Chapter-1-2-and-3-edited.docx

Chapter I Introduction Policies and procedures are said to be vital and integral mechanisms in any organization, company or institution in terms of advancing to its desired outcome. In other words, they provide guidelines, promote adherence to rules and regulation, encourage consistency of behavior and actions in an organization and help the decision-makers identify the key programs and strategy on handling issues and concerns as they arise. In school setting, policies and procedures outline the educational and operational structure of the institution that are essential to the over-all welfare of the learners against all form of harm. To schools who strive to take the children’s well-being as its bosom philosophy, it’s no doubt that organized policies would be at its peak of consideration. Pursuant to Article XV Section 3 of the 1987 Constitution, it is the duty of the state to defend the right of children to assistance, including proper care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to their development. Likewise, Department Order No. 40 s. 2012 also known as DEPED Child Protection Policy (CPP) was provided to ensure that all educational endeavors of any institution shall be paramount to the best interest of the children. However, these policies and procedures are sometimes rendered useless if the school neglect to adhere to them or fail to effectively communicate them into systematized form of procedural actions. In the height of achieving student’s development goal, unsuccessful implementations of the Child Protection Policy hinder the attainment

on the ground of poor adherence and enforcement of the established policies and procedures of the Department Order. As observed, most of the Public elementary and secondary schools in Unit I in the division of Surigao del Sur are having hard time in the implementation of the mandate of the DepEd in ensuring that every Filipino learner’s potential to development can be achieved and thereby providing a just, safe, enticing and conducive learning environment that transcend differences and individual upbringing. Setting to specific, there are schools who have not yet adopted or crafted School-based Child Protection Policy and if they have, implementation phase is particularly a failure and procedural phases aren’t followed and use as source ground in resolving cases. Apparently, some administrators attributed the gap to having lack of knowledge, adoption of CPP fall short as mere compliance while other institutions adapt policy of other school which is sometimes not truly responsive to their own context. Hence, the researcher is prompted to study the extent of child protection policy implementation in schools to determine the level of application of the various institutions that is commensurate to DepEd’s mandate. Likewise, the study will reveal the impact on the children’s education to schools of those institutions that have successfully implemented the policy and those who were not.

Theoretical Framework In a large context in the country, this study is anchored on Anti-Bullying Act. of 2013 (R.A 10627) wherein "bullying" is referred to as severe or repeated use by one or more students of written, verbal or electronic expression , or a physical act or gesture , or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property, or materially and substantially disrupting the education process or the orderly operation of a school (Congress of the Philippines,2012). Department of Education adopted the act by anchoring on the Department Order No. 40 s. 2012 also known as DepEd Child Protection Policy which invigorates schools to ensure effective adoption of child protection policies, procedures, and compliance thereof. It stresses further that schools are encouraged to conduct capacity building activities to guarantee that members of Child Protection Committee are giving all means to the success of the implementation with the intention of protecting the children in all forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to their development. Jans (2004) supported this claim in his theory that children are viewed as an object of adults’ protection and that should be always surrounded by their attention in which policy should be made to encourage them to present themselves in their own development through their rights. Likewise, United Nations Convention on the Rights of the Child (1990) believes in the same way taking

their aim that children should at all times be protected from all forms of physical or mental violence, injury and abuse, neglect or negligent treatment maltreatment and exploitation, including sexual abuse. As such, policy in school, which is necessary to address related issues from arising as well as resolving, is indeed a necessity in every institution, which can be seen in its implementation. This study considers also several theories such as Complexity Theory and Theory and Practices of Child Protection and Child Welfare. Complexity Theory pointed out that the protection of children, whether living at home or in residential care, is a core endeavor of residential and field social work with children (Oxford University, 2007). Child Protection and Child Welfare Theory and practices however viewed child abuse, child protection and child welfare issues in families remained to be one of the society's most challenging and complex issues. The theory exemplifies that understanding child abuse, child protection and child welfare and being able to effectively respond can be vital in dealing with a range of human service practitioner concerns. As such, this child protection and child welfare can be issues in a social and political context and highlights the impact of class, gender, and race to the process of the policy development and implementation (University of Newcastle Australia, 2005). The school is a place where violence against children occurs and that the need for Child Protection Policy in schools is a demand. It is therefore an important move for the school administrators to visit from time to time the schools policy to measure its responsiveness to fostering child-centered and child-friendly school.

Implementation inevitably takes different shapes and forms in different cultures and institutional settings. This point is particularly important in an era in which processes of ‘government’ have been seen as transformed into those of ‘governance’ (Hill and Hupe,2002, p1). Despite support from politicians, policy makers and the majority of the public for this work, child protection practice and practitioners are frequently criticized for perceived or actual failures to protect. Successive inquires produce reports with similar recommendation, yet children continue to abused and harmed, sometimes fatally. This study therefore emerged to give focus on the level of implementation of child-protection as policy in school to fulfill in desired heights that the welfare and development of the children and students is on par of the Department of Education. Considering there are gaps and shortfalls observed in some schools as to the extent of Child Protection Policy implementation, the researcher is inspired to bridge missing puzzle in identifying school profile level of application and as to whatever process of policy implementation would suit and could be developed in the place and plight where the problem aroused. Apparently, this endeavor would delve deeper on the different aspects of the implementations of why other schools succeed and others were not. As such, this would eventually cite practices that could be helpful in achieving successes in implementations. Moreover, this will display an ideal setting of school where employing the child protection policy is achieved.

Conceptual Framework

School Size -Small School -Medium School -Large School School Faculty & Staff Profiles -Age -Sex -Educational Attainment -Trainings attended

Extent of Child Protection Policy Implementation in the school -Preimplementation/orientat ion stage -Adoption/ implementation -Sustainability/ Assessment of compliance

-Information dissemination - behavioral & academic related changes -Compliance to standard

Feedback Figure 1: Schematic Diagram of Child Protection Policy Implementation Extent with Potential Moderators

Shown in Figure 1 is the conceptual framework of the study manifested in its important variables. As to the variables that affect the extent of CPP implementation, the researcher included the school size in which small schools referred to as schools with 9 and below teachers’ population; Medium schools with 10 to 25 number of teachers, large schools with 30 to 50 numbers of teachers while ranging from 51 and above is considered a mega school. The Institute for Local Self-Reliance (ILSR, John Bailey 2012) pointed out that that big schools is usually preferred during implementation of policy to see its success right away

since they are exposed to a broader array of information. The researcher also considered the profile of the faculty and staff concerning their age, sex, educational attainment, trainings attended related to policy implementation and work experience. Fewer studies have been performed on age diversity in relation to the workplace, but recently age diversity has been shown to have a positive effect on team performance in situations where the task is complex (Wegge, Roth, Kanfer, Neubach and Schmidt, 2008). In a certain study of the role of sex in achieving goals, it shows that women are shown to have positive effects that improve corporate performance (Catalyst, 2007). Bradshaw, Waasdorp, O’Brennan, & Gulemetova (2011) argue in their study of bullying incidence that some school policy implementation fails because many staff have not received training or only half have received training related to the policy. With regards to educational attainment, there is substantial evidence that individuals’ educational attainments are associated with positive career outcomes and job mobility (Cappelli, 2000; Howard, 1986; Lazear, 1981; Ng, Eby, Sorensen, & Feldman, 2005). Van Vugt (2006) considered also the importance of work experience in the performance. He stated that: “In ancestral environments, some situations required the possession of unique and specialized knowledge, for example, where to find a waterhole that has not yet dried up. Knowledge about where to go would have been more likely to be held by older or experienced individuals” and thus experience will make a person perform better and hence dependable. The extent of Child Protection Policy implementation can be seen in the pre-implementation stage, Implementation stage and the post-implementation

phase. The early stage may have it focus on the trainings conducted related to the implementation of the school policy and others while implementation or adoption phase on the presence of observed requirements based on child protection survey and so with its sustainability measures through local monitoring and evaluation. The result of getting the level of implementation will be a source of feedback unto what improves what to improve; what is the attainment, what is necessary to attain and its height compared to standard compliancy. Statement of the problem This study aims to answer the following questions: 1. What is the profile of the respondent-school in terms of: 1.1 Size; 1.2 Number of students 1.3 Number of Teachers 2. What is the profile of the faculty and staff respondents in terms of: 2.1 Age 2.2 Sex 2.3 Educational Attainment 2.4 Trainings Attended 3. What is the extent of child protection policy implementation by the respondent-school in terms of: 3.1 Pre-implementation / Orientation Stage 3.2 Adoption /Implementation stage 3.3 Sustainability

4. Is there a significant difference between the faculty and staff respondents’ profile and their extent of implementation? 5. Is there a significant difference among the types of schools based on its size in the extent of implementation of child protection policy in terms of: 5.1 Information Dissemination 5.2 Students/pupils’ Behavior 5.3 Compliance to child protection policy standard 6. What are the implementation strategies transpired based on the findings of the study that are considered helpful in achieving goals of the desired implementation? Hypotheses HO1: There is no significant relationship between faculty and staff profiles and the extent of their Child Protection Policy implementation. HO2: There is no significant difference among the types of schools based on its size in the extent of implementation of child protection policy.

Significance of the Study The result of this study would be greatly beneficial to the following: School Administrators. The findings of this study would help the school administration in the proper implementation of child protection policy, since this

study will show the best practices of the different school size as to how they attain that level of implementation. This will serve also as starting point to guide other administrators about the feedback that transpired in the study about various implementation processes. Teachers. the result of this study would also help teachers in implementing classroom discipline which is in accordance to the mandate of DEPED through effective implementation of Child Protection Policy. Students. Student will be greatly benefited considering that they are the center of the policy which aims at protecting them from all harm. As such, this study will guarantee a school that welfare and development of the children is at its peak consideration and priority. Parents. This will give parents ease and assurance that the school where their child attends gives assurance on defending their child in all forms of abuse, negligence and violence. Community. The study will give ideas to the community about protective factors that the school is exercising as a help in building the children’s health and wellbeing and this will eventually be practiced by the empowered community through school community extension services. Future Researchers. Findings on this study will guide future research endeavors which will delve on assessing the best practices implementation strategies transpired. Scope and Limitation

This study is conducted to determine the extent of Child Protection Policy implementation in elementary and secondary schools of Carrascal I district school year 2018-2019. The aspects looked into the profiles of faculty and staff of the school including the size of their school as to how these facets affect preimplementation, implementation, and sustainability endeavors. Moreover, the researcher will dig on extracting the relations of the profiles, both the respondents and school type on the institution with successful practices in the course of whole implementatioj processes.

Definition of Terms Child Protection – refers to actions or programs of certain organization or institution with the efforts to make sure children are safe from abuse and neglect. Implementation - The process of putting a decision or plan into effect; Execution (Oxford Dictionary). Policy - is a deliberate system of principles to guide decisions and achieve rational outcomes(Wikipedia). School Size – a term used to categorize schools under DepEd which is usually determine by the total population of students and teachers.

CHAPTER II Review of Related Literature Child Protection Policy is an indispensable mechanism that a nation or an institution should never compromise. Child protection is vital both for children’s well-being and for the growth and development of societies yet child protection is amongst the least well-resourced sectors (Emily Delap, 2015). There are books that we can use as a tool for studying different aspects of child protection and for studying the present topic which is “The Extent of Child Protection Policy Implementations in Carrascal I District schools. This chapter considers the different literatures conducted by various researchers focusing on the extent of child protection policy implementation. This effort on literature review is done to explain the in-depth background of the study in order for the readers or audience to know and grasp more on the study presented. Foreign Review of Related Literature and Studies In the book Human Rights in Child Protection: A Manual of Good Practice by Asgeir Falch-Eriksen (2005), he emphasizes a legal understanding of the child’s right to protection against maltreatment by care-takers, and it also explores the obligations of states parties in implementing the right to protection in

professional practice and in policy. Eriksen added that rights and obligations form the framework within which to exercise professional judgment in the area of child protection, and specifying their content is a prerequisite for rights to be realized. Lang and Hartill (2015) stress the need of child protection policy presently to land in the area of sports. In their book Safeguarding, child protection and abuse in sport : international perspectives in research, policy and practice, they accentuate that the safeguarding of children and young people participating in sport has become an increasingly prominent concern in policy-making and research communities around the world. Major organizations such as the IOC and UNICEF now officially recognize that children in sport can be at risk of exploitation and abuse, and this concern has led to the emergence of new initiatives and policies aimed at protecting vulnerable young people and athletes. Children are the generation that will represent the country’s next generation or future. As specified in the book National Systems of Child Protection: Understanding the International Variability and Context for Developing Policy and Practice by Holguin and Fluke (2018), national as well as local authorities need to mobilize increased budgetary and service resources to deal with the demanding challenges facing the child protective system. It is therefore important for the national planning of budget to consider programs that will take care of the welfare of the nation’s children. According to recent U.S. statistics, over 770,000 children are victims of child abuse and neglect each year. Experiencing child abuse and neglect (maltreatment) is frequently associated with negative effects on children. Many

educational staff agreed that schools are at capacity in terms of taking on new initiatives, so determining how to protect children and keep them safe may seem like an additional daunting task. Effective implementation of policies and procedures within school settings has been shown to prevent maltreatment within schools. In addition, leadership is important to the success and sustainability of school-based prevention programs. School administrator can send a clear message that child protection is a priority and motivate staff to implement skills learned in training. Research by Yanowitz (2003) and colleagues underscores the importance of emphasizing policies and procedures in child abuse training within the school setting. According to them, administrators must assess their current child protection policies, procedures and practices to develop a comprehensive child protection strategy for their school. Moreover, a robust training for school administrators that can help them assess their current child protection policies, procedures, and practices is necessary. This helps them develop a comprehensive child protection strategy that aligns with current research and best practice. A strategy based on research and best practice includes policies and procedures designed to protect children from abuse in a school or youth program setting, establishing a staff code of conduct, creating procedures for screening and hiring staff and volunteers, and reporting staff violations of protection policies. Lussine Shahinyan (2004) in her study of child protection has revealed evidence of improvement in the child protection system in Armenia, such a reforms in legal fields, implementation of new program and cooperation between

different actors in child protection sphere. But the major change seen as a result of the study was the three tired system, which, although, needs to past a long way in order to read its full and effective operation. Devorah Daro,PH.D. (2011) in her study Child Maltreatment Prevention : Past , Present , Future pointed out that child abuse prevention efforts have grown exponentially over the past 30 years. Some of this expansion reflects new public policies and expanded formal services such as parents’ education classes, support groups, home visitations programs and safety education for children. Preventing Child Abuse is not simply matter of parents doing a better job, but rather it is about creating a context in which “doing better “is easier. It remains important to remind the public that the child abuse and neglect are serious treats to a child’s healthy development and overt violence towards children and a persistent lack of attention to their care and supervision are unacceptable. When the problem is owned by all individuals and community’s prevention will progress, and fewer children will remain risk. Leading researchers and practitioners – both in Australia and overseasalso supported the idea on the effects of having child protection policy being implemented. They suggested that applying protection will deliver better outcomes for our children and young people and their families (Holzer 2007; O’Donnell, Scott, & Stanley 2008; Scott 2006; ARACY 2007). In the same way negatively, Stephen (1996) labelled violence as a potential threat not only to the health of the students but also to their academic success. Hence, implementation

of violence prevention programs is a must in every school but these programs sometimes shows little success (McAllister 1995). Local Review of Related Literature and Studies Plan International Philippines has piloted successful projects as to the functionality of local child protection mechanisms and structures including the increased awareness and capacity of institution. Outcome of their study involves having the following: a. Government units at various levels are managing community-based child protection systems that deal with prevention, monitoring, reporting, and response to children and women abuses, even in emergencies. b. Civil society organizations are promoting the protection of women and children. c. Schools and communities implement child protection measures especially for women and adolescent girls. d. Male and female parents and teachers are practicing positive discipline toward girls and boys. e. Schools and communities have increasing capacity to prevent, respond, and cope with the effects of disasters. f. And, Girls and boys especially survivors of abuse, exploitation, and disasters are availing of child protection services. Children are participating in disaster risk prevention, preparedness, and response.

PWU-CWC- UNICEF in their study Towards A Child –Friendly Education Environment (2009) stressed that there are 3 out of 10 children in Grades 1-3 and almost 5 out of 10 from high school experienced physical violence (such as pinching and hitting) committed by teachers;4 out of 10 children in Grades 1-3 and 7 out of 10 in higher grade levels experienced verbal abuse by their teachers; 36.53 % of children in Grades 4-6 and 42. 88% of high school students experienced verbal sexual violence in school and 11.95% of children in Grades 46 and 17.60% of high school students have experienced inappropriate touching. In addition, 73.58% of children in Grades 4-6 and 78.36% in high school in urban areas suffered verbal abuse violence from their peers; 30.17% of children in Grades 4-6 and 37.57% in high school in rural areas experienced physical abuse or violence committed by their peers; 26.74% of children in Grades 4-6 and 43. 71% in high school in urban areas experienced verbal sexual abuse committed by their peers and 9.65% of Grades 4-6 and 17.71% of high school students experienced inappropriate touching. The Philippine 1987 Constitution provides that it is the duty of the state to defend the right of every child to assistance, including proper care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation, and other condition prejudicial to their development (Article XV, Section 3). Presidential Decree No. 603 also called as The Child and Youth Welfare Code gave weight on child as one of the most important assets of the nation. It emphasizes in the act that every effort should be exerted to promote his welfare and enhance his opportunities for a useful and happy life. Further, the decree

highlighted the biggest roles played by the family in molding the character of the child which start at the home. In addition, the policy requires other institutions, like the school, the church, the guild, and the community in general, should assist the home and the State in the endeavor to prepare the child for the responsibilities of adulthood. Likewise, in the school setting, DepEd Order no. 40 s. 2012 also known as DepEd Child Protection Policy Implementation guidelines is anchored on the mandate of the constitution which direct all schools to craft responsive Child Protection Policy. The policy aims to protect the child from all forms of violence that may be inflicted by adults, persons in authority as well as their fellow students, including bullying. This policy also provides special protection to children who are gravely threatened or endangered by circumstances which affect their normal development and over which they have no control, and to assist the concerned agencies in their rehabilitation. Jay A. Yacat (2011) in her study Child Protection in the Philippines: A Situational Analysis brought attempts to link child protection with social protection which has now become a trend especially among member countries of the association of Southeast Asian Nations (ASEAN). According to her, the Philippines has been cited as possessing a remarkably strong legislative framework that enables the passing of child protection laws and policies, both at the national and local levels. Certain groups of children will require specific attention, as their exposure to threats and abuses is high either because they grow

up in an unstable environment, with no sufficient protection networks or because the adults they deal with do not see their best as a top priority. Bernadette J. Madrid et al. (2009) studied Child Maltreatment Prevention in the Philippines situations where she recommends to have conduct of national prevalence study on child maltreatment; working with communities to increase their readiness and capacity to implement a primary prevention program on child maltreatment and identify a central body with the legal mandate to implement the national plan to end violence against children. Madrid added that a central government body needs to be identified who will be responsible for the implementation of the framework to end violence against children and should be given in legal mandate and resource to do so. Synthesis of the Study The review of related literature and studies both foreign and local that is included in this study will be a help to the researcher in the formulation of the questions to be researched on. More so, the ideas and concepts as well as the results and findings of related studies will be used as references in interpreting and analyzing the data to be gathered in this study and most importantly, they will be of great use in the formulation of assumptions and hypothesis if there should be any in this research design.

Chapter 3 RESEARCH METHODOLOGY This chapter presents the research design, research environment, participants of the study, data gathering procedure and statistical instruments.

Research Design The study will utilize a quantitative research in descriptive survey design. The standard format in quantitative research design will be used for each respondent will be asked the same questions, which ensures that the entire data sample can be analyzed fairly.

Research Locale The Municipality of Carrascal, Surigao del Sur is known for the existing large –scale mining companies which is the source of employment of the locals. The presence of mining companies operating in the municipality has brought to the increase of population in the barangay. As a result, more small businesses are blooming and an increase in the school population is evident for students from other schools are also transferring in the locality. The students enrolled in the schools also have varied attitude depending on their upbringing.

Subjects of the Study The subjects of the study are all the schoolteachers under the Carrascal I District. These comprised both elementary and secondary teachers with One Hundred Fifty Five (155) personnel.

Research Instrument The research instrument is a researcher made and had undergone the process of validation (test-research method) with the help of the master teachers in the said district.

Data Gathering Procedure The study began with the review of literature about various aspects and current state of questions researched in the current study. Before the administration of the study, the researcher sought the permission of the Schools Division Superintendent of Surigao del Sur Division and Secondary School Principal to allow the researcher to conduct the study to respondent school. During the conduct of the study the researcher will hand in the questionnaire to the respondents, the data will then be tabulated and analyzed through the use of Perason-r Correlation (PPMC). The study will be conducted during the first quarter of the school year 2019-2020.

Statistical Treatment of Data After the administration of the instruments, results will be tallied, then the hypotheses of the study will be analyzed using Pearson-R Moment Correlation.