Angela Berline Valencia (gradschool) For Editing.docx

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY ABSTRACT The school is universally considered as the second home of the students as well as the educators and stakeholders involved in its day to day operations. Being a home means that the learners must be kept in safely and conductively for learning and development just like what a home can offer. Daily difficulties challenge the school’s administration and teaching force’s commitment towards building and maintaining a Child Friendly School environment for all students. Literature reveals that the CFS Program outlined by the UNICEF is an effective framework towards providing the aforementioned requisites for the pupil’s holistic development. Sta. Rita District was chosen to be the key informant for this study through its 9 public elementary schools. Using the Child Friendly School Compliance and Implementation Checklist and the Child Friendly School Survey Forms developed by the Department of Education, it was revealed that 2 schools achieved the Very Outstanding Child Friendly School scoring at least 36 points on a possible 39 point maximum score. 5 schools were rated Outstanding Child Friendly School while the remaining schools were classified as Child Friendly Schools. Further, an average rating of 32.22 interpreted as Outstanding CFS emphasized the commitment of Sta. Rita District towards transforming and maintaining its mandate to keeping the learners the top priority of the organization. This performance was attributed to the commitment and leadership of the school’s administration, the collaborative dedication and selfless work of the educators, the active participation of the parents and the involvement of the community as revealed during the interview. This mixed method study revealed the secrets of the SRD towards becoming one of the Outstanding Child Friendly School Program implementers in the Division of Pampanga. Further, an Improved CIS Implementation Framework was developed as a result of this study aimed at helping other schools and district to fully harness the benefits of becoming a Child Friendly School. Chapter 1 The Problem and its Background Introduction The school is universally considered as the second home of the students as well as the educators and stakeholders involved in its day to day operations. This ideology serves as both a challenge and mandate to professionals in the academic field. It is therefore of great importance that the students being the pinnacle of the academic vision mission of learning institutions be provided the best quality of education though a number of channels. Access to the best educators, learning resource materials, safe and conducive facility and the assurance that within the school premises, his dignity and rights are respected and protected are a complex system of requirement that any educational institution must observe. However, despite the well planned system designed by the schools, numerous problems on a day to day basis continue to persist. There still exist incompetent educators, who are products of perhaps some flaws in the educational system of the profit centered mindset of some decision makers. Incomplete and unfit facilities which should serve and support the quest for knowledge are always an issue. And ultimately, the never ending problem of children/students being overpowered by their more dominant counterparts, the problem of either physical or verbal abuses inflicted towards feebler students, and even simple name tagging of the individual constitutes to the decades old existence of violence against children in schools. So rampant are

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY the cases of violence against children that a lot of individual learners suffer considerable damage be it physical, emotional and psychological. Violence against children (VAC) is not a new concept, however new the term may be in the country which is more familiar with “child abuse”. Indeed these two terms have been used interchangeably in most Philippine literature which shows no clear distinctions between them. Essentially, definitions of both highlighted the forms of violence can take (physical, psychological, sexual), the manner it was experienced (direct or indirect, threatened or actual) and its effects (physical and emotional). Violence against children, however, is more comprehensive defined as any act that violates children’s rights, particularly their right to physical and mental health, security and bodily integrity. The World Report on Violence against Children expounded on violence as a reality in many children’s lives. Although no specific definition was forwarded by the report, it considered key international and regional human rights standards and non-binding instruments in articulating State obligations to protect children against “all forms of physical, mental violence, injury or abuse, neglect or negligent treatment, maltreatment and exploitation… include sexual abuse…” (CRC, Article 19). These included the: Universal Declaration on Human Rights, Convention on the Rights of the Child, Convention on Civil and Political Rights, Convention on Economic, Social and Cultural Rights, Convention on the Elimination of All Forms of Discrimination Against Women, International Criminal, Humanitarian, Refugee and Labor Laws. The most common type of violence experienced by children in schools is bullying. It has become prevalent that a lot of victims choose to stay silent, hurting and feeling degraded alone. As cited by Sanapo, M., 2017, bullying is categorized into four types, namely: physical, verbal, cyber, and relational. Physical bullying includes all forms of physical harm done on the victim such as kicking, shoving, punching, and the like. Verbal bullying is usually in the form of derogatory remarks or insults hurled at the target. This may include but not limited to namecalling, taunting, teasing in a hurtful way, and making fu of the individual (Berger, 2007; Wang, Iannotti, & Nansel, 2009). Relational bullying involves social seclusion. It may be done in the form of spreading rumors and lies about the victim in order to make others avoid socializing with him/her (Wang et al., 2009). Cyberbullying, on the other hand, occurs electronically, and has proven to be more damaging because it often relates to victims’ depressive state, delinquent behavior and substance abuse (Mitchell, Ybarra, & Finkelhor, 2007) as well as suicidal thoughts and suicide attempts (Hinduja & Patchin, 2010). Verbal bullying like name calling is the most common type of school bullying in the Asia-Pacific region. This includes making up funny names, changing names to animals or things, adding up undesirable descriptions to names and “ being made fun of” or “being called names” (Chen, 2015; Lai, Ye, & Chang, 2008). Same is true in a study done in South America. The most pervasive school bullying experience of youngsters is verbal bullying (Silva, Pereira, Mendonca, Nunes, & de Oliveira, 2013). However, in Egypt and Ghana, physical assaults were the most common form of bullying among students (Wilson, Dunlavy, & Berchtold, 2013). The same case was discovered among Singaporean children in a study conducted by Kwan & Skoric, 2012. The most recent form of verbal bullying in line with the digital and social media age is cyber bullying, which have gained controversy due to its link to a number of youth suicides, though considered it has lesser prevalence than that of face to face bullying (Chen, 2015; Gofin &

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY 5 Avitrzour, 2012; Lapidot-Lefler & Dolev-Cohen, 2015; Modecki, Minchin, Harbaugh, Guerra, & Runions, 2014). However, in a research conducted by Fleming and Jacobsen (2009) involving 19 low and middle income countries in which Philippines was included, prevalence rate in the country was only 37.1%, or a lot closer to that found by Rudatsikira et al. (2008). As to cyberbullying, Australia showed to have a high number of incidence rate in the youngsters’ lifetime at 27% (Cross et al., 2012), Japan at 18% (Aoyama, Utsumi, & Hasegawa, 2012), the US at 17% (Bauman, 2012), and South Korea at 12% (Tippett & Kawk, 2012). Respondents for these studies ranged from grade 5 to 11. It should be noted that these are just glimpses of the pervasiveness of bullying in the countries mentioned and may not be true for the whole nation. Aside from violence against children though bullying, there is a plethora of factors posing a challenge towards making the school and the classroom a child friendly environment. As cited by Kanamba, G.M., 2011, teachers’ attitude is one of the factors that strongly influence the provision of child friendly school environment in the world at large. Ackler (2001) asserts that teachers need to have a positive attitude towards a new idea to create a new mode of teaching. It is reported that Children at Gaonshahar village in India do not enjoy school at all because the teachers were not friendly until World Vision and UNICEF introduced child friendly schools approach in 2008 (Shrestha, 2010). Delft (2004) says that after training, the attitude of the teachers and experimental groups involved improved significantly. Another factor is the availability and accessibility to instructional materials. Pupils’ access to instructional materials is an important factor in what and how much they learn (UNESCO, 2005). In earlier studies it was found that in Bolivia Brazil, Chile, Colombia, 6 Ecuador, Panama, Peru and Venezuela only one-third of primary school pupils had access to instructional materials (Montagnes, 2001).Gay (2001) asserts that retention and learning are hampered when pupils attend school in dilapidated over- crowded buildings noisy and unsafe environment and above all in classrooms that are not adequately supplied with instructional materials. Pupil-textbook ratio is a significant measure of education quality. Many classrooms in developing countries especially in poor and rural areas possess only one textbook typically kept by the teacher. Students spend most of their time copying text book from the blackboard which they are expected to memorize (Liberia MoE, 2007). A very evident problem as well in developing countries which includes the Philippines is the physical facilities. Most of the time especially in public schools, students need to be compressed in a room intended for just half of their total population not to mention the shifting schedule to be able to cope up with overpopulated schools. Beynon (2007) indicates that physical facilities have a lot of bearing on school enrolment and attendance. Few facilities mean that schools can accommodate small number of pupils. Research in many part of the world has shown the relationship between physical facilities and attendance. Beynon added that in India schools without their own buildings and hold their classes under a tree, in borrowed buildings from other users tend to have poor attendance. In a pilot survey of schooling conditions in Least Developed countries done by UNESCO and UNICEF revealed that some parents refused to let their children attend schools where sanitation facilities were poor (UNESCO ,2008). According to KESSP (2005) poor physical facilities in school is one of the major barriers to primary education in Kenya. For learners to access quality education and be retained in school there is need to have a congenial and friendly environment where the infrastructure conditions and learning mode is well set and appropriate for the learner (MOE,2001).

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7 PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY In an ideal Child Friendly School environment, the school or teachers are expected to enhance learning through provision of the five themes in a child friendly school approach which are: managing an inclusive child friendly school, a safe and protective school, an equity and equality promoting school, health and nutrition promoting school and enhancing schoolcommunity linkage and partnership (UNICEF, 2010). UNICEF grounded the CFS framework in the principles of child rights set forth in the 1990 Convention on the Rights of the Child and other international human rights instruments and international declarations such as the Declaration of Education for All (1990). These principles emphasize the right of all children to receive free and compulsory education in settings that encourage enrollment and attendance; institute discipline humanely and fairly; develop the personality, talents, and abilities of students to their fullest potential; respect children’s human rights and fundamental freedoms; respect and encourage the child’s own cultural identity, language, and values, as well as the national culture and values of the country where the child is living; and prepare the child to live as a free, responsible individual who is respectful of other persons and the natural environment. Three other inputs shaped the early development of CFS. The first was effective school research, which emphasized the importance of school factors for disadvantaged students. The second was the World Health Organization’s mental health promotion initiatives, which focus on the importance of connectedness, caring, and access to support. The third was interest in child-, family- and community-centered approaches to school improvement. UNICEF envisions and promotes CFS models not as abstract concepts or a rigid blueprint but rather as ‖pathways towards quality‖ in education that reflect three key, and interrelated, principles derived from the Convention on the Rights of the Child (UNICEF, in press): Child-centeredness: Central to all decision making in education is safeguarding the interests of the child. Democratic participation: As rights holders, children and those who facilitate their rights should have a say in the form and substance of their education. Inclusiveness: All children have a right to an education. Access to education is not a privilege that society grants to children; it is a duty that society fulfills to all children. CFS was anticipated to evolve and move toward quality education through the application of these principles. The following features of CFS derive from these principles; as the principles gain traction these features are strengthened. In 1999, the education section of UNICEF's Program Office launched the Child Friendly Schools (CFS) framework to respond to the global need for improvements in quality schooling. The CFS framework is driven by a child-rights philosophy that views the role of schools as promoting the development of the whole child. The framework was grounded in a number of international human rights instruments and declarations, particularly the 1990 Convention on the Rights of the Child and the Declaration for Education for All. In addition, it was informed by the World Health Organizations' emphasis on connectedness, caring and access to support; UNICEF's interest in child-, family-, and community-centered approaches to school improvement; and research on school effectiveness emphasizing the important role school factors play in the development of children, particularly those from disadvantaged backgrounds. Based in these perspectives, three key inter-related principles form the core of the CFS framework: child-centeredness, democratic participation and inclusiveness. The principle of child-centeredness means that safe-guarding the interest of the child should be central to all decision-making in education. It translates to school features such as a child-centered pedagogy

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY in which children are active participants and a healthy, safe and protective learning environment provided through appropriate school architecture, services, policies and action. The principle of democratic participation maintains that as rights holders, children and those who facilitate their rights should have a say in the form and substance of their education. This principle is represented in schools with policies and services that support fairness, non-discrimination and participation, where there are strong links between home, school and community, and11 in which children, families and communities are active participants in schools and school decisionmaking. Finally, the principle of inclusiveness holds that all children have a right to education and that access to education is not a privilege that society grants to some children, but a duty it fulfills to all. Inclusive schools have policies that encourage attendance and retention, are girlfriendly, gender sensitive and open to children with disabilities and are child-seeking, inclusive and welcoming for students of all backgrounds. Thus, the CFS model embraces a multidimensional approach, intending to “move schools and education systems progressively toward quality standards by addressing all elements that influence the wellbeing and rights of the child as a learner and the main beneficiary of teaching” (UNICEF). These quality standards are expected to improve school access, retention and completion and provide an educational experience in which students can achieve their full potential. The international organization also reiterated that CFS is not a, “one-size-fit all” model and therefore embraces multi-dimensional approaches to the development of CFS whether its improving on the existing situations or even mainstreaming CFS, certain principles or dimensions are followed. These principles are CFS being inclusive, being gender responsive, CFS being academically effective and efficient in serving the learners interests, there being school based health, nutrition, safe water and sanitation to protect the child and there being a democratic participation of all in the school processes. The Kenyan program of CFS is described as one where the environment is conducive for learning, the staffs are friendly and health and safety needs of the children are adequately met. However, both ideas meet at the point that they aim at giving the children their right to education in a protected environment in which their wellbeing is being taken care of (GOK, 2010).This study is guided by the understanding of the UNICEF and GOK manuals of Child Friendly Schools. The Convention on the Rights of the Child (CRC) declares that all girls and boys in the world are entitled to the right to survival; the right to development (including the right to be educated); the right to protection from all forms of abuse, neglect, and exploitation; and the right to participation in matters that affect their lives and that prepare children to take on increasing roles of responsibility as they mature. The Child-Friendly Schools (CFS) concept is grounded in the CRC and represents a holistic, system-wide approach to improving educational quality that places the child at the center of education reform. Because of social, political, and cultural contexts of countries, the Child-Friendly School approach is flexible by design. However, stakeholders in countries implementing CFS hold a deep commitment to child rights; and they frame their reform efforts within the Child-Friendly concepts of access, respect, and quality, as well as the dimensions of (a) inclusion; (b) learning effectiveness; (c) health, safety, and protection; (d) participation; and (e) gender responsiveness. These concepts and dimensions interact and reinforce each other through country-specific CFS policies and practices. Much is being learned about CFS dimensions and how they interact to create ChildFriendly Schools. The CFS dimension briefs are intended to summarize these broad dimensions of education quality as the research and literature have discussed them to date.

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY Democratic participation is a core CFS concept. It identifies children as “rights holders and those who facilitate their rights as duty bearers,” each having a say in the form and substance of his or her education. Decisions regarding all aspects of the education process and environment consider the “voices” of multiple perspectives within the school and the community—and decisions are made accordingly. Representatives of students, teachers, parents, and community are included in a transparent and open decision-making process that fosters quality schooling for all students. Families and community leaders are enabled to fulfill their rightful responsibility as nurturers and role-models for their children. The goal of participation is to ensure that children claim their right to a quality education. Parents as “first line” duty bearers play a significant role in achieving this goal by holding schools and governments to the highest possible educational standards (UNICEF, 2009). Collaboration among the school, families, and communities is an effective way to leverage resources to support students’ learning (Coleman, 2010). Democratic and authentic participation fosters ownership, helps build cohesive communities, and cultivates students and community members who are productive members of society. Research over the past two decades has established that when schools engage parents, community members, and students at the level of curriculum, communication, parenting skills, and school governance, students in these schools are more likely to (a) achieve better academically; (b) enroll in higher-level programs; (c) attend school regularly; (d) have better life skills; (e) graduate from high school and pursue college education; and (f) enjoy a higher level of mental and emotional well-being (Henderson & Mapp, 2002; Cohen, 2004; Riggs, 2006; Evans & Prilletensky, 2007; UNICEF, 2011). The need for child, family, and community participation in school is paramount. Almost 71 million children worldwide are out of school according to the data of the international organization. School cost, distance from school, and domestic workload are structural obstacles to children staying in school. Also, where children are in school, many families and community members have little say about their child’s education (World Bank, 2008; Miske, 2008). In many schools, teaching conditions and practices are discriminatory and undemocratic (UNICEF, 2009), and children are rarely involved in decisions pertaining to their own education (Miske, 2008). This lack of family involvement along with discriminatory and authoritarian school practices often expedite the child’s decision to drop out of school (UNICEF, 2009). Taking into account the fact that most children worldwide have the common experience of schooling but different children face different circumstances given the differences of facilities in schools, the varying availability of resources and teachers, and sometimes challenging home and community environments, UNICEF introduced through Child-Friendly Schools (CFS), a multidimensional concept of quality to address the total needs of the child as a learner. The Convention on the Rights of the Child, other human rights instruments and the Declaration of EFA, the evidence-base on the importance of schooling for disadvantaged students, initiatives of the World Health Organization and its own interest in child-, family-, and community-centered approaches to school improvement all directed UNICEF to initiate this CFS9 Table 2.1: CFS: Core principles and their central focus framework in the 1990s. The principles of CFS emphasize the rights of all children to receive free and compulsory education in settings that encourage enrolment and attendance; develop the personality, talents and abilities of students to their fullest potential; respect children’s human rights; respect the child’s own cultural identity, language and values as well as the culture and values of the child’s

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY country; and prepare him or her to live as a free and responsible individual (UNICEF, 2009b, p.1). A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behavior. This socio-ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behavior. Self-report data were collected in 29 schools over three years from a cohort of 1,968 8-9 year olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self-reported perpetration of bullying. The findings suggest whole-of-school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied. (Cross et. al, 2010). Based on a global evaluation inclusive of visits to six countries (Nigeria, South Africa, Thailand, Philippines, Guyana, Nicaragua), the international organization has found promising results even though there are variations among countries and schools. School heads, teachers and parents of many schools implementing CFS are committed to inclusiveness and encourage and support students regardless of gender or background. These schools attempt to identify OOSC and support their retention. In five of the six countries, students feel physically and emotionally safe. However, a significant percentage explored the need for improvement. Regarding the school climate, schools have policies and conditions in place. However, many schools were struggling to provide buildings and facilities especially for those with disabilities. Parents and community participation was significant. However, school heads and teachers had identified obstacles in gender inclusiveness and equality. Educational leadership for CFS must monitor the processes. It should be a continuous process not a one shot operation if at all implementation is to succeed. Strengths and weaknesses must be identified and make proposals for action basing on what is considered to be of “quality”. The fundamental rationale and most critical reason for monitoring and evaluation is to enable implementing organizations (schools) to gauge progress and determine whether the model is working as expected. Innovations are often judged as failures when in fact they simply have not been properly implemented or given a chance to work. Every country needs to embrace this concept of quality which goes well beyond pedagogic excellence and purely academic performance outcomes. The focus should be on the needs of the child as a whole not just academic performance dimension that educators have concentrated on. People must dwell on a multi-dimensional coverage of quality and a holistic concern for the child’s needs (Mandiudza, L., 2013). The CFS initiative in the Philippines is rooted in the provisions of the U.N. Convention on the Rights of Children (CRC) adopted in 1989 by the U.N. member countries, which include the Philippines. The initiative was first put into action in the Philippines in 1999 following the Fifth Country Program for Children (CPC5) of the Philippine government, with support from UNICEF Philippines. In an effort to promote healthier classroom environments and increase retention rates, the Department of Education initiated the Child Friendly School System (CFSS) initiative: One which recognizes and respects children’s rights and responsibilities, provides the enabling environment to realize children’s right in school and helps ensure such an environment in the community and household, is child-friendly. The CFSS promotes a new appreciation of

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY and approach to basic education in that the school, to become truly child-friendly, needs to be where students, teacher, parents and the community work together in support of children’s education and development. It also puts forward the notion the school must take responsibility for the education of children who are not enrolled. The Department of Education first piloted CFSS in 2001 in 131 elementary schools in 24 school divisions. Since then, the number of CFSS in elementary schools has steadily increased, bringing the total number of CFSS schools to over 5,000 (out of 40,763 total) elementary schools by 2008. UNICEF Philippines has supported this initiative by providing basic supplies and training for teachers and school heads on child-friendly practices. In 2005, the Department of Education began CFSS in secondary schools through a pilot project in eight selected schools. Each school embodied a unique social setting or situation. For instance, one of the schools selected was in a community that was experiencing armed conflict, while another one was in a community of indigenous people. In 2007, the number of CFSS high schools was expanded, and by 2008, the CFSS high schools totaled 61 (out of a national total of 7,683) distributed among 26 school divisions. The primary goal of the initiative was to contribute to the improvement of access to and quality of basic education. The characteristics of CFS have been adapted and defined specifically for the Philippines social–cultural context. CFSS in the Philippines are each working to embody the following five characteristics: To be effective with children To provide healthy environments for children To be protective of children To be gender sensitive and inclusive of all children To involve families and communities In 2005, the Philippines succeeded in making the CFSS concept an integral part of the Department of Education’s long-term plan, aligning CFSS with its Basic Education Reform Agenda (BESRA). BESRA is a framework of policy actions that was developed to guide the Philippines as it attempts to achieve its Education for All objectives by 2015. BESRA, like CFS, focuses on the teaching and learning conditions of schools and the competencies of teachers as fundamental necessities to improving student outcomes and meeting education goals. The Department of Education is currently adapting CFSS principles into its reform efforts focused on school-based management (SBM). This includes the merging of SBM and CFSS checklists, the development of common standards and competencies, and the integration of CFSS principles and practices into the SBM operational guidelines and the master training plan and training modules, and the addition of CFSS indicators into the current national EMIS (education management information system). A child-centered environment is a cornerstone of the CFS programming globally, and has also been a focus in the Philippines. For the Philippines, a child-centered environment is one that ―promotes quality learning and encourages children to participate in school and community activities‖ (UNICEF Philippines, 2005). Moreover, a CFS is effective with children when it ― has the best interest of the child in all its learning activities, employs teaching methods that are suited to the child’s age, abilities and ways of learning, and encourages children to work together to solve problems to achieve what they aim to do‖ (UNICEF Philippines & Philippines Department of Education). In this section, we describe the extent to which student-centered pedagogies were used, whether teachers received professional development, and whether teachers addressed the needs

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY of all learners. We also discuss the extent to which classrooms provided a physical environment that was conducive to learning. Based on comparisons of observational data across the six countries, an overwhelming majority of teachers (96 percent) were rated excellent on the Child-Centered Pedagogy scale, which measured different aspects of teaching and classroom management techniques, including the teacher’s use of child-centered teaching strategies, preparation of organized lesson plans, and the manner in which the teacher communicated and interacted with students. School heads reported that professional development was provided to teachers in several ways. UNICEF conducted CFS training, while the Department of Education offered sessions related to initiatives such as IMPACT and BESRA. In addition, some school heads provided informal support through a process called ―school learning action cell‖ (SLAC), in which a dialogue between the school head and grade level teachers was used to discuss teaching strategies and content. School heads found SLAC to be a valuable way to improve teaching practices, since it facilitated teacher-to-teacher sharing. The public secondary schools effectively elicit the involvement of parents primarily aimed at facilitating their children’s learning as well as securing their active participation in school programs and activities. They essentially equip the parents with information that enhance their parenting skills and institute programs and policies geared towards such endeavor. A twoway sharing of information exists vital to student success, and the schools effectively create a healthy volunteering spirit among parents. School heads and teachers view parents as partners in their children’s education and assist them in acquiring skills and knowledge in creating a home environment conducive to learning. Furthermore, the participating public secondary schools accommodate parents’ ideas, opinions and suggestions in their decision and policy making processes. Parents, school and community collaborate that redounds to enhancement of student outcomes, strengthening of families and school improvements. • The schools’ observance of parental involvement practices ensures positive results to students, parents and teachers. The students greatly benefited from parental involvement in terms of academic achievement, selfawareness, better attitudes, and improved personal qualities whereas parents acquire sufficient skills in creating a learning environment for their children, establish commendable relations with the school and other families, and develop self-confidence. The teachers, on the other hand, gain benefits from parental involvement in terms of improved skills in interacting with parents, better communication ability, and enhanced self-awareness • Observance of parental involvement school practices is significantly related to the manifestation of its positive results to students, parents and teachers. The more the school performs practices in parental involvement, the more it can be expected that positive results to students, parents and teachers manifest • Most of the known barriers in parental involvement literature do not manifest in public secondary schools under study. In general, these barriers in parental involvement are considered not so serious for the schools to get alarmed. But still, addressing these barriers will bring more benefits to the schools and families (Llamas, A & Tuazon, A. 2016). Despite the availability of literature regarding Child Friendly School programs, its benefit and ultimately its goal, there still exists a gap specifically what are the components of an effective CFS Program? In addition, how do stakeholders perceive the CFS program? And lastly, how do public elementary schools in the Philippines live up to the global challenge of becoming a Child Friendly School dedicated for the holistic development of the child? These are some of the gaps in literature that the researcher would like to be able to address upon completion of this study. Most of the aforementioned studies were conducted abroad. The limitation of studies

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY pertaining to the CFS Program in the Philippines inspired the researcher to pursue this research in an attempt to explore the program, identify how schools implement it successfully and what are the areas for improvement that can be addressed.

Conceptual Framework This study was conducted and patterned from the CFS Program of the Philippines through the initiatives of UNICEF and the Department of Education. The three fold goal of the CFS Program is Child Centered Learning and Teaching, Education Stakeholders Active Involvement and Student’s Health, Safety and Conducive Learning Environment. This is further elaborated and defined by the five target areas namely: To be effective with children, to provide healthy environments for children, to be protective of children, to be gender sensitive and inclusive of all children and to involve families and communities. Effective with children as evidenced by a child centered curriculum can be defined by having the best interest of the child in mind in all learning activities, has a curriculum that addresses the child’s learning needs as well as those of the community and society, employs teaching methods that are suited to the child’s age, abilities, and ways of learning and encourages children to think and decide for themselves, ask questions, and express their opinions. Secondly, the institution promotes quality learning through making sure that children master the basic skills of writing, reading, speaking (and listening), mathematics, and the necessary skills that they can use through life, encouraging children to learn by doing and by doing things with others, making sure that teachers are qualified to teach and continue to become better teachers and making sure that teachers and other staff are physically fit, adequately paid, and highly motivated. Lastly, the school encourages children to participate in school and community activities through encouraging children to work together to solve problems and achieve what they aim to do and to express their feelings through the arts – music, drawing, drama, and other forms. Providing healthy environments for children as the second target of Philippine CFS Program can be achieved through promoting children’s health, guaranteeing that school buildings, grounds, and facilities are safe, clean, healthy, and with adequate water and sanitary facilities, providing written policies and regular practices that promote good health, integrating health education and life skill development in its curriculum, and hosting regular health services for children, such as immunization among others. The third target is to be protective of children. This can be achieved by safeguarding and providing security for children, helping defend and protect children from harm and abuse, encouraging children to care for each other, not tolerating physical punishment on children and has clear guidelines for conduct between students and does not allow bullying. The fourth target of the CFS Program is to be gender sensitive and inclusive of all children. The education sector aims to provide quality education equally for all as evidenced by its ability to not turn away any child from enrolling and attending classes for whatever reason, gives boys and girls equal learning opportunities and treating all children equally, regardless of gender, social status, cultural origin or religious belief. Completing the targets of the Philippine CFS Program is the involvement of children’s families and the community aimed at fully strengthening parent and teacher/school partnership. CFS Schools works closely with children’s families by consulting parents and invites their

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY opinions regarding school policies and activities, holding regular dialogues with parents regarding their children are learning progress, collaborating with parents to encourage their children to practice at home what they are learning in school, caring as much as parents that children get enough nutrition and are in good health, caring about the children’s safety not only within the school premises but also on their way to and from school, engaging the support and interaction of community institutions and other individual though enlisting the support of community institutions and individuals for its projects and activities for children and ultimately acting on behalf of and upholds the interests of children in community assemblies. This target of the Department of Education towards a Child Friendly School System for the whole country is stipulated in the Department Order No. 4 s. of 2012 and DO No. 55 s. 2013. Figure 2 illustrated the Schematic Diagram of this research using the Input-ProcessOutput Model (IPO). Inputs included the school profile of the participants (total enrollees, no. of teachers, classes and classrooms, ranks of teachers), the CFS Compliance and Implementation scores, CFS Performance scores of Sta. Rita District, Factors considered a key to the Successful CFS Implementation and the Perceptions of the participants to the Child Friendly School Program. The first three input components are quantitative data gathered using validated CFS Tools (as per Deped Order). Factors and Perceptions of the CFS Program were gathered qualitatively through semi-structure interviews. The Processing of data was completed though the Explanatory Mixed Method Research Design. Phase One or quantitative section processed data gathered though a standardized survey form used within the Department of Education. The said instruments were administered to the four focal persons per school. The President of the Supreme Pupil Government was subjected only to the semi-structure interview. Together with the SPG Presidents, the focal persons have undergone interview to supplement the data gathered from the survey. Upon finalization of the collected data and interpretation, the Output that the researcher finalized centered on recommendations for an Improved CFS Program Implementation for schools in the Division of Pampanga. Statement of the Problem This study seeks to investigate and analyze the performance of Sta. Rita District in the Division of Pampanga being the top performing district for the Child Friendly School Program Implementation. The researcher will look at the factors and perceptions of the participants and education stakeholders which contribute to its success and how can it be used to provide a framework for other districts/schools towards their respective localities. Specifically, this will answer the following research questions: 1. How is the profile of Sta. Rita District described? 2. How is the compliance and implementation of Child Friendly School Program of Sta. Rita District described? 3. How is the performance of Sta. Rita District as the best performing Child Friendly School in the Division of Pampanga described? 4. What factors can the participants enumerate as key component in the success of their Child Friendly School Program of Sta. Rita District? 5. How do the participants perceive their institutions being tagged as “Child Friendly School”? Significance of the Study This study will benefit the following: Deped and its Decision Makers. The Child Friendly School Program being one of the newest platform of the Deped is still open for improvements and modifications for further benefit

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY of the learners. This study can give the needed insights to support the agency in assessing and evaluating loop holes as well as strong vital areas in the implementation of the child welfare program. School and its Administrators. In the continuous quest to make the school a better place for learners, this study will help administrators develop and implement policies within the school to address various issues posing risks to learners in terms of their safety, protection and wellbeing. It will ease the difficulty of solving cases related to bullying, violence, discrimination among others and will result in more time for administrators to solve and handle other school issues. Teachers. This study will be able to provide educators with the knowledge on how to identify and offer solution to daily student wellness related problems. It will help them address everyday issues among their students thus making the classroom a more conducive environment for learning. It will also help them strengthen trust and confidence of students towards their second parents. Guidance Counselors. This study will supplement to the programs and interventions being implemented by guidance counselors who primarily handles cases of bullying and similar incidents. Students. Being the ultimate recipient of this program, the best practices implemented under the CFS will greatly promote a healthier academic environment for the learner as well as giving them empowerment towards their self-discovery and academic journey. Other School Stakeholders. Parents and the community will benefit in this study in such a way that they can be given assurance that schools are now a step closer towards becoming the better second home for their children. It will also promote and strengthen parent-school-teacher partnerships in addressing the problem of bullying, violence, discrimination, safety and security among others. Future Researchers. This study will provide a literary cornerstone for the study of the Child Friendly School Program implemented by the government through the Department of Education. Scope and Delimitation This study will focus on the Child Friendly School Programs implemented by member schools of Sta. Rita District . It is delimited to the 9 public elementary schools of Sta. Rita District Division of Pampanga. Being the top performing district for Child Friendly School in the school year 2017-2018, all elementary schools in the district were considered to be part of this study to be able to collate individual data as key components of the district’s performance. From each school, four focal persons will be subjected to the qualitative phase of the study through interviews. Included in the said group are the school head/principal, the guidance counselor/guidance in charge, the Edukasyon sa Pagpapakatao Leader and the Araling Panlipunan leader. The said group will be interviewed on the basis of their perceptions to Child Friendly School Program and the factors which contribute to its effective implementation. Likewise, the same group will also be answering the Deped Order Child Friendly School checklist for the quantitative data gathering. The researcher also included the SPG Presidents of each schools to share their experiences and insights about the Child Friendly School Program of their respective institutions. This study is delimited to the perceptions of the aforementioned focal persons. The study was not able to gather perceptions from students, parents and other stakeholders. Likewise, the responses towards the effects of CFS Program to the academic achievement of the pupils and

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY teaching efficacy of teachers were all from a personal standpoint of the participants during the interview. Definition of Terms Bully. A person who repeatedly displays verbally or physically damaging behavior with the intent to harm another. This behavior takes place over time and involves a power differential between the bully and the victim (Pepler et al., 2006,). In this study, bully refers to any person (student, teacher or even parent) who is capable and is inflicting damage towards another person either verbally, psychologically or other method. Bullying. A form of unprovoked and intentional repeated torture that constitutes a continuum of behaviors such as scare tactics, threatening notes or e-mails, name calling, put downs, and physical aggression (Olweus, 1999). In this study, it pertains to the actual act a dominant person inflicting damage physically, verbally of psychologically towards another. Child-centeredness. Central to all decision making in education is safeguarding the interests of the child. (Child Friendly Schools Evaluation: Country Report for the Philippines, 2009). As used in this study, it refers to the state of delivering quality education where the child is the focal point of all programs. Child Friendly School. A Child-friendly School is more than just a place for formal learning. Foremost, it is an institution that recognizes and respects the range of rights of children, and not just their right to be educated. These rights also include their rights to be healthy, to be given opportunities for play and leisure, to be protected from harm and abuse, to express their views freely, and to participate in decision-making according to their evolving capacities. (DEPED) Cyberbullying. Using e-mail, websites, and other forms of technology to induce harm (Skowronski, Jaffe Weaver, Sachs Wise, & Kelly, 2005). in this study, it refers to acts of inflicting harm towards another person using the digital or technological platform. Democratic participation. As rights holders, children and those who facilitate their rights should have a say in the form and substance of their education. (Child Friendly Schools Evaluation: Country Report for the Philippines, 2009). As used in this study, it refers to the equal opportunity of all education stakeholders to partake and join the programs of the education sector. Educator. Any individual who works in a school and has direct academic contact with children. An educator can be a teacher, teacher assistant, teacher aide, school psychologist, speech therapist, counselor, or building administrator (Baron, Byrne, & Branscombe, 2006). This study pertains to educators as teachers, principals, and other school support staff all of which are vital in the delivery of quality education. Inclusiveness. All children have a right to an education. Access to education is not a privilege that society grants to children; it is a duty that society fulfills to all children. (Child Friendly Schools Evaluation: Country Report for the Philippines, 2009) Indirect aggression. Defined by Bright (2005) as a form of bullying where the bully never physically confronts his or her target; indirect aggression can be accomplished through acts such as passing notes. This study refers to indirect aggression as a form of silent bullying. Perception. A person’s awareness, beliefs, and understandings paired with how individuals acquire and interpret information from the world around them (Baron et al., 2006). Boree (2009) noted that perception is mostly an issue of the interaction between the world and the self. In other words, each person’s private or individual perception is founded in that

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY particular person’s previous life experiences. These experiences may lead to informed judgments or biases that stem from socialization or cultural interactions. Victim. Usually refers to a single student who is harassed by a group of two or three students, often with a toxic leader (Olweus, 1999). This study identified victim as a person on the receiving end of inflicted damage either physically, verbally and psychologically.

Acronyms APAN BESRA CFS Deped EFA EMIS ESP GOK IMPACT IPO KESSP PREVNet PTA SBM SGC SLAC SRD UNESCO UNICEF

-Araling Panlipunan - Basic Education Sector Reform Agenda - Child Friendly School - Department of Education -Education for All -Education Management Information System -Edukasyon sa Pagpapakatao -Government of Kenya - Instructional Management by Parents, Community and Teachers -Input Process Output -Kenya: Education Sector Support Program - Promoting Relationships and Eliminating Violence Network - Parent Teacher Association -School Based Management - School Guidance Counselor -School Learning Action Cell - Sta. Rita District - United Nations Educational, Scientific and Cultural Organization - United Nations Children’s Fund

Chapter 2 Methods This chapter presents the research design, population of the study, sampling and procedures, instruments and data collection and analysis guidelines and methodologies suitable to answer the research problems. Research Design Mixed method research is still being defined and described by the researchers who conduct such research and by the scholars who write about it (Teddlie & Tashakkori, 2003). As a result, there exist many slightly different definitions of mixed method research. This study uses the definition as described by Creswell and Plano Clark (2007) since it represents one of the more current writings in the field: Mixed method research is a research design with philosophical assumptions as well as methods of inquiry. As a methodology, it involves philosophical assumptions that

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY19 guide the direction of the collection and analysis of data and the mixture of qualitative and quantitative approaches in many phases in the research process. As a method, it focuses on collecting, analyzing, and mixing both quantitative and qualitative data in a single study or series of studies. Its central premise is that the use of quantitative and qualitative approaches in combination provides a better understanding of research problems than either approach alone. (p. 5) This study uses the Explanatory Sequential Design. This study involves two phases of data gathering in line with the research design. Phase One is quantitative data gathering using a validated survey instrument aimed at assessing the Child Friendly School Compliance and Implementation. Phase Two on the other hand will focus on qualitative data gathering through semi-structured interviews and observations. The following illustration presents the research design utilized in this study. Participants Purposive Sampling is used by the researcher in identifying the participants for the study. A selection criterion was established to be able to select the fitted participants. The criterion for selection includes the following: 1.) Public Elementary Schools within the town of Sta. Rita, 2.) Said schools must have a guidance person/focal person in charge of the guidance and counseling duties, 3.) Must have an existing Child Friendly School Program/System for students, 4.) Must have available records to support the Child Friendly School program implementation for at least one whole school year. A total of 9 public elementary schools are considered participants of the study. The District of Sta. Rita includes Becuran Elementary School (PES1), Dila-dila Elementary School (PES2), Holy Family Village Elementary School (PES3), San Basilio Elementary School (PES4), San Isidro Elementary School (PES5), San Juan Elementary School (PES6), San Matias Elementary School (PES7), Sta. Rita Central School (PES8) and V. De Castro Elementary School (PES9). After data gathering and survey, the qualitative phase commenced. From each school, the researcher interviewed the school head, guidance counselor, Araling Panlipunan Coordinator and the Edukasyon sa Pagpapahalaga Coordinator. In addition, the Supreme Pupil Government President of each school was also tapped to give their ideas and perceptions about CFS based form their experiences through interview sessions. Instruments The researcher made use of two questionnaires used among Deped Schools for the Quantitative phase of this study. The first is the School-based Child Protection/Anti-Bullying Policy Implementation Checklist enclosed as Annex 2B Child Protection Policy. The instrument’s main purpose is to monitor and evaluate the compliance of schools in the implementation of Deped Order No. 40 s. 2012 and Deped Order No. 55, s. 2013. It consists of 20 questions/items which are answerable by P (Present of In Place) or A (Absent of Not in Place). Schools’ response will be the basis for a plan of actions by the school and the Division Office. The second instrument the researcher utilized was the Child Friendly School Checklist Survey. It consists of seven key goals also referred to as indicators namely: 1. Encourage children’s participation in school and community, 2. Enhance children’s health and well-being, 3. Guarantee safe and protective spaces for children, 4. Encourage enrollment and completion, 5. Ensure children’s high academic achievement and success, 5. Raise teachers’ morale and motivation and 7. Mobilize community support for education. Each goal is further divided into

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY indicators answerable by Evident or Not Evident and a given space for additional remarks should there be any. For each goal, the total number of evident indicators is the basis for the score to be written at the blank space provided. After completion of the table, the last part of the checklist is to color the heart shape icon for each goal using the instructions given. (Please refer to the attached Child Friendly School Checklist). Nest to be answered are six specific targets namely: 1. all school-age children in your community are served by the school (ages 5-11 in ES, 12-15 in JHS, 16-17 in SHS); 2. All children in your school who enrolled in Kinder six years ago finish Grade 6/ enrolled in Grade 7 three years ago finish Grade 10/ enrolled in Grade 11 finish Grade 12.; 3. All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or national tests or assessments; 4. All your pupils are well nourished; 5. All your pupils are healthy; and 6. All your pupils have good dental health. For each item there are certain parameters where one can score from 0 to 3 points. The final assessment involved the total scores of the school from the seven goals and six specific targets where the maximum score a school can achieve is 39 points. The minimum qualifying score to be considered a Child Friendly School if 25 points to 30 points. A score of 30 points to 35 points qualifies to the Outstanding Child Friendly School category. a score of higher than 35 points is classified as Very Outstanding Child Friendly School. This checklist will provide the study with numbers necessary to assess the Child Friendliness of the participating schools. For the qualitative Phase of the study, the researcher prepared self-constructed interview questions subject to the validation of grammar, technical and research expert. The basis for the interview questions are the following research inquiries: What factors can the participants enumerate as key component in the success of their Child Friendly School Program? How do the participants perceive their institutions being tagged as “Child Friendly School”? Data Collection Phase One (Quantitative) In the initial phase of this research, quantitative data were obtained through the use of the School-based Child Protection/Anti-Bullying Policy Implementation Checklist and the Child Friendly School Survey Form. Data gathered were then collated and encoded for analysis using the Excel format. Phase Two (Qualitative) In qualitative research, the need for validity, reliability and generality has been the subject of debate, particularly their appropriateness in the qualitative paradigm as opposed to quantitative paradigm. Yardley (2008) explains why these terms are inappropriate for qualitative research: for example, where quantitative research relies upon the elimination of error caused by the influence of the researcher, qualitative research accepts this influence and works with it. A further argument is that quantitative research aims for reliability and the ability to apply the observation to the whole population, whereas qualitative research investigates and values the effects of context and individual differences (Yardley, 2008). But Tobin and Begley (2004) say that if validity and reliability are rejected, then the basic concept of rigour is also rejected. Yardley (2008) instead defines validity as “the degree to which it is accepted as sound, legitimate and authoritative” (p.235) and goes on to state that valid findings are regarded as “trustworthy and useful” (p.235). Yardley proposes five methods for enhancing the validity of qualitative research: triangulation, participant feedback, comparing researcher’s coding, disconfirming case analysis and establishing a paper trail. These methods should enable the following four criteria of valid qualitative research to be met: 1. sensitivity to context, 2. commitment and rigour, 3. coherence and transparency and 4. impact and importance (Yardley, 2008).

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY The researcher made use of a recording device to record all conversations made within the scope of the interview sessions. The said recordings were then saved using a flash drive and were subjected to transcription. The researcher used categorical aggregation and direct interpretation in analyzing data from which themes were formed (Creswell, 2013). This strategy was the old fashioned paper and pencil method, highlighting and marking the transcript texts. According to Yin (2009), there are four things the researcher must do to have the highest quality data analysis: (a) attend to evidence, (b) address rival interpretations, (c) address the most significant aspect of the case, and (d) use prior, expert knowledge in the analysis. Figure 4 illustrated the process of the semi structured interview and qualitative data gathering of the research. After the recording of the interview session, the researcher transcribed the data through traditional pen and paper method. All raw data was transcribed and written. While undergoing transcription, the researcher also conducted initial readings to be able to grasp concepts from data generated. After finishing transcription, segmentation and labeling of texts was initiated as part of the coding process. Coding the texts helped the researcher be able to group similar ideas and cluster thoughts of participants. Similar codes formed part of general themes aligned with the CFS Survey Goals and Specific Target. The researcher completed the Qualitative Phase of the study by encoding the gathered insights from the participants and provide explanation to the Quantitative data generated form Phase One. Ethical Considerations The following ethical guidelines were put into place for the research period: 1. The names and identity of the respondents and participants in this study were given utmost confidentiality through the use of codes. Should there be a need to mention them in any instance, the researcher would seek approval and consent from the participants. 2. The data and other pertinent information generated from the conduct of this study were likewise treated with objectivity and professional parity. They are used exclusively for this study alone. 3. Prior to the conduct of any interview, survey and the likes, necessary communication were prepared and solicited for approval. No focal person and student leader were subjected to the survey and interview without consent and approval from their respective heads/principals. 4. Related studies were identified and credited to authors and other sources. 5. The researcher promotes unbiased and objective approach in the conduct of this study. Statistical Treatment of Data Data gathered for the Quantitative Phase of this study were interpreted using the scoring procedure stipulated in the School-based Child Protection/Anti-Bullying Policy Implementation Checklist. Upon completion of the instrument, the researcher tallied the scores of both Present of In Place Items (P) and Absent or Not in Place Items (A). Each total score were divided by the total number of items and divided by 100. In interpreting the scores, the school with a higher P scores were assessed as compliant to the CFS Program. Schools with higher A scores than P scores were considered less compliant/ work in progress. In measuring the Child Friendly School Program performance of the schools, the Child Friendly School Checklist Survey was used. The instrument was divided into two portions. The first section has 7 goals/indicators with each goal having a minimum score to be able to achieve a certain heart color. For Goal No. 1, scoring at least 3 points is given a blue heart, 4 points is equivalent to a purple heart and a perfect 5 points merits a red heart. Goal No. 2 requires at least

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY 7 points to award a blue heart, 8-9 points for a purple heart and 10-11 points for a red heart. Goal No. 3 merits a red heart if you can score 15-17 points, purple heart for 12-14 points and a blue heart for 10-11 points. Goal No. 4 will give a red heart for a perfect score, purple for 3 points and blue for 2 points. Goal No. 5 & 6 have identical scoring requirement of 8 points to merit a red heart, 7 points for a purple heart and 6 points for a blue heart. Goal No. 7 needs 9 points to achieve a red heart, 8 points for a purple heart and 7 points for a blue heart. Any score below the blue heart will be given 0 point. Each heart color has an equivalent point system where: Red Heart = 3 points, Purple Heart =2 points, Blue Heart = 1 point and clear heart = 0 point. The equivalent score from each goal will then be added to get the final score for the first part of the survey instrument. The second part of the Child Friendly School Checklist Survey required the assessment of Specific Targets’ Accomplishment. Six items needed to be assessed and for each answer, the following point system is designated: Poor = 0 Point, Fair = 1 Point, Good = 2 Points and Outstanding = 3 Points. Same as the first part, scores from each item will be added. To arrive at the combined score of the school, Part I and Part II scores were added. The levels of Child Friendliness of the school were interpreted as follows: 25-29 Points = Child Friendly School, 30-35 points = Outstanding Child Friendly School, 36 and above = Very Outstanding Child Friendly School In describing the perceptions of other education stakeholders, the researcher made use of semi-structured interview results which were coded and summarized. Data gathered in the qualitative phase through interviews and observations were transcribed, assigned codes and themes before presented for analysis Chapter 3 Results and Discussion This chapter presents the summary of the results and findings from the quantitative and the qualitative phases of the research. For the quantitative part, results were presented in tables whereas the qualitative part presented the responses of the participants from the semi structured interview. Sta. Rita District (SRD) Profile The succeeding section presents the profile of the Department of Education Division of Pampanga Sta. Rita District categorized in Total Enrollment for School Year 2018-2019, Number of teachers, classes and classrooms and the distribution of personnel into ranks among the total of nine schools comprising the district. Table 1.1 shows the enrollment population of each school within the District of Sta. Rita for the School Year 2018-2019. Their total population constitutes enrollment from Kinder to Grade 6 including SPED learners. PES4 is the biggest school in terms of population with a total of 1,221 enrolled learners. This is followed by PES8 with 938 pupils and PES9 with 815 enrollees. Following the top three schools with most enrollees is PES2 with 799, PES1 with 660, PES5, PES3, PES6 and PES7 with an enrollment total of 420, 372, 254 and 236 learners respectively. Sta. Rita District has a total of 5,715 enrollees within the aforementioned school year. Table 1.2 presents the total number of teaching personnels within the district alongside the number of classes and classrooms. Of the total 190 teachers, PES4 being the biggest in terms of population also has the most number of teachers with 39 distributed into 35 classes with the same number of classrooms. PES8 came in close second with 30 educators teaching 32 classes

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY with the same number of classrooms. PES2 and PES9 both has 25 teachers but differ in the number of class and classrooms with 22 and 21 respectively. PES1 has 21 teachers with 19 class and 17 classrooms to utilize. wrapping up the list are schools with less than 20 teachers namely PES 5, 3 , 7 and 6 with 17, 13, 11 and 9 teachers each. SRD is a 190 teacher strong district with 173 classes utilizing a total of 169 classrooms. Table 1.3 presents the distribution of teaching, non-teaching and administrative personnel of Sta. Rita District according to their respective ranks. The only school with a Principal IV is PES4. Four Principal II and three Principal I together with a lone Head Teacher III completes the School Heads unit of SRD. Currently, SRD has a total of six Master Teacher II and twelve Master Teacher I in its roster. As a proof to its commitment to further personal and career progression, SRD has a higher population of Teacher III with eighty six than Teacher II and Teacher I with twenty eight and fifty eight teachers respectively. In addition, the district also has one SPED I teacher and one ADAS II. Leading the pack of this highly committed and hardworking district is a Public Schools District Supervisor. Compliance and Implementation of Child Friendly School Program of Sta. Rita District The following sections present the compliance and implementation of Child Friendly School Program of the nine schools of Sta. Rita District. The data was gathered using the School-Based Child Protection/Anti-Bullying Policy Implementation Checklist pursuant to the Deped Order 40 s. of 2012 also known as the Child Protection Policy and Deped Order 55 s. of 2013 otherwise known as the Anti-Bullying Act of 2013. Table 1.4 presents the results of the compliance and implementation of Child Friendly School Program checklist among the nine member schools of SRD. The checklist comprises twenty items answerable by either P (present) or A (absent) intended for the monitoring and evaluation of the Division Office in line with the implementation of various child friendly school programs and projects. PES1 ranks highest among the district’s member schools with a score of 7.2 for present items and .2 for absent items. The highest possible score is 7.4. PES6 ranks second with a score of 6.2 P against 1.2 A. At third is PES4 with 5.6 P against 1.8 A while PES8, PES2, PES3, PES9 and PES7 garnered an average score of 5.4 P and 2 A. completing the list is PES5 which garnered a 4.2 P and 3.2 A score. Overall, the District of Sta. Rita achieved a score of 5.58 points for Present Items and 1.82 points for missing items in line with the implementation of the CFS Program. Items not in place such as code of conduct for visitors, off campus activities, towards students, conflict resolution mechanisms (for some schools only), annual capacity building programs for Child Protection Committee members/leaders, and feedback mechanisms for Child Protection were the identified areas of some schools that still needed implementation. Performance of Sta. Rita District as the Best Performing Child Friendly School/District in the Division of Pampanga This section presents the overall performance of Sta. Rita District in its implementation of the Child Friendly Survey Form attached as Annex 2A Deped Order 44 s. 2015 otherwise known as Guidelines on the Enhance School Improvement Planning (SIP) Process and the School Report Card. The survey form consists of two portions. The first part focuses on seven action items/goals the school is intended to complete/achieve. Each goal achieved is given a score of 0 to 3 points depending on the number of accomplished sub-items. The second part focuses on Progress made by the school towards specific targets. For the first part a total of 21 points is the

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY highest possible score and 18 points for the second part. A total combined score of at least 25 to 30 points categorizes the school as a Child Friendly School, 31 to 35 points qualifies for the Outstanding Child Friendly School whereas 36 points and above gives a Very Outstanding Child Friendly School grade, the highest. From the total nine member schools of SRD, PES7 together with PES3 tops the lists with an identical 36 points garnered. Sharing the Outstanding Child Friendly School rating are PES2 with 34 points, PES1 and PES9 with 33 points each, PES8 with 32 points and PES4 with 31 points. Wrapping up the lists are PES7 and PES5 with 29 and 27 points respectively to be cited as both Child Friendly School. Overall, Sta. Rita District achieved an average score of 32.33 categorizing it as an Outstanding Child Friendly District. Achieving an Outstanding Child Friendly District is a recognition given to multiple efforts, countless days of planning, strict implementation of programs and continuous monitoring not to mention corrective measures undertaken by school stakeholders. To be able to dig deeper and gain a detailed perspective of how the entire district was able to achieve the milestone, the researcher conducted semi-structure interview sessions among the four representatives of each member schools namely the school head, guidance counselor, Araling Panlipunan Coordinator and the Edukasyon sa Pagpapahalaga Coordinator. Responses were recorded using an audio recording device, transcribed, encoded and collated, organized and presented. The succeeding section of this study further discusses the factors as key component in the success of their Child Friendly School Program of Sta. Rita District and the perceptions of being a Child Friendly school towards stakeholders. Factors/Key components in the success of the Child Friendly School Program of Sta. Rita District The researcher conducted a series of semi structured interview sessions with the four select representatives of each school within the district. The first question was aimed towards undermining the key factors that made it possible in achieving the status the district is able to attain. The participants were asked to describe their contribution to the school’s Child Friendly School Program. The school head from PES3 responded “I would say that my contribution to the Child Friendly School Program of our district is the proper and strict implementation of the school rules and regulations for every child’s safety. It is very easy to plan and create a program as there is easy access to multiple sources nowadays. However, being able to be fully committed and focused towards achieving results is a responsibility every school head is mandated to and has control with”. We conduct meetings to discuss appropriate interventions and responses to school problems on bullying and child abuse cases and other concerns. it is also important to attend to troubles our school children encounters and calling the attention of their parents to create the school-family relationship that contributes to the upbringing of the child” added by their APAN Coordinator. Another school head from PES9 cited “our school’s CFS Program is equipped with strong leadership and has skills to implement the said program. The school also developed strategies that will improve readiness for implementation. Lastly, we have identified CFS as a good program to teach life skills, the school had a CIP on Guidance entitled” Rated SPG: School Program in Guidance”. An EP Coordinator from PES5 stressed that “I always encourage children’s participation in school and community activities and programs as well as mobilizing community support with children’s safety as the top priority”. A very timely issue was also mentioned by the Guidance in charge of PES9 as she mentioned that “it is to install values to our kids especially in today’s

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY generation where values are often neglected. Promoting good character, kindness, humility and develop the holistic growth of every child”. EP Coordinator from PES8 supports this idea by stating that “we treat all children equally, regardless of gender, social status, cultural origin and religious affiliation. we also provide various activities for pupils to enjoy and become wellrounded, smart and happy in school”. Other responses regarding their individual contribution to the CFS Program are identified as follows. Guidance in charge of PES4 said “I keep the records of all proceedings related to bullying and child abuse cases”. APAN Coordinator of PES8 mentioned “we promote quality learning and child’s health and implement the value of respect and sportsmanship to our pupils”. Guidance in charge of PES 2 stated “I make sure to provide a conducive classroom and maintain well-disciplined learners. Promoting a child-centered environment to my learners and ensuring an environment that is physically safe and emotionally secure as well as psychologically stable”. APAN Coordinator of PES6 supports this idea when she reiterated that “we ensure the safety and security of the children in the school in physical, emotional and psychological aspects. We ensure the happiness as well in their learning environment”. The researcher raises the question on what was the key to the success of the participant’s school CFS Program. School head of PES7 stated “the key to the success of our school’s CFS Program are the stakeholders, school head/administration, teachers and especially the learners’ active participation and involvement to the aforementioned program”. An APAN Coordinator from PES1 mentioned “a positive school environment, well-managed classrooms, health support and a clear disciplinary policy”. During this question, most of the participants gave a simple, precise and straight to the point answer. Their response includes: “the success of CFS depends on the implementation and other people involved”, “our classroom because we bring out the best in every pupils”, “sharing knowledge on how to deal with other people”, “creating and enhancing the learning environment”, “the mobilization of the community that support the education of the learners”, “there is no discrimination”, “enhancement of learner’s health and well-being and promoting safe and conducive environment”, “school management/leadership”, “teachers’ commitment in order to create a more effective and high quality learning environment”, “school facilities and equipment were installed and provided”. To follow up the second interview question, the researcher asked the participants to identify what they think is the strong point in their respective school’s CFS Implementation. “The strong points are the willingness and initiative and perseverance of the school head and other internal stakeholders with the support of the GPTA, HPTA and community in general” as stated by PES1 school head. Another school head from PES 8 mentioned “all teachers are aware of the rules and regulations in ensuring that every pupil is given the opportunity and freedom in expressing their thoughts and feelings and the guidance program of the school”. School head of PES5 expressed that “constant monitoring in the implementation of the CFS program” which is considered by management practitioners as the real challenge in the field of leadership and management, the ability to sustain. Guidance in charge of PES7 said “the dialogue with concerned individuals together with parents in solving conflicts is the key”. “We do not tolerate physical punishment to children” added APAN Coordinator of PES2. Edukasyon sa Pagpapakatao Coordinator of PES6 elucidated “gender sensitive, non-discriminating. We accept pupils and we do not turn away any child who wants to study and learn”.

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY Additional insights on the strong point of CFS implementation include: “active participation of community linkages”, “focus on child’s rights. The best interest of the child is always top priority”, “knowing the individual differences of our pupils, respect for each other and having faith in the almighty God”, “no reported incidence of bullying”, “enhances children’s health and well-being and guarantee safe and protective spaces for them”, “teachers act as locoparents”, “encouragement to pupils to participate and work together’, “teachers/staff monitoring bullying cases among children”, “various safety measures also implemented”, “children’s needs are provided”. Participants were then asked to mention which particular areas they think needs improvement in line with the implementation of the CFS Program of their respective schools. “Our school can focus more on the physical facilities to enhance and improve learning” reiterated the school head from PES3. A guidance in charge from PES2 stated that “orientation for students and parents about the CFS Program and how they can contribute to it”. This supports the findings from the CFS Survey where most of the schools scores low on Goal No. 7 specifically mobilize community support. Another APAN Coordinator from PES6 added that “more support and knowledge from and for external stakeholder is needed”. “Encouragement of students and stakeholders and the mobilization of the community to support the education sector” as mentioned by Edukasyon sa Pagpapakatao Coordinator from PES7. Other teachers also mentioned “annual symposium that creates awareness to parents that contributes to the proper upbringing of their children should be prioritized”. Teachers also noted that learning resource materials are key towards successful CFS implementation. “Complete set of textbooks for each children and materials for them to perform even better” said APAN Coordinator of PES8 highlighted this point. “Insufficient instructional resources is a key area we need to improve on” mentioned by three educators. In addition, specific areas of improvement were added by the participants where most of them referred to day to day experiences. This includes: “program for students with special needs”, “strengthening values education”, “provide an area where students can play for social development like a mini playground”, “quality content, teaching and learning process, learning environment, outcomes”, “promote both physical and psychosocial-emotional health of teachers and learners”, “conduct quarterly seminars, workshops regarding CFS Program”, “the right attitude should be taught/instilled to children”, and “the culture of respect towards one another” among others. To complete the data gathering on the key components for the success of the CFS Program implementation, the researcher asked the participants to describe the leadership and management group behind their respective schools CFS Programs. “Our leaders are very firm in the implementation of rules and regulations” as stated by the APAN Coordinator of PES7. She added that “our school leaders establish harmonious rapport to teachers, parents and most especially to pupils”. Teachers from PES1 mentioned that their leaders are “hardworking and supportive, considerate and open-minded, friendly, committed and passionate, creative and innovative in solving problems”. PES6 teachers being one of the best performing schools cited “there is unity, collaborative work, fairness, ran smoothly, high level of participation, to go along with clear vision, is shared among all stakeholders”. PES3 APAN Coordinator capped the session with “excellent! Outstanding! Very satisfactory”! Perceptions towards being tagged as “Child Friendly School”

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY The last part of the interview focused on the perceptions towards being tagged as a “Child Friendly School”. The researcher included the perceptions of the interviewee from a personal standpoint, the perceived effects to children, parents and other stakeholders of being a Child Friendly School. The interview session was completed by asking the perceived implications of being a Child Friendly School to the academic achievement of the pupils and the quality of teaching of teachers. The first question raised asked the teachers to express their views on how they perceive the Child Friendliness of their school. “It is nice to know that our school is CFS because it encourages parents to entrust their children to us” stated the Guidance in charge of PES4. She added that “progress and development is very much evident in our school”. A school head from PES5 cited that “we consider our institution a significant personal and social development avenue for the students. We guarantee physical safety, emotional security and psychological well-being. Our teachers and stakeholders work hard hand in hand towards effective implementation of the school’s CFS program”. This statement further supports the high commitment level of Sta. Rita District to the CFS Program. Another teacher for PES8 added “we have an established system for identifying pupils who suffer from physical, emotional and behavioral harms because of a code of conduct/Standard Operating Procedures are present to address potential risks”. Another testament to the commitment of the school to the CFS program gave us an opportunity to have a glance on how the school defines CFS as a culture more than just a mandate for the higher ups. “Every learner is a happy learner in a safe and conducive environment supported by the community because we consider the school as second home for learners” as mentioned by the ESP Coordinator of PES2. In addition, she also said that “we allow parents to visit their kids; teachers are approachable because we would like to maintain that our school is friendly to students, child centered and a happy school environment for learning”. Other ideas given by the participants were: “ensure children’s high academic achievement and success”, “everyone has freewill and are able to understand each other”, “we have safe facilities”, “an institution that recognizes and respects the rights of children in all aspect”, “it seeks children’s’ welfare”. A teacher from PES9 stated that “the achievement of the child if the key to the CFS Program’s success” to end the first question of the second part of the interview. The participants were then asked to give their perceptions on the child friendliness of their school towards the students and how the effect can be best described. “Our school’s ability to be able to call ourselves a child friendly school is directly linked to the support and participation plus collaboration of the stakeholders and the management team of the school. Students are enjoying school environment and because of this, they are likely to succeed in life” said a school head from PES1. Guidance in charge from the same school also cited “the school’s child friendliness brings peace and harmony among students and it encourages and enhance the children’s total development”. “Our pupils practice the act of humility, enthusiasm and friendliness towards other students, it is very evident that our pupils enjoy” said the ESP Coordinator of PES7. However, despite mostly positive views, one of the participants mentioned that “the school’s child friendliness with the students is slightly unorganized because students would often forget to follow the guidelines/rules of the school”.

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY Perceived positive effects of the CFS Program towards children as cited by the participants includes: “encourages them to get involved in schools’ various activities”, “promoted friendship between pupils thus minimizes cases of bullying and conflict”, “promotes holistic well-being of pupils”, “it becomes helpful to pupils’ parents and teachers because it creates an environment that is conducive to learning”, “it shows the positive form of discipline and management of pupils”, “children are motivated to learn and develop good relationship with their teachers and classmates”, “teacher-pupil rapport is developed and maintained”, “has a clear policy in the use of positive and non-violent discipline for children”, “helps defend and protect children from harmful abuse”, “a safe place for pupils. Respect fellow pupils and teachers”, “school personnel are friendly and welcoming to children and attend to all health and safety concerns”. A separate interview session was arranged with the Supreme Pupil Government President of the member schools. They were asked to give their ideas on what they observed and experienced with their respective schools in line with the Child Friendly School Program. The interview focused mainly on their perceptions about their school’s Child friendly School Program and what they think the school needs to work out on towards becoming an Outstanding Child Friendly School. The researcher summarized the perceptions of the SPG presidents and is presented below: “Our school is always safe and the teachers and personnel are always monitoring the students. They make sure everyone is able to go home or fetched by parents/guardians and that no outsiders can easily come in without proper identification and security check. Our guard/maintenance is always happy in serving our school and sometimes strict” as mentioned by SPG PES8. “Our school buildings are newly painted and we have decorated plant boxes and gardens. The classrooms are also clean and my teacher makes sure that her students take responsibility to maintain the cleanliness. Our parents also help my teacher in maintaining the facilities in our room by cleaning and painting. We have a classroom that I/we can truly call home away from home” as stated by SPG PES2. Meanwhile both SPG Presidents from PES 3 and PES 7 said that “Our school is Child Friendly because they prioritize us all the time. We have classmates who regularly receive feeding to help them be healthy. Our teacher also teaches us and makes us practice proper hygiene and toilet etiquette. My teacher also enjoys teaching us how to be friendly and respect others”. Bullying being the top form of violence against children was addressed by PES 4’s SPG President stating that “our teacher and principal promote a friendly environment and discourages students from name calling and taunting each other. Though there are still some cases of pupils ending up quarreling, most of it are quickly resolved by our teacher. Also, we have kind teachers because they do not punish us physically even if sometimes we tend to be very noisy and disorganized”. “Our school is child friendly because my teacher makes sure we are comfortable inside the room. We have 2 ceiling fans and 2 stand fans. Our toilet is clean and has individual drinking glass and set of toiletries. She also encourages us to bring healthy foods in the classroom instead of junk foods. When she has to attend to other things, we maintain silence because she taught us that we should be trusted even if no one is looking” as added by the SPG President of PES 1. “In our school, our parent and donors are actively working to improve our facilities and learning environment. We are receiving a lot of donations like our new television that is why we

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY enjoy more during the discussion and we are able to watch videos during lessons, its entertaining to learn. Also my teacher regularly hold meeting with our parents that is why we need to do well and be kind students, otherwise we will be reported” as mentioned by SPG President from PES 5. PES 6 & 9’s SPG Presidents added that their respective schools are child friendly because “we feel safe and respected. We have teachers assigned to attend to different cases like bullying, medical, discipline and security. We have programs for children who find it difficult to catch up with the lesson as our teacher is very kind to do remedial and review my classmates. She also makes sure that we are well behaved and discourages name calling and cursing words. We will be reported to parents if we will ever be involved in a fight and might receive other disciplinary sanctions. We also have a volunteer teacher who teaches values and inspiring stories, she is from the parish”. The researcher then asked the student leaders if they can give a quick rating of their school being child friendly on a scale of 1 to 10 and what they think should be key for improvements. The third question raised was about the perception of the school’s child friendliness towards other stakeholders such as parents. “The school and children will gain more support from parents and stakeholders. It is like a domino effect. If the SRES faculty members, pupils and parents are child friendly, the community becomes child friendly too” said the school head from PES8. “Our PTA Officers and parents in the school are always giving their two hands to help our school. Parents also help teachers in implementing discipline in school. We want to thank them for their undying support for our school improvements” as stated by a teacher from PES 6. “The school’s effort to serve and encourage the students to go to school and lower the risk of drop-out is well seen and appreciated by the stakeholders because of the CFS program. Stronger bond is established. Parents actively participate in the activities set by the school on that matter I guess the school does a good job. We are creating a relationship to them being partners in developing their children” shared by an APAN Coordinator from PES4. “Being a Child Friendly School strengthens the school’s relationship with parents, local government and the community organizations to promote partnership to focus on the rights and well-being of children” added by another school head. “The school has a strong foundation of linkages in the community because projects and programs were always supported by the stakeholders. The school makes it a point to include parents in every decision making concerning the well-being of their child. Parents are also free to consult and discuss matters about the children” as mentioned by another teacher from PES9. Further, other perceptions includes: “it attracts parents and donors because they can see that their children are treated well and get quality education”, “active participation of stakeholders was achieved through their support and assistance to our needs”, “an active coordination with the stakeholders in school such as parents, DSWD, NGOs and the likes”, “it strengthens linkage towards stakeholders’. For the next interview question, the researcher specifically asked if there are any perceived effects of being a child friendly school to the academic performance/achievement of the pupil. “Yes, it greatly affects the academic performance of the pupils in a good way. They are able to express themselves freely and voice out their opinions and ideas because they are emotionally, physically and environmentally secured and happy. Happy school equals happy

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY learners” said the school head from PES9. All participants agreed that there is in fact a positive effect on the children when the school is fully committed to being a child friendly institution. Added insights were the following: “being friendly develops positive atmosphere that improve the academic performance”, “if proper guidance and security are provided to pupils it will surely affect their academic performance”, “because it helps children have genuine love in going to school and strive harder in their studies”, “because it helps children to be more encouraged in going to school”, “the school and community work cooperatively for ensuring the success of the school”. The researcher also decided to include asking the participants if being a child friendly school has an effect to the quality of their teaching. “It does but in a good way too. The teachers always put the welfare of pupils above anything else. They create and use strategies that are suited for the learners” as cited by a teacher from PES8. “Yes because the school being a child friendly institution, the pupils becomes more confident, self-assured likewise affecting the emotional aspect of the child to develop holistically”. Because teaching in a friendly environment can lessen one’s stress and we gain a lot of motivation to teach our students” added the participants from PES2. “By employing teaching methods that are suited to the pupils’ interests, needs and capabilities, it gives more opportunity for students to express themselves freely and teachers are able to have a more active class because the learning capacity of the pupils is a clear reflection of the teaching process of the teachers” as added by the teachers from PES4. “It increases the enrollment of the school because of enthusiasm” as mentioned by a school head from PES3. “Learners perform well if they feel secured and safe in an environment where learning takes place because pupils experiencing a motivating environment will likely result to positive attitudes towards studies” stressed the teachers of PES7. PES6 educators added that “it can affect the quality of teaching because the development of the pupils also depends on the environment where learning takes place, the kind of teaching methods and strategies are checked and given emphasis. Through the right kind of teaching method, the teacher gives students empowerment and inspiration to go to school every day. A child friendly school should not only be safe but also provide quality of learning experience”. PES1 teachers mentioned that “pupils aim higher both academically and nonacademically, if students have trust and respect for teachers, it will be easy for them to follow rules and regulations within the school and be good citizens not to mention higher participation to school activities”. PES5 educators also shred that “teachers are motivated to teach because their pupils their pupils are smart and happy when they are in school. It lessens absenteeism and promotes fun learning. It raises teacher’s morale and motivation. It ensures children’s high academic performance and success. It may lead to quality learning outcomes”. Lastly, teachers form PES9 added that “it enhances the teaching capacity and develop the skills, cognitive knowledge and affective aspects of the students. Teaching or using different teaching methods that can catch the interest of the pupils is a byproduct of a successful CFS Program”. The last interview question raised by the researcher is a more personal one since it aims to solicit the response of the participants if they personally support the CFS Program despite its requirements and added tasks. An overwhelming 100% positive response was achieved from all four representatives per school within SRD. “Yes I do support the CFS Program of our school. For once, a school aims to produce quality learners. We need to take care of them and treat them well. Teach them by the

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY heart. Develop not only the academics but also their emotional, physical and spiritual aspects” said the teacher form PES8. “Yes, because the CFS Program is child-centered. It sees and understands the whole child in a broad extent.” Yes I fully support the CFS Program to improve the quality of education of our school. I am proud to be able to take part in this project. Also we are looking forward into minimizing the cases of bullying and abuse to our children” said the teachers form PES2. PES4 teachers mentioned “Yes, we fully support the CFS Program in order to help children learn what they need to learn, to face the challenges of the new century, enhance their health and well-being, guarantee them safe and protective spaces for learning free from violence and abuse, raise teacher morale and motivation and mobilize community support for education”. Another participant cited “yes, because it helps in attaining the school’s visionmission, it was conceptualized for the betterment of the students. I believe as a guidance counselor that improvement of learning outcome does not only come from test scores but from the competencies and skills that a child friendly school offers”. “Yes 100% support is given to the CFS Program because it is really helping our pupils to become a better person not only in their studies but also in their personal lives. It also affect the academic performance of the pupils because they enthusiastically come to school every day and are always eager to learn” added a participant from PES7. “Yes, as a teacher it is our duty to create a happy learning environment for our pupils. It is important that we maintain an environment where learners feel secure and safe; where parents and other stakeholders feel at ease with the holistic well-being of their children” as reiterated by a guidance in charge of PES3.

Chapter 4 Conclusions and Recommendations Summary of Findings 1. Sta. Rita District has nine member schools with a total enrollment of 5,715 pupils for the School Year 2018-2019. It has a 190 strong teaching force of which 18 are Master Teachers and 172 are Teachers I to III. The District is spearheaded by a Public Schools District Supervisor, eight Principals and a lone Head teacher. Also parts of the key personnel are 1 ADAS II and 1 SPED I. 2. The Child Friendly School Program Compliance and Implementation Checklist revealed that Sta. Rita District garnered an average score of 5.58 points for programs in place against 1.82 points for missing or absent items. The highest score form the nine member school is 7.2 points for programs in place against .2 missing items whereas the lowest ranking school has a score of 4.2 points and 3.2 points for in place programs and missing items respectively. Items such as code of conduct for visitors, off campus activities, towards students, conflict resolution mechanisms (for some schools only), annual capacity building programs for Child

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY Protection Committee members/leaders, and feedback mechanisms for Child Protection were the identified missing or not in place particulars of some schools in the District of Sta. Rita. 3. On the other hand, the Child Friendly School Survey revealed that of the total nine member schools of Sta Rita District, two schools were classified as Child Friendly Schools obtaining at least 25 points (PES5 & 7). Five schools further raise the bar to score at least 31 points and be recognized as Outstanding Child Friendly Schools (PES 1,2,4,8 & 9). Two schools achieved the highest citation for scoring more than 36 points and be categorized as Very Outstanding Child Friendly Schools (PES 3 & 6). Sta. Rita District garnered an average rating of 32.33 points categorizing it as an Outstanding Child Friendly District within the Province of Pampanga. Conclusions 1. Sta. Rita District has nine member schools with a total enrollment of 5,715 pupils for the School Year 2018-2019. It has a 190 strong teaching force of which 18 are Master Teachers and 172 are Teachers I to III. The District is spearheaded by a Public Schools District Supervisor, eight Principals and a lone Head teacher. Also parts of the key personnel are 1 ADAS II and 1 SPED I. 2. An average score of 5.58 points on the Child Friendly School Program Compliance and Implementation Checklist revealed that Sta. Rita District is above average in terms of its compliance and implementation of the CFS Program. However, a 1.82 points score on the missing items such as facilities and learning resources indicated areas for improvement that the researcher addressed through the recommendations. 3. .Sta. Rita District is considered an Outstanding Child Friendly School garnering an average rating of 32.22 from a possible 39 points. This result can be correlated to the missing items specified on the Compliance and Implementation Checklist for CFS Implementation. 4. Factors for the successful implementation of the CFS Program includes effective leadership and management skills of school administration, high level of commitment from the teachers and staff, sustainable partnerships with the community and donors and the willingness of the parents to contribute and participate in the development of their children. 5. The Child Friendly School Program received very positive feedback from the participants as 100% of them stated that they are supporting the program for the benefit of the learners. This was further complemented by the experiences and observations of the learners through their respective student leaders. Recommendations 1. Continuous career development programs for teachers and school heads. Professional development opportunities should be communicated and equally presented to all teachers. 2. Referring to the School Based Child Protection/Anti-Bullying Implementation Checklist, schools must evaluate the status of Absent or Not in Place items such as code of conduct for visitors, off campus activities, towards students, conflict resolution mechanisms (for some schools only), annual capacity building programs for Child Protection Committee members/leaders, and feedback mechanisms for Child Protection. Planning and program development should be undertaken to address the aforementioned gaps towards becoming CFS Program Compliant School.

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PARA SA BATA: A STUDY OF THE BEST PERFORMING CHILD FRIENDLY 3. Sta. Rita District has still room for improvement in terms of the Child Friendly School Program. Schools should reflect to their current CFS Program performance and identify strong key areas and the ones which needs improvement. For those strong key areas, sustainability should be prioritized. For the areas for improvement, a general meeting and planning session should be put in place and should involve not only the teachers but the parents through their representatives, community partners and also student leaders. Collaborative and mutual cooperation is the key towards sustaining and even exceeding the current performances of the schools in the Child Friendly School Program. 4. A Child Friendly School Program evaluation should be religiously and objectively administered to be able to come up with the accurate information for improvements. Recognition for all contributing parties such as teachers, parents and community linkages should be put in place either through a simple program or community visits with proper documentation. There should be a leadership succession plan for the CFS Program particularly for parents because of the fact that student eventually will graduate and leave the school so as their parents. Sustainability of the program should be the top priority of the school administration. Lastly, good programs from the past leadership should be carried on and the areas for development should be addressed accordingly. Teachers on the other hand should receive ample training and development exposures for the Child Friendly School and their involvement and commitment should also be recognized. It is further recommended that the following be considered for the Improved CFS Program Framework: a. Planning and Program Development b. Information Dissemination c. Commitment and Support Pledge d. CFS Program Implementation e. CFS Program Monitoring f. CFS Program Monitoring g. CFS Program Evaluation h. CFS Program Acknowledgement for all Involved Individuals 5. Student participation along with parents trust and confidence in the system is a vital key to the CFS Program. Proper orientation, commitment and involvement monitoring and progress evaluation mechanisms should be developed by the CFS decision makers. For future researchers, this research only studied a single district and is limited to elementary level. Child Friendly School program is a child centered program that needs to be fully embraced by schools as the agenda is for the betterment of the learners. Additional studies on the benefits and even how to improve it further should be carried on to be able to increase the knowledge and availability of literature.

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