SCHOOLS DIVISION OF TARLAC PROVINCE

Pura District
Pura Central High School
1 space
CERTIFICATE OF ACCEPTANCE

This research proposal entitled “ICT COMPETENCIES OF TEACHERS AND

ITS IMPLICATION TO EDUCATIONAL INNOVATION”, prepared and submitted
by ROMMEL S. CARREON, was evaluated by the Committee and recommended for
approval.

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2 spaces
SCHOOLS DIVISION RESEARCH COMMITTEE
2 spaces

PAULINO D. DE PANO, PhD

Chief Education Supervisor

Curriculum and implementation Division

DR. ARMANDO C. CAPILI

Assistant Schools Division Superintendent

Chairman

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2 spaces

DR. RONNIE S. MALLARI PhD, CESO V

Schools Division Superintendent
 RESEARCH PROPOSAL APPLICATION AND
ENDORSMENT OF IMMEDIATE SUPERVISOR
(Annex 1 of DO No. 16 s. 2017)

A. RESEARCH INFORMATION
Research Title:

ICT COMPETENCIES OF TEACHERS AND ITS IMPLICATION TO

EDUCATIONAL INNOVATION

Short Description of the Research:

The study is an applied research that focuses on the identified type of bullying
that teachers encountered in the classroom, describes the practices of teachers in
addressing bullying and the challenges of teachers during the implementation of
practices .

Research Category (Check only one) Research Agenda Category (Check only
one main research theme)
National
Teaching and Learning
Region
/ Child Protection
Schools Division
Human Resource Development
District
Governance
School
(Check up to one cross cutting theme,
(Check only one) if applicable)
Action Research DRRM
Basic Research Gender and Development

Inclusive Education

Others (please specify)

_____________________________

Fund Source Amount

SELF-HELPED

Personal Fund

TOTAL:
* Indicate also if proponent will use personal fund
B. PROPONENT INFORMATION
Lead Proponent/Individual Proponent

LAST NAME: FIRST NAME: MIDDLE NAME:

CARREON ROMMEL SERAANO

BIRTHDATE: SEX: POSITION/DESIGNATION:

MAR 12, 1987 HT-III/SCHOOL HEAD
M

STATION: IBA HIGH SCHOOL

CONTACT NUMBER 1: CONTACT CONTACT NUMBER 3:

09098746059 NUMBER 2:
09684644231

EDUCATIONAL ATTAINMENT TITLE OF THESIS / RELATED RESEARCH

(DEGREE TITLE): PROJECT
Enumerate from bachelor’s degree up to
doctorate degree

Bachelor of Secondary Education

Major in PEHM

Master of Arts in Education

Major in Educational Leadership

Doctor of Education

SIGNATURE OF PROPONENT

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have
the capacity to implement a research study without compromising his/her/their office
functions.

MARILOU F. SANTIAGO, PhD

Name and Signature of Immediate Supervisor
Position/Designation:
Date:
ICT Competencies of Teachers and its Implication to Educational Innovation

ICT COMPETENCIES OF TEACHERS AND ITS IMPLICATION TO

EDUCATIONAL INNOVATION

PURA CENTRAL HIGH SCHOOL

ROMMEL S. CARREON

PURA CENTRAL HIGH SCHOOL, PURA DISTRICT

JUNE 2023
Teachers Practices Managing Classroom Bullying in Iba High School

ii

TABLE OF CONTENTS

Certificate of Approval

Research Proposal Application Form and Endorsement of Immediate Supervisor

Title Page………………………………………………………………………………….i-

Table of Contents………………………………………………………………………....ii

Introduction ……………………….……………….………………….………….1

Review of Related Literature and Studies…………………………….…………..4

Conceptual Framework………………………………………………...………….7

Research Questions…….…………………………………………………….…...8

Significance of the Study.………..……………………………………………….8

Scope and Limitations………………………………………………………….....9

Method…………………………………………….……….…………………...…….….10

Type of Research…………………………………………………………………

10

Participants………………………………………….…………………….….......11

Sampling Method.………………………………….…………………………….11

Instrument……………………………….……………………………………….12

Data Collection Procedure……………………………………………………….12

Ethical Considerations…………………………………………………………...12

Source of Data……………………………………………………………………12
Teachers Practices Managing Classroom Bullying in Iba High School
Instrument………………………………………………………………………..13

Data Analysis……………………………………………………………………13

Timetable/Gantt

Chart………………………………………………………........14

Cost Estimates……………………………………………...…………………….14

Plans for Dissemination and Advocacy………………….……...……………….14

Biblography………………………………………………………………………15

Appendices…………………………………………………………………………16

A. Declaration of Anti-Plagiarism and Absence of Conflict of Interest………17

B. Declaration of antiplagiarism……………………………………………...18
C. Permission To Conduct Research Letter…………………………………19
D. Letter to Validators of instruments…………………………………........20
E. Validation Checklist………………………………………………………..21
F. Instruments…………………………………………………………………22
ICT Competencies of Teachers and its Implication to Educational Innovation

Introduction

. Bullying is oftentimes prevalence in school not only in the Philippines but now

throughout the world, Experts may suggest programs and interventions to address

growing incidents especially in school. The manifestation of bullying is growing

increasingly, for some reasons, there are root cause why incidents of bullying happen at

home and school is no exception.

Managing classroom bullying is crucial aspect of a teachers’ role in creating a safe and

inclusive learning environment. Teachers play a vital role in preventing and addressing

bullying behaviors among students. They employ various practices and strategies to

manage classroom bullying effectively.

Furthermore teachers has important role in addressing incidents of bullying at

their best, therefore teachers has the greater role in managing classroom bullying and

challenges is also existing while impose discipline inside the school. There is a need

of teachers and administration to execute rules and regulation to make sure learning

environment is safe and wholesome. Therefore intervention of teachers on its own

expense make innovative ways is essential and part of classroom management to

ensure that students are safe and protected while in school .

Moreover the Department of Education in the Philippines created policies in

addressing incidents of bullying called Child Protection Policy as partner of schools in

crafting school policy that suited to its community , culture and ethnicity , however

though there are policy that are implemented in each school the teachers are still the
Teachers Practices Managing Classroom Bullying in Iba High School
frontliners in designing and implementing interventions and practices how to address

each identified bullying incidents .This is true because teachers has a unique ways and

means how to deal

with the behavior of his/her students in the class or advisory class. It is also true that

students have a unique individuality, different attitude, family background, ethnicity and

culture.

There is a growing appreciation that bullying and bully-victim bystander behavior

is prevalent and profoundly toxic experience of K-12 students to a greater or lesser extent

around the world as stated by Cohen and Espelago 2020 by the study of La Dietrich and

Jonathan Cohen in title Understanding Classroom Bullying Climate: Role of students

Body composition, Relationships and Teaching, the research also shows that bullying

behavior in schools is widespread and negatively affects not only those directly involved

victim and bullies but also the witnesses who see and hear about mean and cruel

behavior. Consequences if high level school bullying climates include physical ang

emotional pain, sleeplessness, psychomatic disturbances and depression and other severe

psychiatric disorder delinquency and lower academic achievement.. ( organization for

Economic Cooperation and development 2017)

According to the study of ( Tangalin , Cardona and Reyes 2015) in titled “ The

Bullying Experience and Classroom Discipline Technique in Urban National high School

in the Philippines: A basis for an Anti-Bullying Program” stated that despite the passing

of the Republic act 10627 or the Anti- Bullying Act and the Department of ( DepEd)
Teachers Practices Managing Classroom Bullying in Iba High School
Child Protection Policy, The Dep Ed documented more than , 1,700 cases of child abuse

and bullying in school. In this regard, the role of school being an avenue for a stable and

secure learning environment is expected to provide an education that caters to students

physical and mental well-being to develop their self-confidence and help their ability to

pursue ambition and interest. The R. A No. 10627 is an Act requiring all elementary and

secondary schools to adopt policies to prevent and address the act of bullying in their

institutions and Dep Ed order No. 40, S 2012 or the Child protection Policy are the

team enacted laws to safeguard children’s rights against the unimaginable effects of

bullying. To achieve the goal the teachers are expected to create safe learning

environments by enforcing school policies that imposing wholesome discipline -rules,

creating healthy teacher- student relationships, addressing problem behavior and using

excellent communication.

Moreover due to the power imbalance, the bullying victims generally requires a

third party to stop the bullying process. which teachers can be represent as third party ,

as

stated by Oldenburg 2015. And most of the studies regarding bullying situations indicate

that teachers with higher self-efficacy beliefs intervene more often n bullying situations.

(Williford & Depaolis 2016 , Liza De Luca 2019)

The teacher plays an important role in the management of classroom bullying according

to (Bauman 2014) Therefore, understanding and fostering teachers’ characteristics able to

predict successful responses to bullying and victimization is a priority for prevention

Teachers Practices Managing Classroom Bullying in Iba High School
programs, Teachers are in influential position as educators and agent to of socialization,

helping to promote healthy relationships among students and prevent negative

interaction. Teachers are often present when an act of bullying happen and often the first

adult that students call. According to (Wach et al 2019). The teachers could react in

number of ways

after bullying incidents including intervening, observing, the situation and according to

(Rigby 2014). Teachers can monitor bullying incidents they might intervene in support of

the victim or the bully, and /or they can discuss the relevance of positive class climate

with the group. The success of teacher intervention has important implication in terms of

how students should be effectively supported, how their confidence and sense of security

might increase. Trying to deepen factors predicting a successful response of teachers to

bullying is a priority to define the most important aspect for teachers training. ( Gregus et

al,2017.

However, the teacher is less effective when less action or intervention made as

an implicit acceptance of bullying, furthermore aggressiveness of behavior will increase.

The students who observe bullying have been victims can be discourage from reporting

incidents and less motivated to seek help. But when teachers intervene and make an end

to the situation of bullying more likely the students will communicate and less aggressive

behavior arrest.

Recognizing the importance addressing this issue, this proposal outlines a

comprehensive plan for managing classroom bullying in IBA High School. By
implementing effective teacher practices the researcher aim help teachers to create a
safe and inclusive environment that fosters students well-being and academic success .
Teachers Practices Managing Classroom Bullying in Iba High School

Review of Related Literature and Studies

Bullying is a weighty concern within educational institutions, affecting students’

wellbeing, academic performance and overall learning experience. Bullying does not only

take place between two students but develops within a frame work of multifaceted social

interaction that involve different group of people , According to ( Azerero et al 2015)

According to studies there are different ways to minimized, reduce and address

incidents of bullying if not arrested entirely it is done small steps and try the best

practices made by teachers in different part of the world as well as in the schools in the

Philippine such as the following studies is not consensus about how to define bullying.

Any countries use the- part, scholarly definition of bullying :1. A person or group

who has more power, 2. Intentionally act in hurtful, mean and disrespectful ways and 3.

Repeatedly. And according to ( Salmivilli and Peets 2018) Bullying is a define as

injurious behavior physical ,verbal or ( indirect) by a person or a group that occurs

repeatedly overtime against a less influential person as a target or victim. Studies shows

a high number of bullying behavior is at school due to ethnic minority belonging and

homophobia prevalence in social classes, projected in USA and Europe between 45% -

92%of lesbian, gay, bisexual and transgender (LGBT) have been victim of homophobic

victims .

From the study Teacher Intervention in School Bullying: Associations with Peers’

and Parents explored that the role of teacher intervention in bullying state and examined

the relations between teacher involvement, peers and parents’ involvement empathy and

bullying behavior among students. Salmivilli , C et al 2011

Teachers Practices Managing Classroom Bullying in Iba High School
Teachers Responses to bullying, effects of personal and contextual factor

investigated how personal and circumstantial factors influence teachers’ responses to

bullying incidents, it discovered the role of teacher’s characteristics, classroom factors

and school climate in shaping teachers practices in managing bullying. Cross,D, et al

2009

The study in titled “The Teachers Practices and Beliefs Regarding Classroom

Bullying: a mixed - Methods Study” examines teachers practices and beliefs regarding

classroom bullying, it combined surveys and interviews to gain insight into teachers

approaches, experiences and observations of bullying in the classroom. (Menesini,E et al

2023)

The study entitled “Teacher’s role in Bullying Prevention: A systematic

Literature review “The review examined the role of teachers in bullying and prevention.

It identified and analyzed studies focusing on the interventions in managing and

preventing bullying incidents. (Panagiotaki, G et al, 2019)

According integrative review explored teachers’ self-efficacy in managing

bullying. It studied the factors persuading teachers self -efficacy and teachers practices

and the impact of self -efficacy on effectively managing bullying incidents, study in titled

Teachers Efficacy in Managing Bullying : an Integrative Review of (“Li, c at al 2020)

Teachers Perceptions and Responses to Bullying in Secondary Schools : A mixed

– Methods Study say ,this mixed – method study investigated teachers perceptions and

responses to bullying in secondary schools. It combined surveys , interviews and

Teachers Practices Managing Classroom Bullying in Iba High School
observations to explore teachers’ and observations to explore teachers experiences, belief

and practices in managing bullying incidents . Thorberg , R, et al 2020

The “Examining Teachers Beliefs and Classroom practices in Bullying Practices;

A Systematic this review study mark that orderly review examined the relationship

between teachers belief and classroom practices in bullying prevention. It analyzed

studies inspecting the alignment between teachers’ beliefs about bullying prevention and

their actual practices in the classroom. (Fazio, X, c et al 2021)

Conceptual Framework

The study aims to describe the extent of type of bullying in the classroom, best

practices of teachers managing bullying by the teachers and the challenges of teachers in

Iba High School.

The Process Component includes gathering data, analyzation of data, and

interpretation of data using three parts of Survey Questionnaire. And an action plan will

be proposed based on the findings of the study is the Output Component of the study

Figure 1 represents the steps followed in the conduct of the study.

A. Identified type
of bullying
B. Teachers Gathering of
Practices in Data
addressing Analyzation
Action Plan
Bullying in the of Data
classroom Interpretation
C. Challenges of Data
encountered by
the teachers
Teachers Practices Managing Classroom Bullying in Iba High School
Figure 1- Paradigm of the Study

Research Questions

1. How may the teachers observe incidents of bullying type with in the

classroom be described along with the following types

1.1 verbal

1.2 emotional

1.3 physical

1.4 cyberbullying

1.5 social

2. What is the extent of practices of teachers in managing classroom bullying

2.1 Teacher Training Awareness

2.2 Classroom Environment

2.3 Proactive Measures

2.4 Response To Bullying

2.5 Evaluation And Improvement

3. What are the challenges met by teachers in managing classroom bullying?

4. What proposed recommendations could be made for intervention and

prevention of bullying in the classroom?

Significance of the Study

Teachers Practices Managing Classroom Bullying in Iba High School

The findings of this research will provide valuable insight into the current state of

managing classroom bullying in IBA High School and the effectiveness of teachers’

practices. The results will inform the development and implementation of evidences-

based interventions and support system to foster a safe and inclusive learning

environment.

To the Students. Understanding teachers practices in managing bullying can

help create a safe and supportive environment promoting the wellbeing of students. It

provides valuable insights that can inform policy, practice and interventions to create a

safe and supportive learning environment for all the students.

To Teachers . The study may provide an idea in contributing in managing

classroom bullying adds to the existing on bullying prevention and intervention. It

contributes to the broader understanding of effective strategies, factors influencing

success and challenges faced in managing bullying incidents with in the school context

.Furthermore the study will shed light on teachers training needs enabling the school

administration to provide targeted professional development opportunities. Studying

teachers practices in managing classroom bullying in IBA High School has significant

implication on the academic success and overall school climate.

To the School Heads. The findings of the study may provide insight on the importance

of recognizing effective teachers practices in addressing bullying that would enhance

academic performance, strengthening school policies and overall educational outcome of

the schools
Teachers Practices Managing Classroom Bullying in Iba High School
To Stakeholders. Promoting collaboration involvement, it emphasizes the need of

coordination of efforts and shared responsibilities in creating a safe and respectful school

environment

To the Department of Education. The findings of the study may provide them

better insight on the future planning and development for a more effective and efficient

implementation of policies and intervention, programs targeting bullying prevention and

management.

To future researcher: the result will be use as reference and farther study on the

same study. The study may provide an idea in contributing in managing classroom

bullying adds to the existing on bullying prevention and intervention. It contributes to the

broader understanding of effective strategies, factors influencing success and challenges

faced in managing bullying incidents with in the school context

Scope and Limitations

This study is focused on the teachers’ practices managing classroom bullying in Iba High

School, San Jose West District, School Year 2023-2024. The study primarily focuses on

describing the practices dealing with classroom bullying such as verbal, social, physical,

cyber and emotional, as well as the challenges encountered by the teachers during the

implementation of practices made. Another is the practices of teachers in managing

classroom bullying.
Teachers Practices Managing Classroom Bullying in Iba High School

METHODS

This section presents the type of research, respondents and sampling method, data

gathering instruments, procedures in collecting data, ethical considerations, and the

analysis of data.

Type of Research

This study will use a mixed method approach to gather comprehensive data

regarding teachers practices in managing classroom bullying. The study will involve both

quantitative surveys with qualitative interviews.

Respondents

The respondents of the study will be the 21 teachers of Iba High School, San

Jose West District, School Year 2023-2024.

Sampling Method

The sampling method use by the researcher is the total enumeration technique.

Data Collection Procedure

A survey questionnaire will be distributed among teachers to gather information

on their encountered and observed bullying in the classroom, case management and

practices and the challenges they have met in addressing bullying incidents. Moreover, an
Teachers Practices Managing Classroom Bullying in Iba High School
in -depth interviews will be conducted with a subset of teachers to gain deeper insights

into their practices, challenges faced and suggestion for improvement. The following are

the sources of data: (a)Type of bullying as observes by the teachers along with

verbal ,emotional, physical, cyberbullying and social bullying, (b) The extent of practices

of teachers in managing classroom bullying as to teachers training and awareness, and (c)

The challenges of the teachers will be using interview guide which will help the

researcher find the challenges encountered during the implementation of intervention,

programs during incidents bullying the classroom

In conducting the study, a permission letter will be sought from the office of

school the Schools Division Superintendent before the actual conduct. After the

permission to conduct is sought, the researcher will furnish a copy of the letter to the

school head of Iba High School. Distribution of Survey Questionnaire will follow after

class hour to avoid disruption of classes.

Ethical Considerations

All the information and data gathered from the participants will be used for

research purposes only. These data will be kept with utmost confidentiality and no part of

the Data Privacy Act will be breached in conducting this study. Furthermore, the identity

of all the participants will be protected

Instrument

In gathering data, the research will utilize three parts of Survey Questionnaire,

First part are the type of bullying types encountered by the teachers in classrooms, second

part the are practices of teachers made in addressing bullying in the classroom and the

third part are the challenges encountered by the teachers in handling bullying. To find
Teachers Practices Managing Classroom Bullying in Iba High School
the result in a depth understanding regarding practices of teachers in managing bullying

an interview shall be conducted.

Data Analysis

For quantitative data analysis and data treatment, the researchers will employ the

following statistical treatment for research question1 and 2.

Research Question 1 & 2: A Descriptive Statistics - the research will use the

frequency, percentage distribution and weighted mean for the generated data from the

research problems for the generated data from the survey about the observed types of

bullying and encountered challenges in handling cases of bullying.

.
𝑚𝑒𝑎𝑛 ( x )=(𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑐𝑜𝑟𝑒𝑠 𝑓𝑜𝑟 𝑟𝑒𝑠𝑝𝑜𝑛𝑠𝑒𝑠)/(𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠)
Percentage(%)=(f ( frequency )) /¿

Research Question 2: Interpretations of results will be based on Point intervals

and Weighted mean with corresponding verbal descriptions to describe the teachers’

practices in addressing bullying cases in the classroom.

Descriptive Rating Point Interval

Numerical Rating    
5 Highly Practiced (HP) 4.20-5.00
4 Practiced(A) 3.40-4.19
3 Neutral (N) 2.60-3.39
2 Not Practiced 1.80-2.59
1 Not Practiced 1.00-1.79
Teachers Practices Managing Classroom Bullying in Iba High School
For qualitative data analysis, the answer of the respondents in interview guide will

be subjected for thematic analysis from the recording materials and observation notes.

Timetable/Gantt Chart

Time Frame Activity Person Expected Outcome

May 29-June Preparation of AR -Researcher Prepared Action

3,2023 Proposal aligned to -School Head Research Proposal
New Normal in -PSDS
Education

June 5,2023 Submission of Action -Researcher Submitted Basic

Research proposal for Research Proposal
approval -DERC Members

-SDS

June 6,2023 Consultation with -Researcher Consulted SEPS in

SEPS in Research, Research; PSDS
PSDS and School -SEPS-Research and School Head on
Head for the -PSDS the proposed
implementation of the strategy
proposed strategy -School Head

July 15,2023 Distribution of letter Researcher Signed letter of

of permission, letter of School head permission and
validation of validator survey
questionnaire Questionnaire

July 16,2023 Distribution of letter Researcher Signed letters from

to respondents and Respondents the respondents and
Survey Questionnaire data from the
respondents

July 20-30,2023 Gathering data; tally, Researcher Gathered data;

analyze and interpret Statistician tallied analyzed and
results interpreted data.

August 1- Preparation of Final Researcher Prepared Final

5,2023 Report Report

August 7,2023 Submission of Final Researcher Submitted

Teachers Practices Managing Classroom Bullying in Iba High School
Copy completed study

Cost Estimates

Activities Particulars Amount

A. Conceptualization of the Research

Proposal
1. Supply Materials Bond Paper, Ink 500.00

B. Implementation of the Research Proposal

Bond Paper, Pencils,
1. Supply and Materials Folders, Pens

2. Reproduction of the Final Copy of the Printing, Folders

Research Paper
Total

Plans for Dissemination and Advocacy

Time Activity Person Expected Output

Frame

August 3, Meeting with the Researcher Met the teachers and

2023 Teachers and discussed the results
discussion of the Teachers
results

August 4, Distribution of copies Researcher Distributed copies of the

2023 to Teachers Teachers research to teachers

August 10, Meeting with the school Researcher Met the school heads of
2023 heads and Teachers in School Heads other districts and distributed
district and distribution Teachers copies to them
of copies

August 1- Visit other Schools for Researcher Visited other schools for
15, 2023 information information dissemination
Teachers Practices Managing Classroom Bullying in Iba High School
dissemination and Teachers and advocacy regarding the
advocacy regarding the results of the research
results of the study

References
Teachers Practices Managing Classroom Bullying in Iba High School
Anderson , C. A., & Mullin, C. R. (2019). Teachers’ perception of bullying and effective
strategies for prevention and intervention. Journal of School Viloence, 18(2), 152-
169.doi: 10.1080/15388220.2017.1406405

Cabalatungan, J. P., Cando, E ,E.. & Torralba, V, T, (2020). Exploring the perceived
effectiveness of anti- bullying policies and practices among teachers in the
Philippine elementary school. Asia Pacific Journal of Education, 38(4), 548-561

dio:10.1080/021887791.2018.1463565

Cruz, R. A., and Mendoza,S L.,2018: teacher experience and responses to bullying in
Phillipine elemtary schools . Asia pacific journal of education

Doi;10.1080/021188791.1463565

Dumadag, G.J. E., & MojicaR. E.,(2016)’ teachers Perspective on Bullying in Philippine
schools: A qualitative study, asia Pacific education Review.

17(4)579-589 dio:101007/s12564-016-9453-5

Delos Reyes, E. C. & Valdez, R. P.( 2020) Teachers’ Perception and Response to
bullying in the Philippine secondary schools.Philippine journal of
Psychology,53(2)107-123

Espelage, D. L.,& Swearer, s m.( Eds)92019)

Bullying in American Schools ; A socio -ecological perspective on prevention

and intervention9 2nd ed. Routledge.

Graham, S. &Juvonen, J (Eds),2018. School base bullying preventaion: recommendation

for educator. The Gulliford Press

Maghinag , R. F.,& Dolot, V. E. (2019 ). Understanding Filipino Tecahers perceptionand

responses to bullying: A qualitative study. Journal of Psychosocial research
14( 1).63-78

Rigby, K(2018). Bullyoing Interventions in schools; Six basic approaches, Campbridge

University Press.

Swearer, S. M., and Espelage, D. L., (Eds)(2019). Handbook of bullying prevention: a

comprehensive. Routlegd.
Teachers Practices Managing Classroom Bullying in Iba High School

APPENDICES

A. Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

(Annex 3 of DO no. 16, s. 2017)
Teachers Practices Managing Classroom Bullying in Iba High School

1. I, (BRENDA R. VALDEZ_), understand that conflict of interest refers to

situations in which financial or other personal considerations may compromise

my judgement in evaluating, conducting or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may arise

from my application and submission of my research proposal. I understand that

my research proposal may be returned to me if found out that there is conflict of

interest during the initial screening as per DO No. 16, s. 2017.

3. Further, in case of any form of conflict of interest (possible or actual) which may

inadvertently emerge during the conduct of my research, I will duly report it to

the research committee for immediate action.

4. I understand that I may be held accountable by the Department of Education and

(insert grant mechanism) for any conflict of interest which I have intentionally

concealed.

Proponent: ____________________________

Signature: _____________________

Date: __________________

B. DECLARATION OF ANTI-PLAGIARISM
(Annex 3 of DO No. 16, s. 2017)
Teachers Practices Managing Classroom Bullying in Iba High School
1. I, BRENDA R. VALDEZ, understand that plagiarism is the act of taking and

using another’s ideas and works and passing them off as one’s own. This includes

explicitly copying the whole work of another person and/or using some parts of

their work without proper acknowledgement and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly all

the references used. I further commit that all deliverables and the final research

study emanating from this proposal shall be original content. I shall use

appropriate citations in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall subject to

consequences and shall be dealt with accordingly by the Department of Education

and (insert grant mechanism).

Proponent: BRENDA R. VALDEZ

Signature: _____________________

Date: __________________

C. Permission To Conduct Research Letter

Teachers Practices Managing Classroom Bullying in Iba High School

DR. RONNIE S. MALLARI, CESO V

OIC Schools Division Superintendent

SIR:

I am currently working on my Research entitled, “Teachers Practices In Managing Classroom

Bullying in Iba High School” . A basic research under Child Protection aiming to identify the
type of bullying incidents, best practices of teachers on addressing bullying incidents , the
challenges met by the teachers in implementing practices in managing classroom bullying and
the possible programs and intervention can be propose . .
In this connection, I would like to seek permission to collect data and conduct research to 21
teachers of Iba High School Rest assured that during the conduct of my study that no classes
or school operation will be interrupted, all gathered data will be treated with utmost care and
confidentiality, all procedures to be undertaken will be ethical and properly coordinated with the
schools authorities and copy of the final result will be submitted to the division office.
Thank you and I am hoping that this request will merits your approval.
Respectfully yours,

BRENDA R. VALDEZ
Researcher

APPROVED:

Dr. RONNIE S. MALLARI , CESO V

Schools Division Superintendent

D. Letter to the Validator

Teachers Practices Managing Classroom Bullying in Iba High School

Date: May 31, 2023

Marnie Rose B. Tercenio

Psychometrician

Madam:

I am presently conducting a basic research entitled, “Teachers Practices In Managing

Classroom Bullying in Iba Highschool ” Under Child Protection ,

In this regard, may I request you to evaluate my questionnaires which I made and
designed in order to fit my study. Your support is highly appreciated. Thank you and God
bless!

Very truly yours,

BRENDA R. VALDEZ
Researcher

E. Letter to the Validator

Teachers Practices Managing Classroom Bullying in Iba High School
Date: June 10, 2023

Teresa A. dela Cruz, RGC

Guidance Counselor

Madam:

I am presently conducting a basic research entitled, “Teachers Practices In Managing

Classroom Bullying in Iba Highschool ” Under Child Protection ,

In this regard, may I request you to evaluate my questionnaires which I made and
designed in order to fit my study. Your support is highly appreciated. Thank you and God
bless!

Very truly yours,

BRENDA R. VALDEZ
Researcher

F. Instruments
Survey Questionnaire
Teachers Practices Managing Classroom Bullying in Iba High School
Research Title: TEACHERS PRACTICES in MANAGING CLASSROOM
BULLYING IN IBA HIGH SCHOOL
Name (Optional): ___________ Year and Section Teaching_______________________

Direction: What type of bullying you encounter in your classroom. Check the blank

before the number of your response.

1. Verbal Bullying:

________a. Name -calling or derogatory language directed towards a student

________b. Insulting or mocking comments about a student’s appearance, intelligence or

abilities.

_______c .Making a derogatory comments or slurs based on abilities

_______d. Spreading rumors or gossip about a student.

2.Physical Bullying:

_______a.. Hitting, kicking or pushing a student.

________b. Taking or damaging a student’s belongings

_________c. Making threatening gestures or actions towards student.

3. Relation/Social Bullying:

_________a. Excluding or isolating a student from social activities or peer groups.

_________ b. Spreading rumors or lies about a students to damage their reputation

_________ c. Manipulating or sabotaging a student’s friendship or relationship

4. Cyberbullying:

_________ a. Sending hurtful or threatening messages to a student through electronic

means (text messages, social media , etc. )

_________ b. Sharing embarrassing or private information about a student online.

________c. Creating fake profiles or impersonating a student to harass or intimidate

Teachers Practices Managing Classroom Bullying in Iba High School
them.

5 . Sexual bullying :

________a. Making unwelcome sexual comments or gesture towards a student.

_________b. Spreading sexual rumors or explicit content about a student.

_________c. Engaging in unwanted touching or sexual harassment toward a student.

6. Racial or Cultural Bullying

_____a. Making a derogatory comments or slurs based on student’s race or

ethnicity.

_______b. Excluding or ridiculing a student because of their cultural background

________c. Engaging discriminatory behavior or stereotypes towards a student.

7. Homophobic or LGBT Q+ related Bullying:

_______ a. Making a derogatory comments or slurs based on a students sexual

orientation or gender identity.

________ b. Excluding or isolating LGBTQ+ students from social activities.

________c. Engaging in bullying behavior specifically targeting LGBTQ+ students.

Teachers Practices Managing Classroom Bullying in Iba High School

Name (Optional): ______________Grade level Teaching: _______________________

Part II. What is the extent of practices of teachers in managing classroom bullying?

Direction: Please read the questions and answer this questionnaire carefully and honestly
by putting a check mark ( / ) indicating the extent of the performance of the activities.
You are guided by the following options:

Highly Practiced (HP) =5

Practiced(A) =4
Neutral (N) =3
Not Practiced =2
Strongly not Practiced =1

HP P N NP SNP
1. Teacher Training and awareness
5 4 3 2 1
a. The teacher received training on
recognizing and addressing bullying
incidents?
b. The Teacher is familiar with the
school’s policies and procedures
related to bullying
c. The Teacher is confident do you
feel in ability to identify different
forms of bullying?
2.Classroom Environment
a. Teacher promote a positive and
inclusive classroom climate?
b . The teacher is clear from expectations
and rules regarding respectful behavior in
his /her classroom
c. The teacher often discuss bullying
prevention and respectful behavior with your
students?
3.Proactive measure
a. The teacher implement strategies
to prevent bullying incidents
from occurring in your
classroom
a. The teacher promote empathy and
respect among students
b. Teacher find opportunities for
students to discuss and addresses
bullying concerns in a safe and
Teachers Practices Managing Classroom Bullying in Iba High School
supportive manner
4. Response to Bullying incidents:
a. Teacher is promptly address
reported incidents of bullying
in classroom?
a. The teacher has strategies do use
to support and protect students
who have been bullied
b. Teacher involve
parents/guardians in addressing
bullying incidents?
b. Collaboration ang
communication
a. Teacher collaborate with other
teachers and school staff or
guidance counselors in managing
Bullying incidents ?
b. Teacher Communicate with
parents/guardians regarding
bullying incidents and prevention
efforts
c. Teacher use mechanism in place
to ensure effective
communication and information
sharing among teachers, school
head and guidance counselor
c. Support for students involved
in bullying
a. The teacher addresses the needs
of students who engage in
bullying behavior.
d. The teacher uses appropriate
and consequences intervention in
place for the students involved in
bullying
e. The teacher provides and support
to help students learn alternative
behavior and develop empathy
d. Evaluation and improvement
a. The teacher regularly evaluates
the effectiveness of the strategies
in managing bullying incidents
b. The teacher has feedback
mechanism and reflection of the
practices
c. The teacher often seek
professional development
opportunities related to bullying
prevention and intervention
Teachers Practices Managing Classroom Bullying in Iba High School

Part III. (What are the challenges of Teachers in Managing Classroom Bullying in Iba
high school?

Direction: Please read the questions and answer this questionnaire carefully and honestly
by putting a check mark ( / ) indicating the extent of the performance of the activities.

1.Lack of awareness and Training:

a. Insufficient knowledge about different types of bullying and their impact

b. Limited understanding of effective strategies for preventing and addressing

bullying.

c. Inadequate training on recognizing and responding incidents

2. Unclear policies and Procedures:

a. Lack of clear guidance and protocols for reporting and addressing bullying

b. Inconsistent enforcement of disciplinary measures for bullying behavior

c. Unclear roles and responsibilities of teachers, administrators and support staff

in managing bullying.

3. Limited Resources and Support

a. Inadequate access to resources, materials and programs focused on bullying

prevention

b. Insufficient upport from school administration and staff in addressing bullying

incidents

c. Limited availability of counseling or mental health support for students involved

in bullying

4. Time Constrains and Workload

Teachers Practices Managing Classroom Bullying in Iba High School
a. Heavy work load and tin=me constrains that hinder teachers’ ability to
effectively address bullying incidents

b. Balancing the need to address bullying with other teaching responsibilities and
curriculum demands.

c. Difficulty in finding time for proactive prevention strategies and classroom

discussions on bullying

5. Students Resistance and Peer Influence

a. Students may be reluctant to report bullying incidents due to fear of retaliation

and social repercussion

b. Peer pressure and the influence of the broader social dynamics with in the
classroom can perpetuated bullying behavior

c. Difficulty in creating a culture of empathy and respect among students

6. Parental involvement and communication

a. Limited parental awareness or understand of bullying incidents occurring

in the classroom

b. Challenges in effectively communicating with parents/ guardians regarding

concerns.

c. Lack of parental support or cooperation in addressing bullying incidents

7. Emotional Impact on teachers

a. Emotional toll and stress resulting from dealing with bullying incidents

b. Feeling of frustration or helplessness when efforts to address bullying seem

ineffective

c. Need for emotional support and self -care strategies to cope with the challenges of
managing bullying

INTERVIEW GUIDE

Name (Optional): ______________Grade level Teaching: _______________________

Part II. ( The following Question are the possible challenges meet on managing
classroom management ?
Teachers Practices Managing Classroom Bullying in Iba High School
Direction: Please read/ listen to the questions and answer this questionnaire carefully and
honestly, please use the back of the paper for additional answer.

1. Can you please introduce yourself and provide some background information
about your experience as a teacher?

2. How do you define classroom bullying?

3. What are the challenges you have encountered in managing classroom bullying?

4. Can you provide specific examples of situation or incidents that have you posed
challenges for you?

5. How does managing classroom bullying effect you emotionally as teacher?

6. Do you have policies and procedures about addressing classroom bullying in

school?

7. How effective policies and procedure in your school in addressing classroom

bullying?

8. Do you feel adequate supported in addressing bullying incidents? if not what

additional support would be beneficial?

9. How do time constraints and your workload impact your ability to effectively
manage classroom bullying?

10. Have you developed any strategies or approaches to balance your responsibilities
while addressing bullying?

11.What strategies do teacher use to prevent bullying behaviors from occurring in

the
first place?

12.What training and professional development opportunities are available for you
regarding bullying prevention and intervention?

13. What is the impact of teachers -students relationship on managing and preventing
bullying in the classroom?

14. How do you collaborate with other stakeholder, such as parents’ guidance
counselor and school head in addressing classroom bullying effectively?

15.Base on your experience what suggestions do you have for improving the support
and resources available to teachers in managing classroom bullying?
Teachers Practices Managing Classroom Bullying in Iba High School
Teachers Practices Managing Classroom Bullying in Iba High School

TEACHERS PRACTICES IN MANAGING

CLASSROOM BULLYING IN
IBA HIGHSCHOOL

BRENDA R. VALDEZ
Researcher