Good Vibes: Teacher's Intervention in Reducing Bullying Behaviors among Grade VIII -Mendel Students in Datu Molod Integrated School

Abstract

INTRODUCTION

This action research was conducted to the students of the Grade VIII -Mendel in Datu Molod Integrated School, SY: 2018-2019, Dampilan, Lumatil, Maasim, Sarangani Province, Philippines. It specifically aimed to answer the following problems: what are the different bullying behaviors experienced by Grade VIII -Mendel learners, and what are the interventions of the adviser to lessen bullying acts inside the classroom? The impact of prejudice-related bullying should not be underestimated. Bullying must be recognized, understood and taken seriously. (Jan, A., & Husain, S., 2015). It is stipulated in Republic act no. 10627"An act requiring all elementary and secondary schools to adopt policies to prevent and address the acts of bullying in their institutions" that schools have been mandated by the Department of Education to adopt and adapt strategies to reduce bullying in public schools. This paper attempted to contribute by adding a teacher's intervention as the dependent variable. The proponents hope to lessen bullying through values formation like having a positive outlook or good vibes.

METHODS

Descriptive method of research was utilized on the bullying behaviors reported by students. A researcher-created questionnaire was adopted from the paper of L.B. Tolibas (2017)together with data for this action research. The survey tool describes common bullying behaviors. The gathered data of this study were analyzed and interpreted. To identify the inferences of each factor, frequency, and the weighted mean was used. The proponents adapted the Likert 5 point scale. The researchers should conduct the questionnaires every quarter to note how effective their interventions are.

RESULTS

The Researcher used weighted mean to know the leading behavior of the students in bullying. Data shows that the main bullying act experienced by the students is I was pushed or kicked by someone with the highest mean of 3.31. It translates into SOMETIMES cases of occurrence. The overall result of the study has a weighted mean of 2.61 which can be interpreted as SOMETIMES in terms of bullying experience.

DISCUSSIONS

The teacher has now had the baseline for her intervention to focus on and make this intervention an avenue to lessen the act of bullying in her classroom. And to achieve seldom to never occurrence in bullying experiences.