schools. Another law is the Dep-Ed #40 s. of 2012 or also known as Child Protection

Policy

was developed and implemented for protection of the children from abuse, violence, exploitation,

discrimination, bullying and other forms of abuse.

2. Level of Implementation of Anti-Bullying Laws and Policies in Terms of Family-Related

Factors/School-Related Factors

Family-related factors. The implementation of the Anti-Bullying Act on family related

experiences assessed by parents was “Always” based on the computed grand mean rating of
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4.35. This signifies that parents supported, implemented and engaged themselves in exercising

their special parental authority and responsibility for the welfare of their children. Specifically,

“Take the responsibility of being the number one supporter of the child” was given high regard as

reflected in the mean rating of 4.55, described as “Always”. This implies that parents have shown

their responsiveness in addressing the needs of the children so as to ensure that the children’s

rights were provided and met for them to be fully developed as a well-rounded individuals.

On the other hand, the lowest mean rating of 4.10 was given to “Provide the children

recreational activities to promote healthy family relationship that will create positive behavior

towards others”, though still described as “Often”. This shows that the level of eagerness and

interest of parents in sparing their time with their children was somehow affected because of the

nature of their work, financial constraints and hectic schedules encountered by the respondents.

In fact, based from the interviews of the researcher, majority of the parents really tried their

best to implement the Anti-Bullying Act in their homes. Various strategies have been employed

by them like talking with their children in a subtle manner using encouraging words, setting limits

and warnings, but still they tend to involved in bullying, victimization and non-productive

activities instead of working and doing what has been told.

On School-Related Experiences. The implementation of the Anti- Bullying Act on school related

experiences were rated by the school heads, guidance in-charge and teachers as “Implemented”

as backed up by an overall mean of 4.13. The highest mean rating (4.59) was given to item

number 1 (Adopt and implement a child protection or anti-bullying policy.) which shows that the

administrators, guidance in-charge and teacher-respondents considered as “Highly Implemented”

in schools while in item number 10 (Accomplish the Intake Sheet prescribed under DepEd Order

No. 40, s. 2012) got the lowest mean rating of 3.67, described as “Implemented”. This implies that
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some schools were implementing activities and kept appropriate and relevant information or

written records which served and utilized as their basis in resolving issues encountered.

3. Incidence of Bullying in the Division of Abra

A. Incidence of Physical Bullying Cases Reported to the School Guidance In-Charge

Physical Bullying. Among the identified physical bullying cases from SY 2012-2017,

fighting (f=235) was the predominant type of bullying encountered by the Guidance In-Charge

in school, followed by pushing (f=203), punching (f=160), kicking and slapping (f=82),

shoving (75), tickling (f=73), inflicting school pranks (f=54) and lastly use of available objects

as weapons (e.g. pencil/ballpen) (f=42). This indicates that physical bullying was prevalent in

schools. However, this incidence can be prevented by exhausting the possibilities of

supervision and control, applying appropriate interventions and reinforcements considering the

fact that not all students were aware of those acts as a form of bullying. This affirms the

research findings of Reburon (2016) that unmindful students who bully have lower emotional

intelligence, they find it hard to recognize and manage their own feelings and recognize others’

feelings at the same time. They lack empathy. He further mentioned that kids who displays

this kind of behavior suffered from neglect, abuse and the victims of violence. Growing up

with neglect, abuse and violence teaches kids to think that in order to gain their power, they

need to treat others the way they were treated by the abusive, neglecting and violent people in

their life.In addition, the occurrence of unmonitored spaces in school will somehow encourage

bullies to perpetrate any bullying. Therefore, spaces unmanned should be moderately reduced

and increase supervision by establishing activities and learner parks for maximum observation.

Verbal Bullying. Among the cases of verbal bullying teasing (f=343) obtained the highest

number of cases reported in schools underlying verbal bullying followed by saying foul
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language/bad words (f=197), indecent name-calling (f=153), commenting negatively on

victim’s looks, clothes and body (f=75) and lastly, tormenting (f=8). This denotes that the

number of verbal bullying cases had been getting worse in schools and that students were not

aware whether their statements were slanderous or not.

Cyber Bullying. Harassment, intimidation, or humiliation through: texting with 8 cases is the

only cyber-bullying case reported in schools. This signifies that destroying somebody’s

reputation was not only restricted to personal basis but even in distant communication, through

the borderless lines of the internet particularly in the societal networking sites.

Gender-Based Bullying. Isolation of individual or group of bisexual (f=13) have the most

number of cases reported in schools followed by indecent gender-based name-calling (e.g.

“bakla”, “tomboy”) (f=2).

Disability-Based Bullying. Indecent disability-based calling (e.g. mongoloid, cross-eyed)

with 4 cases was the lone disability-based bullying reported in schools.

Racial-Based Bullying. Indecent disability-based name-calling (e.g. “Aeta”, “Igorot”) with 7

responses was the lone racial-based bullying encountered in schools.

B. Incidence of Bullying Cases Reported by Teachers

Physical Bullying. Among the identified physical bullying cases from SY 2012-2017,

fighting (f=278) was the predominant type of bullying encountered by the teacher respondents

in school, followed by pushing (f=229), punching (f=184), kicking (f=148), slapping (f=124),

shoving (116), tickling (f=96), inflicting school pranks (f=78), and lastly, use of available

objects as weapons (e.g. pencil/ballpen) (f=72). This indicates that physical bullying was

prevalent in schools. However, this incidence can be prevented by providing positive

behavior, supervision and control, understanding the emotional intelligence of children by

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knowing the root causes of these behavioral problems so that appropriate interventions be

applied to possibly solve its occurrence.

Verbal Bullying. Of all the reported verbal bullying cases, teasing (f=296) obtained the

highest number of cases reported in schools underlying verbal bullying followed by saying foul

language/bad words (f=151), indecent name-calling (f=84), commenting negatively on victim’s

looks, clothes and body (f=51) and lastly, tormenting (f=20). This denotes that the number of

verbal bullying cases had been getting worse in schools and that students were not aware

whether their statements were slanderous or not.

Cyber Bullying. Cyber-bullying particularly on harassment, intimidation, or humiliation

through: texting with 5 responses is the only Cyber-bullying case reported in schools. This

indicates that children nowadays, due to advancements in technology, tend to embarrass their

peers by sending hurtful messages through their cellphones and this problem can have

devastating consequences if not prevented. Bullies were no longer limited to verbal or physical

bullying but even in distant communication. As teachers, we can play a vital role to solve this

predicament by talking with them regularly about online issues, setting time limits, discussing

roles on online safety, giving them pieces of advice not to respond to the text messages sent by

cyberbullies, informing every learner about the policies at the start of every school year and by

strictly following anti-bullying policies of the school.

Social Bullying. No social bullying cases reported in school.

Gender-Based Bullying. Isolation of individual or group of bisexual (f=16) was the only

Gender-Based-bullying case reported in schools.

Disability-Based Bullying. Indecent disability-based-calling (e.g. mongoloid, cross-eyed)

with 4 responses was the only disability-based bullying case reported in schools.
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Racial-Based Bullying. Indecent racial-based name-calling (e.g. “Aeta”, “Igorot”) with 15

responses was the lone racial-based bullying encountered in schools.

C. Bullying Cases Encountered by the Pupils

Physical Bullying. Among the reported physical bullying cases, most of the respondents

experienced tickling with a (f=153) and had the greatest number of responses, followed by

“was made fun of” with a (f=146), “pushing” with (f=133) responses, “slapping” with (f=97),

kicking (f=92), punching and fighting (f=69) responses, victim of prank (f=72), provoked to

retaliate (f=35), and head locked (f=13). This indicates that physical aggression was inflicted

to the learners in school. However this type of bullying may not always implicate physical

interaction, but may also be done by making fun of someone or persecute somebody with

prank that causes injuries to the target. On the other hand, this might not be identified as

actions of bullying for some pupils but rather a mere act to entertain because most of them

might not be aware of this act as a form of bullying. According to the study of Reburon

(2016), unmindful pupils who bully have lower emotional intelligence, they find it hard to

recognize and manage their own feelings and recognize others’ feelings at the same time. In

short, they lack –empathy. Kids who displays this kind of behavior suffered from neglect,

abuse and the victims of violence. Growing up with neglect, abuse and violence teaches kids

to think that in order to gain their power, they need to treat others the way they were treated by

the abusive, neglecting and violent people in their life.

Verbal Bullying. Among the verbal bullying cases encountered by the pupils in the selected

public elementary schools in Abra.“Playing nasty jokes to embarrass and humiliate” got the

highest responses with a (f=107), followed by “branded with offensive names –Name-calling”

with (f=105), “Uttering slanderous statement” with a (f=79), “tormenting because of looks,
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clothes and body” (f=57), “calling moron, stupid, ugly” (f=54), “make fun of appearance”

(f=48), “maliciously mimick the manner I talk” (f=43), “uttering verbal threats of physical

violence” (f=15), “shouting at in public with defamatory statements” (f=14) responses. This

prevalence shows that most of the learners are not aware of their slanderous statements.

Cyber Bullying. Majority of the respondents encountered “Someone is using falsely my

computer nicknames or screen names” with a (f=11), followed by “excluded from an online

forum or groups” with (f=10), “was the subject of a posted fake photos on the internet” with

(f=7), “Making fun of my appearance online” with (f=6), “threatened in online forums like

chat rooms” and “Someone made fun of my comments online” with the (f=5), “Someone stole

my personal information from computer like files, emails, addresses, pictures, IM messages, or

Facebook information and published it online”, with a (f=4), “Sending threatening and hurtful

text messages” and “Published online and embarrassing photos of me without my permission”

with a (f=3), “was humiliated and intimidated in an online post in a social networking site like

Facebook, Tweeter, etc.” with (f=2), “received a threatening or hurtful comments through

email” with (f=1). Cyber bullying had been committed in some of the schools which implies

that mobile phones were used by bullying perpetrators as their means of provoking or teasing

their target with little fear of being caught.

Based on interviews made by the researcher to guidance counselors and teachers,

they prohibit the use of mobile phone inside the school premises but still it does not prevent

cyber- bullying because these children can freely get hold of their gadgets in their homes after

school and parents may not even know that circumstances like this occurred.

Social Bullying/Relational Bullying. In terms of Social Bullying, “I was excluded from a

social group” got the highest responses with a (f=61), followed by “Bully is whispering when I
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am around”, “I observed negative facial or physical gestures, menacing or contemptuous looks

when I am around” with (f=59), “. I ‘ve been a subject of gossiping and told others to dislike

me” with (f=56), “. Somebody revealed my secrets” with (f=46), “. Bully used negative body

language when I am around”, with (f=35), “. I was criticized a treacherous manner while

pretending friendship –backstabbing” with (f=26), “I was into conditional friendship ex. “You

can come with us if you do” with (f=22), “I was embarrassed in public” with the least number

of responses (f=11). This indicates that social bullying is also prevalent in schools. Victims

may often exhibit behavior that makes no sense to parents, such as staying quiet, willingness to

be insulted and accept conditional terms of acceptance. The pleasure of becoming part of a

group is far stronger than the risk of abuses enacted as conditions.

Gender-Based Bullying. Along Gender-Based Bullying, “Indecent gender-based name

calling” (e.g. bakla, tomboy), (f=31) have the most number of cases reported in schools

followed by “Exhibited undesirable behavior because of my personality” (e.g. bakla, tomboy),

with (f=6).

Disability-Based Bullying. “Isolation of individual or group of pupil with disability” (f=42),

got the highest responses reported in schools followed by “Indecent disability-based calling”

(e.g. mongoloid, cross-eyed), (f=8).

Racial-based Bullying. “Indecent racial-based name-calling” (e.g. pugot, Aeta) with twenty

seven (27) cases was the lone racial-based bullying reported in schools.

4. Measures to Prevent Bullying in the Selected Public Elementary Schools in the Division

of Abra in Terms of Best Practices such as Community Involvement, Implementation of

Laws, Counseling Programs, Initiatives and Interventions

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On Community Involvement. The respondents perceived to be at a “Very High” level with

an overall mean rating of 4.22. The highest mean rating (4.59) was given to item number 3

(Pupils are guided to avoid conflicts or violence at home or in the community) interpreted as

“Very High”. On the other hand, item number 8 (Barangay officials provide financial

assistance and moral support to the learners for the successful implementation in all school

activities and programs) received the lowest mean rating of 3.75 assessed as “High” which

manifests that the respondents were highly aware and asserted that various activities and

measures have been exercised at home and in the community to ensure that children were

really protected and supported by the stakeholders who were active partners of the school.

Implementation of the Laws, Rules and Policies on Anti-Bullying. All items were rated by

the respondents to be “Highly Implemented” as supported by the grand mean rating of 4.34.

Specifically, on the part of the school heads and teachers all the items were interpreted

as

“Highly Implemented”, while the teacher in charge-respondents two items were rated as

“Implemented”, nevertheless, this does not affect their overall perception on this matter

considering

the mean rating of 4.24 which was described as “Highly Implemented”.

This means that the anti-bullying laws, rules and policies were fully and strictly

implemented by the respondents in their respective schools. Nowadays, teaching and non-teaching

personnel as well as stakeholders were already oriented about this law and in the statement of

Luistro (2013), he said that the DepEd continues to equip teachers and school principals with the

knowledge of the government's child protection policies through a series of forums and
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consultations. In addition, there is also a Division Memorandum 59, s. 2015 which is an additional

information to DepEd Memorandum No. 68, s. 2014 concern on the submission of school-based

child protection and anti-bullying policies and reports on compliance.

In DepEd memorandum No. 206, s. 2006 states that there is an establishing of Technical

Working Group (TWG) for the crafting of DepEd customized Code of Conduct Policy. This

group will also make sure that the policy to be created will be tailor-suited for all the employees of

the department, whether it be teaching or non-teaching, and such policy will be prepared

thoroughly in accordance with other laws and policies related thereto. (www.deped.gov.ph)

Evaluation of the Respondents on Counseling Programs. The counseling programs were rated

by the school heads, guidance in-charge and teachers as “Always” as supported by the grand mean

of 4.42. The highest mean rating (4.71), interpreted as “Always” was given to item number 3

(Parents and teachers constantly provided pieces of advice to the learners to stay good always)

which shows that the respondents acknowledged the persistent efforts of parents and teachers in

providing guidance and counseling to the schoolchildren while in item number 5 (Provided

opportunities to children in attending seminars or training on positive peer relationships and

enhancement of social and emotional competence) got the lowest mean rating of 3.98 which

denotes that the school heads described as “Frequent”. The result of the evaluation of the

respondents could be attributed to their awareness of their vital roles in shaping the minds and

instilling desirable attitudes among the young individuals by sending them to attend seminars or

trainings and letting them mingle with their peers for these would be an appropriate venue in the

acquisition of positive behavior and optimum social and emotional competence.

Evaluation of the Respondents on Prevention Programs/Initiatives. School heads

evaluated the initiatives/prevention programs as “Very Much Implemented” with a mean rating
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of 4.28. On the other hand, the guidance in-charge and teacher-respondents gave a descriptive

rating of “Much Implemented” with a mean ratings of 4.14 and 4.16 respectively. On the overall,

the school heads, teacher in-charge and teachers enumerated a descriptive rating of “Much

Implemented” with an overall mean rating of 4.19. This specifies that the initiatives were

dutifully managed by the above mentioned respondents. Hence, it is a genuine indicator that the

school heads, guidance in-charge and teachers implemented what has been mandated in the

Anti-Bullying Act of 2013 to prevent the prevalence of bullying cases in schools.

Taken the items singly, under school wide initiatives, Item a, “positive school climate and

environment conducive to the attainment of learning objectives, the development of healthy

relationships and the understanding of and respect for individual differences” was given the

highest mean rating of 4.44 interpreted as “Very Much Implemented”. However, item c,

“periodic review and enhancement of the pupils’ and personnel’s manual or code of conduct in

relation to bullying” received the lowest mean rating of 3.79 weighed as “Much Implemented”.

For classroom-level initiatives, item a, “reinforced school-wide rules pertaining to bullying”

was evaluated as “Very Much Implemented” as backed-up by the highest mean rating of 4.98

while item d, “taught positive online behavior and safety and how to recognize and report cyber-

bullying”, received the lowest mean rating of 4.09 assessed as “Much Implemented”.

Further, the respondents noted a “Very Much Implemented” assessment to item a,

“discussions of the anti-bullying policy of the school, emphasizing bullying prevention during

Parents-Teachers Association meetings and seminars to expand their knowledge and awareness”

with 4.54 mean rating under the involvement of parents in bullying prevention activities” but in

item b “Education session conducted or sponsored for parents to learn, teach, model, and
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reinforce positive social and emotional skills to their children” the school heads assessed as

“Much Implemented” with the lowest mean rating of 4.06.

Finally, under monitored activity and protection guideline, item b, “conducted with utmost

confidentiality and respect for all parties concerned” the school heads interpreted as “Very

Much Implemented” with the mean rating of 4.78, whereas item a, “pupils who were vulnerable

of committing aggressive acts or who are perpetrators of bullying, or who are possible targets or

victims; for the purpose of early intervention” received a “Much Implemented” assessment with

the mean rating of 4.11 by the guidance in-charge.

Level of Implementation of Intervention Programs under Anti-Bullying Act of 2013 of Selected

Public Elementary Schools in the Division of Abra. Along the implementation of intervention

programs, it was assessed by the School heads, guidance in-charge and teachers as “Much

Implemented” with a mean rating of 4.19, 4.10 and 4.18 respectively. As a whole, the

respondents gave an overall descriptive rating of “Much Implemented” with a mean rating of

4.15. This means that intervention programs were implemented by the school heads, guidance in-

charge and teachers to address bullying cases in school.

In particular, item c, “effects of bullying” was given the mean rating of 4.12 which indicates a

“Much Implemented” descriptive rating.Along the intervention activities that will enhance the

psychological, emotional, and psycho-social well- being of both the victim and the bully, item c,

“education” was considered as “Very Much Implemented” with the mean rating of 4.21.

Among the intervention programs, item d “helped the victim, the bully and the

bystanders understand the bullying incident and its negative consequences” got the highest

mean rating of 4.32 with “Very Much Implemented” descriptive rating.

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Level of Implementation of Duties and Responsibilities of Education Stakeholders under Anti-

Bullying Act of 2013 of Selected Public Elementary Schools in the Division of Abra. Along the

level of implementation relative to the duties and responsibilities of education stakeholders, it

was perceived by the school heads as “Very Much Implemented” with a mean rating of 4.29.

Whereas, the guidance in-charge and teachers assessed it as “Much Implemented” with a mean

rating of 4.14 and 4.20 respectively. As a whole, an overall descriptive rating of “Very Much

Implemented” with a mean rating of 4.21 was assessed by the school heads, guidance in-charge

and teachers on the duties and responsibilities of education stakeholders and this evidently

indicates their responsiveness in the implementation of their obligations and accountabilities in

addressing the prevalence of bullying.

Among the duties and responsibilities of the Dep-Ed Central Office, item a, “Conducted a

nationwide information dissemination and campaign on anti-bullying” received the highest mean

rating of 4.25 with “Very Much Implemented” descriptive rating.

The respondents evaluated the Regional Office to have “Much Implemented”. Item c,

“Consolidated reports on incidents and cases of the Division Offices within the Region and submit

a Regional Report to the Office of the Undersecretary for Legal and Legislative Affairs” and item

d, “Monitored and evaluated the implementation and enforcement of this IRR” received the

highest mean rating of 4.19 from the respondents which means that the Division Office greatly

supported and implemented the program.

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Apparently, the respondents perceived the Division Office to have “Very Much

Implemented”. Item b, “Monitored the adoption of anti-bullying policies in all public and private

elementary and secondary schools within the Division, maintain a repository of such policies, and

submit reports on compliance to the Regional Office” and item f, “Resolved appeals in bullying

cases in both public and private schools pursuant to the existing rules and regulations of the

Department and DepED Order No. 88, 2010, or the “Revised Manual of Regulations for Private

schools” received the highest mean rating of 4.34 which signifies that the Division Office really

executed this mandate.

In terms of the degree of implementation of the duties and responsibilities of the school, the

respondents perceived as “Very Much Implemented”. Item a’ “Adopted and implemented a child

protection or anti-bullying policy in accordance with this IRR and submits the same to the Division

Office. The anti-bullying policy is a part of the school’s child protection policy” received the

highest mean rating of 4.3 which denotes that school personnel enthusiastically performed their

roles so as to provide and offer their services in resolving bullying cases encountered.

The teachers and other school personnel were assessed to have delivered their duties as

indicated in the IRR as supported by the mean rating of 4.26 described as “Very Much

Implemented”.

In the same manner, the pupils were evaluated as “Very Much Implemented”. Item d,

“Reported to school authorities any incident of bullying” got the highest mean rating of 4.28 by

the respondents.
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As a whole, the result revealed that the school heads, guidance in-charge and teachers assessed

the level of implementation of the duties and responsibilities of the education stakeholders as

“Very Much Implemented as backed up by the overall mean rating of 4.21.

Level of Implementation of Child Protection Committee (CPC) as Anti-Bullying Committee

under Anti-Bullying Act of 2013 of Selected Public Elementary Schools in the Division of Abra

On Child Protection Committee. (CPC) as Anti-Bullying Committee, it was clearly exhibited

from the table that the school heads, guidance in-charge and teachers consistently evaluated it as

“Very Much Implemented” with an overall mean rating of 4.40. This means that the identified

schools on this study have functional Child Protection Committee (CPCs).

Specifically, the respondents claimed that the committee was composed of Representative

of pupils, except kindergarten, as designated by the Supreme Student Council as evidently shown

with a mean rating of 4.54 described as “Very Much Implemented”.

Among other duties and responsibilities of Child Protection Committee (CPC), Item a,

“conducted awareness-raising programs with school stakeholders in preventing and addressing

bullying” got the highest mean rating of 4.35 “Very Much Implemented”.

Level of Implementation of Procedures in Handling Bullying Incidents in Schools under Anti-

Bullying Act of 2013 of Selected Public Elementary Schools in the Division of Abra. The school

heads and teachers assessed the compliance on procedures in handling bullying incidents in

schools as “Very Much Implemented” with a mean ratings of 4.27 and 4.25 respectively, while the

guidance in-charge gave it a descriptive rating of “Much Implemented” with a mean rating of 4.19.

As an overall result of the assessment of the school heads, guidance in-charge and teachers, they

had a general descriptive rating of “Very Much Implemented” with a mean rating of 4.24. This
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means that the respondents followed and complied strictly the procedures in handling bullying

incidents in schools based on the Implementing Rules and Regulations (IRR) of Anti-Bullying Act

of 2013.

Among the procedures in handling bullying incidents, Item b, “complaints for acts covered

by other laws were referred to the appropriate authorities” got the highest mean rating of 4.33

described as “Very Much Implemented” under the jurisdiction.

For immediate responses, Item a, “The victim or anyone who witnessed or had personal

knowledge of a bullying incident immediately called the attention of school personnel” was

assessed as “Very Much Implemented” as backed-up by the highest mean rating of 4.44.

In reporting the bullying incident, Item d, “the school head or the designated school personnel

informed the parents or guardian of the victim and the bully about the incident” got the highest mean

rating of 4.34 or “Very Much Implemented”.

Further, under fact-finding and documentation, item a, “separately interviewed in private the

bully and the victim” received the highest mean of 4.39 described as “Very Much Implemented”.

On intervention, Item b, “the school head ensured that the intervention programs are provided

to them” got the highest mean of 4.34 with a descriptive rating of “Very Much Implemented”.

For referral, Item a, “the school head or the Child Protection Committee (CPC) referred the

victims and the bully to trained professionals outside the school, such as social workers, guidance

counselors, psychologists, or child protection specialists, for further assessment and appropriate

intervention measures” received the highest mean rating of 4.20 described as “Much Implemented”.

Under disciplinary measures, Item a, “the school head, considering the nature, gravity or severity,

previous incidents of bullying and attendant circumstances imposed reasonable disciplinary measures on
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the bully pupil that was proportionate to the act committed” got the highest mean rating of 4.14 with a

descriptive rating of “Much Implemented”.

On due process, Item a, “the pupil and the parents or guardians were informed of the complaint

in writing” received the highest mean of 4.16 with a descriptive rating of “Much Implemented”. In

addition, under applicability of RA 9344, as amended, and other related laws, “Bullying incident resulted

in serious physical injuries or death, the case was dealt with in accordance with the provisions of

Republic Act 9344 or the “Juvenile Justice and Welfare Act,” as amended, and its implementing Rules

and Regulations, in connection with other applicable laws, warranted by the circumstances attendant to

the bullying incident” got a mean rating of 4.08 with a descriptive rating of “Much Implemented”.

Lastly, under false accusation of bullying, “the pupil, after an investigation, was found to have

knowingly made a false accusation of bullying, the said pupil was subjected to disciplinary actions or to

appropriate interventions in accordance with the existing rules and regulations of the Department”

received a mean rating of 4.10 as “Much Implemented”.

Level of Implementation of Confidentiality, Training and Development and Reporting.

The level of implementation of confidentiality, training and development and reporting

requirement under Anti-Bullying Act of 2013 as assessed by the school heads, guidance in-charge and

teachers.

As revealed from the table, it was assessed by the school heads as “Very Much Implemented”

with a mean rating of 4.27. On the other hand, the guidance in-charge and teacher respondents

evaluated it as “Much Implemented” with the mean ratings of 4.07 and 4.09. In general, school heads,

guidance in-charge and teachers gave an overall descriptive rating of “Much Implemented” with a mean

rating of 4.14.
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Specifically, under the same variable, Item a, “Any information relating to the identity and

personal circumstances of the bully, victim, or bystander was treated with utmost confidentiality

by the Child Protection Committee and the school personnel, provided, that the names was only

available to the school head or administrator, teacher or guidance counselor designated by the school

head, and parents or guardians of pupils who were victims of bullying” got the highest mean of 4.21 with

a descriptive rating of “Very Much Implemented”. This signifies that any data or information regarding

the personality of the bully, victim, or bystander was treated with utmost confidentiality by the Child

Protection Committee, the school personnel, and parents or guardian of pupils who were victims of

bullying.

On training and development by the Department of Education, it was assessed by the school

heads as “Very Much Implemented” with a mean rating of 4.24 while the guidance in-charge and

teachers gave a descriptive rating of “Much Implemented” with the mean ratings of 4.11 and 4.02.

Based from the overall result, the school heads, guidance in-charge and teachers gave a general

descriptive rating of “Much Implemented” with a mean rating of 4.12. This indicates that the

Department of Education provided training opportunities for school administrators, teachers and other

employees of the department to strengthen their prior knowledge and skills in addressing the incidence

of bullying. This was evident in the seminars conducted from different levels starting from school-based,

cluster-based, division level, regional and even in national level such as Seminar on Child Protection

Policy, Gender and Development and Anti-Bullying Act of 2013.

In relation to reporting requirement, it was assessed by the school heads as “Very Much

Implemented” with a mean rating of 4.22, whereas, the guidance in-charge and teachers described as
 120

“Much Implemented” with the mean ratings of 4.03 and 3.98. As a whole, the respondents evaluated as

“Much Implemented” with a mean rating of 4.08. This suggests that schools submitted a copy of

their child protection or anti-bullying policy to the Division Office within six months from the effectivity

of the Implementing Rules and Regulations (IRR) of the Anti-Bullying Act of 2013 and the Division Office

within the first week of the school year submitted a report on relevant information and statistics on

bullying from the preceding school year.

Specifically, under the said variable, item a, “the school submitted a copy of child protection or

anti-bullying policy to the Division Office within six (6) months from the effectivity of this IRR” got the

highest mean of 4.1 with a descriptive rating of “Much Implemented”.

The result revealed that the level of implementation of confidentiality, training and development

and reporting requirement under Anti-Bullying Act of 2013 was assessed by the school heads as “Very

Much Implemented” with 4.24 overall mean, while the guidance in-charge and teachers have

consistently described as “Much Implemented” with an overall mean ratings of 4.07 and 4.03

respectively. As a whole, it was assessed by the respondents as “Much Implemented” as backed-up by

the overall mean rating of 4.11 which denotes that it is very essential for us to improve further the

implementation of Anti-Bullying Act of 2013 specifically on training and development and reporting

requirement so as to preclude the prevalence of bullying.

On Activities and Programs that Prevent Bullying. The role of the administrators were

consistently assessed as “Often” by the respondents with a mean rating of 4.07. Item 6 “conduct value-

formation program starting from kindergarten to elementary level” got the highest mean rating of 4.16

interpreted as “Often” while Item 4, “conduct or sponsor education, sessions for parents to learn, teach,
 121

model, and reinforce positive social and emotional skills to their children”, received the lowest mean

rating of 4.0 with the descriptive rating of “Often”.

In relation to the role of the guidance in-charge, the activities and programs were performed

“Often” as observed by the respondents as backed-up by the mean rating of 4.1. On the same variable,

Item 11, “provide appropriate sanction to bullies”, got the highest rating from the respondents 4.22

interpreted as “Always”. On the other hand, Item 6, “management of disclosure if signs of bullying are

found from weak pupils (disclosure is a form of counseling)” received the lowest mean rating of 4.03 or

“Often”.

On the part of the role of the teachers, the respondents reflected from their responses the overall

mean rating of 4.23 described as “Always”. Item 10, “assign a peace officer in classrooms”, received the

highest mean rating of 4.34 which signifies that teachers “Always” performed the activities and programs

in school while in Item 4, “make necessary intervention like integration of bullying concepts in the

different subject areas”, got the lowest rating of 4.13 with the descriptive rating of “Often”.

On the activities and programs that prevent bullying, it was interpreted as “often” shows that the

activities and programs that are intended prevent bullying were frequently conducted by the selected

elementary schools in the division of Abra however, they were not always observed and strictly

implemented by the school heads, guidance in-charge and teachers probably because of insufficient funds

and overlapping of activities to conduct such programs.

5. Measures to Prevent Bullying Significantly Influenced by Anti-Bullying Laws and

Policies along: Awareness of the laws, policies and rules on bullying, Experiences and

Incidence of Bullying
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Awareness of the Laws, Policies and Rules and Experiences. Significantly influenced

measures to prevent bullying along community involvement as indicated by the beta coefficients which

are significant at .01 level of significance.

Taking them as a whole, the factors significantly affect the measure as shown by R = .777 which

is significant at .01 probability level.

Implementation of Laws and Mechanisms to Address Bullying. Awareness of the laws, policies

and rules and experiences yielded a significant influence on implementation of laws in terms of

mechanisms to address bullying. F-ratio=17.484) R2 value of .252 means that 25.2 of the variance in the

dependent variable is accounted by the factors considered in the analysis and 74.8 is attributed to other

variables not included in the study.

Taken singly, the dependent variable such as implementation of laws in terms of mechanism to

address bullying significantly influence the awareness of the laws, policies and rules on bullying,

experiences and disability-based bullying perceived in schools.

Measures to Prevent Bullying in terms of Counseling Programs. The variables yielded a

significant influence on counseling programs as backed up by the Sig. F ratio = .000 which is significant at

.01 probability level. F- ratio=26.666) R2 value of .340 which implies that 34% of the variance in the

dependent variable is considered in the analysis and 66% is attributed to the other variables not

included in the study.

Taking the independent variables singly, awareness of the laws, policies and rules on bullying and

experiences significantly influence measures to prevent bullying as shown by R = .583 which is significant

at .01 probability level.

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Initiatives. The anti-bullying laws and policies are significantly influenced by the initiatives as

revealed by the Sig. F: ratio = .000 which is significant at .01 probability level. The R2 value of .431

indicates that 43.10% of the variance in the dependent variable is attributed to the factors considered in

the analysis and 56.90% is attributed to other variables not included in the study.

Taking the independent variables singly, only experiences significantly influenced measures to

prevent bullying along initiatives.

Interventions. The variables significantly influenced by anti-bullying laws and policies in terms of

interventions. The Sig F ratio = .000 is significant at .01 probability level. The R2 value of .379 denotes

that 37.90% of the variance in the dependent variable is considered in the analysis. The 62.10% is

attributed to other variables not included in the study.

Taken singly, experiences and disability-based bullying significantly influenced measures to

prevent bullying along interventions as indicated by the beta coefficient which is significant at .01 level

of significance.

Conclusions

Considering the abovementioned findings, the following conclusions were drawn:

1. The respondents rated their level of awareness as “Highly Aware”. The most number of

responses was given to “Any unwanted physical contact between the bully and the victim like

punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks,

teasing, fighting and the use of available objects as weapons.) which shows that the guidance

in-charge respondents were “Highly Aware” while “Cyber-bullying or any bullying done

through the use of technology or any electronic means such as texting or sending hurtful

messages, posting in the facebook, instagram, twitter or in any form using the internet or
 124

computer or any other electronic devices” got the least responses which shows that the

guidance in-charge were “Aware”. As a result of the overall assessment, the level of

awareness of the school heads, guidance in-charge, teachers, PTA and SPG Officers described

as “Highly Aware”.

2. The implementation of the Anti-Bullying Act on family related experiences assessed by

parents was “Always” as supported by the indicator “Take the responsibility of being the

number one supporter of the child” which was given high regard and described as “Always”.

On the other hand, “Provide the children recreational activities to promote healthy family

relationship that will create positive behavior towards others”, described as “Often”. The level

of eagerness and interest of parents in sparing their time with their children was somehow

affected because of the nature of their work, financial constraints and hectic schedules

encountered by the respondents.

In fact, based from the interviews of the researcher, majority of the parents really tried their

best to implement the Anti-Bullying Act in their homes. Various strategies have been employed

by them like talking with their children in a subtle manner using encouraging words, setting limits

and warnings, but still they tend to involved in bullying, victimization and non-productive

activities instead of working and doing what has been told.

The implementation of the Anti- Bullying Act on school related experiences were rated

by the school heads, guidance in-charge and teachers as “Implemented” The highest number of

responses was given to “Adopt and implement a child protection or anti-bullying policy” which

shows that the administrators, guidance in-charge and teacher-respondents considered as “Highly

Implemented” in schools while “Accomplish the Intake Sheet prescribed under DepEd Order No.

40, s. 2012” got the lowest number of responses described as “Implemented”. This implies that
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some schools were implementing activities and kept appropriate and relevant information or

written records which served and utilized as their basis in resolving issues encountered.

Among the identified cases of bullying from SY 2012-2017, on physical bullying,

fighting was the predominant type of bullying encountered by the Guidance In-Charge in

school, along verbal bullying is teasing, harassment, intimidation, or humiliation through:

texting is the only cyber-bullying case reported in schools, along gender-based bullying,

Isolation of individual or group of bisexual, disability-based calling (e.g. mongoloid, cross-

eyed) was the lone disability-based bullying reported in schools and lastly Indecent disability-

based name-calling (e.g. “Aeta”, “Igorot”) was the only racial-based bullying encountered in

schools.

Among the identified bullying cases reported by teachers from SY 2012-2017, fighting

was the predominant type of physical bullying, along verbal bullying, teasing, on Cyber-

bullying, harassment, intimidation, or humiliation through: texting, on Gender-Based

Bullying, Isolation of individual or group of bisexual, along disability-based bullying,

Indecent disability-based-calling (e.g. mongoloid, cross-eyed) and on racial-based bullying,

indecent racial-based name-calling (e.g. “Aeta”, “Igorot”).

The most number of cases among the reported bullying cases encountered by the

pupils are as follows: along physical bullying, tickling, along verbal bullying, “Playing nasty

jokes to embarrass and humiliate”, on cyber-bullying, “Someone is using falsely my

computer nicknames or screen names” along social-bullying, “I was excluded from a social

group”, along gender-based bullying, “Indecent gender-based name calling” (e.g. bakla,

tomboy), along disability-based bullying. “Isolation of individual or group of pupil with

disability” and on racial-based bullying, “Indecent racial-based name-calling” (e.g. pugot,

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Aeta).

Bullying cases had been getting worse, students were not aware whether their

statements were slanderous or not, children nowadays, due to advancements in technology, tend

to embarrass their peers by sending hurtful messages through their cellphones and this problem can have

devastating consequences if not prevented. Based on interviews made by the researcher to guidance

counselors and teachers, they prohibit the use of mobile phone inside the school premises but still it does

not prevent cyber- bullying because these children can freely get hold of their gadgets in their homes after

school and parents may not even know that circumstances like this occurred. However, this predicament

can be prevented by providing positive behavior, talking with them regularly about online issues, setting

time limits, discussing roles on online safety, giving them pieces of advice not to respond to the text

messages sent by cyberbullies, supervision and control, understanding the emotional intelligence of

children by knowing the root causes of these behavioral problems, informing every learner about the

policies at the start of every school year and by strictly following anti-bullying policies of the school.

3. On Measures to Prevent Bullying along Community Involvement, the respondents perceived

to be at a “Very High” level. “Pupils are guided to avoid conflicts or violence at home or in the

community” got the highest number of responses interpreted as “Very High”. On the other

hand, “Barangay officials provide financial assistance and moral support to the learners for the

successful implementation in all school activities and programs” received the lowest number of

responses assessed as “High”. This manifests that the respondents were highly aware and

asserted that various activities and measures have been exercised at home and in the

community to ensure that children were really protected and supported by the stakeholders

who were active partners of the school.

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On Implementation of the Laws, Rules and Policies on Anti-Bullying, the respondents

assessed as “Highly Implemented”. On the part of the school heads and teachers all the items

were interpreted as “Highly Implemented”, while the teacher in charge-respondents two items

were rated as “Implemented”, nevertheless, this does not affect their overall perception on this

matter, the overall assessment was described as “Highly Implemented”.

The counseling programs were rated by the school heads, guidance in-charge and

teachers as “Always”. Parents and teachers constantly provided pieces of advice to the learners to

stay good always received the highest number of responses which shows that the respondents

acknowledged the persistent efforts of parents and teachers in providing guidance and counseling

to the schoolchildren. On the other hand, “Provided opportunities to children in attending

seminars or training on positive peer relationships and enhancement of social and emotional

competence” got the lowest number of responses which denotes that the school heads described as

“Frequent”. The result of the evaluation of the respondents could be attributed to their awareness

of their vital roles in shaping the minds and instilling desirable attitudes among the young

individuals by sending them to attend seminars or trainings and letting them mingle with their

peers for these would be an appropriate venue in the acquisition of positive behavior and optimum

social and emotional competence.

School heads evaluated the initiatives/prevention programs as “Very Much

Implemented”. The guidance in-charge and teacher-respondents gave a descriptive rating of

“Much Implemented”. On the overall, the school heads, teacher in-charge and teachers

enumerated a descriptive rating of “Much Implemented” which specifies that the initiatives were

dutifully managed by the above-mentioned respondents. Hence, it is a genuine indicator that the
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school heads, guidance in-charge and teachers implemented what has been mandated in the

Anti-Bullying Act of 2013 to prevent the prevalence of bullying cases in schools.

Taken the items singly, under school wide initiatives, “positive school climate and

environment conducive to the attainment of learning objectives, the development of healthy

relationships and the understanding of and respect for individual differences” was interpreted as

“Very Much Implemented”. However, “periodic review and enhancement of the pupils’ and

personnel’s manual or code of conduct in relation to bullying” interpreted as “Much

Implemented”.

For classroom-level initiatives, “reinforced school-wide rules pertaining to bullying”

was evaluated as “Very Much Implemented” while “taught positive online behavior and safety

and how to recognize and report cyber-bullying”, assessed as “Much Implemented”.

Further, the respondents noted a “Very Much Implemented” assessment to,

“discussions of the anti-bullying policy of the school, emphasizing bullying prevention during

Parents-Teachers Association meetings and seminars to expand their knowledge and awareness”

however, “Education session conducted or sponsored for parents to learn, teach, model, and

reinforce positive social and emotional skills to their children” was assessed by the school heads

as “Much Implemented”.

Under monitored activity and protection guideline, “conducted with utmost

confidentiality and respect for all parties concerned” interpreted as “Very Much Implemented”

while “pupils who were vulnerable of committing aggressive acts or who are perpetrators of

bullying, or who are possible targets or victims; for the purpose of early intervention” described

as “Much Implemented”.
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Along the implementation of intervention programs, it was assessed by the School heads,

guidance in-charge and teachers as “Much Implemented”. This means that intervention programs

were implemented by the school heads, guidance in-charge and teachers to address bullying cases

in school. In particular, “effects of bullying” was given the highest number of responses

described as “Much Implemented”. Along the intervention activities that will enhance the

psychological, emotional, and psycho-social well- being of both the victim and the bully, item c,

“education” was considered as “Very Much Implemented”.

Among the intervention programs, item d “helped the victim, the bully and the

bystanders understand the bullying incident and its negative consequences” got the highest

number of responses described as “Very Much Implemented”.

Along the level of implementation relative to the duties and responsibilities of education

stakeholders, it was perceived by the school heads as “Very Much Implemented”. Whereas, the

guidance in-charge and teachers assessed it as “Much Implemented”. As a whole, the overall

assessment of the school heads, guidance in-charge and teachers was “Very Much

Implemented” which indicates their responsiveness in the implementation of their obligations

and accountabilities in addressing the prevalence of bullying.

Among the duties and responsibilities of the Dep-Ed Central Office, item a, “Conducted a

nationwide information dissemination and campaign on anti-bullying” got the highest number of

responses.

The respondents evaluated the Regional Office to have “Much Implemented”. Item c,

“Consolidated reports on incidents and cases of the Division Offices within the Region and submit

a Regional Report to the Office of the Undersecretary for Legal and Legislative Affairs” and item
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d, “Monitored and evaluated the implementation and enforcement of this IRR” received the

highest number of responses from the respondents which means that the Division Office greatly

supported and implemented the program.

Apparently, the respondents perceived the Division Office to have “Very Much

Implemented”. Item b, “Monitored the adoption of anti-bullying policies in all public and private

elementary and secondary schools within the Division, maintain a repository of such policies, and

submit reports on compliance to the Regional Office” and item f, “Resolved appeals in bullying

cases in both public and private schools pursuant to the existing rules and regulations of the

Department and DepED Order No. 88, 2010, or the “Revised Manual of Regulations for Private

schools” received the highest number of responses which signifies that the Division Office really

executed this mandate.

In terms of the degree of implementation of the duties and responsibilities of the school, the

respondents perceived as “Very Much Implemented”. Item a’ “Adopted and implemented a child

protection or anti-bullying policy in accordance with this IRR and submits the same to the Division

Office. The anti-bullying policy is a part of the school’s child protection policy” got the highest

responses which denotes that school personnel enthusiastically performed their roles so as to

provide and offer their services in resolving bullying cases encountered.

The teachers and other school personnel were assessed to have delivered their duties as

indicated in the IRR described as “Very Much Implemented”.

In the same manner, the pupils were evaluated as “Very Much Implemented”. Item d,

“Reported to school authorities any incident of bullying” got the highest number of responses by

the respondents.
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As a whole, the result revealed that the school heads, guidance in-charge and teachers assessed

the level of implementation of the duties and responsibilities of the education stakeholders as

“Very Much Implemented.

On Child Protection Committee. (CPC) as Anti-Bullying Committee, the school heads,

guidance in-charge and teachers consistently evaluated it as “Very Much Implemented” which

means that the identified schools on this study have functional Child Protection Committee

(CPCs).

The respondents claimed that the committee was composed of Representative of pupils,

except kindergarten, as designated by the Supreme Student Council. Among other duties and

responsibilities of Child Protection Committee (CPC), Item a, “conducted awareness-raising

programs with school stakeholders in preventing and addressing bullying” got the highest

number of responses described as “Very Much Implemented”.

On the Level of Implementation of Procedures in Handling Bullying Incidents in Schools,

the school heads and teachers assessed the compliance on procedures in handling bullying

incidents in schools as “Very Much Implemented”, while the guidance in-charge gave it a

descriptive rating of “Much Implemented”. As an overall result of the assessment of the school

heads, guidance in-charge and teachers, they assessed it as “Very Much Implemented” which

means that the respondents followed and complied strictly the procedures in handling bullying

incidents in schools based on the Implementing Rules and Regulations (IRR) of Anti-Bullying Act

of 2013.

Among the procedures in handling bullying incidents, Item b, “complaints for acts covered
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by other laws were referred to the appropriate authorities” got the highest number of

responses described as “Very Much Implemented” under the jurisdiction.

For immediate responses, Item a, “The victim or anyone who witnessed or had personal

knowledge of a bullying incident immediately called the attention of school personnel” was

assessed as “Very Much Implemented”. In reporting the bullying incident, Item d, “the school

head or the designated school personnel informed the parents or guardian of the victim and

the bully about the incident” described as “Very Much Implemented”.

Further, under fact-finding and documentation, item a, “separately interviewed in private

the bully and the victim” received the highest number of responses described as “Very Much

Implemented”.

On intervention, Item b, “the school head ensured that the intervention programs are

provided to them” with a descriptive rating of “Very Much Implemented”.

For referral, Item a, “the school head or the Child Protection Committee (CPC) referred

the victims and the bully to trained professionals outside the school, such as social workers,

guidance counselors, psychologists, or child protection specialists, for further assessment and

appropriate intervention measures” described as “Much Implemented”.

Under disciplinary measures, Item a, “the school head, considering the nature, gravity or

severity, previous incidents of bullying and attendant circumstances imposed reasonable

disciplinary measures on the bully pupil that was proportionate to the act committed” was

assessed as “Much Implemented”.

On due process, Item a, “the pupil and the parents or guardians were informed of the

complaint in writing” received a descriptive rating of “Much Implemented”.

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In addition, under applicability of RA 9344, as amended, and other related laws, “Bullying

incident resulted in serious physical injuries or death, the case was dealt with in accordance

with the provisions of Republic Act 9344 or the “Juvenile Justice and Welfare Act,” as amended,

and its implementing Rules and Regulations, in connection with other applicable laws,

warranted by the circumstances attendant to the bullying incident” got a descriptive rating of

“Much Implemented”.

Lastly, under false accusation of bullying, “the pupil, after an investigation, was found to

have knowingly made a false accusation of bullying, the said pupil was subjected to disciplinary

actions or to appropriate interventions in accordance with the existing rules and regulations of

the Department” described as “Much Implemented”.

The level of implementation of confidentiality, training and development and

reporting requirement under Anti-Bullying Act of 2013 as assessed by the school heads as

“Very Much Implemented” , guidance in-charge and teachers evaluated it as “Much

Implemented”. In general, school heads, guidance in-charge and teachers gave an overall

descriptive rating of “Much

Implemented”.

Specifically, under the same variable, Item a, “Any information relating to the identity and

personal circumstances of the bully, victim, or bystander was treated with utmost

confidentiality by the Child Protection Committee and the school personnel, provided, that the

names was only available to the school head or administrator, teacher or guidance counselor

designated by the school head, and parents or guardians of pupils who were victims of bullying”

rated as “Very Much Implemented”. This signifies that any data or information regarding the
 134

personality of the bully, victim, or bystander was treated with utmost confidentiality by the

Child Protection Committee, the school personnel, and parents or guardian of pupils who were

victims of bullying.

On training and development by the Department of Education, it was assessed by the

school heads as “Very Much Implemented” while the guidance in-charge and teachers gave a

descriptive rating of “Much Implemented”.

The school heads, guidance in-charge and teachers have reached the rating of “Much

Implemented” with a mean rating of 4.12. This indicates that the Department of Education

provided training opportunities for school administrators, teachers and other employees of the

department to strengthen their prior knowledge and skills in addressing the incidence of

bullying. This was evident in the seminars conducted from different levels starting from

school-based, cluster-based, division level, regional and even in national level such as Seminar

on Child Protection Policy, Gender and Development and Anti-Bullying Act of 2013.

In relation to reporting requirement, it was assessed by the school heads as “Very Much

Implemented”, the guidance in-charge and teachers described as “Much Implemented”. As a

whole, the respondents evaluated as “Much Implemented”. This suggests that schools

submitted a copy of their child protection or anti-bullying policy to the Division Office within six

months from the effectivity of the Implementing Rules and Regulations (IRR) of the Anti-

Bullying Act of 2013 and the Division Office within the first week of the school year submitted a

report on relevant information and statistics on bullying from the preceding school year.

Specifically, under the said variable, item a, “the school submitted a copy of child

protection or anti-bullying policy to the Division Office within six (6) months from the
 135

effectivity of this IRR” got the highest rating of “Much Implemented”.

The result revealed that the level of implementation of confidentiality, training and

development and reporting requirement under Anti-Bullying Act of 2013 was assessed by the

school heads as “Very Much Implemented”, while the guidance in-charge and teachers have

consistently described as “Much Implemented”. As a whole, it was assessed by the

respondents as “Much Implemented” which denotes that it is very essential for us to improve

further the implementation of Anti-Bullying Act of 2013 specifically on training and

development and reporting requirement so as to preclude the prevalence of bullying.

On Activities and Programs that Prevent Bullying, the role of the administrators were

consistently assessed as “Often” by the respondents. “Conduct value-formation program starting

from kindergarten to elementary level” interpreted as “Often” while “Conduct or sponsor

education, sessions for parents to learn, teach, model, and reinforce positive social and emotional

skills to their children”, was also assessed as “Often”.

In relation to the role of the guidance in-charge, the activities and programs were

performed “Often” as observed by the respondents. On the same variable, “provide appropriate

sanction to bullies”, was interpreted as “Always”. On the other hand, “management of

disclosure if signs of bullying are found from weak pupils (disclosure is a form of counseling)”

received a rating “Often”.

On the part of the role of the teachers, the respondents reflected from their responses the

overall rating described as “Always”. “Assign a peace officer in classrooms”, received

the highest number of responses which signifies that teachers “Always” performed the activities

and programs in school while “Make necessary intervention like integration of bullying concepts
 136

in the different subject areas”, was rated as “Often”.

On the activities and programs that prevent bullying, it was interpreted as “often” shows

that the activities and programs that are intended prevent bullying were frequently conducted by

the selected elementary schools in the division of Abra however, they were not always observed

and strictly implemented by the school heads, guidance in-charge and teachers probably because

of insufficient funds and overlapping of activities to conduct such programs.

4. The Awareness of the Laws, Policies and Rules and Experiences was significantly influenced

measures to prevent bullying along community involvement as indicated by the beta

coefficients which are significant at .01 level of significance. Taking them as a whole, the

factors significantly affect the measure as shown by R = .777 which is significant at .01

probability level.

On Implementation of Laws and Mechanisms to Address Bullying. Awareness of the laws,

policies and rules and experiences yielded a significant influence on implementation of laws

in terms of mechanisms to address bullying. F-ratio=17.484) R2 value of .252 means that 25.2

of the variance in the dependent variable is accounted by the factors considered in the

analysis and 74.8 is attributed to other variables not included in the study.

Taken singly, the dependent variable such as implementation of laws in terms of

mechanism to address bullying significantly influenced the awareness of the laws, policies

and rules on bullying, experiences and disability-based bullying perceived in schools.

On Measures to Prevent Bullying in terms of Counseling Programs, the variables

yielded a significant influence on counseling programs as backed up by the Sig. F ratio =

.000 which is significant at .01 probability level. F-ratio=26.666) R2 value of .340 which
 137

implies that 34% of the variance in the dependent variable is considered in the analysis and

66% is attributed to the other variables not included in the study.

Taking the independent variables singly, awareness of the laws, policies and rules

on bullying and experiences significantly influence measures to prevent bullying as shown

by R = .583 which is significant at .01 probability level.

On Initiatives, the anti-bullying laws and policies are significantly influenced by the

initiatives as revealed by the Sig. F: ratio = .000 which is significant at .01 probability level.

The R2 value of .431 indicates that 43.10% of the variance in the dependent variable is

attributed to the factors considered in the analysis and 56.90% is attributed to other

variables not included in the study.

Taking the independent variables singly, only experiences significantly influenced

measures to prevent bullying along initiatives.

On Interventions, the variables significantly influenced by anti-bullying laws and

policies in terms of interventions. The Sig F ratio = .000 is significant at .01 probability level.

The R2 value of .379 denotes that 37.90% of the variance in the dependent variable is

considered in the analysis. The 62.10% is attributed to other variables not included in the

study.

Taken singly, experiences and disability-based bullying significantly influenced

measures to prevent bullying along interventions as indicated by the beta coefficient which

is significant at .01 level of significance.

Recommendations
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Based from the findings and conclusions arrived at, the following recommendations are hereby

proposed:

1. Awareness campaign about bullying and integration of topics should be included in the

different subject areas, programs and activities of the school.

2. Seminars/Programs/Conferences conducted in school and Division levels regarding the Anti-

Bullying Act of 2013 and other related acts, laws, rules and policies should be sustained to

cultivate understanding and skills of the administrators, teachers, parents and stakeholders

in addressing issues on the incidence of bullying.

3. Designated Guidance In-Charge should allot time to work on cases of bullying and other

related activities for counseling and should initiate bullying prevention activities that will

encompass the participation of parents such as seminars on responsible parenthood and

organizing anti-bullying committee.

4. The Schools Division of Abra may adopt the Modular Intervention developed in this study

and endorse its use to the different schools in order to boost awareness of children about

bullying.

5. Consistent implementation of the different activities and protection guidelines on bullying

prevention should be closely monitored, supervised and evaluated by the administrators and

division personnel to come up with a positive outcome or result.

6. Child Protection Committee and Grievance Committee should strictly enforce policies

relative to this effect and provide curative measures to guarantee that cases will not be

committed repeatedly by the same concern pupils.

 139

7. Bullying cases should be reported immediately, properly investigated, be treated with

utmost confidentiality by the concerned personnel and provide appropriate curative

procedures.

8. Strong and harmonious relationship among administrators, Guidance In-Charge, Teachers,

Parents,

Stakeholders and pupils must be established and create a Child Friendly School in order to

have a healthy environment.

9. Home visitations and close coordination with parents are encouraged as intervention

activities. Getting to know their family is one way to understand the nature of the learners and

it is also an opportunity of the teacher to deliver essential information about the behavior of

their kids in school so that parents will do their part in providing necessary assistance and

pieces of advice since disciplining the children is not just the sole responsibility of the teacher

but a collaborative effort.

10. Teachers should also be oriented on the assessment of children with special needs to equip

themselves with sufficient knowledge on how to handle them effectively.

 140

BIBLIOGRAPHY

A. BOOKS

Dupper, D. & Meyer-Adams, N.(2002). Low level violence: A neglected aspect of school culture.
Urban
Education, 37 (3) 350-364.

Harris, S. & Hathorn, C. (2006). Texas middle school principals’ perceptions of bullying on
campus.
NASSP Bulletin, 90 (1) 49-69.

Jeffrey, L., Miller., & Linn, M. (2001). Middle school bullying as a context for the
Development of passive observers to the victimization of others. In Geffner, R.,
Loring, M., et al. (Eds). Bullying behavior: Current issues, research, and
interventions. Binghamton, NY: Haworth Maltreatment and Trauma Press/ The
Haworth Press, Inc., 143-156.

Kumpulainen, K., Raesaenen, E., & Henttonen, I. (1999). Children involved in bullying:
Psychological disturbance and the persistence of the involvement. Olweus child
Abuse & Neglect, 23(12), 1253-1262.

Nansel, T., Overpeck, M., Pilla, R., Ran, W., Simons-Morton, B., & Scheidt, P. (2001).
Bullying behaviors among US youth: prevalence and association with psychosocial
adjustment. JAMA, 285(16), 2094-2100.

Pepler, D., Craig, W., Connolly, J., & Henderson, K. (2002). Bullying, sexual
Harassment, dating violence, and substance use among adolescents. In Wekerle,
C., Wall, A-M. (Eds.). The violence and addiction equation: Theoretical and
clinical issues in substance abuse and relationship violence. New York, NY:
Brunner Routledge, 153-168.

Rigby, K & Cox, I. (2000). The contribution of bullying at school and low self-esteem to
acts of delinquency among Australian teenagers. Person. Indiv. Diff., 21(4), 609-612.

Ross, D. (2002). Bullying. In J. Sandoval (Ed). Handbook of crisis counselling, intervention

and prevention in the schools (electronic version) 2nd ed. (pp. 105-135) Mahwah, NJ: L.
Erlbaum Associates.

Samara and Smith (2008). Studies on emergence of anti-bullying policies, Alexandria,

VA: American Counseling Association.

Srabstein, Berkman, & Pyntikova (2008). Bullying prevention policies and laws,
Alexandria, VA: American Counseling Association.

Swearer, Limber, & Alley (2009). Studies on bullying prevention policies, Alexandria,
 141

VA: American Counseling Association.

B. PUBLISHED/UNPUBLISHED MATERIALS

Divina, A. (2014), “Implementation of the child-friendly school system in the

department of education Abra division” Unpublished Dissertation Thesis
University of Northern Philippines, Vigan City, Ilocos Sur

Haluber, C. R. (2011), “Status of the child-friendly school system in the division of Ilocos
Sur” Unpublished Dissertation Thesis University of Northern Philippines, Vigan
City, Ilocos Sur

Hemphill, S.A. et al., Longitudinal (2012) Predictors of cyber and traditional bullying
perpetration in Australian secondary school students.

Olweus, D., Massiello, Limber, S. P., M., Molnar-Main, S., & Moore, D. (2012).
Evaluation of the Olweus bullying prevention program in a large scale study in
Pennsylvania. Unpublished.

Ragamat, N. F., (2016) Anti-bullying act of 2013 of selected public elementary schools
in Vigan City Division. Unpublished Master’s Thesis, University of Northern Philippines,
Vigan City.

Raquel, E. P., (2016) Implementation of the anti-bullying act in Caoayan District,

Division of Ilocos Sur., Unpublished Master’s Thesis, University of Northern
Philippines, Vigan City

Reburon. A. G., (2016) Bullying among secondary students of Ilocos Sur., Unpublished
Dissertation, University of Baguio, Baguio City.

Sarmiento, L. R., (2016) Anti-bullying laws and policies in the selected public
secondary schools in the first District of Ilocos Sur. Unpublished Dissertation, University
of Northern Philippines, Vigan City.

Ubas, C. C., (2016) Special protection of children against abuse, exploitation, and
discrimination act (R.A. 7610) in the Division of Abra. Unpublished Dissetation,
University of Northern Philippines, Vigan City.

C. JOURNAL/MAGAZINE

Beran, T., & Li, Q. (2007). The relationship between cyber bullying and school bullying.
Journal of student well-being. Vol.1 (2), pp.15-33. Retrieved from
http://www.publicpolicycenter.hawaii.edu/projects-programs/ reports
briefs/preventing- bullying.pdf
 142

Dillon, J. from Principal magazine, Sept/Oct 2010 and Ted Feinberg from Principal
Leadership, Sept. 2003/updated 10/2013.)

Child Protection Policy of the Department of Education in the Philippines

Flores, H., (The Philippine Star) Updated July 28, 2014 – 12:00 a.m.

D. ELECTRONIC SOURCES

Ancho (2013). School violence in the Philippines: A study on programs and policies.
Retrieved from http://onlinepresent.org/proceedings/vol136 2013/7.pdf

http://www.ehow.com/info-good-qualitative-research-topics-education.html/august 9,
2017, 8:46 p.m.

http://www.edutopia.org/blog/bullying-prevention-tips-teachers-
parents/05/05/2016/12:00p.m.

http://www.iiste.org/journals/bullying in elementary schools:itscauses and effects on

students./Retrieved from EJ1079521.pdf april 2, 2018,9:46p.m.

De Guzman (2009) School and campus violence. Retrieved from

https://andestudyantesaseptictank.wordpress.com/2013/02/16/review-of--related-literature-
school-and-campus-bullying/

DepEd (2013). DepEd Order no. 55 s. 2013, Implementing Rules and Regulations (IRR)
of Republic Act no. 10627, The Anti-Bullying Act of 2013. Retrieved from
http://www.deped.gov.ph/sites/default/files/order/2013/DO s 2013 55.pdf

DepEd (2013). Summary of child abuse, bullying and sexual abuse cases. Retrieved
from http://www.deped.gov.ph

http://www.violencepreventionworks.org/public/bullying-tips-for-administrators.

http://www.schoolclimate.org/climate/August 23, 2014, 9:00 a.m.

Lai et al. (2009). School and campus violence. Retrieved from

https://angestudyantesaseptictank.wordpress.com/2013/02/17/review-of-related-
literature-school-and-campus-bullying/
 143

E. OTHER SOURCES

Department of Education, Chonbuk National University, South Kores “School Violence

in the Philippines”

1987 Philippine Constitution

 144

APPENDICES
 145

APPENDIX A
LETTERS OF PERMISSION

Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES
Vigan City, Ilocos Sur
COLLEGE OF TEACHER EDUCATION
Graduate Studies

September 2, 2017

IRENE S. ANGWAY
Officer In-Charge
Office of the Schools Division Superintendent
Department of Education
Bangued, Abra

Madam:

Greetings of Peace!

The undersigned is currently conducting a research entitled, “INCIDENCE OF BULLYING IN

SELECTED ELEMENTARY SCHOOLS IN THE DIVISION OF ABRA: BASIS TO PREVENTIVE
MODULAR INTERVENTION”. This survey aims to gather information on reported bullying cases in our
division and access data related to my study as basis to formulate preventive measures to minimize the
prevalence of bullying.

In this connection, may I request PERMISSION to float my questionnaire to the different

Elementary Schools. Rest assured that the data gathered will be strictly for research purposes only and
will be kept with utmost confidentiality.

Thank you very much and more power.

Very truly yours,

FERNANDINA B. LAGUNDINO
NOTED: Researcher

FATIMA F. ROCAMORA, Ed. D. CHRISTOPHER F. BUENO, Ph.D.

Adviser Dean, CTE – Graduate Studies

Recommending Approval: APPROVED:

MARY ANNE GRACE B. AGOOT IRENE S. ANGWAY

Public Schools District Supervisor OIC – Office of the Schools Division Superintendent
 146

Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES
Vigan City, Ilocos Sur
COLLEGE OF TEACHER EDUCATION
Graduate Studies

September 2, 2017

Dear Respondents,

The undersigned is presently conducting a research on “INCIDENCE OF BULLYING IN

SELECTED ELEMENTARY SCHOOLS IN THE DIVISION OF ABRA: BASIS TO
PREVENTIVE MODULAR INTERVENTION”, in partial fulfillment of the requirements for the
degree of Doctor of Education. This study is very essential for it will help us formulate preventive
measures to minimize/stop the prevalence of bullying in our society.

In this connection, I would like to ask some of your precious time by answering the
questionnaire attached herein. Rest assured, all information will be dealt with utmost
confidentiality.

Thank you very much.

Very truly yours,

FERNANDINA B. LAGUNDINO
Researcher
 147

Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES
Tamag, Vigan City

NAME: ________________________________
Designation: ____________________________
Station: ________________________________

Directions: Attached herewith is a Questionnaire that were based from the instruments constructed by the
different researchers to be used as a tool in gathering data for her study. Please evaluate the questionnaire
and the scale used by filling in the blanks with a check mark (/) on the appropriate items.

Criteria Very Much Little Very Not at

Much (3) (2) Little All
(4) (1) (0)
1. Are the components of the questionnaires
represent the following factors such as the
administrator, teacher, guidance in-charge,
parent respondents, pupils, school and
family related experiences in assessing the
incidence of bullying in selected
elementary schools in the Division of Abra:
Basis to Preventive Modular Intervention?
2. Are the items enough to draw what the study
intent to measure?
3. Are the statements of the items clear and
relevant to the study?

Comments/Suggestions:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________

___________________________________
Evaluator’s Signature
 148

QUESTIONNAIRE A
ON AWARENESS OF THE ANTI-BULLYING LAWS, POLICIES & RULES
(for School Heads Teachers/Guidance In-Charge, PTA Officers and SPG Officers)

Part I. Republic Act No. 10627 – Anti-Bullying Act of 2013

Directions: The following are provisions in the aforementioned Law. Please indicate your level of
awareness using the scale below.
5 – Highly Aware
4 – Aware
3 – Moderately Aware
2 – Slightly Aware
1 – Not Aware
1. Republic Act No. 10627 – Anti-Bullying Act of 2013 5 4 3 2 1
a. Acts of Bullying HA A MA SA NA
a.1. Any unwanted physical contact between the bully and the
victim like punching, pushing, shoving, kicking, slapping, tickling,
headlocks, inflicting school pranks, teasing, fighting and the use of
available objects as weapons.
a.2. Any acts that causes damage to a victim’s psyche and/or
emotional well-being.
a.3. Any slanderous statement or accusation that causes the victim
undue emotional distress like directing foul language or profanity at
the target, name-calling, tormenting and commenting negatively on
victim’s looks, clothes and body.
a.4. Cyber-bullying or any bullying done through the use of
technology or any electronic means such as texting or sending
hurtful messages, posting in the facebook, instagram, twitter or in
any form using the internet or computer or any other electronic
devices.

QUESTIONNAIRE B
ON FAMILY RELATED EXPERIENCES
(for PTA Officers)

Part II. Implementation of the Anti-Bullying Act

Directions: Kindly place a check (/) mark on the space provided for your best and honest answer that
describes practices being observed in your home using the scale below.
5 – Always
4 – Often
3 – Sometimes
2 – Rarely
1 – Never
5 4 3 2 1
1.Join the PTA meetings regarding the Anti-Bullying Act to expand A O S R N
knowledge and awareness.
 149

2.Impose consistent positive and non-violent form of discipline.

3.Responsible in creating a healthy parent-child relationship
through open communication with the child.
4.Take the responsibility of being the number one supporter of the
child.
5.Reinforce anti-bullying policies at home.
6.Guard the children in all the programs they watch including the
games they play.
7.Provide the children recreational activities to promote healthy
family relationship that will create positive behavior towards
others.
8.Teach the child to avoid inflicting violent behavior when getting
mad or angry.
9.Communicating to other people nicely.
10.Redirecting the child’s attention when she/he gets mad to
prevent unpleasant behavior that may provoke violent reactions
which may be carried outside.

QUESTIONNAIRE C
ON SCHOOL RELATED EXPERIENCES
(for School heads, Guidance In-Charge/Teachers)

Part III. Mechanism enforced by the school

Directions: The following are mechanisms enforced by the school. Please indicate your level of
awareness and implementation using the scale below.
5 – Highly Implemented
4 – Implemented
3 – Moderately Implemented
2 – Slightly Implemented
1 – Not Implemented
5 4 3 2 1
HI I MI SI NI
1.Adopt and implement a child protection or anti-bullying policy.
2.Provide pupils and their parents/guardians a copy of the child
protection or anti-bullying policy.
3.Educate pupils on the dynamics of bullying, the anti-bullying
policies of the school as well as the mechanism for the anonymous
reporting of acts of bullying or retaliation.
4.Educate parents and guardians about the dynamics of bullying,
the child protection or anti-bullying policy of the school.
5.Devise prevention, intervention, protective and remedial
measures to address bullying.
6.Conduct the capacity building activities for guidance in-
charge/teachers and the members of the Child Protection
Committee.
 150

7.Monitor and ensure effective implementation of the anti-bullying

policy.

8.Ensure the safety of the victim of bullying, the bully and the
bystander.
9.Ensure that the rights of the victim, the bully and the bystander
are protected and upheld during the conduct of the investigation.
10.Accomplish the Intake Sheet prescribed under DepEd Order No.
40, s. 2012.
11.Maintain and keep appropriate written records or statistics of
incidents of bullying and retaliation.
12.Coordinate with appropriate offices and agencies or
instrumentalities for appropriate assistance and intervention, as
required by the circumstances.
13.Other things that were not mentioned. (Please specify)

QUESTIONNAIRE D
ON INCIDENCE OF BULLYING
(for Guidance In-Charge)

Part IV. Types of Bullying Cases Reported to the School Guidance In-Charge
Directions: Below are perceived types of bullying cases based on Rule II section 3 of the Implementing
Rules and Regulation (IRR) of Republic Act (RA) No. 10627 or otherwise known as the Anti-Bullying of
2013. If there are other types that are not found in the list, feel free to include them on the space provided.
Then, put a check mark (/) before the types of bullying cases and write the number of times reported in
your school.

Types of Bullying Cases No. of Times Reported in School

SY 2012- SY 2013- SY 2014- SY 2015- SY 2016-
2013 2014 2015 2016 2017
A. PHYSICAL BULLYING
1. Punching
2. Pushing
3. Shoving
4. kicking
5. slapping
6. tickling
7. headlocks
8. inflicting school pranks
9. fighting
10. Use of available objects as
weapons (e.g.
pencil/ballpen)
Others, please specify
B. VERBAL BULLYING
 151

1. Saying foul language/bad

words
2. Teasing
3. Indecent name-calling
4. tormenting
5. Commenting negatively on
victim’s looks, clothes and
body
Others, please specify
C. CYBER BULLYING
Harassment, intimidation,
or humiliation through:
1. texting
2. email
3. chatting
4. posting indecent statement
or picture in social
networking sites (e.g.
facebook, instagram,
twitter)
Others, please specify
D. SOCIAL BULLYING
Isolating an individual or
group because of:
1. social status
2. indecent behavior
3. victim’s looks, clothes and
body
Others, please specify
E. GENDER-BASED
BULLYING
1. Indecent gender-based
name-calling (e.g. “bakla”,
“tomboy”)
2. Isolation of individual or
group of bisexual
F. DISABILITY-BASED
BULLYING
1. Indecent disability-based-
calling (e.g. mongoloid,
cross-eyed)
2. Isolation of individual or
group of pupil with
disability
Others, please specify
 152

G. RACIAL-BASED
BULLYING
1. indecent disability-based
name-calling (e.g. “Aeta”,
“Igorot”)
2. isolation of individual or
group of pupil with other
race
Others, please specify

Questionnaire for the Pupils

Please put a check mark on the blank or fill in your answers on the space provided.
Part I. How do you experience bullying?
A. Physical Bullying
___ 1. I was punched repeatedly (Nadanog-danogak)
___ 2. I was pushed to the extent that I was out of balance (Naiduron nak inganat’
naawanan nak ti balance)
___ 3. I was kicked (Nakugtaran nak)
___ 4. I was slapped (Natungpa nak)
___ 5. I was tickled against my will (Nakili-kili nak)
___ 6. I was head locked (Nabekkel nak)
___ 7. I was a victim of prank (Biktima nak iti nalabes nga angaw)
___ 8. I was made fun of (Kinatkatawaan dak)
___ 9. I was provoked to retaliate (Pinuwersa dak a bumales)
___ 10. I fought with other pupils (Nakibuksing nak)
___ 11. I was stroked using available objects as weapons (Pinang-or dak iti banag a kas
armas)
___ 12. Other physical acts aside from those mentioned, please specify: (No adda pay
sabali a banag a napasaram nga saan a nairaman iti pagpilyan)
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________

C. Verbal Bullying
___ 1. I was shouted at in public with defamatory statements (Pinagsaw-saw-annak iti
namadi a sao iti publiko)
___ 2. Uttered slanderous statement (Pinagsaw-saw-annak iti makapadakes a balikas)
___ 3. I was branded with offensive names –Name-calling (Pinanaganan dak iti dakes a
nag-nagan)
___ 4. Bullies make fun of my appearance (Kat-katawaan da iti langak)
___ 5. I was tormented because of my looks, clothes and body (Nakan-kantiyawanak
gapu iti itsurak, panagkawkawes, etc.)
___ 6. I was called moron, stupid, ugly…( Awagan dak a doldog, lamyong, laad…)
___ 7. They played nasty jokes to embarrass and humiliate me (Nakaro nga angaw)
 153

___ 8. Bullies maliciously mimick the manner I talk (Tultuladen da iti panagsaok)
___ 9. Bullies uttered verbal threats of physical violence (Naintimidar gapu iti ringgor)
___ 10. Other verbal bullying that you experiencd (No adda pay sabali nga saan a
nasaludsod wenno naidamag) – please specify
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________

D. Cyber Bullying
___ 1. I was humiliated and intimidated in an online post in a social networking site
like Facebook, Twitter, etc. (Inbabain ken binutbuteng dak babaen iti internet)
___ 2. Someone stole my personal information from computer like files, emails,
addresses, pictures, IM messages, or Facebook information and published it
online. (Adda nangtakaw iti impormasyon maipanggep kanyak ken
naiwaragawag iti internet)
___ 3. Someone is using falsely my computer nicknames or screen names ( Adda
mangus-usar iti nagan ko wenno palayaw ko iti internet)
___ 4. I was threatened in online forums like chatrooms, Facebook ot twitter etc.
(Binutbuteng dak online)
___ 5. I was excluded from an online forum or groups (Haan dak palubusan a
makigrupo online)
___ 6. I was the subject of a posted fake photos on the internet. (Siak ti karga iti nai-
post a peke a letrato online)
___ 7. Someone made fun of my comments online. (Kinatkatawaan da iti komentok
online)
___ 8. I received a threatening or hurtful comments through email. (Nakaawat nak iti
makapasakit a komento babaen iti email)
___ 9. Someone stole my email access. (Natakaw wenno na-hack iti email ko)
___ 10. Sending threatening and hurtful text messages (Nakaawat nak iti makapasakit
a komento babaen iti text iti cellphone)
___ 11. I was tagged with misleading identity by pretending to be other gender
(male/female) (Pinagbalin dak a lalaki wenno babai uray saan met)
___ 12. Published online and embarrassing photos of me without my permission
(Nai-post tay letratok nga Awan pammalubos ko)
___ 13. Published online and embarrassing videos of me without my permission
(Naibunannag tay videok nga awan pammalubos ko)
___ 14. Spreading rumors over the internet (Pagtsitsimisan dak online)
___ 15. Sending unflattering pictures or messages through texts (MMS) or over the
internet (Nakaawat nak iti dakes a letrato wenno mensahe babaen ti internet
wenno teks)
___ 16. Making fun of my appearance online (Kinatkatawaan da iti itsurak online)
___ 17. Revealing my personal secrets online on chat rooms and other platform
(Inbutaktak da iti sikretok online ken sabali pay a plataporma)
___ 18. Other bullying experience through text or from the internet.(No adda pay
napasaram a panagbully online) please specify.
 154

____________________________________________________________________________
________________________________________________________________________

E. Social Bullying/Relational Bullying

___ 1. I was into conditional friendship ex. “You can come with us if you
do…”(Gayyem
dak laeng no maubrak dagiti kayat da nga ipa-ubra kaniak)
___ 2. Bully used negative body language when I am around (Madlaw a sabali ti
garaw na no adda nak asideg na)
___ 3. Bully is whispering when I am around (agiinnarasaas da no adda nak)
___ 4. I was excluded from a social group (Madi dak kayat a kagrupo)
___ 5. Somebody revealed my secrets (Inbutaktak da iti sikretok)
___ 6. I was criticized a treacherous manner while pretending friendship –backstabbing
(Nakaro a panagsuron ken ang-angaw a panaggayyem)
___ 7. I was embarrassed in public ( Inbabain dak iti publiko)
___ 8. I ‘ve been a subject of gossiping and told others to dislike me.(Nagtsitsismisan
dak ket imbagbaga da nga sandakon nga kayat)
___ 9. I observed negative facial or physical gestures, menacing or contemptuous looks
when I am around (Makitak a madi ti ruprupa da no kaabay ko ida)
___ 10. Other social/relational bullying that you experiencd (No adda pay sabali nga
saan a nasaludsod wenno naidamag) – please specify
_______________________________________________________________________________
___________________________________________________________________________

F. Gender-Based Bullying
___1. Panangisawang iti sarita a makapasakit iti nakem a kas koma iti bakla wenno
tomboy.
___2. Aramid a makapainsulto gapu ta saan dak a kayat nga kadua gapu ti kinataok a
kas bakla wenno tomboy.

G. Disability-Based Bullying
___1. Sursurunendak ken aw awagan dak ti abnormal ken pangkis.
___2. Likliklikan dak wenno saandak nga kayat a kadua gapu ta adda pakapilawak
wenno pagkapsutak

H. Racial-based Bullying
___ 1.Sursurunen dak gapu iti kolor ti kudil ko wenno kinapugot ko.
___ 2.Likliklikan dak wenno panaw panawan dak tunggal mapanak makipulapol
kadakuada gapu ta sabali nga tribu t naggapuak
 155

QUESTIONNAIRE E
ON MEASURES TO CONTROL BULLYING
(for School heads, Guidance In-Charge/Teachers)

Part V. Best Practices

Directions: The following are practices undertaken by the Community stakeholders that may prevent
bullying. Please indicate your level of participation using the following scale.

5 – Always
4 – Often
3 – Sometimes
2 – Seldom
1 – Never
A. On Community Involvement 5 4 3 2 1
A O S Se N
1. All pupils are actively involved in various activities of
the community.
2. Pupils are encouraged to strongly involved in
maintaining their home and community a safe place to
stay with.
3. Pupils are guided to avoid conflicts or violence at home
or in the community.
4. The community offers positive real life experiences for
the children.
5. Parents and community are partners of the school in
maintaining desirable attitudes of children in school, at
home and in the community.
6. Barangay officials and community members are well-
oriented on the prohibition of corporal punishment as a
form of disciplinary measures, instead, positive discipline
is applied to the children.
7. Community representatives attend meetings and
conferences on School Policy Dissemination on Special
Protection of Children against Abuse, Exploitation and
Discrimination Act (R.A. 7610) and R.A. 10627 or the
Anti-Bullying Act of 2013.
8. Barangay officials provide financial assistance and moral
support to the learners for the successful implementation
in all school activities and programs.
9. Community members actively involved in reporting
possible cases of bullying to the Child Protection
Committee (CPC) and Grievance Committee members of
the school.
10. Parents and community understand, comply and support
the school policy on Anti-Bullying Act of 2013.
 156

ON MEASURES TO CONTROL BULLYING

(for School heads)

Part V. Best Practices

Directions: The following are practices undertaken by the Community stakeholders that may prevent
bullying. Please indicate your level of participation using the following scale.

5 – Always
4 – Often
3 – Sometimes
2 – Seldom
1 – Never
B. On Community Involvement 5 4 3 2 1
A O S Se N
1. All pupils are actively involved in various activities of
the community.
2. Pupils are encouraged to strongly involved in
maintaining their home and community a safe place to
stay with.
3. Pupils are guided to avoid conflicts or violence at home
or in the community.
4. The community offers positive real life experiences for
the children.
5. Parents and community are partners of the school in
maintaining desirable attitudes of children in school, at
home and in the community.
6. Barangay officials and community members are well-
oriented on the prohibition of corporal punishment as a
form of disciplinary measures, instead, positive discipline
is applied to the children.
7. Community representatives attend meetings and
conferences on School Policy Dissemination on Special
Protection of Children against Abuse, Exploitation and
Discrimination Act (R.A. 7610) and R.A. 10627 or the
Anti-Bullying Act of 2013.
8. Barangay officials provide financial assistance and moral
support to the learners for the successful implementation
in all school activities and programs.
9. Community members actively involved in reporting
possible cases of bullying to the Child Protection
Committee (CPC) and Grievance Committee members of
the school.
10. Parents and community understand, comply and support
the school policy on Anti-Bullying Act of 2013.
 157

ON MEASURES TO CONTROL BULLYING

(Guidance In-Charge/Teachers)

Part V. Best Practices

Directions: The following are practices undertaken by the Community stakeholders that may prevent
bullying. Please indicate your level of participation using the following scale.

5 – Always
4 – Often
3 – Sometimes
2 – Seldom
1 – Never
C. On Community Involvement 5 4 3 2 1
A O S Se N
1. All pupils are actively involved in various activities of
the community.
2. Pupils are encouraged to strongly involved in
maintaining their home and community a safe place to
stay with.
3. Pupils are guided to avoid conflicts or violence at home
or in the community.
4. The community offers positive real life experiences for
the children.
5. Parents and community are partners of the school in
maintaining desirable attitudes of children in school, at
home and in the community.
6. Barangay officials and community members are well-
oriented on the prohibition of corporal punishment as a
form of disciplinary measures, instead, positive discipline
is applied to the children.
7. Community representatives attend meetings and
conferences on School Policy Dissemination on Special
Protection of Children against Abuse, Exploitation and
Discrimination Act (R.A. 7610) and R.A. 10627 or the
Anti-Bullying Act of 2013.
8. Barangay officials provide financial assistance and moral
support to the learners for the successful implementation
in all school activities and programs.
9. Community members actively involved in reporting
possible cases of bullying to the Child Protection
Committee (CPC) and Grievance Committee members of
the school.
10. Parents and community understand, comply and support
the school policy on Anti-Bullying Act of 2013.
 158

Part VI. Implementation on Laws, Rules and Policies about Bullying

Directions: Please rate the implementation on laws, rules and policies about Bullying in your school.
5 – Highly Implemented
4 – Implemented
3 – Moderately Implemented
2 – Slightly Implemented
1 – Not Implemented

MECHANISMS TO ADDRESS BULLYING HI I MI SI NI

1. Notify the law enforcement agency if the school
principal or designee believes that criminal charges
under the Revised Penal Code may be pursued against
the perpetrator.
2. Take appropriate disciplinary administrative action.
3. Notify the parents or guardians of the perpetrator.
4. Notify the parents or guardians of the victim regarding
the action taken to prevent any further acts of bullying
or retaliation.
5. Notify the appropriate administrator of the other
school so that both may take appropriate action.

Part VII. Counseling Programs

Directions: The following are practices to address the prevalence of bullying. Indicate the level of
compliance of your school using the following scale.

5 – Always
4 – Frequent
3 – Sometimes
2 – Rarely
1 – Never

Curative and Remediation Activities/Practices 5 4 3 2 1

A F S R N
1. Teachers/Guidance In-Charge/School Head provided
necessary advice or counseling to the perpetrator.
2. PTA and Child Protection Committee keep the case as
secret as possible to reduce the possible humiliation of the
involved people.
3. Parents and teachers constantly provided pieces of advice
to the learners to stay good always.
4. Children are given special protection by parents,
community members and teachers and establish a
harmonious relationship and healthy environment.
5. Provided opportunities to children in attending seminars or
training on positive peer relationships and enhancement of
social and emotional competence.
 159

6. Pupils are trained to be sensitive to the needs of their

classmates.
7. Pupils are provided with favorable time to share
experiences at home, in school and in the community.
8. The Child Protection Committee (CPC) oriented the
learners on the different policies concerning bullying.
9. Children are generally protected from risk by the care of
the school personnel, parents, Barangay Officials and the
CPC.
10. Positive disciplinary action is being applied to the child
who committed violence.

Part VII. LEVEL OF IMPLEMENTATION OF THE ANTI-BULLYING ACT OF 2013

Directions: Please assess the level of Implementation of Anti-Bullying Act of 2013 in the Division of Abra
by utilizing the 5-point scale given below. Put a check mark (/) on the column which best describes your
honest assessment.

5 – Very Much Implemented (VMI)

4 – Much Implemented (MI)
3 – Moderately Implemented (MoI)
2 – Least Implemented (LI)
1 – Not Implemented (NI)

Prevention Programs VM MI MoI LI NI

I 4 3 2 1
5
1.School-wide initiatives were centered on:
a. Positive school climate and environment conducive to the
attainment of learning objectives, the development of healthy
relationships and the understanding of and respect for
individual differences;
b. Periodic assessment and monitoring of the nature, extent, and
perceptions of bullying behaviors and attitudes of pupils;
c. Periodic review and enhancement of the pupils’ and
personnel’s manual or code of conduct in relation to bullying;
d. Activities conducted for pupils, school personnel and service
providers on how to recognize and respond to bullying;
e. Personnel development to sustain bullying prevention
programs; and
f. Coordination with Local Government Units, barangay
(Barangay Council for the Protection of Children) and other
stakeholders.
 160

2.Classroom-level initiatives: VM MI MoI LI NI

I 4 3 2 1
5
a. Reinforced school-wide rules pertaining to bullying;
b. Built a positive sense of self and interpersonal relationships
through the development of self-awareness and self-
management, interpersonal skills and empathy, and
responsible decision-making and problem solving;
c. Discussed issues related to bullying, and strategies for
responding to and reporting of incidents of bullying;
d. Taught positive online behavior and safety and how to
recognize and report cyber-bullying; and
e. Provided an inclusive and caring learning environment for
pupils.

3.Involve parents in bullying prevention activities such as:

a. Discussions of the anti-bullying policy of the school,
emphasizing bullying prevention during Parents-Teachers
Association meetings and seminars to expand their knowledge
and awareness;
b. Education session conducted or sponsored for parents to
learn, teach, model, and reinforce positive social and
emotional skills to their children.
c. Encourage parents to reinforce anti-bullying policies at home
4.Monitored activity and protection guideline such as:
a. Pupils who were vulnerable of committing aggressive acts or
who are perpetrators of bullying, or who are possible targets
or victims; for the purpose of early intervention; and
b. Conducted with utmost confidentiality and respect for all
parties concerned.

A. Intervention Programs
1.Series of activities were designed to address the following: VM MI MoI LI NI
I 4 3 2 1
5
a. Issues that influence the pupil to commit bullying;
b. Factors that make a pupil a target of bullying; and
c. Effects of bullying.

2.Included intervention activities that will enhance the psychological, VM MI MoI LI NI

emotional, and psycho-social well-being of both the victim and the I 4 3 2 1
bully such as: 5
a. counseling
 161

b. life skills training

c. education

3.Intervention Programs: VM MI MoI LI NI

I 4 3 2 1
5
a. involved activities that will address acts of bullying;
b. emphasized formative and corrective measures rather than
punishment;
c. conformed to principles of child protection, positive and non-
violent discipline;
d. helped the victim, the bully and the bystanders understand the
bullying incident and its negative consequences; and
e. provided opportunities to practice pro-social behavior.

A. Duties and Responsibilities of Education Stakeholders

1. The DepEd Central Office:
a. Conducted a nationwide information dissemination and
campaign on anti-bullying;
b. Monitored and evaluated reports of Regional Offices on
incidents and cases of bullying;
c. Maintained a central repository of reports, through the Office
of the Undersecretary for Legal and Legislative Affairs, on an
annual aggregated basis, focusing on the number of incidents
of bullying, results of investigations undertaken to verify the
details made in complaints, and the sanctions imposed;
d. Initiated training programs and activities where best practices
on intervention and prevention strategies are adopted, to
ensure quality, relevant, effective and efficient delivery of
prevention and intervention programs in schools; and
e. Submitted a comprehensive annual report on bullying to the
Committee on Basic Education of both the Senate and the
House of Representatives.
2. The Regional Office: VM MI MoI LI NI
I 4 3 2 1
5
a. Encouraged and supported anti-bullying campaigns and
capability building activities on handling bullying cases;
b. Reviewed all anti-bullying policies adopted by public and
private schools forwarded by Division Offices as required by
the Act and submits consolidated reports to the Central Office
through the Office of the Undersecretary for legal and
legislative affairs;
 162

c. Consolidated reports on incidents and cases of the Division

Offices within the Region and submit a Regional Report to the
Office of the Undersecretary for Legal and Legislative Affairs;
d. Monitored and evaluated the implementation and
enforcement of this IRR; and
e. Imposed sanctions and penalties on erring private schools and
DepED academic personnel.
3. The Division Office: VM MI MoI LI NI
I 4 3 2 1
5
a. Conducted information-dissemination and capacity-building
activities for teachers, guidance in-charge, and members of the
Child Protection Committees on handling bullying cases;
b. Monitored the adoption of anti-bullying policies in all public
and private elementary and secondary schools within the
Division, maintain a repository of such policies, and submit
reports on compliance to the Regional Office;
c. Consolidated the reports on incidents and cases of bullying of
all schools in the Division and submit a Division Report to the
Regional Office;
d. Assessed and evaluated the implementation and enforcement
by public and private schools of this IRR;
e. Reviewed the anti-bullying policies submitted by the schools,
to ensure compliance with this IRR;
f. Resolved appeals in bullying cases in both public and private
schools pursuant to the existing rules and regulations of the
Department and DepED Order No. 88, 2010, or the “Revised
Manual of Regulations for Private schools,” respectively;
g. Coordinated with appropriate offices and other agencies or
instrumentalities for such assistance as it may rquire in the
performance of its functions; and
h. Encouraged and supported activities and anti-bullying
campaigns initiated by stakeholders; and
i. Imposed sanctions and penalties on erring non-teaching DepEd
personnel.
4. The School: VM MI MoI LI NI
I 4 3 2 1
5
a. Adopted and implemented a child protection or anti-bullying
policy in accordance with this IRR and submits the same to the
Division Office. The anti-bullying policy is a part of the school’s
child protection policy;
 163

b. Provided pupils and their parents or guardians a copy of the

child protection or anti-bullying policy adopted by the school.
Such policy shall likewise be included in the school’s pupil and
employee handbook and conspicuously posted on the school
walls and website;
c. Educated pupils on the dynamics of bullying, the anti-bullying
policies of the school as well as the mechanisms for the
anonymous reporting of acts of bullying;
d. Educated parents and guardians about the dynamics of
bullying, the child protection or anti-bullying policy of the
school and how parents and guardians can provide support
and reinforce the said policy at home;
e. Devised prevention, intervention, protective and remedial
measures to address bullying;
f. Conducted the capacity building activities for guidance
counselors/teachers and the members of the Child Protection
Committees;
g. Ensured effective implementation of the anti-bullying policy
and monitored compliance;
h. Ensured the safety of the victim of bullying, the bully, and the
bystander and determined the pupils’ needs for protection;
i. Ensured that the rights of the victim, the bully, and the
bystander are protected and upheld during the conduct of the
investigation;
j. Maintained a public record or statistics of incidents of bullying;
k. Coordinated with appropriate offices and other agencies or
instrumentalities for appropriate assistance and intervention,
as required by the circumstances.
5. The teachers and other school personnel VM MI MoI LI NI
I 4 3 2 1
5
a. Participated and cooperated in all prevention, intervention and
other measures related to bullying implemented by the school.
b. Reported to school authorities any incident of bullying; and
c. Performed the duties as specified in the IRR.
6. The pupils: VM MI MoI LI NI
I 4 3 2 1
5
a. Participated and cooperated in all prevention, intervention and
other measures related to bullying implemented by the school;
b. Avoided or refrained from any act of bullying;
c. Intervened to protect the victim, unless it will jeopardize his
safety and security;
 164

d. Reported to school authorities any incident of bullying.

7. Child Protection Committee (CPC) as Anti-Bullying Committee VM MI MoI LI NI
I 4 3 2 1
5
1. The Committee, as provided in DepED Order No. 40 s. 2012,
was composed by
a. School Head/Administrator – Chairperson;
b. Guidance Counselor/Teacher Vice Chairperson;
c. Representative of the teachers as designated by the Faculty
Club;
d. Representative of pupils, except kindergarten, as designated
by the Supreme Student Council; and
e. Representative from the community as designated by the
Punong Barangay, preferably a member of the Barangay
Council for the Protection of Children (BCPC).
2. Other duties and responsibilities of Child Protection VM MI MoI LI NI
Committee (CPC): I 4 3 2 1
5
a. Conducted awareness-raising programs with school
stakeholders in preventing and addressing bullying;
e. Ensured that the anti-bullying policy adopted by the school is
implemented;
b. Monitored all cases or incidents related to bullying reported or
referred by the teacher, guidance counselor or coordinator or
any person designated to handle prevention and intervention
measures;
c. Made necessary referrals to appropriate agencies, offices or
persons, as required by the circumstances.
Procedures in Handling Bullying Incidents in Schools VM MI MoI LI NI
I 4 3 2 1
5
1. Jurisdiction
a. Complaints of bullying and other acts were in exclusive
jurisdiction of the DepED and not brought for amicable
settlement before the Barangay, subject to existing laws, rules
and regulations.
b. Complaints for acts covered by other laws were referred to the
appropriate authorities.
2. Procedures
(2.1)Immediate Responses VM MI MoI LI NI
I 4 3 2 1
5
 165

a. The victim or anyone who witnessed or had personal

knowledge of a bullying incident immediately called the
attention of school personnel.
b. The school personnel who was notified of a bullying incident:
 Stopped bullying immediately;
 Separated the students involved;
 Removed the victim or, in appropriate cases, the bully
from the site;
 Ensured the victim’s safety by determining and
addressing the victim’s immediate safety needs; and
 Ensured medical attention and secured a medical
certificate in cases of physical injury;
 Brought the bully to the Guidance Office or designated
school personnel.
(2.2)Reporting the Bullying Incident VM MI MoI LI NI
I 4 3 2 1
5
a. A victim, a bystander or a school personnel who received
information of a bullying incident or any person who witnessed
or had personal knowledge of any incident of bullying reported
the same to the teacher, guidance coordinator or counselor or
any person designated to handle bullying incidents.
b. The bullying incident was immediately reported to the school
head.
c. The designated school personnel filled up the Intake Sheet as
provided in DepEd Order No. 40, s. 2012.
d. The school head or the designated school personnel informed
the parents or guardian of the victim and the bully about the
incident.
e. The school that was first informed of the bullying incident
promptly notified the appropriate administrator or school
head of the other school and took appropriate action of an
incident of bullying that involved pupils from more than one
school.
f. Reports of incidents of bullying initiated by persons who
preferred anonymity was entertained, and the person who
reported the incident was afforded with protection from
possible retaliation.
g. No disciplinary administrative action was taken against an
alleged bully solely on the basis of an anonymous report and
without any other evidence.
(2.3)Fact-Finding and Documentation VM MI MoI LI NI
I 4 3 2 1
 166

5
The school administrator, principal or school head,
counselor/teacher, or school personnel or person designated to
handle bullying incidents:
a. Separately interviewed in private the bully and the victim;
b. Determined the levels of threats and developed intervention
strategies;
c. Took appropriate action within twenty-four (24) hours from
the time of incident when the situation required immediate
attention or intervention, or the level of threat is high;
d. Informed the victim and the parents or guardian of the steps
to be taken to prevent any further acts of bullying;
e. Made appropriate recommendations to the Child Protection
Committee on proper interventions, referrals and monitoring.
(2.4) Intervention VM MI MoI LI NI
I 4 3 2 1
5
a. The Child Protection Committee (CPC) determined the
appropriate intervention programs for the victim, the bully and
bystanders.
b. The school head ensured that the intervention programs are
provided to them.
(2.5) Referral VM MI MoI LI NI
I 4 3 2 1
5
a. The school head or the Child Protection Committee (CPC)
referred the victims and the bully to trained professionals
outside the school, such as social workers, guidance
counselors, psychologists, or child protection specialists, for
further assessment and appropriate intervention measures.
b. The school head or the designated school personnel notified
the Women and Children’s Protection Desk (WPCD) of the local
Philippine National Police (PNP), if he believed that
appropriate criminal charges pursued against the bully.
(2.6) Disciplinary Measures VM MI MoI LI NI
I 4 3 2 1
5
a. The school head, considering the nature, gravity or severity,
previous incidents of bullying and attendant circumstances
imposed reasonable disciplinary measures on the bully pupil
that ws proportionate to the act committed.
b. Witten reprimand, community service, suspension, exclusion
or expulsion, in accordance with existing rules and regulations
 167

of the school or of the Department for public schools imposed

if the circumstances warranted the imposition of such penalty,
provided that the requirements of due process are complied
with.
c. The bully was required to undergo an intervention program
which was administered or supervised by the school’s Child
Protection Committee (CPC).
d. The parents of bully were encouraged to join the intervention
program.
(2.7) Due Process VM MI MoI LI NI
I 4 3 2 1
5
a. The pupil and the parents or guardians were informed of the
complaint in writing.
b. The pupil was given the opportunity to answer the complaint
in writing, with the assistance of the parents or guardian.
c. The decision of the school head was appealed to the Division
Office, as provided in existing rules of the Department.
(2.8) Applicability of RA 9344, as amended, and other related laws VM MI MoI LI NI
I 4 3 2 1
5
a. Bullying incident resulted in serious physical injuries or death,
the case was dealt with in accordance with the provisions of
Republic Act 9344 or the “Juvenile Justice and Welfare Act,” as
amended, and its implementing Rules and Regulations, in
connection with other applicable laws, warranted by the
circumstances attendant to the bullying incident.
(2.9) False Accusation of Bullying VM MI MoI LI NI
I 4 3 2 1
5
a. The pupil, after an investigation, was found to have knowingly
made a false accusation of bullying, the said pupil was
subjected to disciplinary actions or to appropriate
interventions in accordance with the existing rules and
regulations of the Department.
(2.10) Confidentiality VM MI MoI LI NI
I 4 3 2 1
5
The school ensured that:
a. Any information relating to the identity and personal
circumstances of the bully, victim, or bystander was treated
with utmost confidentiality by the Child Protection Committee
and the school personnel, provided, that the names was only
 168

available to the school head or administrator, teacher or

guidance counselor designated by the school head, and
parents or guardians of pupils who were victims of bullying;
and
b. Any school personnel who committed a breach of
confidentiality was subjected to appropriate administrative
disciplinary action in accordance with the existing rules and
regulations of the Department of Education or the private
school, without prejudice to any civil or criminal action.
(2.11) Training and Development VM MI MoI LI NI
I 4 3 2 1
5
The Department of Education:
a. Included in its training programs courses or activities which
provided opportunities for school administrators, teachers and
other employees to develop their knowledge and skills in
preventing or responding to incidents of bullying.
(2.12) Reporting Requirement VM MI MoI LI NI
I 4 3 2 1
5
The school submitted:
a. A copy of child protection or anti-bullying policy to the Division
Office within six (6) months from the effectivity of this IRR.
b. To the Division Office within the first week of each school year
a report on relevant information and statistics on bullying from
the preceding school year.

Activities and Programs that Prevent Bullying

Directions: The following may be activities and programs that may prevent bullying. Please indicate your
honest rating using the scale below.
5 – Always
4 – Often
3 – Sometimes
2 – Seldom
1 – Never

Activities and Programs that Prevent Bullying 5 4 3 2 1

Role of the Administrators A O S Se N
 169

1. Conduct periodic assessment and monitoring of the nature,

extent and perceptions of bullying behaviors and attitudes
of pupils.
2. Coordinate with Local Government Units, Barangay
Councils and other stakeholders in the implementation of
anti-bullying campaign.
3. Conduct Information/Dissemination of R.A. 10627 during
pupils’ assembly.
4. Conduct or sponsor education, sessions for parents to learn,
teach, model, and reinforce positive social and emotional
skills to their children.
5. Assess the extent of the problem by doing a survey on
pupils, staff and parents to find out how much and what
type of bullying is going, as well as where and when, to
target prevention efforts.
6. Conduct value-formation program starting from
kindergarten to elementary level.
7. Include anti-bullying campaign in Supreme Pupil
Government Programs and activities.
Role of the Guidance In-Charge 5 4 3 2 1
12. Conduct periodic review of the pupils’ and personnel’s
manual or code of conduct in relation to bullying.
13. Conduct of activities/programs for pupils, school personnel
and service providers on how to recognize and respond to
bullying.
14. Discuss the anti-bullying policy of the school, emphasizing
bullying prevention during Parents-Teachers Association
meetings and seminars.
15. Monitor pupils who are vulnerable to committing
aggressive acts or who are perpetrators of bullying.
16. Conduct Bullying Prevention Activities such as symposia,
creative arts contests highlighting school values to bring
the community together and reinforce the message that
bullying is wrong.
17. Management of disclosure if signs of bullying are found
from weak pupils (disclosure is a form of counseling).
18. Developing a School-wide Code of Conduct that reinforces
school values and clearly defines unacceptable behavior
and consequences.
19. Identify weak pupils who are vulnerable and subjective to
bullying.
20. Intensify campaign against bullying through creation of
written paraphernalia and information board.
21. Providing counseling to both bullies and victims of
bullying.
22. Provide appropriate sanction to bullies.
 170

Role of the Teachers 5 4 3 2 1

1. Develop school environment conducive to the attainment
of learning objectives, the development of healthy
relationships and the understanding of and respect for
individual differences.
2. Design a continuing personnel development program to
sustain bullying prevention programs.
3. Build a positive sense of self and interpersonal
relationships through the development of self-awareness
and self-management, interpersonal skills and empathy,
and responsible decision-making and problem-solving
among pupils.
4. Make necessary intervention like integration of bullying
concepts in the different subject areas.
5. Teach positive online behavior and use of electronic
gadgets to avoid cyber-bullying.
6. Provide an inclusive and caring learning environment for
pupils.
7. Conduct classroom activities about Bullying. Hold class
meetings in which pupils can talk about bullying and peer
relations.
8. Help the class identify bullying in books, TV shows and
movies, and discuss the impact of that bullying and how it
was/could be resolved.
9. Use teaching strategies/techniques that can provide for
refection or opportunity to empathize with others.
10. Assign a peace officer in classrooms.
11. Post of “Peace Zone” signage in classroom or in
conspicuous areas.

Please write the activities and programs which are not included in the items mentioned above in which
your school conducting the activities and programs.
 171

Questionnaire for the Pupils

Please put a check mark on the blank or fill in your answers on the space provided.
Part I. How do you experience bullying?
B. Physical Bullying
___ 1. I was punched repeatedly (Nadanog-danogak)
___ 2. I was pushed to the extent that I was out of balance (Naiduron nak inganat’
naawanan nak ti balance)
___ 3. I was kicked (Nakugtaran nak)
___ 4. I was slapped (Natungpa nak)
___ 5. I was tickled against my will (Nakili-kili nak)
___ 6. I was head locked (Nabekkel nak)
___ 7. I was a victim of prank (Biktima nak iti nalabes nga angaw)
___ 8. I was made fun of (Kinatkatawaan dak)
___ 9. I was provoked to retaliate (Pinuwersa dak a bumales)
___ 10. I fought with other pupils (Nakibuksing nak)
___ 11. I was stroked using available objects as weapons (Pinang-or dak iti banag a kas
armas)
___ 12. Other physical acts aside from those mentioned, please specify: (No adda pay
sabali a banag a napasaram nga saan a nairaman iti pagpilyan)
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________

I. Verbal Bullying
___ 1. I was shouted at in public with defamatory statements (Pinagsaw-saw-annak iti
namadi a sao iti publiko)
___ 2. Uttered slanderous statement (Pinagsaw-saw-annak iti makapadakes a balikas)
___ 3. I was branded with offensive names –Name-calling (Pinanaganan dak iti dakes a
nag-nagan)
___ 4. Bullies make fun of my appearance (Kat-katawaan da iti langak)
___ 5. I was tormented because of my looks, clothes and body (Nakan-kantiyawanak
gapu iti itsurak, panagkawkawes, etc.)
___ 6. I was called moron, stupid, ugly…( Awagan dak a doldog, lamyong, laad…)
___ 7. They played nasty jokes to embarrass and humiliate me (Nakaro nga angaw)
___ 8. Bullies maliciously mimick the manner I talk (Tultuladen da iti panagsaok)
___ 9. Bullies uttered verbal threats of physical violence (Naintimidar gapu iti ringgor)
___ 10. Other verbal bullying that you experiencd (No adda pay sabali nga saan a
nasaludsod wenno naidamag) – please specify
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________

J. Cyber Bullying
___ 1. I was humiliated and intimidated in an online post in a social networking site
like Facebook, Tweeter, etc. (Inbabain ken binutbuteng dak babaen iti internet)
 172

___ 2. Someone stole my personal information from computer like files, emails,
addresses, pictures, IM messages, or Facebook information and published it
online. (Adda nangtakaw iti impormasyon maipanggep kanyak ken
naiwaragawag iti internet)
___ 3. Someone is using falsely my computer nicknames or screen names ( Adda
mangus-usar iti nagan ko wenno palayaw ko iti internet)
___ 4. I was threatened in online forums like chatrooms, Facebook ot twitter etc.
(Binutbuteng dak online)
___ 5. I was excluded from an online forum or groups (Haan dak palubusan a
makigrupo online)
___ 6. I was the subject of a posted fake photos on the internet. (Siak ti karga iti nai-
post a peke a letrato online)
___ 7. Someone made fun of my comments online. (Kinatkatawaan da iti komentok
online)
___ 8. I received a threatening or hurtful comments through email. (Nakaawat nak iti
makapasakit a komento babaen iti email)
___ 9. Someone stole my email access. (Natakaw wenno na-hack iti email ko)
___ 10. Sending threatening and hurtful text messages (Nakaawat nak iti makapasakit
a komento babaen iti text iti cellphone)
___ 11. I was tagged with misleading identity by pretending to be other gender
(male/female) (Pinagbalin dak a lalaki wenno babai uray saan met)
___ 12. Published online and embarrassing photos of me without my permission
(Nai-post tay letratok nga Awan pammalubos ko)
___ 13. Published online and embarrassing videos of me without my permission
(Naibunannag tay videok nga awan pammalubos ko)
___ 14. Spreading rumors over the internet (Pagtsitsimisan dak online)
___ 15. Sending unflattering pictures or messages through texts (MMS) or over the
internet (Nakaawat nak iti dakes a letrato wenno mensahe babaen ti internet
wenno teks)
___ 16. Making fun of my appearance online (Kinatkatawaan da iti itsurak online)
___ 17. Revealing my personal secrets online on chat rooms and other platform
(Inbutaktak da iti sikretok online ken sabali pay a plataporma)
___ 18. Other bullying experience through text or from the internet.(No adda pay
napasaram a panagbully online) please specify.
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________

K. Social Bullying/Relational Bullying

___ 1. I was into conditional friendship ex. “You can come with us if you
do…”(Gayyem
dak laeng no maubrak dagiti kayat da nga ipa-ubra kaniak)
___ 2. Bully used negative body language when I am around (Madlaw a sabali ti
garaw na no adda nak asideg na)
___ 3. Bully is whispering when I am around (agiinnarasaas da no adda nak)
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___ 4. I was excluded from a social group (Madi dak kayat a kagrupo)
___ 5. Somebody revealed my secrets (Inbutaktak da iti sikretok)
___ 6. I was criticized a treacherous manner while pretending friendship –backstabbing
(Nakaro a panagsuron ken ang-angaw a panaggayyem)
___ 7. I was embarrassed in public ( Inbabain dak iti publiko)
___ 8. I ‘ve been a subject of gossiping and told others to dislike me.(Nagtsitsismisan
dak
ket imbagbaga da nga sandakon nga kayat)
___ 9. I observed negative facial or physical gestures, menacing or contemptuous looks
when I am around (Makitak a madi ti ruprupa da no kaabay ko ida)
___ 10. Other social/relational bullying that you experiencd (No adda pay sabali nga
saan a nasaludsod wenno naidamag) – please specify
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________

L. Gender-Based Bullying
___1. Panangisawang iti sarita a makapasakit iti nakem a kas koma iti bakla wenno
tomboy.
___2. Aramid a makapainsulto gapu ta saan dak a kayat nga kadua gapu ti kinataok a
kas bakla wenno tomboy.

M. Disability-Based Bullying
___1. Sursurunendak ken aw awagan dak ti abnormal ken pangkis.
___2. Likliklikan dak wenno saandak nga kayat a kadua gapu ta adda pakapilawak
wenno pagkapsutak

N. Racial-based Bullying
___ 1.Sursurunen dak gapu iti kolor ti kudil ko wenno kinapugot ko.
___ 2.Likliklikan dak wenno panaw panawan dak tunggal mapanak makipulapol
kadakuada gapu ta sabali nga tribu t naggapuak
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QUESTIONNAIRE DURING THE INTERVIEW

For Administrators, Guidance In-Charge/Teachers

1. Do you observed the Special Child Protection Policy in your school?

 Yes! We observed.

2. Is the policy for the Special Protection of Children being disseminated to pupils, teachers, parents

and other stakeholders?

 Yes!

3. What do you usually do?

 Before the opening of classes, a conference or assembly has been conducted as a venue to

disseminate this program.

 Every quarter during PTA Conferences, issues and concerns about the policy were

presented and followed up.

 Conducted meetings, symposium with parents and barangay officials.

 Gave pieces of advice to the pupils and reminded them to stay good always.

 Provide rules and regulations concerning Child Protection.

 Discuss the CPP during the General PTA Conference.

 Imposed disciplinary action among children.

 Educate pupils about the Special Child Protection Policy.

4. What programs do you have?

 “Idulog sa Barangay”

 Child Protection Policy and Anti-Bullying Policy

 VAWC information drive by PNP Villavviciosa

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5. Do you conduct seminars/training programs on how to implement the special protection of

children in your school?

 Yes

 No school-based seminar conducted, however, the designated Guidance In-Charge who

participated training programs in the division level/regional level disseminated the salient

points taken during the said training.

6. Do you have Child Protection Committee (CPC) in your school? What are the feedbacks that you

often heard about it?

 Yes!

 Some pupils and parents do not believe about the Child Protection Policy.

 The child protection policy allows children to become more assertive.

 It is good to have that policy to avoid children from bullying.

 Having an idea about the CPC and Anti-Bullying Campaign is very much appreciated.

7. Who compose the Child Protection Committee in your school?

 The CPC composed of the School Head being the Chair Person, Guidance designate as the

Vice Chair Person, with four members: a Teacher Representative, Parent Representative,

Pupil Representative and a Barangay Representative.

8. Do you keep records of the incidents of bullying being treated in your school?

 No!

 Yes!

9. What are the prevalent cases of bullying in your school?

 Physical bullying and verbal bullying.

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 Fighting

 Name-calling

 Uttering bad words

Which is most prevalent?

 Name calling

 Fighting

 Kicking

10. Do you teach the children about safety and protection measures to prevent them from being

bullied?

 Yes!

11. What are these activities or programs?

 Initiated socialization program such as Scouting and Sports activities wherein reminders

and brief orientation among the learners was conducted.

 Integrated in the different lessons or subject areas through group activities. Gave sample

stories wherein pupils would be able to realize the effects of bullying in their lives.

 Report incidence of bullying to the concerned parents and advisers

 Lesson Integration/Campaign/Advocacy/Conferences

 Provided recreational activities and opportunities in sharing their experiences.

 Symposium on VAWC and Drug Addiction.

 Lectures about Child Protection Policy.

 Playing Games and Get to Know their Relatives.

12. What are the cases of bullying being resolved by the CPC and School Grievance Committee?
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 Fighting and kicking

 Name-calling

 Uttering bad words

 Teasing

 Fighting

 Punching

 Pushing

13. What are your practices in resolving conflicts among your pupils?

 The members of the CPC interviewed the pupils concerned.

 Informed the parents about it.

 Provided pieces of advice to the pupils with behavioral problems.

 Counseling/Conference

 Talked with the bully and the victims in and informed the learners about the consequences

of such action.

 Settled issues or conflicts with the presence of the parents and school head.

 Bullies prepared promissory notes/agreements.

14. What are the problems encountered in the compliance of the special protection of children?

 Pretentious parents

 No cooperation of the respondents or parents.

 Some pupils promised not to commit the same incident but still kept on doing it.

 Some parents neglected to monitor their children’s attitude.

 Some parents were not aware of their children’s behavior in school.

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 Lack of devised prevention and intervention.

 Lack of parents’ participation because they took the issue for granted.

QUESTIONNAIRE FOR PTA INTERVIEW

1. Are you informed of the School Policy on Special Protection of Children in School?

 Yes

When?

 During the 1st General PTA Meeting before the opening of classes

How?

 By explaining to us the different policies governing the said protection or program.

What is your idea or point of view about this program?

 It protects the school children from all forms of violence, abuse, exploitation and

discrimination.

 It will help the school and the parents to discipline the children well.

 Nice program to avoid violence among pupils.

 Take care on the rights of children and protect them against any harm.

 Protecting the rights of children.

 It would be of great help to prevent the occurrence of bullying in school.

 Safety of Children.

2. Do you support the school Policy on Special Protection of Children?

 Yes

How?

 By attending conferences, supporting such program and projects.

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 By informing other PTA members or stakeholders regarding their responsibilities on this

special protection of children.

 By joining teachers in the implementation of the program.

 By informing my children about it and implementation of rules governing this program at

home.

 Helping in the implementation of the program.

 By monitoring our children.

 Let others understand the school policies through information dissemination to othert PTA

members.

 By observing the anti-bullying act law.

3. Do you see your school as a safe place for children to learn? How?

 Yes, because the teachers are always looking for the safety of their students.

 Yes, based on its physical aspect and programs implemented.

 Yes, no big issues or violations.

 Yes, the school is a Child Friendly School.

 Yes, well-protected.

4. Are there incidents in school which need medical attention (first aid treatment), police assistance

and the service of the CPC? Give examples

 None

 Yes, the presence of severely wasted pupils.

 Yes, the information dissemination on PEACE and ORDER, DRUGS, EARTHQUAKE

DRILL etc.
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5. Can children ask help from teachers/school authorities when needed?

 Yes

6. What do you see in your school that you seem not good for your children?

 Teachers uttering bad words.

 The school fence around the school which was partially constructed.

 Slippery road in going to school.

 Dilapidated buildings like the old Marcos-Type.

 The school site since it was located at the foot of a mountain.

 Lack of sports facilities to enhance the skills and talents of the learners.

QUESTIONNAIRE FOR PUPILS

1. During this school year, have you ever been bullied by another pupil? How often?

 Yes

 Weekly

 Sometimes

2. What was your predominant reaction after the Bullying Incidence?

 Report the incident to teachers.

 Sad

 Ignored the incident

 Ashamed

 Disappointed

3. Are the school personnel aware of this matter? How did they respond?

 Yes

 Immediate counseling
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 Talked to the perpetrator

 Lesson integration and information dissemination/orientation was done

 Our teachers gave us pieces of advice

 They called the attention of the bully and talked to him/her

 They discussed with us about anti-bullying

 They informed the parents about the incident

4. Have you ever attended a training session or information dissemination on bullying?

 Yes

 No
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QUESTIONNAIRE DURING THE INTERVIEW

For Administrators, Guidance In-Charge/Teachers

1. Do you observed the Special Child Protection Policy in your school?

2. Is the policy for the Special Protection of Children being disseminated to pupils, teachers, parents

and other stakeholders? What do you usually do? What programs do you have?

3. Do you conduct seminars/training programs on how to implement the special protection of

children in your school?

4. Do you have Child Protection Committee (CPC) in your school? What are the feedbacks that you

often heard about it?

5. Who compose the Child Protection Committee in your school?

6. Do you keep records of the incidents of bullying being treated in your school?

7. What are the prevalent cases of bullying in your school? Which is most prevalent?

8. Do you teach the children about safety and protection measures to prevent them from being

bullied? What are these activities or programs?

9. What are the cases of bullying being resolved by the CPC and School Grievance Committee?

10. What are your practices in resolving conflicts among your pupils?

11. What are the problems encountered in the compliance of the special protection of children?
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QUESTIONNAIRE FOR PTA INTERVIEW

1. Are you informed of the School Policy on Special Protection of Children in School? When? How?

What is your idea or point of view about this program?

2. Do you support the school Policy on Special Protection of Children? How?

3. Do you see your school as a safe place for children to learn? How?

4. Are there incidents in school which need medical attention (first aid treatment), police assistance

and the service of the CPC? Give examples.

5. Can children ask help from teachers/school authorities when needed?

6. What do you see in your school that you seem not good for your children?

QUESTIONNAIRE FOR PUPILS

1. During this school year, have you ever been bullied by another pupil? How often?

2. What was your predominant reaction after the Bullying Incidence?

3. Are the school personnel aware of this matter? How did they respond?

4. Have you ever attended a training session or information dissemination on bullying?

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DEPARTMENT OF EDUCATION
Intake Sheet

I. INFORMATION

A. VICTIM

Name: _______________________

Date of Birth: _________________ Age: ______ Sex: ______

Gr. and Section: _______________ Adviser: ________________

Parents:

Mother: ________________________ Age: ______

Occupation: _____________________

Address: ________________________

Father: _________________________ Age: ______

Occupation: _____________________

Address and Contact Number: _________________________________________

________________________________________________________________________

B. COMPLAINANT:

Name: _______________________

Relationship to Victim: ____________________

Address and Contact Number: _______________________________________________

________________________________________________________________________

C. RESPONDENT:

C.1. If respondent is a School Personnel

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Sample Intake Sheet

Name of pupil reporting the incidence of bullying: __________________________________

Grade Level: _____________ Date: _______________

The incident occurred on (date and time) __________________________________________

Where did incident occur? ______________________________________________________

Contact Number:

Name of pupil who is allegedly doing the bullying: __________________________________

People who may have witnessed the incident:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Comments:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________ __________________
Signature of person making the report Date
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The SPG Officers of Patucannay Elementary School during the interview on the different incidence of
bullying encountered by the pupils in school.
 187

Mrs. Elsa Bliss, the school head of Patucannay Elementary School who served as one of the
respondents as she explained the strategies they employed in solving the incidence of bullying at the
school level.
 188

Mrs. Roxan Balaoro, the designated School Guidance In-Charge as she gave details on the incidence of
bullying frequently encountered and reported by teachers.
 189

One of the identified schools in Abra employing the MISOSA as an intervention in addressing Pupils at
Risk of Dropping Out (PARDO).
 190

The Pupil Respondents

 191

One of the
teacher-
respondents
interviewed by
the researcher.

The respondents of Sinapangan Elementary School headed by the amiable Principal,

Miss Melba Linggayo during the interview.
 192

The pupil-respondents of Sinapangan Elementary School while answering the

questionnaires given to them.
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CURRICULUM VITAE

FERNANDINA B. LAGUNDINO
Date of Birth : September 11, 1974
Place of Birth : Bangued, Abra
Home Address : Poblacion East, Pidigan, Abra
Religion : Roman Catholic
Civil Status : Married
Parents :
Father : Mr. Norberto Baula Sr.
Mother : Mrs. Aurelia Baula
Spouse : Mr. Jenelyn B. Lagundino

Children : Ferlyn Angelique B. Lagundino

Achilles B. Lagundino
Educational Background
Elementary : Bangued West Central School

Secondary : Bucay National General High School

Tertiary : University of Northern Philippines

Degree : Bachelor of Elementary Education

Specialization : General Science

Graduate Studies : Master of Arts in Education

University of Northern Philippines
March 2005
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