1

Chapter I
THE PROBLEM
Introduction
Child protection refers to preventing and responding to violence, exploitation and
abuse against children including commercial sexual exploitation, trafficking, child labor
and many more prohibited acts against children. Violations of the childs right to
protection take place in every country and are massive, under-recognized and underreported barriers to child survival and development, in addition to being human rights
violations. Children subjected to violence, exploitation, abuse and neglect are at risk of
death, poor physical and mental health, educational problems, displacement,
homelessness, vagrancy and poor parenting skills later in life.
It is time to make a serious advance in the fight against the age-old problem of
child abuse. Most of us are now aware that abusing a child leaves serious consequences
on that person. The girl or boy grows up with a significant additional burden in life, and
much of their life is likely to be stunted, distorted, or disrupted. When all is said and
done, the results are a great deal of avoidable human suffering and loss of autonomy and
waste of human potential. Research shows that the experience of abuse is likely to
seriously affect all aspects of the childhood and adult life of the victim or survivor.
One of the most precious creations of God is the children. They are our legacy for
they will continue, develop, and correct what we have started. They will grow and

considered to be the new us. Hence, it is rightful to take care and love them, and protect
them from the harms of the surroundings.
There are too many children in this place we move in. They are just part of billions
of people living and dwelling on earth, from different parts of it. Races of children vary
according to what nation they are living. Therefore, if there are more than two hundred
countries in the world, there are also more than two hundred races of children. And these
countries have their own ways and laws regarding children care and protection just like
what we have in this country.
Philippines takes part on the programs developed internationally as one of the
countrys responsibility being a member of the United Nation. There is also something
from being a part of ASEAN. We were provided a constitution and it declares all the
rights of every Filipinos, especially the children. It also serves as guide to further develop
the principles and policies embody the children protection. As a result, the government
agencies provided programs which are then adapted by other concerned agencies for
children care and protection like the Department of Education.
Year 2012 when the Department of Education launched a DepEd Order about
protection of children in schools. Contemporaneous to the said Order, the Department
held seminars wherein school heads and teachers attended. The objective of the seminars
is to educate the heads and subordinates of public and private schools regarding child
protection policy of DepED. The DepEd authorized the schools principal to modify the
content to be easily understood by the students.

Our study entitled Implementation of Child Protection Policy desires to evaluate

the implementation in Padre Garcia Central School. Matters and other elements dealing
with the schools implementation of child protection policy are the main focus of this
study. The researchers, as well, wanted to find out the effects (good and bad) of the said
implementation of the policy to the school, specifically the children. The researchers
believe that this study is essential and beneficial especially to teachers.
Statement of the Problem
The Department of Education's policies in running public elementary schools in
the country is a constantly evolving set of programs that is aimed toward improving the
quality of education for Filipino students. The method of how these programs are
implemented is determined by the stakeholders running the school. School principals and
faculty staff combine their knowledge and experience by implementing these programs;
however, they may sometimes need to create certain changes to these policies to meet the
students' need. Drafting a reinforcement policy aligned with that of DepEd and eventually
implementing it is no easy task. The school administration and parents must work
together for its formation and implementation.
This research aims to determine the implementation of the Child Protection Policy
in Padre Garcia Central School. Specifically, this aims to answer the following question:
1. What is the Child Protection policy?
2. How do the school implements the child Protection Policy in terms of.

2.1 duties and responsibility;

2.2 child protection procedures; and
2.3 prevention program?
3. What problems are encountered the implementation of the policy?
4. Based from the findings, what program can be proposed to enhance the
implementation of the policy?
Scope, Limitation, and Delimitation of the Study
The study focuses only on the Child Protection Policy of Department of Education
being implemented in Padre Garcia Elementary (Central) School. It includes the
responsibilities of school head and members, procedures of child protection, and
prevention program. The extent of implementation is also concerned by this study.
This study is delimited to the issues regarding the crimes committed by children of
Padre Garcia and also the victims of any crimes, though these issues are still within the
Child Protection Policy in the Philippines. It is also delimited to the factors which trigger
the behavioral problems that needed to subject to child protection policy.
This study is limited only to the policies implemented in Padre Garcia Central
School, and will cover the factors and elements involve and problems of the
implementation. Not all public schools are included in this study. It is however not
applicable to refer private schools for further research. Hence, the researchers accepted

that results from this study may vary from different possible resources.
Significance of the Study
This study will be of significance to the following entities and group of
individuals.
School Principal. Implementation of Child Protection Policy will help the
principal to be more aware of the childrens conditions and this will help him/her if he
/she wishes to broaden the concerns of protection for children in school.
Teachers. They will be more aware of the childrens rights which will help them
to be more cautious when it comes to dealing with children inside the class. Child
Protection Policy will serve as the teachers guide in handling the students properly.
Guidance Counselors. For Guidance Counselors, it is a useful reference to
effective disciplinary intervention for behavioral change. It will help them provide a
caring atmosphere which will enable students in developing their emotional, social and
academic skills.
Students. This study will help them to be more aware of their rights especially the
school children. It will prove them that they are being protected and it will serve as their
guide on how they are going to help themselves against violations.
Elementary Schools. Since the study focuses on elementary school the result, of
course, will be most useful to them. This promotes a secured school environment where

students behave appropriately.

Parents. This study will help parents in extending the proper discipline in their
homes. Since parents are also stakeholders in the educational system, their involvement
in its implementation is huge factor in its effectiveness. Parents are guided as to how to
integrate these disciplines when their children are at home. Through this study, they will
be leaded to understanding their actions towards children.
Future Teachers. This study is very essential for future teachers as this will give
them additional perspective in their future career as educators.
Future Researchers. This paper will serve as a useful reference for future studies
about Child Protection Policy.

Chapter II
REVIEW OF LITERATURE

This chapter represents conceptual and research literature which serves as strong
foundation and found significant in this study. It presents relevant literature from local
sources about Implementation of Child Protection Policy.
Conceptual Literature
These are readings pertaining to Implementation of Child Protection Policy
which have been strong basis in formulating conceptual framework.
DepEd Child Protection Policy. Pursuant to the 1987 Constitution, the state shall
defend the right of children to assistance including proper care and nutrition, and special
protection from all forms of neglect, abuse, cruelty, exploitation and other conditions
prejudicial to their development (Article XV Sec. 3)
The Constitution further provides that all educational institutions shall inculcate
patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of the country,
teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop
moral character and personal discipline, encourage critical and creative thinking broaden
scientific and technological knowledge, and promote vocational efficiency.(Article XIV
Sec. 3).
The Convention on the rights of the Child (CRC) aims to protect children from all
forms of physical or mental violence, injury and abuse, neglect or negligent treatment,
maltreatment and exploitation, including sexual abuse. The same Convention establishes

the right of the child to education, with a view to achieving this right progressively, and
on the basis of equal opportunity, it obliges the government to take measures to
encourage regular attendance in school and reduce drop-out rates. Thus, it is mandated
that all appropriate measures be undertaken to ensure that school discipline is
administered in a manner consistent with the childs human dignity, and in conformity
with the CRC.
Toward this end, the Department of Education (DepEd), in collaboration with its
partners and stakeholders, shall ensure that all schools are conducive to the education of
children. The best interest of the child shall be paramount consideration in all decisions
and actions involving children, whether undertaken by public or private social welfare
institutions, courts of law, administrative authorities, and legislative bodies, consistent
with the principle of First Call for Children, as enunciated in the CRC. Teachers and
learning facilitators especially in learning centers are their substitute parents, and are
expected to discharge their functions and duties with this in mind. In this connection, the
Family Code empowers the school, its administrators and teachers, or the individual,
entity or institution engaged in child care to exercise the special parental authority and
responsibility over the child, while under their supervision, instruction or custody.
The department recognizes that cases of abuse may arise as a result of the difficult
situations faced by teachers and other officials within and outside school.
DepEd has adopted the policy to provide special protection to children who are
greatly threatened or endangered by circumstances which affect their normal

development and over which they have no control, and to assist the concerned agencies in
their rehabilitation.
Furthermore, this Department aims to ensure such especial protection from all
forms of abuse and exploitation and care as is necessary for the childs well-being, taking
into account the primary rights and duties of parents, legal guardians, or other individuals
who are legally responsible and exercise custody over the child. DepEd recognizes the
participatory rights of the child in the formulation and implementation of policies, and in
all proceedings affect them, whether they be victims or aggressors, either directly, or
through a representative.
Accordingly, this Department reiterates a zero tolerance policy for any act of child
abuse, exploitation, violence, discrimination, bullying and other forms of abuse, and
hereby promulgates this Department Order.
Art. XV. Sec. 3 (b). 1987 Philippine Constitution: The State shall defend the
right of children to assistance, including proper care and nutrition, and special protection
from all forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to
their development.
Article XIV, Section 3, (b): All educational institutions shall inculcate patriotism
and nationalism, foster love of humanity, respect for human rights, appreciation of the
role of national heroes in the historical development of the country, teach the rights and
duties of citizenships, strengthen ethical and spiritual values, develop moral character and

10

personal discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge, and promote vocational efficiency.(De Leon, 2011)
Article 218, 220, 233 of the Family Code of the Philippines and PD 603. It
gives the school, its administrators and teachers, or the individual, entity or institution
engaged in child care the special parental authority and responsibility over the minor
child while under their supervision, instruction or custody.
Authority and responsibility shall apply to all authorized activities whether inside
or outside the premises of the school, entity or institution.
Physical, Verbal and Sexual Abuse and Violence inflicted by Teachers & Other
School Personnel 3 out of 10 children in Grades 1-3 and almost 5 out of 10 from high
school experience physical violence (such as pitching and hitting) committed by teacher..
Approximately 4 out of 10 children in Grades 1-3 and 7 out of 10 in higher grade levels
have complained of verbal abuse by their teachers, 36.53 % of children in Grades 4-6 and
42. 88% of high school students surveyed indicated they have experienced verbal sexual
violence in school and 11.95% of children in Grades 4-6 and 17.60% of high school
students have experienced inappropriate touching. (Chris Gregerson, 2004)
Physical, Verbal and Sexual Abuse and Violence Among Children, (i.e. Bullying,
etc.) 73.58% of children in Grades 4-6 and 78.36% in high school surveyed in urban
areas have suffered verbal abuse violence from their peers; 30.17% of children in Grades
4-6 and 37.57% in high school surveyed in rural areas have experienced physical abuse

11

or violence committed by their peers; 26.74% of children in Grades 4-6 and 43. 71% in
high school in urban areas surveyed have experienced verbal sexual abuse committed by
their peers and 9.65% of Grades 4-6 and 17.71 of high school students experienced
inappropriate touching. (Chris Gregerson, 2004)
Child Protection Policy. Child protection is a set of usually government-run services
designed to protect children and young people who are underage and encourage family
stability. Provincial or regionals' child protection legislation empowers the government
department or agency to provide services in the area and to intervene in families where
child abuse or other problems are suspected. The agency that manages these services has
various names in different provinces and regions (in the Philippines), e.g., Department of
Social Welfare and Development, Bantay Bata, and others. There is some consistency in
nature of laws, though the application of the laws varies across the country. The United
Nations had addressed child abuse as a human rights issue, adding a section specifically
to children in the Universal Declaration of Human Rights: Recognizing that the child,
for the full and harmonious development of his or her personality, should grow up in a
family environment, in an atmosphere of happiness, love and understanding should be
afforded the right to survival; to develop to the fullest; to protection from harmful
influences, abuse and exploitation; and to participate fully in family, cultural and social
life.
UniCeF uses the term child protection to refer to preventing and responding to
violence, exploitation and abuse against children including commercial sexual

12

exploitation, trafficking, child labor and harmful traditional practices, such as female
genital mutilation/cutting and child marriage. UniCeFs child protection programs also
target children who are uniquely vulnerable to these abuses, such as when living without
parental care, in conflict with the law and in armed conflict. Violations of the childs right
to protection take place in every country and are massive, under-recognized and underreported barriers to child survival and development, in addition to being human rights
violations. Children subjected to violence, exploitation, abuse and neglect are at risk of
death, poor physical and mental health, hiV/AidS infection, educational problems,
displacement, homelessness, vagrancy and poor parenting skills later in life.
Building a protective environment for children that will help prevent and respond
to violence, abuse and exploitation involves eight essential components: Strengthening
government commitment and capacity to fulfil childrens right to protection; promoting
the establishment and enforcement of adequate legislation; addressing harmful attitudes,
customs and practices; encouraging open discussion of child protection issues that
includes media and civil society partners; developing childrens life skills, knowledge and
participation; building capacity of families and communities; providing essential services
for prevention, recovery and reintegration, including basic health, education and
protection; and establishing and implementing ongoing and effective monitoring,
reporting and oversight.(2006)
Rights of the Child. Children and youth are a countrys greatest possession. The
plan for procreation is an unequaled master piece only a Supreme Being can devise. No

13

other process ever designed by man can outdo this Divine plan. Procreation, among
human beings, was destined for the good of man to perpetuate his race. Therefore,
children, the product of procreators, should be held priceless and their protection be
granted the priority.
The young generation has rights recognized and guaranteed internationally by all.
These rights are for their protection, as well, as declaration of support for their welfare
and aspirations in life.
Children basically enjoy the same rights as adults. However, because they are
minors, they need special protection. The Convention on the Rights of the Child, adopted
in 1989, sets forth the individual rights any person under 18 years of age requires to
develop his or her full potential, free from hunger and want, neglect and abuse. Every
child should enjoy the following rights: Right to life, the most fundamental of such rights,
Right to a name and nationality, Right to protection from all forms of violence including,
sexual exploitation, Right to education, right to freedom of thought. (Rosa Dematera
Anonat, Ed.D, 2009)
Violence in school. According to a 2009 report of PLAN Philippines, a childrens
organization, at least 5 out of 10 Filipino children in grades 1-3, 7 out of 10 in grades 4-6,
and 6 out of 10 in high schools have experienced some kind of violence in school. It was
discovered that violence whether physical, verbal, or sexual usually results in low
self-esteem, fear, anger, and helplessness among children. The most common forms of
physical violence experienced by Filipino children are: pinching, having objects such as

14

books, chalks, erasers thrown at them and being kicked, choked, hit on the head or nape
area, or having ones head banged.( Faiza Rico and Fritz Rodriguez, 2012)
PLAN stresses that physical punishment does not automatically equate to
improved child discipline. On the contrary, it tends to make children more violent and
aggressive as they grow up. In extreme cases, such punishments can even lead to serious
physical injuries and death. Physical punishments, it says, are linked to poor learning
outcomes and higher dropout rates among students. It has found that children who are
discriminated on the grounds of disability, class, ethnicity, and sexuality are more likely
to suffer from such punishments. Based on the same study, psychological and verbal
abuse are the most common form of violence experienced by most Filipino students.
These take the form of: teasing, name-calling, and cursing, shouting, harsh language.
(Faiza Rico and Fritz Rodriguez, 2012)
Exploitation. Based on the survey, over a third, or 35.5% of the interviewed
elementary and high school students reported having been spoken to in a sexually
offensive or suggestive manner by fellow students and teachers.
12.82% reported that they were touched inappropriately not only by their peers, but by
teachers too who sexually harassed students. PLAN found out that some students are
victims of manipulation and exploitation done by either fellow students or teachers. They
are forced to give objects or money, usually in the form of school contributions or
payments for school projects. If unable to pay, they were punished physically, ordered to
leave the class, or disallowed from taking exams. Such problems are mainly attributed to

15

the lack of proper training and motivation among teachers. (Faiza Rico and Fritz
Rodriguez, 2012)
Abuse in schools. In a 2010 report, the World Health Organization says that
approximately a fifth of women and 5-10% of men report being sexually abused as
children. Such child maltreatment may cause lifelong physical and mental health
predicaments. In 2006 the United Nations published a report on violence against children.
The report identified schools as one of the settings where children may be at most risk. In
the Philippines, around 500 to 800 cases of child abuse are annually committed by
teachers, based on a study by the Child and Adolescent Psychiatrists of the Philippines
Inc. (CAPPI).
In 2006, CAPPI reported that half of the perpetrators in schools were teachers. A small
percentage also included janitors, bus drivers, and other school personnel.
Child Protection Committee. Education Undersecretary Alberto Muyot said that
the policy is a product of school officials' negligence and inaction on various reports of
abuses in schools. To bridge this gap, the policy mandates the establishment of a Child
Protection Committee (CPC) in all public and private elementary and secondary schools.
CPC will be tasked to draft a code of conduct to ensure child protection and safety. This
will be reviewed every 3 years. DepEd is also obliged to develop a system for reporting,
information

education,

monitoring

the

exercise

of

disciplinary

action,

and

recommendation to address and prevent all forms of abuse. Luistro urged the use of
modules on positive and non-violent discipline in the classroom, along with anger and

16

stress management and gender sensitivity for school personnel, students and teachers.
This will hopefully help them understand and deal with child abuse. (Faiza Rico and Fritz
Rodriguez, 2012)
Research Literature
This section presents some studies conducted in the areas related to
Implementation of Child Protection Policy of Padre Garcia Central School.
According to the study of Bernadette J. Madrid, et.al (2015), while there are
National Plans of Action for children including a Framework to End Violence against
Children, there is no central agency with the mandate to ensure its implementation.
Instead, there are many interagency committees created by special laws to oversee the
implementation of specific laws protecting special categories of children e.g. Special
Committee for the Protection of Children, Interagency Committee against the Trafficking
of Persons, Juvenile Justice and Welfare Council. These committees are based in Metro
Manila and rarely have a presence in the provinces. While the primary prevention of
child maltreatment cuts across all sectors, most of the recognized programs that were
enumerated by the participants of this study belong to either health or social welfare.
Both of these national agencies are devolved agencies and as such the implementation of
health and social welfare services are mainly through local governments. Unfortunately,
the different national plans of actions for children and the framework for the prevention
of violence against children are largely not known to the local leaders and the members of
the community.

17

According to the study of Cezar M. Barranta Jr. (2015), as per study and
experience, bullying in the Philippine schools line in other parts of the world, is a
phenomenon that has serious psychological consequences. Sometimes, the Philippines
administration cannot manage to control bullying incidents in our schools. Understanding
why bullying happens in schools will make it easy for the parents and guardians to help
their children from being victims and ensure that their children do not become bullies
themselves.
According to the study of Sophie Hallett, (2013), child sexual exploitation is a
theory-informed, empirical study into a public problem, which has academic and applied
relevance. It has been an attempt to provide an understanding of a social phenomenon
which has come to be termed child sexual exploitation. In so doing, it draws upon
disciplines such as sociology, social work, and social policy, and connects with enduring
and foundational themes within the social sciences; around children, childhood, youth,
identity, welfare and care.
According to the study of Narra and Claudius, (2013), increased attention to the
specific sources of discrimination related distress, mental health concerns, and helpseeking attitudes and behaviors of first and later generations of immigrant youth. Mental
health and school-based interventions should consider the importance of the school
environment, and the influence of interactions with adults (e.g., teachers, guidance
counselors) and peers on psychological well-being. Interventions should also help to
mobilize adolescents sources of support both within and outside of the school setting to

18

cope with experiences of discrimination. There is a need to address the problem of

discrimination within the school setting, and as such school-based programming can be
developed in collaboration with students and teachers to more effectively counter
stereotyping and discrimination. Although immigrant-origin youth tend to underuse
traditional mental health services (APA, 2012), school based interventions may be
especially instrumental in helping adolescents cope with distress.
According to the study of Dorothy Espelage, et.al. (2013), violence directed
against K-12 teachers is a serious problem that demands the immediate attention of
researchers, providers of teacher preservice and in-service training, school administrators,
community leaders and policymakers. Psychologists can play a significant role in
improving conditions of violence in schools through their expertise in research and
curriculum development, interpersonal relationships, prevention science, multicultural
competences, stress management, etc. First and foremost, there must be a research agenda
designed to focus on accurate assessment of the types of violence teachers experience.
Next, research should comprehensively evaluate the individual, classroom, school,
community, institutional and cultural factors that are predictive of the prevalence of
teacher violence. It is imperative that violence directed toward teachers be considered as
a gendered violence given that 75 percent of US teachers are women. Finally it follows
that schoolwide and classroom prevention and intervention strategies must be
implemented at multiple levels.

19

According to the study of Laura W. Murphy, et.al. (2010), the use of violence
against students is never an acceptable means of punishment it harms students
physically, psychologically and academically. The use of corporal punishment in schools
is interfering with students right to be treated with dignity and, as a result, is interfering
with their right to a quality education. By prohibiting the use of corporal punishment and
helping states to develop safe and effective behavioral practices, this Congress could help
to ensure that our nations children are able to achieve their full educational potential in a
supportive learning environment.
According to the study of Jennifer E. Lansford, et.al. (2010), there was
considerable variability in proportions of mothers, fathers, and children in China,
Colombia, Italy, Kenya, Jordan, the Philippines, Sweden, Thailand, and the United States
who reported the use of corporal punishment and believed that the use of corporal
punishment is necessary to rear the target child. Overall, mothers reportedly used
corporal punishment more frequently than fathers, and sons were reportedly more
frequently corporally punished than daughters were. International efforts to eliminate
child abuse and promote children's right to protection will be both challenging and
important because of the prevalence of corporal punishment.
According to the study of Carla Bennett (2009), bullying does not need to be a
reality that students face. As more schools adopt whole school prevention programs and
actively work with students, staff, and parents in effectively addressing the issues of
bullying and harassment in each individual school, students will develop into adults with

20

empathy for one another, acceptance of personal differences, and knowledge of how to
solve problems and resolve conflict. By intervening with students during their school
years, the bully-victim cycle that takes place in adolescence and adulthood may decline
with each graduating class, in turn ending the bully-victim cycle that takes place in early
years and eventually putting an end to behaviors that have grown to crisis status in recent
years.
According to the study of Suque and Castillo, (2009), a conviction rate in child
sexual abuse (CSA) cases that is similar to those of Western countries, and court rulings
that primarily relied on children's disclosures. However, the value of having physical
findings for cases to reach court was also demonstrated. The experience of the PGHCPU, where a request for medical evaluation is often the entry point into the child
protection system, highlights the role of the medical assessment in "initiating the
community response to child abuse" and in delivering justice and protection for abused
children.
According to the study of Cynthia Crosson-Tower, (2003), educators are important
partners in preventing, identifying, and responding to child abuse and neglect. Because of
their close and consistent contact with students and their families, educators are in a
unique and critical position to help deal with these issues. Schools and educators have
developed creative approaches in then programs they have established and supported, as
well as in the messages and lessons incorporated into curricula. This creativity is

21

instrumental in allowing educators to play an ever-evolving role in addressing the needs

of maltreated children and their families.
Synthesis
The gathered conceptual and research literature help the researchers as well as the
readers to understand the study.
The study of Bernadette J. Madrid, et.al. (2015) explains that the agencies with the
mandate to ensure the implementation of child protection rarely have presence in
provinces. And due to its inconsistency, prevention of violence against children are not
known to local communities. Same as this study, the researchers found that only the
implementation of child protection policy, during the mandate of Deped, protection for
children is organized in school and lately introduced to the community of Padre Garcia.
The study of Cezar M. Barranta Jr. (2015) explains that bullying is also the
problem of different schools in the country today. Parental help is a must in order to make
the children understand and be free from its harm. So as this study, the researchers,
through child protection policy are looking for ways on how Padre Garcia Central School
prevents bullying to happen to their student.
In the study of Sophie Hallett, (2013), it is mentioned that child sexual
exploitation has academic and applied relevance, and an empirical study into a public
problem. In this research, child sexual exploitation being one of the violence against
children, is also studied and assessed by the researchers.

22

Narra and Claudius, (2013) study focuses on the discrimination in the schools, the
ways on how to resolve it, and the importance of intervention. It is somehow similar to
our study for discrimination is also an issue in Child Protection Policy. It is also
discussed in our study that discrimination is a violence against the right of child in school
especially inside the class.
The study of Dorothy Espelage, et.al. (2013) emphasizes the violence that could
be initiated by teachers of K-12, as well as the prevention the government could
implement. Similarly, the importance of this study is to make the future teachers aware
that the K-12 children should not experience violence with respect to the Child Protection
Policy implemented in every school.
Laura W. Murphy, et.al. (2010) proves that the use of corporal punishment to
children interferes their right to quality education. Same as this study, child protection
policy prohibits the corporal punishments in school.
The study of Jennifer E. Lansford, et.al. (2010) mentions about the international
efforts to eliminate corporal punishment and promote children's right to protection even
in their homes. Same in our study that Child Protection Policy is implemented to
eliminate corporal punishment in schools.
In study of Carla Bennett (2009), bullying could be eliminated through
participation of students, teachers, parents, and other stakeholders in their school

23

program. Similarly, this study found that Padre Garcia Central School launched different
programs and activities to resolve bullying cases in school.
In the study of Suque and Castillo, (2009) records of Philippine General Hospital
made it the entry point into the child protection system highlights the role of the medical
assessment in "initiating the community response to child abuse" and in delivering justice
and protection for abused children. In this study, implementation of child protection
policy highlights the role of initiating community response to child abuse through
different school programs and records, violence prevention program, and child protection
procedures.
The study of Cynthia Crosson-Tower, (2003) mentioned about the role of
educators to fight child abuse because they can communicate with the families of the
children. One way is through their creativity and lessons incorporated to curricula. This
study also stressed the role of educators in child protection making the teachers the
initiator and implementer of the said policy.
Conceptual Framework
Child Protection Policy is one of the good support given by DepEd to the
countrys different elementary and secondary schools. Child Protection Policy is the most
concerned by the schools today. Freedom from abuse and fear should always be taken
into consideration by teachers and other members of the community for better protection
of the children. Every child is entitled to be loved, cared and understood by the any
institutions, aside from his/her home.

24

Part of childrens protection is the assurance of their proper growth and

development as children of the community. It is the very essence of child protection to
raise developed children from public schools. Its goals are to motivate the children to
learn, to become free from abuse, and to grow with emotional and psychological stability.
These goals can be sustained by proper classroom management with the aid of this policy.
The conceptual model (as seen in Figure 1) illustrates the input, process, and
output used in conducting the study. The input box contains the Child Protection Policy in
Padre Garcia Central School. It also includes the ways of implementation and the
problems encountered in the implementation of the policy.
The process box consists of the questionnaires that the researchers used in
conducting the study. It covered questions regarding the different duties and
responsibilities of the implementers, manner of implementation of policy, and prevention
program. The findings of the study as well as the proposed program were made based
from the results gained from the responses during the survey.
The output box covers the proposed program that can be used to enhance the
implementation of the policy. The researchers used a proposed program in order to
suggest ways or projects wherein the school and the community can protect and help in
the development of children.

25

Research Paradigm
INPUT

PROCESS

OUTPUT

1. Child Protection Policy

2.Ways of implementing the
child protection policy in
terms of:
2.1.Duties and
responsibility;
2.2. Child protection

Proposed Program
Survey
Questionnaire

procedures;
2.3.Prevention programs
3. Problems encountered in
the implementation of the
policy

Figure 1
Research Paradigm on School Child Protection Policy of Padre Garcia Central
Definition of Terms
The following terms were used by the researchers. These are defined conceptually

26

and operationally in this section.

Child. This refers to any person below eighteen (18) years of age or those over
but is unable to fully care of themselves or protect themselves from abuse, neglect,
cruelty, exploitation or discrimination because of physical or mental disability. (Child
Protection Policy in Padre Garcia Central School) In this study, the word is used as a
person who is an elementary student.
Child Protection Policy. A statement of intent that demonstrates a commitment to
safeguard children from harm and makes clear to all what is required in relation to the
protection of children. It helps to create a safe and positive environment for children and
to show that the organization is taking its duty and responsibility of care
seriously.(Elanor Jackson, Marie Wernham, 2005) In this study, it is policy associated
documents that are designed for the guidance of all staff, as well as all children and their
families, schools and other educational institutions.
Corporal Punishment. It refers to a kind of punishment or penalty imposed for an
alleged or actual offense, which is carried out or inflicted, for the purpose of discipline,
training or control, by a teacher, school administrator, an adult, or any other child who
has been given or has assumed authority or responsibility for punishment or discipline.
(The Child Protection Policy of the Department of the Education).In this study, it is used
as punishment of a physical nature, such as caning, flogging, or beating or any form of
discipline that can be harm to the child.

27

Child Abuse. It refers to maltreatment of a child whether habitual or not. (Child

Protection Policy in Padre Garcia Central School) In this study, the term refers to
violation of the rights of a child and harming a child which would result to physical and
psychological damage.
Maltreatment. It is any act or series of acts of commission or omission by a
parent or other caregiver (e.g., clergy, coach, teacher) that results in harm, potential for
harm, or threat of harm to a child.( Centers for Disease Control and Prevention). In this
study, it refers to the cruel treatment to the child.
Exploitation. It refers to the use of children for someone elses advantage or profit
resulting in an unjust, cruel and harmful treatment of the child. (Child Protection Policy
in Padre Garcia Central School) In this study, it means using childrens innocence for any
advantage of either parents or other people.
Bullying and Peer Abuse. It refers to willful aggressive behavior that is directed
towards a particular victim who may be out member, younger, weak, with disability, and
less confident. (Child Protection Policy in Padre Garcia Central School) In this study, the
words are used as evil treatment of child to his/her schoolmates.
Discrimination. It is unfair treatment of one particular person or group of people.
Usually the different treatment is because of the person's sex, religion, nationality,
ethnicity (culture), race, or other personal traits. (Encyclopedia Britanica kids.eb.com) In
this study, the word refers to the treatment or consideration of childrens differences, or

28

making a distinction in favor of or against, a person or thing based on the group.

Chapter III
RESEARCH METHOD AND PROCEDURE
This chapter dealt with the methods and procedures that were used by the
researchers. This chapter will introduce the details of the research design, subject of the
study, data gathering instrument and data gathering procedure.
Research Design
The primary aim of the study was to assess the implementation of child protection
policy in Padre Garcia Central School. For this reason, this study used the descriptive

29

type of research.
The descriptive method utilized in this study in order to gather data is by means of
interview and creating a set of questionnaire, internet, dissertations and other theses.
According to (Famossa, 1989), the descriptive method is used to discover facts
which the judgment could be based. It describes records, analyzes and interprets facts. It
is used in different field of studies because of its applicability to solve varied kinds of
problems.
Subject of the study
The subjects of the study are school principal, teachers, parents, students, and
other stakeholders.
Data gathering Instrument
The instrument used in gathering data was questionnaire which was prepared by
the researchers. The researchers consulted some studies that have bearing with the present
study.
Construction of Instrument
The researchers read books, theses, research papers and other research and other
research materials to develop a good questionnaire. The readings helped the researchers
to do the preliminary draft of the questionnaire. With the guidance of the adviser, the
researchers were able to formulate the specific questions enumerated in the statement of

30

the problem.
Validation of the Questionnaire
The thesis adviser pored over the copies of the questions formulated by the
researchers and revised some of it to accomplish the relevance of the said questions to the
subject matter at hand. The questions were consequently reprinted before the presentation
to the respondents.
Administration of the Questionnaire
Since this study employed the descriptive type of research, the researchers
provided the respondents hard copies of the questions. Some of the respondents declined
to fill out the copies and instead requested the researchers to take note of the answer to
some questions. Some of the questions were verbally administered by the researchers and
responses to which, were accurately recorded.
Scoring to the Responses. To interpret the data that will be gather, using the following
scales.
Option

Scale Range

Verbal Interpretation

4.50-5.00

Implemented to a greater extent

3.50-4.49

Implemented to a great extent

2.50-3.49

Implemented to a moderate extent

31

1.50-2.49

Implemented to a least extent

1.00-1.49

Not Implemented

Data Gathering Procedures

In order to gather the needed data from the respondents, the researchers sought the
approval from the principal of Padre Garcia Central School through a letter of request
with proper notation of the adviser and school dean. With permission granted, the
questionnaire was reproduced and was given to the principal and teachers of the said
school. The questionnaire was personally administered by the researchers to ensure one
hundred percent return and assists the respondents who could have problem in answering.
It took the researchers two weeks to collect the accomplished questionnaire.
Statistical Treatment of Data
The responses obtained from the respondents during the interview were carefully
transcribed for inclusion in one of the chapters of this research. The questionnaire with
corresponding answers was used as basis for the findings of this study and the
formulation of intervention program by the researchers.
Percentage. This was used to determine the implementation of Child Protection Policies
in Padre Garcia Central School.
Weighted Mean. This was used to determine the problems encounter by the
implementers in the implementation in terms of academic activities, co-curricular

32

activities, extra-curricular activities and rules and regulations of the school.

Ranking. This was used to show the arrangement of items in the questionnaire in terms
of their frequency.

Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the table, analysis and interpretation of data. The data were
gathered through the questionnaire distributed among the faculty of Padre Garcia Central
School in Padre Garcia, Batangas. Tables were organized to provide answers to the
specific questions set at the beginning of the study.
1. Child Protection Policy

Child Protection Policy was launched by DepED on May 3, 2012 through DepEd
Order No. 40, s. 2012, to promote a zero-tolerance policy for any act of child abuse,

33

exploitation, violence, discrimination, bullying and other related offenses. DepEd

conducted a nationwide information dissemination campaign and is currently conducting
a series of training of trainers (ToT). This is to ensure that our schools are conducive to
the education of children. The best interest of the child shall be the paramount
consideration in all decisions and actions involving children. Teachers are their substitute
parents and are expected to discharge their functions and duties with this in mind.
2.

Extent of Implementation of Child Protection Policy

The table shows the extent of implementation of Child protection Policy by faculty

of Padre Garcia Central School in terms of duties and responsibilities, child protection
procedures, and prevention program.
2.1. Duties and Responsibilities. It refers to the tasks teachers and parents should
take to perform the said implementation of the policy.
Table 1 shows the extent of implementation of Child Protection Policy in terms
of duties and responsibilities.

34

Table 1
Item

Extent of Implementation of Child Protection Policy in terms of Duties and Responsibilities

Weighted Mean
Verbal Interpretation
Rank

35
1. Ensure effective child protection
policies and procedures, and monitors
compliance.

4.15

Implemented to a great
extent

4.19

Implemented to a great
extent

2. Adapt a child protection policy,

organizes and convenes Child Protection
Committee (CPC) for the school.

5.5

3. Respect participatory and other rights

of children and upheld in all matters and
procedures affecting their welfare.
Implemented to a great
extent

4.33

Implemented to a great
extent

4.15

Implemented to a great
extent

5.5

4.41
4. Coordinate with appropriate offices and
other agency or instrumentality for
appropriate assistance and intervention as
may be required in the performance of its
function.
5. Initiate information dissemination
program and organize activities for the
protection of the children.
6. Establish a system for identifying
students who may be suffering from
significant harm based on any physical,
emotional or behavior signs.
7. Monitor the implementation of positive
measures and effective procedures in
providing the necessary support for the
child and for those who care for the child.

3.85

4.04

8. Ensure that the childrens rights to be

heard are respect and upheld in all matters
and procedures affecting their welfare.

4.48

Composite mean

4.20

Implemented to a great
extent

Implemented to a great
extent

7
1

Implemented to a great
extent
Implemented
great extent

to

36

It can be seen in the table that the implementation of child protection policy in
terms of duties and responsibilities are verbally interpreted as great extent. This means
that the teachers perform accordingly to the child protection policy. They believe that
implementation of the policy can help a lot to the improvement of quality of education to
their students.

Meanwhile, ensuring that the childrens right to be heard are respected and upheld
in all matters and procedures affecting their welfare ranked first and has a weighted mean
of 4.48. This means that teachers believe that it is their fundamental duty and
responsibility as teachers in the school. On the other hand, respecting participatory and
other rights of children and upheld in all matters and procedures affecting their welfare
ranked 2nd to the extent of implementation in terms of duties and responsibilities with the
average weighted mean of 4.41 which means that upholding the rights of children in all
matters and procedures are much needed to help students develop their learning.
Furthermore, coordinating with appropriate offices and other agency or
instrumentality for appropriate assistance and intervention as may be required in the
performance of its function ranked 3rd to the extent of implementation in terms of duties
and responsibilities with the weighted mean of 4.33. This means that teachers should
always coordinate with proper offices and agencies in order to attain an appropriate
assistance and intervention. While adapting a child protection policy, organizes and
convenes Child Protection Committee (CPC) for the school can also be one of the great
extent of the child protection policy ranked 4th among the mentioned duties and
responsibilities with the weighted mean of 4.19.

37

Hence, ensuring effective child protection policies and procedures, and monitoring
compliance and initiating information dissemination program and organizing activities
for the protection of the children ranked 5th on the extent of implementation in terms of
duties and responsibilities with the weighted mean of 4.15. This means that programs and
activities are needed to ensure the progress of the policies. While, monitoring the
implementation of positive measures and effective procedures in providing the necessary
support for the child and for those who care for the child ranked 7 th to the extent of the
implementation in terms of duties and responsibilities and has a weighted mean of 4.04.
And lastly, establishing a system for identifying students who may be suffering
from significant harm based on any physical, emotional or behavior signs ranked 8 th
among the duties and responsibilities with the weighted mean of 4.48. This means that a
system is needed to ensure the childs safety in all matters.
The composite mean of 4.20 of the implementation of child protection policy in
terms of duties and responsibilities clearly show that the teachers implementation of the
child protection policy is to the great extent. This signifies that the implementation of
child protection policy in terms of duties and responsibilities gives awareness and
sensitivity to the teachers about what they are going to execute for such protection for the
children.
2.2. Child Protection Procedures. These are the procedures taken from DepEds Child
Protection Policy by the school head of Padre Garcia Central School.

38

Table 2 shows the extent of implementation of the child protection policy in terms
of child protection procedures.

Table 2
Extent of Implementation of Child Protection Policy in terms of
Child Protection Procedures

Item

Weighted
Mean

Verbal
Interpretation

Rank

39
1. All bullying incidents shall be reported to the
school head.
2. The school head shall inform the parents of the
pupils concerned and a meeting shall be held for
that purpose.
3. The students shall be referred to the Child
Protection Committee for counseling and other
interventions.

4.56

to

Implemented
great extent

to

4.37
4.26
4.04
4.30
4.19

4. The school may impose non-punitive measures

in accordance with the principle of positive and
non-violence discipline.

4.19

5. Punitive measures will be a last resort.

4.22

6. School head or the School Division

superintendent shall forward the complaint within
48 hours to the disciplinary authority, who shall
issues an order for the conduct of a fact-finding
investigation, not later than 72 hours from
submission.

4.30
4.44

7. If the person complained of is non-teaching

personnel, the Schools Division Superintendent
shall cause the conduct of a fact-finding
investigation within the same period.
8. Criminal and civil liability shall not be a barrier
to the filling of an administrative case.
9. The Revised Rules of Procedures of DepEd in
Administrative Cases shall apply in all other
aspects.
10. The identity or other information that may
reasonably identify the pupils or student shall
remain confidential.

Composite Mean

Implemented
greater extent

4.29

1
3
6

Implemented
great extent

to

10
4.5
8.5

Implemented
great extent

to

8.5

Implemented
great extent

to

Implemented
great extent

to

Implemented
great extent

to

Implemented
great extent

to

Implemented
great extent

to

Implemented
great extent

to

Implemented
great extent

to

a10

7
4.5
2

40

The above table shows the extent of implementation of child protection policy in
terms of child protection procedures. It can be seen from the table that all bullying
incidents shall be reported to the school head ranked 1 st with the weighted mean of 4.56
and has a verbal interpretation of greater extent. It means that among the procedures, it is
the most observed or implemented. On the other hand, the identity or other information
that may reasonably identify the pupils or student shall remain confidential ranked 2 nd

41

with the weighted mean of 4.44 has a verbal interpretation as great extent which means
that the school bodies or the concern personnel protect the students identity. While the
school head shall inform the parents of the pupils concerned and a meeting shall be held
for that purpose ranked 3rd with the weighted mean of 4.37. It means that it is one of the
feasible procedures that the school head can do. Punitive measures will be a last resort
and the Revised Rules of Procedures of DepEd in Administrative Cases shall apply in all
other aspects ranked 4.5th with the weighted mean of 4.30.
Furthermore, the students shall be referred to the Child Protection Committee for
counseling and other interventions ranked 6th with the weighted mean of 4.26, criminal
and civil liability shall not be a barrier to the filling of an administrative case ranked 7 th
with the weighted mean of 4.22.
Hence, School head or the School Division Superintendent shall forward the
complaint within 48 hours to the disciplinary authority, who shall issues an order for the
conduct of a fact-finding investigation, not later than 72 hours from submission and if the
person complained of is non-teaching personnel, the Schools Division Superintendent
shall cause the conduct of a fact-finding investigation within the same period ranked 8.5 th
with the weighted mean of 4.19. This means that Padre Garcia Central School just
encountered a minor case thats why such procedure has not yet reached.

And lastly, the school may impose non-punitive measures in accordance with the
principle of positive and non-violence discipline ranked 10 th among the child protection
procedures. It means that the school exercises the zero-tolerance policy on punishment.
The composite mean of 4.29 of the implementation of child protection policy in
terms of child protection procedure clearly show that the teachers implementation of the
child protection policy is to the great extent. This signifies that the teachers in Padre

42

Garcia Central School exercise the child protection procedures in response to Schools
Child Protection Policy.
2.3 Prevention Program. This is the program that Padre Garcia Central School
developed in lined with the DepEds program in Child Protection Policy.
Table 3 shows the extent of implementation of the child protection policy in terms
of prevention program.

Table 3
Extent of Implementation of Child Protection Policy in terms of
Prevention Program
Item
Weighted Mean
Verbal Interpretation
Rank
1. Conduct session, training
and seminars on positive peer
relationships and enhancement
of social and emotional
competence.
2. Use training modules which
include positive and nonviolent discipline in classroom
management
and
gender
sensitivity.
3. Employ different
enhancing the skills
in integrating and
childrens
rights
classroom.

means of
pedagogy
teaching
in
the

3.8
Implemented to a great extent
2.5
3.89
4.00

Implemented
extent

to

great
2.5

Implemented to a great extent

43

1
Composite Mean
3.93
Implemented to a great extent
The above table shows the extent of implementation of child protection policy in
terms of prevention program. It can be seen from table that employing different means of
enhancing the skills pedagogy in integrating and teaching childrens rights in the
classroom ranked 1st with a weighted mean of 4.00. It means that in order to prevent
problems to occur within the classroom, the teachers integrate different strategies in their
lessons for this is the most feasible means of prevention. And lastly, conducting session,
training and seminars on positive peer relationships and enhancement of social and
emotional competence and using training modules which include positive and non-violent
discipline in classroom management and gender sensitivity ranked 2.5 th with weighted
means of 3.8 and 3.89 respectively. This means that the teachers use other methods or
programs to maintain peace and orderliness within the school.
Table 4
Problems encountered in the Implementation of Child Protection Policy
Problems encountered
Frequency
Rank
1. Children do not fully understand the Child
14
6
Protection Policy.
2. Children become abusive due to cited in
misconception of the childrens right as indicated
in the Child Protection Policy.

22

1.5

3. Number or rate of children with unpleasant

behavior increases.

21

4. Most parents do not support the aims of Child

Protection Policy.

13

20

5. There are parents who misunderstood the

policy and taught their children the same

44

concept.
6. Teachers are usually troubled by parents
because of their childrens lies.

19

7. Not all school personnel consistently follow

orders of Child Protection Policy.

8. Teachers have harder times in controlling or

managing the children in the classroom.

22

1.5

9. There is no activity or program provided to

support the Child Protection Policy.
10. There is no voluntary support from other
stakeholders (PNP, LGU, Church, Barangay
officials, etc.)

9.5

9.5

3. Problems Encountered in the Implementation of the Child Protection

Policy.
The table represents the problems being encountered in Padre Garcia Central
School after the policy implementation. Children become abusive due to misconception
of the childrens right as indicated in the Child Protection Policy and teachers have harder
times in controlling or managing the children in the classroom ranked 1.5 th with the
frequency of 22. This means that these are the most commonly encountered problems by
the teachers. On the other hand, number or rate of children with unpleasant behavior
increases ranked 3rd with the frequency of 21.
While, there are parents who misunderstood the policy and taught their children the
same concept ranked 4th with the frequency of 20. This means that the teachers are having

45

hard times about parents misinterpretation of the policy. On the other hand, teachers are
usually troubled by parents because of their childrens lies ranked 5 th with a frequency of
19. Hence, children do not fully understand the Child Protection Policy ranked 6 th with a
frequency of 14. Most parents do not support the aims of Child Protection Policy ranked
7th with a frequency of 13. Furthermore, not all school personnel consistently follow
orders of Child Protection Policy ranked 8th with a frequency of 2.
And finally, there is no activity or program provided to support the Child
Protection Policy and there is no voluntary support from other stakeholders (PNP, LGU,
Church, Barangay officials, etc.) ranked 9.5 th with a frequency of 1. This means that these
problems are encountered by the least numbers of teachers.
Proposed Program
Based from the findings of the study, the following are needed to further enhance
the implementation of Child Protection Policy. Teachers must abide the duties and
responsibilities to lead the parents and other stakeholders. They must also follow the
child protection procedures for them to be organized. They must consider the prevention
program of the school to maintain safety and security of children.
For this study, the researchers gave proposed programs which are designed for the
enhancement of the implementation of Child Protection Policy for the benefit of teachers,
parents and student. It should be implemented to improve the childrens discipline,
classroom environment and management task for teachers.

46

Chapter V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary, findings, conclusion and recommendation by
the present study.
Summary
The main purpose of the study is to assess the extent of implementation of Child
Protection Policy in Padre Garcia Central School, Padre Garcia, Batangas S.Y. 20152016. It involved twenty seven faculty members (1 principal, 25 grade school teachers
and 1 special education teacher) who are implementing the said policy. The descriptive
qualitative type of research was employed by the researchers with the questionnaire as
the major instrument in gathering data. The statistical tool used were a frequency,
weighted mean, ranking and one-way analysis of variance.

47

Specifically, it sought to answer the following questions:

1. What is the Child Protection policy?
2. How do the school implements the child Protection Policy in terms of.
2.1 duties and responsibility;
2.2 child protection procedures; and
2.3. prevention program
3. What problems are encountered the implementation of the policy?
4. Based from the findings, what program can be proposed to enhance the
implementation of the policy?
Findings
After the data was tabulated, statistically treated, analyzed and interpret, the
following findings came out.
1. Child Protection Policy. Padre Garcia Central School is implementing the Child
Protection Policy to the great extent. The said policy is aligned with the DepEds Child
Protection Policy simplified for the understanding of parents and children.
2.

Extent of Implementation of Child Protection Policy in terms of:

2.1.

Duties and Responsibilities. Ensuring that the childrens right to be heard

are respected and upheld in all matters and procedures affecting their welfare has a

48

weighted mean of 4.48. On the other hand, respecting participatory and other rights of
children and upheld in all matters and procedures affecting their welfare to the extent of
implementation in terms of duties and responsibilities with the weighted mean of 4.41.
Furthermore, coordinating with appropriate offices and other agency or
instrumentality for appropriate assistance and intervention as may be required in the
performance of its function with the weighted mean of 4.33. While adapting a child
protection policy organizes and convenes Child Protection Committee (CPC) for the
school with the weighted mean of 4.19.
Hence, ensuring effective child protection policies and procedures, and monitors
compliance and initiating information dissemination program and organize activities for
the protection of the children with the weighted mean of 4.15. While, monitoring the
implementation of positive measures and effective procedures in providing the necessary
support for the child and for those who care for the child have a weighted mean of 4.04.
And lastly, establishing a system for identifying students who may be suffering
from significant harm based on any physical, emotional or behavior signs has a weighted
mean of 4.48.
2.2. Child Protection Procedures. All bullying incidents shall be reported to the school
head with the weighted mean of 4.56. On the other hand, the identity or other information
that may reasonably identify the pupils or student shall remain confidential with the
weighted mean of 4.44. While the school head shall inform the parents of the pupils
concerned and a meeting shall be held for that purpose with the weighted mean of 4.37.

49

Punitive measures will be a last resort and the Revised Rules of Procedures of DepEd in
Administrative Cases shall apply in all other aspects with the weighted mean of 4.30.
Furthermore, the students shall be referred to the Child Protection Committee for
counseling and other interventions with the weighted mean of 4.26. Criminal and civil
liability shall not be a barrier to the filling of an administrative case with the weighted
mean of 4.22.
Hence, School head or the School Division Superintendent shall forward the
complaint within 48 hours to the disciplinary authority, who shall issues an order for the
conduct of a fact-finding investigation, not later than 72 hours from submission and if the
person complained of is non-teaching personnel, the Schools Division Superintendent
shall cause the conduct of a fact-finding investigation within the same period with the
weighted mean of 4.19. And lastly, the school may impose non-punitive measures in
accordance with the principle of positive and non-violence discipline with the weighted
mean of 4.04.
2.3. Prevention Program. Employing different means of enhancing the skills pedagogy
in integrating and teaching childrens rights in the classroom has a weighted mean of
4.00. And lastly, conducting session, training and seminars on positive peer relationships
and enhancement of social and emotional competence and using training modules which
include positive and non-violent discipline in classroom management and gender
sensitivity with weighted mean of 3.89.

50

3. Problems encountered in the Implementation of Child Protection Policy. Children

become abusive due to misconception of the childrens right as indicated in the Child
Protection Policy and teachers have harder times in controlling or managing the children
in the classroom with the frequency of 22. On the other hand, number or rate of children
with unpleasant behavior increases with the frequency of 21.
While, there are parents who misunderstood the policy and taught their children the
same concept with the frequency of 20. On the other hand, teachers are usually troubled
by parents because of their childrens lies with a frequency of 19. Hence, children do not
fully understand the Child Protection Policy with a frequency of 14. Most parents do not
support the aims of Child Protection Policy with a frequency of 13. Furthermore, not all
school personnel consistently follow orders of Child Protection Policy with a frequency
of 2.
And finally, there is no activity or program provided to support the Child
Protection Policy and there is no voluntary support from other stakeholders (PNP, LGU,
Church, Barangay officials, etc.) with a frequency of 1. This means that these problems
are encountered by the least numbers of teachers.
Conclusion
Based on the findings, the following conclusions were drawn:

51

1. The implementation of child protection policy in terms of duties and responsibilities,

child protection procedures and prevention program clearly show that the teachers
implementation of the child protection policy is to the great extent.
2. Teachers encountered changes in childrens behavior after Child Protection Policy has
implemented.
3. There should be an interaction between the parents and teachers.
4. There are possible activities to be proposed to enhance the implementation of the Child
Protection Policy.
Recommendation
In the light of the findings and conclusion of the study, the following
recommendations are given by the researchers:
1. More trainings and symposium may be trained by the teachers to further enhance the
implementation of Child Protection Policy in School.
2. Further study regarding Child Protection can be done to assess the implementation of
Child Protection Policy.
3. Similar study may be conducted to support other studies with the same nature but
different perspective to validate their result.
4. Deeper and further study may be conducted regarding the result of implementation of
Child Protection Policy in different public schools.

52