1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

“The best way to protect children is to empower them to protect themselves.”

The above mentioned adage from UNICEF emphasizing that giving the proper

information and teaching the child on how to protect themselves from different kinds or

forms of abuse will be the main key to eradicate, if not lessen it. The question right now

is that who will be the one who will do the job in educating the child to know on how to

protect themselves from abuses. This question is a universal problem because people

sometimes lack initiative to do the task.

All countries are not excuse with the problem of child abuse or molestation.

Every day in the news, a lot of children were being abuse or hostage by their friends,

relatives and sometimes even their parents in private and public places.

Child Protection is a growing area of work within the development and

emergency contexts. Abuse, neglect, exploitation and violence represent a global

phenomenon affecting girls and boys in all settings (family, work situations,

communities, education system, institutions etc), of all ages (0-18) and from any social

background (Save the Children, CPI, Aug 2010).

Article 19 of the United Nations Convention on the Rights of the Child (UNCRC)

states:

States Parties shall take all appropriate legislative,

administrative, social and educational measures to protect the child
 2

from all forms of physical or mental violence, injury or abuse, neglect or

negligent treatment, maltreatment or exploitation, including sexual
abuse, while in the care of parent(s), legal guardian(s) or any other
person who has the care of the child.
The Child Protection Guidelines demonstrate Australia’s commitment to

children’s rights and bring our policies and procedures in line with the requirements of

the SCI Child Safeguarding Protocol. The Guidelines ensure that Save the Children as a

Member takes all reasonable steps to make itself safe for children both as an organization

and in the conduct of all aspects of its day to day operation of emergency, humanitarian,

developmental, policy and campaigning work.

In the Philippines, in order to eradicate if not lessen this problem, the

government use the Department of Education (DepEd) in promoting a zero-tolerance

policy for any act of child abuse, exploitation, violence, discrimination, bullying and

other forms of abuse. In which its goals are to protect children from these forms of abuse

and to develop children’s positive attitude and outlook in life, thus, enabling them to

realize their worth in the world they live in.

In Sec. 2 of the Republic Act 7610 also known as "Special Protection of Children

Against Abuse, Exploitation and Discrimination Act" is the policy of the State to

provide special protection to children from all forms of abuse, neglect, cruelty

exploitation and discrimination and other conditions, prejudicial to their development;

provide sanctions for their commission and carry out a program for prevention and

deterrence of and crisis intervention in situations of child abuse, exploitation and

discrimination. The State shall intervene on behalf of the child when the parent, guardian,

teacher or person having care or custody of the child fails or is unable to protect the child
 3

against abuse, exploitation and discrimination or when such acts against the child are

committed by the said parent, guardian, teacher or person having care and custody of the

same.

It shall be the policy of the State to protect and rehabilitate children gravely

threatened or endangered by circumstances which affect or will affect their survival and

normal development and over which they have no control.

In order to achieve this goal and objective of DepEd, D.O. No. 40, s. 2012 also

known as Child Protection Policy (CPP) was created and being implemented in all

schools in the Philippines. The policy aims to protect all school children from all forms of

abuse or violence that may be inflicted by adults and their peers. All children and young

people have the right to go about their daily lives without the fear of being threatened,

assaulted or harassed. No one should underestimate the impact that all forms of abuse

have on a person’s life. It can cause high levels of distress, affecting young people’s well-

being, behavior, academic and social development right through into adulthood.

School heads have an important role in the implementation of the policy in their

respective schools. A lot of sacrifices and extra efforts should be given to the policy

because as it was being implemented it became trending or talk of the town issue.

For almost four years of teaching in the public school, the researcher observed

that the teachers have different reactions about the new policy of the Department of

Education and sometimes for them it is another burden or paper works only, as a result

teachers will just do their work for compliance. This attitude is quite alarming, especially

if it is all about the rights and protection of the child inside and outside the school

premises.
 4

In which in everyday scenario in the school, there are a lot of bullying incidents

and abuses like calling names, punching each other and the most serious one is parents of

a pupils will go to the school to confront the other pupils using bad words and sometimes

they tend to punch the pupils who are involved in the incident. These are sometimes not

being recorded done by the pupils, parents and teachers as well. With this matter it needs

a serious action so that the pupil being bullied or abuse must boast his/her self confidence

so that it will not be the reason for him/her to stop studying or to end his/her life.

In view thereof, the researcher would like to assess the implementation of the

Child Protection Policy to help the pupils achieve a good and quality education which is

free from any kind of child abuse.

Statement of the Problem

The study aimed to assess the Implementation Child Protection Policy in Cluster

III Tarlac East Schools at Tarlac City for the School Year 2014 - 2015.

Specifically, this study aimed to answer the following questions:

1. How is the implementation of Child Protection Policy in terms of:

1.1. Preparation Phase;

1.2.Programs;

1.3. Monitoring; and

1.4. Evaluation?

2. What are the problems being encountered in the implementation of CPP in

the school?

3. How do the respondents deal with the problems encountered?

 5

4. What are the suggestions to enhance the implementation of the program?

5. What plan of action can be proposed from the findings of the study?

Significance of the Study

This study provided information on the implementation of Child Protection Policy

(CPP) in each school at Cluster III Tarlac. Hence, this study is deemed relevant to the

following:

This study may serve as a guide for School Administrators on proper

implementation of CPP and help them in the innovation of the policy.

Teachers were provided data or more developed strategy that they could use in

giving proper discipline to the learners inside and outside the classroom. Teachers may

have a positive outlook toward CPP because of the study.

Learners may benefit the most in this study because the results of the study may

help them to have a school that is free from any kinds of bullying and abuses in which

they can build a good study habit. Learners can have a positive outlook with the

importance of sharing their problems to others because of this study.

This study could provide future researchers with additional information that

support the importance of child protection policy and use it as method in teaching.

Scope and Delimitation of the Study

This study was conducted to determine the different programs and problems being

encountered of each school in cluster III in implementing the Child Protection Policy.

From the results, the implications of the study to Educational Leadership were drawn.

The subjects of this study were the teachers and school heads of all schools in
 6

Cluster III Tarlac East, Tarlac City for the School Year 2014-2015. Since there are only

nine schools in the cluster, complete enumeration sampling was used. A questionnaire

was given to determine the different problems being encountered and the different

programs being implemented in promoting CPP in the school.

An interview was done after the respondents finished answering the questionnaire

for some clarification.

Definition of Terms

The following terms are defined for clarification purposes:

Advance. This is the level of implementation in which the school uses ongoing

and systematic evaluation and planning to refine its processes and improve the CPP; there

is an ongoing review and adaptation of evaluation and planning process; and there is a

consistent and continuous commitment to improve the policy and educational

effectiveness is a demonstrable priority in all planning structure and processes.

Beginning. This is the level of implementation in which planning found in only

some classes in the school; there is preliminary investigative dialogue at the institution or

with some departments about the process should be used for the CPP; there is recognition

of existing practices and models in the policy; and there is an exploration of the policy in

each subject area.

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

written, verbal or electronic expression, or 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
 7

a hostile environment at school for other student; infringing on the rights of other student

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

operation of the school.

Child Abuse. This refers to the maltreatment, whether habitual or not, of the child

which includes any of the Psychological and physical abuse, neglect, cruelty, sexual

abuse and emotional maltreatment; Any act by deeds or words which debases, degrades

or demeans the intrinsic worth and dignity of a child as a human being; Unreasonable

deprivation of his basic needs for survival, such as food and shelter; or Failure to

immediately give medical treatment to an injured child resulting in serious impairment of

his growth and development or in his permanent incapacity or death.

Child Protection Policy. A policy that protect the right of every children below

18 years of age from different forms of child abuse.

Children. This refers to a person below eighteen (18) years of age or those over

but are unable to fully take care of themselves or protect themselves from abuse, neglect,

cruelty, exploitation or discrimination because of a physical or mental disability or

condition.

Classroom Teachers. These are teachers who handle different kinds of subjects,

either an adviser or floating teacher in the school.

 8

Child Protection Policy Leader. It refers to a teacher in a school who is the

leader in the child protection policy and in-charge of the different school activity

concerning child protection.

Developing. This is the level in which the school has defined a planning process

and assigned responsibility for implementing it; policy review is embedded in practice

across the school using qualitative and quantitative data to improve policy effectiveness;

planning processes reflect the participation of a broad constituent; and planning efforts

are specifically linked to school mission and goals.

Emotional Abuse. This refers to when children are persistently or severely

emotionally neglected or rejected, for example, by not being given enough love or

attention, made to feel worthless, or being intimidated by threats or taunts.

Implementation. It is the carrying out, execution, or practice of a plan, a method,

or any design for doing something. Implementation is the action that must follow any

preliminary thinking in order for something to actually happen.

Plan of Action. It is a document that lists what steps must be taken in order to

achieve a specific goal.

Physical Abuse. This refers to when children are hurt by ill-treatment, or

deliberate or neglectful failure to prevent injury or harm.

Proficient. This is the level of implementation in which the school has a well-

documented, ongoing process for evaluating itself in all areas of operation, analyzing and
 9

publishing the results and planning and implementing improvement; the school has

documented assessment results and communicated matters of quality assurance to

appropriate constituencies; and policy review processes are ongoing, systematic and used

to assess and improve student learning and achievement.

Sexual Abuse. This refers to when children are encouraged or forced to observe

or participate in any form of sexual activity.

School Head. This refers to the principal or head teacher of the school. It can be

also the Officer-in-charge, Teacher-in-Charge if there is no principal or head teacher in

the school.
 10

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and studies that plays a great

role in the improvement of the current study.

Related Literature

Child protection is well defined by the United Nations Convention on the Right of

the Child, which states in the Principle 9 that “The Child shall be protected against all

forms of neglect, cruelty and exploitation. He shall not be the subject in any form”

(Alston & Brennan, 1991, p.2)

Pre-qualifying social work education ought to equip students with the necessary

skills to engage effectively with children. In light of numerous child care tragedies,

evaluating social work education has become an area of major interest. Nonetheless,

many core aspects of the curriculum remain under-researched and/or challenged, and

knowledge is limited regarding how students develop and achieve professional expertise

(Wilson and Kelly, 2010).

In the therapeutic realm, play is used as the vehicle of communication between

the child and the adult on the assumption that the child will use the play materials to

directly, or symbolically, act out their thoughts, feelings and experiences. Play is used

because of its responsiveness to the child’s unique and varied developmental needs

(Bratton et al, 2005).

 11

In addition, Signh (2004) suggested that interactive factors play a large role in

teacher engagement with child protection including the different frames of references in

the organizations involved with child protection may sometimes clash with each other

and be a barrier. Britzman and Gilbert’s (2004), work suggests that it is important to

reduce teacher disengagement in order to enhance teacher development to protect

children. Furthermore, Singh (2004) draws on Britzman and Gilbert’s psychoanalytic

work and suggest a reframing of child protection away from “risk retreat to “risk

management” by better understanding the effect that knowledge of child abuse can have

on teachers.

Johnson and Yanca (2000), describe social work as a professional and academic

discipline committed to the pursuit of social welfare and social change. Social work as a

field includes research and practice to improve the quality of life and the development of

the potential of each individual, group and community of a society. Social workers

perform interventions through direct practice in helping the individual, organizations,

community organizing, research, policy, and teaching.

Taking responsibility in ways that will have decisive consequences for children

and families evokes anxiety and conflict within workers. It would be remarkable if this

were not the case given the pressures, crises, and interventions that can fundamentally

affect the lives of children and families. It is these anxieties and conflicts that cause

workers to “protect” themselves so they can survive within the emotionally charged

environment. Not all of a workers ways of "surviving" these situations are constructive

and some coping strategies are unproductive and negatively affect good practice

(Horwitz, 2006).
 12

In the 1987 Philippine Constitution, Article II, Section 13 clearly states the

importance of the youth in the state as they should be involved in nation-building where

they can inculcate qualities that would involve them in public and civic affair. In

compliance with the protection of the people, Article III, Section I states that “No person

shall be deprived of life, liberty, or poverty without due process of law, nor shall any

person be denied the equal protection of the law.

Republic Act No. 7610, “The Special Protection of Children Against Child

Abuse,” directs the formulation of a comprehensive program for the protection of

children against child prostitution and other sexual abuse, child trafficking, obscene

publication and indecent shows and other acts of abuse and circumstances which

endanger child survival and normal development” (1992). The special Committee for the

Protection of Children headed by the Department of Social Welfare and Development has

been tasked to initiate the preparation of the comprehensive program for the special

protection of Filipino children.

Art. XV. Sec. 3 (b). 1987 Philippine Constitution mandates 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…” same thing with Article XIV, Section 3, (b) states

that “all educational institutions shall inculcate patriotism and nationalism, foster love of

humanity, respect for human rights…” in which 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.
 13

DepEd Order No. 40 s. 2012 also known as DepEd Child Protection

Policy states in section 11 that all public and private elementary and secondary

schools shall build the capacities of school personnel, pupils, students and

learners, parents and guardians to understand and deals with child abuse ,

exploitation, violence and discrimination cases, bullying and peer violence by

conducting sessions, trainings and seminars on positive peer relationships and

enhancement of social and emotional competence. They shall include training

modules which include positive and non-violent discipline in classroom

management, anger and stress management and gender sensitivity. They shall

likewise employ means which enhance the skills and pedagogy in integrating and

teaching children’s right in the classroom.

In addition, Section 6 of DepEd Order No. 40 s. 2012 states that the

Division Offices shall have the following duties and responsibilities:

Conduct the information-dissemination activities and in-service

training for teachers on the protection of children in school from abuse,

violence, exploitation, discrimination, bullying or peer abuse and other

related cases; undertake advocacy campaign and capability building

activities; organize and conduct the capacity building activities for

members of the Child Protection Committee and Guidance

Counselors/Teachers; develop strategies to address the risk factors that

contribute to the commission of acts of abuse, violence, exploitation,

discrimination, and bullying; consolidates the reports on incidents and

cases of all schools and submit a division report to the Regional Office;
 14

monitor and evaluate the implementation and enforcement by public and

private schools of this Department Order and such other related laws and

regulations relative to abuse, exploitation, violence and discrimination of

children; exercise disciplinary jurisdiction, where appropriate, pursuant

to the Revised Rules of Procedure of the Department of Education in

Administrative Cases and other existing laws, rules and regulations; give

recommendations to the Regional Office and devise measures to address

and prohibit abuse, exploitation, violence and discrimination, and

bullying or peer abuse of children, consistent with this Department Order;

utilize resources, coordinate with appropriate offices and other agency or

instrumentality for such assistance as it may require in the performance of

its functions; encourage and support activities and campaigns initiated by

stakeholders; and perform such other functions, as may be assigned by the

Secretary or the Regional Director.

In the editorial by Torrevillas (2005), she says that children, by virtue of poverty,

end up committing crimes. They should not however, be limped with hardened adult

criminals in dingy prison cells. While they are awaiting court sentences, these minors

should be house in specially-designed detention centers, where they give opportunities

for treatment, rehabilitation, wholesome reunions with their families, and integration in

their communities.

Tandoc (2005), reported that “Poverty is not an excuse to explicit your children”.

This was the assertion of a United Nations Children’s Funds (UNICEF) official to parents

as he expressed alarm over the seemingly unchecked problem of child-trafficking in the

 15

Philippines.

The Philippine condition is anything but friendly to children, says Esguerra

(2005). Almost 30 out of 1000 Filipino infants die before even turning one, while about

300,000 babies survive birth but live with intellectual impairment each year, according to

the Department of Health. If ever they survive their first year, they would have to content

with another alarming figure about 40 out of every 1000 infants die reaching the age of

five, health official said. In which those who live to get to school might not be lucky

enough to graduate from elementary. That is because seven out of 10 Grade 1 pupils do

not reach the sixth grade.

For this very reason, Department of Education, tie up to different NGOs to solicit

their supports in reaching out the problems of each school. Among the prominent projects

addressing the needs of the youth are ABS-CBN’s Bantay Bata, the Philippine Business

for Social Progress’ efforts in education, and scholarship programs that are provided by

the individual companies and foundations (Erni, 2004).

Related Studies

Foreign

The role of the school heads and teacher in a school is very important in the

implementation of Child Protection Policy. As Mellor and Sachs (2004), examined the

impact of the child protection legislation changes and examined the “shifting

relationships between teachers’ identity and protection policy. They added that teachers’

credibility as protectors is challenged when children are abused from within the school.
 16

The findings of the study of Arnold and Maio-Taddeo (2007), on “Professionals

Protecting Children: Child Protection and Teacher Education in Australia in 33

universities revealed that the long history of lack of specific child protection content in

teacher preparation programs appeared to be continuing and that “uncertainty about the

most efficient and effective way to address and deliver child protection content in teacher

education prevailed.

Chazen (2002), claims that play is a universal language of communication and

human emotions are the primary data generated from play activity. Play allows for the

expression of feelings that may have severe consequences in the everyday world. Chazen

(2002, p.19) states that:

Play is first and foremost playful. Play occupies a realm outside of

everyday events. It has to do with imaginings and trial action. Anything is

possible, and no consequences need intrude. Outcome is open-ended and up

for grabs. Play can be infinite or finite, depending on the whim of the

player(s); play is active, not static. It emerges as part of the movements of

actions and ideas across space and time. Play activity is of crucial importance

to children of all ages. It provides a context for social relationships and

spontaneous learning. It can follow sets of rules private or shared. Play

activity is characteristic of living and life. It provides a medium for the growth

of a sense of self, competence and confidence in the surrounding world.

This is also reflected in ways violation of the rights of children with disabilities is

settled within community structures. Families that are ashamed of having a child with

disabilities and do not see how this child will support the family in future, show little
 17

persistence to find justice for their children. When families try to fight for justice on

behalf of their child they often face more resistance from society (Boersma, 2008).

The studies of Chazen (2002) and Boersma (2008) are likely similar to the present

study because the child must have a friendly environment not only with the school but

also at home in which play time should not be prohibit to the child as the CPP main goal

is to secure and protect the each child in all aspect of life.

Conflict resolution strategies can provide children with a way to express their

feelings and solve a conflict. Conflict resolution education involves: helping children

identify a problem, expressing their feelings while controlling behavior, generating and

arriving at possible solutions to a conflict, and fostering the development of listening

skills (Priest, 2007). The explicit teaching of conflict resolution strategies, along with

modeling and guidance from the teacher, can be a powerful resource for young children

who are learning how to effectively express their thoughts and feeling. Conflict

resolution education empowers students to solve their own problems, as opposed to

relying on others, and this is a valuable skill that can apply to every aspect of life

(Heydenberk, 2007).

The studies similar to the present study were conducted by Priest (2007) and

Heydenberk (2007). In which they found out that conflict resolution strategies can

provide children with a way to express their feelings and solve a conflict. The teacher

will be a facilitator and the guide of the children to find the best solution in the problems

being encountered. The difference is that the present study will used the different

strategies to make use of CPP to solve conflicts or problems met by the children but the

previous study utilized the result to empower the children to solve their own problem.
 18

Ferguson (2004), argues that research needs to provide the ‘smells of practice’ in

order to add to knowledge about how the work of child protection is carried out in the

homes and forums where families, children and social workers meet. In which in his

study, it attempt to provide the ‘smells of practice’ through the voices of the social

workers who participated in this research. He further argues that the accounts of the

practice experiences of those working in child protection provide a focus for knowledge

about child protection practice and its theorization.

From the study of Ferguson (2004) on protection of the children against abuses

have relationship with the present study. Since it provide insights and valuable guidelines

in the preparation and completion of the study. The researcher focused on how to protect

the children which is very significant to the study of the present researcher.

In an effort to protect oneself against trauma, the most effective strategy is to

minimize ones exposure. Horwitz (2006), found that child protection workers, in trying to

reduce the number of negative workplace experiences to which they are exposed, report

avoiding face-to-face client interactions. In this same vein, Regehr et al. (2004), found

that workers who feel they do not have the resources or support to face adverse client

situations report increased symptoms of depression, avoidance, traumatic stress, and

burnout.

Anderson (2000), study of coping strategies and burnout among veteran child

protection workers showed that nearly two-thirds of workers sampled scored in the high

range for emotional exhaustion. In his study, Anderson set out to examine the

relationship between veteran child protection workers use of coping strategies and their

levels of emotional exhaustion, depersonalization, and sense of reduced personal

 19

accomplishment. The study confirmed that neither the use of active nor avoidant coping

strategies saved these workers from some form of emotional exhaustion. However, when

workers indicated that they were using active coping strategies like focused problem

solving and use of social supports, more often, they reported reduced feelings of

depersonalization and an increased sense of personal accomplishment.

The study of Anderson (2000), Horwitz (2206) and Regehr et al. (2004) on

effective strategies on how to enhance the skills and performance of child protection

workers is similar to present study in terms of the different problems being encountered

in the implementation of CPP and in enhancing the policy using different strategies and it

will serves as a guide for the teachers in handling properly the different programs in the

school.

Local

Mania (2004), revealed an extreme incidence of bullying where ninety-four of the

respondents reported having experienced being pushed by other pupils, 80% being

frightened by other students, 88% have stolen their things by other students, between 59-

76% experienced the following – “binastos, sobrang biro, hinipuan sa maseselang parte

ng katawan, minura, sinuntok, pinahiya, insulting name calling, and kinurot.” Below 53%

of the students reported the following – hinalikan, sinakal, kinagat, dinuraan and

binugbog.”

A research conducted by Mania (2004) is very significant in the present study

because it focused on one of the problems that needs a solution in Child Protection

Policy, which is bullying.

 20

The study of Perez (2006), “Protection of children against abuse, exploitation and

discrimination pursuant to Republic Act No. 7610” strongly support and are consistent

with the formulated concept on the legal framework that all children need protection and

entitled to the same rights regardless of child’s or parent’s or legal guardian’s race, class,

sex, language, religion, political, or other opinion, ethnic or social origin, property,

disability, birth or other status. In which, each child must respect and give proper

guidance by their parents or the persons who are taking care of them.

Rivera (2012), found out in her study that the implementation of Integrated

School Health and Nutrition Program (ISHNP) in the Schools Division of Tarlac

Province was very satisfactory in its administration personnel, and strategies while

adequate in its financial resource and facilities. Lack of updated knowledge of the

program implementers and inadequate support from local officials to the implementation

were the problems of the different integrated school. In which, a proposed action plan to

address these problems was developed to improve the implementation.

Santos (2013), found out that the problems met by the teachers mostly based in

the attitude of the pupils to schooling, were not checked which caused to exert much

effort in managing the classroom behavior problems and the proposed behavioral

management program can be used to the elementary pupils on how to enhance

inappropriate behavior.

The study conducted by Cuyugan (2009), which focused on the “Program

Implementation of Work Education in the Don Bosco Schools of the Philippines North

Province” reveals that upon implementing work education program, problems

encountered dealt mostly on class disruption, time allotment and lack of facilities. The
 21

inadequacy of time allotted to work education in a week results to lack of hours needed to

cover the topics in a school year.

The study of Rivera (2012) and Cuyugan (2009) are both similar to the present

study because the study focused on the implementation of programs in the school in order

to have a quality education that is free from any harm and a school that is conducive for

learning. The difference lies on the kinds of program being implemented in the school.

San Antonio (2006), conducted the research entitled “Participatory School

Administrator, Leadership and Management (PSALM): Its Impact on the Creation of

Better Philippine Public Secondary Schools.” On the basis of significant findings and

conclusions presented in the preceding section it appears imperative that PSALM

implementation be considered favorably in pursuing effects for better public schools in

the Philippines.

Furthermore, Quitalig (2010), from his study, concluded that instructional

leadership of public schools can be defined as those action that school head takes or

delegates to herd, to promote the growth in the student learning. In practice, this means

that the principal encourages educational achievement by ranking institutional quality the

top priority of the school and bring that vision in realization. The role of the instructional

leader differs from the traditional school administrators in a number of meaningful ways

whereas a conventional school heads, the majority of his/her time dealing with strictly

administrative duties. This study is similar to the present study because both were

concerned in the leadership, administration and management of programs being

implemented in the school by the administrators or school heads down to the class room

teachers. The difference lies on the subject of the study and the program itself.
 22

Conceptual Framework

Child Protection Policy is very important in each institution in which the learners

will benefit the most and the school will have a smooth relationship with each other if it

is implemented properly. This study aims to describe the Child Protection Policy

Implementation of Cluster III Tarlac East Schools at Tarlac City. Figure 1 shows the

paradigm of the study.

Measures
Assessment of Problems Undertaken Suggestions to Plan of
Implementation Encountered to Address Enhance Action
Problems Implementation

Figure 1. Paradigm of the Study

Through the implementation of CPP in each school in the district, the study

showed how CPP implemented in terms of information dissemination, preparation and

different trainings being conducted in the school by the school head, CPP leader, and

some classroom teachers. The problems being encountered by the implementers was

subjected to some deliberations or feedbacks in order to give best or suited innovations or

good program that can be used in the next school year. This new programs or innovations

in the implementation of CPP were gathered in all schools and consolidated by the

researcher and it was the basis for the plan of action. The proposed plan of action will be

useful in imparting and molding the learners to become a friendly and have a good

discipline at all times

 23

Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

This chapter presents the methods and procedures used in gathering, analyzing

and interpreting the data needed this study.

Research Design

This study used the descriptive method of research using a questionnaire and

simple interview.

Since this study attempted to describe the implementation of child protection

policy among schools in Cluster III Tarlac East, the descriptive method the most suitable.

Research Locale and Respondents of the Study

 24

Figure 2. Map of Tarlac City highlighting the locale of the study

The respondents of this study were112 teachers and 7 school heads of the 9

schools in Cluster III Tarlac East for the S.Y. 2014-2015 namely, (1) Amucao

Elementary School, (2) Batang-batang Integrated School, (3) Balingcanaway Corba

Elemenentary School, (4) Balincanaway Centro Elementary School, (5) San Jose

Elementary School, (6) San Manuel Elementary School, (7) San Pascual Elementary

School, (8) Maliwalo Central Elementary School and (9) Villa Bacolor Elementary

School.

Data Gathering Procedure

The researcher requested the assistance of the schools division superintendent,

district supervisor and school principals in floating the questionnaire. Questionnaires

were given to the school principal respondents and the teacher respondents during their

free time. The researcher clearly states the purpose of the study to the respondents.

Furthermore, the researcher explains that they would benefit from the study and

confidentiality would be observed.

All results were carefully prepared on a tally sheet as form of documentation.

These tally sheets were evaluated and explained further.

The Research Instrument

The researcher prepared a questionnaire as a tool in gathering data in the study,

and Likert scale in validating the results. The Questionnaire was composed of four parts

in which all were in the form of a checklist. The first part focuses on the preparation and
 25

implementation of the Child Protection Policy in each school; the second part in the

different problems being encountered by the respondent in the implementation of CPP;

the third one was about on the measures undertaken to address the problems; and the last

one deals on the different suggestions on how to enhance the implementation of CPP.

The scales used in the effectiveness of implementation of CPP was rated as ineffective;

less effective,; effective; highly effective; and very highly effective. While in the

evaluation of the implementation the scale used was rated as beginning; developing;

proficient; and advance.

Interviews with the use of guide questions were also utilized to support the

findings of this study.

Validation of Research Instrument/s

The Questionnaire and scale were presented to the thesis adviser, critic,

registered guidance and counselor or professors in TSU, Principal, District Supervisor

and to the Education Program Supervisor (EPSvr) in values education of Tarlac City

Schools Division to check their validity. Their corrections and suggestions were

considered.

The accomplished draft of questionnaire and scale were submitted to the adviser,

critic and statistician for comment and suggestion. The improved instrument was

subjected to a dry run among the teachers of one big school which was not included in

the final gathering of data.

 26

Treatment of Data

The following were used in the analysis and interpretation of data.

Tables were used for the presentation of data to facilitate understanding.

Frequency count and percentage were used to determine the strength and weakness of the

implementation and the problems being encountered by the implementers. All

computations were done using computer software in statistics.

Scales Used

Scale used in effectiveness of implementation of CPP

4.51 – 5.00 Very Highly Effective

3.51 – 4.50 Highly Effective

2.51 – 3.50 Effective

1.51 – 2.50 Less Effective

1.00 – 1.50 Ineffective

Scale used in the Evaluation of Implementation

3.51– 4.00 Advanced

2.51 – 3.50 Proficient

1.51 – 2.50 Developing

1.00 – 1.50 Beginning

 27

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings from the gathered data and their interpretations.

For order and clarity, the discussion follows the same sequence of the specific questions

of the study.

1. Implementation of Child Protection Policy

The implementation of Child Protection Policy of the respondents in this study

describes the preparation, programs implemented, monitoring, and evaluation phase of

the policy. These four parts of the implementation process play an important role in order

to see if the goal of the policy was achieved or not. This will be the way also to know the

strength and weaknesses of the policy and on how to deal properly to the different

problems being encounter in the implementation of the policy.

1.1 Implementation of CPP in terms of Preparation

Preparation is an important part of the implementation in order to foresee the things

that need development and preparation to make the policy successful. It includes the

active participation of teachers, pupils, parents as well as the stakeholders or community

as well as the different agency such PNP, DSWD, and other NGO’s that have connection

with the implementation of Child Protection Policy.

 28

Table 1 presents the preparation in the implementation of CPP of the respondents.

Table 1

Preparation Phase

Schools
Activities TOTAL % Rank
1 2 3 4 5 6 7 8 9
Inform pupils with their
rights and
responsibilities for them 10 8 8 1 11 18 10 17 8 91 76.47 1
to increase their
awareness on the CPP
Organize school Child
Protection Policy 10 4 10 0 12 17 9 16 10 88 73.95 2
Committee
School Learning Action
Cell (SLAC) sessions 3 8 17 0 16 6 8 17 11 86 72.27 3
about CPP
Meeting with the parents
for the orientation on the 1 8 13 2 13 7 10 17 11 82 68.91 4
CPP
Orient the pupils about
the use intake sheets
when they hurt or bully 10 7 16 1 15 11 4 7 8 79 66.39 5
their classmates or
schoolmates
Conduct school – based
seminar to report all
incidents of abuse,
2 9 7 5 11 18 5 10 8 75 63.03 6
violence, exploitation,
discrimination, bullying
and other forms of abuse
Use posters/printed
materials in information 1 5 9 2 6 9 6 14 9 61 51.26 7
dissemination of CPP
Link with the
community/stakeholders
to support the school for 1 3 6 0 6 6 3 16 10 51 42.86 8
effective implementation
of the CPP
CPP of the school was
written in the pupils’ 8 0 0 0 0 0 0 0 0 8 6.72 9
handbook
 29

During the preparation phase, raising the awareness of pupils on CPP through

information was the activity that was done mostly by the respondents among other

activities (91 or 76.47%) followed by organization of school child protection Committee

(88 or 73.95%); SLAC session (86 or 72.27%); meeting with the parents for the

orientation on CPP (119 or 68.91 % ); while conducting school based – seminar to report

incident of abuse, violence, exploitation, discrimination, bullying and other forms of

abuse (75 or 63.03%); use of poster or printed materials to disseminate information about

CPP (61 or 51.26%); and link with the community/stakeholders to support the school for

effective implementation (51 or 42.86) of the respondents made the said activities. On the

other hand, only eight (7.34%) respondents mentioned that the information provided to

the pupils were written on the pupils’ handbook.

It revealed that the respondents keep on reminding the pupils on their rights and

responsibilities to increase their awareness on the CPP as it was rank 1 in all the activities

undertaken during the preparation phase. This implies that during class hour they

integrate the policy in different subject areas and during pupils’ conferences.

Organize school Child Protection Committee got rank 1,it means that respondents

comply with the policy immediately. In which the main purpose of it is to be the agent on

how to secure and protect the children in different kinds of abuse. It also implies that

most of the teachers in the cluster were familiar with the said committee.

The item “SLAC session about CPP” was rank 3 in which 88 out of 119

respondents undertake this activity. This was done twice within the school year in which

teachers together with the school head discuss about CPP and have a brain storming on

how to protect and secure the pupils in their respective school. Arnol and Maio-Taddeo
 30

(2007), provide insights and valuable guidelines in the preparation and completion on

protection of children against abuses in which it focused on how to protect children by

engaging them to different school program. This should be done not only in the school

but also to the community, with this matter; schools in the cluster seek the help of the

teachers, parents, stakeholders through SLAC sessions.

Meeting with the parents for the orientation on CPP got rank 4 in the preparation

phase in the implementation of Child Protection Policy. The result implies that most of

the respondents are doing this activity in order to promote camaraderie and cooperation

to the parents regarding the plan of the school in securing the needs of the learners. It has

been done during parent-teacher conference and general PTA meeting.

Rank 5 in the activities undertaken during the preparation phase in the

implementation of CPP was orienting the pupils about the use of intake sheet when they

hurt or bully their classmates or schoolmate. This activity was done during the pupils’

conference and in their values education subject.

Conduct school-based seminar to report all incidents of abuse, violence,

exploitation, discrimination, bullying and other forms of abuse was one of the activities

undertaken by the respondents in the preparation phase of the implementation of CPP in

which 63.03 of the respondents done it. The seminar was for teachers, parents, pupils and

stakeholders. It implies that most of the schools in the cluster are doing this activity.

More than half (51.26%) of the respondents use posters/printed materials in

information dissemination of CPP. The results revealed that some schools in the cluster

were not using poster or printed materials in the preparation of the policy.

The item “link with the community/stakeholders to support the school for
 31

effective implementation of the CPP” got the second to the last lowest percentage with

42.86%. This implies that some schools in the cluster were engaging the community or

stakeholders in the implementation of CPP just like inviting their stakeholders in a

conferences or seminars.

With regard to the item “CPP of the school written in the pupils’ handbook” got

the lowest percentage among the activities undertaken in the preparation of CPP in the

school. The result revealed that only one school in the cluster had pupils’ handbook

which supposedly all schools must have so that parents and pupils must be guided in the

different policy, rules and regulations of the school especially about CPP.

1.2.Programs

Program is one of the important factors in any policy or events being implemented by

an institution like Department of Education. It serves as a tool or a guide if a policy being

implemented meets its goals and objectives.

Table 2 shows the different programs conducted during the implementation phase that

was done during and after class hour.

Table 2

Programs

Programs Frequency Percentage Rank

Guidance and Counseling 104 87.39 1
Sharing Time 46 38.66 2
Anti-Bullying Club 29 24.37 3
Bible Study 14 11.76 4
Chapel Hour 3 2.52 5
 32

Guidance and counseling was the program that had been most widely conducted

by the respondents (104 or 87.39%) followed by sharing time (46 or 38.66%) and Anti-

bullying Club (29 or 24.37%), while bible study (14 or 11.76%) and chapel hour (3 or

2.52%) had been the least implemented.

Interview with the respondents revealed that most conducted or used program in

the cluster was guidance and counseling program, this is because every teacher in each

school can easily give guidance to the pupils. It is also the widely conducted program

because it is a must in each school to have a guidance and counseling office or program.

Sharing time was rank 2 because during class hour especially in values education

each child was given a chance to share something about themselves and the teacher will

facilitate it in order to give respect to the one who was sharing, but the results implies that

only 46 or 38.66% of the respondents were doing it. This implies that most of the

respondents do not have an active communication or background check to their pupils.

It can also be gleaned in the table that anti-bullying club was rank 3 with a

percentage of 24.37.This means that most schools or respondents do not have a functional

anti-bullying club. Based on the results only two schools in the cluster have an anti-

bullying club, in which pupils were exposed on how to handle some problems regarding

bullying with the help and proper guidance of their CPP Leader or adviser.

On the other hand, bible study and chapel hour was the least implemented

program on CPP, because of lack of resource speaker and the school was not expose to

this programs. The results indicates that from nine schools in the cluster, only two

schools were doing the Bible study and it was revealed during an interview with the

respondents that they just have it once a month. Same thing with the chapel hour, they
 33

were just doing it if a priest, pastor or leader of a church was invited to the school.

1.3. Monitoring

Monitoring is a checking and observing process of a certain event or programs

being implemented or utilized. It is done either announce or unannounced, formal or

informal way. Proper and strict monitoring is important to any programs in order to know

the things that need to enhanced or improved. It can also be a way if certain program

needs to continue or modify.

Table 3 presents the monitoring of CPP. The respondents were asked to rate the

effectiveness of implementation on Child Protection Policy in their school using the scale

as 5 (Very Highly Effective), 4 (Highly Effective), 3 (Effective), 2 (Less Effective) and 1

(Ineffective).

Table 3
Monitoring
Weighted Verbal
Indicator Rank
Mean Description
Implementation of CPP by means of monitoring, Highly
3.92 1
supporting and assisting done by classroom teachers Effective
Assistance/support done by School CPP Highly
3.8 2
committee/leader for the implementation of CPP Effective
Implementation of CPP by means of monitoring, Highly
3.78 3
supporting and assisting done by school head Effective
Implementation of CPP by means of monitoring, Highly
3.65 4
supporting and assisting done by district supervisor Effective
Implementation of CPP by means of monitoring, Highly
3.62 5
supporting and assisting done by division supervisor Effective
Highly
Pupils’ support 3.51 6
Effective
Parents’ cooperation and participation 3.48 Effective 7
Community and stakeholders’ support 3.34 Effective 8
 34

Monitoring of the implementation of CPP is found to be highly effective in all

aspects except in terms of parents, community and stakeholders’ support, cooperation,

and participation, which is nonetheless still found to be effective.

As seen from Table 3, implementation of CPP by means of monitoring,

supporting and assisting of classroom teachers with a weighted mean of 3.92 and a verbal

description of Highly Effective has the highest mean. Followed by assistance/support of

School CPP committee/leader for the implementation (3.8 weighted mean),

implementation of CPP by means of monitoring, supporting and assisting of school head

(3.78 weighted mean), Implementation of CPP by means of monitoring, supporting and

assisting of district supervisor (3.65 weighted mean), Implementation of CPP by means

of monitoring, supporting and assisting of division supervisor (3.55 weighted mean),

Parents’ cooperation and participation in the effective implementation of CPP (3.48

weighted mean). On the other hand, community and stakeholders’ support, cooperation

and participation in the CPP has the lowest mean of 3.34 and a verbal description of

Effective.

As it can be gleaned in the table “implementation of CPP by means of monitoring,

supporting and assisting of classroom teachers” got the highest weighted mean of 3.92

with a verbal description of highly effective. This implies that classroom teachers were

very supportive in the implementation of CPP. As it was also shown in the preparation

phase of CPP informing the pupil’s awareness to CPP it was rank 1 among the different

activities regarding CPP, in which the teachers were the one doing the information

dissemination during their class hour.

Assistance and support of School CPP leader in the implementation of the policy
 35

got a weighted mean of 3.80 with a verbal description of highly effective or rank 2

among the other items. The results show that most of the CPP leaders as they were

assigned by their school heads were committed in their work. They were the one

organizing the SLAC sessions, different programs or activities of the school regarding

CPP with the help of their co-teachers.

The item “implementation of CPP by means of monitoring, supporting and

assisting of school head” was rank 3 among other items with a weighted mean of 3.76

with a verbal description of highly effective. This implies that school heads were

monitoring, and giving some feedback or suggestions on how to make the different

programs of the schools regarding CPP attainable and successful. This was done by

informal or formal observation during class hour and by asking the teachers how they

solve different problems or conflict with their pupils and sometimes with the parents

concern.

Division and district supervisor’s monitoring, supporting and assisting in the

implementation of CPP got a highly effective rate from the respondents. This means that

the district supervisor was very serious and has a strict monitoring to the policy in order

to achieve the goal of DepEd to protect and secure school children from abuses. Rivera

(2012), revealed in her study that administration personnel and strategies on the

implementation of a program was very satisfactory while adequate in its financial

resources and facilities which includes the role of the stakeholders’ support. This means

monitoring, assistance and supports of division supervisor, district supervisor, school

heads, teachers, parents and the community is very important to attain the goal of such

program.
 36

Interview with the respondents also revealed that the proper and strict monitoring

of the policy like monthly visit of division supervisor to track the progress of CPP and

how it is helpful to the school and community was important.

Pupils’ support, cooperation and participation got a weighted mean of 3.51

which was highly effective. This means that at the early age, pupils were involving

themselves in the program of the schools regarding CPP.

The parents, community and stakeholders’ support, cooperation and participation

in the CPP became the lowest in the rank in term of effectiveness of the implementation

of the policy which have a verbal description of effective because most of parents, and

stakeholders were so busy on how to finance their daily needs and the studies of their

children. It has also been a tradition of every the school to ask the presence or attention of

the parents to attend meeting, but sad to say their connotation on it is they just need to

pay. Aside from going to the school, they will just stay in their house because they do not

have money.

1.4. Evaluation

Evaluation is another important variable in assessing the extent of a program

being implemented. It is said that without an evaluation to a program or in any policy it is

hard measure its effectiveness.

Table 4 shows the results of evaluation on the CPP which include the preparation

phase, programs related to CPP and the monitoring phase of the policy. The respondents

were asked to evaluate it using the scale or rubrics ranging from 4 to 1 in which 4 for

Sustainable Continuous Quality Improvement, 3 for Proficiency, 2 for Development and

1 for Awareness.
 37

Table 4

Evaluation of CPP

Weighted
Phase Verbal Description
Mean
Preparation of the Policy 2.87 Proficient

Implementation of the Policy 2.92 Proficient

Monitoring of the Policy 2.83 Proficient

As seen in the Table 4, preparation of the policy has a weighted mean of 2.87 and

a verbal description of proficient. This means that each school in the cluster did their part

in informing the pupils, parents and the community. Implementation of the policy with a

weighted mean of 2.92 and a verbal description of proficient has the highest mean. This

means that the different programs related to CPP like guidance and counseling, sharing

time and anti-bullying club were helpful in attaining the goal of the DepEd especially in

terms of Child Protection Policy in the school. Monitoring of the policy has a weighted

mean of 2.83 and a verbal description of proficient also.

In summary, the teachers implementing the CPP were found to be proficient from

preparation to monitoring. This means that schools in the cluster III has well documented,

ongoing process for evaluating itself in all areas of operation, analyzing and publishing

the results and planning and implementing improvements. The school also has

documented assessment results and communicated matters of quality assurance to

appropriate constituencies and policy review processes are ongoing, systematic and used

to assess and improve student learning and achievement.

 38

2. Problems Encountered in the Implementation of CPP

Problem is one of the threats or hindrances in a goal or objective of a program or

policy in order to become successful. It is also a factor that affects the effectiveness of a

program being implemented in a school.

Table 5 shows the different problems encountered by the respondents in the

implementation of CPP. The respondents were asked to list down all the problems they

encountered in their school regarding CPP.

Table 5
Problems Encountered by the Respondents in the Implementation of CPP
Problems Frequency Percentage Rank
Lack of participation and interest of parents/guardian 1
115 96.64
in the implementation of CPP
Pupils became more disrespectful/ undisciplined 2
111 93.28
because of the policy
Lack of funds to augment the different activities and 3
106 89.08
programs regarding CPP
Availability of materials and other man power to 4
104 87.39
support the project of CPP
Lack of support from the barangay officials regarding 5
the implementation of different programs or activities 101 84.87
of the school about CPP
Poor supervisory tactics from the School 6
administrators to assess the status of CPP in one's 98 82.35
school
Lack of activities/ participation of the teachers and 7
PTA regarding the proper dissemination scheme of 88 73.95
the CPP programs and activities
Lack of seminar regarding on the implementation of 8
87 73.11
CPP
Lack of understanding on how to deal with the 9
85 71.43
person who violate CPP
Poor Pupil's awareness regarding the programs and 10
80 67.23
activities of CPP
 39

The most common problem encountered in the implementation of CPP is the lack

of participation and interest of parents/guardians, as identified by 115 (96.64%)

respondents. Other problems encountered by the respondents as gleaned in Table 5 were:

pupils became more disrespectful (111 or 93.28%); lack of funds to augment the different

program of the policy (106 or 89.08%); availability of materials and other man power to

support the project of CPP (104 or 87.39%); lack of supports from barangay officials

(101 or 84.87%); poor supervisory of tactics from the school administrators (98 or

82.35%); lack of activities and participation of the teachers at PTA for proper

dissemination of the policy (88 or 73.95); lack of seminar regarding on the

implementation of CPP(87 or 73.95); lack of understanding on how to deal with the

person who violates CPP (85 or 71.43) and the least problems being encountered by the

respondents was poor pupils’ awareness regarding the programs and activities of CPP (80

or 67. 23). This means that majority of the respondents agree to having encountered all

the other problems identified in the questionnaire.

The item “Lack of participation and interest of parents in the implementation of

CCP” was rank one of problems of the respondents. This means that parents do not have

time or they do not engage with the programs regarding CPP. During the meeting most of

them were absent and they just give all the responsibility to the teachers about

disciplining their children. As a result of an interview with the respondents, parents just

come to school during releasing of cards or sometimes there are parents who do not go to

school the whole year, they just send their children to school. In study of Perez (2006),

each child should be given respect and proper guidance by their parents or persons who
 40

are taking care of them. Boersma (2008), also revealed in his study that when families try

to fight for justice on behalf of their child, they often face more resistance from society.

This means that parents had a great responsibility to their children just like having a

sharing time once or twice a week, going to school to show support to the studies of their

children.

As a result of interview to the respondents, pupils became more disrespectful or

undisciplined because of the policy in which this item was rank 2 in the list of problems

they encountered. Due to exposure of media and knowing that teachers are not allowed to

use corporal punishment in the school, pupils became unruly, they do whatever they need

to do or even if it is disrespectful to the part of their teachers. Teacher disciplined them,

but sad to say because of the policy, teacher will just use words that will not hurt the

feelings of the children because if they the children feels that they were embarrassed in

front of other people they will tell their teachers that it is against CPP.

Regarding the lack of funds augmented, availability of materials to support the

activities or programs regarding CPP were rank 3 and 4 respectively to the problems

encountered by respondents. This implies that teachers do not know where to get fund

because the policy is new and the school funds or MOOE of the school were not enough

to accommodate the different activities or materials need to buy. In this case, teachers

were oblige to use their own money for the program or activities for CPP. Even though

they solicit to their stakeholders, still it was not enough to finance everything.

Barangay officials must support the school’s program about the policy but due to

some circumstances they do not have time to visit the school and ask its needs. These

were some of the reasons why this item was rank 5 among the 12 problems being
 41

encountered by the respondents. Barangay officials are sometimes busy with their own

family and job, these were sometimes their alibis when schools invite them to have a

simple talk with them.

Poor supervisory tactics from school head got rank 6 with a percentage of 82.35

among the problems encountered by the respondents. The result shows that through

school administrators and the implementation of CPP still they do not have a good

strategy for it because in some schools in the clusters, there are principals that handling

more than one schools. Aside from that, they all have different work to do just like

liquidation of school’s MOOE, instructional supervision on the teaching and learning

process, ManCom and other paper works that consume their time in doing it.

The item “lack of activities and participation of the teachers and PTA regarding

the proper dissemination scheme of the CPP programs” was rank 7 with a percentage of

73.95. This implies that PTA officers and teachers do not have a concrete activities or

program on CPP because of busy schedule of both parties.

Lack of seminars on CPP was another problem encountered by the respondents

during the implementation of the policy which was rank 8 among the list of problems. It

has been found out during an interview with the respondents that only the CPP leader and

school head attend training on CPP and due to lack of funds. A school-based seminar was

done but for the respondents it just have a limited time. Thus, they have suggested to

have a quarterly seminar so that they will be familiarize with the policy very well.

The item ‘lack of understanding on how to deal with the person who violates

CPP” was rank 9 with a percentage of 71.43. This means that base on the result, most of

the respondents do not know the proper way on how to solve and handle certain problems
 42

regarding bullying or abuses in the school.

The last problems being encountered by the respondents was the item “poor

pupil’s awareness regarding the programs and activities of CPP” with a percentage of

67.23. It implies that most of the pupils do not have broad understanding to the policy

even though most of the teachers were integrating it in their discussion during class hour.

It also revealed that, teachers should give more time in educating the pupils to be aware

in the said policy.

3. Dealings with Problems in the Implementation of CPP

Dealing with problems being encountered is one of the best techniques to be done

in order to solve a particular problem. Giving the appropriate solution to a problem will

lead to a successful programs and can give positive outlook towards quality and effective

policy in the school.

Table 6 on the next page presents the dealing of the respondents with all the

problems being encountered in the implementation of CPP.

The item “dialogue or one-on-one counseling with pupils concerned about bullying”

was rank 1 among the lists of dealings of respondents on the problems they encountered.

This implies that one-on-one counseling was done in the guidance office after the

problems on bullying was solve. Each pupils involved will undergo a dialogue with the

CPP or Values leader of each school. This is to inform the consequences of the things

that they have made. The results revealed that all the respondents are doing this process

because 100% of them agreed to it.

Rank 2 in the list of dealings that the respondents have experienced in order to solve

the problems they encounter was engaging the parents in different SLAC sessions or
 43

meeting that may fascinate their interest and understanding. This was done once a month

in some schools and in the other schools quarterly. In some case, meeting of parents with

the adviser was done in the classroom because advisers are the one who knows about the

behavior of the pupils are.

Table 6

Actions Taken to Address Problems in the Implementation of CPP

Actions Taken Frequency Percentage Rank

1. Dialogue or one-on-one counseling with the 1
119 100.00
pupils concerned about bullying
2. Engage parents/guardian in different LACS or 2
meeting that may fascinate their interest and 96 80.67
understanding
3. The teacher-in-charge consult his/her immediate 3
superior for appropriate advice or action to be 88 73.95
taken in a given problem
4. Teacher makes his/her own research on the 4
87 73.11
proper implementation of CPP
5. Meeting, forums, seminars and workshop to the 5
77 64.71
teachers and PTA
6. Active home visitation to the pupils and parents 6
76 63.87
concern
7. Ask help/assistance to the stock and stakeholders 7
65 54.62
for fiscal matter
8. Administrators motivate teachers for the 8
56 47.06
betterment of the different CPP programs
9. Active participation and dialogue with the 9
54 45.38
barangay officials

The next in rank was teacher-in-charge consult his/her immediate superior for

appropriate advice or action to be taken in a given problem. The result shows that the

respondents have a high respect to their authority and they were not just giving a solution

right away in a problem. They still seek an advice so that they will give the best solution

or action in a certain untoward incidents that happen in the school regarding CPP.
 44

Teacher make his/her own research on the proper implementation of CPP got 73.11%

or rank 4 on the how respondents dealt with the problems encountered in the

implementation of CPP. This illustrates that teachers were so flexible and ready to

enhance themselves with the new policy of DepEd. This also shows that most of the

teachers were willing to give their extra time searching about the policy through the use

of internet or some reading materials in order them to be equipped in the different

guidelines of CPP.

Another dealing of the respondents to the problems they encountered was having

meeting, forums, seminars and workshop to teachers and PTA which rank 5 among the

lists. Examples of this activity were appointment meetings of the PTA officers to the

teachers, one-on-one dialogue to the teacher or PTA officer concern. Meaning this

undertaken was effective way on how to solve certain issues about CPP.

With the problem lack of interest and participation of parents in securing, guiding and

protecting their children in some abuse or bullying in the school, home visitation to

parents and pupils involved in some issues on CPP was rank 6 in the dealings of the

respondents to solve the issue. This means that teachers were willing to have a good

relationship with the parents or guardian of the pupils who are involved with the issue.

Home visitation was done after class sometimes in the morning or in the afternoon. Other

teachers do it in the morning or in the afternoon or sometimes during weekends. As to the

study of Heydenberk (2007), conflict education resolution strategies empower students to

solve their own problem in which it helped children identify a problem, express their

feelings and generates at a possible solution to a conflict.

As it can be gleaned in the table, the item “ask help or assistance to the stock and
 45

stakeholders for fiscal matters to support some programs of CPP only 54.625 of the

respondents were doing it. The result implies that some teachers do not have the talent in

networking just like soliciting the help of stakeholders or asking some donations for the

improvement of CPP in the schools to some well-known politician.

With the item “administrator motivates teachers for the betterment of the CPP

programs in the school “got a percentage of 47.06 and rank second to the last. The result

implies that some school administrator do not motivate their teachers in the

implementation of CPP. Just like simple appreciation in the different programs being held

in the school regarding CPP will matter to the teacher-in-charge.

Active participation and dialogue with the barangay officials got the lowest rank in

the dealings on how to solve certain problems in the implementation of CPP. This implies

that most of the schools in the cluster do not ask help to the barangay officials in fiscal

matters, solving issues in the school regarding CPP and because of the hectic schedule of

teaching staff of each school they neglect the importance of the barangay officials in the

activities undertaken in the school about the said policy.

4. Suggestions to Enhance the Implementation of the CPP Programs

Suggestions to enhance or improve a certain policy, program or activity is very

important. This is the key to meet or achieve the objectives that were being stated in the

policy or program.

Table 7 presents the different suggestions of the respondents on how to enhance

the implementation of Child protection Policy based on the different problems that they

encountered and dealings that they made to make the policy successful.
 46

As shown in the table on the next page, in order to enhance the implementation of

CPP, 115 (96.64%) respondents suggested that every school must have a connection with

relevant government agencies like DSWD or PNP. Other suggestions which were

proposed by majority of the respondents include seeking assistance from concerned

parties (107 or 89.92%) ; sending of teachers in CPP-related seminars (106 or 89.08%);

conduct of dialogue with parents (104 or 87.39%); active participation and willingness of

school administrators to perform one’s duties and responsibilities (99 or 83.19%); school

heads, guidance counselor and teachers engage PTA on the understanding on how to

implement CPP (96 or 80.67%); intensive dissemination of programs and activities to

barangay officials (89 or 74.79%); and creation of linkages with different organizations

to address fiscal matters (86 or 72.27%).

The suggestion of the respondents to enhance the implementation of CPP

programs that every school must have contact to any agency that protects and connected

to the child welfare got the highest percentage among the respondents. This implies that

agencies that give importance to children must be in contact with the school so that if

there are some unavoidable circumstances that needs the presence of DSWD, or PNP

they can easily be called. It is also a need in each school to have a directory of all the

agencies that focus on the security and protection of the children not only in the school

but also to the community.

The item “the teacher must seek assistance to the school governing body which

concerned on implementation of CPP such as GPTA officers, SPG officers, guidance

counselor school heads and proper authority such as DSWD” was rank 2 among the

suggestions of the respondents to enhance the implementation of CPP. This means that as
 47

a teacher you must know how to handle properly with maltreatment, bullying and other

forms of abuse that may happen in the school so that the proper process will be followed.

As the adage said, education is a continuous process, meaning knowledge in CPP must

also be continuous. Teachers must know also the new strategies and innovations in

handling problems regarding CPP and how to improve the different programs and

activities in the school.

Table 7

Measures to Enhance the Implementation of CPP Program

Suggestions F % R
Every school must have a contact to any agency that protects and
connected to the child welfare such as DSWD and Police Women's 115 96.64 1
Desk
The teacher must seek assistance to the school governing body
which concern the implementation of CPP such as GPTA officers,
107 89.92 2
SGA officers, guidance counselor, school heads and proper
authority such as DSWD
School heads must send every teachers in seminar regarding CPP 106 89.08 3
Conduct dialogue with the parents to discuss pupil concerns 104 87.39 4
More active participation and willingness to perform one's duties
99 83.19 5
and responsibilities for being a school administrator
School heads, school guidance counselor and classroom teachers
96 80.67 6
must engage PTA on the understanding on how to implement CPP
Intensive dissemination of the programs and activities to the
89 74.79 7
barangay officials
 48

Third in the rank was the item “school heads must send every teacher in seminar

regarding CPP”. This suggestion is very important to all teachers because they are the

one who has a direct contact to the pupils that is why they must be well versed with the

policy. This seminar may be international, national, division or cluster in which the

school administrator should be the one who will provide to the registration fee using any

funds the like canteen and MOOE funds.

Another suggestion of the respondents to enhance the implementation of CPP was

to conduct dialogue with the parents to discuss pupils’ concern in which it was rank 4 in

the list. This proposal implies that with good rapport to the parents, the pupils will be

guided properly because even at home parents will see to it that their children will apply

the things that they have learn in school just like humility, self-control, respect to each

other and other core values that needs to develop to the pupils.

The item “more participation and willingness to perform one’s duties and

responsibilities for being a school administrator” was rank 5 among the suggestions of

the respondents. This implies that the respondents want to see a school administrator that

is hands-on on the implementation of the policy so that the pupils will be well protected

and secured in the school. All programs being implemented in the school, the school

administrator must support it and think of possible ways on how to make it more

productive and functional.

One of the problems being encountered by the respondents in the implementation

of CPP was the poor participation of barangay officials. In this matter, respondents

suggest that the school must have intensive dissemination of the programs and activities

to the barangay officials so that they will support all the activities of the school and to
 49

feels that they are important part of the school. Even though it was just rank 8, still it is

important because almost 75% of the respondent see the importance of barangay officials

in the enhancement of CPP in the school.

5. Proposed Plan of Action to Enhance the CPP Programs

Based on the findings and observed results of the study a proposed action can be

used to address the problems encountered by the respondents in the implementation of

Child Protection Policy was made. The proposed action plan addressed the problems

encountered by the teachers as to preparation, implementation of programs and

monitoring of the policy.

Table 8

Proposed Plan of Action in the Implementation of Child Protection Policy

Areas of Concern Strategies Activities Means of Verification

Lack of To encourage Conduct parent’s Parents are willing to
participation and parents to seminar, engage their
interest of parents cooperate and symposium, involvement in
in the participate in parenting and cooperating and
implementation of different activities classroom-based participating in
CPP in the conference implementation of
implementation of CPP
CPP. Number and
percentage of
participants increased
Increasing numbers To lessen or Make school-based Number of pupils
of undisciplined decrease the anti-bullying decrease because of
pupils because of numbers of campaign that will the activities
the policy undisciplined encourage the conducted with
pupils through the interest of the regards on the
implementation of pupils to participate implementation of the
the policy such slogan contest, CPP
poster making,
essay writing,
puppet/film-
making/showing
 50

Areas of Concern Strategies Activities Means of Verification

Lack of support To actively Have an active Barangay official
from barangay involve barangay participation and actively engage to the
officials regarding officials in the dialogue with the activities and have a
the implementation planning and barangay officials positive outlook
of different monitoring of regarding CPP towards CPP
programs or programs for the
activities of the implementation of
school CPP CPP

Poor supervisory To update school School Updated strategic and

tactics from school administrators on administrators supervisory plan will
administrator to the different equip themselves be used in monitoring
assess the status of strategies and on different and evaluating the
CPP in one’s school techniques in the strategies and policy
administration and techniques on how
monitoring to motivate teachers
programs in the for the betterment
school like CPP of CPP programs

Lack of activities To actively engage Conduct meetings, Parents and teachers

and participation of participation and forums, seminars attended seminars and
teachers and PTA cooperation and workshop to apply the information
regarding the proper between teachers the teachers and they have learn for the
dissemination and parents for the PTA success of different
scheme of the CPP success of the program and activities
programs policy. of CPP

Lack of seminars To educate the Conduct meetings, Teachers, pupils,

regarding on the pupils, parents, forums, seminars parents and stake
implementation of teachers and and workshop to holders were enlighten
CPP stakeholders the teachers , to the different
regarding the pupils, parents and guideline and engaged
different guideline stakeholders their full supports in
of CPP. the implementation of
CPP
 51

Areas of Concern Strategies Activities Means of Verification

Lack of To guide and help Conduct seminar- Accomplished one
understanding on school personnel workshop and seminar-workshop
how to deal with the and parents in invite any agency within the year and
persons who violate proper dealings that protects and school provides copy
CPP with the persons connected to the of pupil’s handbook in
who violate CPP. child welfare such which CPP guidelines
as DSWD and were written
Police Women's
Desk to be the one
who will discuss
the proper way on
how to deal with
the persons who
violate CPP.

Poor pupils’ To increase the Involve the pupils Pupils are aware and
awareness awareness of to the different have a positive
regarding the pupils regarding program of the outlook to CPP
program or the importance of policy that will through different
activities of CPP CPP through developed the core programs and
programs and values to them activities in the school
activities in the through the being implemented
school. organize school-
based programs
related to CPP
 52

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings based on the gathered

information relative to the problem cited in Chapter 1 of this study. This also includes

the conclusions drawn, which were consequent from the findings and the

recommendations for the efficacy of this study to its readers, benefactors and researchers.

Summary of the Findings

The following are the major findings of the study:

1. Implementation of Child Protection Policy

1.1. The implementation of Child Protection Policy (CPP) in Cluster III Tarlac

East in term of preparation, educating pupils’ awareness on CPP through

information was the activity that was done mostly by the respondents among

other activities (91 or 76.47%). It was followed by organization of school

child protection Committee (88 or 73.95%); SLAC session (86 or 72.27%);

meeting with the parents for the orientation on CPP (119 or 68.91 % ); while

conducting school based – seminar to report incident of abuse, violence,

exploitation, discrimination, bullying and other form of abuse (75 or 63.03%);

use of poster or printed materials to disseminate information about CPP (61 or

51.26%); and link with the community/stakeholders to support the school for

effective implementation (51 or 42.86) of the respondents made the said

activities. While only eight (7.34%) respondents mentioned that the

 53

information provided to the pupils were written on the pupils’ handbook.

1.2. Guidance and counseling was the program that had been most widely used by

the respondents (104 or 87.39%) followed by sharing time (46 or 38.66%);

and Anti-bullying Club (29 or 24.37%), while bible study (14 or 11.76%) and

chapel hour (3 or 2.52%) had been the least implemented.

1.3. Monitoring phase was found to be highly effective in all aspects except in

terms of monitoring community and stakeholders’ support, cooperation, and

participation, which is nonetheless still found to be effective. Implementation

of CPP by means of monitoring, supporting and assisting of classroom

teachers with a weighted mean of 3.92 and a verbal description of highly

effective has the highest mean. Followed by assistance/support of school CPP

committee/leader for the implementation (3.8 weighted mean or highly

effective); implementation of CPP by means of monitoring, supporting and

assisting of school head (3.78 weighted mean or highly effective);

implementation of CPP by means of monitoring, supporting and assisting of

district supervisor (3.65 weighted mean or highly effective); implementation

of CPP by means of monitoring, supporting and assisting of division

supervisor (3.55 weighted mean or highly effective); Parents’ cooperation and

participation in the effective implementation of CPP (3.51 weighted mean or

highly effective). On the other hand, community and stakeholders’ support,

cooperation and participation in the CPP has the lowest mean of 3.34 and a

verbal description of effective.

1.4. In the evaluation phase, implementation of the policy has the highest mean
 54

with a weighted mean of 2.92 and a verbal description of Proficient. This

means that the different program related to CPP like guidance and counseling,

sharing time and anti-bullying club were helpful in attaining the goal of the

DepEd especially in terms of Child protection Policy in the school.

Preparation of the policy was rank 2 with a weighted mean of 2.87 and a

verbal description of proficient followed by monitoring of the policy with a

weighted mean of 2.83 with a verbal description of proficient.

2. Problems Encountered by the Respondents in the Implementation of CPP

In the implementation of CPP the most common problem encountered by

the respondents was lack of participation and interest of parents/guardians, as

identified by 115 (96.64%) respondents. This followed by pupils became more

disrespectful (111 or 93.28%); lack of funds to augment the different program of

the policy (106 or 89.08%); availability of materials and other man power to

support the project of CPP (104 or 87.39%); lack of supports from barangay

officials (101 or 84.87%); poor supervisory of tactics from the school

administrators (98 or 82.35%); lack of activities and participation of the teachers

at PTA for proper dissemination of the policy (88 or 73.95); lack of seminar

regarding on the implementation of CPP(87 or 73.95); lack of understanding on

how to deal with the person who violate CPP (85 or 71.43); and the least problem

being encountered by the respondents was poor pupils’ awareness regarding the

programs and activities of CPP (80 or 67. 23).

3. Actions Taken to Address Problems in the Implementation of CPP

One hundred nineteen (119) out of 119 (100%) of the respondents deal
 55

with problems on CPP through dialogues or one-on-one counseling with pupils

who are involved in bullying. Majority of the respondents engage parents or

guardians in different LACS (96 or 80.67%); conduct consultation with

immediate superiors to seek advice (88 or 73.95%); conduct research on the

proper implementation of CPP (87 or 73.11%); hold meetings, forums, seminars

and workshops among teachers and parents (77 or 64.71%); conduct home

visitations (76 or 63.87%); seek assistance from stakeholders regarding fiscal

matters (65 or 54.62%); administrator motivates teachers (56 or 47.06%) and

active participation and dialogue with the barangay officials (54 or 45.38%).

4. Suggestions to Enhance the Implementation of the CPP Programs

One hundred fifteen (115) or 96.64% respondents suggested that every

school must have a connection with relevant government agencies like DSWD or

PNP in order to enhance the implementation of CPP. Other suggestions which

were proposed by majority of the respondents include seeking assistance from

concerned parties (107 or 89.92%) ; sending of teachers in CPP-related seminars

(106 or 89.08%); conduct of dialogue with parents (104 or 87.39%); active

participation and willingness of school administrators to perform one’s duties and

responsibilities (99 or 83.19%); school heads, guidance counselor and teachers

engage PTA on the understanding on how to implement CPP (96 or 80.67%);

intensive dissemination of programs and activities to barangay officials (89 or

74.79%); and creation of linkages with different organizations to address fiscal

matters (86 or 72.27%).

 56

5. Plan of Action in the Implementation of CPP

Based on the findings and observed results of the study a proposed action

to address the problems encountered by the respondents in the implementation of

Child Protection Policy was made. The proposed action plan addressed the

problems encountered by the teachers as to preparation, implementation of

programs and monitoring of the policy.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. Most of the respondents see the importance of informing the pupils with their rights and

responsibilities for them to increase their awareness on the Child Protection

Policy. With regards with the program being implemented in the school, guidance and

counseling were the widely used. It has been noted that monitoring of the implementation

of CPP was found highly effective in all aspect except in monitoring community and

stakeholders support, cooperation and participation, which was found effective.

Implementation of Child Protection Policy found to be proficient from preparation

to monitoring phase.

2. Lack of participation and interest of parents/guardian in the implementation of

CPP was the most problems encountered by the respondents.

3. Dialogue or one-on-one counseling with the pupils concerned about bullying was found

the most widely used by the respondents in dealing with the different problems being

encountered.

4. To enhance the implementation of Child Protection Policy, most of the respondents

 57

suggest that every school must have a contact to any agency that protects and connected

to the child welfare such as DSWD and Police Women’s Desk.

5. Based on the findings of the study, a proposed plan of action in the implementation of

Child Protection Policy was made.

Recommendations

1. Department of Education should continually provide sessions, trainings and

seminars on positive peer relationships and enhancement of social and emotional

competence to teachers using training modules which include positive and non-

violent discipline in classroom management.

2. Education Program Supervisor in Values Education should develop and

implement more programs in CPP that teachers can adapt and use because based

on the results of the programs being gathered only guidance and counseling is the

most widely conducted in each school.

3. Pupils, parents, stakeholders and community must exposed to the various forms of

program related to CPP to equip them with knowledge and technical skills in

handling issues related to the policy.

4. Schools must furnish pupil’s handbook in order to inform pupils about the

different guidelines and policies of different programs related to CPP.

5. Cluster must conduct year round in-service training with the following courses to

improve the behavior of the learners, lessen if not eradicate bullying in the school

5.1 Anti-bullying

5.2 Parenting
 58

5.3 Guidance and Counseling

6. A further research should be conducted using different variables with a wider

scope and locale using programs in their respective institutions.

 59

BIBLIOGRAPHY

A. Book

De Leon, H. S. (2002). Textbook Philippine Constitution of 1986,Manila, Rex Bookstore

Johnson, L. C., & Yanca, S. J. (2000). Social work practice (7th ed.). Toronto, ON: Allyn

and Bacon

B. Journals

Alston, P. & Brennan, G. (1991). The UN Children’s Convention and Australia. Canberra

Act: Human Rights and Equal Opportunity Commission, ANV Centre for

International and Public Law & Australia Council of Social Services.

Bratton, S.C., Ray, D., Rhine, T. and Jones, L. (2005) ‘The Efficacy of Play Therapy with

Children: A Meta-Analytic Review of Treatment Outcomes’, Professional

Psychology: Research and Practice, Vol. 36, No. 4, pp. 376-90.

Britzman, D.P., & Gilbert, J. (2004). What will have been said about gaynes in teacher

education. Teacher Education, 15(1), 8-96.

Erni, M. (2005). Light and Life for the Filipino Child. Philippines Daily Inquirer

Esguera, C. V. (2005).“Safe Kids World Wide: A Study,” NGOs Global Network,

Manila, Philippines Daily Inquirer

Horwitz, M. J. (2006). Work-related trauma effects in child protection workers. Journal

of Social Service Research

Regehr, C., Hemsworth, D., Leslie, B., Howe, P., & Chau, S. (2004). Predictors of

traumatic response in child welfare workers. Children and Youth Services Review
 60

Signh, P. (2004). Risk Management vs Risk Retreat: A Case Study of Child Protection

Policy Carriage. In P.L. Jeffrey (Ed.), Doing the Public Good: Positioning

Educational Research; Australia Association for Research Education 2004,

International Education Research Conference, Melbourne, Conference

Proceedings

Tandoc, Edison C. (2005). UNICEF Raps Child Trafficking in RP. Philippine Daily

Inquirer.

Torrevillas, Dominic M.,(March 10, 2005).“Home for Wayward Youth,” Philippine Daily

Inquirer

Wilson, G and Kelly, B. (2010). Evaluating the Effectiveness of Social Worker

Education: Preparing Students for Practice Learning, British Journal of Social

Work, Vol. 40, pp. 2431-49.

C. Unpublished Thesis

Anderson, D. G. (2000). Coping strategies and burnout among veteran child protection

workers. Child Abuse & Neglect.

Arnold, L., & Maaio-Taddeo, C. (2007). Professionals Protecting children: Child

Protection and Teacher Education in Australia. Adelaide, SA:Australia Cntre for

Child Protection.

Boersma J.M.F. (2008). Violence against Ethiopian Children with Disabilities, the

Stories of Children. Amsterdam, Master Thesis University of Amsterdam.Jessica

Kingsley Publisher.

Chaze, S. E. (2002). Profile of Play: Assessing and Observing Structure and Process in

Play Theraphy. London:

 61

Cuyugan (2009). “Program Implementation of Work Education in the Don Bosco

Schools of the Philippines North Province,”Tarlac State University, Tarlac City.

Ferguson, H. (2004). Protecting children in time: Child abuse, child protection and the

consequences of modernity. Houndsmill, England: Palgrave Macmillan.

Heydenberk, W. & Heydenberk, R. (2007a). More than manners: Conflict resolution in

primary level classrooms. Early Childhood Education Journal, 35, 119-126.

Heydenberk, R. & Heydenberk, W. (2007b). The conflict resolution connection:

Increasing school attachments in cooperative classroom communities.

Reclaiming Children and Youth,16(3), 18-22.

Mania, Edwin (2004) as cited by Capones, Cecilia (2013). Bullying Among Pupils of

Ramon Central Elementary School: Basis for Proposal on Bullying Prevention

and Rehabilitation Program. Unpublished Master’s Thesis Project FREE,

University of St. La Salle, Bacolod City

Mellor, A., & Sachs, J. (2004). Child Panic and the Media: Representation of Schools,

Teaching Practices and Child Protection Legislation in the Australia on Press.

In P.L. Jeffrey (Ed.), Australia Association for Research Education 2004,

International Education Research Conference, Melbourne, Conference

Proceedings

Priest, C. (2007). Incorporating character education into the early childhood degree

program: The need and one department’s response. Journal of Early Childhood

Teacher Education, 28(2), 153-161

Perez, Maria Concepcion T. (2006) Protection of Children against Abuse, Exploitation

and Discrimination pursuant to Republic Act 7610.

 62

Rivera, Luzviminda G., (2012). Implementation of the Integrated School Health and

Nutrition Program (ISHNP) in the Department of Education, Schools Division of

Tarlac Province: An Evaluation.

Santos, Saean S(2013). Classroom Behavioral Problems of Capas West District

Teachers: Basis for Intervention. Unpublished Dissertation Project FREE,

University of St. La Salle, Bacolod City

San Antonio (2006). Participatory School Administration, Leadership and Management

(PSALM): Its Impact on the creation of Better Philippine Public Secondary

School.

D. Internet

http://eprints.qut.edu.au/16620/1/Julie_Des_Lauriers_Thesis.pdf

http://www.lightfortheworld.nl/docs/policies-and-papers/child-protection-
policy.pdf?sfvrsn=6

http://researchonline.jcu.edu.au/24044/1/01thesis.pdf

http://ir.canterbury.ac.nz/bitstream/10092/902/1/thesis_fulltext.pdf?origin=publication_d
etail

https://dspace.library.uvic.ca/bitstream/handle/1828/3283/MICHAEL%20GOUGH%20T
HESIS%20FINAL%20%2828-APR-11%29.pdf?sequence=1

http://futureofchildren.org/futureofchildren/publications/docs/19_02_09.pdf

http://ufh.netd.ac.za/bitstream/10353/491/1/Garutsathesis.pdf

http://aran.library.nuigalway.ie/xmlui/bitstream/handle/10379/3055/Lisa%20O%27Reilly
%20PhD%20Thesis.pdf?sequence=1

http://www.payfc.net/resources/15%20POLICIES%20Child%20Protection%20Policy%2
0and%20Procedures%20Guide.doc%288714838_v2%29.PDF

http://www.keepingchildrensafe.org.uk/sites/default/files/KCSTool2%20-
%20English.pdf
 63

http://www.unicef.org/violencestudy/pdf/CP%20Manual%20-%20Stage%204.pdf

http://resourcecentre.savethechildren.se/sites/default/files/documents/5607.pdf
 64

APPENDIX A

Letter to Conduct a Study

Republic of the Philippines

Project FREE – Sulong Tarlac
University of St. La Salle
Bacolod City

June 29, 2015

ENGR. EDGARD C. DOMINGO, Ph.D., CESO VI

OIC – Schools Division Superintendent
Tarlac City Schools Division
Tarlac City

Sir:

Greetings!

The undersigned is a graduate student of University of Saint La Salle. At present, I am

conducting a study entitled “IMPLEMENTATION OF CHILD PROTECTION
POLICY IN TARLAC EAST DISTRICT SCHOOLS: TOWARDS A PLAN OF
ACTION” in partial fulfillment of the requirements for the degree Master of Arts in
Education major in Educational Leadership.

In connection to this, I humbly ask you to allow me to administer my questionnaire to the

teachers in the aforementioned district. Your favorable action on this request will be
highly appreciated.

Thank you and God bless!

Respectfully yours,

RYAN T. LACTAOTAO
Researcher

ERWIN P. LACANLALE, Ed.D.

Adviser
Approved:
ENGR. EDGARD C. DOMINGO, Ph.D., CESO VI
OIC – Schools Division Superintendent
 65

Appendix B

Letter for Validation of Questionnaire

Republic of the Philippines

Project FREE – Sulong Tarlac
University of St. La Salle
Bacolod City

June 29, 2015

ANITA P. DOMINGO
Education Program Supervisor in Values Education
Tarlac City Schools Division
Tarlac City

Madam:

Greetings!

The undersigned is a graduate student of University of Saint La Salle. At present, I am

conducting a study entitled “IMPLEMENTATION OF CHILD PROTECTION
POLICY IN TARLAC EAST DISTRICT SCHOOLS: TOWARDS A PLAN OF
ACTION” in partial fulfillment of the requirements for the degree Master of Arts in
Education major in Educational Leadership.

As an essential part of the undertaking in research is the validation of the instrument for
gathering necessary information and data. In this regard, the undersigned acknowledge your
expertise in this particular endeavor and humbly ask you to validate the research
questionnaire. Your favorable response regarding this request will be highly appreciated.

Thank you very much and God bless.

Respectfully yours,

RYAN T. LACTAOTAO
Researcher

Noted by:

ERWIN P. LACANLALE, Ed.D.

Adviser
 66

Appendix C

Certification for Validated Questionnaire

Republic of the Philippines

Department of Education
Region III – Central Luzon
TARLAC CITY SCHOOLS DIVISION
Tarlac City

CERTIFICATE OF VALIDATION

FOR RESEARCH QUESTIONNAIRE

This is to certify that I, ANITA P. DOMINGO, Education Program Supervisor in

Values Education of Tarlac City Schools Division validated the questionnaire of Mr.

Ryan T. Lactaotao for his research entitled “IMPLEMENTATION OF CHILD

PROTECTION POLICY IN TARLAC EAST DISTRICT SCHOOLS: TOWARDS

A PLAN OF ACTION”.

ANITA P. DOMINGO
EPSVR in Values Education
 67

Appendix D

QUESTIONNAIRE FOR THE RESPONDENTS

Part I.
Direction: Kindly provide the information needed by filling in the blanks. The
information you will share will be treated as strictly confidential.
Name: _________________________ School: _______________________
Position: ____________________ No. of years in the service:
________
Part II.
A. Preparation
Direction: Please check the space provided for that best describe the
preparation phase in the implementation of Child Protection Policy (CPP) in
your school.

______ 1. SLAC sessions about CPP

______ 2. Meeting with the parents for the orientation on the CPP
______ 3.Link with the community/stakeholders to support the school foe
effective implementation of the CPP
______ 4. Use posters/printed materials in information dissemination of CPP
______ 5. CPP of the school was written in the pupils’ handbook
______ 6. Orient the pupils about the use intake sheets when they hurt or
bully their classmates or schoolmates
______ 7. Organize school Child Protection Policy
______ 8. Inform pupils with their rights and responsibilities for them to
increase their awareness on the CPP
9. Conduct school – based seminar to report all incidents of abuse,
violence, exploitation, discrimination, bullying and other forms of
abuse to the ff:
______ a. Teachers
______ b. Parents
______ c. Pupils
______ d. Community/stakeholders
10. Others, please specify:

____________________________________________________
____________________________________________________
 68

B. Implementation
Direction: Please check the space provided for the programs conducted in the
implementation of Child Protection Policy in your school.
Related Programs
______ 1. Guidance and counseling
______ 2. Bible Study
______ 3. Chapel Hour
______ 4. Sharing Time
______ 5. Anti-bullying Club
______ Others(Please specify)
_______________________________________________
_______________________________________________

C. Monitoring
Direction: Please put a check on the number of column the extent
implementation of Child Protection Policy in your school using the scale
below.
5 – Very Highly Effective 4 – Highly Effective 3 – Effective
2 – Less Effective 1 – Ineffective

Implementation Process SY 2014 - 2015

5 4 3 2 1
Implementation of CPP by means of
monitoring, supporting and assisting of
division supervisor
Implementation of CPP by means of
monitoring, supporting and assisting of
district supervisor
Implementation of CPP by means of
monitoring, supporting and assisting of
school head
Assistance/support of School CPP
committee/leader for the implementation of
CPP
Implementation of CPP by means of
monitoring, supporting and assisting of
classroom teachers
Parents’ cooperation and participation in the
effective implementation of CPP
Pupils’ support, cooperation and
participation in the CPP
Community and stakeholders’ support,
cooperation and participation in the CPP
 69

D. Evaluation

Direction: Please put a check on the number of column on your evaluation of

the implementation process of Child Protection Policy in your school using the
scale/rubric below.

Level of Implementation Characteristic

 The school uses ongoing and systematic
evaluation and planning to refine its key
processes and improve the CPP
 There is an ongoing review and
adaptation of evaluation and planning
4 – Advance process.
 There is a consistent and continuous
commitment to improve the policy and
educational effectiveness is a
demonstrable priority in all planning
structure and processes
 The school has well documented,
ongoing process for evaluating itself in
all areas of operation, analyzing and
publishing the results and planning and
implementing improvements
 The school has documented assessment
3 – Proficient results and communicated matters of
quality assurance to appropriate
constituencies
 Policy review processes are ongoing,
systematic and used to assess and
improve student learning and
achievement
 The school has defined a planning
process and assigned responsibility for
implementing it
 Policy review is embedded in practice
across the school using qualitative and
quantitative data to improve policy
2 – Developing
effectiveness
 Planning processes reflect the
participation of a broad constituent base
 Planning efforts are specifically linked to
school mission and goals
 70

 Planning found in only some classes in

the school
 There is preliminary investigative
dialogue at the institution or with some
departments about the process should be
1 - Beginning
used for the Policy
 There is recognition of existing practices
and models in the policy
 There is an exploration of the policy in
each subject area

Scale
Evaluation 4 3 2 1
Preparation of the Policy
Implementation of the Policy
Monitoring of the Policy Implementation

Part III. Problems

Direction: Please check the space provided for that describes the different problems being
encountered in your school in the implementation of Child Protection Policy (CPP).
Problems
_________ 1. Poor pupil's awareness regarding the programs and activities of CPP
_________ 2. Lack of participation and interest of parents/guardian in the
implementation of CPP
_________ 3. Lack of funds to augment the different activities and programs
regarding CPP
_________ 4. Lack of support from the barangay officials regarding the
implementation of different programs or activities of the school about
CPP
_________ 5. Pupils became more disrespectful/ undisciplined because of the
policy
_________ 6. Poor supervisory tactics from the School administrators to assess the
status of CPP in one's school
_________ 7. Lack of seminar regarding on the implementation of CPP
_________ 8. Lack of activities/ participation of the teachers and PTA regarding the
proper dissemination scheme of the CPP programs and activities
_________ 9. Lack of understanding on how to deal with the person who violate
CPP
_________ 10. Availability of materials and other man power to support the project
of CPP
11. Others (Please Specify)
__________________________________________________________
__________________________________________________________
 71

Part IV. Dealings

Direction: Please check the space provided for that describes the dealing that your school
made with the problems being encountered in the implementation of Child Protection
Policy (CPP).
Dealings
_____ 1. Dialogue or one-on-one counseling with the pupils concerned about
bullying
_____ 2. Engage parents/guardian in different LACS or meeting that may fascinate
their interest and understanding
_____ 3. Active participation and dialogue with the barangay officials
_____ 4. Active home visitation to the pupils and parents concern
_____ 5. Meeting, forums, seminars and workshop to the teachers and PTA
_____ 6. Teacher makes his/her own research on the proper implementation of CPP
_____ 7. Ask help/assistance to the stock and stakeholders for fiscal matter
_____ 8. Administrators motivate teachers for the betterment of the different CPP
programs
_____ 9. The teacher-in-charge consult his/her immediate superior for appropriate
advice or action to be taken in a given problem
10. Others (Please Specify)
__________________________________________________________
__________________________________________________________

Part IV. Suggestions

Direction: Please check the space provided for your suggestions on how to enhance the
implementation of Child Protection Policy (CPP).
Suggestions
_____ 1. Every school must have a contact to any agency that protects and connected
to the child welfare such as DSWD and Police Women's Desk
_____ 2. The teacher must seek assistance to the school governing body which
concerns the implementation of CPP such as GPTA officers, SGA officers,
guidance counselor, school heads and proper authority such as DSWD
_____ 3. Linkages from the GO's and NGO's for fiscal matters
_____ 4. School heads, school guidance counselor and classroom teachers must
engage PTA on the understanding on how to implement CPP
_____ 5. More active participation and willingness to perform one's duties and
responsibilities for being a school administrator
_____ 6. Conduct dialogue with the parents to discuss pupil concerns
_____ 7. Intensive dissemination of the programs and activities to the barangay
officials
_____ 8. School heads must send every teachers in seminar regarding CPP
9. Others (Please Specify)
__________________________________________________________
__________________________________________________________
 72

CURRICULUM VITAE

RYAN TUQUERO LACTAOTAO

San Pascual, Tarlac City
E-mail: midispiache020686@gmail.com

PERSONAL DATA

Date of Birth : February 6, 1986

Civil Status : Single
Religion : Baptist
Parents : Apolonio P. Lactaotao
: Corazon T. Lactaotao

EDUCATIONAL BACKGROUND:

Post Graduate : Project FREE-Sulong Tarlac

University of St. La Salle
Bacolod City
Master of Arts in Education
Major in Educational Leadership
2016

: Tarlac State University

Tarlac City
Master of Education
Major in Mathematics

College : Tarlac State University

Lucinda Campus, Tarlac City
Bachelor of Elementary Education
Specialized in Mathematics
2007

Secondary : Villa Aglipay High School

Villa Aglipay, San Jose, Tarlac
2003
 73

Elementary : Pao Elementary School

Pao, San Jose, Tarlac
1999

TEACHING EXPERIENCE

2007-2011 : Tarlac Living Faith Academy

Tarlac City

2011-2012 : San Pascual Elementary School (Substitute Teacher)

San Pascual, Tarlac City

: San Sebastian Elementary School (Substitute Teacher)

San Sebastian, Tarlac City

2011-2013 : Kumon Tarlac City (Part Time Teacher)

Tarlac City

2012-2015 : Don Pepe Cojuangco Elementary School

DPCH, Tarlac City

2015-Present : San Pascual Elementary School

San Pascual, Tarlac City