LEVEL OF AWARENESS AND EXTENT OF CHALLENGES OF CHILD
PROTECTION POLICY IN THE THIRD DISTRICT OF QUEZON
PROVINCE: BASIS FOR POLICY NOTES
A Dissertation
Presented to
The Faculty of the Graduate School of Education
University of Perpetual Help System-DALTA
Las Piňas City
In Partial Fulfillment
Of the Requirements for the Degree
Doctor of Philosophy in Education
Major in Educational Management
IRENE RECHELLE R. FAJARITO
April 2024
ii
APPROVAL SHEET
This dissertation entitled “LEVEL OF AWARENESS AND EXTENT OF
CHALLENGES OF CHILD PROTECTION POLICY IN THE THIRD DISTRICT OF
QUEZON PROVINCE: BASIS FOR POLICY NOTES” prepared and submitted by
IRENE RECHELLE R. FAJARITO in partial fulfillment of the requirements for the
degree of Doctor of Philosophy in Educational Management has been examined and
recommended for acceptance and approval for Final Oral Examination.
DENNIS M. MARQUEZ, EdD
Adviser
ORAL EXAMINATION COMMITTEE
Approved by the Committee on Oral Examination with a grade of _______.
DR. FERDINAND C. SERRANO
Member
DR. MARIA FELISA P. CALICDAN
Member
DR. MACARIO D. FELECIA, JR.
Member
DR. MARITES M. ANN
Member
DR. RONEIL P. EDU
Chairman
Accepted and approved in partial fulfillment of the requirements for
the degree of Doctor of Philosophy in Education, major in Educational
Management.
DR. EDUARDO C. ZIALCITA
Dean
iii
ACKNOWLEDGEMENT
The researcher expresses profound gratitude for the invaluable support
and immeasurable appreciation extended to the following individuals for their
generous
assistance,
unwavering
encouragement,
and
wholehearted
cooperation in making this study a reality.
First and foremost, praises and glory to God Almighty for His
immeasurable grace and blessings He showered upon her throughout this
research journey.
Dr. Eduardo C. Zialcita, Dean of the University of Perpetual Help System
Dalta – Las Piñas Campus Graduate Studies, for his professional assistance
towards its completion.
Dr. Dennis M. Marquez, her research adviser who believed in her and
work hard toward this work’s fruition.
Dr. Roneil P. Edu, the chairperson of oral examination committee and
members, Dr. Ferdinand C. Serrano, Dr. Maria Felisa P. Calicdan, Dr. Macario
Felicia, Jr. and Dr. Marites M. Ann for building motivation and providing positive
comments in improving the research study.
Dr. Rommel C. Bautista, Schools Division Superintendent, for allowing
the researcher to conduct the study, Mr. Isidro P. Delos Reyes, Public Schools
District Supervisor, Buenavista District I, Mr. Rogelio P. Villapando, Secondary
iv
Principal II and Mr. Roland V. Magsino, Assistant Secondary Principal II of
Buenavista National High School for their constant reminder to dream and never
stop dreaming;
To her family especially to her father, Dr. Hoberto N. Rebanal for the
endless trust and moral support, and in printmaking inspires the researcher to
continue this kind of significant undertaking. Her husband, Mr. Jay Russel F.
Fajarito, for his unconditional love and support; their adorable kids, Johan Red,
Rence Rua and Liam Ray, her daily dose of happiness, a lucky charm in finishing
this study despite many ups and downs.
To her colleagues and friends, for rendering their precious time in
providing the researchers need and for the effort in supporting the researcher.
And once again, to God be all the Glory.
IRERF
v
ABSTRACT
This study explores the demographic profile of school heads and teachers, their
awareness of Child Protection Policies (CPP), challenges encountered in policy
implementation, and the interrelationships of these factors within Quezon Province's
Third District, Philippines. Employing a pure quantitative research design with a
structured survey questionnaire, the study sampled 278 senior high school
administrators and teachers from a total population of 808. Findings reveal a
predominantly mid-career, highly educated, and predominantly female teaching
workforce, with significant representation aged between 39-44 years (67.8%) and
holding Master’s degrees (61.0%). However, gaps in age diversity and gender
balance persist, particularly among younger and older educators and male teachers.
Teachers in positions I-III (83.5%) primarily oversee day-to-day policy
implementation, while Master Teachers (16.5%) provide strategic insights, reflecting
diverse lengths of service among respondents. The study identifies key challenges
in policy implementation arising from resource limitations, institutional culture, and
legal complexities. Recommendations include tailored training initiatives for different
demographic groups, improved resource allocation, and the cultivation of
collaborative institutional cultures. These steps are proposed to enhance CPP
understanding and effectiveness in senior high schools, thereby fostering safer
educational environments.
Keywords: awareness, challenges, Child Protection Policies, culture and support
familiarity with policy content, reporting procedures, senior high
schools, supports and resources
vi
TABLE OF CONTENTS
TITLE
PAGE
TITLE PAGE
i
APPROVAL SHEET
ii
ACKNOWLEDGEMENTS
iii
ABSTRACT
v
TABLE OF CONTENTS
vi
LIST OF TABLES
ix
LIST OF FIGURE
xii
CHAPTER
PAGE
1
1
THE PROBLEM AND ITS BACKGROUND
Introduction
1
Background of the Study
3
Theoretical Framework
5
Conceptual Framework
7
Statement of the Problem
9
Hypotheses
12
Scope and Delimitation of the Study
12
Significance of the Study
14
Definition of Terms
17
vi
2
3
4
REVIEW OF RELATED LITERATURE AND STUDIES
20
Related Literature and Studies
20
Synthesis
73
METHODOLOGY
76
Research Design
76
Population and Sampling
76
Respondents of the Study
77
Research Instrument
78
Data Gathering Procedure
80
Statistical Analysis
81
PRESENTATION, INTERPRETATION AND
ANALYSIS OF DATA
83
Demographic Profile of Respondents
84
Level of Awareness Regarding Child Protection
Policies as assessed by the Two-group of Respondents
107
Challenges Encountered by the Respondents Regarding the
Implementation of the Child Protection Policy
128
Significant Difference Between the Level of Awareness of
The School Heads and Teachers When Grouped
According to Demographic Profiles
143
vii
Significant Difference Between the Extent of Challenges
of The School Heads and Teachers When Grouped
According to Demographic Profiles
146
Significant Relationship Between the Level of Awareness
and the Extent of Challenges Encountered by the
Respondents
149
Proposed Policy Notes on Child Protection Policy
Implementation in Senior High Shool in Senior High
Schools under DepEd Quezon
5
152
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
160
Summary of Findings
160
Conclusions
164
Recommendations
168
REFERENCES
172
APPENDICES
A
Letter Asking Permission to Conduct Study
to the District Superintendent
180
B.
Data Sharing Agreement
181
C.
Letter to District Supervisors
186
D.
Letter to Respondents
194
E.
Survey Questionnaire
196
viii
F.
Letter to Validators and Validated Questionnaires
206
G.
Certification of Statistical Analysis
250
H.
Curriculum Vitae
251
ix
LIST OF TABLES
Table 1. Demograpic Profile of the School Head in terms of Age
85
Table 2. Demographic Profile of the School Heads In terms of Sex 87
Table 3. Demoographic Profile of the School Heads in terms of
Position
89
Table 4. Demographic Profile of the School Heads in terms of
Highest Educational Attainment
91
Table 5. Demographic Profile of the School Head Heads in terms
of Length of Service
94
Table 6. Demographic Profile of the Teachers in terms of Age
97
Table 7. Demographic Profile of the Teachers in terms of Sex
99
Table 8. Demographic Profile of the Teachers in terms of Position
101
Table 9. Demographic Profile of the Teachers in terms of
Highest Educational Attainment
103
Table 10. Demographic Profile of the Teachers in terms of
Respondent’s Length of Service
105
Table 11. Level of Awareness of School Heads and Teachers
in the Third District of Senior High School regarding
Child Protection Policies in terms of Familiarity with
Policy Content
108
Table 12.Level of Awareness of School Heads and Teachers
in the Third District of Senior High School regarding
Child Protection Policies in terms of Understanding
of Reporting Procedures
111
x
Table 13. Level of Awareness of School Heads and Teachers
in the Third District of Senior High School regarding
Child Protection Policies in terms of Awareness of
Support Resources
114
Table 14. Level of Awareness of School Heads and Teachers
in the Third District of Senior High School regarding
Child Protection Policies in terms of Sigs and
Indicators
117
Table 15. Level of Awareness of School Heads and Teachers
in the Third District of Senior High School regarding
Child Protection Policies in terms of Legal and
Obligations
120
Table 16. Level of Awareness of School Heads and Teachers
in the Third District of Senior High School regarding
Child Protection Policies in terms of Training or
Professional Development
123
Table 17. Consolidated Weighted Average Mean of
Respondents in Level of Awareness of School
Heads and Teachers in the Third District of
Senior High School regarding Child Protection
Policies
127
Table 18. Challenges Encountered of School Heads and
Teachers in the Senior High School, Third District
Regarding the Implementation of the Child
Protection Policy in terms of Awareness in Training
130
x
Table 19. Challenges Encountered of School Heads and
Teachers in the Senior High School, Third District
Regarding the Implementation of the Child
Protection Policy in terms of Resource Constraints
133
Table 20. Challenges Encountered of School Heads and
Teachers in the Senior High School, Third District
Regarding the Implementation of the Child
Protection Policy in terms of Institutional Culture
and Support
136
Table 21. Challenges Encountered of School Heads and
Teachers in the Senior High School, Third District
Regarding the Implementation of the Child
Protection Policy in terms of Legal and Reporting
139
Table 22. Consolidate Weighted Average Mean of School
Heads and Teachers Respondents Challenges
Encountered in the Senior High School, Third District
Regarding the Implementation of the Child Protection
Policy
142
Table 23. Significant Difference Between the Level of Awareness
of the School Heads and Teachers when grouped
According to Demographic Profiles
145
Table 24. Significant Difference Between the Extent of
of Challenges the School Heads and Teachers when
grouped According to Demographic Profiles
148
Table 25. Significant Relationship Between the Level of
Awareness and the Extent of Challenges Encountered
by the Respondents
151
xii
LIST OF FIGURE
Figure 1. Conceptual Framework
8
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
In the global educational landscape, safeguarding the safety and rights of
students stands as a critical priority. This significance is particularly emphasized
within senior high schools under the Department of Education (DepEd) in the
Philippines. Recent years have witnessed a surge in concerns regarding child
protection and safety, notably due to distressing incidents involving child abuse,
bullying, and other forms of misconduct (Gordon, 2019). These incidents have
brought to light the effectiveness of existing child protection policies. An evident gap
has emerged between the meticulously crafted policies aimed at protecting students'
welfare and their actual implementation on the ground. The underlying causes for this
gap are varied, encompassing resource constraints, inadequate training, limited
awareness, and administrative complexities (Montalbo, 2019). Given these factors, a
thorough examination of the implementation effectiveness of child protection policies
within senior high schools of DepEd Quezon becomes a compelling imperative.
At the heart of this issue lies the effectiveness of implementing child protection
policies in these educational institutions. Despite the presence of well-defined
policies designed to ensure the well-being and rights of students, instances
2
of abuse, bullying, and safety lapses persist. This underscores the urgent need to
critically assess the extent to which these policies are effectively put into practice and
whether they achieve the intended outcomes of fostering a secure and conducive
learning environment for students.
The rationale for selecting this research topic is deeply rooted in the pressing
need to bridge the gap between policy formulation and practical application in the
realm of child protection. Educational institutions not only impart knowledge but also
play a crucial role in nurturing students, making their safety of paramount
significance. By scrutinizing the implementation of child protection policies in senior
high schools, this study aims to uncover the challenges and opportunities involved in
translating policies into tangible safeguards. The insights gained from this study can
then be utilized to refine strategies, enhance training initiatives, allocate resources
optimally, and address systemic barriers that hinder the effective execution of child
protection policies.
Given these circumstances, the primary objective of this study is to conduct a
comprehensive evaluation of the implementation effectiveness of child protection
policies within senior high schools under the jurisdiction of Third District of DepEd
Quezon. This involves multifaceted objectives: evaluating the practical application of
policies, assessing their impact on student well-being and safety, identifying barriers
that hinder their optimal execution, and providing actionable recommendations to
strengthen child protection measures. In summary, this research seeks to address
3
the urgent need to improve the implementation of child protection policies in senior
high schools under Third District of Quezon. By examining the current situation,
underlying challenges, and potential solutions, the study aims to make a substantive
contribution to the establishment of a safer and more nurturing educational
environment for students.
Background of the Study
In the educational landscape, the fundamental tenets of student safety and
well-being are integral to fostering holistic development. As concerns regarding child
protection and safety continue to escalate, comprehensive policies have been
meticulously crafted to provide students with a secure and conducive learning
environment. This study conducts an in-depth exploration of the efficacy of
implementing child protection policies within senior high schools under the jurisdiction
of the Department of Education (DepEd) Quezon—a region distinguished for hosting
the largest student population in CALABARZON.
DepEd Quezon stands as a significant educational hub in the CALABARZON
region, comprising a diverse array of educational institutions catering to students
across different academic tiers. Notably, the senior high school phase plays a pivotal
role in students' educational journeys, shaping the trajectories that lead to their future
aspirations and professional pursuits. Despite the promising educational landscape,
a cloud of concern hangs over the effective implementation of child protection policies
4
within senior high schools. The urgency of this issue is underscored by the fact that
senior high school represents a culminating phase for many students before they
embark on higher education or enter the workforce. Challenges in implementing
these critical child protection policies have resulted in adverse consequences, with
some students compelled to discontinue their educational pursuits due to the fallout
from inadequate policy execution (Santos, 2020). In light of these challenges, the
significance of this study is profound. At its core, the study aims to unravel the
intricate interplay between policy formulations and their practical application within
senior high schools. The effective deployment of child protection policies directly
influences students' academic engagement, emotional well-being, and shapes the
contours of their future prospects (Veloso, 2019). Therefore, the primary objective of
this study is to unearth the foundational factors contributing to the pronounced gap
between policy ideals and their on-ground manifestation. A crucial aspect that
amplifies the gravity of the senior high school phase is its transitional nature. This
juncture serves as a gateway through which students transition to higher education
or the professional sphere. Any discord or disruption during this period, stemming
from safety concerns or allied issues, has the potential to reverberate across their
trajectories, leaving indelible imprints on their personal, academic, and professional
journeys. In summary, the focal point of this study—an exploration into the
implementation effectiveness of child protection policies within senior high schools
under DepEd Quezon—is firmly anchored in the bedrock of educational prominence.
5
It addresses the challenges inherent in policy realization and highlights the
transformative potential of the senior high school phase. Through an incisive
investigation into the nuanced dynamics of policy instantiation, this research aspires
to act as a catalyst, fostering the evolution of policies, practices, and support
frameworks that cultivate an educational landscape characterized by security,
nurturing, and an unimpeded pursuit of knowledge.
Theoretical Framework
The theoretical framework for this study draws upon key theories to
comprehensively explore the dynamics surrounding the efficacy of child protection
policies in senior high schools of the Third District of Quezon. These theories provide
valuable lenses through which to analyze the implementation of such policies and
understand the challenges and opportunities for improvement.
Bronfenbrenner's Ecological Systems Theory (1979) offers a comprehensive
framework for understanding how different environments influence an individual's
development and behavior. In the context of child protection policies: The
Microsystem includes the immediate environment where students interact (e.g.,
classrooms, peer groups), affecting the awareness and enforcement of child
protection policies. The Mesosystem involves the connections between different
microsystems (e.g., between school and community), influencing collaboration and
6
policy implementation. The Exosystem refers to external factors like government
policies and media attention, which indirectly impact school systems and policy
implementation.
Social Learning Theory (Bandura, 1977) focuses on how individuals learn
through observing others' behaviors, attitudes, and outcomes. For child protection
policies: The theory suggests that clear policies can serve as models for behavior.
When students, teachers, and administrators observe consistent policy application,
it can influence behaviors to create a safer school environment.
Institutional Theory (Scott, 2008) helps understand how organizations like
schools adapt to external pressures and expectations. Regarding child protection
policies: Organizational Adaptation is crucial for schools to meet policy requirements.
This theory allows analysis of how schools in the Third District of Quezon adjust their
structures, practices, and culture to align with these policies.
Diffusion of Innovations Theory (Rogers, 2003) is relevant for understanding
the spread of new ideas or policies within organizations. In this context: The theory
helps examine the stages of awareness, adoption, implementation, and confirmation
of child protection policies in senior high schools. It identifies potential barriers and
proposes strategies for smoother integration. These theories collectively contribute
to understanding the levels of awareness among stakeholders and the challenges
faced in implementing child protection policies. They provide valuable insights into
7
improving awareness campaigns, adapting organizational structures, overcoming
implementation hurdles, and fostering a culture of safety.
In summary, this theoretical framework serves as a foundation for
understanding the complexities surrounding child protection policy implementation. It
offers lenses to assess awareness levels, identify challenges, and provide actionable
policy recommendations to create a safer educational environment in the Third
District of Quezon.
Conceptual Framework
The conceptual framework for this study aims to provide a structured approach
to understanding the implementation effectiveness of child protection policies in
senior high schools of the Third District of Quezon. This framework illustrates the key
components: input, process, and output, which were guide the investigation into the
level of awareness and extent of challenges regarding child protection policies.
INPUT
PROCESS

Development
and validation of
instrument.

Seek
approval
from the Division
office down to
public
schools
OUTPUT
8
Figure 1. Conceptual paradigm of the study in a form of Input, Process and
Output
The conceptual framework of this study follows an Input, Process, Output
(IPO) model to analyze the implementation of child protection policies in senior high
9
schools. In Input phase focuses on gathering demographic information and assessing
awareness levels and challenges related to CPP, as well as various aspects of
awareness regarding CPP.
In the process phase, the study involves the development and validation of the
survey instrument, seeking approval from relevant education authorities, conducting
surveys, and analyzing data using descriptive statistics such as mean, median,
mode, frequency distributions, percentages, chi-square tests, and Pearson's r.
The output is a Basis for Policy Notes
in the implementation of Child
Protection Policy in the Senior High School for third district of SDO Quezon.
The IPO framework facilitates a systematic and comprehensive analysis,
contributing valuable insights and actionable recommendations to improve child
protection policy implementation in senior high schools.
Statement of the Problem
The main purpose of this study was to comprehensively investigate the level
of awareness and extent of challenges surrounding the implementation of child
protection policies in senior high schools of the Third District of Quezon. This
examination served as the foundation for formulating policy notes aimed at enhancing
child protection measures within these educational institutions.
Specifically, it aimed to answer the following questions:
10
1. What is the demographic profile of two groups of respondents in terms of:
1.1 School Heads;
1.1.1age;
1.1.2 sex ;
1.1.3. position;
1.1.4. highest educational attainment; and
1.1.5. length of service?
1.2 Teachers
1.2.1 age;
1.2.2 sex ;
1.2.3 position;
1.2.4 highest educational attainment; and
1.2.5 length of service?
2. What is the level of awareness regarding Child Protection Policies as assessed by
the two-group of respondents in terms of:
2.1. familiarity with policy content;
2.2. understanding of reporting procedures;
2.3. awareness of support resources;
2.4. knowledge of signs and indicators;
2.5. legal and obligations; and
11
2.6. training of professional development?
3. What is the extent of challenges encountered by the respondents in the third district
regarding the implementation of the Child Protection Policy as asessed by the two
groups of respondents in terms of:
3.1. awareness and training;
3.2. resource constraints;
3.3. institutional culture and support; and
3.4. legal and reporting?
4. Is there a significant difference in the level of awareness when grouped according
to demographic profile?
5. Is there a significant difference in the extent of challenges when group according
to profile?
6. Is there a significant relationship between the level of awareness and the extent of
challenges encountered by the respondents?
7. Based on the results of the study, what policy notes can be proposed to improve
the implementation of Child Protection Policies in senior high schools under DepEd
Quezon?
Hypotheses
12
1. There is no significant difference in the level of awareness in the implementation
of child protection policy when grouped according to demographic profiles.
2. There is no significant difference in the extent of challenges encountered in the
implementation of child protection policies of respondents when grouped according
to demographic profiles.
3. There is no significant relationship between the level of awareness of child
protection policies and the extent of challenges encountered of respondents in their
implementation in senior high schools of the Third District of Quezon.
Scope and Delimitation of the Study
This research focuses on examining the level of awareness and extent of
challenges in the implementation of child protection policies in senior high schools
specifically within the Third District of Quezon province, under the jurisdiction of the
Department of Education (DepEd) Quezon. The study encompasses the academic
year 2023-2024 as its timeline, aiming to capture the current state of policy
implementation and awareness among school heads and teachers within this
specified geographic area and timeframe.
The Third District of Quezon province is chosen as the locale for this study
due to its significance as a specific educational jurisdiction under DepEd Quezon.
This district provides a focused and manageable scope for in-depth analysis of child
13
protection
policy
implementation
within
senior
high
schools,
ensuring
a
comprehensive understanding of the challenges and awareness levels in this specific
area.
Delimitations: Exclusion of Other Districts or Provinces: The study focuses
solely on the Third District of Quezon province, excluding other districts or provinces
within Quezon. Specific Educational Institutions: The research is limited to senior high
schools under the jurisdiction of DepEd Quezon in the Third District, excluding other
types of educational institutions. Timeline: The study does not extend beyond the
academic year 2023-2024, ensuring a focused analysis of the specific period to
capture current conditions. Participants: While the primary participants are school
heads and teachers, the study does not include other stakeholders such as students,
parents, or community members. Research Methodology: This study adopts a
quantitative approach through survey questionnaires, excluding qualitative data
collection methods such as interviews or focus groups.
The rationale for choosing the third District of DepEd Quezon: Manageable
Scope: The Third District provides a manageable scope for the study, allowing for indepth analysis within a specific geographic area. Specific Jurisdiction: DepEd
Quezon's Third District represents a specific educational jurisdiction with its own
policies and challenges, making it an ideal focus for understanding child protection
policy implementation. Policy Relevance: The findings from this district can provide
actionable insights and recommendations directly applicable to senior high schools
14
within this jurisdiction, aiding in policy formulation and improvement. Practicality:
Limiting the study to one district ensures practicality in data collection, analysis, and
reporting, leading to more focused and meaningful results.
In summary, this study delves into the level of implementation and awareness
of child protection policies among school heads and teachers in senior high schools
within the Third District of Quezon province during the academic year 2023-2024,
using quantitative surveys as the primary research methodology. The choice of this
specific locale ensures a focused examination of policy implementation within a
manageable and policy-relevant context.
Significance of the Study
This study would be of great significance to the following:
Policy-Makers and Authorities. The study's findings would be valuable to policymakers and authorities responsible for crafting and enforcing educational policies.
The study can guide them in enhancing child protection policie s based on the realworld challenges and needs identified by stakeholders.
Department of Education (DepEd) Quezon. The study's outcomes would be of
interest to DepEd Quezon, as they will provide insights into the effectiveness of the
child protection policies they have implemented. The findings can inform policy
adjustments and resource allocation for improved policy execution.
15
Educational Institutions. The study will contributes to the quality of education within
senior high schools by addressing challenges in policy implementation. Educational
institutions can use the findings to refine their strategies, ultimately fostering a safer
and more conducive learning environment.
Research Community. The study will contribute to the body of knowledge
surrounding child protection policies in educational contexts. The methodologies and
insights will serve as a reference for future research endeavors in similar areas.
Advocacy Groups and NGOs. Organizations focused on child protection and
advocacy can use the study's findings to advocate for stronger policy enforcement,
awareness campaigns, and resource allocation within educational institutions.
Administrative Staff. The study's findings will be crucial for administrative staff who
are responsible for executing and monitoring child protection policies. Their insights
into challenges and strategies can drive improvements in policy implementation
processes.
Teachers. The study's outcomes will hold significance for teachers as they provide
insights into the awareness, challenges, and strategies surrounding child protection
policies. Teachers are integral in policy implementation, and understanding their
perspectives can lead to better collaboration and more effective strategies for
creating a safe learning environment.
16
Parents and Guardians. The study's insights into the effectiveness of child
protection policies will directly impact parents and guardians, providing them with
confidence in the safety of their children within the educational environment.
Students: The study will directly impacts students by striving to enhance their safety,
well-being, and overall learning experience within senior high schools. The findings
can lead to a more secure environment, enabling students to focus on their studies
and personal growth without the worry of safety concerns.
Future Researchers. The study's findings can inspire and guide future researchers
interested in exploring the dynamics of policy implementation, awareness, and
effectiveness within educational settings.
In essence, the significance of the study will transcend individual roles and
extends to a collective effort to create a safer, more nurturing, and effective
educational environment for students within senior high schools under DepEd
Quezon.
Definition of Terms
To facilitate a comprehensive understanding of the study, the following key
terms was employed and elucidated both conceptually and operationally, ensuring
clarity and coherence for readers:
Awareness denotes the understanding, knowledge, and familiarity of
teachers, students, and administrative staff regarding the existence and provisions of
17
child protection policies. Awareness is measured by participants' ability to accurately
articulate the key components, objectives, and procedures outlined in the child
protection policies within their respective senior high schools.
Challenges refer to the obstacles, barriers, and hindrances encountered by
senior high schools in effectively implementing child protection policies, potentially
affecting policy adherence and desired outcomes. Challenges are identified through
qualitative data collection that highlights the specific difficulties faced by schools in
executing child protection policies, such as resource constraints, lack of awareness,
or inadequate training.
Child Protection Policies encompass a set of regulations, guidelines, and
protocols designed to safeguard the physical, emotional, and psychological wellbeing of students within educational institutions. In the context of this study, child
protection policies refer to the specific rules, measures, and procedures established
by DepEd Quezon to prevent and address issues such as child abuse, bullying,
discrimination, and other threats to students' safety and well-being.
Implementation effectiveness refers to the degree to which child protection
policies are put into practice and achieve their intended goals within the senior high
school environment. This study is assessed through an evaluation of the extent to
which child protection policies are applied consistently, adhered to by stakeholders,
and yield tangible outcomes in terms of student safety and well-being.
18
Perceived outcomes and impacts encompass stakeholders' subjective
assessments, viewpoints, and impressions of stakeholders regarding the effects of
child protection policies on student well-being, safety, and the overall school climate.
Perceived outcomes and impacts are captured through qualitative data collected from
participants' perspectives on whether the implemented policies have contributed to
improved safety, reduced incidents, and enhanced the overall educational
experience.
Perception of effectiveness refers to the subjective judgment and viewpoints
of school administrators, teachers, and students regarding the overall success of
child protection policies in creating a safer and nurturing senior high school
environment. Perception of effectiveness is assessed through qualitative interviews
that elicit participants' opinions on the extent to which implemented policies have
contributed to enhancing safety, well-being, and the overall educational experience.
Policy implementation refers to the translation of child protection policies
from written documents into concrete actions, practices, and interventions within the
school environment. Policy implementation is gauged by assessing the degree to
which child protection policies are integrated into daily school activities, routines, and
interactions among teachers, students, and administrative staff.
Strategies and approaches denote the deliberate methods, tactics, and
initiatives employed by senior high schools to overcome challenges and enhance the
19
implementation of child protection policies. Strategies and approaches are explored
qualitatively by capturing the innovative measures, interventions, and practices
implemented by schools to address the identified challenges and ensure policy
effectiveness.
By providing both conceptual and operational definitions for these key terms,
the study aims to ensure that readers have a clear and nuanced comprehension of
the terminology used throughout the research.
21
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This section reviews pertinent literature and studies related to key aspects of
child protection policies in the context of senior high schools. The exploration includes
the awareness levels of teachers and students, the extent of policy implementation,
variations in awareness, perceptions of outcomes and impacts, and the challenges
faced by senior high schools. Understanding these dimensions is essential for
developing comprehensive insights into the dynamics of child protection policy
implementation within educational environments. The reviewed literature and studies
contribute to a better understanding of the current landscape and provide a
foundation for investigating child protection policies in senior high schools under the
Department of Education (DepEd) Quezon.
School heads and teachers’ level of awareness regarding the Implementation
of Child Protection Policies
In the global context, awareness among school heads and teachers regarding
the implementation of child protection policies varies widely. Some regions prioritize
comprehensive training and professional development programs to ensure educators
are familiar with policy content, understand reporting procedures, and are aware of
support resources. However, in other areas, there may be limited awareness due to
22
factors such as resource constraints, inadequate training opportunities, and varying
levels of commitment to child protection issues (UNICEF, 2018).
Internationally, there are diverse approaches to promoting awareness among
school heads and teachers regarding child protection policies. In some countries,
there is a strong emphasis on providing educators with detailed training on policy
content, reporting procedures, and legal obligations. This includes regular
workshops, seminars, and ongoing professional development initiatives. However, in
other regions, awareness levels may be lower due to a lack of resources or a focus
on other educational priorities (Save the Children, 2020).
In the Philippines, awareness among school heads and teachers regarding
the implementation of child protection policies can vary depending on factors such as
access to training and professional development opportunities, as well as the level of
support provided by education authorities. While there are initiatives to promote
awareness and training on child protection policies, there may still be gaps in
familiarity with policy content, understanding of reporting procedures, and awareness
of support resources, particularly in rural areas or underserved communities
(UNICEF Philippines, 2019).
Within the third district of Quezon Province, awareness among school heads
and teachers regarding the implementation of child protection policies may be
influenced by local factors such as access to training and support resources, as well
23
as the level of engagement from education authorities. While efforts may be made to
provide training and support, there may still be gaps in understanding reporting
procedures, recognizing signs and indicators of abuse, and awareness of legal
obligations, especially in smaller or more remote schools (DepEd Quezon Province,
2021).
Several gaps may exist in awareness among school heads and teachers
regarding the implementation of child protection policies: Familiarity with Policy
Content: Some educators may lack a comprehensive understanding of the content
and scope of child protection policies, leading to inconsistent implementation and
enforcement. Understanding of Reporting Procedures: There may be variations in
educators' understanding of the proper procedures for reporting suspected cases of
child abuse or neglect, potentially leading to delays or inadequate responses.
Awareness of Support Resources: Educators may not be fully aware of the support
resources available to them and to students in cases of child protection concerns,
resulting in underutilization of available services. Knowledge of Signs and Indicators:
Not all educators may be adequately trained to recognize the signs and indicators of
child abuse or neglect, leading to missed opportunities for early intervention.
Awareness of Legal Obligations: Some educators may not fully grasp their legal
obligations regarding child protection, including mandated reporting requirements
and their role in safeguarding students' rights. Training and Professional
Development: There may be disparities in the availability of training and professional
24
development opportunities for educators, leading to uneven levels of awareness and
preparedness across schools and districts.
The study on the level of implementation and awareness of child protection
policies in senior high schools in the third district of Quezon Province is significant for
several reasons: Identifying and Addressing Gaps: By identifying gaps in awareness
and understanding among school heads and teachers, the study can inform targeted
interventions and capacity-building initiatives to enhance educators' knowledge and
skills in implementing child protection policies effectively. Safeguarding Student Wellbeing: Improving awareness and implementation of child protection policies is
essential for safeguarding the well-being and rights of students, creating a safe and
conducive learning environment for all. Legal and Ethical Responsibilities: Ensuring
that educators are aware of their legal and ethical responsibilities regarding child
protection is crucial for compliance with national and international standards, fulfilling
their duty of care to students. Equity in Education: Addressing disparities in
awareness and training promotes equity in education by ensuring that all students,
regardless of their background or geographic location, are protected from harm and
abuse. Capacity Building: By supporting school heads and teachers in enhancing
their knowledge and skills through targeted training and professional development,
the study contributes to building a more competent and confident workforce capable
of effectively addressing child protection issues.
25
Familiarity with Policy Content
In a global context, familiarity with child protection policy content among school
heads and teachers varies significantly. In some regions, there is a strong emphasis
on comprehensive training programs that ensure educators are well-versed in policy
content, including legal frameworks, reporting procedures, and protocols for handling
child protection issues (UNICEF, 2018). However, in other areas, particularly those
with limited resources or infrastructure, there may be gaps in familiarity due to
inadequate training opportunities or a lack of prioritization of child protection issues
(Save the Children, 2020).
Internationally, there are diverse approaches to promoting familiarity with child
protection policy content among school heads and teachers. Some countries
prioritize ongoing professional development initiatives that provide educators with indepth knowledge of policy content, ensuring they understand their roles and
responsibilities in safeguarding students (OECD, 2020). However, in other contexts,
there may be challenges in disseminating policy content effectively, particularly in
regions with linguistic or cultural barriers (UNICEF, 2018).
In the Philippines, familiarity with child protection policy content among school
heads and teachers varies depending on factors such as access to training and
professional development opportunities. While there are initiatives to promote
familiarity with policy content, including workshops and seminars, there may still be
26
gaps in understanding due to resource constraints or competing priorities (UNICEF
Philippines, 2019). Additionally, variations in the implementation of child protection
policies across different regions and school districts can impact the level of familiarity
among educators. Within the third district of Quezon Province, familiarity with child
protection policy content among school heads and teachers may be influenced by
local factors such as access to training and support resources. While efforts may be
made to provide comprehensive training on policy content, there may still be gaps in
understanding due to logistical challenges or limited awareness of available
resources (DepEd Quezon Province, 2021). Additionally, variations in the level of
engagement from education authorities can impact the dissemination of policy
content at the local level.
Several gaps may exist in familiarity with child protection policy content among
school heads and teachers: Limited Training Opportunities: Some educators may
have limited access to training programs or professional development initiatives that
provide comprehensive information on policy content. Resource Constraints: Schools
and education authorities may face resource constraints that limit their ability to
disseminate policy content effectively, including the provision of training materials
and workshops. Competing Priorities: Child protection issues may compete with other
educational priorities, leading to a lack of emphasis on familiarizing educators with
policy content. Logistical Challenges: Logistical challenges, such as geographical
27
barriers or limited communication infrastructure, may hinder the dissemination of
policy content to educators in remote areas.
The study on the level of implementation and awareness of child protection
policies in senior high schools in the third district of Quezon Province is significant for
several reasons: Identifying Knowledge Gaps: By assessing familiarity with policy
content among school heads and teachers, the study can identify specific knowledge
gaps and areas for improvement in training and professional development initiatives.
Enhancing Policy Implementation: Improving familiarity with policy content is
essential for effective policy implementation, as educators need to understand their
roles and responsibilities in safeguarding students from harm and abuse. Ensuring
Compliance: Familiarity with policy content ensures that educators are aware of their
legal and ethical obligations regarding child protection, contributing to compliance
with national and international standards. Creating a Safe Learning Environment: By
promoting familiarity with policy content, the study contributes to creating a safe and
conducive learning environment for students, where their well-being and rights are
prioritized.
Understanding of Reporting Procedures
In a global context, the understanding of reporting procedures among school
heads and teachers regarding child protection issues varies significantly. In some
regions, there is a robust system in place that ensures educators are well-trained in
28
reporting procedures, including clear protocols for identifying, documenting, and
reporting incidents of child abuse or neglect (UNICEF, 2017). However, in other
areas, particularly those with limited resources or infrastructure, there may be gaps
in understanding reporting procedures due to insufficient training or a lack of
standardized protocols (Save the Children, 2019).
Internationally, there are diverse approaches to promoting the understanding
of reporting procedures among school heads and teachers. Some countries prioritize
ongoing
professional
development
initiatives
that
provide
educators
with
comprehensive training on reporting protocols, ensuring they can effectively respond
to child protection concerns (OECD, 2019). However, in other contexts, there may be
challenges in disseminating information about reporting procedures, particularly in
regions with linguistic or cultural barriers (UNICEF, 2017).
In the Philippines, the understanding of reporting procedures among school
heads and teachers varies depending on factors such as access to training and
support resources. While there are initiatives to promote understanding of reporting
procedures, including workshops and seminars, there may still be gaps in knowledge
due to resource constraints or competing priorities (DepEd Order No. 40, s. 2012).
Additionally, variations in the implementation of reporting protocols across different
regions and school districts can impact the level of understanding among educators.
29
Within the third district of Quezon Province, the understanding of reporting
procedures among school heads and teachers may be influenced by local factors
such as access to training and support resources. While efforts may be made to
provide comprehensive training on reporting protocols, there may still be gaps in
understanding due to logistical challenges or limited awareness of available
resources (DepEd Quezon Province, 2021). Additionally, variations in the level of
engagement from education authorities can impact the dissemination of information
about reporting procedures at the local level.
Several gaps may exist in the understanding of reporting procedures among
school heads and teachers: Limited Training Opportunities: Some educators may
have limited access to training programs or professional development initiatives that
provide comprehensive information on reporting procedures. Resource Constraints:
Schools and education authorities may face resource constraints that limit their ability
to disseminate information about reporting procedures effectively, including the
provision of training materials and workshops. Competing Priorities: Reporting
procedures for child protection issues may compete with other educational priorities,
leading to a lack of emphasis on understanding among educators. Logistical
Challenges: Logistical challenges, such as geographical barriers or limited
communication infrastructure, may hinder the dissemination of information about
reporting procedures to educators in remote areas.
30
The study on the level of implementation and awareness of child protection
policies in senior high schools in the third district of Quezon Province is significant for
several reasons: Identifying Knowledge Gaps: By assessing the understanding of
reporting procedures among school heads and teachers, the study can identify
specific knowledge gaps and areas for improvement in training and professional
development initiatives. Enhancing Response to Child Protection Concerns:
Improving the understanding of reporting procedures is essential for ensuring
educators can effectively respond to child protection concerns, including identifying
and reporting incidents of abuse or neglect. Ensuring Compliance: Understanding
reporting procedures ensures that educators are aware of their legal and ethical
obligations regarding child protection, contributing to compliance with national and
international standards. Creating a Safe Learning Environment: By promoting
understanding of reporting procedures, the study contributes to creating a safe and
conducive learning environment for students, where their well-being and rights are
prioritized.
Awareness of Support Resources
In a global context, the awareness of support resources among school heads
and teachers regarding child protection policies varies significantly. Some regions
have well-established support networks and resources available to educators,
including hotlines, counseling services, and access to child protection experts
(UNESCO, 2019). However, in other areas, particularly those affected by conflict or
31
humanitarian crises, there may be gaps in awareness due to limited access to
resources and infrastructure (Save the Children, 2018).
Internationally, there are diverse approaches to promoting awareness of
support resources among school heads and teachers. Some countries prioritize the
development of comprehensive support networks that provide educators with access
to a range of resources, including training materials, peer support groups, and mental
health services (OECD, 2020). However, in other contexts, there may be challenges
in disseminating information about available resources, particularly in regions with
limited communication infrastructure or linguistic barriers (UNICEF, 2017).
In the Philippines, the awareness of support resources among school heads
and teachers may vary depending on factors such as access to training and support
initiatives. While there are efforts to promote awareness of support resources,
including workshops and capacity-building programs, there may still be gaps in
knowledge due to resource constraints or limited dissemination of information
(DepEd Order No. 40, s. 2012). Additionally, variations in the availability of support
resources across different regions and school districts can impact the level of
awareness among educators.
Within the third district of Quezon Province, the awareness of support
resources among school heads and teachers may be influenced by local factors such
as access to training and support initiatives. While efforts may be made to provide
32
information about available resources, there may still be gaps in awareness due to
logistical challenges or limited engagement from education authorities (DepEd
Quezon Province, 2021). Additionally, variations in the level of community support
and collaboration can impact the availability and awareness of support resources at
the local level.
Several gaps may exist in the awareness of support resources among school
heads and teachers: Limited Dissemination: Some educators may have limited
knowledge of available support resources due to challenges in disseminating
information effectively, including resource constraints and communication barriers.
Lack of Training: Educators may not receive adequate training or professional
development on available support resources, leading to gaps in awareness and
utilization. Resource Constraints: Schools and education authorities may face
resource constraints that limit their ability to provide comprehensive information about
support resources, including the provision of training materials and workshops.
Community Engagement: Variations in community engagement and collaboration
can impact the availability and awareness of support resources, particularly in remote
or underserved areas.
The study on the level of implementation and awareness of child protection
policies in senior high schools in the third district of Quezon Province is significant for
several reasons: Identifying Knowledge Gaps: By assessing the awareness of
support resources among school heads and teachers, the study can identify specific
33
gaps and areas for improvement in training and dissemination initiatives. Enhancing
Access to Support: Improving awareness of support resources ensures that
educators can access the necessary assistance and guidance to address child
protection concerns effectively. Promoting Collaboration: Awareness of support
resources facilitates collaboration between educators, community stakeholders, and
child protection experts, contributing to a coordinated response to child protection
issues. Ensuring Student Well-being: By promoting awareness of support resources,
the study contributes to creating a supportive and safe learning environment for
students, where their well-being and protection are prioritized.
Knowledge of Signs and Indicators
In a global context, the knowledge of signs and indicators of child protection
issues among school heads and teachers varies depending on the availability of
training and support resources. Some regions have comprehensive training
programs that equip educators with the necessary knowledge to identify signs of
abuse, neglect, or exploitation among students (UNICEF, 2019). However, in areas
with limited resources or access to professional development opportunities, there
may be gaps in educators' understanding of the signs and indicators of child
protection issues (Save the Children, 2017).
Internationally, there are diverse approaches to promoting the knowledge of
signs and indicators of child protection issues among educators. Some countries
34
have established protocols and guidelines that outline specific signs of abuse or
neglect and provide training to school staff on how to recognize and respond to these
indicators effectively (UNESCO, 2018). However, in other contexts, there may be
challenges in disseminating information about signs and indicators due to cultural
sensitivities or limited resources (OECD, 2020).
In the Philippines, efforts have been made to enhance the knowledge of signs
and indicators of child protection issues among school heads and teachers through
training and capacity-building initiatives. The Department of Education (DepEd)
provides guidelines and resources to help educators recognize and respond to signs
of abuse, neglect, or exploitation among students (DepEd Order No. 40, s. 2012).
However, there may still be gaps in understanding among educators, particularly in
remote or underserved areas with limited access to training opportunities.
Within the third district of Quezon Province, the knowledge of signs and
indicators of child protection issues among school heads and teachers may vary
depending on local initiatives and resources. Efforts may be made by local education
authorities to provide training and support to educators on recognizing signs of abuse
or neglect among students (DepEd Quezon Province, 2021). However, challenges
such as limited access to training materials or insufficient capacity-building programs
may result in gaps in understanding among educators.
35
Several gaps may exist in the knowledge of signs and indicators of child
protection issues among school heads and teachers: Limited Training: Some
educators may not receive adequate training on recognizing signs of abuse, neglect,
or exploitation among students, leading to gaps in their understanding of child
protection issues. Resource Constraints: Schools and education authorities may face
resource constraints that limit their ability to provide comprehensive training
programs on child protection, resulting in gaps in educators' knowledge. Cultural
Sensitivities: Cultural sensitivities or taboos surrounding child protection issues may
hinder educators' ability to recognize and respond to signs of abuse or neglect among
students, leading to gaps in their understanding. Lack of Awareness: Educators may
not be fully aware of the available resources and support systems for addressing
child protection issues, resulting in gaps in their knowledge of signs and indicators.
The study on the level of implementation and awareness of child protection
policies in senior high schools in the third district of Quezon Province is significant for
several reasons: Identifying Knowledge Gaps: By assessing the knowledge of signs
and indicators among school heads and teachers, the study can identify specific gaps
and areas for improvement in training and capacity-building initiatives. Enhancing
Response: Improving educators' understanding of signs and indicators of child
protection issues ensures that they can respond effectively to students' needs and
provide appropriate support and intervention. Safeguarding Students: Increasing
educators' knowledge of signs and indicators of child protection issues contributes to
36
creating a safe and supportive learning environment where students' well-being is
prioritized. Preventing Harm: Educators who are knowledgeable about signs and
indicators of child protection issues can play a crucial role in early detection and
prevention, thereby preventing further harm to students.
Legal Obligations in Child Protection Policies
Recent literature underscores the importance of clear legal frameworks and
obligations in the effective implementation of child protection policies. Legal
obligations mandate that educators and school personnel report any suspicions of
child abuse or neglect to the appropriate authorities. These legal requirements are
essential in ensuring that child protection measures are enforced consistently and
effectively within educational settings.
For instance, Smith and Johnson (2023) highlight that well-defined legal
obligations provide a critical foundation for safeguarding children's welfare in schools.
These frameworks delineate the responsibilities of educators and outline the
procedures for reporting and responding to child protection concerns. Furthermore,
Jones et al. (2021) emphasize that legal obligations create a structured environment
where accountability and adherence to child protection policies are mandatory,
thereby reducing the likelihood of oversight and negligence.
Training and Professional Development in Child Protection
37
The role of training and professional development in enhancing the
implementation of child protection policies is well-documented. Effective training
programs equip educators with the knowledge and skills necessary to identify and
respond to signs of abuse and neglect. This training often includes understanding
legal obligations, recognizing indicators of abuse, and knowing the correct reporting
procedures.
Recent studies, such as Brown and Smith (2022), argue that ongoing
professional development is crucial for maintaining high standards of child protection.
Regular training ensures that educators remain updated on the latest policies,
procedures, and best practices. Additionally, Anderson (2018) points out that
continuous
professional
development
fosters
a
culture
of
vigilance
and
responsiveness among school staff, which is vital for the early detection and
intervention of child protection issues.
Despite the extensive literature on legal obligations and training in child
protection, several gaps remain. One significant gap is the inconsistency in the
implementation of training programs across different educational settings. While
some schools may have comprehensive training and professional development
programs, others may lack the resources or commitment to provide regular and
effective training. Another gap is the limited research on the impact of these training
programs on the actual reporting and handling of child protection cases. While many
38
studies emphasize the importance of training, there is a need for more empirical
research to assess the effectiveness of these programs in real-world scenarios. The
current study on the level of implementation and awareness of child protection
policies in senior high schools in the Third District of Quezon Province aims to
address these gaps. By focusing on a specific geographic area and educational level,
this study seeks to provide a detailed understanding of how well child protection
policies are implemented and the extent of awareness among educators.
This study is necessary for several reasons: Localized Insights:
Understanding the specific challenges and successes in the Third District of Quezon
Province can inform more targeted and effective interventions. Evaluation of
Training Programs: By assessing the current state of training and professional
development, this study can identify strengths and areas for improvement,
contributing to better-designed training programs. Legal Compliance: Evaluating the
awareness of legal obligations among educators can highlight potential gaps in
knowledge and compliance, ensuring that child protection policies are not only
implemented but also adhered to rigorously.
The present study is directly related to the existing literature on legal
obligations and training in child protection policies. It aims to provide empirical data
on the level of implementation and awareness of these policies among senior high
school educators in a specific region. This data will contribute to the broader
39
understanding of how child protection policies are applied in different contexts and
what improvements can be made to enhance their effectiveness. By addressing the
identified gaps and focusing on the Third District of Quezon Province, this study will
provide valuable insights that can inform policy makers, educational leaders, and
practitioners, ultimately contributing to the creation of safer and more supportive
educational environments for students.
Extent of Challenges encountered in the implementation of the Child Protection
Policy
Implementing effective child protection policies in educational institutions,
particularly in senior high schools, is crucial for safeguarding the well-being of
students. However, several challenges hinder the successful implementation of these
policies. This literature review examines the barriers related to awareness and
training, resource constraints, institutional culture and support, as well as legal and
reporting issues within the context of the third district of Quezon Province. By
exploring these challenges and their relationship to the level of implementation and
awareness, this review aims to provide insights into the gaps that need to be
addressed to enhance child protection efforts in senior high schools.
Awareness and Training: The lack of awareness and training among
stakeholders poses a significant obstacle to effectively implementing child protection
policies. Smith et al. (2018) stress the importance of comprehensive training
40
programs for educators and relevant personnel, yet Jones et al. (2019) found that
only 30% of educators in rural areas received formal training on child protection
policies. This dearth of training contributes to inconsistencies in policy application and
may result in a failure to identify and report cases of abuse or neglect.
Resource Constraints: Resource constraints, including funding shortages and
inadequate staffing, present significant challenges in implementing child protection
policies. Brown and Thompson (2020) emphasize the necessity of allocating
sufficient resources to train staff, conduct screenings, and provide support services
to vulnerable children and families. However, Garcia and Martinez (2019) highlight
that many districts struggle to meet these needs, leading to gaps in protection and
support for at-risk children.
Institutional Culture and Support: The organizational culture within institutions
significantly influences the implementation of child protection policies. Johnson et al.
(2019) underscore the importance of supportive leadership and clear protocols in
fostering a culture committed to child welfare. Conversely, Roberts and Wilson (2018)
warn that a culture of silence or indifference can undermine efforts to address child
protection concerns.
Legal and Reporting Issues: Legal complexities and reporting procedures
pose significant challenges in implementing child protection policies. Miller and Smith
(2019) highlight inconsistencies in reporting requirements across jurisdictions,
41
leading to confusion among mandated reporters and delays in intervention.
Additionally, concerns about confidentiality and potential repercussions can deter
individuals from reporting suspected cases of abuse or neglect (Garcia et al., 2021).
In summary, the literature review sheds light on the key challenges hindering
the implementation of child protection policies in senior high schools within the third
district of Quezon Province. These challenges, encompassing awareness and
training gaps, resource constraints, institutional culture, and legal issues, underscore
the need for targeted interventions and support to enhance child protection efforts.
Awareness and Training
Awareness and training are essential components for the effective
implementation of child protection policies in educational settings, particularly in
senior high schools. A comprehensive literature review reveals several studies that
highlight the significance of awareness and training in this context.
Smith et al. (2018) emphasized the critical importance of comprehensive
training programs for educators and relevant stakeholders. They argued that such
training is necessary to equip individuals with the knowledge and skills required to
identify and respond to cases of abuse or neglect effectively. However, despite the
recognized importance of training, Jones et al. (2019) found that only 30% of
educators in rural areas received formal training on child protection policies. This lack
42
of training indicates a significant gap in the awareness and preparedness of
educators to handle child protection issues.
The gap in awareness and training is particularly significant in the context of
the study entitled "Level of Implementation and Awareness of Child Protection
Policies in Senior High Schools in the Third District of Quezon Province." The study
aims to assess the current level of implementation and awareness of child protection
policies among educators and staff in senior high schools. The identified gap in
awareness and training directly relates to this study, as it suggests that educators
may not have the necessary knowledge and skills to effectively implement child
protection policies in schools within the third district of Quezon Province.
Moreover, the lack of awareness and training poses a significant challenge to
the successful implementation of child protection policies. Without adequate training,
educators may struggle to recognize signs of abuse or neglect, leading to
inconsistencies in policy application and potentially putting students at risk.
Therefore, addressing the gap in awareness and training is crucial for improving the
level of implementation and awareness of child protection policies in senior high
schools in the third district of Quezon Province.
Resource Constraints
43
Resource constraints, including funding shortages and inadequate staffing,
are significant challenges faced in the implementation of child protection policies
within educational settings such as senior high schools. Several studies have shed
light on the implications of these constraints and their impact on policy
implementation.
Brown and Thompson (2020) underscored the importance of allocating
sufficient resources to support the implementation of child protection policies. They
emphasized the need for adequate funding to train staff, conduct screenings, and
provide support services to vulnerable children and families. However, Garcia and
Martinez (2019) highlighted the reality that many districts struggle to meet these
needs due to resource limitations. This inadequacy in resources leads to gaps in
protection and support for at-risk children.
The gap in resource allocation and its implications are significant in the context
of the study entitled "Level of Implementation and Awareness of Child Protection
Policies in Senior High Schools in the Third District of Quezon Province." This study
aims to assess the current level of implementation and awareness of child protection
policies among educators and staff in senior high schools. The identified gap in
resource constraints directly relates to this study, as it suggests that limited resources
may hinder schools' ability to effectively train staff and provide necessary support
services to implement child protection policies in schools within the third district of
Quezon Province.
44
Moreover, the significance of addressing resource constraints lies in its direct
impact on the effectiveness of child protection efforts. Insufficient resources may lead
to compromised implementation of policies, leaving students vulnerable to abuse and
neglect. Therefore, addressing resource constraints is crucial for improving the level
of implementation and awareness of child protection policies in senior high schools
in the third district of Quezon Province.
Institutional Culture and Support
Institutional culture and support play a pivotal role in the successful
implementation of child protection policies within educational institutions. Various
studies have examined the influence of organizational culture on policy
implementation and the significance of supportive environments in safeguarding
children.
Johnson et al. (2019) emphasized the importance of supportive leadership and
clear protocols in fostering a culture committed to child welfare. They highlighted that
institutions with a strong commitment to child welfare are more effective in
safeguarding children. Conversely, Roberts and Wilson (2018) warned that a culture
of silence or indifference can undermine efforts to address child protection concerns.
Institutions lacking supportive leadership and clear protocols may fail to prioritize
child protection, leading to gaps in policy implementation.
45
The gap in institutional culture and support is substantial in the context of the
study entitled "Level of Implementation and Awareness of Child Protection Policies
in Senior High Schools in the Third District of Quezon Province." This study aims to
assess the current level of implementation and awareness of child protection policies
among educators and staff in senior high schools. The identified gap in institutional
culture and support directly relates to this study, as it suggests that the absence of
supportive leadership and clear protocols may hinder efforts to effectively implement
child protection policies in schools within the third district of Quezon Province.
Moreover, the significance of addressing institutional culture and support lies
in its direct impact on policy implementation effectiveness. Institutions with a
supportive culture are better equipped to prioritize child welfare and ensure
consistent policy application. Therefore, fostering a culture committed to child
protection is crucial for enhancing the level of implementation and awareness of child
protection policies in senior high schools in the third district of Quezon Province.
Legal and Reporting
Legal complexities and reporting procedures pose significant challenges in the
implementation of child protection policies within educational institutions, including
senior high schools. Several studies have explored the legal framework surrounding
46
child
protection and the
implications of
reporting procedures on policy
implementation.
Miller and Smith (2019) highlighted inconsistencies in reporting requirements
across jurisdictions, leading to confusion among mandated reporters and delays in
intervention. They emphasized the need for clarity and consistency in reporting
procedures to ensure timely and effective responses to cases of abuse or neglect.
Additionally, concerns about confidentiality and potential repercussions can deter
individuals from reporting suspected cases of abuse or neglect (Garcia et al., 2021).
These legal and reporting challenges can hinder efforts to safeguard children and
enforce child protection policies.
The gap in legal and reporting issues is significant in the context of the study
entitled "Level of Implementation and Awareness of Child Protection Policies in
Senior High Schools in the Third District of Quezon Province." This study aims to
assess the current level of implementation and awareness of child protection policies
among educators and staff in senior high schools. The identified gap in legal
complexities and reporting challenges directly relates to this study, as confusion and
concerns about reporting procedures may deter individuals from effectively
implementing child protection policies in schools within the third district of Quezon
Province.
47
Moreover, the significance of addressing legal and reporting issues lies in its
direct impact on policy implementation effectiveness. Inconsistencies in reporting
requirements and concerns about confidentiality can undermine the timely
identification and intervention in cases of abuse or neglect. Therefore, addressing
legal and reporting challenges is crucial for improving the level of implementation and
awareness of child protection policies in senior high schools in the third district of
Quezon Province.
In summary, implementing effective child protection policies in senior high
schools within the third district of Quezon Province presents numerous challenges,
encompassing awareness and training gaps, resource constraints, institutional
culture issues, and legal/reporting complexities. One significant challenge is the lack
of awareness and formal training among stakeholders, which may result in
inconsistencies in policy application and the failure to identify/report cases of abuse
or neglect. Insufficient resources, including funding and staffing shortages, also
impede schools' ability to provide necessary training and support services, leading to
gaps in protection for at-risk children. Moreover, the absence of supportive leadership
and clear protocols within institutions undermines efforts to address child protection
concerns, thereby affecting the effectiveness of policy implementation. Additionally,
legal complexities and reporting procedures pose significant obstacles, with
inconsistencies in reporting requirements and concerns about confidentiality often
deterring individuals from reporting cases of abuse or neglect. Consequently, this can
48
lead to delays in intervention and compromised safeguarding efforts. Addressing
these challenges is paramount for enhancing the level of implementation and
awareness of child protection policies in senior high schools. Targeted interventions
and support are crucial to bridging the identified gaps and ensuring the safety and
well-being of students in the third district of Quezon Province.
Significant difference in the level of Child Protection Policy implementation
according to demographic profiles
In a global context, the implementation of child protection policies varies
significantly according to demographic profiles of school heads and teachers. Factors
such as cultural norms, socioeconomic status, educational background, and years of
experience can influence the level of implementation (UNICEF, 2018). For instance,
in regions with higher levels of education and awareness, implementation may be
more robust due to a better understanding of child protection issues among educators
(Save the Children, 2020). Conversely, in areas with limited resources and lower
levels of education, implementation may be hindered by a lack of awareness and
training (UNICEF, 2018).
Internationally, demographic profiles of school heads and teachers play a
significant role in the implementation of child protection policies. Studies have shown
that educators with higher levels of education and training are more likely to
effectively implement policies due to their enhanced understanding of child protection
49
issues (OECD, 2020). Additionally, cultural factors and community norms can
influence the willingness of educators to address child protection concerns
(UNESCO, 2019).
In the Philippines, demographic profiles such as educational attainment,
socioeconomic status, and geographic location can impact the implementation of
child protection policies among school heads and teachers. Educators in urban areas
or those with access to higher levels of education and training may demonstrate
higher levels of policy implementation compared to their counterparts in rural or
underserved areas (UNICEF Philippines, 2019). Additionally, variations in the level
of support from education authorities can influence implementation efforts (DepEd
Order No. 40, s. 2012). In the third district of Quezon Province, demographic profiles
of school heads and teachers may significantly impact the level of child protection
policy implementation. Factors such as access to training, support resources, and
engagement from education authorities can vary based on demographic profiles,
leading to differences in implementation effectiveness (DepEd Quezon Province,
2021). For example, educators with higher levels of education and training may
demonstrate better implementation due to their enhanced understanding of policy
requirements, while those in remote or underserved areas may face challenges due
to limited resources and support.
The study on the level of implementation and awareness of child protection
policies in senior high schools in the third district of Quezon Province may encounter
50
gaps related to the demographic profiles of school heads and teachers. These gaps
may include variations in implementation effectiveness based on factors such as
educational attainment, years of experience, geographic location, and access to
training and support resources. Identifying these demographic-related gaps is crucial
for understanding disparities in policy implementation and developing targeted
interventions to address them.
Understanding the significant difference in the level of child protection policy
implementation according to demographic profiles of school heads and teachers in
the third district of Quezon Province is essential for the overall study. By identifying
demographic-related gaps in implementation effectiveness, the study can provide
insights into the factors influencing policy implementation and inform targeted
interventions to improve awareness and implementation among educators.
Addressing these demographic-related gaps is crucial for enhancing the overall
effectiveness of child protection policies in senior high schools and creating a safer
learning environment for all students in the third district of Quezon Province.
The discussion above highlights the significant role of demographic profiles in
influencing the implementation of child protection policies at various levels: globally,
internationally, within the Philippines, and specifically in the third district of Quezon
Province. Factors such as cultural norms, socioeconomic status, educational
background, years of experience, and access to resources play crucial roles in
determining the effectiveness of policy implementation by school heads and
51
teachers. Globally and internationally, disparities in education levels and awareness,
along with cultural factors, impact the implementation of child protection policies
among educators. In the Philippines, demographic profiles such as educational
attainment, socioeconomic status, and geographic location also influence policy
implementation, with educators in urban areas or those with higher levels of
education demonstrating better implementation compared to their counterparts in
rural or underserved areas. In the local context of the third district of Quezon
Province, demographic profiles of school heads and teachers significantly impact
policy implementation due to variations in access to training, support resources, and
engagement from education authorities. These factors lead to differences in
implementation effectiveness, with educators in remote or underserved areas facing
challenges due to limited resources and support. Identifying demographic-related
gaps in policy implementation effectiveness is crucial for understanding disparities
and developing targeted interventions to improve awareness and implementation
among educators. Addressing these gaps is essential for enhancing the overall
effectiveness of child protection policies in senior high schools and creating a safer
learning environment for all students in the third district of Quezon Province.
Significant relationship between the level of awareness and the extent of
challenges Child Protection Policy implementation
52
In a global context, there exists a significant relationship between the level of
awareness and the extent of challenges in implementing child protection policies
among school heads and teachers. Research indicates that awareness levels impact
the effectiveness of policy implementation, with higher levels of awareness
correlating with better implementation outcomes (UNICEF, 2018). Conversely, lower
levels of awareness among educators are associated with increased challenges in
policy implementation, including difficulties in recognizing child protection issues and
understanding reporting procedures (Save the Children, 2020).
Internationally, the relationship between awareness and challenges in child
protection policy implementation is evident. Studies have shown that educators with
higher levels of awareness regarding child protection issues are more likely to
encounter fewer challenges in implementing policies effectively (OECD, 2020).
Conversely, lower levels of awareness among educators contribute to challenges
such as inadequate reporting of child protection concerns and insufficient utilization
of support resources (UNESCO, 2019).
In the Philippines, the relationship between awareness and challenges in child
protection policy implementation among school heads and teachers is significant.
Educators with a higher level of awareness about child protection policies are better
equipped to address challenges such as limited access to training and support
resources (UNICEF Philippines, 2019). Conversely, lower levels of awareness may
53
lead to challenges such as inconsistencies in policy implementation and difficulties in
identifying and reporting child protection issues (DepEd Order No. 40, s. 2012).
In the third district of Quezon Province, the relationship between the level of
awareness and the extent of challenges in implementing child protection policies
among school heads and teachers is particularly pronounced. Educators with a
higher level of awareness about child protection policies are more likely to navigate
challenges such as limited access to training materials and workshops, as well as
logistical constraints (DepEd Quezon Province, 2021). Conversely, lower levels of
awareness may exacerbate challenges such as gaps in understanding reporting
procedures and recognizing signs of child protection issues.
The study on the level of implementation and awareness of child protection
policies in senior high schools in the third district of Quezon Province may encounter
gaps related to the relationship between awareness and challenges in policy
implementation. These gaps may include variations in awareness levels among
school heads and teachers, leading to differences in the extent of challenges faced
in implementing child protection policies. Identifying these gaps is crucial for
understanding the nuances of policy implementation and developing targeted
interventions to address challenges stemming from awareness gaps.
Understanding the significant relationship between the level of awareness and
the extent of challenges in implementing child protection policies among school
54
heads and teachers in the third district of Quezon Province is essential for the overall
study. By exploring this relationship, the study can provide insights into the factors
influencing policy implementation effectiveness and inform targeted interventions to
improve awareness among educators. Addressing awareness-related gaps is vital
for enhancing the overall implementation and awareness of child protection policies
in senior high schools and fostering a safer learning environment for all students in
the third district of Quezon Province.
The discussion highlights the significant relationship between the level of
awareness and the extent of challenges in implementing child protection policies
among school heads and teachers in a global, international, Philippine, and local
context, particularly focusing on the third district of Quezon Province. Globally,
research suggests that higher awareness levels correlate with better implementation
outcomes, while lower awareness levels pose challenges such as difficulty in
recognizing child protection issues. Internationally and in the Philippines, educators
with higher awareness are better equipped to navigate challenges, including limited
access to resources and support. In the local perspective of the third district of
Quezon Province, educators with higher awareness can address challenges such as
logistical constraints, while lower awareness exacerbates issues like gaps in
reporting procedures. The study may encounter gaps related to variations in
awareness levels among educators, which are crucial to address for effective policy
implementation. Understanding this relationship is essential for informing targeted
55
interventions to improve awareness and enhance the implementation of child
protection policies, ultimately fostering a safer learning environment for students in
the third district of Quezon Province.
Policy enhancements in the implementation of Child Protection Policies in
senior high schools under DepEd Quezon
In a global context, policy enhancements in the implementation of child
protection policies in senior high schools are crucial for ensuring the safety and wellbeing of students. Various countries have implemented policy enhancements such
as comprehensive training programs for school heads and teachers, clear reporting
procedures, and access to support resources (UNICEF, 2019). These enhancements
aim to strengthen the capacity of educators to recognize and respond to child
protection issues effectively.
Internationally, efforts to enhance the implementation of child protection
policies in senior high schools involve a combination of legislative measures, training
initiatives, and resource allocation. For example, some countries have mandated
regular training sessions on child protection for educators and established
multidisciplinary teams to handle reported cases (UNESCO, 2021). Additionally,
international organizations collaborate with governments to develop guidelines and
frameworks for policy implementation (Save the Children, 2018).
56
In the Philippines, particularly under DepEd Quezon, policy enhancements in
the implementation of child protection policies in senior high schools focus on
strengthening reporting mechanisms, providing continuous training and professional
development opportunities for educators, and improving access to support services
for students (DepEd Quezon Province, n.d.). These enhancements align with national
child protection laws and regulations and aim to create a safer learning environment
for students across Quezon Province.
In the third district of Quezon Province, policy enhancements in the
implementation of child protection policies in senior high schools under DepEd
Quezon may include tailored training programs for school heads and teachers, the
establishment of local support networks, and the implementation of standardized
reporting protocols (DepEd Quezon Province, 2019). These enhancements are
designed to address specific challenges faced by educators in the local context and
ensure consistent adherence to child protection policies.
The study on the level of implementation and awareness of child protection
policies in senior high schools in the third district of Quezon Province may encounter
gaps related to the effectiveness of policy enhancements in addressing challenges
faced by school heads and teachers. These gaps may include inconsistencies in the
implementation of policy enhancements, limited access to training and support
resources, and gaps in awareness among educators regarding the availability of
these enhancements (UNICEF, n.d.; Save the Children, n.d.).
57
Understanding the policy enhancements in the implementation of child
protection policies in senior high schools under DepEd Quezon is essential for the
overall study. By examining the effectiveness of these enhancements, the study can
identify gaps and challenges in policy implementation, inform targeted interventions
to address these gaps, and ultimately improve the overall awareness and
implementation of child protection policies among educators in the third district of
Quezon Province. Addressing these gaps is crucial for creating a safer learning
environment for all students and ensuring their well-being.
Policy enhancements in the implementation of child protection policies in
senior high schools are crucial globally, internationally, and in the Philippines,
particularly in the third district of Quezon Province. These enhancements aim to
strengthen the capacity of educators to recognize and respond to child protection
issues effectively through comprehensive training programs, clear reporting
procedures, and improved access to support resources. While efforts at the
international and national levels involve legislative measures and collaboration with
organizations, local perspectives focus on tailored training programs and the
establishment of local support networks. However, gaps related to the effectiveness
of policy enhancements may exist, including inconsistencies in implementation,
limited access to resources, and gaps in awareness among educators. Addressing
these gaps is significant for improving the overall awareness and implementation of
58
child protection policies, ultimately creating a safer learning environment for all
students.
Synthesis
The demographic profile of school heads and teachers in senior high schools
within Quezon Province's Third District varies significantly across dimensions such
as age, sex, position, highest educational attainment, and length of service
(Anderson, 2018; Botswania, 2019; Brown and Smith, 2022; Del Rosario, 2018; De
Mesa, 2020; Garcia, 2019; Gonzalo, 2019; Jones et al., 2021; Quezon Provincial
Department of Education, 2021; Save the Children, 2017, 2018, 2019; Smith et al.,
2018, 2020; Tucson, 2021; UNESCO, 2018, 2019; World Bank, 2018). These profiles
are influenced by cultural norms, educational policies, and local administrative
practices. Understanding these variations is crucial for addressing disparities in
awareness among educators, implementation challenges due to resource constraints
and training gaps, and issues with policy adherence arising from competing priorities
or administrative barriers (Anderson, 2018; Brown and Smith, 2022; Garcia, 2019;
Quezon Provincial Department of Education, 2021; Smith et al., 2018). By identifying
and addressing these gaps, the study aims to safeguard student well-being, ensure
compliance with child protection standards, promote educational equity, and support
effective policy implementation (Botswania, 2019; Del Rosario, 2018; De Mesa, 2020;
Gonzalo, 2019; UNESCO, 2019; World Bank, 2018). In summary, this study serves
as a vital initiative to enhance the awareness and implementation of child protection
59
policies in senior high schools, fostering a safer and more supportive learning
environment for all students (Save the Children, 2017, 2018, 2019; UNICEF, 2017,
2018, 2019; OECD, 2019, 2020).
The implementation of effective child protection policies in senior high schools
within Quezon Province's Third District faces significant challenges across various
dimensions, as highlighted by studies from multiple authors. Smith et al. (2018, 2020)
stress the critical need for comprehensive training to equip educators with necessary
skills, contrasting sharply with Garcia and Martinez's (2019) findings on funding
inadequacies that hinder support services. Johnson et al. (2019) underscore the
pivotal role of supportive institutional culture, while Miller and Smith (2019)
emphasize legal ambiguities that impede timely intervention. Addressing these
multifaceted challenges is vital to enhancing policy implementation and effectively
safeguarding students (Anderson, 2018; Brown and Smith, 2022; Del Rosario, 2018;
De Mesa, 2020; Gonzalo, 2019; Quezon Provincial Department of Education, 2021;
Tucson, 2021; UNESCO, 2018, 2019). Policy enhancements in child protection
policies' implementation in senior high schools, both globally and locally in Quezon
Province's Third District under DepEd Quezon, are crucial for ensuring student safety
and well-being. Studies by OECD (2020) and UNESCO (2019) underscore the
importance of comprehensive training and clear reporting procedures in bolstering
policy effectiveness. However, challenges related to awareness gaps among
educators, as highlighted by Save the Children (2017, 2018, 2019) and UNICEF
60
(2017, 2018, 2019), underscore the need for targeted interventions. In Quezon
Province, policy enhancements focus on tailored training programs and improved
support services, aligned with national regulations (DepEd Quezon Province, 2019).
Addressing gaps in policy implementation effectiveness is crucial for creating a safer
learning environment for students across Quezon Province's Third District
(Botswania, 2019; Garcia, 2019; Jones et al., 2021; Quezon Provincial Department
of Education, 2021).
This synthesis highlights the critical role of understanding demographic
profiles, training needs, resource allocation, and institutional culture in effective child
protection policy implementation. By integrating insights from various authors, the
study aims to inform targeted interventions that enhance awareness, improve
implementation efficacy, and ultimately foster safer educational environments for
students in Quezon Province's Third District.
Chapter 3
METHODOLOGY
This chapter introduces the research methods and steps. In carrying out this
study, researchers followed the research design, population sampling as well as the
survey tools, data collection process and statistical processing of data.
Research Design
The study employed a pure quantitative research methodology, using a
structured survey to collect precise data on the demographic profile of respondents,
their awareness of child protection policies, and the challenges encountered in policy
implementation. Led by the study's proponents, the survey consisted of closed-ended
questions to ensure consistency and facilitate standardized data collection.
Descriptive statistics, frequency analysis, comparative analysis, and correlation
analysis were utilized to summarize demographic profiles, identify prevalent
challenges, compare responses across demographic groups, and explore
correlations between factors. This rigorous approach aimed to provide evidencebased insights into child protection policy implementation in senior high schools in
Quezon Province's Third District, guiding future policy interventions.
Population and Sampling
The study focused on senior high school administrators and teachers in the
third district of Quezon, Philippines, falling under the jurisdiction of DepEd Quezon.
77
The total population consisted of 758 teachers and 50 school heads, totaling
808 individuals. To ensure a representative sample and address research
complexity, a random sampling technique was employed. This method involved
randomly selecting participants from the entire population, providing each member
an equal chance of inclusion. Schools were randomly chosen to ensure diversity
based on size, geographic location (urban, suburban, rural), and student
demographics. Within selected schools, administrators and teachers were randomly
sampled. The sample size of approximately 278 respondents was determined using
statistical calculations to achieve a 5% margin of error and 95% confidence level,
ensuring both diversity and statistical rigor in capturing perspectives on child
protection policy implementation across senior high schools in Quezon's third district.
Respondents of the Study
The study included school administrators and teachers from senior high
schools within the third district of Quezon under the jurisdiction of the Department of
Education (DepEd) Quezon. These individuals were crucial for understanding the
implementation and impact of child protection policies within the educational setting.
The breakdown of the number of respondents for each category within the
sample was as follows: approximately 50 school heads and 758 teachers. These
numbers were chosen based on the significance of their roles in policy
implementation and the need for a diverse representation of viewpoints within the
78
study. The total sample size was approximately 808 individuals, with 50 school heads
and 758 teachers. However, the actual sample size varied based on research
constraints and considerations.
In summary, the primary respondents in this study were school administrators
and teachers from senior high schools in the third district of Quezon under DepEd,
totaling approximately 808 individuals. Their inclusion ensured a comprehensive
examination of policy implementation experiences and challenges from the
perspectives of those directly involved in the educational system.
Research Instrument
The study employed a researcher-developed survey instrument to gather data
on the awareness levels and challenges faced by school heads and teachers in
implementing child protection policies across senior high schools in Quezon's Third
District. The survey comprised three main parts designed to capture comprehensive
insights: Firstly, the demographic profile section collected information on
respondents' age, sex, position, highest educational attainment, and length of
service. This demographic data provided contextual understanding essential for
interpreting responses. Secondly, the section on awareness of child protection
policies utilized a Likert scale ranging from 1 (Strongly Disagree) to 4 (Strongly
Agree). This part aimed to gauge how familiar school administrators and teachers
were with the content and provisions of child protection policies, highlighting areas
79
where additional training or clarification might be necessary. Thirdly, respondents
rated the challenges they encountered in implementing child protection policies on a
scale from 1 to 4, where higher scores indicated greater perceived difficulty. This
section identified and assessed the specific obstacles faced by educators, offering
insights into resource needs, institutional support, and policy refinement.
Prior to survey administration, the instrument underwent rigorous validation
and testing processes. Content validation ensured the questionnaire's relevance,
clarity, and appropriateness under the guidance of experts in child protection policies
and survey methodology. Pilot testing with a small sample group assessed the
questionnaire's clarity, comprehensibility, and length, leading to refinements to
improve its effectiveness.
Reliability testing, specifically through measures like Cronbach's alpha
coefficient, verified the internal consistency of scales within the survey instrument,
enhancing its reliability in capturing consistent data.
Structured to systematically collect responses via Likert scales, this
quantitative approach aimed to provide robust data for analysis. The study aimed to
generate insights that inform policy recommendations and improvements in child
protection policy implementation within senior high schools in Quezon's Third District,
thereby
contributing
environments.
to
enhanced
protection
measures
and
educational
80
Data Gathering Procedure
The data gathering procedures for this study utilized a quantitative approach,
focusing on collecting structured survey questionnaire responses from school heads
and teachers in the third district of Quezon. These questionnaires included Likert
scale questions and multiple-choice items designed to assess respondents'
awareness, adherence, and perceived outcomes regarding child protection policies.
A pilot testing phase was conducted initially to gather feedback and refine the
instrument accordingly. The sampling technique employed was random, considering
factors such as school size and demographic diversity to ensure a representative
sample. Survey questionnaires were distributed in digital platforms, following formal
approval obtained from relevant authorities, including the Division Office of DepEd
Quezon and district supervisors. Ethical considerations were prioritized throughout
the process, with informed consent obtained from all participants and measures
implemented to ensure confidentiality and privacy.
Formal letters of approval were secured from the respective school heads of
selected senior high schools to comply with institutional protocols. Data entry was
conducted meticulously, and the analysis utilized descriptive statistics such as
means, percentages, and frequency distributions.
81
Throughout these comprehensive procedures, the study aimed to provide
reliable insights into the implementation and awareness of child protection policies in
senior high schools under DepEd Quezon.
Statistical Analysis
To analyze the data comprehensively, the researcher employed several
statistical methods. Firstly, for the demographic profile analysis, descriptive statistics
such as mean and percentages were utilized to summarize and describe key
respondent characteristics, including age, sex, position, highest educational
attainment, and length of service.
Next, to assess the level of awareness and the extent of challenges faced,
descriptive statistics were again employed. This involved summarizing survey
responses across various aspects of awareness on a scale from 1 to 4, providing
insights into how well-informed respondents were about child protection policies and
their associated challenges.
To investigate if there were significant differences in awareness levels and
challenges faced across different demographic profiles, the researcher utilized OneWay ANOVA (Analysis of Variance). This statistical test was appropriate for
comparing means among three or more independent groups, such as age groups,
genders, or educational levels. It helped determine whether variations in
demographic factors significantly influenced the level of awareness and the severity
of challenges encountered by respondents.
82
Finally, to explore the relationship between awareness and challenges, the
researcher employed Pearson correlation coefficient analysis. This method
examined whether there was a linear relationship between the level of awareness
about child protection policies and the extent of challenges reported by respondents.
This analysis provided insights into how well-prepared awareness levels were in
mitigating the challenges associated with policy implementation.
By employing these statistical methods, the
researcher gained a
comprehensive understanding of the demographic profiles, awareness levels,
challenges, and their interrelationships among respondents involved in implementing
child protection policies. These insights are crucial for developing targeted
interventions and policy enhancements aimed at improving overall effectiveness and
support in senior high schools within the Third District of Quezon Province.
Chapter 4
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter presents the findings of the study and provides a detailed
discussion on the level of awareness and extent of challenges of Child Protection
Policies in senior high schools in the third district of Quezon in selected public school
heads and teachers. The results are based on the analysis of survey data collected
from school heads and teachers, and the interpretation of these findings is supported
by statistical analysis. This chapter aims to elucidate how the CPP influences key
educational outcomes and identify the challenges encountered in its implementation.
The discussion also connects these findings with existing literature to provide a
comprehensive understanding of the program's impact.
84
Part 1. Profile of Respondents
Table 1
Demographic profile of the School Head in terms of Age
Age
F
%
21-26
0
0
27-32
2
4.8
33-38
25
59.5
39-44
5
11.9
45-50
2
4.8
51-56
5
11.9
57-62
2
4.7
≥63
1
2.4
Total
42
100.0
Based on Table 1, the demographic profile of School Heads in terms of age
shows that the age group with the highest representation is 33-38 years, accounting
for 59.5% (25 individuals) of the total 42 respondents. This is followed by the 39-44
age group at 11.9% (5 individuals) and the 51-56 age group, also at 11.9% (5
individuals). The least represented groups are those aged 21-26, making up 0% (0
individuals), and those aged 63 and above, constituting 2.4% (1 individual).
Additionally, the 27-32 and 45-50 age groups each comprise 4.8% (2 individuals),
while the 57-62 age group represents 4.7% (2 individuals). The predominance of
respondents in the 33-38 age group suggests that many participants are in their early
middle age, likely implying a solid combination of experience and active involvement
85
in senior high school education. This group may have a significant understanding of
child protection policies due to their years of service and active roles in school
administration.
Literature supports this, indicating that educators in their 30s often take on
more administrative responsibilities and are deeply involved in policy implementation
(Smith, 2020). The limited representation of those aged 63 and above suggests fewer
older educators are participating, potentially due to retirement or less demanding
roles. This could affect the findings, as older educators might offer valuable, differing
perspectives on child protection policies. Studies indicate that older educators may
have traditional views, which could impact the implementation of modern policies
(Jones & Brown, 2021). The age distribution data suggests that educators in the 3338 age group, who form the bulk of the respondents, will significantly influence the
study's results. Their experiences and attitudes towards child protection policies will
shape the overall findings, while the underrepresentation of older educators might
leave their perspectives underexplored. Recent studies highlight the importance of
considering demographic profiles in policy implementation research. Parker and
Thomas (2022) found that age significantly influences how educators perceive and
implement child protection policies, with younger educators being more adaptable to
new policies and older educators relying on established practices.
In summary, the age distribution of respondents emphasizes the dominance
of early middle-aged educators, potentially reflecting their significant role in policy
86
implementation. The underrepresentation of older educators suggests a gap in
capturing their comprehensive views. These findings align with current research,
highlighting the need for strategies that consider the diverse demographic profiles of
educators to enhance child protection policy implementation and awareness in senior
high schools.
Table 2
Demographic profile of the School Heads in terms of Sex
Sex
F
%
Male
15
35.7
Female
27
64.3
Total
42
100.0
Based on Table 2, the demographic profile of School Heads in terms of sex
shows that the respondents are comprised of 35.7% males (15 individuals) and
64.3% females (27 individuals), out of a total of 42 respondents. This distribution
indicates that females are more represented than males in the study, which ensures
that both genders have substantial input in the research. The predominance of female
respondents may suggest a greater involvement or willingness among females to
participate in studies related to educational policies and child protection.
This trend is supported by research indicating that women often play
significant roles in educational settings and are actively engaged in policy discussions
87
(Morris & Daniel, 2019). The implications of this gender distribution are significant.
With a balanced representation, the study can provide insights into how both male
and female educators perceive and implement child protection policies. This is
important because gender perspectives can influence how policies are interpreted
and applied. For instance, studies have shown that female educators might be more
attuned to the nuances of child protection due to their roles in nurturing and caregiving
(Taylor & Wasicsko, 2020). Recent literature emphasizes the importance of gender
balance in studies related to education and policy implementation. For example,
Johnson and Buffington (2021) found that gender-diverse groups are more likely to
consider a broader range of issues and solutions in policy implementation.
Additionally, balanced gender representation helps in understanding different
perspectives and creating more effective and inclusive policies.
In summary, the sex distribution of respondents, as shown in Table 2,
highlights a significant representation of both male and female educators, which is
crucial for an unbiased analysis of child protection policies. The higher percentage of
female respondents aligns with existing literature on gender roles in education. These
findings underscore the importance of considering gender diversity in studies to
enhance the implementation and awareness of child protection policies in senior high
schools.
Table 3
88
Demographic profile of the School Heads in terms of Position
Position
F
%
Head
Teacher/OIC/TIC
7
16.7
Principal 1-4
35
83.3
Total
42
100
Based on Table 3, the demographic profile of School Heads in terms of
position shows that the majority of respondents, 83.3% (35 individuals), hold the
position of Principal (Principal 1-4), while 16.7% (7 individuals) are Head
Teachers/OICs/TICs. This distribution indicates that the majority of the respondents
are in higher-level administrative roles. The high representation of Principals
suggests that a significant portion of the respondents are involved in the strategic
management and overall enforcement of policies within their schools. Literature
suggests that individuals in these roles are crucial for shaping and ensuring
adherence to policies at an institutional level (Jones & Brown, 2021). In contrast, the
representation
of
Head
Teachers/OICs/TICs
is
lower
at
16.7%.
Head
Teachers/OICs/TICs, being at intermediate leadership levels, play a critical role in
bridging the gap between policy formulation and practical application. These
individuals are likely to be actively engaged in both teaching and administrative
duties, providing them with a practical understanding of the implementation of child
protection policies at both classroom and school levels. Literature supports this by
89
indicating that mid-level leaders are essential for operationalizing policies within
educational institutions (Smith, 2020). The implications of this position distribution are
significant for understanding the level of implementation and awareness of child
protection policies. While the substantial number of Principals ensures a robust
understanding of the strategic and managerial aspects of policy enforcement, the
relatively smaller number of Head Teachers/OICs/TICs may limit insights into the
practical and operational aspects of policy implementation. This could affect the
comprehensiveness of the study's findings.
Recent studies emphasize the importance of including diverse educational
positions in research to gain a holistic view of policy implementation. Parker and
Thomas (2022) highlight that insights from both senior administrators and
intermediate leaders are essential for a complete understanding of policy
effectiveness. They argue that while Principals can offer perspectives on broader
challenges and strategies at a higher operational level, Head Teachers/OICs/TICs
provide valuable practical and operational insights.
In summary, the position distribution of respondents, as shown in Table 3,
highlights a predominance of Principals, suggesting a focus on higher-level
leadership in the implementation of child protection policies. The underrepresentation
of Head Teachers/OICs/TICs indicates a potential gap in understanding the practical
aspects of policy enforcement. These findings align with current research,
emphasizing the need for a balanced representation of all educational leadership
90
positions to enhance the implementation and awareness of child protection policies
in senior high schools.
Table 4.
Demographic profile of the School Heads in terms of highest educational attainment
Highest Educational
Attainment
F
%
Bachelor’s Degree
0
0
Masteral Units
25
59.5
Masteral Degree
10
23.8
Doctoral Units
2
4.8
Doctoral Degree
5
11.9
Total
42
100
Based on Table 4, the demographic profile of School Heads in terms of highest
educational attainment shows that the majority of respondents, 59.5% (25
individuals), have units towards a Master’s degree. This is followed by 23.8% (10
individuals) who hold a Master’s degree, and 11.9% (5 individuals) who hold a
Doctoral degree. Respondents with units towards a Doctoral degree constitute 4.8%
(2 individuals), while there are no respondents with only a Bachelor’s degree. The
predominance of respondents with Master’s degrees or units towards a Master’s
degree suggests that a significant proportion of the sample has advanced academic
91
qualifications. Educators with Master’s degrees are likely to have specialized
knowledge and skills that can positively influence the implementation of child
protection policies in senior high schools. Research indicates that higher levels of
education among educators are associated with better understanding and
implementation of educational policies (Brown & Smith, 2019). Conversely, the
relatively low representation of those with Doctorate degrees and no representation
of Bachelor’s degree holders may indicate a potential gap in the diversity of
perspectives. While the presence of educators with advanced degrees ensures a
strong foundation of academic knowledge, it is essential to consider insights from all
educational levels to achieve comprehensive and inclusive policy outcomes. The
implications of this distribution are significant for understanding the depth of
knowledge and expertise available for implementing child protection policies.
Educators with advanced degrees can contribute nuanced perspectives and
potentially innovative approaches to policy implementation. However, ensuring that
insights from educators at all educational levels are considered can enrich the study’s
findings.
Recent studies emphasize the role of educational attainment in shaping
educational policies and practices. For example, Smith and Johnson (2021) highlight
that educators with higher academic qualifications often play key roles in policy
development and implementation. They argue that diverse educational backgrounds
92
among educators contribute to a more holistic approach to policy-making and
implementation.
In summary, the distribution of respondents' highest educational attainment,
as shown in Table 4, underscores the prevalence of those with units towards a
Master’s degree and Master’s degree holders in the study. This suggests a strong
foundation of academic knowledge among respondents, which can positively impact
the implementation of child protection policies. However, the limited representation
of Doctorate degree holders and the absence of Bachelor’s degree holders could be
further explored to ensure a comprehensive understanding of policy implementation
in senior high schools. These findings align with current research, emphasizing the
need to leverage diverse educational backgrounds to enhance policy effectiveness
and awareness in educational settings.
Table 5.
Demographic profile of the School Heads in terms of Respondents’ Length of Service
Length of Service
F
%
93
5 years and below
2
4.8
6-10 years
18
42.9
11 – 15 years
13
31.0
16 - 20 years
3
7.1
21 - 25 years
5
11.8
26 and above
1
2.4
Total
42
100
Based on Table 5, the demographic profile of School Heads in terms of
respondents' length of service shows that the largest group, comprising 42.9% (18
individuals), has served for 6-10 years. This is followed by 31.0% (13 individuals) who
have 11-15 years of service, and 11.8% (5 individuals) with 21-25 years of service.
Respondents with 16-20 years of service constitute 7.1% (3 individuals), while those
with 5 years and below of service account for 4.8% (2 individuals). The group with
the longest service, 26 years and above, makes up 2.4% (1 individual). The
predominance of respondents with 6-10 years of service suggests a relatively
experienced cohort that is likely well-acquainted with the educational environment
and its policies. Educators in this group may bring a balanced mix of fresh
perspectives and practical experience to policy implementation. Literature suggests
that educators with moderate years of service are often actively involved in both
teaching and administrative tasks, making them well-positioned to understand and
implement child protection policies effectively (Smith, 2020). The significant
94
representation of educators with 11-15 years of service further underscores a mature
and seasoned group of respondents. These individuals are likely to have substantial
experience in handling administrative and policy-related matters in their institutions.
The smaller representation of educators with 21-25 years and above of service
indicates fewer individuals with extensive tenure and experience. These educators
may possess valuable institutional knowledge and historical context regarding policy
evolution over time. Their insights could be crucial for understanding the long-term
impacts and effectiveness of child protection policies in senior high schools. Studies
highlight that experienced educators often play pivotal roles in policy advocacy and
continuity (Brown & Jones, 2021). The implications of this distribution underscore the
importance of balancing fresh perspectives with seasoned experience in policy
implementation. While educators with fewer years of service may bring innovation
and enthusiasm, leveraging the expertise of longer-serving educators is essential for
policy sustainability and effectiveness. This diversity in experience can foster a
collaborative approach to addressing challenges and improving policy outcomes in
educational settings.
Recent literature emphasizes the role of educator experience in policy
implementation and educational reform. For instance, Jones et al. (2022) argue that
a mix of experience levels among educators promotes comprehensive policy
development and implementation. They highlight the importance of tapping into the
95
knowledge of veteran educators to ensure policies are rooted in practical insights and
long-term goals.
In summary, the distribution of respondents' length of service, as depicted in
Table 5, reflects a diverse range of experience levels among educators in senior high
schools. The concentration of respondents with 6-10 years of service suggests
opportunities for balanced perspectives in policy implementation, while the presence
of longer-serving educators underscores the need to harness their expertise for
sustainable policy outcomes. These findings align with current research, emphasizing
the value of balancing experience levels to enhance awareness and implementation
of child protection policies in educational settings.
Table 6
Demographic profile of the Teachers in terms of Age
Age
F
%
96
21-26
4
1.7
27-32
18
7.6
33-38
46
19.5
39-44
160
67.8
45-50
5
2.2
51-56
1
.4
57-62
1
.4
≥63
1
.4
Total
236
100.0
Based on Table 6, the demographic profile of Teachers in terms of age shows
that the largest group of respondents, comprising 67.8% (160 individuals), falls within
the 39-44 age range. This is followed by 19.5% (46 individuals) who are aged 33-38,
and 7.6% (18 individuals) who are aged 27-32. The age group 21-26 represents 1.7%
(4 individuals), while the 45-50 age group accounts for 2.2% (5 individuals). The least
represented age groups are those aged 51-56, 57-62, and 63 and above, each
constituting 0.4% (1 individual) of the respondents. The predominance of
respondents in the 39-44 and 33-38 age groups suggests that the majority of teachers
are in their mid-career stages. These teachers likely have substantial experience and
stability in their roles, which can contribute positively to the implementation and
awareness of child protection policies. Literature indicates that mid-career educators
often have a well-developed understanding of both instructional practices and
97
institutional policies, making them key players in policy enforcement and adaptation
(Smith, 2020). Conversely, the relatively low representation of teachers aged 21-26
and those aged 51 and above suggests fewer respondents from both the early and
later stages of their careers. Younger educators may bring fresh perspectives and
recent training to their roles, while older educators may offer valuable historical
context and long-term insights. The limited number of these age groups could imply
a potential gap in capturing the full spectrum of experiences and viewpoints
necessary for a comprehensive understanding of child protection policies. The
implications of this age distribution highlight the importance of leveraging the
strengths of mid-career teachers while also seeking to incorporate the perspectives
of both younger and older educators. This balanced approach can enhance the
overall effectiveness and adaptability of child protection policies in educational
settings. Recent studies emphasize the need for diverse age representation in
educational research to ensure comprehensive and inclusive policy development
(Parker & Thomas, 2022).
In summary, the age distribution of respondents, as shown in Table 6,
underscores the predominance of mid-career teachers, suggesting their significant
role in the implementation of child protection policies. The underrepresentation of
younger and older teachers points to a potential gap in capturing the breadth of
perspectives necessary for holistic policy understanding. These findings align with
98
current research, emphasizing the value of diverse age demographics in enhancing
policy awareness and implementation in educational environments.
Table 7
Demographic profile of the Teachers in terms of Sex
Sex
F
%
Male
93
39.4
Female
143
60.6
Total
236
100.0
Based on Table 7, the demographic profile of Teachers in terms of sex shows
that the majority of respondents are female, comprising 60.6% (143 individuals).
Males represent 39.4% (93 individuals) of the total 236 respondents. The
predominance of female teachers suggests a significant gender imbalance in the
teaching workforce, which may influence the implementation and perception of child
protection policies. Research indicates that female educators often play key roles in
nurturing and caregiving, potentially making them more attuned to the nuances of
child protection (Taylor & Wasicsko, 2020). Their higher representation could lead to
a greater emphasis on protective measures and awareness within the school
environment. Conversely, the lower representation of male teachers highlights the
need for a more balanced gender perspective in educational settings. Male educators
can provide different viewpoints and approaches to policy implementation, which can
99
be crucial for comprehensive policy development. Studies suggest that gender
diversity among educators can enhance the effectiveness of policy implementation
by incorporating a wider range of experiences and insights (Johnson & Buffington,
2021). The implications of this gender distribution are significant for understanding
how child protection policies are perceived and implemented. A balanced
representation of both male and female educators is essential for creating inclusive
and effective policies. The current predominance of female teachers suggests a
potential for strong advocacy in child protection but also underscores the need to
engage more male educators to ensure diverse perspectives.
Recent literature emphasizes the importance of gender diversity in educational
research and policy implementation. For example, Johnson and Buffington (2021)
found that gender-diverse groups are more likely to consider a broader range of
issues and solutions in policy implementation. Additionally, balanced gender
representation helps in understanding different perspectives and creating more
effective and inclusive policies.
In summary, the sex distribution of respondents, as shown in Table 7, reveals
a significant majority of female teachers, which may positively influence the focus on
child protection policies. However, the underrepresentation of male teachers points
to the need for greater gender diversity to enrich the policy implementation process.
These findings align with current research, emphasizing the importance of
100
considering gender balance to enhance the awareness and effectiveness of child
protection policies in educational settings.
Table 8
Demographic profile of the Teachers in terms of Position
Position
F
%
Teachers 1-3
197
83.5
Master Teachers 1-4 39
16.5
Total
100
236
Based on Table 8, the demographic profile of Teachers in terms of position
shows that the majority of respondents, 83.5% (197 individuals), hold the position of
Teachers I-III. The remaining 16.5% (39 individuals) are Master Teachers I-IV. The
predominance of Teachers I-III suggests that most respondents are in the early to
mid-stages of their teaching careers. These teachers are likely to be directly involved
in classroom activities and may have a practical understanding of how child
protection policies are implemented at the ground level. Research indicates that
teachers in these roles are crucial for the initial enforcement of policies and can
provide valuable insights into their practical application (Smith, 2020). Conversely,
the smaller representation of Master Teachers, who are typically more experienced
and hold senior positions, suggests fewer respondents from higher-tier teaching
roles. Master Teachers often have extensive experience and may play critical roles
101
in mentoring less experienced teachers and shaping policy implementation at a
strategic level. Their insights could be crucial for understanding the broader impacts
and long-term effectiveness of child protection policies. Studies highlight that senior
educators often contribute significantly to policy advocacy and the continuity of
educational practices (Brown & Jones, 2021). The implications of this distribution
highlight the importance of balancing practical, classroom-level insights with
strategic, experienced perspectives in policy implementation. While the large number
of Teachers I-III ensures a robust understanding of day-to-day policy application, the
insights from Master Teachers are essential for a comprehensive view of policy
effectiveness and sustainability. Recent literature emphasizes the need for a diverse
range of educational positions in research to gain a holistic view of policy
implementation (Parker & Thomas, 2022).
In summary, the position distribution of respondents, as shown in Table 8,
reflects a predominance of Teachers I-III, suggesting a focus on classroom-level
implementation of child protection policies. The presence of Master Teachers, though
smaller, underscores the need to harness their expertise for strategic policy insights.
These findings align with current research, emphasizing the value of including diverse
educational positions to enhance policy awareness and implementation in
educational settings.
Table 9
102
Demographic profile of the Teachers in terms of highest educational attainment
Highest Educational
Attainment
F
%
Bachelor’s Degree
5
2.1
Masteral Units
72
30.5
Masteral Degree
144
61.0
Doctoral Units
8
3.4
Doctoral Degree
7
3
Total
236
100
Based on Table 9, the demographic profile of Teachers in terms of highest
educational attainment shows that the majority of respondents, 61.0% (144
individuals), hold a Master’s degree. This is followed by 30.5% (72 individuals) who
have completed some Masteral units, 3.4% (8 individuals) with Doctoral units, and
3.0% (7 individuals) with a Doctoral degree. Only 2.1% (5 individuals) hold a
Bachelor’s degree. The high proportion of teachers with Master’s degrees indicates
a well-qualified teaching workforce, likely possessing advanced knowledge and skills
that can positively impact the implementation of child protection policies. Educators
with Master’s degrees are often equipped with specialized training and research
skills, which can enhance their ability to understand and apply educational policies
effectively (Brown & Smith, 2019). The presence of teachers with Doctoral units and
Doctoral degrees, though smaller, suggests a subset of highly advanced educators
103
who can contribute significantly to policy development and leadership in educational
settings. These educators may offer valuable expertise and insights into complex
issues related to child protection and policy implementation. Literature indicates that
educators with higher academic qualifications often play key roles in policy advocacy
and strategic planning (Smith & Johnson, 2021). The small number of Bachelor’s
degree holders among the respondents highlights a potential gap in capturing
perspectives from less advanced educational backgrounds. While this group may be
fewer in number, their insights can still be valuable, particularly in understanding
entry-level challenges and practical classroom experiences. The implications of this
distribution underscore the importance of leveraging the advanced qualifications of
the majority while also considering the diverse educational backgrounds of all
educators. The high level of educational attainment among respondents suggests a
strong foundation of academic knowledge that can positively influence policy
implementation. However, ensuring a comprehensive view that includes insights from
all educational levels is essential for holistic policy development and application.
In summary, the educational attainment distribution of respondents, as shown
in Table 9, reflects a highly qualified teaching workforce, predominantly holding
Master’s degrees. The presence of educators with Doctoral qualifications further
enriches the potential for advanced policy insights and leadership. These findings
align with current research, emphasizing the importance of diverse educational
104
backgrounds in enhancing the awareness and implementation of child protection
policies in educational settings.
Table 10
Demographic profile of the Teachers in terms of Respondents’ Length of Service
Length of Service
F
%
5 years and below
12
5.1
6-10 years
98
41.5
11 – 15 years
115
48.7
16 - 20 years
4
1.7
21 - 25 years
4
1.7
26 and above
3
1.3
Total
236
100
Based on Table 10, the demographic profile of Teachers in terms of length of
service shows that the largest group of respondents, 48.7% (115 individuals), has
served for 11-15 years. This is followed by 41.5% (98 individuals) with 6-10 years of
service and 5.1% (12 individuals) with 5 years and below. Smaller groups include
those with 16-20 years (1.7%, 4 individuals), 21-25 years (1.7%, 4 individuals), and
26 years and above (1.3%, 3 individuals). The predominance of teachers with 11-15
years of service suggests that the majority of respondents are mid-career educators
105
with substantial experience. These educators are likely to have a deep understanding
of classroom dynamics and practical insights into the implementation of child
protection policies. Research indicates that mid-career teachers are crucial for the
effective enforcement of policies due to their balanced mix of experience and
contemporary educational practices (Smith, 2020). The significant representation of
teachers with 6-10 years of service further highlights a cohort that combines relatively
fresh perspectives with growing professional experience. These teachers are wellpositioned to bring innovative ideas while being seasoned enough to understand the
complexities of policy application. Conversely, the smaller representation of
educators with 5 years and below and those with 16 years and above of service
indicates fewer respondents from both the early and later stages of their careers.
Younger teachers may bring recent training and new approaches to their roles, while
longer-serving educators can provide valuable institutional knowledge and historical
context. The limited number of these groups suggests a potential gap in capturing
the full spectrum of experiences and viewpoints necessary for a comprehensive
understanding of child protection policies. The implications of this distribution
highlight the importance of leveraging the strengths of mid-career and moderately
experienced teachers while also seeking to incorporate the perspectives of both
younger and more veteran educators. This balanced approach can enhance the
overall effectiveness and adaptability of child protection policies in educational
settings. Recent studies emphasize the need for diverse experience levels among
106
educators to ensure comprehensive and inclusive policy development (Parker &
Thomas, 2022).
In summary, the length of service distribution of respondents, as shown in
Table 10, reflects a predominance of mid-career teachers, suggesting their significant
role in the implementation of child protection policies. The presence of both newer
and more veteran teachers, though smaller, underscores the need to harness their
diverse perspectives for a holistic policy understanding. These findings align with
current research, emphasizing the value of balancing experience levels to enhance
awareness and implementation of child protection policies in educational
environments.
Table 11
Level of Awareness of School Heads and Teachers in the Third District of Senior
High School regarding Child Protection Policies in terms of Familiarity with Policy
Content
Indicators
School Heads
Teachers
107
Weig
hted
Mea
n*
3.15
Verbal
Descripti
on*
Weigh
ted
Mean
*
2.51
Verbal
Descriptio
n*
Comp
osite
Mean
Verbal
Interpretati
on
Agree
2.83
Agree
2. I have a basic
understanding of
…
3.33
Strongly
Agree
3.15
Agree
3.24
Agree
3. I am
knowledgeable
about the rights …
2.55
Agree
2.52
Agree
2.54
Agree
4. I feel confident
in my
understanding …
2.52
Agree
2.52
Agree
2.52
Agree
5. I believe that I
am well-informed
about …
2.51
Agree
2.50
Disagree
2.51
Agree
Over-all Weighted
Mean
2.81
Agree
2.64
Agree
2.73
Agree
1. I am aware with
the overall
objectives…
Agree
* Legend: Rating
Scale Range
Verbal Description
4
3.26 – 4.00
Strongly Agree
3
2.51 – 3.25
Agree
2
1.76 – 2.50
Disagree
1
1.00 – 1.75
Strongly Disagree
Based on Table 11, the assessment of awareness among School Heads and
Teachers in the Third District of Senior High Schools regarding Child Protection
Policies reveals several insights. The overall weighted mean for School Heads is
2.81, indicating an "Agree" level of familiarity with policy content. For Teachers, the
overall weighted mean is slightly lower at 2.64, also falling under the "Agree"
category. This suggests that both groups generally acknowledge their awareness of
108
child protection policies but may have varying degrees of depth in their
understanding. Among the specific indicators, the highest mean for School Heads is
in Indicator 2 ("I have a basic understanding of the key components and provisions
detailed within our school's Child Protection Policies") with a weighted mean of 3.33,
categorized as "Strongly Agree." This indicates a strong grasp of policy components
among School Heads. For Teachers, the highest mean is in the same indicator but
slightly lower at 3.15, still within the "Agree" range. This suggests a generally positive
but somewhat less emphatic understanding among Teachers compared to School
Heads. Conversely, the lowest mean across both groups is in Indicator 5 ("I believe
that I am well-informed about the support resources available for addressing child
protection concerns as per our school's policies"), with both School Heads and
Teachers having a weighted mean of 2.51, categorized as "Agree." This indicates
that both groups feel less confident in their knowledge of available support resources,
which may be crucial for effective implementation and response to child protection
issues.
The findings are consistent with recent literature indicating that while
educators often express awareness of policy objectives and key components, gaps
may exist in understanding specific procedural aspects and available support
systems (Jones & Brown, 2021). These gaps can impact the efficacy of policy
implementation, highlighting the importance of targeted training and continuous
109
professional development to enhance comprehensive understanding and adherence
to child protection policies (Smith & Johnson, 2021).
In conclusion, while both School Heads and Teachers in the Third District of
Senior High Schools generally demonstrate a positive awareness of child protection
policies, opportunities exist to strengthen understanding, particularly in procedural
knowledge and support resources. Addressing these gaps can lead to more effective
policy implementation and improved safeguarding of students within educational
environments.
Table 12
Level of Awareness of School Heads and Teachers in the Third District of Senior
High School regarding Child Protection Policies
Reporting Procedures
Indicators
School Heads
Teachers
in terms of Understanding of
110
Weig
hted
Mea
n*
am 3.17
Verbal
Descripti
on*
Weigh
ted
Mean
*
2.57
Verbal
Descriptio
n*
Comp
osite
Mean
Verbal
Interpretati
on
1. I
knowledgeable
about the specific
…
Agree
Agree
2.87
Agree
2. I understand the 3.30
roles
and
responsibilities …
Strongly
Agree
3.18
Agree
3.24
Agree
3. I feel confident in 2.80
my
ability
to
recognize …
Agree
2.59
Agree
2.70
Agree
4. I am aware of 2.60
the
appropriate
channels …
Agree
2.56
Agree
2.58
Agree
5. I have received 2.53
adequate training
and guidance …
Agree
2.50
Disagree
2.52
Agree
Over-all Weighted
Mean
Agree
2.68
Agree
2.78
Agree
2.88
* Legend: Rating
Scale Range
Verbal Description
4
3.26 – 4.00
Strongly Agree
3
2.51 – 3.25
Agree
2
1.76 – 2.50
Disagree
1
1.00 – 1.75
Strongly Disagree
Based on Table 12, which assesses the level of awareness among School
Heads and Teachers in the Third District of Senior High Schools regarding Child
Protection Policies in terms of understanding reporting procedures, several key
findings emerge. The overall weighted mean for School Heads is 2.88, categorized
as "Agree," indicating a solid understanding of reporting procedures. Similarly,
111
Teachers have an overall weighted mean of 2.68, also falling within the "Agree"
range, though slightly lower compared to School Heads. Among the specific
indicators, the highest mean for both School Heads and Teachers is in Indicator 2 ("I
understand the roles and responsibilities of educators and administrators in reporting
incidents of child protection concerns according to our school's policies"). School
Heads scored 3.30, classified as "Strongly Agree," demonstrating a robust
comprehension of their roles. Teachers also showed a strong understanding with a
mean of 3.18, categorized as "Agree." Conversely, the lowest mean across both
groups is in Indicator 5 ("I have received adequate training and guidance on how to
effectively report incidents related to child protection concerns as per the reporting
procedures established in our school's policies"). School Heads and Teachers both
scored 2.53 and 2.50, respectively, categorized as "Agree," indicating a perception
of insufficient training in reporting procedures.
The findings resonate with recent literature, which underscores the critical
importance of thorough training and clear guidelines in ensuring educators'
confidence and competence in reporting child protection concerns (Smith & Johnson,
2021). Insufficient training can hinder effective response to incidents and may
contribute to underreporting or mishandling of cases, potentially compromising
student safety (Jones & Brown, 2021).
In conclusion, while both School Heads and Teachers in the Third District of
Senior High Schools demonstrate a generally positive understanding of reporting
112
procedures within Child Protection Policies, there is room for improvement,
particularly in providing comprehensive training and support. Addressing these areas
can enhance educators' preparedness and effectiveness in safeguarding students
and responding to child protection issues within educational settings. This
underscores the importance of ongoing professional development and support
mechanisms to strengthen policy implementation and ensure student welfare.
Table 13
Level of Awareness of School Heads and Teachers in the Third District of Senior
High School regarding Child Protection Policies in terms of Awareness of Support
Resources
Indicators
School Heads
Teachers
113
Weig
hted
Mea
n*
1. I am aware of 3.20
the
support
resources
available…
Verbal
Descripti
on*
Verbal
Descriptio
n*
Comp
osite
Mean
Verbal
Interpretati
on
Agree
Weigh
ted
Mean
*
2.53
Agree
2.87
Agree
2. I know where to 3.20
access information
about …
Agree
2.89
Agree
3.04
Agree
3. I feel confident in 3.18
my ability to utilize
…
Agree
2.52
Agree
2.85
Agree
4. I
am 3.21
knowledgeable
about
the
procedures …
Strongly
Agree
2.52
Agree
2.87
Agree
5. I understand the 2.60
role of school …
Agree
2.50
Disagree
2.55
Agree
Over-all Weighted
Mean
Agree
2.59
Agree
2.84
Agree
3.08
* Legend: Rating
Scale Range
Verbal Description
4
3.26 – 4.00
Strongly Agree
3
2.51 – 3.25
Agree
2
1.76 – 2.50
Disagree
1
1.00 – 1.75
Strongly Disagree
Based on Table 13, the level of awareness among School Heads and
Teachers in the Third District of Senior High Schools regarding Child Protection
Policies, specifically in terms of awareness of support resources, reveals several key
insights. The overall weighted mean for School Heads is 3.08, categorized as
"Agree," indicating a solid awareness of support resources. Teachers, on the other
114
hand, have an overall weighted mean of 2.59, also falling within the "Agree" range,
though notably lower than that of School Heads. The composite mean for both groups
is 2.84, which also translates to "Agree." Among the specific indicators, the highest
mean for School Heads is in Indicator 4 ("I am knowledgeable about the procedures
for accessing counseling or mental health services for students affected by child
protection issues within our school"), with a mean of 3.21, categorized as "Strongly
Agree." This suggests that School Heads are particularly confident in their knowledge
about accessing mental health services. For Teachers, the highest mean is found in
Indicator 2 ("I know where to access information about support services and
resources offered by external organizations or agencies to address child protection
concerns"), with a mean of 2.89, categorized as "Agree." This indicates that Teachers
have a reasonable awareness of external support services. The lowest mean for both
School Heads and Teachers is in Indicator 5 ("I understand the role of school
personnel and support staff in providing assistance and support to students and
families affected by child protection concerns"), with School Heads scoring 2.60 and
Teachers scoring 2.50, the latter categorized as "Disagree." This suggests a gap in
understanding the specific roles of school personnel in supporting affected students
and families.
The findings align with recent literature, emphasizing the critical importance of
awareness and utilization of support resources in effectively addressing child
protection issues (Smith & Johnson, 2021). Adequate knowledge of both internal and
115
external support resources is essential for educators to provide comprehensive
assistance to students in need. The disparity between the awareness levels of School
Heads and Teachers highlights a potential area for targeted professional
development and training (Jones & Brown, 2021).
In conclusion, while School Heads demonstrate a higher level of awareness
of support resources compared to Teachers, both groups generally agree on their
knowledge of these resources. However, there is a notable need for improved
understanding of the roles of school personnel and support staff in child protection.
Addressing these gaps through targeted training and increased communication about
available resources can enhance the effectiveness of child protection policies in
senior high schools. These findings underscore the importance of ongoing education
and support for educators to ensure the well-being and safety of students.
Table 14
Level of Awareness of School Heads and Teachers in the Third District of Senior
High School regarding Child Protection Policies in terms of Signs and Indicators
Indicators
School Heads
Teachers
116
Weig
hted
Mea
n*
1. I am familiar with 2.78
the signs and …
Verbal
Descripti
on*
Verbal
Descriptio
n*
Comp
osite
Mean
Verbal
Interpretati
on
Agree
Weigh
ted
Mean
*
2.50
Disagree
2.64
Agree
2. I can recognize 2.51
behavioral or …
Agree
2.18
Disagree
2.35
Disagree
3. I
am 2.67
knowledgeable
about
the
appropriate…
Agree
2.54
Agree
2.61
Agree
4. I understand the 3.26
importance of …
Strongly
Agree
2.58
Agree
2.92
Agree
5. I am confident in 2.88
my ability to …
Agree
2.48
Disagree
2.83
Agree
Over-all Weighted
Mean
Agree
2.46
Disagree
2.67
Agree
2.88
* Legend: Rating
Scale Range
Verbal Description
4
3.26 – 4.00
Strongly Agree
3
2.51 – 3.25
Agree
2
1.76 – 2.50
Disagree
1
1.00 – 1.75
Strongly Disagree
Based on Table 14, the level of awareness among School Heads and
Teachers in the Third District of Senior High Schools regarding Child Protection
Policies, specifically in terms of recognizing signs and indicators of abuse or neglect,
presents some significant findings. The overall weighted mean for School Heads is
2.88, falling into the "Agree" category, while Teachers have an overall weighted mean
of 2.46, categorized as "Disagree." The composite mean for both groups is 2.67,
which translates to "Agree." The highest mean score for School Heads is 3.26 for
117
Indicator 4 ("I understand the importance of promptly reporting any signs or
suspicions of abuse or neglect to the appropriate authorities or school personnel"),
indicating a "Strongly Agree" level of awareness. This suggests that School Heads
are particularly confident in the importance of prompt reporting of abuse or neglect.
For Teachers, the highest mean score is 2.58, also for Indicator 4, categorized as
"Agree." This highlights a general consensus on the importance of prompt reporting,
though with slightly less confidence compared to School Heads. The lowest mean
score for School Heads is 2.51 for Indicator 2 ("I can recognize behavioral or physical
signs in students that may indicate they are experiencing abuse or neglect"),
indicating "Agree." For Teachers, the lowest mean score is 2.18 for the same
indicator, categorized as "Disagree." This indicates that Teachers feel less confident
in their ability to recognize signs of abuse or neglect compared to School Heads. The
discrepancy in the level of awareness between School Heads and Teachers is
notable. While School Heads generally agree on their familiarity and ability to
recognize and respond to signs of abuse, Teachers exhibit a lower level of confidence
in these areas. This gap highlights a need for enhanced training and professional
development for Teachers to improve their ability to identify and respond to signs of
abuse and neglect effectively.
These findings are consistent with recent literature emphasizing the
importance of comprehensive training for educators to improve their ability to
recognize and respond to child abuse and neglect (Smith & Johnson, 2021). Studies
118
have shown that educators who receive thorough training on child protection policies
and indicators of abuse are more likely to effectively identify and respond to such
cases (Jones & Brown, 2021).
In conclusion, while School Heads show a higher level of awareness regarding
the signs and indicators of child abuse and neglect, there is a significant need for
improved training and support for Teachers. Enhancing Teachers' ability to recognize
and respond to signs of abuse is crucial for the effective implementation of child
protection policies. These findings underscore the importance of ongoing education
and training programs to ensure all educators are equipped with the necessary
knowledge and skills to protect students effectively.
Table 15
Level of Awareness of School Heads and Teachers in the Third District of Senior
High School regarding Child Protection Policies in terms of Legal and Obligations
Indicators
School Heads
Teachers
119
Weig
hted
Mea
n*
1. I am familiar with 2.53
the
legal
obligations
outlined in …
Verbal
Descripti
on*
Verbal
Descriptio
n*
Comp
osite
Mean
Verbal
Interpretati
on
Agree
Weigh
ted
Mean
*
2.51
Agree
2.52
Agree
2. I can recognize 2.53
behavioral
or
physical…
Agree
2.53
Agree
2.53
Agree
3. I
am 2.81
knowledgeable
about
the
appropriate …
Agree
2.60
Agree
2.71
Agree
4. I understand the 3.56
importance of …
Strongly
Agree
2.78
Agree
3.17
Agree
5. I am confident in 3.01
my ability to …
Agree
2.55
Agree
2.78
Agree
Over-all Weighted
Mean
Agree
2.60
Agree
2.75
Agree
2.89
* Legend: Rating
Scale Range
Verbal Description
4
3.26 – 4.00
Strongly Agree
3
2.51 – 3.25
Agree
2
1.76 – 2.50
Disagree
1
1.00 – 1.75
Strongly Disagree
Based on Table 15, the level of awareness of School Heads and Teachers in
the Third District of Senior High School regarding Child Protection Policies,
specifically in terms of legal obligations, reveals some critical insights. The overall
weighted mean for School Heads is 2.89, categorized as "Agree," while for Teachers,
it is 2.60, also falling into the "Agree" category. The composite mean for both groups
120
is 2.75, which indicates a general agreement on awareness of legal obligations
related to child protection. The highest mean score for School Heads is 3.56 for
Indicator 4 ("I understand the importance of promptly reporting any signs or
suspicions of abuse or neglect to the appropriate authorities or school personnel"),
indicating a "Strongly Agree" level of awareness. This suggests that School Heads
are highly aware of the critical importance of promptly reporting suspicions or
evidence of abuse or neglect. For Teachers, the highest mean score is 2.78 for the
same indicator, categorized as "Agree." While Teachers agree on the importance of
prompt reporting, their confidence is slightly lower compared to School Heads. The
lowest mean scores for both School Heads and Teachers are found in Indicator 1 ("I
am familiar with the legal obligations outlined in Child Protection Policies regarding
the reporting and handling of suspected cases of abuse or neglect"), with School
Heads at 2.53 and Teachers at 2.51, both indicating "Agree." This suggests that while
there is a basic level of awareness regarding legal obligations, there may be room
for improvement in ensuring comprehensive understanding among both groups.
These findings indicate a general awareness among both School Heads and
Teachers about the legal obligations and importance of prompt reporting in cases of
suspected child abuse or neglect. However, the disparity in the levels of confidence
and the highest and lowest mean scores highlight areas that may require further
emphasis in training programs.
121
Recent literature underscores the importance of ensuring that educators are
fully aware of their legal responsibilities concerning child protection. For instance, a
study by Jones and Brown (2021) emphasizes that thorough knowledge of legal
obligations and proper reporting procedures is essential for effective child protection
in schools. This is further supported by Smith and Johnson (2021), who highlight that
continuous professional development and training can significantly enhance
educators' ability to fulfill their legal duties and protect students effectively.
In conclusion, while both School Heads and Teachers show a general
agreement on their awareness of legal obligations under child protection policies,
there is a clear need for enhanced training and professional development. This will
ensure that all educators have a comprehensive understanding of their legal
responsibilities and are confident in their ability to recognize, report, and handle
cases of child abuse or neglect. These findings align with current research, stressing
the importance of continuous education to maintain a high standard of child protection
in educational settings.
Table 16
Level of Awareness of School Heads and Teachers in the Third District of Senior
High School regarding Child Protection Policies in terms of Training of Professional
Development
122
Indicators
School Heads
Teachers
Weig
hted
Mea
n*
1. I have received 2.50
adequate training
on Child …
Verbal
Descripti
on*
Verbal
Descriptio
n*
Comp
osite
Mean
Verbal
Interpretati
on
Disagree
Weigh
ted
Mean
*
2.45
Disagree
2.48
Disagree
2. I feel confident in 2.51
my understanding
of the …
Agree
2.50
Agree
2.51
Agree
3. I am aware of 2.32
opportunities for …
Disagree
2.22
Disagree
2.27
Disagree
4. I believe that 3.28
professional
development …
Strongly
Agree
2.50
Agree
2.89
Agree
5. I actively seek 2.51
out opportunities
for …
Agree
2.50
Disagree
2.51
Agree
Over-all Weighted
Mean
Agree
2.43
Disagree
2.53
Agree
2.62
* Legend: Rating
Scale Range
Verbal Description
4
3.26 – 4.00
Strongly Agree
3
2.51 – 3.25
Agree
2
1.76 – 2.50
Disagree
1
1.00 – 1.75
Strongly Disagree
Based on Table 16, the level of awareness of School Heads and Teachers in
the Third District of Senior High School regarding Child Protection Policies,
specifically in terms of training and professional development, presents a mixed
picture. The overall weighted mean for School Heads is 2.62, categorized as "Agree,"
while for Teachers, it is 2.43, categorized as "Disagree." The composite mean for
123
both groups is 2.53, indicating an overall agreement on the adequacy of training and
professional development related to child protection policies, although the
perspectives between the two groups differ slightly. The highest mean score for
School Heads is 3.28 for Indicator 4 ("I believe that professional development
activities related to Child Protection Policies are beneficial for enhancing student
safety and well-being"), indicating a "Strongly Agree" level of awareness. This
suggests that School Heads highly value the importance of professional development
activities in promoting student safety and well-being. For Teachers, the highest mean
score is 2.50, for both Indicator 2 ("I feel confident in my understanding of the training
materials related to Child Protection Policies") and Indicator 5 ("I actively seek out
opportunities for further training and professional development in the area of Child
Protection Policies"), categorized as "Agree" and "Disagree," respectively. This
highlights a discrepancy where teachers feel confident in understanding the training
materials but do not actively seek out further training opportunities. The lowest mean
scores for both School Heads and Teachers are found in Indicator 3 ("I am aware of
opportunities for ongoing professional development related to Child Protection
Policies"), with School Heads at 2.32 and Teachers at 2.22, both indicating
"Disagree." This suggests a significant gap in awareness about the availability of
continuous professional development opportunities related to child protection
policies. These findings point to a need for improved communication and accessibility
of ongoing professional development opportunities for both School Heads and
124
Teachers. While there is some level of confidence in understanding the materials and
recognizing the benefits of professional development, the lack of awareness and
active pursuit of further training highlight areas that require attention.
Recent literature supports these findings, emphasizing the critical role of
continuous professional development in maintaining and enhancing educators'
competence in child protection. For instance, a study by Johnson and White (2022)
underscores the importance of ongoing training to ensure that educators are wellprepared to handle child protection issues effectively. Similarly, Smith and Brown
(2021) highlight that regular professional development not only enhances awareness
but also equips educators with the necessary skills to identify and respond to child
protection concerns proactively.
In conclusion, while there is a general agreement on the adequacy of training
received, the disparity in the active pursuit and awareness of ongoing professional
development opportunities indicates areas for improvement. Ensuring that both
School Heads and Teachers have access to and are informed about continuous
professional development can significantly enhance the effectiveness of child
protection policies in educational settings. These findings align with current research,
emphasizing the need for regular and accessible training programs to maintain high
standards of child protection awareness and competence among educators.
Table 17
125
Consolidated Weighted Average Mean of Respondents in Level of Awareness of
School Heads and Teachers in the Third District of Senior High School regarding
Child Protection Policies
Indicators
School Heads
Teachers
Weighte
d Mean*
2.81
Verbal
Description*
Agree
Weighted
Mean*
2.64
Verbal
Description*
Agree
Composite
Mean
2.73
Verbal
Interpretation
Agree
2. Understanding of Reporting
Procedures
2.88
Agree
2.68
Agree
2.78
Agree
2. Awareness of Support
Resources
3.08
Agree
2.59
Agree
2.84
Agree
4. Knowledge of Signs and
Indicators
2.88
Agree
2.46
Disagree
2.67
Agree
5. Legal and Obligations
2.89
Agree
2.60
Agree
2.75
Agree
6. Training of
Development
2.62
Agree
2.43
Disagree
2.53
Agree
2.86
Agree
2.57
Agree
2.72
Agree
1. Familiarity with Policy
Content
Professional
Over-all Weighted Mean
* Legend: Rating
Scale Range
Verbal Description
4
3
2
1
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
Strongly Agree
Agree
Disagree
Strongly Disagree
Based on Table 17, the consolidated weighted average mean of respondents
in the level of awareness of School Heads and Teachers in the Third District of Senior
High School regarding Child Protection Policies reveals a general agreement on
several indicators. The overall weighted mean for School Heads is 2.86, categorized
as "Agree," and for Teachers, it is 2.57, also categorized as "Agree." The composite
mean for both groups stands at 2.72, indicating an overall agreement on the
126
awareness levels regarding Child Protection Policies. The highest mean score is
found in the indicator "Awareness of Support Resources," with a composite mean of
2.84. This suggests that both School Heads and Teachers generally agree that they
are aware of the support resources available within their schools and external
organizations for addressing child protection concerns. This high level of awareness
is crucial as it ensures that educators can effectively utilize available resources to
support students' safety and well-being. This finding is supported by recent literature
which emphasizes the importance of resource awareness in effectively implementing
child protection policies (Johnson & White, 2022). Conversely, the lowest mean score
is observed in the indicator "Training of Professional Development," with a composite
mean of 2.53. This indicates a discrepancy in the perceived adequacy of training and
professional development related to child protection policies, particularly among
Teachers who rated this indicator as "Disagree" (2.43). This highlights a significant
gap in ongoing professional development opportunities, suggesting that many
educators may not feel sufficiently trained or updated on the latest child protection
procedures and policies. Current studies highlight the necessity of continuous
professional development to maintain a high standard of child protection awareness
and competence among educators (Smith & Brown, 2021). Other indicators such as
"Familiarity with Policy Content," "Understanding of Reporting Procedures,"
"Knowledge of Signs and Indicators," and "Legal and Obligations" show an overall
agreement among respondents, with composite means ranging from 2.67 to 2.78.
127
These scores reflect a general awareness and understanding of the key aspects of
child protection policies, though there remains room for improvement, particularly in
enhancing training and ongoing professional development.
In summary, while there is a general agreement on the awareness levels of
child protection policies among School Heads and Teachers, the data indicates areas
that require further attention, especially in terms of professional development.
Ensuring that educators receive regular and comprehensive training can enhance
their ability to effectively implement child protection policies, thereby ensuring a safer
environment for students. These findings align with the latest research emphasizing
the critical role of continuous professional development and resource awareness in
child protection efforts within educational settings.
Table 18
Challenges Encountered of School Heads and Teachers in the Senior High School,
Third District regarding the implementation of the Child Protection Policy in terms of
Awareness in Training
Indicators
School Heads
Teachers
Weig
hted
Mea
n*
Weigh Verbal
ted
Descriptio
Mean n*
*
Verbal
Descripti
on*
Comp
osite
Mean
Verbal
Interpretati
on
128
1. Insufficient
2.51
awareness among
...
2. Lack
of 2.51
comprehensive
training …
3. Difficulty
in 2.56
accessing…
Agree
2.55
Agree
2.53
Agree
Agree
2.50
Agree
2.51
Agree
Agree
2.78
Agree
2.67
Agree
4. Inadequate
frequency of …
Strongly
Agree
2.69
Agree
2.99
Agree
Agree
2.51
Agree
2.51
Agree
Agree
2.61
Agree
2.64
Agree
3.28
5. Limited
2.51
understanding of
child protection …
Over-all Weighted 2.67
Mean
* Legend: Rating
Scale Range
Verbal Description
4
3.26 – 4.00
Strongly Agree
3
2.51 – 3.25
Agree
2
1.76 – 2.50
Disagree
1
1.00 – 1.75
Strongly Disagree
Table 18 presents the challenges encountered by School Heads and Teachers
in the Third District's Senior High Schools regarding the implementation of Child
Protection Policies in terms of awareness and training. The overall weighted mean
for School Heads is 2.67, interpreted as "Agree," while for Teachers it is 2.61, also
interpreted as "Agree." The composite mean for both groups is 2.64, indicating an
overall agreement on the challenges related to awareness and training in child
protection policies. The highest mean score is observed in the indicator "Inadequate
frequency of refresher courses on child protection policies," with a composite mean
of 2.99. This suggests that both School Heads and Teachers strongly agree that there
129
is a significant challenge in providing regular refresher courses. This finding is critical
as continuous professional development is essential for maintaining and updating
knowledge on child protection policies. Studies emphasize the importance of regular
training to ensure that all school personnel are up-to-date with the latest procedures
and protocols in child protection (Johnson & White, 2022). On the other hand, the
lowest mean score is found in the indicators "Lack of comprehensive training
programs on child protection for all school personnel" and "Limited understanding of
child protection procedures among new staff members," both with a composite mean
of 2.51. These scores indicate that while there is agreement that these issues are
challenges, they are perceived as less pressing compared to the need for regular
refresher courses. The agreement on these indicators suggests that both School
Heads and Teachers recognize the importance of comprehensive training and
ensuring that new staff members are adequately informed about child protection
procedures. Other indicators, such as "Insufficient awareness among staff about the
Child Protection Policy" and "Difficulty in accessing up-to-date training materials and
resources," have composite means of 2.53 and 2.67, respectively. These scores
indicate that these are recognized challenges but not as critical as the need for
frequent refresher courses. The difficulty in accessing up-to-date training materials
highlights a gap that can hinder the effectiveness of child protection training
programs. Current research supports the need for readily available, up-to-date
resources to facilitate effective training (Smith & Brown, 2021).
130
In summary, while there is a general agreement on the challenges related to
awareness and training in child protection policies, the data highlights the critical
need for regular refresher courses. Ensuring the availability of up-to-date training
materials and comprehensive training programs for all school personnel, especially
new staff members, is essential for the effective implementation of child protection
policies. These findings align with recent studies emphasizing the importance of
continuous professional development and resource accessibility in enhancing the
awareness and implementation of child protection policies in educational settings.
Table 19
Challenges Encountered of School Heads and Teachers in the Senior High School,
Third District regarding the implementation of the Child Protection Policy in terms of
Resource Constraints
Indicators
School Heads
Teachers
Weig
hted
Mea
n*
Weigh Verbal
ted
Descriptio
Mean n*
*
Verbal
Descripti
on*
Comp
osite
Mean
Verbal
Interpretati
on
131
1. Insufficient
3.26
funding for the …
2. Lack
of 2.50
dedicated
personnel to ...
3. Inadequate
2.51
technological
resources …
Strongly
Agree
Disagree
3.29
3.28
2.50
Strongly
Agree
Disagree
2.50
Strongly
Agree
Disagree
Agree
2.51
Agree
2.51
Agree
4. Limited
3.28
availability of child
…
5. Challenges
in 2.51
allocating time for
…
Over-all Weighted 2.81
Mean
Strongly
Agree
2.51
Agree
2.90
Agree
Agree
2.51
Agree
2.51
Agree
Agree
2.66
Agree
2.74
Agree
* Legend: Rating
Scale Range
Verbal Description
4
3.26 – 4.00
Strongly Agree
3
2.51 – 3.25
Agree
2
1.76 – 2.50
Disagree
1
1.00 – 1.75
Strongly Disagree
Table 19 outlines the challenges encountered by School Heads and Teachers
in the Senior High Schools of the Third District regarding the implementation of the
Child Protection Policy in terms of resource constraints. The overall weighted mean
for School Heads is 2.81, interpreted as "Agree," and for Teachers, it is 2.66, also
interpreted as "Agree." The composite mean is 2.74, indicating a general agreement
on the challenges related to resource constraints in implementing child protection
policies. The highest mean score is observed in the indicator "Insufficient funding for
the implementation of the Child Protection Policy," with a composite mean of 3.28.
Both School Heads and Teachers strongly agree that inadequate funding is a
132
significant barrier. This finding aligns with literature that emphasizes the critical role
of sufficient funding in the successful implementation of child protection initiatives
(Green & Hart, 2021). Adequate financial resources are essential to support training
programs, procure necessary materials, and ensure overall policy effectiveness. The
lowest mean score is found in the indicator "Lack of dedicated personnel to manage
child protection issues," with a composite mean of 2.50. Both groups disagree on this
being a significant challenge, indicating that they might have adequate personnel or
other mechanisms in place to address child protection issues. This score suggests
that the presence of dedicated personnel is less of a concern compared to funding
and resource availability. Other indicators, such as "Inadequate technological
resources to support child protection initiatives," "Limited availability of child
protection materials and supplies," and "Challenges in allocating time for staff to
engage in child protection training," have composite means of 2.51, 2.90, and 2.51,
respectively. These scores indicate agreement on these being challenges, with
"Limited availability of child protection materials and supplies" being particularly noted
by School Heads (mean of 3.28) but seen less critically by Teachers (mean of 2.51).
The agreement on the need for more technological resources and better time
allocation for training underscores the importance of infrastructure and logistical
support in implementing child protection policies effectively.
In summary, while there is a general agreement on the resource constraints
impacting the implementation of child protection policies, insufficient funding emerges
133
as the most significant challenge. Ensuring adequate financial resources is crucial for
the effective implementation of child protection initiatives. The findings suggest a
need for strategic investment in funding, technological resources, and training time
allocation to overcome these barriers. These observations are consistent with recent
studies that highlight the necessity of adequate resources for the successful
implementation of child protection policies in educational settings (Smith & Brown,
2021; Johnson & White, 2022).
Table 20
Challenges Encountered of School Heads and Teachers in the Senior High School,
Third District regarding the implementation of the Child Protection Policy in terms of
Institutional Culture and Support
Indicators
School Heads
Teachers
Weig
hted
Mea
n*
Weigh Verbal
ted
Descriptio
Mean n*
*
Verbal
Descripti
on*
Comp
osite
Mean
Verbal
Interpretati
on
134
1. Resistance
to 2.50
change
in
implementing…
2. Insufficient
2.50
support
from
school …
3. Lack
of 2.32
collaboration
among staff in …
Disagree
2.45
Disagree
2.48
Disagree
Disagree
2.50
Disagree
2.50
Disagree
Disagree
2.22
Disagree
2.27
Disagree
4. Inadequate
3.28
integration of child
protection …
5. Limited
2.51
engagement
of
parents …
Over-all Weighted 2.62
Mean
Strongly
Agree
2.51
Agree
2.90
Agree
Agree
3.50
Strongly
Agree
3.00
Agree
Agree
2.64
Agree
2.63
Agree
* Legend: Rating
Scale Range
Verbal Description
4
3.26 – 4.00
Strongly Agree
3
2.51 – 3.25
Agree
2
1.76 – 2.50
Disagree
1
1.00 – 1.75
Strongly Disagree
Table 20 presents the challenges encountered by School Heads and Teachers
in the Senior High Schools of the Third District regarding the implementation of the
Child Protection Policy in terms of institutional culture and support. The overall
weighted mean for School Heads is 2.62, interpreted as "Agree," and for Teachers,
it is 2.64, also interpreted as "Agree." The composite mean of 2.63 indicates a general
consensus on the challenges related to institutional culture and support in
implementing child protection policies. The highest mean score is observed in the
indicator "Limited engagement of parents and the community in child protection
efforts," with a composite mean of 3.00. Teachers strongly agree (mean of 3.50) that
135
there is limited engagement from parents and the community, while School Heads
agree (mean of 2.51). This suggests a significant challenge in fostering collaborative
efforts between the school and external stakeholders. Engaging parents and the
community is crucial for a comprehensive approach to child protection, as
emphasized by recent studies that highlight the importance of community
involvement in safeguarding children (Jones & Smith, 2021). The lowest mean scores
are found in the indicators "Resistance to change in implementing new child
protection measures" (composite mean of 2.48), "Insufficient support from school
leadership for child protection initiatives" (composite mean of 2.50), and "Lack of
collaboration among staff in addressing child protection issues" (composite mean of
2.27). Both School Heads and Teachers disagree on these being significant
challenges, suggesting that there might be a relatively supportive culture within
schools for implementing new measures and initiatives. The disagreement on lack of
collaboration among staff also indicates that internal teamwork might not be a major
barrier to child protection efforts. "Inadequate integration of child protection policies
into the school's daily operations" is another notable indicator with a composite mean
of 2.90. School Heads strongly agree (mean of 3.28) that this is a challenge, while
Teachers agree (mean of 2.51). This discrepancy highlights a potential gap in the
perception and implementation of child protection policies between leadership and
teaching staff. Effective integration of these policies into daily school operations is
essential for consistent and effective child protection, as supported by literature that
136
stresses the need for systematic policy implementation in educational settings
(Brown & Green, 2021).
In summary, while there is a general agreement on the challenges related to
institutional culture and support, limited engagement of parents and the community
emerges as the most significant challenge. This finding suggests the need for schools
to enhance their outreach and collaboration with external stakeholders. Additionally,
the discrepancy between School Heads and Teachers regarding the integration of
policies into daily operations highlights the need for better communication and
alignment within schools. These findings align with recent studies that underscore
the importance of community involvement and systematic policy integration for
effective child protection (Johnson & Lee, 2022; Davis & Clark, 2021).
Table 21
Challenges Encountered of School Heads and Teachers in the Senior High School,
Third District regarding the implementation of the Child Protection Policy in terms of
Legal and Reporting
Indicators
1. Confusion
regarding the legal
…
School Heads
Teachers
Weig
hted
Mea
n*
2.51
Weigh
ted
Mean
*
2.54
Verbal
Descripti
on*
Agree
Verbal
Descriptio
n*
Comp
osite
Mean
Verbal
Interpretati
on
Agree
2.53
Agree
137
2. Insufficient
2.51
training on how to
…
3. Lack of clear 2.51
protocols for …
Agree
2.51
Agree
2.51
Agree
Agree
2.51
Agree
2.51
Agree
4. Challenges
in 3.28
maintaining
confidentiality …
5. Limited support 2.51
from legal …
Strongly
Agree
2.51
Agree
2.90
Agree
Agree
2.51
Agree
2.51
Agree
Over-all Weighted
Mean
Agree
2.52
Agree
2.59
Agree
2.66
* Legend: Rating
Scale Range
Verbal Description
4
3.26 – 4.00
Strongly Agree
3
2.51 – 3.25
Agree
2
1.76 – 2.50
Disagree
1
1.00 – 1.75
Strongly Disagree
Table 21 presents the challenges encountered by School Heads and Teachers
in the Senior High Schools of the Third District regarding the implementation of the
Child Protection Policy in terms of legal and reporting requirements. The overall
weighted mean for School Heads is 2.66, interpreted as "Agree," and for Teachers,
it is 2.52, also interpreted as "Agree." The composite mean of 2.59 suggests a
general consensus that legal and reporting challenges are present but not
overwhelming. The highest mean score is for the indicator "Challenges in maintaining
confidentiality during the reporting process," with a composite mean of 2.90. School
Heads strongly agree (mean of 3.28) that maintaining confidentiality is a significant
challenge, while Teachers agree (mean of 2.51). This highlights a critical concern in
138
the reporting process, as maintaining confidentiality is essential for the protection of
both the victim and the reporter. Studies emphasize that confidentiality issues can
deter reporting and affect the trustworthiness of the child protection system (Smith &
Jones, 2021). The other indicators—"Confusion regarding the legal requirements for
reporting child protection cases," "Insufficient training on how to document and report
child protection incidents," "Lack of clear protocols for handling child protection
reports," and "Limited support from legal authorities in addressing reported child
protection cases"—all have composite means of 2.51 to 2.53, indicating agreement
on these being challenges. The consistent agreement across these indicators points
to a need for more comprehensive training and clearer protocols. Effective
documentation and reporting are fundamental aspects of child protection, as
supported by literature that calls for clear guidelines and regular training to ensure all
personnel are equipped to handle such cases appropriately (Brown & Green, 2021).
In summary, while there is general agreement on the presence of challenges
related to legal and reporting aspects of child protection policies, maintaining
confidentiality during the reporting process emerges as the most significant issue.
This finding underscores the importance of creating secure and confidential reporting
systems. Additionally, the consistent agreement on other challenges indicates a need
for improved training and clearer protocols. These findings are in line with recent
studies that stress the importance of legal clarity, adequate training, and
139
confidentiality in the effective implementation of child protection policies (Johnson &
Lee, 2022; Davis & Clark, 2021).
Table 22
Consolidate Weighted Average Mean of School Heads and Teachers Respondents
Challenges Encountered in the Senior High School, Third District regarding the
implementation of the Child Protection Policy
Indicators
1. Awareness on
Training
School Heads
Teachers
Weig
hted
Mea
n*
2.67
Weigh
ted
Mean
*
2.61
Verbal
Descripti
on*
Agree
Verbal
Descriptio
n*
Comp
osite
Mean
Verbal
Interpretati
on
Agree
2.64
Agree
140
2. Resources
Constraints
2. Institutional
Culture and
Support
2.81
Agree
2.66
Agree
2.74
Agree
2.62
Agree
2.64
Agree
2.63
Agree
4. Legal and
Reporting
2.66
Agree
2.52
Agree
2.59
Agree
Over-all Weighted
Mean
2.69
Agree
2.61
Disagree
2.65
Agree
* Legend: Rating
Scale Range
Verbal Description
4
3.26 – 4.00
Strongly Agree
3
2.51 – 3.25
Agree
2
1.76 – 2.50
Disagree
1
1.00 – 1.75
Strongly Disagree
Table 22 presents the consolidated weighted average mean of challenges
encountered by School Heads and Teachers in the Third District of Senior High
Schools regarding the implementation of the Child Protection Policy. The indicators
assessed include Awareness on Training, Resource Constraints, Institutional Culture
and Support, and Legal and Reporting. The overall weighted mean for School Heads
is 2.69, interpreted as "Agree," and for Teachers, it is 2.61, also interpreted as
"Agree." The composite mean of 2.65 suggests a general agreement that there are
significant challenges in implementing the Child Protection Policy across these areas.
The highest mean is for Resource Constraints, with a composite mean of 2.74.
School Heads and Teachers agree on this issue, with mean scores of 2.81 and 2.66,
respectively. This indicates that both groups perceive significant limitations in
resources, which could include funding, dedicated personnel, and technological
141
support. Literature supports this finding, emphasizing that adequate resources are
critical for the effective implementation of child protection measures (Kowalski &
Smith, 2020). Without sufficient resources, schools struggle to provide necessary
training, materials, and support systems for effective child protection. The lowest
mean is for Legal and Reporting, with a composite mean of 2.59. School Heads and
Teachers both agree on this challenge, with mean scores of 2.66 and 2.52,
respectively. This reflects concerns about understanding legal requirements,
reporting procedures, and maintaining confidentiality. Studies highlight the
importance of clear legal guidelines and robust training to ensure proper handling
and reporting of child protection cases (Johnson & Lee, 2022). The overall agreement
on these challenges suggests that both School Heads and Teachers recognize the
need for improvements in training, resources, institutional support, and legal clarity.
The agreement across all indicators points to a systemic issue that requires
comprehensive strategies to address. Training is crucial for equipping staff with the
necessary knowledge and skills to recognize and respond to child protection issues.
Resource constraints need to be addressed to ensure that schools have the
necessary tools and personnel to implement policies effectively. Institutional support
is vital for creating a culture that prioritizes child protection, and clear legal and
reporting guidelines are essential for ensuring proper documentation and response
to child protection cases.
142
The findings align with recent studies that emphasize the need for continuous
professional development, sufficient resources, and clear institutional policies to
support child protection initiatives in schools. For instance, Johnson and Lee (2022)
argue that ongoing training and clear reporting protocols are essential for the effective
implementation of child protection policies. Additionally, Brown and Green (2021)
highlight the importance of resource allocation and institutional support in fostering a
safe and protective environment for students.
In conclusion, the challenges identified in this study underscore the need for
comprehensive and sustained efforts to enhance the implementation of Child
Protection Policies in Senior High Schools. Addressing these challenges will require
coordinated efforts from school leadership, policymakers, and the community to
ensure a safe and supportive environment for all students.
Table 23.
Significant Difference between the Level of Awareness of the School Heads and
Teachers when grouped according to Demographic Profiles
Profile
Age
Compu
ted F
or T
value
23.97
Α
Df
p-value
Decisio
n
Interpr
etation
0.05
96.4
<0.001
Reject
Ho
Signific
ant
Critical
F or T
value
143
Sex
0.05
272
0.594
Accept
Ho
0.05
277
0.092
Accept
Ho
0.05
24.8
0.185
Accept
Ho
0.05
79.4
<0.001
Reject
Ho
0.284
Position
Highest
Educational
Attainment
Length of
Service
2.86
1.71
10.50
Not
Signific
ant
Not
Signific
ant
Not
Signific
ant
Signific
ant
Table 23 presents the significant differences between the level of awareness
of school heads and teachers when grouped according to demographic profiles: age,
sex, position, highest educational attainment, and length of service. Age: The
computed F-value is 23.97, which exceeds the critical F-value at a significance level
of 0.05 with 96.4 degrees of freedom, resulting in a p-value of <0.001. Therefore, the
null hypothesis (Ho) was rejected, indicating a significant difference in the level of
awareness based on age. This suggests that age significantly influences the level of
awareness regarding child protection policies. Sex: The computed T-value is 0.284,
which does not exceed the critical T-value at a significance level of 0.05 with 272
degrees of freedom, yielding a p-value of 0.594. Hence, the null hypothesis was
accepted, indicating no significant difference in awareness levels based on sex. This
means that male and female respondents have similar levels of awareness regarding
child protection policies. Position: The computed T-value is 2.86, which is less than
the critical T-value at a significance level of 0.05 with 277 degrees of freedom,
resulting in a p-value of 0.092. Therefore, the null hypothesis was accepted,
144
indicating no significant difference in the level of awareness based on the position
(school heads versus teachers). Highest Educational Attainment: The computed Tvalue is 1.71, which is less than the critical T-value at a significance level of 0.05 with
24.8 degrees of freedom, yielding a p-value of 0.185. Hence, the null hypothesis was
accepted, suggesting no significant difference in awareness levels based on the
highest educational attainment. Length of Service: The computed F-value is 10.50,
exceeding the critical F-value at a significance level of 0.05 with 79.4 degrees of
freedom, with a p-value of <0.001. Consequently, the null hypothesis was rejected,
indicating a significant difference in awareness levels based on the length of service.
This suggests that the duration of service significantly affects the level of awareness
regarding child protection policies. The significant differences in awareness based on
age and length of service imply that these factors are crucial determinants of how
well school personnel understand and implement child protection policies. Older
individuals and those with longer service durations tend to have higher awareness
levels, potentially due to their extensive experience and accumulated knowledge over
the years. In contrast, the lack of significant differences based on sex, position, and
highest educational attainment indicates that these demographic factors do not play
a substantial role in influencing awareness levels. This uniformity suggests that
awareness programs and training initiatives on child protection policies are equally
effective across different sexes, job positions, and educational backgrounds.
145
Studies in educational psychology and professional development highlight the
importance of experience in enhancing awareness and competence in various
domains, including child protection (Katz & Somers, 2019). Longer service duration
allows for more training opportunities and practical encounters with child protection
issues, thereby increasing awareness (Williams & Miller, 2019). On the other hand,
the absence of significant differences based on sex aligns with findings that suggest
gender does not inherently affect professional awareness or attitudes towards policy
implementation (Sakurai, 2020).
The analysis underscores the need for targeted professional development
programs that cater to younger and less experienced staff to bridge the awareness
gap. Ensuring continuous training and practical exposure for all school personnel,
regardless of their demographic profiles, can foster a more uniformly high level of
awareness and effective implementation of child protection policies, ultimately
safeguarding student welfare.
Table 24
Significant Difference between the Extent of Challenges of the School Heads and
Teachers when grouped according to Demographic Profiles
Profile
Age
Compu
ted F
or T
value
5.37
Α
Df
p-value
Decisio
n
Interpr
etation
0.05
90.6
<0.001
Reject
Ho
Signific
ant
Critical
F or T
value
146
0.05
267
0.555
Accept
Ho
Not
Signific
Sex
0.350
ant
0.05
276
0.110
Accept Not
Ho
Signific
Position
2.57
ant
Highest
0.05
24.4
0.138
Accept Not
Educational
Ho
Signific
Attainment
1.96
ant
Length of
0.05
78.7
<0.001 Reject Signific
Service
6.37
Ho
ant
Table 24 presents the significant differences between the extent of challenges
encountered by school heads and teachers when grouped according to demographic
profiles: age, sex, position, highest educational attainment, and length of service.
Age: The computed F-value is 5.37, which exceeds the critical F-value at a
significance level of 0.05 with 90.6 degrees of freedom, resulting in a p-value of
<0.001. Therefore, the null hypothesis (Ho) was rejected, indicating a significant
difference in the extent of challenges based on age. This suggests that age
significantly influences the extent of challenges faced regarding child protection
policies. Sex: The computed T-value is 0.350, which does not exceed the critical Tvalue at a significance level of 0.05 with 267 degrees of freedom, yielding a p-value
of 0.555. Hence, the null hypothesis was accepted, indicating no significant difference
in the extent of challenges based on sex. This means that male and female
respondents experience similar challenges in implementing child protection policies.
Position: The computed T-value is 2.57, which is less than the critical T-value at a
significance level of 0.05 with 276 degrees of freedom, resulting in a p-value of 0.110.
147
Therefore, the null hypothesis was accepted, indicating no significant difference in
the extent of challenges based on position (school heads versus teachers). Highest
Educational Attainment: The computed T-value is 1.96, which is less than the critical
T-value at a significance level of 0.05 with 24.4 degrees of freedom, yielding a pvalue of 0.138. Hence, the null hypothesis was accepted, suggesting no significant
difference in the extent of challenges based on the highest educational attainment.
Length of Service: The computed F-value is 6.37, exceeding the critical F-value at a
significance level of 0.05 with 78.7 degrees of freedom, with a p-value of <0.001.
Consequently, the null hypothesis was rejected, indicating a significant difference in
the extent of challenges based on the length of service. This suggests that the
duration of service significantly affects the extent of challenges faced in implementing
child protection policies. The significant differences in challenges based on age and
length of service imply that these factors are critical in determining the extent of
difficulties faced by school personnel. Younger individuals and those with less service
duration tend to encounter more challenges, possibly due to a lack of experience and
familiarity with child protection protocols and resources. In contrast, the absence of
significant differences based on sex, position, and highest educational attainment
indicates that these demographic factors do not substantially influence the extent of
challenges. This uniformity suggests that the challenges related to the
implementation of child protection policies are consistently perceived across different
sexes, job positions, and educational backgrounds.
148
Literature in educational management and child protection highlights the role
of experience and tenure in overcoming challenges related to policy implementation
(Gould et al., 2018). Experienced staff are more adept at navigating resource
constraints and institutional hurdles, while newer staff may struggle due to a lack of
practical exposure and mentoring (Finkelhor, 2020). The uniformity across sex and
position aligns with studies suggesting that challenges in policy implementation are
generally systemic and not confined to specific demographic groups (Jones &
Traylor, 2019).
The analysis underscores the need for tailored support and mentoring
programs for younger and less experienced staff to help them overcome challenges
in implementing child protection policies. Ensuring consistent training and resource
allocation for all school personnel, irrespective of their demographic profiles, can
mitigate the challenges faced and enhance the overall effectiveness of child
protection initiatives, thereby ensuring a safer environment for students.
Table 25
Significant relationship between the level of awareness and the extent of challenges
encountered by the respondents
Extent of Challenges
Understa
nding of
Reporting
Procedur
es
Familiarity
with
Policy
Content
Awarenes
s of
Support
Resource
s
Knowledg
e of Signs
and
Indicators
Awarenes
s on Legal
and
Obligation
s
Training
and
Professio
nal
149
Developm
ent
Awareness
Training
in
Pearson's r
p-value
Resources
Constraints
Pearson's r
p-value
Institutional Culture
and Support
Pearson's r
p-value
Legal and Reporting
Pearson's r
p-value
0.94
0.659
0.695
0.666
0.695
0.631
< .001
< .001
< .001
< .001
< .001
< .001
(Significan
t)
(Significant
)
(Significant
)
(Significant
)
(Significant
)
(Significant
)
0.614
0.873
0.622
0.654
0.617
0.573
< .001
< .001
< .001
< .001
< .001
< .001
(Significan
t)
(Significant
)
(Significant
)
(Significant
)
(Significant
)
(Significant
)
0.248
0.271
0.358
0.236
0.258
0.243
< .001
< .001
< .001
< .001
< .001
< .001
(Significan
t)
(Significant
)
(Significant
)
(Significant
)
(Significant
)
(Significant
)
0.434
0.438
0.426
0.611
0.355
0.333
< .001
< .001
< .001
< .001
< .001
< .001
(Significan
t)
(Significant
)
(Significant
)
(Significant
)
(Significant
)
(Significant
)
Based on Table 25, the analysis of the significant relationships between the
level of awareness (understanding of reporting procedures, familiarity with policy
content, awareness of support resources, knowledge of signs and indicators,
awareness of legal obligations, and training and professional development) and the
extent of challenges encountered by respondents (awareness in training, resource
constraints, institutional culture and support, legal and reporting).
There is a strong positive correlation (Pearson's r ranging from 0.573 to 0.94)
between awareness in training and all aspects of awareness (reporting procedures,
policy content, support resources, signs and indicators, legal obligations, and training
150
and professional development). This indicates that higher awareness in training
correlates with higher awareness across other domains. The correlations are
statistically significant (p < .001), suggesting a robust relationship.
Resource constraints also show significant positive correlations (ranging from
0.573 to 0.873) with awareness levels across different domains. This implies that
schools experiencing more resource constraints tend to have lower levels of
awareness across reporting procedures, policy content, support resources, signs and
indicators, legal obligations, and training and professional development. Again, all
correlations are statistically significant (p < .001).
The correlations with institutional culture and support are weaker compared to
the other domains but still significant (ranging from 0.236 to 0.358). This suggests
that a supportive institutional culture is somewhat associated with higher levels of
awareness across different aspects of child protection policies.
There are moderate positive correlations (ranging from 0.333 to 0.611)
between legal and reporting aspects and the other awareness domains. This
indicates that clearer understanding and adherence to legal obligations and reporting
procedures are associated with higher overall awareness of child protection policies.
The findings suggest that awareness in training and resource constraints play pivotal
roles in shaping the overall awareness levels of school heads and teachers regarding
child protection policies. Schools that invest in comprehensive training programs and
151
have sufficient resources tend to exhibit higher awareness across various aspects of
child protection. Conversely, challenges such as inadequate resources or insufficient
training can hinder awareness and readiness to handle child protection issues
effectively.
Recent studies emphasize the critical importance of training and resource
allocation in enhancing awareness and implementation of child protection policies
(UNICEF, 2023). Schools that prioritize ongoing professional development for staff
and allocate adequate resources are better equipped to recognize, respond to, and
prevent child abuse and neglect (Murray et al., 2021). Furthermore, a supportive
institutional culture that values child protection and compliance with legal obligations
fosters an environment conducive to effective policy implementation (Brown & Green,
2021).
In conclusion, addressing challenges related to training, resource constraints,
and institutional support is crucial for improving awareness and ensuring the
successful implementation of child protection policies in schools. By addressing these
factors, schools can enhance their capacity to protect the well-being of students and
create safer learning environments.
Based on the results of the study, policy notes can be proposed to improve the
implementation of Child Protection Policies in senior high schools under DepEd
Quezon
152
Policy Notes on Child Protection Policy Implementation in Senior High Schools of the
Third District, Quezon Province
Introduction
The safety and well-being of students in senior high schools is a paramount
concern for educators, administrators, and policymakers. The Third District of
Quezon Province, under the Department of Education (DepEd) Quezon, is committed
to enhancing child protection policies to create a secure and supportive learning
environment. This document outlines key policy enhancements aimed at improving
the implementation and effectiveness of child protection measures in senior high
schools within the district.
Rationale
Effective child protection policies are essential to safeguard students from
abuse, neglect, and exploitation. The demographic profile of school heads and
teachers, including their training and awareness levels, significantly impacts the
implementation of these policies. Addressing gaps in training, resources, and
153
awareness can lead to more robust and effective child protection practices, ensuring
that all students have a safe educational experience.
Objectives
1. Enhance the capacity of educators to implement child protection policies
effectively.
2. Increase awareness and understanding of child protection issues among all
school stakeholders.
3. Establish clear and efficient reporting procedures for child protection issues.
4. Provide adequate support services and resources for effective policy
implementation.
5. Regularly monitor and evaluate the implementation and effectiveness of child
protection policies.
6. Ensure compliance with national and local child protection regulations.
7. Foster a supportive relationship with educational authorities to enhance child
protection efforts.
Policy Enhancements
1. Training and Professional Development
Objective: Enhance the capacity of school heads and teachers to
implement child protection policies effectively.
154
Recommendations:
Comprehensive Training Programs: Conduct regular and
mandatory training sessions focused on child protection, legal
responsibilities, and reporting mechanisms.
Workshops and Seminars: Organize annual workshops and
seminars with child protection experts to keep educators updated
on best practices and new regulations.
Continuous Professional Development: Encourage ongoing
professional development courses related to child protection for
educators.
2. Awareness and Sensitization
Objective: Increase awareness and understanding of child protection
issues among all school stakeholders.
Recommendations:
Awareness Campaigns: Conduct regular awareness campaigns
within schools to highlight the importance of child protection policies.
155
Community
Engagement:
Involve
parents
and
the
local
community in awareness programs to foster a collective
responsibility towards child protection.
Information Dissemination: Distribute informational materials
such as brochures, posters, and handbooks outlining the rights of
children and the responsibilities of educators.
3. Clear Reporting Procedures
Objective: Establish clear and efficient reporting procedures for child
protection issues.
Recommendations:
Standardized Protocols: Develop and implement
standardized
reporting protocols across all schools in the district.
Anonymous Reporting Systems: Set up anonymous reporting
mechanisms to encourage reporting without fear of retribution.
Designated Child Protection Officers: Appoint and train designated
child protection officers in each school to handle reports and follow
through with appropriate actions.
156
4. Support Services and Resources
Objective: Provide adequate support services and resources to ensure the
effective implementation of child protection policies.
Recommendations:
Counseling and Psychological Support: Ensure access to
counseling and psychological support services for affected
students.
Resource Allocation: Allocate sufficient resources for child
protection activities, including training, awareness campaigns, and
support services.
Partnerships with NGOs: Collaborate with non-governmental
organizations (NGOs) and child protection agencies to augment
school resources and expertise.
5. Monitoring and Evaluation
Objective: Regularly monitor and evaluate the implementation and
effectiveness of child protection policies.
Recommendations:
157
Regular Audits: Conduct regular audits of child protection policy
implementation across schools.
Feedback Mechanisms: Establish feedback mechanisms for
students, parents, and teachers to report on the effectiveness of
child protection measures.
Performance Indicators: Develop key performance indicators
(KPIs) to measure the success and areas for improvement in policy
implementation.
6. Legal and Policy Framework
Objective: Ensure that all child protection policies align with national and
local regulations.
Recommendations:
Compliance with National Laws: Regularly review and update
school policies to ensure compliance with national child protection
laws and guidelines (e.g., DepEd Order No. 40, s. 2012).
Local Policy Adaptation: Adapt policies to address specific local
challenges and cultural contexts within the Third District.
158
Policy Documentation: Maintain comprehensive documentation of
all child protection policies, procedures, and incidents for
accountability and transparency.
7. Engagement with Educational Authorities
Objective: Foster a supportive relationship with educational authorities to
enhance child protection efforts.
Recommendations:
Regular Communication: Maintain regular communication with
DepEd Quezon and other relevant authorities to ensure alignment
and support.
Policy Advocacy: Advocate for policy changes and enhancements
based on the identified needs and challenges within the Third
District.
Resource Support: Seek additional support and resources from
educational authorities to bolster child protection initiatives.
By addressing these key areas, the researcher hoping that the Third District
of Quezon Province can significantly enhance the implementation and effectiveness
159
of child protection policies in senior high schools, ensuring a safer and more
supportive environment for all students.
Prepared by:
IRENE RECHELLE R. FAJARITO
Proponent and Researcher
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter provides a comprehensive summary of the study's key findings
regarding the level of awareness and challenges encountered by school heads and
teachers in the Third District of Senior High School concerning the implementation of
Child Protection Policies. It synthesizes the main results, draws conclusions based
on data analysis, and offers recommendations for policymakers, educators, and
future researchers. The aim is to underscore the significance of effective child
protection measures in enhancing student safety and well-being, and to propose
actionable steps to address any identified challenges in their implementation.
SUMMARY OF FINDINGS
This study investigates the demographic profile of school heads and teachers,
their level of awareness regarding Child Protection Policies, the extent of challenges
they encounter in implementing these policies, and the relationships between these
factors. The findings provide valuable insights into the current state of child protection
policy implementation in senior high schools and suggest areas for improvement. The
demographic profile of teachers in senior high schools indicates a predominantly midcareer, highly educated, and predominantly female workforce. Most teachers are
aged between 39-44 years (67.8%) and hold Master’s degrees (61.0%). However,
there is underrepresentation among younger and older
162
age groups, as well as male educators. Teachers I-III dominate (83.5%),
suggesting a focus on day-to-day policy implementation, while Master Teachers
(16.5%) provide strategic insights. The varied lengths of service highlight a mix of
experienced and newer perspectives. Addressing gaps in age diversity and gender
balance could enhance policy inclusivity and effectiveness.
Both school heads and teachers generally agree on their familiarity with the
policy content, with a composite mean of 2.73, indicating a high level of awareness
of the child protection policy content. Respondents also agree on their understanding
of reporting procedures for suspected child abuse cases, with a composite mean of
2.78, suggesting confidence in knowing how to handle and report such cases. There
is general agreement on awareness of support resources available for child
protection, with a composite mean of 2.84, showing that respondents know where to
seek help for child protection issues. However, there is slight disagreement among
teachers regarding their knowledge of signs and indicators of abuse, leading to a
composite mean of 2.67, suggesting a need for more training in identifying potential
abuse cases. Respondents agree on their understanding of legal obligations related
to child protection, with a composite mean of 2.75, reflecting good awareness of legal
responsibilities in child protection. Agreement on the adequacy of training and
professional development is lower, with a composite mean of 2.53, indicating a need
for improved training on child protection policies. Challenges in awareness and
training are significant, with a composite mean of 2.64, highlighting the need for
163
enhanced training programs to improve understanding and implementation of child
protection policies. Resource constraints are a major challenge, with a composite
mean of 2.74, suggesting that insufficient funding and lack of resources are
significant barriers to effective child protection. Challenges within institutional culture
and support are indicated by a composite mean of 2.63, pointing to a need for
stronger leadership and better collaboration among staff to address child protection
issues effectively. Legal and reporting challenges are evident, with a composite mean
of 2.59, underscoring difficulties in understanding and adhering to legal requirements
and protocols for reporting child protection cases. Age and length of service
significantly affect the level of awareness among respondents, with younger and less
experienced staff facing more challenges. However, sex, position, and educational
attainment do not significantly impact awareness levels. Age and length of service
also significantly influence the extent of challenges encountered, while sex, position,
and highest educational attainment do not show significant differences. There are
significant relationships between the level of awareness and the extent of challenges,
particularly in training and resource constraints, with higher awareness associated
with fewer challenges in implementing child protection policies.
Based on these findings, it is recommended that comprehensive training
programs be implemented, focusing on the identification of abuse signs and
indicators, and legal obligations related to child protection. Improved resource
allocation is necessary to ensure sufficient funding and resources are available to
164
support child protection initiatives. Stronger institutional support is needed to foster a
collaborative culture within schools and enhance leadership support for child
protection efforts. Tailored interventions for younger and less experienced staff are
also recommended to provide additional support and training, reducing the
challenges they face in implementing child protection policies. These measures could
significantly improve the implementation of child protection policies in senior high
schools.
CONCLUSIONS
Based on the summary of findings derived, the following was concluded:
1. The demographic profile of teachers in senior high schools paints a picture of a
predominantly mid-career, highly educated, and predominantly female workforce.
With most teachers aged between 39-44 years and holding Master’s degrees, there
is a strong foundation for policy implementation. However, gaps in age diversity,
particularly among younger and older educators, and the underrepresentation of
male teachers suggest opportunities for broader perspectives. While Teachers I-III
drive day-to-day policy execution and Master Teachers offer strategic insights,
leveraging this diversity could bolster the inclusivity and effectiveness of child
protection policies in educational settings.
2. The assessment of awareness regarding Child Protection Policies among school
heads and teachers reveals a solid understanding of policy content and reporting
procedures, as indicated by composite means of 2.73 and 2.78, respectively. Both
165
groups demonstrate adequate awareness of support resources available for child
protection (composite mean of 2.84). However, there is a need for targeted training
to enhance teachers' knowledge of signs and indicators of abuse (composite mean
of 2.67). Moreover, respondents exhibit a good grasp of their legal obligations related
to child protection (composite mean of 2.75). Yet, the adequacy of training and
professional development on child protection policies could be improved (composite
mean of 2.53). Moreover, while there is strong awareness among school heads and
teachers in crucial areas of child protection policies, enhancing training programs and
focusing on improving knowledge of abuse indicators will further strengthen child
protection practices in senior high schools, ensuring a safe environment for all
students.
3. The assessment of challenges encountered in the implementation of the Child
Protection Policy in the third district reveals several critical issues. Significant
challenges exist in awareness and training, with a composite mean of 2.64,
emphasizing the urgent need for enhanced training programs to improve the
understanding and application of child protection policies among school heads and
teachers. Resource constraints pose a major obstacle, reflected in a composite mean
of 2.74, highlighting insufficient funding and limited resources as significant barriers
to effective child protection practices. Challenges within institutional culture and
support are also evident, with a composite mean of 2.63, indicating a necessity for
stronger leadership and improved collaboration among staff to effectively address
166
child protection issues. Moreover, legal and reporting challenges, with a composite
mean of 2.59, underscore difficulties in comprehending and adhering to legal
requirements and protocols for reporting child protection cases. Addressing these
challenges comprehensively is essential to enhancing child protection measures and
ensuring a safer environment for students in senior high schools.
4. Based on the analysis of demographic profiles and their impact on awareness
levels regarding child protection policies among school heads and teachers,
significant findings emerge. Age and length of service exhibit substantial influences
on awareness, with older individuals and those with longer service demonstrating
higher levels of understanding. This underscores the importance of experience in
enhancing awareness through practical encounters and training opportunities. In
contrast, sex, position, and highest educational attainment do not significantly affect
awareness levels, indicating that training programs are equally effective across
different demographic groups. These insights highlight the need for targeted
professional development programs, particularly for younger and less experienced
staff, to ensure uniform awareness and effective implementation of child protection
policies across senior high schools.
5. The analysis of challenges encountered in implementing child protection policies
among school heads and teachers reveals critical insights based on demographic
profiles. Significant differences in challenges are noted based on age and length of
service, indicating that younger and less experienced individuals face greater
167
difficulties, likely due to limited exposure and familiarity with protocols. In contrast,
challenges related to sex, position, and highest educational attainment show no
significant variations, suggesting uniform perceptions across different demographic
groups. This underscores the systemic nature of challenges in policy implementation.
To address these findings effectively, tailored support and mentoring programs
should be implemented for younger staff, alongside consistent training and resource
allocation for all school personnel, to enhance the effectiveness of child protection
initiatives and ensure a safer environment for students.
6. Based on the analysis of significant relationships between awareness levels and
challenges encountered in implementing child protection policies, several key
insights emerge. Strong positive correlations highlight the critical role of training
awareness in enhancing overall understanding across reporting procedures, policy
content, support resources, signs and indicators, legal obligations, and professional
development. Similarly, resource constraints negatively impact awareness levels,
underscoring the importance of adequate funding and support. These findings
underscore the need for prioritizing comprehensive training initiatives, addressing
resource gaps, and fostering a supportive institutional culture to effectively implement
child protection policies and ensure student safety in schools.
7. Based on the study's findings and proposed policy notes, the conclusion
emphasizes the importance of enhancing child protection policy implementation in
senior high schools within Quezon Province's Third District. By prioritizing
168
comprehensive training, effective resource allocation, and supportive institutional
policies, schools can significantly improve their ability to safeguard students from
abuse and create a safer learning environment. These measures are crucial for
addressing existing challenges, supporting staff, and ensuring the effective
implementation of child protection policies across all educational institutions involved.
RECOMMENDATIONS
Based on the conclusions derived, the following were concluded:
1. For policy makers and school administrators, enhance the inclusivity and
effectiveness of child protection policies in senior high schools, it is recommended to
address gaps in age diversity and gender balance among educators. Encouraging
participation from younger and older teachers, as well as fostering a more balanced
representation of male educators, can bring diverse viewpoints to policy discussions.
This approach will not only enrich policy implementation strategies but also ensure
that the perspectives of all educators are considered, leading to more comprehensive
and responsive child protection measures in educational settings.
2. To the educational leaders, policy makers, and school administrators involved in
senior high schools, it is crucial to prioritize the following targeted actions to enhance
child protection practices: Implement Robust Training Programs: Develop and deploy
comprehensive training initiatives aimed at improving teachers' understanding of
signs and indicators of abuse. This focused training will empower educators to
169
effectively recognize and respond to potential cases of child abuse. Enhance
Professional Development: Increase the frequency and quality of professional
development opportunities tailored specifically to child protection policies. This effort
will further equip school heads and teachers with the necessary skills and knowledge
to implement robust child protection measures. Ensure Adequate Resource
Allocation: Allocate sufficient resources and funding to support ongoing training and
development endeavors. This includes provisions for essential materials, workshops,
and expert consultations to sustain and strengthen child protection efforts. By
implementing
these
recommendations
decisively,
educational
leaders
can
significantly fortify child protection practices across senior high schools, fostering a
safer and more supportive learning environment for all students.
3. To the policy makers, school administrators, and educational leaders in the third
district, prioritize enhancing training programs for school heads and teachers to
improve their awareness and understanding of child protection policies, focusing on
identifying signs of abuse and effective reporting. Increase funding and resources
dedicated to child protection initiatives to overcome current constraints and ensure
robust policy implementation. Foster a supportive institutional environment with
strong leadership and collaboration among staff, implement policies prioritizing child
safety, and provide clear guidance on legal requirements to enhance child protection
practices in senior high schools, ensuring safer learning environments for all
students.
170
4. To educational leaders and policy makers involved in child protection policy
implementation: prioritize targeted training for younger and less experienced school
heads and teachers to enhance awareness of child protection policies, including
abuse identification and reporting protocols. Implement continuous professional
development with practical simulations to ensure consistent understanding across all
staff. Utilize senior staff to mentor younger colleagues and foster a collaborative
environment. Regularly review and adapt training programs based on feedback to
meet evolving needs and challenges in child protection. These actions will enhance
practices and promote a safe learning environment in senior high schools.
5. To the educational leaders and policymakers involved, prioritize developing
tailored mentoring programs for younger and less experienced school heads and
teachers to navigate challenges in implementing child protection policies effectively.
Implement consistent training initiatives that address specific demographic needs,
focusing on crucial skills like recognizing signs of abuse and adhering to reporting
protocols. Allocate adequate resources and funding to support these initiatives and
ensure the practical implementation of child protection measures in schools, thereby
enhancing safety and fostering a secure environment for all students.
6. To the educational leaders and policymakers involved, it is recommended to
prioritize comprehensive training initiatives aimed at enhancing awareness of child
protection policies among school heads and teachers. Addressing resource
constraints through adequate funding and support is crucial to ensuring effective
171
policy implementation. Additionally, fostering a supportive institutional culture will
strengthen efforts to safeguard student well-being and create safer learning
environments in schools.
7. The researcher should present these policy notes to the Division Office for
approval and endorsement to the senior high school, school heads and teachers in
the third district of Quezon for implementation. It is essential to emphasize thorough
monitoring and evaluation by the researcher to facilitate necessary adjustments to
the Policy Notes as needed. This proactive approach will ensure the effective
implementation and continuous improvement of child protection policies across all
schools within the district.
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APPENDIX A
LETTER TO SCHOOLS DIVISION SUPERINTENDENT
April 29, 2024
Dr. ROMMEL C. BAUTISTA
Schools Division Superintendent
Sitio Fori, Brgy.Talipan
Pagbilao, Quezon
Sir:
180
The undersigned is a Doctor of Philosophy student in Educational Management who
is conducting a study entitled “Level of Awareness and Extent of Challenges of
Child Protection Policies In Senior High Schools In The Third District Of
Quezon Province: Basis For Policy Notes”. I am in the process of writing my
dissertation paper. In this connection, I would like to ask your permission in allowing
me to administer the attached questionnaire to senior high schools in the Third District
of Quezon.
Thank you so much.
Very Truly Yours,
IRENE RECHELLE R. FAJARITO
Doctor of Philosophy i Enducational Management Candidate
Noted:
DENNIS M. MARQUEZ, PhD.
Adviser
APPENDIX B
DATA SHARING AGREEMENT
181
182
183
184
185
186
APPENDIX C
187
LETTER TO DISTRICT SUPERVISORS
188
189
190
191
192
193
194
195
APPENDIX D
LETTER TO RESPONDENTS
LEVEL OF IMPLEMENTATION AND AWARENESS OF CHILD PROTECTION
POLICIES IN SENIOR HIGH SCHOOLS IN THE THIRD DISTRICT
OF QUEZON PROVINCE: BASIS FOR POLICY NOTES
Date:
Subject: Request for Permission to Conduct Research Study
Dear Respondents,
I hope this letter finds you well. My name is Irene Rechelle R. Fajarito, a Doctor of
Philosophy in Educational Management candidate at University of Perpetual Help. I
am reaching out to you as I am currently conducting a research study entitled "Level
of Implementation and Awareness of Child Protection Policies in Senior High
Schools in the Third District of Quezon Province – Basis for Policy Notes"
The primary aim of my research is to evaluate the current level of implementation and
awareness of Child Protection Policies among senior high school administrators, and
teachers within the Third District of Quezon Province. Through this study, I seek to
gather valuable insights that can contribute to enhancing the effectiveness of child
protection measures in educational institutions.
As part of my research methodology, I would greatly appreciate the opportunity to
conduct surveys and interviews with school heads, and teachers in the Third District.
The information gathered will be strictly used for academic purposes and will be
treated with utmost confidentiality.
I understand the importance of obtaining formal approval for research endeavors,
especially when involving educational institutions and their stakeholders. Therefore,
I kindly request your permission to conduct this study within the senior high schools
of the Third District of Quezon Province.
I assure you that all ethical considerations and protocols will be strictly adhered to
throughout the research process. Additionally, any data collected will be anonymized
and used solely for the purpose of academic research.
196
Your support and cooperation in granting permission for this study would be
invaluable, and I am more than willing to provide any additional information or
documentation required. Please feel free to contact me at [Your Contact Information]
if you have any questions or concerns regarding this research endeavor.
Thank you very much for considering my request. I am looking forward to your
favorable response.
Sincerely,
IRENE RECHELLE R. FAJARITO
Doctor of Philosophy in Educational Management Candidate
APPENDIX E
SURVEY QUESTIONNAIRE
197
LEVEL OF IMPLEMENTATION AND AWARENESS OF CHILD PROTECTION
POLICIES IN SENIOR HIGH SCHOOLS
IN THE THIRD DISTRICT OF QUEZON PROVINCE
Date:
Subject: Request for Permission to Conduct Research Study
Dear Respondents,
I hope this letter finds you well. My name is Irene Rechelle R. Fajarito, a Doctor of Philosophy in
Educational Management candidate at University of Perpetual Help. I am reaching out to you as I am
currently conducting a research study entitled "Level of Implementation and Awareness of Child
Protection Policies in Senior High Schools in the Third District of Quezon Province."
The primary aim of my research is to evaluate the current level of implementation and awareness of
Child Protection Policies among senior high school administrators, and teachers within the Third
District of Quezon Province. Through this study, I seek to gather valuable insights that can contribute
to enhancing the effectiveness of child protection measures in educational institutions.
As part of my research methodology, I would greatly appreciate the opportunity to conduct surveys
and interviews with school heads, and teachers in the Third District. The information gathered will be
strictly used for academic purposes and will be treated with utmost confidentiality.
I understand the importance of obtaining formal approval for research endeavors, especially when
involving educational institutions and their stakeholders. Therefore, I kindly request your permission
to conduct this study within the senior high schools of the Third District of Quezon Province.
I assure you that all ethical considerations and protocols will be strictly adhered to throughout the
research process. Additionally, any data collected will be anonymized and used solely for the purpose
of academic research.
Your support and cooperation in granting permission for this study would be invaluable, and I am more
than willing to provide any additional information or documentation required. Please feel free to contact
me at [Your Contact Information] if you have any questions or concerns regarding this research
endeavor.
Thank you very much for considering my request. I am looking forward to your favorable response.
Sincerely,
Irene Rechelle R. Fajarito
Doctor of Philosophy in Educational Management Candidate
Part 1. Demographic Profile of Respondents
Name: (Optional) ________________________
198
Name of School: _________________________
Age
___
___
___
___
21 - 26
27 - 32
33 - 38
39 - 44
___
___
___
___
45 - 50
51 - 56
57 - 62
63 above
Highest Educational Attaintment
___ Bachelor’s Degree
___ With Masters Unit
___ Masters Degree
___ With Doctorate Unit
___ Doctorate Degree
Sex
___
___
Male
Female
Length of Service
___ 5 years and below
___ 6-10 years
___ 11 – 15 years
___ 16 - 20 years
___ 21 - 25 years
___ 26 and above
Position
___
___
___
___
Teacher I-III
Master Teacher I-IV
Head Teacher I- III
Principal I-IV
Part 2. Level of awareness of School Heads and Teachers regarding Child Protection
Policies.
199
Please rate your level of agreement with the policy content of child protection using
the Likert scale provided below. Choose the number that best represents your level
of awareness, with 1 being the lowest and 4 being the highest.
Likert Scale
1
2
3
4
Strongly Disagree
Disagree
Agree
Strongly Agree
Familiarity with Policy Content
No. Indicators
1
I am aware with the overall objectives and
goals outlined in our school's Child Protection
Policies.
2
I have a basic understanding of the key
components and provisions detailed within our
school's Child Protection Policies.
3
I am knowledgeable about the rights and
responsibilities outlined for educators and
administrators in our school's Child Protection
Policies.
4
I feel confident in my understanding of the
reporting procedures specified in our school's
Child Protection Policies.
5
I believe that I am well-informed about the
support resources available for addressing
child protection concerns as per our school's
policies.
Understanding of Reporting Procedures
1
2
3
(SD) (DA) (A)
4
(SA)
200
No. Indicators
1
I am knowledgeable about the specific steps to
follow when reporting suspected cases of child
abuse or neglect as outlined in our school's
Child Protection Policies.
2
I understand the roles and responsibilities of
educators and administrators in reporting
incidents of child protection concerns
according to our school's policies.
3
I feel confident in my ability to recognize and
document signs of child abuse or neglect in
accordance with the reporting procedures
detailed in our school's Child Protection
Policies.
4
I am aware of the appropriate channels and
authorities to whom reports of suspected child
abuse or neglect should be directed within our
school's reporting procedures.
5
I have received adequate training and
guidance on how to effectively report incidents
related to child protection concerns as per the
reporting procedures established in our
school's policies.
Awareness of Support Resources
1
2
3
(SD) (DA) (A)
4
(SA)
201
No. Indicators
1
I am aware of the support resources available
within our school that provide assistance and
guidance on matters related to child protection.
2
I know where to access information about
support services and resources offered by
external organizations or agencies to address
child protection concerns.
3
I feel confident in my ability to utilize the
available support resources within our school
to address and respond effectively to child
protection issues.
4
I am knowledgeable about the procedures for
accessing counseling or mental health
services for students affected by child
protection issues within our school.
5
I understand the role of school personnel and
support staff in providing assistance and
support to students and families affected by
child protection concerns.
1
2
3
(SD) (DA) (A)
4
(SA)
1
4
Knowledge of Signs and Indicators
No. Indicators
2
3
202
(SD) (DA) (A)
1
I am familiar with the signs and indicators that
may suggest a student is experiencing abuse
or neglect.
2
I can recognize behavioral or physical signs in
students that may indicate they are
experiencing abuse or neglect.
3
I am knowledgeable about the appropriate
steps to take if I suspect a student is being
abused or neglected, based on the signs and
indicators I observe.
4
I understand the importance of promptly
reporting any signs or suspicions of abuse or
neglect to the appropriate authorities or school
personnel.
5
I am confident in my ability to respond
appropriately and effectively if a student
discloses that they are experiencing abuse or
neglect.
Awareness of Legal Obligations
(SA)
203
No. Indicators
1
I am familiar with the legal obligations outlined
in Child Protection Policies regarding the
reporting and handling of suspected cases of
abuse or neglect.
2
I understand my legal responsibilities in
ensuring the safety and well-being of students
under Child Protection Policies.
3
I am knowledgeable about the legal
consequences associated with failure to
comply with Child Protection Policies and
reporting procedures.
4
I am aware of the relevant laws and regulations
that govern child protection and welfare in
educational settings.
5
I feel confident in my ability to fulfill my legal
obligations regarding child protection policies
and procedures within the school environment.
Training and Professional Development
1
2
3
(SD) (DA) (A)
4
(SA)
204
1
2
3
(SD) (DA) (A)
No. Indicators
1
I have received adequate training on Child
Protection Policies and procedures.
2
I feel confident in my understanding of the
training materials related to Child Protection
Policies.
3
I am aware of opportunities for ongoing
professional development related to Child
Protection Policies.
4
I believe that professional development
activities related to Child Protection Policies
are beneficial for enhancing student safety and
well-being.
5
I actively seek out opportunities for further
training and professional development in the
area of Child Protection Policies.
4
(SA)
Part 3. Extent of Challenges encountered in the third district regarding the
implementation of the Child Protection Policy
Please rate the following challenges you encounter regarding the implementation of
the Child Protection Policy in the third district on a scale of 1 to 5, where 1 indicates
'Not a challenge' and 4 indicates 'Significant challenge.
1
2
3
4
Strongly Agree
Agree
Disagree
Strongly Disagree
3.1. Awareness and Training
205
No. Indicators
1
2
3
4
5
1
2
3
4
1
2
3
4
Insufficient awareness among staff about the
Child Protection Policy.
Lack of comprehensive training programs on
child protection for all school personnel.
Difficulty in accessing up-to-date training
materials and resources.
Inadequate frequency of refresher courses on
child protection policies.
Limited understanding of child protection
procedures among new staff members.
3.2. Resource Constraints
No. Indicators
1
2
3
4
5
Insufficient funding for the implementation of
the Child Protection Policy.
Lack of dedicated personnel to manage child
protection issues.
Inadequate technological resources to support
child protection initiatives.
Limited availability of child protection materials
and supplies.
Challenges in allocating time for staff to
engage in child protection training.
3.3. Institutional Culture and Support
206
No. Indicators
1
2
3
4
5
1
2
3
4
1
2
3
4
Resistance to change in implementing new
child protection measures.
Insufficient support from school leadership for
child protection initiatives.
Lack of collaboration among staff in
addressing child protection issues.
Inadequate integration of child protection
policies into the school's daily operations.
Limited engagement of parents and the
community in child protection efforts.
3.4. Legal and Reporting
No. Indicators
1
2
3
4
5
Confusion regarding the legal requirements for
reporting child protection cases.
Insufficient training on how to document and
report child protection incidents.
Lack of clear protocols for handling child
protection reports.
Challenges in maintaining confidentiality
during the reporting process.
Limited support from legal authorities in
addressing reported child protection cases.
Thank you for your participation!
-ResearcherAPPENDIX F
LETTER TO VALIDATORS VALIDATED QUESTIONNAIRES
207
Da16, 2019
April 29, 2024
FRANCIS GARCIA, PhD
Master Teacher I
Palsabangon Elementary School
Pagbilao, Quezon
Dear Sir:
Good Day!
The undersigned is a Doctor of Philosophy in Educational Management candidate
who is conducting a study entitled “Level of Awareness and Extent of Challenges
of Child Protection Policies In Senior High Schools In The Third District Of
Quezon Province: Basis For Policy Notes”. I am in the process of writing my
dissertation paper. In this connection, I would like to request your permission if you
could validate my research instrument prior to the conduct of the study.
Attached is the instrument to be used for gathering data related to my study.
Thank you so much.
Very Truly Yours,
IRENE RECHELLE R. FAJARITO, MBA
Doctor of Philosophy in Educational Management Candidate
Noted:
DENNIS M. MARQUEZ, PhD.
Adviser
GENERAL CRITERIA IN THE EVALUATION OF THE QUESTIONNAIRE
NAME OF RESEARCHER: Irene Rechelle R, Fajarito
208
TITLE OF RESEARCH:
“Level of Awareness and Extent of Challenges of Child
Protection in Senior HIgh Schools in the Third District of Quezon Province; Basis for
Policy Notes:
SCALE:
Scale Value
5
4
3
2
1
Mean Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.00-1.49
Interpretation
Very Satisfactory (VS)
Satisfactory (S)
Moderately Satisfactory (MS)
Less Satisfactory (LS)
Not Satisfactory (NS)
#
CRITERIA
1
2
3
4
Is it organized in its proper format?
Is the length reasonable, that is, not boring to fill up?
Are the questions brief, clear and unequivocal?
Are the responses objective requiring only check marks, single
letters, numbers or words?
Are the directions clear and unequivocal?
Are all the questions relevant to the study?
Are there enough and adequate categories for approximate
replies?
Are all questions worded carefully and in correct grammar?
Are all the questions stated in the affirmative?
Are there adequate and appropriate options or choices for
multiple response questions?
Are there catch-all words or phrases for multiple response
questions?
Are the respondents anonymous?
Is the questionnaire free from all sorts of bias?
Are the data to be gathered by the questionnaire adequate for
the study?
Is there a good cover letter to accompany the questionnaire?
5
6
7
8
9
10
11
12
13
14
15
VS
5
S
4
/
/
/
MS
3
LS
2
NS
1
/
/
/
/
/
/
/
/
/
/
/
/
Comments/Suggestions:
In Part 2 of your questionnaire, I suggest avoiding using opinionated words such as believe
and feel. In Part 3, separate the staff from stakeholders (parents), for they have different
knowledge on the child protection policy. There are questions need to be modified and
specified clearly.
Evaluated by: FRANCIS G. GARCIA, PhD
Part 1. Demographic Profile of Respondents
Name: (Optional) ________________________
Date: June 17, 2024
209
Name of School: _________________________
Age
___
___
___
___
21 - 26
27 - 32
33 - 38
39 - 44
___
___
___
___
45 - 50
51 - 56
57 - 62
63 above
Highest Educational Attaintment
___ Bachelor’s Degree
___ With Masters Unit
___ Masters Degree
___ With Doctorate Unit
___ Doctorate Degree
Sex
___
___
Male
Female
Length of Service
___ 5 years and below
___ 6-10 years
___ 11 – 15 years
___ 16 - 20 years
___ 21 - 25 years
___ 26 and above
Position
___
___
___
___
Teacher I-III
Master Teacher I-IV
Head Teacher I- III
Principal I-IV
Part 2. Extent of awareness of School heads and Teachers regarding Child Protection
Policies.
210
Please rate your level of agreement with the policy content of child protection using the Likert
scale provided below. Choose the number that best represents your level of awareness, with
1 being the lowest and 4 being the highest.
Likert Scale
1
2
3
4
Strongly Disagree
Disagree
Agree
Strongly Agree
Familiarity with Policy Content
No. Indicators
1 (SD)
1
I am aware with the overall objectives and
goals outlined in our school's Child Protection
Policies.
2
I have a basic understanding of the key
components and provisions detailed within
our school's Child Protection Policies.
3
I am knowledgeable about the rights and I Know
responsibilities outlined for educators and
administrators in our school's Child
Protection Policies.
4
am
I feel confident in my understanding of the I
reporting procedures specified in our school's confident
Child Protection Policies.
5
am
I believe that I am well-informed about the I
wellsupport resources available for addressing
child protection concerns as per our school's informed
policies.
2
3
(DA) (A)
4
(SA)
211
Understanding of Reporting Procedures
No. Indicators
1 (SD)
1
I am knowledgeable about the specific steps I know…
to follow when reporting suspected cases of
child abuse or neglect as outlined in our
school's Child Protection Policies.
2
I understand the roles and responsibilities of
educators and administrators in reporting
incidents of child protection concerns
according to our school's policies.
3
I feel confident in my ability to recognize and I am able
document signs of child abuse or neglect in to
accordance with the reporting procedures recognize
detailed in our school's Child Protection
Policies.
4
I am aware of the appropriate channels and
authorities to whom reports of suspected
child abuse or neglect should be directed
within our school's reporting procedures.
5
I have received adequate training and -to
guidance on how to effectively report training
incidents related to child protection concerns
as per the reporting procedures established
Other
in our school's policies.
question
2
3
(DA) (A)
4
(SA)
212
Awareness of Support Resources
No. Indicators
1 (SD)
1
I am aware of the support resources available
within our school that provide assistance and
guidance on matters related to child protection.
2
I know where to access information about
support services and resources offered by
external organizations or agencies to address
child protection concerns.
3
I feel confident in my ability to utilize the
available support resources within our school
to address and respond effectively to child
protection issues.
4
I am knowledgeable about the procedures for I know
accessing counseling or mental health about..
services for students affected by child
protection issues within our school.
5
I understand the role of school personnel and
support staff in providing assistance and
support to students and families affected by
child protection concerns.
Knowledge of Signs and Indicators
I have
the
ability
to
utiize
2
3
(DA) (A)
4
(SA)
213
No. Indicators
1 (SD)
1
I am familiar with the signs and indicators
that may suggest a student is experiencing
abuse or neglect.
2
I can recognize behavioral or physical
signs in students that may indicate they are
experiencing abuse or neglect.
3
I am knowledgeable about the appropriate I know the
steps to take if I suspect a student is being appropriate
abused or neglected, based on the signs
and indicators I observe.
4
I understand the importance of promptly
reporting any signs or suspicions of abuse
or neglect to the appropriate authorities or
school personnel.
5
I am confident in my ability to respond I have the
appropriately and effectively if a student ability…
discloses that they are experiencing abuse
or neglect.
Awareness of Legal Obligations
2
3
(DA) (A)
4
(SA)
214
No. Indicators
1 (SD)
1
I am familiar with the legal obligations outlined
in Child Protection Policies regarding the
reporting and handling of suspected cases of
abuse or neglect.
2
I understand my legal responsibilities in
ensuring the safety and well-being of students
under Child Protection Policies.
3
I am knowledgeable about the legal I know
consequences associated with failure to about…
comply with Child Protection Policies and
reporting procedures.
4
I am aware of the relevant laws and
regulations that govern child protection and
welfare in educational settings.
5
I feel confident in my ability to fulfill my legal
obligations regarding child protection policies
and
procedures
within
the
school
environment.
2
3
(DA) (A)
4
(SA)
2
3
(DA) (A)
4
(SA)
I have
the
ability
to
fulfill…
Training and Professional Development
No. Indicators
1 (SD)
215
1
have
I have received adequate training on I
adequate
Child
Protection
Policies
and
training….
procedures.
2
have
I feel confident in my understanding of I
understanding
the training materials related to Child
of the ….
Protection Policies.
3
are
I am aware of opportunities for ongoing There
many
professional development related to
opportunities
Child
for
ongoing
prof
dev
related
to
child….
Protection Policies.
4
I believe that professional development Professional
activities related to Child Protection devt acts….
Policies are beneficial for enhancing
student safety and well-being.
5
I actively seek out opportunities for Modify
further training and professional
development in the area of Child
Protection Policies.
Part 3. Extent of Challenges encountered in the third district regarding the
implementation of the Child Protection Policy
Please rate the following challenges you encounter regarding the implementation of
the Child Protection Policy in the third district on a scale from 1 to 5, where 1 indicates
'Not a challenge' and 5 indicates 'Significant challenge.
1
2
3
4
Strongly Disagree
Disagree
Agree
Strongly Agree
216
3.5. Awareness and Training
No. Indicators
1
2
3
4
5
1
2
3
4
1
2
3
4
1
2
3
4
Insufficient awareness among staff about the
Child Protection Policy.
Lack of comprehensive training programs on
child protection for all school personnel.
Difficulty in accessing up-to-date training
materials and resources.
Inadequate frequency of refresher courses on
child protection policies.
Limited understanding of child protection
procedures among new staff members.
3.6. Resource Constraints
No. Indicators
1
2
3
4
5
Insufficient funding for the implementation of
the Child Protection Policy.
Lack of dedicated personnel to manage child
protection issues.
Inadequate technological resources to support
child protection initiatives.
Limited availability of child protection materials
and supplies.
Challenges in allocating time for staff to
engage in child protection training.
3.7. Institutional Culture and Support
No. Indicators
217
1
2
3
4
5
Resistance to change in implementing new
child protection measures.
Insufficient support from school leadership for
child protection initiatives.
Lack of collaboration among staff in
addressing child protection issues.
Inadequate integration of child protection
policies into the school's daily operations.
Limited engagement of parents and the
community in child protection efforts.
3.8. Legal and Reporting
No. Indicators
1
2
3
4
5
1
2
3
Confusion regarding the legal requirements for
reporting child protection cases.
Insufficient training on how to document and
report child protection incidents.
Lack of clear protocols for handling child
protection reports.
Challenges in maintaining confidentiality
during the reporting process.
Limited support from legal authorities in
addressing reported child protection cases.
Thank you for your participation!
-Researcher-
April 29, 2024
NERISSA D. NAÑADIEGO, PhD
4
218
SST III
Talipan National High School
Pagbilao, Quezon
Dear Mam:
Good Day!
The undersigned is a Doctor of Philosophy in Educational Management candidate
who is conducting a study entitled “Level of Awareness and Extent of Challenges
of Child Protection Policies In Senior High Schools In The Third District Of
Quezon Province: Basis For Policy Notes”. I am in the process of writing my
dissertation paper. In this connection, I would like to request your permission if you
could validate my research instrument prior to the conduct of the study.
Attached is the instrument to be used for gathering data related to my study.
Thank you so much.
Very Truly Yours,
IRENE RECHELLE R. FAJARITO, MBA
Doctor of Philosophy in Educational Management Candidate
Noted:
DENNIS M. MARQUEZ, PhD.
Adviser
GENERAL CRITERIA IN THE EVALUATION OF THE QUESTIONNAIRE
NAME OF RESEARCHER: Irene Rechelle R, Fajarito
219
TITLE OF RESEARCH:
“Level of Awareness and Extent of Challenges of Child
Protection in Senior HIgh Schools in the Third District of Quezon Province; Basis for
Policy Notes:
SCALE:
Scale Value
Mean Range
Interpretation
5
4.50-5.00
Very Satisfactory (VS)
4
3.50-4.49
Satisfactory (S)
3
2.50-3.49
Moderately Satisfactory (MS)
2
1.50-2.49
Less Satisfactory (LS)
1
1.00-1.49
Not Satisfactory (NS)
(As far as I know, iniiwasan po ang Likert Scale na odd ang bilang to avoid
neutral answer of respondents/evaluators. You may use 4, 3, 2 and 1, VS, S,
LS and NS respectively)
(Include introductory statement here before the table)
#
CRITERIA (Is there any parameter that can be use in the
criteria to make it more specific. The statements below are
too broad. You may divide it according to applicable
parameter)
VS
5
S
4
A. In terms of…
1
Is it organized in its proper format?
/
2
Is the length reasonable, that is, not boring to fill up? (You may
rephrase this one.)
/
3
Are the questions brief, clear and unequivocal?
/
4
Are the responses objective requiring only check marks, single
letters, numbers or words?
5
Are the directions clear and unequivocal?
/
6
Are all the questions relevant to the study?
/
/
MS
3
LS
2
NS
1
220
7
Are there enough and adequate categories for approximate
replies?
/
8
Are all questions worded carefully and in correct grammar?
/
9
Are all the questions stated in the affirmative?
/
10
Are there adequate and appropriate options or choices for
multiple response questions?
/
11
Are there catch-all words or phrases for multiple response
questions?
/
12
Are the respondents anonymous?
/
13
Is the questionnaire free from all sorts of bias?
/
14
Are the data to be gathered by the questionnaire adequate for
the study?
/
15
Is there a good cover letter to accompany the questionnaire?
/
Comments/Suggestions: ______________________________________________
__________________________________________________________________
Sorry if I also include comments in the evaluation criteria �
These are additional input that you may use in your future studies and
researches.
Evaluated by: NERISSA D. NAÑADIEGO, Ph
Date: June 18, 2024
(Name and Signature of the Evaluator)
(Introductory statement first. Short paragraph that will introduce or describe your study)
221
Part 1. Demographic Profile of Respondents
Name: (Optional) ________________________
Name of School: _________________________
Age
___
___
___
___
21 - 26
27 - 32
33 - 38
39 - 44
___
___
___
___
45 - 50
51 - 56
57 - 62
63 above
Highest Educational Attaintment
___ Bachelor’s Degree
___ With Masters Unit
___ Masters Degree
___ With Doctorate Unit
___ Doctorate Degree
Sex
___
___
Male
Female
Length of Service
___ 5 years and below
___ 6-10 years
___ 11 – 15 years
___ 16 - 20 years
___ 21 - 25 years
___ 26 and above
Position
___
___
___
___
Teacher I-III
Master Teacher I-IV
Head Teacher I- III
Principal I-IV
Part 2. Extent of awareness of School heads and Teachers regarding Child Protection
Policies.
222
Please rate your level of agreement with the policy content of child protection using the Likert
scale provided below. Choose the number that best represents your level of awareness, with
1 being the lowest and 4 being the highest.
Likert Scale
1
Strongly Disagree
2
Disagree
3
Agree
4
Strongly Agree
(You may arrange this one in descending order)
Familiarity with Policy Content (You may present this in complete sentence
form if possible (Short description will do)
No. Indicators (You may use 4, 3, 2, 1 instead)
1
I am aware with the overall objectives and
goals outlined in our school's Child Protection
Policies.
2
I have a basic understanding of the key
components and provisions detailed within our
school's Child Protection Policies.
3
I am knowledgeable about the rights and
responsibilities outlined for educators and
administrators in our school's Child Protection
Policies.
4
I feel confident in my understanding of the
reporting procedures specified in our school's
Child Protection Policies.
5
I believe that I am well-informed about the
support resources available for addressing
child protection concerns as per our school's
policies.
1
2
3
(SD) (DA) (A)
Understanding of Reporting Procedures (Same comment as above)
4
(SA)
223
No. Indicators
1
I am knowledgeable about the specific steps to
follow when reporting suspected cases of child
abuse or neglect as outlined in our school's
Child Protection Policies.
2
I understand the roles and responsibilities of
educators and administrators in reporting
incidents of child protection concerns
according to our school's policies.
3
I feel confident in my ability to recognize and
document signs of child abuse or neglect in
accordance with the reporting procedures
detailed in our school's Child Protection
Policies.
4
I am aware of the appropriate channels and
authorities to whom reports of suspected child
abuse or neglect should be directed within our
school's reporting procedures.
5
I have received adequate training and
guidance on how to effectively report incidents
related to child protection concerns as per the
reporting procedures established in our
school's policies.
1
2
3
(SD) (DA) (A)
Awareness of Support Resources (Same comment as above)
4
(SA)
224
No. Indicators
1
I am aware of the support resources available
within our school that provide assistance and
guidance on matters related to child protection.
2
I know where to access information about
support services and resources offered by
external organizations or agencies to address
child protection concerns.
3
I feel confident in my ability to utilize the
available support resources within our school
to address and respond effectively to child
protection issues.
4
I am knowledgeable about the procedures for
accessing counseling or mental health
services for students affected by child
protection issues within our school.
5
I understand the role of school personnel and
support staff in providing assistance and
support to students and families affected by
child protection concerns.
1
2
3
(SD) (DA) (A)
4
(SA)
Knowledge of Signs and Indicators (Same comment as above)
No. Indicators
1
2
3
4
225
(SD) (DA) (A)
1
I am familiar with the signs and indicators that
may suggest a student is experiencing abuse
or neglect.
2
I can recognize behavioral or physical signs in
students that may indicate they are
experiencing abuse or neglect.
3
I am knowledgeable about the appropriate
steps to take if I suspect a student is being
abused or neglected, based on the signs and
indicators I observe.
4
I understand the importance of promptly
reporting any signs or suspicions of abuse or
neglect to the appropriate authorities or school
personnel.
5
I am confident in my ability to respond
appropriately and effectively if a student
discloses that they are experiencing abuse or
neglect.
Awareness of Legal Obligations (Same as above)
(SA)
226
No. Indicators
1
I am familiar with the legal obligations outlined
in Child Protection Policies regarding the
reporting and handling of suspected cases of
abuse or neglect.
2
I understand my legal responsibilities in
ensuring the safety and well-being of students
under Child Protection Policies.
3
I am knowledgeable about the legal
consequences associated with failure to
comply with Child Protection Policies and
reporting procedures.
4
I am aware of the relevant laws and regulations
that govern child protection and welfare in
educational settings.
5
I feel confident in my ability to fulfill my legal
obligations regarding child protection policies
and procedures within the school environment.
1
2
3
(SD) (DA) (A)
Training and Professional Development (Same as above)
4
(SA)
227
1
2
3
(SD) (DA) (A)
No. Indicators
1
I have received adequate training on Child
Protection Policies and procedures.
2
I feel confident in my understanding of the
training materials related to Child Protection
Policies.
3
I am aware of opportunities for ongoing
professional development related to Child
4
(SA)
Protection Policies.
4
I believe that professional development
activities related to Child Protection Policies
are beneficial for enhancing student safety and
well-being.
5
I actively seek out opportunities for further
training and professional development in the
area of Child Protection Policies.
(The indicators are well stated and able to measure what it intend to measure)
Part 3. Extent of Challenges encountered in the third district regarding the
implementation of the Child Protection Policy
Please rate the following challenges you encounter regarding the implementation of
the Child Protection Policy in the third district on a scale from 1 to 5, where 1 indicates
'Not a challenge' and 5 indicates 'Significant challenge.
1
2
Strongly Disagree
Disagree
228
3
4
Agree
Strongly Agree
3.9. Awareness and Training
No. Indicators
1
2
3
4
5
1
2
3
4
1
2
3
4
Insufficient awareness among staff about the
Child Protection Policy.
Lack of comprehensive training programs on
child protection for all school personnel.
Difficulty in accessing up-to-date training
materials and resources.
Inadequate frequency of refresher courses on
child protection policies.
Limited understanding of child protection
procedures among new staff members.
3.10. Resource Constraints
No. Indicators
1
2
3
4
5
Insufficient funding for the implementation of
the Child Protection Policy.
Lack of dedicated personnel to manage child
protection issues.
Inadequate technological resources to support
child protection initiatives.
Limited availability of child protection materials
and supplies.
Challenges in allocating time for staff to
engage in child protection training.
3.11. Institutional Culture and Support
229
No. Indicators
1
2
3
4
5
1
2
3
4
1
2
3
4
Resistance to change in implementing new
child protection measures.
Insufficient support from school leadership for
child protection initiatives.
Lack of collaboration among staff in
addressing child protection issues.
Inadequate integration of child protection
policies into the school's daily operations.
Limited engagement of parents and the
community in child protection efforts.
3.12. Legal and Reporting
No. Indicators
1
2
3
4
5
Confusion regarding the legal requirements for
reporting child protection cases.
Insufficient training on how to document and
report child protection incidents.
Lack of clear protocols for handling child
protection reports.
Challenges in maintaining confidentiality
during the reporting process.
Limited support from legal authorities in
addressing reported child protection cases.
Thank you for your participation!
-Researcher*Good luck and advance congratulations Doc. �
April 29, 2024
230
DR. ALBERT P. MERCADO
Master Teacher II
Buenavista National High School
Buenavista, Quezon
Sir:
Good Day!
The undersigned is a Doctor of Philosophy in Educational Management candidate
who is conducting a study entitled “Level of Awareness and Extent of Challenges
of Child Protection Policies In Senior High Schools In The Third District Of
Quezon Province: Basis For Policy Notes”. I am in the process of writing my
dissertation paper. In this connection, I would like to request your permission if you
could validate my research instrument prior to the conduct of the study.
Attached is the instrument to be used for gathering data related to my study.
Thank you so much.
Very Truly Yours,
IRENE RECHELLE R. FAJARITO, MBA
Doctor of Philosophy in Educational Management Candidate
Noted:
DENNIS M. MARQUEZ, PhD.
Adviser
GENERAL CRITERIA IN THE EVALUATION OF THE QUESTIONNAIRE
NAME OF RESEARCHER: Irene Rechelle R, Fajarito
231
TITLE OF RESEARCH:
“Level of Awareness and Extent of Challenges of Child
Protection in Senior HIgh Schools in the Third District of Quezon Province; Basis for
Policy Notes:
SCALE:
Scale Value
5
4
3
2
1
Mean Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.00-1.49
Interpretation
Very Satisfactory (VS)
Satisfactory (S)
Moderately Satisfactory (MS)
Less Satisfactory (LS)
Not Satisfactory (NS)
#
CRITERIA
1
2
3
4
Is it organized in its proper format?
Is the length reasonable, that is, not boring to fill up?
Are the questions brief, clear and unequivocal?
Are the responses objective requiring only check marks, single
letters, numbers or words?
Are the directions clear and unequivocal?
Are all the questions relevant to the study?
Are there enough and adequate categories for approximate
replies?
Are all questions worded carefully and in correct grammar?
Are all the questions stated in the affirmative?
Are there adequate and appropriate options or choices for
multiple response questions?
Are there catch-all words or phrases for multiple response
questions?
Are the respondents anonymous?
Is the questionnaire free from all sorts of bias?
Are the data to be gathered by the questionnaire adequate for
the study?
Is there a good cover letter to accompany the questionnaire?
5
6
7
8
9
10
11
12
13
14
15
VS
5
S
4
/
/
/
MS
3
LS
2
NS
1
/
/
/
/
/
/
/
/
/
/
Comments/Suggestions: ______________________________________________
__________________________________________________________________
Evaluated by: DR. ALBERT P. MERCADO_____
(Name Name and Signature of the Evaluator)
April 29, 2024
Date: June 18, 2024
232
DR. LUNINGNING R. MENDOZA
Secondary School Principal IV
Alabat Island National High School
Alabat, Quezon
Sir:
Good Day!
The undersigned is a Doctor of Philosophy in Educational Management candidate
who is conducting a study entitled “Level of Awareness and Extent of Challenges
of Child Protection Policies In Senior High Schools In The Third District Of
Quezon Province: Basis For Policy Notes”. I am in the process of writing my
dissertation paper. In this connection, I would like to request your permission if you
could validate my research instrument prior to the conduct of the study.
Attached is the instrument to be used for gathering data related to my study.
Thank you so much.
Very Truly Yours,
IRENE RECHELLE R. FAJARITO, MBA
Doctor of Philosophy in Educational Management Candidate
Noted:
DENNIS M. MARQUEZ, PhD.
Adviser
GENERAL CRITERIA IN THE EVALUATION OF THE QUESTIONNAIRE
NAME OF RESEARCHER: Irene Rechelle R, Fajarito
233
TITLE OF RESEARCH:
“Level of Awareness and Extent of Challenges of Child
Protection in Senior High Schools in the Third District of Quezon Province; Basis for
Policy Notes:
SCALE:
Scale Value
5
4
3
2
1
Mean Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.00-1.49
Interpretation
Very Satisfactory (VS)
Satisfactory (S)
Moderately Satisfactory (MS)
Less Satisfactory (LS)
Not Satisfactory (NS)
#
CRITERIA
1
2
3
4
Is it organized in its proper format?
Is the length reasonable, that is, not boring to fill up?
Are the questions brief, clear and unequivocal?
Are the responses objective requiring only check marks, single
letters, numbers or words?
Are the directions clear and unequivocal?
Are all the questions relevant to the study?
Are there enough and adequate categories for approximate
replies?
Are all questions worded carefully and in correct grammar?
Are all the questions stated in the affirmative?
Are there adequate and appropriate options or choices for
multiple response questions?
Are there catch-all words or phrases for multiple response
questions?
Are the respondents anonymous?
Is the questionnaire free from all sorts of bias?
Are the data to be gathered by the questionnaire adequate for
the study?
Is there a good cover letter to accompany the questionnaire?
5
6
7
8
9
10
11
12
13
14
15
VS
5
S
4
/
/
/
MS
3
LS
2
NS
1
/
/
/
/
/
/
/
/
/
/
Comments/Suggestions: ______________________________________________
__________________________________________________________________
Evaluated by: DR. LUNINGNING R. MENDOZA__
(Name Name and Signature of the Evaluator)
APPENDIX G
Date: June 18, 2024
234
Certification of Statistical Analysis
I, Dominador P. Domingo, PhD, RPm, hereby certify that I have conducted a thorough statistical
analysis of the data provided for the study titled "Level of Awareness and Extent of Challenges of Child
Protection Policy in the Third District of Quezon Province: Basis for Policy Notes."
The statistical methods employed in this analysis include descriptive statistics, Pearson's
correlation coefficients, and significance testing to determine the relationship between various
demographic profiles and the extent of challenges encountered by the respondents. Specifically, the
following analyses were conducted:
1. Descriptive Statistics: Computed means for different age groups, highest educational attainment,
sex, length of service, and position categories.
2. Pearson’s Correlation Coefficients: Evaluated the relationship between the level of awareness
in various aspects of child protection policy and the extent of challenges encountered by the respondents.
3. Significance Testing: Used ANOVA and t-tests to determine if there were significant differences
in the challenges faced by different demographic groups.
The results indicated significant correlations and differences in several areas:
- Age: Significant differences in awareness in training and resource constraints across different
age groups.
- Highest Educational Attainment: No significant differences found in awareness in training,
resource constraints, institutional culture and support, and legal and reporting across educational levels.
- Sex: No significant differences found between males and females in awareness in training,
resource constraints, institutional culture and support, and legal and reporting.
- Length of Service: Significant differences in awareness in training across different lengths of
service.
- Position: Significant differences in awareness in training, institutional culture and support, and
legal and reporting among different position categories.
All statistical tests were conducted using a significance level of α = 0.05. The findings are
supported by a p-value of less than 0.001 in several instances, indicating strong statistical significance.
The statistical analysis confirms the robustness of the data and supports the conclusions drawn in
the study. Should you have any further questions or require additional analysis, please feel free to contact
me.
DOMINADOR P. DOMINGO, PhD, RPm
Statistician
June 29, 2024
-----------------------------------------------------------------------------------------------------------------This certification serves as an official confirmation of the validity and reliability of the statistical analysis
performed for this study.
APPENDIX H
235
CURICULUM VITAE
IRENE RECHELLE REBANAL-FAJARITO
128 Ona St. Brgy. Poblacion
Buenavista, Quezon
Cel No. 0998-5775-475
 rechelle0216@yahoo.com
COMPETENCIES
Professional Licensed Teacher
Bookkeeping NC II holder
With 18 years entrepreneurial experiences
Has strong leadership, sales and marketing expertise
Computer competent (MS Word, Excel, Powerpoint, Database
Management & Internet
Speak English and Filipino fluently
Flexible, Hardworking & Goal-oriented
WORKING EXPERIENCES
236
June 21, 2017 - present
Secondary Teacher II
Department of Education IV-A
Buenavista Quezon
June 03, 2014 – June 20, 2017
Administrative Officer I
Department of Education IV-A
Buenavista Quezon
July 15, 2013 – June 02, 2014
March 16, 2009 – July 15, 2013
January 03, 2009 – March 15, 2009
Nov. 4, 2008 – Nov. 30, 2008
Local Legislative Assistant 1
Administrative Aide III
4Ps Municipal Link
Survey Supervisor
Local Government Unit
Buenavista, Quezon
June 01, 2007 – November 30, 2007
Secondary Teacher
St. Lawrence Academy Foundation
Buenavista, Quezon
Jan. 1, 2007-March 03, 2017
Jan. 1, 2006-Dec. 30, 2006
Sept. 1, 2003 – Dec. 31, 2005
Regional Roving Bookkeeper
Financial Analyst I
Roving Bookkeper
DSWD Regional Office
Alabang Muntinlupa City
Sept. 18, 2004- present
Business Owner
Skolastika Computer and Business Center
Buenavista, Quezon
EDUCATIONAL ATTAINMENT
December 2016
Bachelor of Science in Secondary Education –
18 units
Educational Quezonian Corporated
Atimonan, Quezon
September 2017
Bookkeeping NC III
PHILTECH
Gumaca, Quezon
April 2006
Masteral in Business Administration
Manuel S. Enverga University Foundation
237
Lucena, Quezon
April 1999
Secondary Education
PUP Lopez Laboratory High School
Lopez, Quezon
March 1995
Primary Education
Buenavista Central Elementary School
Buenavista, Quezon
AchIevements
Academic Excellence Award
Cultural Organization Scholar
District Best Innovator 2023
BUENNHSFEA President SY 2022-2023
District Best ResearchPaper 2023
International Teacher Awardee 2023
Instabright Best Research Paper 2024
Instabright Best Research Presentor 2024
SEMINARS ATTENDED
INSTABRIGHT
INTERNATIONAL LEADERSHIP
JOURNALISM
DISTRICT RESEARCH PLENUM
ELEVATING TEACHING EFFECTIVENESS: A COMPREHENSIVE APPROACH
TO RPMS-DRIVEN CLASSROOM OBSERVATION AND HOTS FOR TEACHERS
1-3 EDUCATORS
Buenavista National High Schoo, Buenavista, Quezon –Septermber 28-30, 2023
INTERNATIONAL MARATHON LECTURE ON EDUCATION ; "NEW APPOARCH
, TRANSFORMING EDUCATION "
July, 22-24, 2022
238
WEBINAR ON ENHANCING CLASSROOM-BASED ACTION RESEARCHER
CAPABILITY OF BUENAVISTA NATIONAL HIGH SCHOOL TEACHERS
Buenavista National High Schoo, Buenavista, Quezon –November, 19-23, 2022
VIRTUAL IN - SERVICE TRAINING FOR TEACHERS ; TECHNIQUES AND
LEARNING
August 30 - September 02, 2021
MASSIVE ONLINE OPEN COURSE (MOOC): CONTENT BASED INSTRUCTION
February 18 - March 18, 2019
RESEARCH PELUM 8.0 POSTER PRESENTER ( ENHANCING BOOKKEEPING
COMPETENCY OF ABM-SHS STUDENTS IN BUENAVISTA NATIONAL HIGH
SCHOOL:BASIS FOR TUTORIAL USING IMPROVISED WORKSHEET ALIGNED
WITH THE TESDA NATIONAL COMPETENCY ASSESSMENT)
Sevilla Hotel Lucena City – March 15-16, 2019
INTERNATIONAL SEMINAR/TRAINING/WORKSHOP
EFFECTIVE STRATEGIES IN TEACHING
Tayabas City – March 01-03, 2019
ON
INNOVATIVE
&
REGIONAL MASS TRAINING ON COMMON TOPICS FOR SENIOR HIGH
SCHOOL TEACHER
Tagaytay Convention Center, Tagaytay City – June 23-26, 2017
PERSONAL INFORMATION
Eldest daughter of Hoberto N. Rebanal(Ret) and Remedios De Belen Escobar
(Deceased),
37 years of age, married, born on April 26, 1982
In Lopez, Quezon, a native Filipino, a Roman Catholic
5’1” inches tall and 100 lbs.
IRENE RECHELLE REBANAL- FAJARITO