Implementation of child protection policy and teachers' disciplinary practices

Abstract

This descriptive-quantitative study ascertained the underlying disciplinary practices and the implementation of Child Protection Policy of public elementary school teachers in the District of Ivisan during School Year 2016-2017. Sixty-seven teacher-participants supplied the needed data on the validated and piloted researcher-made questionnaires. The gathered data were subjected to appropriate statistical treatments such as frequency count, mean, standard deviation, and t-test for independent sample, and the level of significance was set at .05 alpha. When taken as an entire group, the teachers exhibited authoritative or positive type of discipline and implemented the Child Protection Policy to a great extent. They showed authoritative type of disciplinary practices when classified according to length of service rendered, type of school, grade level, and class size. Hence, the most used among the disciplinary practices of teachers in the district of Ivisan are: "avoids physical punishment to the child who disrespects and challenges their authority"; "refrain from calling the child name and telling him that he is worthless"; "give the pupil a chance to explain before giving appropriate action when he is accused of doing something wrong"; "try to explain the reason behind the rules and decisions"; and "provide reward and positive feedbacks when rules are followed and behavior is appropriate". However, the least used among the disciplinary practices of teachers is: "use praises to change pupils' misbehavior". Likewise, the study revealed that teachers implemented the CPP to a great extent when categorized into length of service rendered, type of school, grade level, and class size. As such, the most implemented among the provisions of Child Protection Policy are: "avoids sexually suggestive comments about or to a child"; "does not deprive the child of his rights inside the classroom"; "avoids inflicting corporal punishment for the purpose of discipline"; "coordinates with appropriate offices and agencies for possible assistance and intervention in cases involving children"; and "offers affection, advice and counselling towards children". However, the least implemented among the provisions of Child Protection Policy is: "conducts sessions, trainings and seminars on positive peer relationships and enhancement of social and emotional competence". On the other hand, there was no significant difference in the teachers' disciplinary practices when grouped according to length of service rendered, type of school, and grade level. However, the disciplinary practices of teachers did differ significantly when classified into class size. Moreover, there was no significant difference in the teachers' implementation of Child Protection Policy when categorized as to length of service rendered, grade level and class size. Conversely, the teachers' implementation of Child Protection Policy did differ significantly when classified according to type of school.