THE PERCEPTION OF GRADE 12 STUDENTS ON TEACHER TO STUDENT

BULLYING

In Partial Fulfillment of the Requirements

In

Practical Research 2

Presented to:

Mrs. Aisa Veronica Dadulla Pintor

PR2 Teacher

Submitted by:

Cayosa, Cyrille Jem

Antonio, Elysa Jean

Guia, Raffael Shan

Javier, Mc Angel

Funtelar, Jemitch*

Francisco, Mary France*

12-HUMSS E PSYCHE

(November 7, 2022)

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CHAPTER I

INTRODUCTION

I. Background of the Study

Bullying, a process in which one person repeatedly uses his superior strength or

influence to mistreat, attack or force them to study. This study focuses only on

physical and verbal bullying. The school has a policy about bullying but these

policies are seldom followed by the students. Interventions that strengthen

students’ social, emotional, and decision-making skills also positively impact their

academic achievement, both in terms of higher standardized test scores and

better grades (Fleming et al .,2005). The students who experienced bullying can

develop physical symptoms and low self-esteem. They may be afraid to go to

school, have trouble concentrating, or do poorly academically. Bullying is one

factor that the students don't want to experience. And this can affect the

performance of the students.A meta-analysis of 153 studies on bullying among

students found difficulty with social problem solving to be a significant marker of

bullies, victims, and those who are both. Academic problems were found to

compound the risk of bullying, while negative attitudes about self were found to

compound the risk of being bullied (Cook, Williams, Guerra, Kim, & Sadek,

2010). Frequent exposure to victimization of bullying others is associated with

high risks of depression, suicidal ideation, and suicide attempts (Klomek et al.,

2007). Bullying can occur anywhere; some of the most common reported places

being schools, the workplace, and even within one’s family. (Ttofi & Farrington,

2010) The students might have experienced either severe or mild bullying,

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depending on the person who bullied. This level of bullying has its effect on the

one who’s being bullied and the one who's a bully. And also it has an impact on

their academic performance. Another person to do something, is one of the main

problems of the school environment. The students go to school to study, and to

get passing grades for them to graduate. The goal of the students is to learn well

in school without distractions or anything that can mess up with their studies.

Some students choose to bully someone. This study will show information about

the level of physical and verbal bullying that the students experienced and if

there’s an impact to their academic performance.

II. Statement of the Problem

1. What is the demographic profile of G12 students?

a. Sex?

b. Section

2. What is the level of G12 student’s on teacher to student bullying?

3. Based on the data result, what is the possible implication of the level of

student perception on teacher to student bullying to school policy and teaching

and learning?

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III. Significance of the Study

              Results of the study will significant of this following To the Students:

● Grade 12 Students of SMNH - This study will help make the students become

aware of their involvement in bullying, and develop their study habits and to

concentrate more on their studies. 

● To the Parents - This study will help the parents to have enough knowledge

about the perception of grade 12 students on teacher to student bullying.

● To the Readers - This study will help the readers to have an understanding about

teacher to student bullying. 

● Future Researchers - This may serve as a basis for future research that they will

conduct.

IV. Scope and Delimitation

Our research is all about school bullying. Bullying happens in school but

Nowadays there are cases of bullying in school that many students experience

negative effects such as trauma, and may lead to suicide. It was assumed that

the research had been done by researchers with integrity. It was also assumed

that the literature reviewed would clearly identify the prevalence and seriousness

of bullying.

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CHAPTER II

Review of Related  Literature

This chapter primarily presents the different researchers and other literature from both

foreign and local researchers, which have significant bearings on the variables included

in the research. It focuses on several aspects that will help in the development of this

study. The study is generally concentrating on the perception of grade 12 students on

teacher to student bullying.

I. Literature Review

1.1 Local Literature

This study used the descriptive research method with the questionnaire as the

main instrument for gathering data. The descriptive method aims to analyze,

interpret, or describe features of pertinent data in research. Since the study is

concerned with the perception of college students on instructor bullying, the

descriptive method is the most convenient method to use for the investigation.

Based on the foregoing, the researchers planned the conceptual framework of

the study. A review of related studies and concepts regarding students’

awareness and understanding of teacher-bullying were done. Then, the

researchers created an instrument to measure these ideas. The students’

perceptions about instructor bullying can be a basis for policy inclusion in the

student handbook. This is because the instructors also need protection from

arbitrary inconveniences created by students. The researcher utilized 110

students in this study using convenience sampling technique. The participant

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was a bona fide student, currently enrolled and studying within the academic

year of 2017- 2018 in a local school in Zambales, Philippines.

As per (SJIF: 4.822), instructor bullying in the higher institution is an area given

with the least attention and significance in the local context since bullying is

affixed and attributed to the students only. This descriptive study aimed to

determine the perception of students on instructor bullying in a local School in

Zambales, Philippines. There were 110 respondents in the study who enrolled

and studied in the academic year of 2017-2018, which were conveniently

selected. An instrument was created by the researchers and subjected to validity

and reliability to a panel of experts. The data were then tabulated and analyzed

using SPSS 20. The study found that the respondents were moderately aware of

instructor bullying by Senior High School students. There was also a significant

difference found when respondents were grouped according to sex. The rest of

the demographic variables like age, year level and college did not produce a

significant result. The implications drawn from the study can be considered for

the basis of the policy included in the student handbook.

The Anti-Bullying Law in the Philippines created a new wave of discourse in the

teaching field. But this law only involves those who bully students. How about the

instructors? The prevalence of bullying in higher education is a common

phenomenon (Benton, Stroschen, Cavazos, & McGill, 2014) for it has varied

effects and impacts from the students, faculty and even the administrative

personnel managing the institution. It is a silent disease that plagues the

organization, the educational system. Hollis (2015) also reiterated that leadership

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plays a role in the proliferation of bullying and it may somehow affect the work

tasks at hand.

Based on the data gathered, tabulated and analyzed, the researcher concluded

that the respondent was a female, 16-20-year-old, senior high school student,

studying under the academic strand. The respondent was “moderately aware” on

the concept of instructor bullying. There was a significant finding in the

perception of the respondents towards instructor bullying when grouped

according to sex. While the rest of the demographic profile like age, strand did

not yield substantial results.

2.1 Foreign Literature

Further, Moon and McCluskey (2014) added that mistreated teachers yield

detrimental impacts on their job performance and relationships with students.

The student teacher relationship is a vital key in learning and understanding of

lessons that are being taught every day in school, thus, trust each other is

imperative to avoid bullying. On a survey by Berliner in 2011 showed that 90% of

the teachers on the internet complained of teacher bullying, 40% of this is

students. This result is quite a catch, but the implication is poignant since bullying

can affect a variety of psychological, physical, and even emotional aspects of

one’s personhood. However, Pyhalto, Pietarinen, and Soini, (2015) confirmed

that collegial support and acknowledgment plus positive professional

environment and ability to solve problems can function as inhibitors of both

teacher-targeted bullying and fatigue.

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According to Fox and Stallworth (2010) pervasive bullying and violent acts were

associated with strains. It is already a fact that bullying causes stress to

individuals suffering from it, but somehow; they try to live their lives.

The team of Merilainen, Sinkkonen, Puhakka did a factor analysis, and Kayhko,

(2016) revealed three dimensions of bullying and these dimensions were

consistent with the categories of the consequences of bullying or inappropriate

behavior.

Zerillo and Osterman (2011) also disclosed that teachers have a higher sense of

accountability for peer bullying and forms of bullying with physical rather than

socio-emotional consequences. This area of bullying is also pervasive, since it

involves physical bullying and it could also lead to abuse or even much worse.

Misawa (2015) also revealed three types of bullying which enable them to bully a

person in a position of power between them, through that person’s race, gender,

or sexual orientation. This is an eye-opener for everyone, those who are

victimized or becoming a victim of bullying. A handful local literature dwells into

this kind of agenda, which means, this topic is sentimental and obscured in the

local settings. As

Llego (2016) stipulated that students can bully a teacher and added that even

outside the classroom; teachers can be bullied using social media and the like.

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Tolentino (2016) further supplemented that there are four major types of bullying

as experienced by teachers, namely, emotional, verbal, physical, and cyber

bullying.

The main concern of the study is to assess the perception of college students

towards instructor bullying which can be a basis for policy inclusion in the student

handbook of the institution. At the same time to address the following areas of

concerns in terms of the profile of respondents, level of awareness and statistical

analysis and inferences of the data. The bulk of the data will be disseminated

hopefully in the mainstream in years to come so as to offer a basis for

institutional makeover and upgrading of some obsolete ideas of students and

instructors. The paper hopes to provide evidence.

As a whole Bullying is wrong. It’s never ok. It’s never cool. It never makes you

look good by doing it. You always have a choice. Be the person that is smart

enough and confident enough to be friends with everyone you meet. By doing so,

you’re sending the message that you’re self-assured enough not to care what

others may think. I hope you learned something from this study and I hope you

take it seriously. This is an issue that’s been costing lives. As students, you can

change that. “Be the Change You Want to See in the World”- Ghandi.

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II. Literature Gap

● The aim was to examine the association between the frequency, type and

dynamics of children's involvement in bullying situations and their academic

performance over the school year.

● Each school had different characteristics in terms of location, enrollment and

desired education profile.

● The school guidance and counseling should be strengthened to address verbal

and emerging Physical or Cyber-bullying by having trained teacher-counselors.

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REFERENCES

Asio, J. M. R., & Gadia, E. (2019). Students' Perception on Instructor Bullying in a

Local College in Zambales, Philippines. (2019). Students' perception on instructor

bullying in a local college in Zambales, Philippines. International Journal of Social &

Scientific Research, 5(2), 1-10.

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3495293

Misawa, M., (2015). Cuts and bruises caused by arrows, sticks, and stones in

academia: Theorizing three types of racist and homophobic bullying in adult and higher

education. Adult Learning, 26 (1), 6-13.

Llego, M. (2016). Students and parents bullying teachers: A fast spreading disease.

TeacherPH.Retrievedfrom: https://www.teacherph.com/studentsparents-bullying-

teachers-fastspreading-disease

Tolentino, A.C. (2016). Bullying of a teacher in the workplace: A phenomenological

study. International Journal of Learning and Teaching, 2 (1), 20-27.

Merilainen, M., Sinkkonen, H.M., Puhakka, H., & Kayhko. K. (2016). Bullying and

inappropriate behavior among faculty personnel. Policy Futures in Education, 14 (6),

617-634.

Zerillo, C. & Osterman, K.F., (2011). Teacher perceptions of teacher bullying.

Improving Schools, 14 (3), 239-257.

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