Research Paper (Exploring Gender Base Violence)

EXPLORING THE SCHOOL-RELATED GENDER-
BASED VIOLENCE (SRGBV) A CASE IN

PHILIPPINE COLLEGE FOUNDATION
A RESEARCH STUDY SUBMITTED TO THE FACULTY OF SCHOOL OF

EDUCATION PHILIPPINE COLLEGE FOUNDATION IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE.
BACHELOR OF ELEMENTARY EDUCATION
Magluyan, Lilibeth C.
Lumani, Kristine S.
Evangelista, Alona P.
Catane, Mae R.
Vallente, Meche Ann V.
Padilla, Romel V.
Carope, Joven E.
Alindao, John Jethro B.
Harina, Melvin G.
Sagubay, Emmanuel
DECEMBER 2020
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Republic of the Philippines
Hagkol, City of Valencia, Bukidnon
School of Education
APPROVAL SHEET
The thesis attached hereto entitled, Exploring the School-Related Gender-

Based Violence (SRGBV) A Case in Philippine College Foundation. (Research No.
E-159) prepared and submitted by:
Lilibeth C. Magluyan Romel V. Padilla

Kristine S. Lumani Joven E. Carope
Alona P. Evangelista John Jethro B. Alindao
Mae R. Catane Melvin G. Harina
Meche Ann V. Vallente Emmanuel Sagubay
in partial fulfillment of the requirements for the degree of Bachelor of Elementary

Education, is hereby accepted.
LEMAR V. PUGOY
Adviser
Date Signed: ________
NENA M. VISTO,PhD KERT LEAN N. CABADONGA

Panel Member Panel Member
Date Signed: __________ Date Signed: __________
Dr. Ledegario L. Elona, Jr.

Examiner
Date Signed: __________
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Accepted as partial fulfillment of the requirements for the Dsegree of Bachelor
of Elementary Education.
Approved:
GODOFREDO L. YCARO, PhD NENA M. VISTO, PhD

Dean, School of Education Director of Research
Date Signed: __________ Date Signed: _______
Noted:
CHARMAINE P. PAGONZAGA, RMT, EdD

School President
Date Signed: ______
BIOGRAPHICAL SKETCHES
LILIBETH CAPUYAN-MAGLUYAN believes that “a journey of thousand miles

begin from a single step.”
The researcher was born on 24th day of October year 1987 at Lantapan,
Bukidnon. She is the third child among the seventh siblings of Mr. Virgilio Matugas
Capuyan and Carmen Daanoy Bacarro. And she was married to Larito Ursal
Magluyan blessed with three kids, namely: Cearyll Sheen, Fritz Aaron, and Francis
Tyron.
She finished her primary school in the year 2000 at Valencia Central
Elementary School. In her secondary level she was enrolled to Valencia National
High School and due to financial instability she was transferred and graduated at
Lurugan National High School. STI – Valencia was her vocational school and
graduated with Diploma in Information Technology in year 2006. And she has been
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active in any form of training and short courses and got the NCII Certificate on
Baking & Pastry and Mushroom production. At present she is taking up Bachelor of
Elementary Education studying at Philippine College Foundation, Purok – 6,
Poblacion, City of Valencia, Bukidnon.
And her dream to become a license teacher someday, not just to have a
stable job and permanent salary but to help educate kids to be more responsible and
a hope to have a better society.
The second author, KRISTINE SAARENAS LUMANI, was born on June 14,
1996 in Valencia City Bukidnon. She is the third child among six children of Julito M.
Lumani and Ma. Teresa S. Lumani. She currently resides at P-21 Poblacion,
Valencia City, Bukidnon together with her partner and her son.
She finished her elementary education at Valencia City Central School in the
year 2008-2009 and her secondary education at Alternative Learning System (ALS)
in the year 2014-2015.
Her dreams are to become a professional teacher and to get a stable job so
she can help her partner financially and legally have their marriage. At present, she is
a graduating student of Philippine College Foundation taking up Bachelor of
Elementary Education.
ALONA PATAC EVANGELISTA believes in the saying that push harder than
yesterday if you want a different tomorrow
The researcher was born on Nov. 19, 1991 at Canituan, Kalilangan,
Bukidnon. She is the fourth among the nine children of Mr. Renato Olbis Patac &
Mrs. Lolita Paling Liangco. She is married with Richard Caro Evangelista and
blessed with two kids named Rhea Lleona and Aeron Kert Evangelista.
She finished her primary at Canituan Elementary School and finishes her
secondary at Malinao National High School. She has taken her vocational at Mama’s
Building Boulevard Street Roxas Extension Davao City with a course of Computer
Science Basic and also finishes her second vocational course at Cagayan De Oro
City with a course of Domestic Work NCII. She currently taken a course of Bachelor
in Elementary Education at Philippine College Foundation.
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She dreamed to become a successful woman someday, finish her study and
has a happy life with her family, friends and of course with the guidance of the Lord.
She loves play guitar and sang a song.
MAE R. CATANE was born on March 28, 1987, at La Furtuna, Tagum City,
she’s a fourth child of the family and the only daughter of Mr. Manuel P. Catane and
Mrs. Rosita R. Catane.
She finished her elementary education at Nabunturan Elementary School. For
her secondary education, she finished at Lurugan National High School. At present
she is a third year student at Philippine College Foundation, taking a course of
Bachelor of Elementary Education.
MECHE ANN VALLENTE believes that "God's timing is always the best."
The researcher was born on December 20, 1993 at Pasig Metro Manila. She
was the eldest among five children of Mr. and Mrs. Melvin M. Vallente. After 9 years
of residing at Manila, her family moved in to Bukidnon on 2002 wherein she finished
her high school at Saint Michael High school in Linabo, Malaybalay City, Bukidnon
last 2010. She went to college at Bukidnon State University and was enrolled for 3
years in Development Communication major in Broadcast Journalism. She was an
active member of Bukidnon State University Debate Club for 2 years and was elected
Department President of CCEIT NSTP-FEDERATION.
Unfortunately, the researcher went through a series of challenges where she
got pregnant last 2015 and has to stop schooling. It was on 2018 when she decided
to re-enrol at BSU but the k-12 curriculum was fully implemented where all returnees
were advised to go back to first year. She then decided to transfer into another
college where she discovered about Philippine College Foundation. At present, the
researcher is enrolled under Bachelor of Elementary Education for 3 years, where
she is expecting to graduate hopefully this academic year.
ROMEL VALIENTE PADILLA believes that “the more you grow spiritually, the
more you gain blessings and wisdom”.
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The researcher was born on 11th day of August 1990 at Sto Niño,
Malaybalay, City, Bukidnon. He is the youngest son of Mr. Rolando Ticano Padilla
and Mrs. Jocelyn Valiente Padilla. He finished his primary school in the year of 2001
at Padernal Elementary School. He finished his secondary level in Valencia City High
School at San Isidro, Valencia City on 2007. Currently, he is a third year college
student at Philippine College Foundation took up Bachelor in Elementary Education.
JOVEN ESTALIO CAROPE believes that “wisdom are more than gold and
silver and it also believes that wisdom lead us in the path of righteousness”.
The researcher was born November 25 1997 in a small town of Simata,
Molave, Zamboanga Del Sur. He is the youngest son of Mr. Felipe Fuentes Carope
and Mrs. Rosita Estalio. He finish his primary school in the year of 2011 at Simata
Elementary Schools and also finished his secondary level in Simata National High
School last 2016.
In the ages of 19, he have a new opportunity come it is because the door of
Philippines College Foundation had open for him. He is taking up of Bachelors in
MELVIN GORDON HARINA there's a saying “we all have different things
that we go through in our everyday life, and it’s really important to know just at the
end of the day, it doesn’t matter what you face, you know that you're going to get
your goals at the end of the day. You got to believe in God, know that he's going to
get you through it.”
Melvin Harina is the son of Mr. Ricardo Harina and Mrs. Gloria Harina, he
was the 3rd sibling of the family, and he is 30 years of ages. He live in Patpat,
Cabadiangan, Kadingilan, Bukidnon. And was born on 24 February 1989 at
Kadingilan, Bukidnon. He was born in a beautiful place of Kadingilan, Bukidnon. And
graduated his primary school last 2000 at Cabadiangan Elementary School. And he
graduated on 2005 for his secondary.
JOHN JETHRO ALINDAO believes that the only true wisdom is in knowing
you know nothing.
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The researcher was born on 24th of June 1999 at Bethel Baptist Hospital. He
is the first child among the two sons of Mr. and Mrs. Dindo Hingcayog Alindao and
Joy Tumaob Barbon. He finished his primary school in the year of 2006 at Barobo
Elementary school located at Barobo Valencia City, Bukidnon.
On his secondary level he enrolled at San Agustin Institute of Technology
located at Valencia City aiming to take one step of his dreams. During his high school
days it taught him something, it’s that his friends and the people he surround himself
with have a tremendous influence on his beliefs and actions. It is absolutely
imperative, then, he exercise extreme caution with the people he allow to enter his
lives which taught him great skills, encouraged him to learn from his mistakes, and
been perceptive to his flaws. Now, he is currently studying at Philippine College
Foundation located at Purok-6, Poblacion, Valencia City taking up a Bachelor of in
EMMANUEL I. SAGUBAY, was born on February 14, 1975 in Valencia City

Bukidnon. He has three children with he’s wife Elizabeth D. Sagubay
He finished his elementary education at Dagat Kidavao Elementary School
and his secondary education at Sinayawan Development Academy. At present, he is
enrolled at Philippine College Foundation Education.
The researcher’s dream is to become a professional teacher in IP community
and to get a stable job.
ACKNOWLEDGEMENT
The researchers offer their utmost gratitude to the Almighty God, for the
knowledge, strength and wisdom in the making of this academic work.
Warm appreciation to the following individuals who greatly contributed to
make this research possible.
Sir Lemar V. Pugoy, research adviser, for his kindness, patience, intellectual
guidance, comments, ideas and constant encouragement throughout the study.
Dr. Nena M. Visto, research instructor, for her unwavering support,

constructive suggestions for the enhancement of the study.
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Ma’am Kert Lean N. Cabadonga, member of the research advisory, for
sharing her constructive comments which contributed much to the improvement of
the study.
Dr. Ledegario L. Elona, Jr, examiner, for his invaluable comments and
suggestive corrections, and for coaching the researchers for the refinement of this
study.
Dr. Charmaine P. Pagonzaga, School President, for her approval to perform

this research.
Lilibeth C. Magluyan would like to thank her husband for always

understanding the busy schedule in time of gathering data, and for the help of her
sister in encoding for editing and suggestions on the references; for her family, the
source of her strength, who kept on encouraging her to continue and not to give up
because success is within reach.
Kristine S. Lumani would like to thank her family for the endless patience and
for supporting her all the way.
Alona P. Evangelista would like to extend her gratitude to her husband for
always understanding her in times of busy days in making the research. For the
financial support, for taking care of their kids when she’s not around. For always
giving her consideration when the group has a meeting.
Meche Ann Vallente would like to thank her mother for taking good care of
her children in her behalf, for the times that she has to attend group meetings for the
research.
Mae R. Catane also would like to thank her parents for the great
understanding, encouragement, moral and financial support. The group would like to
express their gratitude also for their great considerations and special delivery of food
which just came on time when it is needed most.
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The researchers also want to extend thanks to their respective families,
friends, and group mates who continuously gave financial and moral support
throughout the process.
Thank you!
ABSTRACT
Title: Exploring the School-Related Gender-Based Violence (SRGBV) A Case in

Philippine
College Foundation.
Adviser: LEMAR V. PUGOY, MA (on going)
This study was conducted to explore the school-related gender-based

violence that exists at Philippine College Foundation. Specifically, this study sought
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to determine whether School Related Gender-Base Violence exists in Philippine
College Foundation; identify the forms of violence that are existing in Philippine
College Foundation; and assess the SRGBV experienced by the students.
This study employed qualitative method research design in gathering our data.
The participants of this study were the students of Philippine College Foundation who
enrolled in the SY 2020-2021. Survey questionnaire through Google forms, private
messages in Messenger, phone calls and interview were done in gathering data.
Thematic analysis was used in interpreting patterns, code and themes in the
gathered data.
Findings showed that there were school-related gender-based violence that
exist at the Philippine College Foundation, only forty eight out of 100 participants
mentioned that they experienced or witnessed violence in the campus. Twenty nine
participants cited that they experienced bullying, nine have experienced emotional
abused, while seven on verbal abused and others mentioned sexual harassment,
and physical abused. Five key informants gave detailed experiences on bullying
sexual harassment and emotional abused. The school must have a closed
monitoring regarding this violence so that it can be addressed immediately. To
prevent it from spreading or become worst, give them counseling, motivation, and
activities to divert their attention from the violence that they suffered or encountered.
It is recommended that the school should conduct symposium and/or seminar to
disseminate awareness to students about the School related gender based violence.
Keywords: Violence, bullying, emotional abused, harassment

TABLE OF CONTENTS
Introduction PAGE
Background of the Study

Statement of the Problem
Objective of the Study
Significance of the Study
Scope and Delimitation
Definition of Terms
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Theoretical Framework
Review of Related Literature and Studies

Conceptual Framework
Methodology
Research Design
Research Locale
Participants of the Study
Research Instrument
Sampling Procedure
Data Gathering Procedure
Presentation, Analysis and Interpretation of Data
School Related Gender Based Violence (SRGBV)

at Philippine College Foundation
Forms of School-Related Gender-Based Violence (SGRBV)
Interview of Participants Who Experienced or Witnessed
School-Related Gender-Based Violence
The SRGBV experienced by the students at

Philippine College Foundation
SMARY OF FIUMNDING, CONCULSION AND RECOMMENDATION
Summary of Finding
Conclusion
Recommendation
Bibliography
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Appendices
LIST OF TABLES
Table 1: Summary of Demographic Profile
Table 2. Responses of the Participants
Table 3. Forms of SGRBV
Table 4: Codes and themes of the Key Informant
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LIST OF APPENDICES
Appendix A: Letter to the president
Appendix B. Consent Letter
Appendix C. Survey Questionnaire
Appendix D. Interview Questionnaire
Appendix E. Codes
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Chapter I
INTRODUCTION
Peace cannot be achieved through violence, it can only be attained

through understanding. Ralph Waldo Emerson
Violence is everywhere. Learners experience it every year even in school

premises. United Nations Educational, Scientific and Cultural Organization
(UNESCO) (2019) reported an estimation of 246 million of children experience school
related-violence every year, whether unequal gender norms or power related in the
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forms of bullying, physical and sexual harassment, verbal, physical, and emotional
abused.
UNESCO (2013) considered SRGBV as a global phenomenon. The Heath
Organization described it as a global public health problem of epidemic problem
proportion and the fundamental violation of human rights World Health Organization
(WHO, 2013). SRGBV has very real consequences in learners’ lives, ranging from
low self-esteem and depression, to early and unintended pregnancy and sexually
transmitted infections such as HIV. This violence also has a serious impact on
educational outcomes, with many students avoiding school, achieving below their
potential, or dropping out completely (UNESCO, 2019). This concludes that Gender
based violence in school is a significant barrier to the right to education (UNESCO,
2019).
School-Related Gender-Based Violence (SRGBV) is defined as acts or
threats of physical, sexual or psychological violence or abuse that is based on
gendered stereotypes or that targets students on the basis of their sex, sexuality or
gender identities. SRGBV reinforces gender roles and perpetuates gender
inequalities. It includes rape, unwanted sexual touching, unwanted sexual comments,
corporal punishment, bullying, and other forms of nonsexual intimidation or abuse
such as verbal harassment or exploitative labor in schools. Unequal power relations
between adults and children and males and females contribute to this violence, which
can take place in formal and non-formal schools, on school grounds, going to and
from school, in school dormitories, in cyberspace or through cell phone technology.
SRGBV may be perpetrated by teachers, students, or community members. Both
girls and boys can be victims, as well as perpetrators (UN WOMEN, 2016).
As described by the Convention on the Rights of the Child, it is a fundamental
right of children to receive an education in an environment that is free from violence.
When the school environment is positive when it is safe and nurturing, when
instruction is effective, when teachers and children have a voice in school affairs, and
where there are effective avenues for communicating about, responding to, and
preventing violence children’s potential for academic achievement and social and
emotional development are maximized.
School related gender based violence is detrimental to education of every
learner. Violence is evident in every school but less investigation is done. Moreover,
this area is under studied. For this reason, the researchers endeavoured to seek
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advance knowledge and learning in the field of SRGBV, both in terms of the
phenomenon and its impact on individuals, including education.
Statement of the Problem
The study focused on the exploration of School-Related Gender-Based

Violence (SRGBV) that existed in Philippine College Foundation. Specifically the
following questions would be answered.
1. Are there school-related gender-based violence existing in Philippine College

Foundation?
2. What are the different SRGBV that exist in Philippine College Foundation?
3. What are the SRGBV that experienced by the students?
Objective of the Study
This study aimed at exploring The School-Related Gender-Based Violence

(SRGV) A Case on Philippine College Foundation, specifically it sought to;
1. determine whether School Related Gender-Base Violence exists in Philippine
College Foundation;
2. identify the forms of violence that are existing in Philippine College
Foundation; and
3. assess the SRGBV experienced by the students.
Significance of the Study
In order to have better understanding, we need to understand how to create

safe, violence-free learning environments where boys and girls have equal
opportunities.
Teacher. This study would help the teacher avoid any discrimination among
children. They would be guided an effective prevention on how to deal and respond
on all forms of gender-based violence in school.
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Students. This study would provide awareness to students in any violence
that may occur inside the classroom and for them to value the importance of gender
equality.
School. This study will provide data on the existing of Gender-based violence
to the school and for them to come up with the specific strategies and intervention to
eliminate different kinds of violence within the school premises.
Society. The study offers a framework for action to eliminate SRGBV within
the community where social groups are involved to children’s growth.
Scope and Delimitation
This study focused on the students of Philippine College Foundation. The

participants of the study were the randomly selected students enrolled on other said
institutions in the school year 2020 – 2021. The participants’ age ranged from 18 –
50 years old. The questionnaire was posted at the different group chats in the
messenger and open for all programs except elementary and junior high school.
Descriptive and thematic analysis were utilized in analysing the data gathered.
Definition of terms
In order to have better understanding, the following terms were defined

operationally.
Violence refers to any activity that can create disturbance in an educational

system.
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School-Related Gender-Based Violence refers to outrageous act whether
verbal or physical that happen in school.
Case refers to situations/events that happened at the institution during school
days.
Chapter II
THEORETICAL FRAMEWORK
This chapter presents the review related literature and the conceptual
framework, the studies which are relevant to the present study.
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Review of Related Literature and Studies
Overview on School-Related Gender-Based Violence (SRGBV)
Many agencies, governments and researchers have work to capture

information on incidents on SRGBV, and the data collected reveals a scenario that
needs to be urgently addressed. According to USAID (2016) violence in and around
educational settings is a global phenomenon. Sexual harassment and abuse may be
the most well-known forms of school-related gender-based violence (SRGBV), but it
can take many other forms. SRGBV includes violence or abuse that is based on
gendered stereotypes or that targets students on the basis of their sex, sexuality, or
gender identities. The underlying intent of this violence is to reinforce gender roles
and perpetuate gender inequalities. It includes rape, unwanted sexual touching,
unwanted sexual comments, corporal punishment, bullying, and verbal harassment.
Unequal power relations between adults and children and between males and
females contribute to this violence, which can take place in the school, on school
grounds, on the way to and from school, or in school dormitories, and might be
perpetrated by teachers, students, or community members.
As stated to EFA (2015) the following recommendations are proposed to

secure commitments and collaboration from global and national education
stakeholders, including governments, ministries of educations and donors. They
particularly focus on informative collection, focused research, policy formation and
global action. They acknowledge the gaps in the current evidence base, the
emerging good practice in preventing and responding to SRGBV, and the beginnings
of a more coordinated response. The factors like, weak policy compliance, low
resources, deep-rooted gender roles, failure of educational authorities to
acknowledge the problem, and political ignorance to tackle this problem in national
level playing crucial roles for the existence of gender based violence in school.
According to Jere (2015). School-related gender-based violence cannot be
seen in isolation from violence in wider society. It is driven by social norms and
entrenched inequalities that underpin and often condone gender-based violence. It is
ampliﬁed in communities in which poverty and conﬂict are pervasive. Emerging
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evidence suggests that SRGBV more severely affects children who come from
groups already facing discrimination and marginalization
Marginalized Groups Are at Increased Risk of SRGBV
Marginalized groups are those gay, lesbian, bisexual, and transgender

(GLBT), senior citizens, racial/cultural minorities, military combat veterans, persons
of below average intelligence, hearing, visually, and physically challenged persons,
persons with a serious and persistent mental illness (SPMI), persons with cognitive
impairments. According to experts, children’s vulnerability to SRGBV increases if
they live with a disability, express a sexual preference different from the mainstream,
or are part of an already disadvantaged group. Children and adolescents find
themselves victims of targeted acts of violence as a result of their real or perceived
sexual orientation or gender identity: Both girls and boys can be victims as well as
perpetrators. School-related gender-based violence results in sexual, physical,
and/or psychological harm to girls and boys. All of these forms of violence, including
bullying, should be conceptualized as gendered, as they are affected by gender-
related stereotypes that persist in society.
Gay and Lesbian
SRGBV affects students of all ages, genders, sexual orientations, levels of

ability, classes, and castes in different ways. A whole school approach covers all
vulnerable groups by recognizing that in some way, all students are vulnerable to
various dimensions of SRGBV. In addition, addressing issues affecting marginalized
groups such as lesbian, gay, bisexual, and transgender the whole school approach
can help foster understanding and inclusivity within schools.
Early evidence of the difficulties that gay and lesbian students in Southern
Africa experience in negotiating their sexual identities in schools in the face of
considerable harassment and pressure to conform to heterosexual norms was
uncovered by a five‐ country study in 2003.
There is also a growing body of evidence that indicates that most LGBT
(lesbian, gay, bisexual and transgender) students report having experienced bullying
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or violence on the basis of their sexual orientation or gender identity/expression
(Plan/ICRW, 2015; UNESCO, 2012a; UNESCO et al, 2014).
It is now recognised that individuals identified as lesbian, gay, bisexual, trans‐
gendered and inter‐sex (LGBTI) are disproportionately at risk of, and affected by,
SRGBV. This might take the form of teasing, name calling and public ridicule,
spreading rumours, intimidation, pushing and hitting, stealing or damaging
belongings, social isolation, cyber bullying, physical or sexual assault, and death
threats.58 Although recent years have witnessed a growing awareness of the scale
of homophobic violence in schools in some countries in the global North, 59 there are
as yet few studies elsewhere that address the issue. Yet, we know that individuals
who do not conform to socially and culturally accepted norms of gender and sexual
identity risk retribution and that homophobic violence is more likely to occur in
schools where there is aggressive policing of heterosexual boundaries or where the
molestation of girls is very risky, as in South Asia.
Girls
According to Jere (2015), an estimated 246 million girls and boys are harassed
and abused in and around school every year. Girls are particularly vulnerable to
school-related gender-based violence (SRGBV), which often stems from deeply
rooted cultural beliefs and practices, power imbalances and gender norms. Both
women and men experience gender-based violence but the majority of victims are
women and girls. Gender-based violence occurs in all parts of the world, but the risk
is higher where violence is normalised and where rigid concepts of gender exist.
It also indicates that girls are at a higher risk of gender and sexual violence,
the students identified as the most vulnerable to bullying are those of low-income or
ethnic, linguistic, and cultural origins other than the “standard” in a region. Specific
data on sexual violence in and around the school setting is limited, since many
victims are hesitant to report acts of sexual violence for fear of being shamed or
stigmatized or because they are concerned that they will not be believed or will face
retaliation from their aggressor or aggressors. Nevertheless, available figures
suggest that sexual violence and abuse in schools, perpetuated by staff and by other
students, is a reality for many students, particularly girls (p. 9).It is worth noting that in
schools, the main form of violence that can be observed is bullying, which can be
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defined as a form of violence constantly repeated, with unequal power relations
(Olweus, 2013). According to (Unicef, 2012): The most common form of bullying is
verbal, which, if left unchecked, can also lead to physical violence. The Study
underlines that almost all bullying is sexual or gender-based in nature, aimed at
putting pressure on children to conform to cultural values and social attitudes,
especially those that define perceived masculine or feminine roles (p. 5). Girls more
often experience psychological bullying (Carrera-Fernandez et al., 2013).
There is a high risk of adolescent schoolgirls being sexually abused by
teachers and other students. These systematic abuses included rape, bullying,
forced touching, and ‘love relationships’ with teachers in exchange for good grades
or money. Moreover, these abuses often go unreported by other teachers out of fear,
solidarity among colleagues or simply not recognizing it as an abuse (Sprechmann,
S. et.al., ).
Boys
According to (Carrera-Fernandez et al., 2013). Males and females are bullied

at similar rates, but boys are more often perpetrators than girls (Hussein, 2010) and
the type of bullying that females and males experience is different and boys more
often experience physical bullying (Roman & Murillo, 2011). Conformity with
heterosexual gender norms also affects who gets bullied (Drury et al., 2013).
Boys are at higher risk of victimization by physical violence and also suffer
gender based violence in school, especially those who are identified by others or
self-identified as homosexual. Boys may also be targeted. The experience, or even
the threat, of SRGBV often results in poor performance, irregular attendance,
dropout, truancy and low self-esteem. Violence can also have serious health and
psychological implications that can have long-lasting effects. In recent years, sexual
violence by boys or men against girls has received increased attention as a major
concern. Emerging research is also highlighting the more complex nature of violence
in schools and has shifted the usual authority/age hierarchy to address violence by
students (usually male) against teachers (usually young and female), as well as
female teachers perpetrating violence against male students. Corporal punishment
and bullying are included as forms of SRGBV. Increasingly recognized issues are
homophobic bullying, bullying based on real or perceived sexual or Boys may also be
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targets if they do not conform to prevailing norms of masculinity (UNGEI – UNESCO,
2013).
Hotspots
The school’s physical infrastructure is important as SRGBV can take place in

and around school buildings, grounds and on the way to and from school. Hotspots
for violence include toilets, empty classrooms, corridors and dormitories, as well as
the perimeter of school grounds.
In Ghana, Malawi and Zimbabwe, participatory research with children aged
10–14 at schools looked at places within and around the school where they felt safe
and unsafe (Leach et al, 2003). In both countries, girls’ maps had more areas marked
as unsafe, indicating that girls found the school environment a less secure, more
threatening place than boys, highlighting that ‘hotspots’ for SRGBV were gendered:
Girls’ unsafe spaces included: the pupils’ toilets; boys’ playing field; teachers’
quarters; offices and playgrounds; and busy roads, with the main reasons being fear
of being attacked by boys and men, and verbal/sexual harassment by boys, teachers
and men from the community. Boys’ unsafe spaces included: busy roads; girls’
toilets; girls’ playground; and the head teacher’s office and staff room, not out of fear
for their own personal safety, but because these were areas that were out of bounds
for them
Forms of Violence in School
SRGBV is both a violation of human rights and a serious barrier to learning

and to educational attainment. Violence includes explicit threats or acts of physical
violence, bullying, verbal or sexual harassment, non-consensual touching, sexual
coercion and assault, and rape. It has been shown to adversely impact learning,
school attendance and completion.
According to Roman and Murillo (2011), tackling SRGBV requires identifying
elements of the education system that cause or encourage aggression or violence
between students, discrimination, and exclusion. School communities should be
prepared to assert their support for equal access to and opportunity in education for
24
students across all groups. An inclusive and holistic approach is people centric in
recognizing the strengths, weaknesses, interests, motivations, and identities of
students and school staff, to ensure ownership by all actors in and around
educational settings (Roman & Murillo, 2011).
As stated in UNESCO, (2019) that School-related gender-based violence
(SRGBV) affects millions of children, families and communities. It involves acts or
threats of sexual, physical or psychological violence occurring in and around schools,
perpetrated because of gender norms and stereotypes, and enforced by unequal
power dynamics.
According to Ott (2017), Gender-based violence since that is directed at an
individual based on his or her biological sex OR gender identity. It includes physical,
sexual, verbal, emotional, and psychological abuse, threats, coercion, and economic
or educational deprivation, whether occurring in public or private life.
As stated in USAID, (2007) that Violence in schools is widespread, and
discriminatory gender norms are one of the key driving factors. This means that it is
essential to apply a gender lens when developing violence prevention and response
approaches. As with all forms of violence, school-related gender-based violence
violates children’s rights and is a significant barrier for girls’ and boys’ access to and
participation in education.
As stated in United Nations Educational, Scientific and Cultural Organization
(UNESCO), (2019) that School-related gender-based violence (SRGBV) affects
millions of children, families and communities. It involves acts or threats of sexual,
physical or psychological violence occurring in and around schools, perpetrated
because of gender norms and stereotypes, and enforced by unequal power
dynamics.
As stated by Onoyase (2019). The school environment is supposed to be a
safe place for teachers, non – teaching staff and students physically and
psychologically. But if the authority of the school is inefficient, then, bullying may be
the order of the day. In this situation, you find a student or a group of students
beating, hitting and calling their classmates nicknames. Some students even pose
as threat to others.
Bullying can affect everyone, those who are bullied, those who bully, and
those who have witnessed bullying. Bullying is linked to many negative outcomes
including impacts on emotional and mental health, which will lead to suicide. It is
25
important to talk to kids or individuals to determine whether bullying or something
else is a concern (Federal Government, 2020).
Sexual harassment is unwelcome conduct of a sexual nature, which can
include unwelcome sexual advances, requests for sexual favors, or other verbal,
nonverbal, or physical conduct of a sexual nature. Thus, sexual harassment
prohibited by Title IX can include conduct such as touching of a sexual nature;
making sexual comments, jokes, or gestures; writing graft or displaying or distributing
sexually explicit drawings, pictures, or written materials; calling students sexually
charged names; spreading sexual rumour’s; rating students on sexual activity or
performance; or circulating, showing, or creating e-mails or Web sites of a sexual
nature (Hill & Kearl, 2011).
Emotional violence included psychological and verbal abuse, threats of
physical or sexual violence or harm, coercion, controlling behaviors, name calling
and insults, intimidation, isolation and bullying (Evens, E. et.al. (2019).
Physical bullying is the most obvious and garners the most attention,
particularly given the heightened concern about violence. Earlier research found that
school personnel do not respond effectively to incidents of bullying and that most
recognize only physical bullying as needing intervention. (Bauman & Del Rio, 2006).
Action
According to Jere (2015). Schools are the place where SRGBV occurs, but
they are also the place where it can stop. Schools should be learning environments
where social norms and gender inequalities are challenged and transformed,
including attitudes and practices condoning violence. SRGBV cannot be addressed
unless it is better understood. The inability to recognize and respond to SRGBV
prevents the transformation of schools into empowering spaces for girls, boys and
teachers.
As stated by Tara, P. (2014) achieving success in the prevention of gender
based violence in school is a complex because individual attitudes are less important
than the broader social context and norms, which leads the gender roles. A whole
school approach and gender sensitive curricula is equally important along with a
broad dissemination of the analysis of gender relations in schools and their
complexity.
26
National policy frameworks are not always enough. Even where national-level
policies on codes of conduct for teachers and education support personnel exist,
many schools are either unaware of them or have no incentive or support to
implement government mandated policies (UNESCO & UN Women, 2016). It is
important to make students, staff, parents and caregivers, education authorities at
provincial and local levels, and members of the broader community aware of existing
government policies on SRGBV, whether or not they are adequately enforced.
In this sense it should be remembered that there have been so many
centuries of discrimination and abuse [12] that it is not enough to educate in equality
at just some educational levels and between a few widely spread activities, but rather
that this training should be part of education at all age levels and should be cross-
curricular and present in all areas and subjects in order to mitigate the patriarchal
education that has been received for so long (Rodríguez, M. et. al. (2020).
Foreign Evidence
As stated in Australian Institute of Health and Welfare (2009), Instead of

merely responding after the fact to acts of GBV in schools, Australia is scaling up
GBV prevention programmes across the country in order to empower students and
teachers to make changes before violence strikes the school community. These
promising programmes, such as the Sexual Assault Prevention Program, engage
male and female students in discussion on attitudes that perpetuate sexual violence.
As part of its commitment to make non-violence and gender equality a reality within
schools. Australia has also invested in implementing school-based counselling
services and in developing curricula to provide teachers with specialized training on
positive teaching method.
According to Dwedar (2016), in the United States schools can be difficult

environments for students, regardless of their sexual orientation or gender identity,
but they are often especially unwelcoming for lesbian, gay, bisexual, and transgender
(LGBT) youth. Over 500 students, teachers, administrators, parents, service
providers, and advocates in Alabama, Pennsylvania, South Dakota, Texas, and Utah,
this report focuses on four main issues that LGBT people continue to experience in
school environments in the United States. Areas of concern include bullying and
27
harassment, exclusion from school curricula and resources, restrictions on LGBT
student groups, and other forms of discrimination and bigotry against students and
staff based on sexual orientation and gender identity.
Lesbian, gay and bisexual students were three times more likely to be
bullied than their heterosexual peers and in Norway, 15–48 per cent of lesbian,
gay and bisexual students reported being bullied compared to 7 per cent of
heterosexual students, revealing that LGBT students report a higher
prevalence of violence at school than their non-LGBT peers (UNESCO, 2016).
As stated in Plan International (2020), Gender-based violence is a
phenomenon deeply rooted in gender inequality, and continues to be one of the most
notable human rights violations within all societies. Gender-based violence is
violence directed against a person because of their gender.
The study adapts in the study conducted by Igareda and Bodelón [2] in
Spanish universities relating to students’ experiences in facing sexual violence they
attempt to understand why these experiences are not communicated or reported.
Women recognize that university life constitutes a new context in which specific
forms of sexual violence are developed (Rodríguez, M. et. al. (2020).
In Brazil, studies have shown that verbal bullying is the most prevalent form of
bullying, which is similar to the US and UK findings (Azeredo, 2015).
Local Evidence
As stated in Plan Philippines (2009), following a review of school practices,

the government publicly acknowledged that deeply engrained social norms justifying
teachers’ punitive authority over students fostered a disregard for national policies. In
response, the government committed itself to adopt the UNICEF child-Friendly
School model, with a focus on promoting non-discrimination, gender equality and
non-violence; on supporting children to help develop a child-centered curriculum; on
providing safe and healthy school environment; and on involving families and
communities in projects and activities beneficial to school children. The Filipino
experience affirms the need to complement a policy environment with a long-term
commitment to engaging whole communities in adopting new belief systems that
encourage learning in violence-free spaces.
28
According to Marquez (2015), Discrimination against LGBT students in the
Philippines. Students who are lesbian, gay, bisexual, and transgender (LGBT) too
often find that their schooling experience is marred by bullying, discrimination, lack of
access to LGBT-related information, and in some cases, physical or sexual assault.
Philippines described patterns of bullying and mistreatment that went unchecked.
Verbal bullying appeared to be the most prevalent problem that LGBT students
faced, physical bullying and sexualized harassment were also worryingly common
and while students were most often the culprits, teachers ignored or participated in
bullying as well. Schools impose rigid gender norms on students in a variety of way
such as, gendered uniforms or dress codes, restrictions on hair length, gendered
restrooms, classes and activities that differ for boys and girls, and close scrutiny of
same-sex friendships and relationships.
Conceptual Framework
This study is anchored on the policy co-authored by United Nations

Educational, Scientific and Cultural Organization (UNESCO) that School-Related
Gender-Based Violence hampers and prevents the achievements of quality
education, thus it must be identified and administrations and authority must end such
violence in schools.
With the Global Working Group, Global Education Monitoring Report (GEMR)
and United Nations Girls’ Education Initiative (UNGEI) that aims to End School-
Related violence that affects millions of children in and around schools every year.
UNESCO releases a series of thematic on the issue, outlining how to best prevent
and respond to SRGBV. The briefs look at the challenges and recommendations in
dealing with SRGBV, and aim to help practitioners and policy makers apply a gender
lens when developing violence prevention response approaches. The thematic brief
is vulnerable resource to those who wanted to end all forms of violence in school,
with a particular focus on gender-based violence. It provide solid guidance as to what
really works to prevent and address violence, from properly engaging teachers, and
involving the whole school community, to examining curriculum and improving
monitoring data.
29
Chapter III
METHODOLOGY
This chapter presents the research design, research locale, participants of the
study, instrument, sampling procedure, statistical tool and data gathering procedure
used in the study.
Research Design
This study is qualitative under social constructionism. It utilized the descriptive

narrative approach trying to investigate whether school-related gender-based
violence exists at Philippine College Foundation. Donalek (2005) cited that the
purpose of qualitative research is understanding some part of the human experience.
Survey and interview were done to understand the phenomenon.
It is descriptive for it vividly portrays a person, place, or thing in such a way
that the reader can visualize the topic and enter into the writer’s experience (Ellen,
2017). This is to explore the existing school related gender based violence
experienced or witnessed by the students in the school. According to Pitrakis (2017),
narrative approach or narrative inquiry is a qualitative research approach whereby
the researcher analyses the stories people create, engaging in an inquiry of asking a
given question of the narrative 'texts' for a given purpose.
Research Locale
This research action was conducted at Philippine College Foundation (PCF)

which existed since 1988.. The said locality has an estimated number of 100
administrators and personnel and currently has 3,753 students enrolled. The school
is a private institution located at Purok – 6, Poblacion, Valencia City, Bukidnon
offering four programs namely: Bachelor of Elementary Education (BEEd), Bachelor
of Science in Criminology, Bachelor of Science in Business Administration, Bachelor
of Science in Office Administration and Bachelor of Science in Hospitality
30
Management, as well as the Basic Education which includes elementary and
complete secondary levels.
Figure 1. Shows the location of Philippine College Foundation where the study will
be conduct.
Participants of the Study
The participants of the study were the students enrolled at Philippine College
Foundation in the school year 2020-2021. The students were of different courses
whose age ranged from 18 to 50 years old. There were sixty four (64) females and
thirty six (36) males. Thirty Four (34) of them were married, sixty three (63) were still
singles and only three widows who join in the data gathering. Among the participants,
fifty two were Catholics, thirty five were Seventh Day Adventist (SDA), six were Born
Again and the rest were indefinite. Below is the summary of the demographic profile
of the participants for quick reference.
31
Table 1: Summary of Demographic Profile
Variables Frequency Percentage

Age
18-22 33 33%
23-27 24 24%
28-32 24 24%
33-37 16 16%
38-42 1 1%
43-47 2 2%
48-50 0 0%
Total 100 100%
Sex
female 64 64%
male 36 36%
Total 100 100%
Civil status
Single 63 63%
married 34 34%
widow 3 3%
separated 0 0%
Total 100 100%
Course
BEED 76 76%
BSCRIM 12 12%
BSHM 2 2%
BSBA 7 7%
BSOA 2 2%
SHS 1 1%
Total 100 100%
Religion
Catholic 52 52 %
SDA 35 35%
Born Again 6 6%
Others 7 7%
32
For the interview, only five students out of thirty six participants who
answered that they experienced and witnessed violence have consented to undergo
interview.
Key Informant – 1 is a twenty one years old female who is currently fourth
year student of Philippine College Foundation taking up Bachelor in Elementary
Education.
Key Informant – 2 is a twenty two years old female who is a graduating
student of Philippine College Foundation in Bachelor in Elementary Education.
Key Informant – 3 is a twenty six years old gay, he is a first year college,
taking up Bachelor of Science in Business Administration.
Key Informant – 4 is a married woman, at her age of twenty seven, she was
currently a third year college in Bachelor of Elementary Education.
Key Informant – 5 is a mother of four children and a graduating student of
Philippine College Foundation that takes up Bachelor of Elementary Education.
Research Instrument
When collecting data in the qualitative interview, the main instrument for data
collection is the researcher him or herself. The researcher observes, takes notes,
talks to people, and conducts interviews (ATLAS.ti, 2020). The other instrument of
this study is the closed-ended and open-ended questionnaires. The first part was the
survey questionnaire to investigate whether violence exist at PCF. The items of the
questionnaires were mainly developed based on the research objectives and
research questions (see Appenix ____).
The second part was the interview with the five key informants. Key informant
interviews are qualitative in-depth interviews with people who know what is going on
in the community (UCLA, 2020).
33
Sampling Procedure
According to Crossman (2020), the study uses the purposive sampling that is
non-probability sample that is selected based on characteristics of a population that
are capable in providing answers for the research questions. The research will target
the total participants in selected students of Philippine College Foundation. The
participants were informed verbally to get their approval in participating and
answering the interview needed for the data gathering of the study.
Purposive sampling is used in qualitative research for the identification and
selection of information-rich cases related to the phenomenon of interest (Palinkas
L., et al, 2016).
Data Gathering Procedure
This research study will involve the students as the participants and the
school of Philippine College Foundation as the source of data interpretation with
survey and interview questions as a research instrument. The researchers send a
letter to the school president before conducting the study. The survey questionnaires
were posted to different group chats and are open to everyone. The students who
participated as key informants were informed through phone call and messenger to
get their consent to participate in the study.
Data Analysis
Descriptive analysis characterizes the world or a phenomenon—answering

questions about who, what, where, when, and to what extent. Part of the researcher’s
job and expertise is to use appropriate analytical, communication, and data
visualization methods to translate raw data into reported findings in a format that is
useful for each intended (Loeb, S. 2017). And thematic analysis is a method of
analysing qualitative data. It is usually applied to a set of texts, such as interview
transcripts. The researcher closely examines the data to identify common themes –
topics, ideas and patterns of meaning that come up repeatedly. (Caulfield, 2019).
34
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the interpretation and analysis of data gathered on

School related gender based violence that exist in Philippine College Foundation.
And the second part is the interview of the selected participants as Key Informants.
This study utilizes the mixed method of research.
School Related Gender Based Violence (SRGBV)

The first data gathered was about the survey whether SGRBV really exist in
the school premises of Philippine College Foundation. One hundred participants
responded through Google form. Information is shown below.
Table 2. Responses of the Participants
Responses Frequency Percentage

Yes 36 36%
No 64 64%
Total 100 100%
Table 1 reveals that out of one hundred participants, only thirty six (36) or
36% answered “yes” which signifies that they encountered or witnessed school-
related gender-based violence in the school compound. On the other hand, there are
sixty four (64) or 64% of participants who answered “no” which shows that they have
not encountered or witnessed any violence that occurred in the school premises.
Result implies that there are violence that exist at Philippine College Foundation but
less than half of the participants have encountered or witnessed it.
The statement from EFA (2015) that SRGBV is a widespread phenomenon
that happens in and around schools and seriously undermines education is not true
to our study. In addition, research on violence against children in schools has
neglected to explore the role of gender, yet most forms of school violence are deeply
35
rooted in unequal gender relations, gendered social norms and discriminatory
practices.
Forms of School-Related Gender-Based Violence (SGRBV)

There are many forms of School-Related Gender-Based Violence that greatly

affect the students in their school productivity. Below are forms of violence that exist
at Philippine College Foundation based on the survey, namely: bullying, sexual, and
physical harassment, emotional abuse, verbal abuse, and physical abused.
Table 3. Forms of SGRBV
No. VIOLENCE FREQUENCY PERCENTAGE

1. BULLYING 29 60.4%
2. SEXUAL HARASSMENT 1 2.1%
3. PHYSICAL HARASSMENT 1 2.1%
4. EMOTIONAL ABUSE 9 18.8%
5. VERBAL ABUSE 7 14.6%
6. PHYSICAL ABUSE 1 2.1%
7. CORPORAL PUNISHMENT 0 0
TOTAL 48 100%
As presented in table 2, it is revealed that out of forty eight (48), only twenty
nine (29) or 60.4%, the highest percentage of the participants have witnessed or
encountered bullying in the school compound. Meanwhile, nine (9) or 18.8% of the
participants who experienced emotional abuse and seven (7) or 14.6% of the
participants who answered that they experienced verbal abused. The last but not the
least, one participant experienced physical abused, another one on sexual
harassment and another one participant experienced physical harassment with a
percentage of 2.1, respectively.
According to EFA (2015), the most common school related gender based
violence is verbal bullying.
Interview of Participants Who Experienced or Witnessed
School-Related Gender-Based Violence at Philippine College Foundation
36
The tables shows the codes extracted from the participants answers based
on statement of the problem three (3) “What are the SRGBV that experienced by the
students”?
Table 4: Codes and themes of the Key Informant

Theme Code
BULLYING
o Fooled by classmates,
Verbal Bullying o Name calling

o Bullying in front of the teacher
o Dress code
o Labelled as Lesbian
FRUSTRATION
o Got hurt
o Rejected
Emotional Bullying o Teasing

o Ignored
o unattained respect
o angry
o Offended
o Embarrassed
Physical Bullying FOOLING
DISPLEASED
o Insulting
o Offensive words
o Incorrectly reported
Emotional Abused o Sought justice
o Grumbled
o Scolding
o Disappointed
o Depressed
Sexual Harassment VERBAL ABUSED
37
o Insulted
o Embarrassed
The SRGBV experienced by the students at

The next part of the presentation is the interview with participants after they
have stated in the questionnaire that they experienced violence and would be willing
to relate their experiences. The researchers introduced themselves and started with
their list of questions. The paragraphs below were the direct statements of the key
informants who were given a code name and the English interpretation of the
question “in what way were you bullied, harassed or abused.”
The codes and themes that emerged from the interview are verbal bullying,
emotional bullying, physical bullying, emotional abused, and sexual harassment were
the violence that exist in Philippine College Foundation. Names are changed for
confidentiality reasons.
Emotional Bullying
Emotional bullying was experienced mostly by students at Philippine College

Foundation. Shakuntala (KI-1) revealed that she experienced frustration when
classmates teased her at regular basis even in front of teachers. The more she got
frustrated when she could not attain respect and specifically when teacher told her to
ignore their verbal bullies for it would just pass away.
Kristalina (KI-2) was another key informant who testified that she experienced
emotional bullying in the campus. She got hurt when her classmate teased and
called her as “lesbian” because she used to wear oversized shirts.
38
Breganda (KI-5) has also experienced emotional bullying where she felt angry
and offended when one of students in the class jokingly told her in front of her
classmates that her skirt was very short and he could see her spirit. She was very
embarrassed.
Experts stated that emotional bullying is seen in adult relationships and
workplaces too. An emotional bully might be name-call, tease or mock, use sarcasm,
threaten, put-down or belittle, ignore or exclude from a group, lie, torment, gang up
on others, humiliate others. Emotional bullying can have negative effects on a
person's mental health. Victims often feel shame, guilt, embarrassment and fear
(Tracy, 2020). In general, emotional bullying can lower self – esteem and can affect
the school performance of the students.
Verbal Bullying
Out of five key informants, three have experienced verbal bullying, they were:
Kristalina (KI-2) has encountered verbal bullying where she was labelled as lesbian
due to her oversized shirts. In addition, Chavalla (KI-3) was another participant who
experienced verbal bullying where his classmates labelled him as “plague in the
society”. Again, Shakuntala (KI-1) experienced also verbal bullying for she was
labelled by her classmates as “rabbit” because of her front teeth.
According to Edwards and Stopler (2020) that Verbal bullying is another way
of insulting people which in turn impacts their self-esteem. It also can impact every
element of their life, including their academic performance, their other relationships,
and their success at work later in life. The verbal bullying comes full-fledged into play
when the name calling is persistent, extends into verbal abuse and takes on the form
of slander, libel and rumors (Gordon, 2020).
Physical Bullying
Physical bullying is often believed as experienced by students in the school

premises.
Shakuntala (KI-1) was the only informant who experienced the physical bullying
when her classmates put garbages and stones in her bag and tied her bag at the
chair.
39
Physical bullying includes hitting, kicking, tripping, pinching and pushing or
damaging property (Alannah & Madeline Foundation, 2020). The most obvious form
of bullying, it occurs when kids use physical actions to gain power and control over
their targets. Physical bullies tend to be bigger, stronger, and more aggressive than
their peers (Gordon, 2019).
Physical contact that would hurt or injure a person like hitting, kicking,
punching, pinching, scratching, spitting etc. Taking something that belongs to
someone else and destroying it would also be considered a type of physical bullying
(Dubuque Community Schools, 2020).
Emotional Abused
Chavalla (KI-3) has faced emotional abused when his classmates kept on
insulting him with a painful words such as “plague on society” and “gay” often times.
Cinderella (KI-4) has been a victim of emotional abused twice when her two
class instructors have mistakenly reported incorrect grades her. When she
complained, one of her teachers grumbled as if scolding her. She has no other
choice but to let it go since all grades were submitted to the CHED. She was very
much disappointed because for two times she did not receive the grades she
deserved.
Emotional abuse among individuals can result in serious emotional and
behavioral problems, including depression, lack of attachment or emotional bond to a
parent or guardian, low cognitive ability, and educational achievement, and poor
social skills (Sosteric, 2012).
Sexual Harassment
Breganda (KI-5) was the only participant who experienced sexual harassment
when someone told her that her skirt was very short and he already saw her spirit.
Sexual harassment is a form of sex discrimination that broadly encompasses

unwelcome sexual advances, requests for sexual favors, and other verbal or physical
conduct of a sexual nature that explicitly or implicitly affect an individual’s
40
employment or academic decisions, unreasonably interfere with an individual’s work
or academic performance or create an intimidating, hostile or offensive work or
educational environment. Examples of sexual harassment includes Whistling at
someone, Sexual comments, and Sexual comments about a person’s clothing,
anatomy, or looks (Ramapo College of new Jersey, 2020).
Chapter V
SMARY OF FIUMNDING, CONCULSION AND RECOMMENDATION
This chapter presents the summary of findings, conclusion, and the

recommendations drawn from the result of the study.
Summary of Finding
This study was conducted to explore the school-related gender-based violence

that exists at Philippine College Foundation. Specifically, this study sought to
determine whether School Related Gender-Base Violence exists in Philippine
College Foundation; identify the forms of violence that are existing in Philippine
College Foundation; and assess the SRGBV experienced by the students and find
out who is more likely to be the victims of SRGBV in terms of course, age, gender,
religion, and civil status.
This study employed qualitative-descriptive research design in gathering our

data. The participants of this study were the students of Philippine College
Foundation who enrolled in the SY 2020-2021. Survey questionnaire through Google
forms, private messages in Messenger, phone calls and interview were done in
gathering data.
41
Findings showed that there were school related gender based violence that
exist at the Philippine College Foundation, though only forty eight out of 100
participants mentioned that they experienced or witnessed violence in the campus.
Twenty nine participants cited that they experienced bullying, nine have experienced
emotional abused, while seven on verbal abused and others mentioned sexual
harassment, physical abused. Five key informants gave detailed experiences on
bullying sexual harassment and emotional abused.
Conclusion
Based on the findings of the study, the following conclusions are drawn.
Since there are school-related gender-based violence, bullying is the most
common violence that is happening in the campus. Bullying in different forms has
great impact toward student self-esteem and may cause low performance in school.
Verbal bullying is worse than physical abused for it may wound deeply a person.
Student are not only perpetrators of violence but also the teachers in their
unknowingly actions.
Recommendation
Based on the finding and conclusion of the study led to the following
recommendation:
The school should create a policy to prevent the school-related gender-based

violence that protect both student and teacher to any perpetrator and make a specific
consequence’s regarding to the issues.
Students and teachers must abide the policy that will be created soon and
perpetrators must be punish accordingly on how much weight does he/she did
whether it is a student or a school personnel.
42
The school should conduct symposium and/or seminar to disseminate
awareness to students about the School related gender based violence.
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Appendix A: Letter to the president

Hagkol, Poblacion, City of Valencia
Bukidnon, Philippines
01 December 2020
CHARMAINE P. PAGONZAGA, RMT, Ed.D

School President/Chairman Board of Trustees
Dear Madam:
Good day!
51
We are Education students enrolled in this Institution. As part of our subject
requirements, we are to conduct a research study entitled “Exploring school-related
gender-based violence (SRGBV); a case in Philippine College Foundation”. It is our
objective to determine SRGBV that exist in the Institution and endorse it to the top
management for some recommendation someday.
In this regard, we would like to ask for your permission to allow us to gather
data from the students through online using Google forms. Rest assured that their
responses will be treated with utmost confidentiality.
Your favorable response to this request will mean so much to our success.
Thank you.
Very truly yours,
LILIBETH C. MAGLUYAN
KRISTINE S. LUMANI
ALONA P. EVANGELISTA
MAE R. CATANE
MECHE ANN V. VALLENTE
MELVIN G. HARINA
ROMEL V. PADILLA
JOVEN E. CAROPE
JOHN JETHRO B. ALINDAO
EMMANUEL SAGUBAY
Noted by: Approved by:
LEMAR V. PUGOY CHARMAINE P. PAGONZAGA, RMT,

Ed.D
52
Thesis Adviser School President
Appendix B. Consent Letter
Dear respondents,
Good day! We are third year Education students from Philippine College
Foundation. We are conducting a research study entitled EXPLORING SCHOOL-
RELATED GENDER-BASED VIOLENCE (SRGBV) A CASE ON PHILIPPINE
COLLEGE FOUNDATION. Our study aims to determine the school-related gender-
based violence present in Philippine College Foundation and to identify the types of
violence that exist in PCF.
Your participation in this study is purely voluntary. All data gathered will be
kept confidential.
_________________________________
Signature over Printed name of Respondents
Respectfully yours,
KRISTINE S. LUMANI
MAE R. CATANE
MELVIN G. HARINA
ROMEL V. PADILLA
JOVEN E. CAROPE
EMMANUEL SAGUBAY
Researchers
Noted by:
53
LEMAR V. PUGOY
54
Dear respondents,
kept confidential.
_________________________________
Respectfully yours,
KRISTINE S. LUMANI
MAE R. CATANE
MELVIN G. HARINA
ROMEL V. PADILLA
JOVEN E. CAROPE
EMMANUEL SAGUBAY
Researchers
Noted by:
LEMAR V. PUGOY
Adviser, Thesis
55
Dear respondents,
kept confidential.
_________________________________
Respectfully yours,
KRISTINE S. LUMANI
MAE R. CATANE
MELVIN G. HARINA
ROMEL V. PADILLA
JOVEN E. CAROPE
EMMANUEL SAGUBAY
Researchers
Noted by:
LEMAR V. PUGOY
Adviser, Thesis
56
Dear respondents,
kept confidential.
_________________________________
Respectfully yours,
KRISTINE S. LUMANI
MAE R. CATANE
MELVIN G. HARINA
ROMEL V. PADILLA
JOVEN E. CAROPE
EMMANUEL SAGUBAY
Researchers
Noted by:
LEMAR V. PUGOY
Adviser, Thesis
57
Appendix C. Survey Questionnaire

College of Education
EXPLORING THE SCHOOL-RELATED GENDER-BASED VIOLENCE (SRGBV) A

CASE ON PHILIPPINE COLLEGE FOUNDATION
Name (optional): age: gender: _____

Course and year: ________________
Religion: _______________________________ Civil Status: __________
Interview Guide Questions
Direction: Using your own insights, answer the following checklist interview
questions and be guided by the researchers.
1. Did you encounter gender-based violence in your classroom or in the campus of

Philippine College Foundation?
YES
NO
2. If yes, what types of violence did you experienced?

BULLYING
SEXUAL HARASSMENT
PHYSICAL HARASSMENT
EMOTIONAL ABUSED
VERBAL ABUSED
PHYSICAL ABUSED
Others: Please specify _______________________________
58
3: Would you allow us to visit or call you for further explanations on this experience?
YES
NO
59
Appendix D. Interview Questionnaire
KEY INFORMANT INTERVIEW
1. In what way were you bullied, harassed or abused?

(Sa unsang pamaagi ka giabuso?)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________
2. How did you react with such incident?

(Unsa imong reaksyon sa panghitabo?)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________
3. Did you report the incident to school personnel?

(Ge sumbong ba nimo ang panghitabo sa mga kawani sa skwelahan?)
___________________________________________________________________
___________________________________________________________________
____________________________________________________
4. What was the response of the school regarding your concern?

(Unsa ang ilang tugon batok sa panghitabo?)
___________________________________________________________________
___________________________________________________________________
____________________________________________________
60
Appendix E.
The table below presents the responses, codes collected from the participants.
Responses Code Themes
KI-1 My classmate put garbage in my C1: Put garbage Physical Bullying
bag and most of them kept on calling C2: Called rabbit Emotional Bullying
me rabbit because of my teeth. I was C3: Badly hurt
badly hurt because that time, I was a C4: Expectation
transferee and my expectation is that C5: Treat
most of my classmates will treat me C6: Respect
with respect, but it did not happen. C7: Bullying
There was bullying even in front of the C8: Expected
teachers. I got hurt that time because C9: Good
I used to be friendly and when I C10: Report
transferred in this school I expected C11: Fought back
them to be good. I report it once on
my teacher but he told me to let them
be because if I fought them back, they
might do it again.
KI-2 My classmates used to bully me C1: Bully Verbal Bullying
of being a lesbian because I dressed C2: Dress
up simple and sometimes I wore C3: Hurt Emotional Bullying
oversized shirts. At first I was hurt, but C4: Report
as time pass by, I already get used C5: Immature
into it. I did not report it to anyone C6: Handle
because it might sound immature if I
can’t handle my own issue.
KI-3 My classmates are insulting me C1: Verbal Bullying
painful words to me, such as “plague C2: Painful
in society” because I am a Gay. I did C3: Plague Emotional Abuse
not intend to report it to anyone in the C4: Gay
school admin. I deal with it personally C5: Not Intend
61
and defended myself to them but I C6: Report
realized that God knows how to C7: Deal
punish him. I just wish and pray that C8: Personally
they will stop on bullying not just me C9: Defended
but on the rest of LGBT community. I C10: Realized
know deep in my heart that I am not a C11:Punish
plague and I was inspired with the fact C12: Wish
that God made us in his image. C13: Pray
C14: Stop
C15: Bullying
C16: Rest
C17: Deep
C17: Inspired
C18: Fact
C19: Image
KI-4 This happen to me twice. My first C1: Experienced Emotional Abuse
experienced happened at the end of C2: Approached
the semester when I checked on my C3: Adviser
grade that supposed to have a grade C4: Concern
of 1.0. Because before the semester C5: Scolded
ends, my teacher already gave us our C6: Hassled
grades. But in the registrar’s record it C7: Provide
appeared 1.75. C8: Indicates
C9: Submit
I approached my adviser regarding C10: Told
my concern and he scolded me C11: Difference
because of so much hassled him. He C12: Cried
then provide a small piece of paper C13:
that indicates my grade and when I’m Disappointment
about to submit it to the registrar, they C14: Work
told me that it wouldn’t make any C15: Effort
difference because they already C16: Achieve
submitted the grades. I cried that time C17: Deserved
because of disappointment, because I C17: Worst
worked for it and I put an effort to C18: Encountered
62
achieve that grade and I know I C19: Mind
deserved it. C20: Empty
C21: Attend
My second experienced was the worst C22: Wondered
I have encountered. I didn’t mind C23: Complained
about my grade but the class C24: Performance
schedule is 7:00 am and I have to C25: Willing
travel from Quezon to PCF. So C26: Wait
sometimes I arrived at the school with C27: Happened
empty stomach just to attend the C28: Forgotten
class. I wondered why I god 3.0 in this C29: Able
subject so I complained because I C30: Change
know my performance. I’ve pass all C31:Submitted
the quizzes and I have completed my C32: Consulted
attendance so I told my teacher that I C33: Nothing
am willing to wait to check his record
and it happened that my teacher have
forgotten to record my semi-final and
my activities. That is why he gave me
3.0 and he can’t be able to change it
anymore because he already
submitted it. I even consulted the
registrar, but again, they told me that
there’s nothing they can do to change
it.
KI-5 When I was in second year C1: Someone Sexual
college, there was someone told me C2: Very short Harassment
in front of my classmates that my skirt C3: Spirit
is very short, he already saw my C3: Feel Emotional Bullying
spirit. I feel angry and offended after C4: Angry
he told me that. I just kept it on C5: Offended
myself. I did not intend to report it as C6: Kept
long as he will not do it again. C7: Intend
C8: Report
63

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EXPLORING THE SCHOOL-RELATED GENDER-

BASED VIOLENCE (SRGBV) A CASE IN

A RESEARCH STUDY SUBMITTED TO THE FACULTY OF SCHOOL OF

BACHELOR OF ELEMENTARY EDUCATION

The thesis attached hereto entitled, Exploring the School-Related Gender-

Lilibeth C. Magluyan Romel V. Padilla

in partial fulfillment of the requirements for the degree of Bachelor of Elementary

NENA M. VISTO,PhD KERT LEAN N. CABADONGA

Dr. Ledegario L. Elona, Jr.

GODOFREDO L. YCARO, PhD NENA M. VISTO, PhD

CHARMAINE P. PAGONZAGA, RMT, EdD

LILIBETH CAPUYAN-MAGLUYAN believes that “a journey of thousand miles

EMMANUEL I. SAGUBAY, was born on February 14, 1975 in Valencia City

Dr. Nena M. Visto, research instructor, for her unwavering support,

Dr. Charmaine P. Pagonzaga, School President, for her approval to perform

Lilibeth C. Magluyan would like to thank her husband for always

Title: Exploring the School-Related Gender-Based Violence (SRGBV) A Case in

Adviser: LEMAR V. PUGOY, MA (on going)

This study was conducted to explore the school-related gender-based

Keywords: Violence, bullying, emotional abused, harassment

Background of the Study

Review of Related Literature and Studies

Presentation, Analysis and Interpretation of Data

School Related Gender Based Violence (SRGBV)

The SRGBV experienced by the students at

SMARY OF FIUMNDING, CONCULSION AND RECOMMENDATION

Table 1: Summary of Demographic Profile

Table 2. Responses of the Participants

Table 3. Forms of SGRBV

Table 4: Codes and themes of the Key Informant

Appendix A: Letter to the president

Appendix B. Consent Letter

Appendix C. Survey Questionnaire

Appendix D. Interview Questionnaire

Peace cannot be achieved through violence, it can only be attained

Violence is everywhere. Learners experience it every year even in school

Statement of the Problem

The study focused on the exploration of School-Related Gender-Based

1. Are there school-related gender-based violence existing in Philippine College

Objective of the Study

This study aimed at exploring The School-Related Gender-Based Violence

Significance of the Study

In order to have better understanding, we need to understand how to create

Scope and Delimitation

This study focused on the students of Philippine College Foundation. The

In order to have better understanding, the following terms were defined

Violence refers to any activity that can create disturbance in an educational

Overview on School-Related Gender-Based Violence (SRGBV)

Many agencies, governments and researchers have work to capture

As stated to EFA (2015) the following recommendations are proposed to

Marginalized Groups Are at Increased Risk of SRGBV

Marginalized groups are those gay, lesbian, bisexual, and transgender

Gay and Lesbian

SRGBV affects students of all ages, genders, sexual orientations, levels of

According to (Carrera-Fernandez et al., 2013). Males and females are bullied

The school’s physical infrastructure is important as SRGBV can take place in

Forms of Violence in School

SRGBV is both a violation of human rights and a serious barrier to learning

As stated in Australian Institute of Health and Welfare (2009), Instead of

According to Dwedar (2016), in the United States schools can be difficult

As stated in Plan Philippines (2009), following a review of school practices,

This study is anchored on the policy co-authored by United Nations

This study is qualitative under social constructionism. It utilized the descriptive