35

Chapter 4

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

Results of the data gathered, analyses and interpretations of its findings

based on statistical treatments employed in the study are presented in this

chapter. Discussions are critically arranged in the following headings: Profile of

teacher focal on CPP, school heads and students-respondents; provisions of

CPP; extent of implementation of CPP as perceived by the respondents in

terms of their availability, accessibility, acceptability and quality (3AQ); and

challenges encountered in the implementation of CPP.

Part I. School Heads and CPP Teacher Focal

A. Profile of teacher focal on CPP and school heads

Table 3 presents the profile of teacher focal on CPP and school heads

as to their position held. As on the profile of teacher focal on CPP, the position

Teacher I-III has 62.50 percent of the total population followed by Master

Teacher position with 25.00 percent and Head Teacher I-III with with 12.50

percent. In general, the Child Protection Policy top implementers in school

belong to the position of Teacher I-III (37.50%) and lowest to the position Master

Teacher (12.50%).

Clearly, teachers focal on CPP are persons in authority at school as they

hold good positions from Teachers I to Principals III. These personnel can

coordinate properly and closely together with parents as this is critical to the

protection and safety of children (Ewton, 2014). St. Anne’s Nursery and Primary

School (2016) had indicated that children who suffered from abuses have low
 36

self-esteem and further withdraw themselves if signs of doubts or revulsion had

been detected.

Table 3
Positions Held in Malita Public Secondary Schools
Type of Respondents
Teacher Total
Position School Heads(SH)
Focal on CPP
F % F % F %
Principal III 0 0.0 5 62.5 5 31.25
Master Teacher 2 25.0 0 0.0 2 12.5
Head Teacher I-III 1 12.5 2 25.00 3 18.75
Teacher I-III 5 62.5 1 12.5 6 37.5
Total 8 100.0 8 100.0 16 100.0

The children’s welfare had been a paramountconsiderations at all times

particularly with the CPP as multi-disciplinary and multi-agency approach

existed. Their commitment to the support, protection, and safeguarding of

children from harm (Hufton, 2010) had been emphasized. This is one of the

ways in which DepEd adopted policies that would provide for the special

protection of children that had been gravely threatened or endangered as this

may further affect not only their normal personal development but also their

progress in academics (Llego, 2019). It is within the ambit of DepEd for the

policy of zero tolerance in any acts of child abuse, exploitation (sexual or

economic), violence (physical, sexual, or psychological), bullying, and

discrimination. In Webb and Vulliamy (2010), government guidance had placed

increasing responsibilities to schools in becoming proactive in child protection.

Likewise, Table 4 shows the profile of teacher focal on CPP and school

heads as to the earned Baccalaureate Degree. As to the teacher focal on CPP,

all of them graduated with the degree of Bachelor of Science in Education

 37

whereas school heads as respondents, only two (2) or 12.60% have other

courses.

Table 4
Baccalaureate Degree Earned by Respondents
Type of Respondents
Teacher Total
Baccalaureate Degree School Heads(SH)
Focal on CPP
F % F % F %
BSED 8 100.0 6 75.0 14 87.5
Other Courses 0 0.0 2 25.0 2 12.5
Total 8 100.0 8 100.0 16 100.0

Most teachers focal on CPP and school heads are in good orientation of

providing education to the young as most of them are with the degree of

education. This could be considered as a good possibility of implementing Child

Protection Policy as mentioned by Gamil (2012) and Mahilum (2014) which

further enumerated the considerable qualification of the implementers of CPP

in school. Profile of the school administrators and focal teachers are directly or

indirectly has to do something in the success of child protection policy

implementation. In Goss (2008), it has been seen in children resiliency when

protective factors are available that further shield them shielding from

disastrous and delirious effects of risk factors. This can be done through

education teachers had in guiding them. These are parts of fostering a healthy

environment towards growth and development.

In addition, teachers must recognize abuses and report in a manner with

cautiousness and sensitivity. Factors promoting growth as identified by Nicolai

and Tripplehorn (2013) are good parental, teacher support and guidance; social

network support that includes extended family, teachers and community

members; educational climate such as being emotionally optimistic and

supportive; and appropriate role models that would encourage skills in coping
 38

with problems while factors posing risks to children’s healthy growth and

development include experiences of violence, abuses, fear, separation and loss

of family members and friends; lacking opportunities for education and

excessive burden experienced at an early age.

In the same manner, Table 5 shows the profile of teacher focal on CPP

and school heads on their field of expertise as being exposed. For the teacher

focal on CPP, Catechetics and Guidance and Counselling have 25.00 percent

while on Science, Math, Filipino and English as their field of expertise have

12.50 percent respectively. Moreover, for the school heads on their field of

expertise as being exposed, Science and English fields have the same

percentage while Catechetics, Guidance and Counseling, Math and Filipino

have 12.50 percent respectively.

Table 5
Field of Expertise of Respondents

Type of Respondents
Teacher Focal School Heads Total
Field of Expertise
on CPP (SH)
F % F % F %
Catechetics 2 25.0 1 12.5 3 18.8
Guidance & Counseling 2 25.0 1 12.5 3 18.8
Science 1 12.5 2 25.0 3 18.8
Math 1 12.5 1 12.5 2 12.5
Filipino 1 12.5 1 12.5 2 12.5
English 1 12.5 2 25.0 3 18.8
Total 8 100.0 8 100.0 16 100.0

Orientation in the field of catechetics, guidance and counselling can

closely work on Child Protection Policy implementation as preferred and as

stated in section 10 of the policy but this doesn’t mean other field of expertise

cannot do the task. Sincere commitment is still on top consideration in the

implementation of any program, especially on child protection policy. In the

 39

government of South Sudan (2008), since the abuse of children are both long

and short term such as having the feeling of powerlessness, anger, fear,

increased anxiety, phobias and nightmares, difficulty concentrating,

psychological problems that included depression and anxiety, psychomatic

problems, difficulties with the trust and intimacy, suicidal attempts, substance

abuse and delinquency, instilling values in education such as catechetics may

greatly help the child.

This suggested not only vital roles of teachers in child protection policy

program but also on the nature of specialization and trainings (Hawkins, 2010).

In addition, in catechetics, essential role of teachers, catechists or program

coordinators for family life included the spreading of gospel, commitment in

expressing the teachings of the church, respecting the roles of parents,

providing safe environment and value cooperative efforts (Archdiocese of

Baltimore, 2014).

On the nature of appointment, data reveals that all respondents have a

permanent status in the Department of Education, Division of Davao

Occidental, specifically in Malita Public Secondary Schools. Table 6 shows the

length of years in service of the teachers focal on CPP and school heads. For

the teachers focal on CPP and school heads in terms of years of service, 23 to

29 years in service has 50 percent and zero percent for 16 to 22 years in

service for teacher focal on CPP and 8 years and below in service for school

heads.
 40

Table 6

Number of Years in Service

Type of Respondents
Number of Years in Teacher Focal School Heads Total
Service on CPP (SH)
F % F % F %
8 years and below 2 25.00 0 0.00 2 12.50
9 - 15 years 2 25.00 2 25.00 4 25.00
16 - 22 years 0 0.00 2 25.00 2 12.50
23 - 29 years 4 50.00 4 50.00 8 50.00
Total 8 100.00 8 100.00 16 100.00

Table 6 further suggested that teacher focal on CPP and school heads

are not neophytes in the service. This set the child protection policy in a good

position to be in placed properly and implemented effectively in school. These

considerable number of years of experiences equipped them enough as these

personnel stand as prime movers and top advocators of CPP.

Since Child Protection Policy is in its eight (8) years of implementation,

most of the teachers focal on CPP are assigned fifteen (15) years and below

with the frequency count of seven (7) or 87.50% and this shows that most of

them are part of its launching. They are expected to have a good grasp of the

policy and can convert this good orientation to a good implementation over the

years of their presence in school as CPP Focal. Table 7 is shown below.

Table 7

Number of Years Assigned in CPP

Number of Years as Teacher Focal on CPP F %

None 0 0.00
15 years and below 7 87.50
16 - 22 years 1 12.50
Total 8 100.00
 41

Table 8 shows the profile of teachers focal on CPP and school heads on

the attended trainings related to CPP. Accordingly, 62.50 percent focal on CPP

have one (1) to three (3) trainings related to Child Protection Policy, while 25

percent acquired seven (7) to ten (10) trainings and 12.50 percent for 4 to 6

trainings attended respectively.

Table 8

Number of Trainings Attended related to CPP

Type of Respondents
Number of Trainings Teacher Focal School Heads Total
Attended Related to CPP on CPP (SH)
F % F % F %
1 - 3 trainings 5 62.50 7 87.50 12 75.00
4 - 6 trainings 1 12.50 0 0.00 1 6.25
7 - 10 trainings 2 25.00 1 12.50 3 18.75
Total 8 100.00 8 100.00 16 100.00

As to the school heads, 87.50 percent of chool heads have one (1) to

three (3) training attendance related to CPP and only 12.50 percent has a

training attendance of seven (7) to ten (10) times. In general for both teachers

focal on CPP and school heads, 75 percent of them attended training related to

CPP for one (1) to three (3) times, 18.75 percent has seven (7) to ten (10)

trainings attended and 6.25 percent has four (4) to six (6) trainings.

The data further reveals that personnel directly working on Child

Protection Policy program implementation in school, teacher focal on CPP and

school heads received or submitted themselves to training related to CPP

poorly. This could be due to less training provision from the higher offices or the

school itself has less participation to scheduled training. To what the reasons

of poor training provisions, James (2010) in his study School Bullying had

emphasized availability of trainings for teachers and school staff in ways and
 42

manners of how to make intervention effectively. There is a need in ensuring

consistency and comprehensiveness in affording young people with the same

protection against any forms of abuses and violence. It is basic to comprehend

that a particular person cannot perform its function without prior details of the

tasks he or she has to carry out (Abdulahi, 2018).

B. Provisions of Child Protection Policy

Table 9 provides data on the placement of the provisions of CPP in

schools as enumerated in the checklist and based on the responses of the

teacher focal on CPP and school heads. Provisions 1, 2 (a, b, d and e), 5, 6, 8,

and 15 are in placed in 100 percent. It reveals the school has written school-

based CPP with procedures that served as guide in conducting disciplinary

proceedings, conflict resolution mechanism, referrals and monitoring system,

and organized Child Protection Committee.

This is being followed with 93.80 percent in placed provisions like

provisions 4 (teachers & parents) and 18. They agreed that dissemination of

information or its promotional schemes are initiated by the school is done during

school opening as this had been an organized activity for protecting children

against abuse and violence, bullying, harm and even exploitation.

On the other hand, the next provisions have 87.50 percent of placement

like provisions 2 (c and f) 7, 11, and 14. It indicates the establishment of a

system used to identify students who suffered from significant harms as based

on their physical, behavioral or emotional signs. There was a clear description

in utilizing a policy of positive non-violent disciplines.

 43

Table 9. Provisions of Child Protection Policy

In Place
Provisions of Child Protection in Placed
F %
1. The school has a written school-based child protection and/or 16 100.0
anti-bullying policies.
2. There is a code of conduct incorporated in the school-based
child protection or anti-bullying policy for the following:
a. Students 16 100.0
b. School Administrators 16 100.0
c. Non-Teaching Personnel (guards, maintenance, etc.) 14 87.5
d. Teachers 16 100.0
e. Visitors (Parents, alumni etc.) 16 100.0
f. Off-Campus activities such as field trip, camping etc. 14 87.5
3. The code of conduct has specific provisions to address
potential risks to students such as:
a. Disregarding abusive situation or behaviour against 12 75.0
children;
b. Employing children as house helper or asking 12 75.0
students to care for teacher’s children while in school;
c. Relating with children in private for personal matters 12 75.0
like student-teacher as “text mates” or face book
friends;
d. Going out with students after school such as watching 7 43.8
movies;
e. Using green jokes or jokes with double meaning in the 9 56.3
class; and
f. Cultural Beliefs (marrying children because it is 9 56.3
acceptable based on one’s culture/religion, amicable
settlement on child abuse cases).
4. Promotion or information dissemination of the school-based
child protection and/or anti-bullying policies is done during
school opening for:
• Students 13 81.3
• Teachers 15 93.8
• Non-Teaching personnel 13 81.3
• Parents 15 93.8
5. There are written procedures to guide in conducting 16 100.0
disciplinary proceedings in cases of offenses committed by
pupils, students, or learners.
6. The school has adopted a conflict resolution mechanism that 16 100.0
respects the rights of indigenous peoples, provided that they
conform to child’s rights and the Department issuances on
child protection.
7. There is an established system for identifying students who 14 87.5
may be suffering from significant harm based on physical,
emotional, or behavioral signs.
8. Has developed and implemented a school-based referral and 16 100.0
monitoring system to address child abuse and bullying cases.
 44

9. There is an existing record of all proceedings related to 13 81.3

bullying and child abuse cases using the Intake Sheet (Annex
B of DO 40, s. 2012 or Appendix B or DO 18, s. 2015) as
appropriate.
10. Records related to complex cases of child abuse and 13 81.3
bullying using the Intake Sheets (Annex A of DO 40, s. 2012
or Appendix B of DO 18, s. 2015) are well-kept and separate
from simple cases.
11. The school has submitted its consolidated reports on 14 87.5
bullying and child abuse cases to the Division Office a week
after the opening of each school year.
12. Has mapped out available resources in their community for 13 81.3
possible linkages or networking for cases needing referrals
etc.
13. Has an active coordination with WCPD, DSWD, and other 13 81.3
government and Non-Government Organizations (NGO).
14. Has a clear policy on the use of positive and non-violent 14 87.5
discipline for children.
15. There is an organized Child Protection Committee (CPC) in 16 100.0
the school.
16. There is an annual capacity building activities for the 10 62.5
members of the CPC:
• Guidance Counselor/Designated Guidance Teacher
• Representative of the Students 10 62.5
• Representative of the Parents 10 62.5
• Representative of the Barangay 10 62.5
• Representative of the Teachers 10 62.5
17. The CPC is meeting regularly to discuss appropriate 11 68.8
interventions and/or responses to school problems on
bullying and child abuse cases and other concerns.
18. The school with its CPC has initiated information 15 93.8
dissemination programs and organized activities for the
protection of children from abuse, exploitation, violence,
harm, and bullying.
19. There is a strong student participation in the promotion of 13 81.3
child protection and anti-bullying policies of the school.
20. There is a feedback mechanism in the school to monitor the 11 68.8
implementation of the Child Protection and/or Anti-Bullying
policies.
Overall Percentage 79.41

Studies suggested that the doing of painful and unpleasant things to

someone who has problems defending oneself which includes hitting, insulting

comments or threats where imbalance of strengths between parties existed,

has been one of the common problems that many schools are trying to provide
 45

solutions. It has accounted for an occurrence of one in every seven students

with a degree of regularity in Norwegian schools (Olweus & Solberg, 2017) and

with similar or higher incidence in England, Spain, Japan, and the United States

(Limo, 2015) and this has taken place within a particular class or at the same

class level.

Most of the victimized students experienced depression as they are

excluded from a group of friends (Bowllan, 2016), tend to be submissive or

passive as having low self-esteem and self-confidence (Schneider, 2017).

Abuses, bullying, discrimination and peer victimization in schools had been

considered as one of the serious concerns every student, teacher, parent, and

school official had to take globally (Hong & Espalage, 2012). It is a type or. kind

of violence which threatens children or young adolescents; hence, a need for

comprehensive reports by the proper authorities is inevitable and

indispensable.

However, provisions 16 and 20 have low in placed status of 62.50

percent and 68.80 percent which highlighted capacity building for annual

activities for members of CPC and its feedback mechanisms in monitoring the

implementation of the CPP are lowly practiced. In general, the result has a

percentage of 79.41 which tends to lean more towards 75 percent than to 100

percent and can further interpreted that CPP provisions are moderately

implemented in schools.

To this result, the Child Protection Policy provisions are mostly in placed.

Clearly, the presence of CPP provisions in the school can draw ideas that child

protection is founded and mainstreamed in the total school governance. As

Lynne Benson et al. (2006) emphasized in her study ‘Child Safe Organization’,
 46

the most important factor to consider when organization develop policies and

guidelines is the best interest of children. Clearly, placement of provisions of

child protection policy is in a good status. This has been specifically rooted in

the responsibility of duty bearers in fulfilling its declared duties towards rights-

holders.

Without CPP, acts of child abuse, exploitation (sexual or economic),

violence (physical, sexual, or psychological), bullying, and discrimination had

often led to various psychological disorders, aside from having low-esteem and

confidence. In Canada, they attributed to suicidal attempts (Undheim & Sund,

2016) while in Australia, they are associated with nervous breakdown (Slovak

& Singer, 2017), and depression (Bilsker, Gilbert, Worling & Garland, 2016). In

Singapore, they had given to sleep pattern disorders, physical harms and

weight losses (Patel, Pereira & Mann, 2016).

C. Extent of Implementation of the CPP

Table 10 presents the extent of implementation of the CPP in Malita

public secondary schools as perceived by teachers focal on CPP and school

heads. Result reveals that the extent of implementation in terms of availability,

accessibility, acceptability and quality have an overall mean score of 3.40

interpreted as “Highly Implemented”. This means that the extent of

Implementation of the CPP as perceived by teachers focal on CPP and school

heads are had always been manifested and had been considered a high

priority. In the four criteria of the questionnaire, Acceptability has the highest

mean score of 3.55 while Availability has the lowest mean score of 3.25.
 47

Table 10
Extent of Implementation of the CPP in Public Secondary Schools as
Perceived by Teachers Focal on CPP and school heads

Weighted
Extent of Implementation Interpretation
Mean
1. Availability 3.25 Moderately Implemented
2. Accessibility 3.35 Highly Implemented
3. Acceptabilty 3.55 Highly Implemented
4. Quality 3.53 Highly Implemented
Total 3.42 Highly Implemented
Legend: 1.0 -1.75 for Not Implemented; 1.76-2.50 for Implemented;
2.51- 3.25 for Moderately Implemented; 3.26- 4 for Highly Implemented

On availability as one of the indicators for the extent of implementation

of the CPP program as perceived by teachers focal on CPP and school heads,

they agreed that the CPP program has been “Moderately Implemented” which

means that availability had sometimes been manifested and had been

considered a medium priority. Most of the respondents agreed that the school

provided for well-trained and skilled personnel that could possibly

handled CPP and such personnel has considerable background or

experiences. It has been noted too that teachers focal on CPP and school

heads follow disciplinary proceedings in offenses committed by students.

On accessibility as one of the indicators for the extent of implementation

of the CPP program as perceived by teacher focal on CPP and school heads,

they agreed that the CPP program has been “Highly Implemented” which

means that accessibility had always been manifested and had been considered

a high priority. It revealed the conduct of orientation of the school on CPP varied

stakeholders every school opening and regular activities. Also, the school had

ensured participation of students as their rights had been respected and upheld.

This goes the same in all matters and procedures that may further had
 48

significant effects on their welfare and may provide equal assistance and

services. It can be implied that learners can fully avail services under the CPP.

On acceptability as one of the indicators for the extent of implementation

of the CPP program as perceived by teacher focal on CPP and school heads,

they agreed that the CPP program has been “Highly Implemented” which

means that acceptability had always been manifested and had been considered

a high priority. It revealed that the school or personnel had practiced

confidentiality in handling child abuse cases as the teacher focal on CPP had

to consider the best interest of the child and conducted reflective to the ideals

of CPP. It was further noted that teachers focal to CPP had utilized gender fair

language, non-discrimination, empathy and genuine in handling students

concerns. They handle remediation or resolution of CPP cases in such a way

that the dignity of the students/ learners is protected.

On quality as one of the indicators for the extent of implementation of the

CPP program as perceived by teacher focal on CPP and school heads, they

agreed that the CPP program has been “Highly Implemented” which means that

quality had always been manifested and had been considered a high priority.

Majority of the respondents agreed that whenever there are cases of child

abuse, the school personnel promptly and appropriately work on it, keeps

efficient records, and provides clear mechanisms in evaluating the CPP. In

addition, they had seen high implementation as the school maintains safe,

secured environment and child friendly atmosphere and has included in the

Annual Implementation Plan (AIP) and School Improvement Plan (SIP).

Intervening in the victim-bully, abuse, exploited and discriminated cycles

need to occur in multiple levels for effective and efficient results (Ma, 2017)
 49

particularly the interventions within the family as it is considered extremely

contributory factor; however, high school educators are not always presented

with accessibility option. This had further required schools to have available

support mechanisms for the family and a need for intervention strategies. To

start with, schools needed the adoption and maintenance of a prevention

program noted to a whole-school. Through creation of solid policies that

addressed harassment and assessed them annually, it further communicated

to all students, teachers, and parents as to what behaviors constituted as not

acceptable and its reason for not being acceptable (Ball, Arsenault, Taylor,

Maughan, Caspi & Moffitt, 2017).

Partneship with parents and community leaders are needed to be alike

as same information are overlapping to multiple areas on students’ lives. Acting

as miderators, schools may provide workshops that further make connections

with the parents to established supports. This would also provide students with

comprehensive yet developmental programming. In addressing multifaceted

issues on abuses, bullying, harassment, exploitation, and discrimination

(Bauman, 2014). This would aid to build safer, open climate conducive for

everyone and is more welcoming throughout the whole-school programs.

Dupper and Meyer-Adams (2016) mentioned on working towards achievements

of a positive climate that involve dedicated individuals, make conscious efforts

to enhance and to enrich conditions in the school where teachers may impart

their knowledge better to their students in learning.

For students who were actively being bullied, abused, exploited,

discriminated or victimized, counseling can be provided as form of an

intervention program, may it be done individually and in group. However, before

 50

counselors can help, understanding who are the students and what bullying

experiences are needed (Arseneault, 2016).

In general, results provided an overall impression that the secondary

schools of Malita Davao Occidental proficiently implemented the program;

highly available, accessible, acceptable and with high quality.

PART II: Student- Respondents

A. Profile of Student - Respondents

Table 11 shows the distribution of students-respondents by sex. For the

males, 41.09 percent existed while for 58.91 percent for females. There are

more female respondents than male in the study. Although there is a difference

in the number of sample in each sex respectively, still this is a good

representation of both sexes. Male and female students are both prone to

abuses in school. In this study no discrimination and exclusion on the basis of

sex and gender, such that equal opportunity for protection against any form of

abuses for both sexes must be provided and on the other hand enjoys services

stipulated in CPP in school.

Table 11
Distribution of Student-Respondents by Sex
Sex Frequency Percentage
Male 113 41.09
Female 162 58.91
Total 275 100.00

Table 12 displays the distribution of students-respondents by age. Age

group ranging from 15-16 has the highest representation among the age group

with 45.45 percent followed by age group ranging from of 17-18 with 40.37

percent and from age group ranging from 19-20 with 14.18 percent.
 51

Since Grade 10 students are the identified respondents of the study, this

grade ranges from ages 16 to 18, the reason that 85.82 percent of the total

sample is on 15-16 and 17-18 age groups. These ages have considerable

experiences in the school and are usually aware on what is going on around

them. Therefore, they are reliable source of information as to the school’s

implementation of the CPP.

Table 12
Distribution of Students-Respondents by Age
Age Frequency Percentage
15-16 125 45.45
17-18 111 40.37
19-20 39 14.18
Total 275 100.00

B. Extent of Implementation of Child Protection Policy as Perceived by

Students

Table 13 presents the extent of implementation of the CPP in Malita

public secondary schools as perceived by students. Result reveals that the

extent of implementation in terms of availability, accessibility, acceptability and

quality have an overall mean score of 3.13 interpreted as “Moderately

Implemented”. This means that the extent of implementation of the CPP as

perceived by students had sometimes been manifested and had been

considered a medium priority. In the four criteria of the questionnaire,

Acceptability has the highest mean score of 3.32 while Availability has the

lowest mean score of 2.98. Although, CPP is implemented but much have to

be done that landed on moderate implementation. This has something to

support on Manila Bulletin of 2018 which reported that the DepEd’s policy on
 52

Child Protection is already been six years and a great importance to review

from time to time all the policies to update its implementation status.

Table 13
Extent of Implementation of the Child Protection Policy in Malita Public
Secondary Schools as Perceived by Students
Weighted
Extent of Implementation Interpretation
Mean
1. Availability 2.98 Moderately Implemented
2. Accessibility 3.06 Moderately Implemented
3. Acceptability 3.32 Highly Implemented
4. Quality 3.17 Moderately Implemented
Total 3.13 Moderately Implemented
Legend: 1.0 -1.75 for Not Implemented; 1.76-2.50 for Implemented;
2.51- 3.25 for Moderately Implemented; 3.26- 4 for Highly Implemented

On the availability as an indicator for the extent of implementation of the

CPP program, respondents agreed that the CPP program has been

“Moderately Implemented” which means that availability had sometimes been

manifested and had been considered a medium priority. Most of the

respondents agreed that the school has well-trained and skilled personnel that

work on child protection concern and the activities and programs on child

protection policy in school had been facilitated well. Teachers focal on CPP also

calls the attention of student victims and offender for investigation and

settlement. They further agreed that there were moderate implementations in

actively promoting CPP through information education campaign to all in school

and enough numbers of teachers focal on CPP in accommodating the enrolled

learners or students existed.

More so, on the identified possible gaps of implementation, Program

Theory of Rossi et al. (1999) can be utilized. Program Theory postulated that

programs on organizational plan were based on sets of beliefs, assumptions,

and expectations how it can deliver services and utilization of service plan on a
 53

set of expectation how target population would make contacts with the

program, become engaged with the program, and move through with int. It

further suggested that implementers and target population do not have full

engagements in the program and have lesser movements through the

programs. Hence, Child Protection Policy implementation created less impact

in schools and to students the program intended to protect and serve.

On the extent of CPP implementation, acts of child abuse, exploitation

(sexual or economic), violence (physical, sexual, or psychological), bullying,

and discrimination can be considered relative or in cognito. In Wijeratne,

Chanaka, Sachdev and Perminder (2017), they lead to depression like changes

in physical forms, thinking, feelings, and behavior. This included changes in

appetite and sleep disturbances, physical fatigue, difficulty in decision-making,

persistent thought of deaths and suicides, loss of interest in activities, absence

of feelings, hopelessness, excessive guilt, neglect of duties, reduce self-care,

and increase use of alcohol. Takahashi (2017) reported risk factors associated

with suicide in patients suffering from depression includes bullying. In the

Philippines, one way of stressing out depression is through the use of alcohol

and smoking cigarettes which are known to be vices. They are connotated as

“walang pakialam sa buhay” or the feeling of being wasted. Instead of be given

medication and support system, more individuals are disregarded and bullied

verbally, physically, and emotionally. This has contributed to depression that

oftentimes had lead to aggressive behaviors and even resulted to death (Araya,

2016).

Likewise, when it comes to the accessibility as one of the indicators for

the extent of implementation of the CPP program as perceived by students,

 54

respondents agreed that the CPP program has been “Moderately Implemented”

which means that accessibility had sometimes been manifested and had been

considered a medium priority. This revealed that participations of SSG

president in the school planning and other related school concern were present

and all learners could avail programs and services of CPP regardless of gender,

ethnicity and religion. Similarly, the presence of Child Protection Help Desk in

School and contact numbers had been made accessible and participation to

several activities relative to CPP had been made.

When it comes to acceptability as one of the indicators for the extent of

implementation of the CPP program as perceived by students, respondents

agreed that the CPP program has been “Highly Implemented” which means that

accessibility had frequently been manifested and had been considered a high

priority or essential. Majority of them believed that the teacher focal on CPP

handles resolutions on Child Protection concern with carefulness, respect and

protection to the learners as they are seen to be person of good values that

always protects the rights of every learner and all cases related to child

protection will be kept within the involved parties only.

This has been in parallel with Ross (2015) which pointed out on

requirement that repetitively occurred as is futher considered as problematic.

The waiting period heightens negative effects of the victim, allowed the bullied,

abused, exploited or harmed to feel being rewarded, had increased fear in

onlookers, and further had made interventions more of a lengthy processes.

Hence, there is more diligence when acknowledging negative behaviors

(Besag, 2016).
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Furthermore, when it comes to quality as one of the indicators for the

extent of implementation of the CPP program as perceived by students,

respondents agreed that the CPP program has been “Moderately Implemented”

which means that accessibility had sometimes been manifested and had been

considered a medium priority. They agreed that whenever there are cases of

child abuse, the school personnel immediately and appropriately work on it as

the school keeps an efficient record of CPP cases. This suggested that there

are regular activities in school related to child protection policy and this had

been funded by the school like symposium on gender sensitivity, cyber bullying,

drug addiction, alcoholism and smoking awareness. With this, they feel happy,

safe and protected while they are inside the school premises.

Generally, the result is in parallel to the report of UNICEF (2016) that

myriads and varied children had been robbed of their childhood and had

suffered developmental challenges due to violence in the Philippines. It can be

inferred that students may experienced the implementation of the CPP but there

are still a lot of things to improve in order for the program to fully grasped by its

program recipients.

Unfortunately,it is not always visible and obvious among staff and other

students to witness negative actions since acts of child abuse, exploitation

(sexual or economic), violence (physical, sexual, or psychological), bullying,

and discrimination can often be physical, relational or psychological. For direct

behaviors, it included “taunting, teasing, harassment, hitting, racial, ethnic, and

stealing, sexual slurs and threatening” (Harris, Petrie & Willoughby, 2017), is

what most people thought when they heard abuses, bullying, expoitation,

harassment and discrimination and immediately be acted upon; however,

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indirect behaviors like the spreading of rumors, ostracism or to socially exclude

students, and the dirty looks are difficult to prove.

In addition, it has been shown through research that middle schools

possessed high rates than any other schoos. At this level, the incidence rate of

occurence are the same for male and female, however higher rates are

provided for males as they are prone for acts of child abuse, exploitation (sexual

or economic), violence (physical, sexual, or psychological), bullying, and

discrimination. Harris and Hathorn (2016) quoted that majority of junior high

school students indicated being bullied, abused, exploited or discriminated,

although it decreased as to the number of incidents, it still continue to occur

through high school (Bauman, 2014).

C. Challenges Encountered with the CPP Implementation

Table 14 discloses the challenges encountered by the students with the

implementation of the CPP in Malita Public Secondary Schools. In the students

multiple responses, 20 percent confirmed the existence of bullying as they have

noted that “naay insidente sa bullying gihapon sa skwelahan” (there are still

incidence of bullying in school). It was followed awareness campaign with the

11.30 percent. They mentioned that “kulang man ang kampanya sa skwelahan

mahitungod sa child protection” (the school has less awareness campaign on

child protection).

Moreover, the least among the mentioned challenges encountered in the

CPP implementation is school unsafety with 3.60 percent. One of the

respondents mentioned in vernacular that “hadlok pud biya ang skwelahan kay

dili safety. Walay kural, walay kapangutan-an, walay action kung naay abuse
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nga mahitabo, ug pangit ang mga pasilidad. Walay ayo oi..” (the school is not

safe as no perimeter fence, no help desk, no action in case of abuse and not

so good school facilities).

Also, these data would clearly revealed and illustrated that schools had

implemented the program; however, the presence of bullying still existed.

Further, school personnel demonstrated commitment in safeguarding the

children against harm and making clarity on what has been required relative to

child protection.

Table 14
Summary on the Challenges Encountered with the CPP
Implementation in Malita Public Secondary Schools

Challenges Encountered Frequency

Percentage
(multiple response) (n=275)
There are still incidence of bullying in school 55 20.0
The school has less awareness campaign on
31 11.3
child protection policy
Child protection policy is not properly
25 9.1
implemented in our school
Problems on Students(Early pregnancy, cutting
21 7.6
classes, vices, undisciplined) students
Problem with CCP Focal (No idea who is the CPP
focal, less number of CCP Focal assign, lack of
12 4.4
skills in handling CPP Concern, only works if
there are cases
Problem with the teachers (insulted their
12 4.4
students, inactive teachers)
I experienced gender discrimination in school 11 4.0
Our school is not safe (No perimeter fence, No
help desk, no action in case of abuse in school, 10 3.6
not so good school facilities)

The result does not apply what the Impact Theory posited in identifying

and describing the series of events that lead to program actions and activities

outcomes. The current implementation of CPP in the Public Secondary Schools

of Malita, Division of Davao Occidental does not meet the objective of CPP

under DepEd Order No. 40 as the objective of the CPP would promote a policy
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of zero-tolerance against any forms of abusees to the child, bullying, exolitation,

discrimination and violence.

It was further revealed that the claim of the implementers is not

supported by the students through their actual experiences in school as there

is a gap in the implementation of CPP in the Public Secondary Schools of

Malita, Division of Davao Occidental. Also, the students are the rights-holders

in the CPP implementation, and they are entitled to claim the rights they are

ought to enjoy just like the protection and services in CPP.

DepEd personnel such as teacher focal on CPP and school heas are

duty bearers; they are state actors responsible to respect, protect, and fulfil the

rights of the rights-holders. The gap between students-respondents, teachers

focal on CPP and school head responses entail differences in their claims, as

students-respondents expressed discontentment while teachers focal on CPP

and school head declared fulfilment of their duties. This suggested that

something has to be reviewed, changed in making the implementation more

enriched, strengthened and aligned with the Human Rights-Based Approach as

this whole thing of Child Protection Policy is geared towards (Mederos &

Woldeguiorguis, 2003).

The result of the study is in accordance with the findings of Yangco as

cited by Worling and Garland (2016) on a comprehensive approach in

preventing the occurrences of maltreatments among children. She posited that

as the challenges met and of maltreatments. Challenges met and encountered

to protect the rights of the children and to promote their best interest included

unavailable or lacking of alternative parental care and custody (Crooks, Scott,

Ellis & Wolfe, 2011). This has put children at risk and vulnerable; penalties and
 59

fines against child abuse are insufficient thus fail to be deterrents against

abuses, bullying, harassment, maltreatment and discriminations (Seligman,

Reivich, Jaycox & Gillham, 2015); child abuse incidences inflicted by parents to

children under the pretext or semblance of discipline are usually tolerated and

remain unchecked (Takahashi, 2017); lacking of professionally trained staff like

psychologists, psychiatrists, and pediatricians in attending to children being

victimized responses to reports are still viewed as segmented and form as

individual functions of each agency of government (Aizer & Doyle, 2018);

programs and services intended for children at the local level are not as holistic

and comprehensive as they are conceptualized for low income municipalities

due to limited resources (Postigo, González & Mateu, 2012); and budget

insufficiency allocated for basic social services.

PART III: Synthesis

Managers in Child Safety encountered numerous stressors that were

viewed as permanent threats to progress or an obstacle to resolve competence.

Child security has been motivated by disasters and relentless negative media

coverage as the principal implementers also bear the pressure of public

indignation along with front line workers as CPPP breaches occur.

CPP is strongly applied in classrooms, as viewed by teachers focused

on CPP and school heads. As students see it, the school has well-trained and

experienced staff working on child safety issues, and the school's child

protection policy activities and services have been well facilitated. They have

the same perception. They also acknowledged that there were modest

implementations in effectively supporting CPP to everyone in school through

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knowledge education campaigns and there were adequate numbers of

teachers based on CPP in accommodating the enrolled students.

As noted, school workers serving as secondary parents of children in

schools conduct their roles for the wellbeing of the students in the sense of

safeguarding and shielding children in the early years. The best interest of the

child was assured by the public high school of Malita, Division of Davao

Occidental.

In comparison, a 'Fully Applied' outcome states adherence, inclusion and

openness to the Rights Standards such as equality, fairness, universality, non-

discrimination, rule of law, engagement, indivisibility and interrelatedness.

Challenges faced and experienced included unavailable or lack of substitute

parental treatment and custody to protect the interests of children and to foster

their best interest. This has put children at risk and vulnerable; there are

inadequate punishments and fines against child violence, so deterrents against

abuse, intimidation, coercion, abuse and bigotry are not possible.

It was also shown that there are regular events relating to child safety

initiatives in school and this was sponsored by the school as a symposium on

gender sensitivity, cyber abuse, opioid use, alcoholism and tolerance of smoke.

With this, when they are inside the school grounds, they feel content, secure

and secured.