RESEARCH Problem: Research Methodology:

INTEGRATION -Perception, disciplinary adjustments -Applied qualitative method to gather

narrative description, words and
TEMPLATE and styles made by teacher.
personal voice for better understanding
about the concept of the study and
-Affect of Child Protection Policy to
Teachers’ Disciplinary build explanations for teachers’
the teachers relationship with their disciplinary adjustments and styles on
Adjustments and students.
Styles on the the implementation of Child Protection
Policy.
Implementation of
Child Protection Sources/Reference:
Al-Qaysi, N. (2018, April) The Impact of
Policy Child Protection on Omani Classrooms.
Briggs, F., et al., (2011) Locating Child
Findings: Protection in Preservice Teacher Conclusion:
Leader:
-Between those Education. Etc. There are opposing
Pedro I. Manatad Jr. who oppose and point of view about
List of Members: agree of child protection the children protection
Mary Lois Angeles policy, there is a 6:4 ratio. policy. There are teacher’s who respect,
Arabella Florendo -Relationship with students seventy mindful and determined to be positive
Kay Ann Factor percent shows positive reaction while the towards their students. They are
Innah Wage remaining state that they cannot execute propotent about the policy. There are
James Andrew Agdon their discipline styles. also those who want to be consistent of
Cristobal -Seventy percent agrees to abide with their style because of students who does
few adjustment while the thirty percent not utilize their rights. That made them
want to stay with their teaching style. want to stay in dominant side and be
coherent to their styles.
Statement of the Problem
Generally, this study aimed to identify the teacher’s disciplinary adjustments and styles on
the implementation of Child Protection Policy.

Specifically, this study sought to answer the following questions:

1. What are the perceptions of teachers on Child Protection Policy?

2. How does Child Protection Policy affect the respondent’s relationship with their
students?

3. What are the disciplinary adjustments and styles made by the teacher
respondents on the implementation of Child Protection Policy?
RESEARCH METHODOLOGY

The study applied qualitative method since it was aimed to gather

narrative description, words and personal voice for better
understanding about the concept of the study and build
explanations for teachers’ disciplinary adjustments and styles on the
implementation of Child Protection Policy.
FINDINGS:
Summary of Findings
Based on the analysis and interpretation of data gathered by the
researchers using interview guide, the following features derived
were:

On the Perceptions of Teachers on Child Protection Policy

Six out of ten told that they are considering the factors such as
positive characteristics on students, while 4 out of ten said that they
are opposed on the said policy since it causes improper behaviors
especially to teachers.
On the Respondents’ Relationship on Students

Seven out of ten mentioned that they made positive actions such
as having a bond with them while three out of ten stated that they
cannot execute their discipline styles such as confiscating of gadgets
unlike before.

On the Disciplinary Adjustments and Styles on the Implementation of

Child Protection Policy

Seven out of ten included that they applied a lot of adjustments

especially on their behaviors such as being prudent in terms of their
actions to conform on the said policy while three out of ten asserted
that they are consistent with their teaching styles.
Conclusions
Based on the results of the researchers’ study, the following
conclusions were drawn:
Majority, teachers are were being respectful and mindful on Child
Protection Policy since they believed that students have their rights to
be protected from all the humiliations, abusive manners while on
contrary, there are some teachers who managed to be consistent
with their teaching styles as there are some students who did not
utilize their rights in a proper way.

Most of the teachers are determined to be positive towards their

students while there is still some that being dominant in order to not
be controlled by other students.
Unpublished

Al-Qaysi, N. (2018, April) The Impact of Child Protection on Omani Classrooms.

Retrieved2019,February18fromhttp://www.researchgate.net/publication
/324485786 The Impact of Child Protection Policy on Omani Classrooms.
Briggs, F., et al., (2011) Locating Child Protection in Preservice Teacher Education.
Retrieved2019, February 18 from https://ro.ecu.edu.au/cgi/-
viewcontent.cgi?refer
er=https%3A%2F%2Fsearch.yahoo.com%2F&httpsredir=1&article=15
08&context=ajte
Carzon, M. and Celes, M. J. (2017, August) Impact of Child Protection Policy on
Teachers' Way of Discipline. Retrieved 2019, February 18 from
https://¬www.academia.edu/¬34658689/IMPACT_OF_CHILD_PROTECTION_
POLICY_ON_TEACHERS_WAY_OF_DISCIPLINE
Doromal, et al., (2018, September) Compliance with the Child Protection Policy: A
Case of Augustinian Institution of Higher Education in the Philippines. Retrieved
2019,February18fromhttps://¬www.researchgate.net/¬publication/¬327776142
_Compliance_with_the_Child_Protection_Policy_A_Case_of_an_Augustinian
_Ac ademic_Institution_of_Higher_Education_in_the_Philippines
Estremera, M. (2018, April 13) The Boons and Banes of Child Protection
Policy: The Sorsogon West Landscape. Retrieved 2019, February 18 from
http://¬www.apjmr.com/¬wp-content/uploads/¬2018/07/-APJMR-
2018.6.2.2.10.p¬df
Fallahi, B., et al., (2014) The Knowledge of Teachers about Rights of Children
to Reducing Child Abuse in Homeless Students. Retrieved 2019, February 18
fromhttps://¬www.academia.edu/7794188/The_Knowledge_of_Teacher
s_abo
ut_Rights_of_Children_to_Reducing_Child_Abuse_in_Homeless_Students
Hall, L., et al., (2013, April 17) Safeguarding Children and Child Protection
Education for UK Trainee Teachers in Higher Education. Retrieved 2019,
February 18 from https://onlinelibrary.wiley.com/doi/10.1002/car.2275
Naeem, M. (2014) Teachers' Understanding of Child Protection Issues-
Pakistan. Retrieved 2019, February 18 fromhttps://www.duo.uio.no/-
bitstream/handle/ 10852/40150/Mehek-Master-thesis.pdf?sequence=1
Reyes, A. and Tangalin, M. (2017, December) The Bullying Experiences and
Classroom Discipline Techniques in an Urban National High School in the
Philippines: A Basis for an Anti-Bullying Program. Retrieved 2019, February
18 from https:// www.researchgate.net/publication/321882096_The_Bullyin-
g_Experiences_and_Classroom_Discipline_Techniques_in_an_Urba-
n_National_High_School_in_the_Philippines_A_Basis_for_an_Anti-
Bullying_Program?f bclid=IwAR0t2krrfuki_8Sr6Wbr7wr9zlunq69a-
2aWAo4FkwC2Ya3VU4skgCgQI9_Y
Roche, S. (2017, January 17) Child Protection and Maltreatment in the
Philippines: A Systematic Review on the Literature. Retrieved 2019,
February 18 from https:// onlinelibrary.wiley.c om/doi/full/10.1002/-
app5.167?fbclid=IwAR3 qJQOl8grJMbKAMCDb2zS-
GwLqjCzu01m6951kOO_D T0P3cSk8H0Q8nIOM
 RESEARCH METHODOLOGY:
RESEARCH PROBLEM: QUANTITATIVE RESEARCH (DESCRIPTIVE
INTEGRATION METHOD.
TEMPLATE Does having financial problem This study was a researcher-made
affect the academic achievement questionnaire-checklist. The said
FINANCIAL PRESSURE: of the student. instrument was composed of one
IMPACTS OF HAVIING part only. The instrument consisted
FINANCIAL PROBLEM of personal data of the respondents
in terms of sex,
ON THE ACADEMIC
Sources/Reference: gender and grade
ACHIEVEMENTS OF 1.https://www.lifeline.org.au/static/uplo level.
STUDENTS ads/files/what-is-financial-
pressurewfibbswbwkqj.pdf
2.https://www.academia.edu/?fbclid=I
Leader: FINDINGS: wAR2WpAlndqarXJ0VUmoNlF1Ns9d CONCLUSIONS:
Pedro I. Manatad Jr. wdochpwPgQk9teMAI6fayTrreRIPTipU From the findings of
List of Members: Money shortage is this study most of
Mary Lois Angeles experienced by most of the students the senior high school students of
Arabella Florendo nowadays. ICCT Binangonan are lack of
Kay Ann Factor There are student who are capable knowledge about handling their
Innah Wage to manage their own finance but money, also this study show that
James Andrew Agdon most of the student aren’t capable having financial problem can have
Cristobal to handle their own finance. a negative impact to their study.
PROBLEM:
Does having financial problem affect the academic achievement of the
student.
Impacts of financial problem to the academic achievements of student. As
a student they are prone in experiencing financial problem and that what
are they strategies in coping it, the researchers hopefully, wants to have
successful results and answers about the given topic in the research that
will give us validated data.

RESEARCH METHODOLOGY:
QUANTITATIVE RESEARCH (DESCRIPTIVE METHOD)

Instrumentation

The instrument of this study was a researcher-made questionnaire-

checklist. The said instrument was composed of one part only. The
instrument consisted of personal data of the respondents in terms of
sex, gender and grade level. And also, it consisted of questions that
will lead the researcher to find the strategies in coping financial
problem to achieve better grades.
FINDINGS:

In question number 5, 70% of the students chose yes so, the students can manage
their finance that may lead the student to balance the outflow of their money.
In question number 7, 70% of the students chose yes so, they know the importance
of money and how does the money will affect their academic performance.
In question number 10, Most of the students spend their money in foods, project, and
paperwork’s. But their some students spend their money to unreasonable that may lead
them another problem.
In question 11, 77.0% of the students experienced shortage of money, it shows us
that many of the student experiencing financial problem now a days.

In last question, it shows us that most of the student strategies in coping financial
problem is telling it to their parents, part time job and spend savings if they have. But
some the students chose they not will pass the projects to cope it.
CONCLUSIONS:
1. From the findings of this study, the study reveals that senior high school students
in ICCT college Binangonan campus are not knowledgeable about financing their
money.
2. This study also reveals, that the impacts of financial problem to the academic
achievements of student are negative it can cause another problem and also it
can
lead failing grades.
3. This study also reveals, that most of the students know the disadvantages of
having no money, and they did not know how to handle their money properly.
4. Lastly, the researcher concludes that most of the student’s strategies are telling
to
their parents to give them money to comply all needs in school, that will help them
to motivate because parents shows their support to their child to pursue his/her
goal.
SOURCES REFERENCES:
1. https://www.lifeline.org.au/static/uploads/files/what-is-financial-
pressurewfibbswbwkqj.pdf
2. https://www.academia.edu/?fbclid=IwAR2WpAlndqarXJ0VUmoNlF1Ns9d
wdochpwPgQk9teMAI6fayTrreRIPTipU
3. https://www.researchgate.net/publication/272579348_Theoretical_perspec
tives_on_factors_affecting_the_academic_performance_of_students
4. https://www.academia.edu/?fbclid=IwAR2WpAlndqarXJ0VUmoNlF1Ns9d
wdochpwPgQk9teMAI6fayTrreRIPTipU

1. https://www.lifeline.org.au/static/uploads/files/what-is-financial-
pressurewfibbswbwkqj.pdf
2. https://www.academia.edu/?fbclid=IwAR2WpAlndqarXJ0VUmoNlF1Ns9d
wdochpwPgQk9teMAI6fayTrreRIPTipU
3. https://www.researchgate.net/publication/272579348_Theoretical_perspec
tives_on_factors_affecting_the_academic_performance_of_students
4. https://www.academia.edu/?fbclid=IwAR2WpAlndqarXJ0VUmoNlF1Ns9d
wdochpwPgQk9teMAI6fayTrreRIPTipU