Level of Implementation of Child Protection Policy and Preferred Disciplinary Interventions and Strategies in San Juan District

Abstract

INTRODUCTION

This study was designed to answer the questions on determining the level of the implementation of the Child Protection Policy as perceived by teachers, parents, school heads and non-teachers; identify the preferred disciplinary strategies and interventions; find if there is a significant difference in the assessments of the respondents; and propose a plan of action that may be undertaken based on the findings of the study.

METHODS

The use of descriptive research helped the researcher to produce the results of the study. The respondents of the study were the selected teachers from three public elementary schools in the San Juan District. The researcher made use of a self-made questionnaire. The questionnaire was developed after downloading, reading, and studying samples of questionnaires from related studies.

RESULTS

Findings show that the teacher, parents, school heads, and non-teaching personnel evaluated the activities as highly implemented. The teachers always had the tendency to change the seating arrangement and small group assignments of students to avoid problems. Often, teachers tend to remove a student from a distressing situation before inappropriate behavior can occur and ease the classroom tension through humor. The positive strategies were always utilized by teachers in dealing with pupils' misbehavior as assessed by teachers. In addition, teachers often kept their classroom safe by structuring every now and then to avoid boredom and restlessness amongst pupils. The positive strategies utilized by teachers significantly affected the occurrences of mild types of pupils’ misbehavior and hence, the child protection policy law is also affected. Therefore, the researcher was safe to reject the null hypothesis on the areas of comparison.

DISCUSSIONS

There was a significant difference between the perceptions of the level of implementation between the 4 groups of respondents. Hence the null hypothesis is rejected. The positive discipline intervention was often practiced by teachers in dealing with pupils' misbehavior. The teachers always utilized positive strategies in dealing with pupils' misbehavior. The teachers believed that they have the right skills to address pupils' misbehavior. The positive strategies utilized by teachers significantly affected the occurrence of the mild and major types of misbehavior.