Child Protection Policy and Teachers’ Confidence In Navigating Ethical Dilemmas: Input For Teachers’ Welfare Program

Child Protection Policy and Teachers’ Confidence in Navigating Ethical Dilemmas: Input for Teachers’ Welfare Program

Ramiro P. Peralta¹, Dr. Djoana L. Poja²

¹Master of Arts in Education, Major in Educational Management, Faculty of the Graduate School, Pamantasan Ng Lungsod Ng Valenzuela, Tongco St., Maysan, Valenzuela City, Metro Manila

²Adviser, Pamantasan Ng Lungsod Ng Valenzuela, Tongco St., Maysan, Valenzuela City, Metro Manila

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0013

Received: 26 December 2024; Accepted: 01 January 2025; Published: 03 February 2025

ABSTRACT

This study investigated the level of awareness among teachers regarding the Child Protection Policy (CPP) and examines whether this awareness is influenced by various demographic factors, including age, gender, education level, current position, years of service, and involvement in school-based trials. Utilizing a descriptive-correlational research design, data were collected from 80 teachers using a structured questionnaire. Statistical analyses, including ANOVA and t-Tests, revealed no significant differences in CPP awareness based on demographic variables. For instance, a t-Test for sex indicated no significant difference between male and female teachers’ awareness levels (t = -0.144, p = 0.886). Similarly, ANOVA results showed no significant differences in awareness across different lengths of service (F(5, 75) = 0.692, p = 0.631).

Additionally, a Pearson’s correlation coefficient test examining the relationship between teachers’ awareness of CPP and their confidence in navigating ethical dilemmas yielded a correlation coefficient (r) of 0.7004, which was not statistically significant (p = 0.2199). These findings suggest that teachers’ awareness levels are uniform across various demographic groups and not significantly correlated with their confidence in handling ethical issues.

The study identifies key challenges faced by teachers, such as limited resources and support systems (mean = 1.41), insufficient training (mean = 1.35), and lack of access to legal guidance (mean = 1.30). The results are interpreted through the lenses of Social Learning Theory (SLT) and Ethical Decision-Making Theory (EDT), highlighting the need for enhanced professional development and support systems.

Based on these findings, a Comprehensive Professional Education and Support Initiative (CPESI) is proposed, focusing on resource enhancement, legal literacy, and support systems to empower teachers in child protection roles. This initiative aims to improve legal literacy, provide ongoing support, and reduce stress related to legal uncertainties, ultimately fostering a safer educational environment.

Keywords: DepEd Child Protection Policy, level of awareness, confidence levels, ethical dilemmas, teachers’ welfare program

THE PROBLEM AND ITS BACKGROUND

Introduction

“Ignorantia facti excusat; ignorantia juris non excusat.”

The Latin legal principle translated as “ignorance of fact is an excuse, but an ignorance of the law, lack of understanding, or legal error regarding legal requirements is not an excuse.” One may be excused for the lack of knowledge about specific facts or circumstances surrounding an event. However, ignorance of the law itself does not absolve one of his legal responsibility or liability.

This is a legal proposition that demands reflection because it has nuances in its interpretation, particularly on how it applies to different situations and contexts.

A teacher witnesses a student being consistently belittled and verbally abused by their peers but fails to intervene or report the behavior due to a lack of understanding of the psychological impact of such abuse. “Ignorantia facti excusat” would apply in this case if the teacher is unaware of the specific instances of verbal abuse endured by the student. Perhaps the teacher is not present during the incidents or fails to recognize the subtle signs of psychological abuse. However, “Ignorantia juris non excusat” comes into play regarding the teacher’s knowledge of their legal and ethical obligations to ensure the safety and well-being of students. Even if the teacher is unaware of the specific instances of abuse, they are still expected to be familiar with and adhere to school policies and legal requirements related to child protection and reporting suspected abuse or neglect.

In this scenario, while the teacher may be excused for their lack of awareness about the specific instances of psychological abuse, they cannot use ignorance of their legal and ethical obligations as an excuse for failing to take appropriate action to address the abuse and ensure the student’s safety and well-being.

The level of knowledge or awareness of specific facts varies among individuals. In some cases, ignorance of certain facts may be excusable if the individual had no reasonable way of knowing them. Ignorance of fact may also be partial, where someone has some knowledge but not the full extent of the situation. This partial ignorance may influence the degree to which someone is excused for their actions or decisions. On the other hand, ignorance of the law can be interpreted in different ways depending on the legal system and jurisdiction. In some cases, individuals may genuinely be unaware of specific laws or regulations due to the complexities or changes in legislation. There may be nuances in how the law is communicated and understood by different individuals, particularly in complex legal matters. This can influence whether ignorance of the law is deemed excusable or not.

Children worldwide face various forms of abuse, exploitation, and violence, violating their fundamental rights and endangering their well-being. As articulated by the United Nations Children’s Fund (UNICEF, 2020), every child has the inherent right to live free from violence, exploitation, and abuse. However, children experience insidious forms of violence and abuse in every country, often occurring in the very places where they should feel safest – their homes, schools, and communities. This violence can manifest in physical, emotional, or sexual forms, and tragically, many children suffer at the hands of those they trust the most.

In response to this global crisis, international communities, particularly through the UNICEF Declaration of Children’s Rights Protection, have taken decisive action to safeguard the rights and well-being of children. This declaration unequivocally states that every child has the right to live free from violence, exploitation, and abuse. It underscores the urgent need for concerted efforts to prevent and address all forms of violence against children, regardless of their geographic location or socio-economic status.

As a member of the United Nations, the Philippines is fully committed to upholding children’s rights and protecting them from harm. Article XV, Section 3(2) of the 1987 Philippine Constitution solidifies the General Assembly Resolution  1386(XIV) proclaimed and ratified on November 20, 1959. The government has taken proactive measures to address the issue of child abuse and violence, recognizing it as a priority concern. Government agencies, particularly the Department of Education (DepEd), have implemented policies and programs aimed at ensuring the safety and well-being of students within educational settings, specifically DepEd Order No 40, s. 2012, known as the DepEd Child Protection Policy. DepEd’s commitment to child protection is evident in its stringent policies against bullying, harassment, and other forms of abuse in schools. Moreover, the Philippines has enacted laws, such as RA No. 7610, also known as the Special Protection of Children Against Abuse, Exploitation, and Discrimination Act, among others, and established mechanisms to prosecute perpetrators of child abuse and provide support services to victims and their families.

However, despite these efforts and the legal and policy frameworks, all aimed at safeguarding the rights and welfare of children, challenges persist. Instances of abuse, exploitation, maltreatment, and other violations against children have unfortunately implicated teachers in increasingly alarming numbers. Marcelo (2022) highlighted the statement of the Commission on Human Rights, stating that it is “concerning how individuals tasked with educating students have been allegedly involved in actions that are unbecoming of the role of educators.” News reports, such as that, serve as stark reminders of the complex and multifaceted nature of child protection within educational settings. Despite educators being entrusted with the care and education of students, the reality is that some individuals within the profession have been found to engage in misconduct that harms the very children they are meant to support and nurture. The implications of these incidents extend beyond the immediate victims, impacting the trust and confidence of students, parents, and the broader community in the educational system as a whole. Stakeholders underscore the critical importance of not only enacting laws and policies but also ensuring their effective implementation and enforcement to prevent such abuses from occurring. Thus, the issue of child protection within educational settings has garnered increasing attention worldwide. A growing number of litigations involving teachers have been tried in courts and other quasi-judicial bodies. Sanchez-Danday & Danday (2019) cited the significant reasons accounting for the increase of administrative, civil, and criminal cases committed by school personnel are due to the “increase in the education levels of parents who are familiar with their children’s rights and societal shifts towards a more litigious society.” Moreover, Schimmel and Militello (2007), statistically determined that “most teachers are legally illiterate about school law.” Despite the existence of the DepEd Child Protection Policy, there remains a gap in educators’ knowledge of it and confidence in effectively navigating ethical dilemmas. This lack of comprehension and confidence can potentially hinder the ability of teachers to adequately address and prevent instances of misconduct or abuse, leaving both students and educators vulnerable. Moreover, the existing literature on DepEd Child Protection Policy and the teachers’ confidence in navigating ethical dilemmas often lacks specificity and fails to address the practical challenges faced by teachers on the ground. While some studies may highlight the importance of these policies, few delve into the nuanced experiences of educators and their day-to-day interactions with students. Therefore, the present research seeks to address this gap by providing a comprehensive examination of the relationship between DepEd Child Protection Policy and teachers’ confidence in navigating ethical dilemmas. By exploring educators’ experiences, perceptions, and challenges, this study aimed to provide valuable insights that can inform the development of more effective policies and support mechanisms within educational institutions.

This research aimed to clarify the practical implications of the Child Protection Policy on teachers’ ability to navigate ethical dilemmas in the school environment. Also, understanding the challenges faced by teachers, this study identified strategies and interventions that can enhance teachers’ confidence and competence in upholding child protection principles.

Theoretical Framework

The theoretical underpinnings of this study drew upon the key concepts of Social Learning Theory and Ethical Decision-Making Theory to explore the relationship between Child Protection Policy implementation and teachers’ confidence in navigating ethical dilemmas within educational settings.

Social Learning Theory, as Bandura (1977) proposed, emphasizes the influence of “observation, role modeling, and organizational climate” (Mcleod, 2024, par. 5) on teachers’ behaviors and attitudes, while Ethical Decision-Making Theory, in Kohlberg’s (1958) categories of moral reasoning, examines the cognitive processes involved in educators’ ethical judgments and choices.

Social Learning Theory posits that individuals learn through observation, imitation, and modeling of others’ behavior. In the context of the study, teachers may observe how their colleagues, administrators, and policymakers handle ethical dilemmas and implement Child Protection Policies within educational settings. Through observational learning, teachers may acquire knowledge, skills, and attitudes related to child protection principles and ethical decision-making. Positive role modeling by colleagues who demonstrate a commitment to upholding child protection standards can enhance teachers’ confidence and competence in addressing ethical dilemmas. Additionally, the organizational climate, including the norms, values, and expectations within educational institutions, plays a crucial role in shaping teachers’ behaviors and attitudes. A supportive organizational climate that prioritizes child protection and provides resources and support for teachers fosters a sense of efficacy and confidence in navigating ethical dilemmas.

Ethical Decision-Making Theory explores the cognitive processes individuals use to make ethical judgments and choices. Teachers who are facing ethical dilemmas engage in a deliberative process that involves weighing moral principles, legal obligations, institutional policies, and potential consequences of their actions. The implementation and compliance with the Child Protection Policy serve as important contextual factors that influence teachers’ ethical decision-making. Teachers’ knowledge of child protection laws, understanding of institutional policies, and awareness of ethical considerations play a significant role in how they navigate ethical dilemmas. Perceived organizational support, a concept often associated with Social Learning Theory, also intersects with Ethical Decision-Making Theory. Teachers who perceive support from their educational institutions may feel more empowered to make ethical decisions and take appropriate actions to address child protection concerns.

Figure 1. Interplay and Relationships of the Theoretical Concepts

Figure 1 shows the visual representation of the interplay of the key concepts of the theories and significant variables of the present study. It illustrates the progression and connectivity within the theoretical framework of this study.

At the left of the diagram is the Social Learning Theory. This theory emphasizes the importance of observation, role modeling, and organizational climate in shaping teachers’ behaviors and attitudes. It influences both the implementation of the Child Protection Policy and teachers’ confidence in navigating ethical dilemmas.

In the middle of the diagram is the Child Protection Policy. It represents the implementation and compliance with policies aimed at safeguarding children’s rights and welfare within educational settings. It is influenced by Social Learning Theory, organizational support, and ethical decision-making processes.

At the right of the diagram is the Ethical Decision-Making Theory. This theory explores the cognitive processes involved in teachers’ ethical judgments and choices. It is influenced by Child Protection Policy, organizational support, and social learning processes.

At the bottom of the diagram is the Teachers’ Confidence. It represents teachers’ confidence and competence in addressing ethical dilemmas and upholding child protection principles in school. It is influenced both by Social Learning Theory and Ethical Decision-Making Theory, as the encompassing arrows imply. Moreover, it is as well as factors such as ethical dilemmas and perceived organizational support that may influence on the confidence of teachers.

Therefore, the arrows between the different components of the diagram indicate the interplay and relationships between these elements. Social Learning Theory influences both Child Protection Policy implementation and teachers’ confidence, while Child Protection Policy in turn impacts teachers’ ethical decision-making processes and confidence levels. Similarly, Ethical Decision-Making Theory interacts with Child Protection Policy and social learning processes to influence educators’ confidence in addressing ethical dilemmas. As a whole, the diagram illustrates how Social Learning Theory and Ethical Decision-Making Theory interact with Child Protection Policy implementation to shape teachers’ confidence and competence in navigating ethical dilemmas within educational settings. As these relationships were understood, the study informed the development of interventions to enhance child protection practices and support teachers in upholding child protection principles effectively.

Conceptual Framework

The input-process-output paradigm serves as a foundational framework for understanding complex systems and phenomena by delineating the components involved in their operation

Figure 2. Input-Process-Output of the Study

In the context of the present study, the input-process-output paradigm provides a structured lens through which it examines the relationship between teachers’ literacy on a specific educational law — which is the Child Protection Policy as mandated by DepEd Order No. 40, s. 2012 — and their confidence levels in decision-making processes when encountering ethical dilemmas, and the resulting outcomes in terms of the input for teachers’ welfare program.

Figure 1 shows the paradigm of the study. It presents the input, process, and output model of this study. As shown in the input, the study draws upon the guidelines and regulation outlined in the Child Protection Policy as mandated by DepEd Order No. 40, s. 2012. This provides the framework for understanding the teacher-participants. Utilizing the survey questionnaire, teachers’ awareness of the policy and their confidence levels in addressing ethical dilemmas will be determined in the process.

 The process involves the distribution of the survey questionnaire and the analysis of the responses of the teacher-participants within the selected school. This study focuses on the assessment of two key components: awareness of the Child Protection Policy and confidence in navigating ethical dilemmas. This process, additionally, involves collecting and analyzing responses to identify patterns, correlations, and potential discrepancies. By cross-analyzing awareness levels and confidence levels, the study seeks to reveal insights into how teachers comprehend and engage with child protection policy and ethical decision-making.

The study generates several outputs. It includes, among others, a research report detailing findings that are specific to the participants in the selected school. Recommendations are provided for improving teacher training and support programs, specifically, an input for teachers’ welfare program related to child protection and ethical decision-making within the school context.  Additionally, potential policy implications are discussed to improve the implementation of the Child Protection Policy at school level. Finally, the study contributes to the broader understanding of teacher confidence and child protection practices within a single-school context, with which informing research and practice in this area.

Statement of the Problem

The present study investigated the relationship between teachers’ level of awareness of Child Protection Policy and their level of confidence in navigating ethical dilemmas.

Specifically, this study sought answers to the following research questions:

1. What is the demographic profile of the teacher-respondents in terms of:
   1. age;
   2. sex;
   3. educational attainment;
   4. position (plantilla);
   5. length of service in teaching; and
   6. previous involvement in a school-based trials?
2. What is the level of awareness among teacher-respondents regarding the Child Protection Policy?
3. Is there a significant difference in the teacher-respondents’ level of awareness of the Child Protection Policy when grouped as to their demographic profiles?
4. What is the level of confidence of the teacher-respondents in navigating with ethical dilemmas?
5. Is there a significant relationship between the teacher-respondents’ level of awareness of the Child Protection Policy and their level of confidence in navigating ethical dilemmas?
6. What are the most significant challenges encountered by teachers in implementing the Child Protection Policy and navigating ethical dilemmas within the school setting?
7. Based on the findings of the study, what teachers’ welfare program may be proposed?

Hypotheses

The null hypotheses in this study were tested using a significance level at 0.05. They are as follows:

H₀1: There is no significant difference between the teacher-respondents’ level of awareness of the Child Protection Policy and their demographic profile.

H₀2: There is no significant relationship between the teacher-respondents’ level of awareness of the Child Protection Policy and their level of confidence in navigating ethical dilemmas.

Significance of the Study

The results of the study benefit greatly the following:

Students. Students themselves benefit most from the insights of this study as this may help enhance the child protection measures being implemented in educational settings. They can thrive academically, emotionally, and socially in an environment where a culture of safety, respect, and accountability is fostered. A well-informed and confident teaching staff can better identify and address issues of abuse, exploitation, and neglect, ensuring the holistic well-being of students.

Teachers. Teachers benefit significantly from the outcomes of this study being the “loco parentis” to students at school. Increased awareness of the Child Protection Policy and improved confidence in addressing ethical dilemmas can empower teachers to create safer and more supportive learning environments for their students. In addition to this, the development of a teachers’ welfare program based on the research findings of this study can provide teachers with the necessary resources and support to navigate complex ethical situations effectively.

Educational Institutions. The findings of this study provide educational institutions with valuable insights into the nuances of compliance with and implementation of the Child Protection Policy and the challenges faced by teachers in navigating ethical dilemmas. By understanding these challenges, schools can implement targeted interventions and support mechanisms to enhance teachers’ confidence and competence in upholding the key principles of the Child Protection Policy.

Policymakers. The insights gained from this study can inform the review and refinement, if not amendment, of existing measures stipulated in the Child Protection Policy at the national and institutional levels. Policymakers can use the findings to identify areas for improvement, strengthen enforcement mechanisms, increase the network of agencies, and allocate resources effectively to support the implementation of child protection measures in educational settings.

Parents. As important stakeholders in the education system, parents play a crucial role in being partners with educators in ensuring the safety and well-being of their children, both at home and in school. By gaining insights into the Child Protection Policy and teachers’ confidence in navigating ethical dilemmas, parents can improve this partnership with school staff to better advocate for their children’s rights and positive discipline, thus, ensuring the well-being of their children within the school environment. Additionally, parents can collaborate with schools to support the compliance with and implementation of policies and support programs aimed at promoting child protection and fostering a culture of accountability.

School Administrators. School administrators are responsible for creating and maintaining a safe and conducive learning environment for students and staff. The findings of this study can inform administrative decisions regarding the optimization of resources for programs related to upskilling the teaching and non-teaching personnel, training initiatives for teachers, and the building of networks for the development of school-wide policies and procedures related to child protection. By addressing the challenges identified in the study, administrators can review, improve, and enhance the overall effectiveness of their school’s child protection measures and promote a culture of safety and accountability.

Researchers. This study contributes to the existing body of knowledge on Child Protection Policy and teachers’ confidence in navigating ethical dilemmas. Future researchers can build upon the findings of this study to explore related topics, further investigate into different cultural and contextual nuances, and employ diverse approaches. The data collected and methodologies utilized in this study can serve as a valuable reference point for future research endeavors in the field of education and child protection.

Scope and Delimitation of the Study

This study was conducted at Bignay National High School, Gitna St., Barangay Bignay, Valenzuela City, focusing on 88 randomly selected teachers from junior and senior high school departments.

The study focused on examining the relationship between the level of knowledge or awareness of the Child Protection Policy and teachers’ confidence levels in navigating ethical dilemmas within the school setting. The key variables included were awareness of the Child Protection Policy, teachers’ confidence levels in addressing ethical dilemmas, and challenges encountered by teachers in implementing the Child Protection Policy and navigating ethical dilemmas. The primary objective of the study was to provide input for the development of an effective teachers’ welfare program aimed at enhancing teachers’ confidence levels in addressing ethical dilemmas and implementing the Child Protection Policy.

The study utilized a quantitative research design, specifically the descriptive correlational, employing survey questionnaire as the primary instrument for data collection. The questionnaire was developed based on the research objectives and included items related to teachers’ awareness of the Child Protection Policy, to teachers’ confidence levels in navigating ethical dilemmas, and challenges encountered in implementing the policy. Part of the questionnaire involved ranking the challenges encountered by teachers. This ranking informed the development of training programs proposed for teachers’ welfare, aimed to enhance their awareness of the Child Protection Policy and to improve their confidence as they encounter ethical dilemmas. The data collected were analyzed using appropriate statistical methods that identified patterns, correlations, and trends.

Definition of Terms

Operational definitions are provided to clarify the precise meanings assigned to terms, concepts, and other relevant ideas used throughout the study.

Child. It is operationally defined as any individual below the age of 18 years old, in accordance with the United Nations Convention on the Rights of the Child and the legal framework established by the DepEd Child Protection Policy (DepEd Order No. 40, s. 2012).

Child Abuse. This refers to any act or failure to act resulting in anticipated risk or serious harm to the physical, emotional, or sexual well-being of a child within the educational environment. This includes, but is not limited to, physical abuse, sexual abuse, emotional abuse, neglect, and exploitation occurring within the school premises or during school-related activities.

Child Protection. Within the context of this study, it refers to the comprehensive set of policies, protocols, and interventions aimed at safeguarding the rights, welfare, and well-being of children within the educational setting. It encompasses measures to prevent and respond to various forms of harm, abuse, neglect, exploitation, and violence experienced by children, ensuring their safety, dignity, and development while under the care and supervision of educational institutions.

Child Protection Policy (CPP). This refers to the set of rules, regulations, and guidelines established by the Department of Education (DepEd) through DepEd Order Number 40, series of 2012, aimed at ensuring the safety, well-being, and protection of children within educational settings. This includes protocols for preventing, identifying, and responding to instances of abuse, neglect, exploitation, or any form of harm towards children.

Cognitive Processes. This term is understood as the mental activities involved in processing information, problem-solving, decision-making, and understanding ethical dilemmas. Cognitive processes include perception, attention, memory, reasoning, and judgment, which influence how teachers interpret and respond to ethical challenges within their professional practice.

Ethical Dilemmas. As a highlight in this study, this term refers to situations in which teachers encounter conflicting moral principles or obligations, requiring them to make difficult decisions and consequently leading to acting upon considerations of right and wrong, fairness, and the well-being of students. Ethical dilemmas in this study refer to specific scenarios or instances where teachers face moral or ethical challenges related to child protection or student welfare.

Ethical Decision-Making. It is the process by which teachers identify, analyze, and evaluate ethical dilemmas, consider alternative courses of action, and make informed decisions based on ethical principles, values, and professional standards. Ethical decision-making involves weighing competing interests, assessing consequences, and determining the most ethically appropriate course of action.

Ethical Judgments and Choices. It refers to the assessments and decisions made by teachers when confronted with ethical dilemmas or moral challenges in their professional practice. Ethical judgments involve evaluating the rightness or wrongness of actions, while ethical choices refer to the decisions and actions taken by teachers based on their ethical assessments and values.

Highly Aware Response. In the questionnaire used to collect data for this study, the 4-point Likert scale of response, which is numerically represented by 4, indicates the level of response exhibited by teachers who demonstrate a deep understanding and consciousness of the provisions, requirements, and implications of child protection policies, including legal and ethical considerations. Highly aware responses reflect a thorough grasp of relevant information and a proactive approach to implementing child protection measures.

Highly Confident. A level of confidence exhibited by teachers who possess a strong belief in their ability to effectively implement child protection policies, navigate ethical dilemmas, and make sound ethical judgments and choices within their professional practice. Highly confident teachers demonstrate self-assurance, competence, and readiness to address challenges and fulfill their responsibilities.

Ignorantia facti excusat. A Latin legal maxim meaning “ignorance of fact excuses.” In the context of this study, it refers to the principle that teachers may be excused from liability or consequences if they were genuinely unaware of certain factual circumstances or events relevant to a particular situation, such as a breach of child protection policies.

Ignorantia juris non excusat. A Latin legal maxim meaning “ignorance of the law does not excuse.” The context of this study emphasizes that teachers are expected to be aware of and comply with the provisions, requirements, and implications of child protection policies and relevant laws, regardless of their knowledge or understanding.

Implementation and Compliance. These pertain to the process of putting into practice and adhering to the provisions, guidelines, and procedures outlined in child protection policies and related regulations. Implementation involves the actual application of policies in educational settings, while compliance refers to the extent to which teachers and educational institutions follow and adhere to these policies.

Legal Literacy. It is the knowledge, understanding, and awareness of legal principles, rights, and responsibilities relevant to child protection, educational law, and ethical standards among teachers. Legal literacy enables teachers to interpret and apply legal provisions, navigate legal frameworks, and make informed decisions following legal requirements and obligations.

Level of Awareness. This refers to the extent to which teachers in Bignay National High School are knowledgeable and informed about the provisions, requirements, and implications of the Child Protection Policy as stipulated in DepEd Order Number 40, series of 2012. Level of awareness is assessed through surveys, interviews, or questionnaires measuring teachers’ understanding of key concepts, procedures, and responsibilities outlined in the policy.

Level of Confidence. In this study, this term refers to the degree of self-assurance, belief, and perceived competence of teachers in effectively implementing the Child Protection Policy and navigating ethical dilemmas within their professional practice. Level of confidence is measured through self-report surveys or scales assessing teachers’ perceived ability to address ethical challenges and uphold child protection principles.

Nuances. These refer to the subtle or complex aspects, variations, or distinctions within child protection policies, ethical dilemmas, or legal frameworks that require careful consideration and interpretation. Nuances encompass the finer details, contextual factors, and situational complexities that may influence teachers’ perceptions, judgments, and responses to ethical challenges and policy implementation.

Observational Learning. It is a form of learning in which individuals acquire knowledge, skills, and behaviors by observing and modeling the actions, attitudes, and outcomes of others. In the context of this study, observational learning may influence teachers’ perceptions, attitudes, and behaviors related to child protection and ethical decision-making through exposure to role models or relevant experiences.

Organizational Climate. It pertains to the prevailing atmosphere, culture, and perceptions within an educational institution, influencing teachers’ attitudes, behaviors, and interactions. Organizational climate encompasses factors such as leadership style, communication patterns, norms, and values, which may affect teachers’ confidence, ethical judgments, and willingness to implement the Child Protection Policy.

Organizational Support. This refers to the provision of resources, guidance, and assistance from educational administrators, colleagues, and support staff to facilitate teachers’ implementation of child protection policies and ethical decision-making. Organizational support may include training programs, mentoring, feedback mechanisms, and access to counseling or support services to enhance teachers’ confidence and effectiveness.

Role Modeling. It is the process by which individuals observe, imitate, and learn from the behaviors, attitudes, and actions of role models or influential figures within their social environment. In the context of this study, role modeling may contribute to teachers’ development of ethical values, decision-making skills, and confidence in navigating ethical dilemmas through exposure to positive examples and mentorship.

Teachers. In this study, the respondents are educators employed at Bignay National High School, specifically selected from the Junior and Senior High School Departments through random sampling. Teachers encompass individuals who hold teaching positions and are directly involved in classroom instruction, student supervision, and implementation of educational programs.

Teachers’ Confidence. In this study, it pertains to the level of self-assurance, belief, and perceived competence of teachers in effectively implementing child protection policies, navigating ethical dilemmas, and making ethical judgments and choices within their professional practice. Teachers’ confidence is influenced by factors such as knowledge, experience, organizational support, and perceived efficacy in fulfilling their roles and responsibilities.

Teachers’ Welfare Program. In this study, it is a structured initiative or intervention designed to support the overall well-being, professional development, and job satisfaction of teachers within Bignay National High School. The program may include strategies, resources, and activities aimed at enhancing teacher morale, resilience, and effectiveness in fulfilling their roles, particularly concerning implementing child protection policies and navigating ethical challenges.

RELATED LITERATURE AND STUDIES

This chapter discusses a comprehensive review of the literature and studies pertinent to the subject of child protection policies and teachers’ confidence in addressing ethical dilemmas within educational settings. It examines existing research, theories, and perspectives that attempt to offer a deeper understanding of the legal and ethical nuances as educators navigate the challenges in the implementation of and compliance with child protection protocols.

Status of Child Protection Policies

In recent years, the issue of child protection within educational settings has garnered increasing attention worldwide. A piece of relevant evidence to this is the document of UNICEF (2012), titled Child Protection in Educational Settings. In its foreword, it cited two prior documents, the World Report on Violence and Health (2002) and the UN Secretary-General’s Study on Violence against Children (2006), highlighting child maltreatment in different forms that are widely prevalent in all societies. Additionally, it reported global data showing that “more than one in four children worldwide reported having experienced severe and frequent physical abuse, while child sexual abuse was experienced by nearly one in five females and one in eleven males.” UNICEF took the initiative – to review and analyze existing systems for child protection in educational settings in six East Asia and Pacific (EAP) countries – referred to as the Mapping Exercise of Child Protection in Educational Settings (2009). According to the mapping initiative, it discovered that,

At the local level, the paucity of prevention and response initiatives for child maltreatment within schools may indicate that child protection issues are not well understood, and as a result, children in need are infrequently identified and are unlikely to receive the necessary support or actual protection. The continued use of corporal punishment in school settings is an example of the lack of awareness of existing legislation and ministerial guidance concerning teacher-student interaction, given that the use of such punishment in school settings is illegal in five of the six countries. (p. ix)

Although laws and policies exist, they are not systematically applied as they remain unknown or not locally enforced and there is little evidence of any training for their application. Moreover, in Papua New Guinea and the Philippines, among the six countries examined, there exist national education protocols for addressing child protection issues, often outlined in a step-by-step manner. However, these protocols are either narrowly applied or lack specificity. Additionally, there is scant evidence of systematic data collection regarding incidents of abuse, neglect, violence, or exploitation experienced by children within educational environments. Despite reports indicating the prevalence of such maltreatment within students’ homes, schools demonstrate limited capacity to identify, report, or refer suspected or confirmed cases to relevant authorities or support services. Overall, schools struggle with difficulties in setting up effective measures to prevent and handle child protection matters. Additionally, the scarce indication of collaboration between schools and other sectors like social welfare and healthcare services in tackling these issues becomes a pressing concern.

Under UNICEF, States Parties join hands together in redefining child protection as the “strengthening of country environments, capacities, and responses to prevent and protect children from violence, exploitation, abuse, neglect and the effects of conflict.” With the magnitude of the problems concerning child protection, the global movement Education for All (EFA) and the United Nations, posing in the 21st century with the Millennium Development Goals (MDGs) were not spared from being jeopardized. The document thus stated that “it is not just getting all children into school but ending violence in educational settings is in itself critical for the creation of an environment that is conducive to learning and development” (UNICEF, 2012).

Child-Friendly Schools, A Framework for Child Protection

In light of this, UNICEF spearheaded the Child-Friendly Schools (CFS) initiative to raise awareness of child protection in educational settings. This promising initiative envisioned an action to improve the safety and security of learners more than addressing the physical environment which many initially perceived it to be. As conceived, nevertheless, it underscores this initiative to be a framework that promotes educational settings characterized as “inclusive, healthy, and protective of all children” in an environment that is “physically safe, emotionally secure and psychologically enabling.” Additionally, this framework highlights that schools should “defend and protect all children from abuse and harm.” UNICEF evolved in its strategy and programming and finally culminated in CFS models. In its Child-Friendly Schools Manual (2009), it presented these models, as innovations based on reality, crafted not as an “abstract concept or a rigid methodological prescriptions,” but they represent pragmatic pathways towards quality in education, continuously evolving from the philosophy of education adhering to human rights to a philosophy that emphasizes child-centered ideology – one that regards the best interest of the child, being the center in the educational process and the end of educational decisions. One needs to read and understand the purpose and scope of this manual to see the quality standards that it presses to achieve child protection in full implementation. It is the quality that goes beyond pedagogic excellence and performance outcome; it includes multidimensional coverage of quality and holistic concern for the needs of the child. It is a quality that is intersectional; it concerns the health, safety, security, psychological well-being, and nutritional status of the child. UNICEF acknowledged that the “protective dimension” of the models initiated by the CFS is the weakest as the report indicated that many schools focused on the less sensitive area of child safety, that is, accidental injury, rather than protection from forms of child maltreatment. Schools should be places of safety and support. They are expected to be environments where children feel more secure. But these premises hold some gaps in reality. Child Protection in Educational Settings (2012) documented that “for the most part, sexual abuse, bullying, discrimination, and child neglect in schools in the East Asia and Pacific region remain invisible and are largely unreported.” The Philippines Mapping Report as cited in the Child Protection in Educational Settings brings attention to its investigation that “the gaps in policies in schools regarding child maltreatment can be attributed to the fact that child protection issues such as sexual abuse and sexual exploitation, physical and emotional abuse, and neglect are not considered to be high priorities on the national agenda.” Alarmed, the former Secretary of Education,  Briones (2017) highlighted the statistical findings presented in the National Baseline Study on Violence Against Children in the document Philippine Plan of Action to End Violence Against Children or PPAEVAC (2017). Briones underlined the report: 4 in 5 children (80% of respondents) have experienced violence in any form, whether in the home, school, community, and cyberspace or during dating. In schools, 14% have experienced physical violence, the most common form of which is corporal punishment committed by a teacher or an adult in the school. The incidence of peer violence is also high. Sixty-five (65%) percent of children surveyed have experienced bullying. Other forms of violence are cyberbullying and sexualized content. Increasingly, more male students are becoming victims of sexual violence. Despite the general belief that girl-children are more at risk, the study reveals that boys are as vulnerable to different forms of sexual abuse as girls. Given these data, disclosures of abuse are reported to be low. (p. viii)

Roche (2017), in Child Protection and Maltreatment in the Philippines: A Systematic Review of the Literature confirmed that “multiple types of child maltreatment are prevalent in the Philippines and evidently they impact negatively on the wellbeing of children at the time of maltreatment and later as adults. While this research identified home as a commonplace of maltreatment and abuse – a practice that is culturally accepted and legally allowed to some extent – it underscores the negative impact of child maltreatment that a child can bear even at schools.

What is an ideal school setting, one that may be called a CFS adherent, envisioned to be free from violence against children, is outlined in the PPAEVAC. The echo of SDG 17 (United Nations Office on Drugs and Crimes [UNODC], 2015), particularly Target 16.2, stating “End abuse, exploitation, trafficking and all forms of violence against and torture of children” is articulated in the collaborative plan of action, that is, an ideal school setting is where teachers promote and uphold the rights of children, where teachers do not inflict physical punishment on learners such as twisting and pinching ears, where teachers practice positive and non-violent discipline, where teachers implement the antibullying rule, where teachers are trained on handling disclosures of child abuse,  where teachers are gender and culturally sensitive, and where teachers can identify, report, and refer victims of violence against children. (PPAEVAC, 2017, p.14)

The safety and well-being of students are paramount concerns for educators and policymakers alike, necessitating the development and implementation of robust child protection policies. Educators are entrusted not only with imparting knowledge but also with creating safe and nurturing environments where students can thrive. However, navigating ethical dilemmas within the classroom poses significant challenges, requiring educators to balance the protection of students’ rights with the demands of their professional roles.

 Education as a Moral and Ethical Activity

In contemporary education systems, teachers are confronted with a myriad of ethical dilemmas that demand nuanced decision-making informed by both moral principles and legal parameters. Ehrich et al. (2011) observed the work of teachers as heavily value-laden and, for this reason, susceptible to ethical dilemmas. Moreover, education itself is seen as a “moral and ethical activity” (Hodgkinson, 1991, as cited in Ehrich et al., 2011), thus, defining teachers’ work intersectionally codified, that is, the sense of which is further indicated in Lapzone (2022) that “the intersection of law and education is a complex and nuanced area, with a wide range of issues and challenges that teachers face in their professional practice.” These ethical challenges, ranging from issues of student confidentiality to concerns regarding academic integrity, among others, underscore the complex terrain within which educators operate. Central to navigating these intricacies is a solid understanding of educational law, specifically concerning the Child Protection Policy of the Department of Education (hereafter referred to as CPP), which serves as a guiding framework delineating the rights, responsibilities, and legal obligations of teachers within educational settings.      Moreover, the confidence with which teachers approach ethical decision-making is closely intertwined with their familiarity with educational law, particularly with the CPP, perceptions of its clarity, professional development opportunities, and past experiences with ethical dilemmas.

This study aims to investigate these multifaceted relationships, employing a cross-sectional approach to illuminate the factors shaping teachers’ confidence in navigating ethical dilemmas within the context of the CPP specifically.

The foundation of ethical decision-making in education lies at the intersection of moral principles and legal mandates. Broadly, educational law encompasses an extensive spectrum of statutes, regulations, court decisions, and administrative policies that govern various aspects of the educational landscape, including student rights, teacher responsibilities, school governance, and educational equity. As pointed out in Literacy on Education Laws: A Literature Review, “There are four pillars of education law that stand in the Philippines: constitutional law, statutory law, common law, and the policies and regulations issued by administrative bodies” (Sanchez-Danday, 2021). These legal frameworks provide educators with guidelines and parameters within which they must operate while upholding ethical standards. Concurrently, teachers encounter a diverse array of ethical dilemmas in their professional practice, ranging from issues of fairness in grading to concerns about student well-being and safety. The complexity of these dilemmas often necessitates a nuanced understanding of both ethical principles and legal obligations. For instance, balancing the duty to maintain student confidentiality with the legal obligation to report suspected instances of child abuse requires teachers to navigate a delicate balance between privacy rights and child protection laws.

Schimmel and Militello (2007), in their study “Legal Literacy for Teachers: A Neglected Responsibility,” empirically claimed that “most teachers are legally illiterate about school law.” Below is the past statistics that can still shake people in the academe to the core: 82% of teachers say that schools practice “defensive teaching,” meaning that educational decisions are motivated by a desire to avoid legal challenge; 61% of teachers say their colleagues avoid making decisions they think are right because they might be challenged legally; 63% of teachers feel that the increased potential for legal challenges by students and parents hurts their ability to do their job; 78% of teachers say students are quick to remind them that they have rights or that their parents can sue; and 85% of teachers and principals think reducing the availability of legal challenges for day-to-day management and disciplinary decisions would help improve education quality. (as cited in Schimmel & Militello, 2007, p. 259)

The implementation of Child Protection Policies, one among them being the DepEd Child Protection Policy in the Philippines, serves as a foundational framework for guiding educators in their efforts to safeguard the welfare of students. Yet, despite the existence of these policies, there remains a gap in educators’ understanding and confidence in effectively addressing ethical dilemmas within educational settings. This gap highlights the need for a comprehensive examination of the relationship between Child Protection Policies and teachers’ level of confidence in navigating ethical challenges.

Therefore, this study seeks to address this gap by exploring the level of awareness of the CPP among educators and their level of confidence in navigating ethical dilemmas. By synthesizing existing literature and conducting empirical research, this study aims to provide valuable insights that can inform the development of more effective policies and support mechanisms within educational institutions. Ultimately, the findings of this study aim to contribute to the enhancement of child protection measures and the promotion of safer and more supportive learning environments for all students.

Historical Background of Child Protection Policies

Although it is quite impossible to estimate the exact beginning of the child protection idea in human history, as Hämäläinen (2016) put it, its starting point is the question of how and why this came into the stage of humanity – questions that depict the homo sapiens and its unique nature. Man, as a thinking being, shapes the idea of protecting a child with the interconnectedness of these aspects in him, such as “moral, social and educational interests, and influenced by educational, psychological, sociological and medical theories of child development, and as a political concept, germinated from the development of people’s societal and ethical consciousness” (pp. 735-736). The idea, therefore, of child protection grows from the stages of human progress in which the articulation of child abuse and neglect are embedded into it. It goes with the flow of social changes brought about by industrialization, urbanization, and modernization. However, from the history of ideas, child protection is about meanings and beliefs that are formed from the patterns of behavior, social organizations, economic systems, and technical inventions. Additionally, from the mounting need to protect children alongside the awakening of society’s responsibilities, this particular question defines the social, ethical, and political consciousness.

Child protection policies have evolved over time in response to shifting societal attitudes, legal frameworks, and understandings of children’s rights and welfare. The historical development of these policies reflects a growing recognition of the need to safeguard children from various forms of harm and exploitation within educational, familial, and societal contexts.

Early Roots and Legal Foundations

The concept of child protection can be traced back to ancient civilizations, where laws and customs were established to protect children from neglect, abuse, and exploitation. In many early societies, children were considered vulnerable members of the community and were afforded certain rights and protections.

In exploring the historical background of child protection policies, it is crucial to investigate the early roots and legitimate grounds that laid the establishment for present day approaches to defending children’s rights and welfare. These significantly shed lights on the shaping of the attitudes and practices related to child protection.  Ancient civilizations, such as those of Mesopotamia, Egypt, Greece, and Rome, provide intriguing insights into early efforts to protect children from neglect, abuse, and exploitation. In these civilizations, children were often regarded as vulnerable members of the community, deserving of care, nurture, and protection. Hammurabi’s Code, one of the earliest known legal codes dating back to ancient Mesopotamia, contained provisions aimed at safeguarding the rights of children and ensuring their well-being within the family and society. UShistory.org (2024) observed that the prologue of Hammurabi’s Code states that “to make justice visible in the land, to destroy the wicked person and the evildoer, that the strong might not injure the weak.” Mark (2021) also noted in the World History Encyclopedia that the Code of Hammurabi declared its protection of the weak from the strong. This reveals an insight into the fact that the laws are for the protection of the weak: widows, orphans, and others from being harmed or exploited. Similarly, in Ancient Egypt, laws and customs concerning child-rearing, inheritance, and adoption reflected recognition of children’s rights and interests. Children are highly valued (Neshaminy.org, 2024.; Mark, 2016). The Greek philosopher Plato advocated for state intervention to protect children from neglect and mistreatment, emphasizing the importance of education and moral upbringing in nurturing responsible citizens (Encyclopedia of Children and Childhood in History and Society, 2008). In the Roman Empire, the concept of “ patria potestas,” meaning, the power of a father (“Pater familias,” 2024), granted fathers extensive authority over their children, including the power to protect them from harm and ensure their welfare. Roman law also recognized the legal status of children and provided mechanisms for redressing cases of abuse or neglect within the family.

While the historical records of ancient civilizations offer glimpses into early efforts to protect children, it is essential to acknowledge the limitations and contextual factors that shaped these practices. The literature on ancient legal codes, philosophical writings, and cultural norms provides valuable insights into the foundations of child protection principles and their enduring relevance in contemporary discourse.

Industrial Revolution

The advent of the Industrial Revolution brought about significant social and economic changes, leading to the exploitation of children as laborers in factories and mines (National Geographic Society, n.d., para. 12; Cartwright, 2023; History.com., 2022). Concerns about child labor and exploitation spurred the enactment of early child welfare legislation in countries such as the United Kingdom, aimed at regulating working conditions and protecting children from exploitation. Hämäläinen (2016) hinted at the gross condition of children during this period through ideas generated as advocacy to improve human life quality, which includes children.

Novelists, painters and journalists were the first to reveal the miserable living conditions of poor people, including children. They made known the abjection of children, promoted the development of political consciousness, and awakened child protection activities – both by philanthropic action and through the political interests of the public sector. Impressive fiction characters – such as Huckleberry Finn and Tom Sawyer by Mark Twain, and Cosette by Victor Hugo – touched people’s hearts and opened their eyes to child poverty and social misery from the children’s perspective. (pp. 737-738)

The Industrial Revolution marked a pivotal period in history characterized by profound social, economic, and technological transformations, which had significant implications for child welfare and protection. As industries expanded and urban centers grew, consequently, there was an increasing demand for labor that led to the widespread employment of children in factories, mines, and other hazardous environments. This exploitation of child labor raised urgent concerns about the well-being and rights of children, prompting calls for legislative reforms and social interventions to address the plight of young workers (Grossman, n.d.). During the Industrial Revolution, children as young as five or six years old were often employed in grueling and dangerous jobs, working long hours in harsh conditions for meager wages. They were subjected to physical and emotional abuse, deprived of education and proper care, and exposed to health hazards that resulted in injuries, illnesses, and even fatalities. The exploitative practices of child labor became distinctive symbol of the dark side of industrialization that fueled public outrage and moral indignation.

Scholars and historians have extensively documented the impact of the Industrial Revolution on child labor and welfare, shedding light on the harsh realities faced by young workers during this period (Humpries, 2011; Kirby, 2003; Cunningham, 1997).     Nardinelli’s (1990) seminal work titled Child Labor in the British Industrial Revolution is an example, in which he examined the economic factors driving child labor, the social consequences of exploitation, and the role of legislation in regulating child employment. Nardinelli’s research underscores the complex interplay between economic incentives, social norms, and legal frameworks in shaping child labor practices during the Industrial Revolution.

Emergence of Modern Child Protection Policies

The late 19th and early 20th centuries saw the emergence of modern child protection movements and organizations, driven by social reformers, philanthropists, and advocacy groups. These movements advocated for legislative reforms to address child labor, education, and welfare issues.

These centuries marked a period of significant social reform and activism, particularly in response to the widespread exploitation and neglect of children in industrialized societies (“Children’s rights movement,” 2023). During this time, a wave of child protection movements emerged, dedicated to improving the well-being of children and addressing the systemic issues contributing to their vulnerability.

One of the key drivers behind the emergence of modern child protection movements was the growing awareness of the dire conditions faced by children, particularly those from impoverished backgrounds, who were often subjected to harsh working conditions, inadequate education, and neglectful or abusive treatment. Influential figures such as Lord Shaftesbury in Britain and Jane Addams in the United States, Thomas Spence, an English political radical, Charles John Huffam Dickens, an English novelist and social critic, Mary Carpenter, an English educational and social reformer, Charles Loring Brace, an American philanthropist who contributed to the field of social reform and who was considered a father of the modern foster care movement due to his most renowned Orphan Train movement of the mid-19th century, and for founding Children’s Aid Society, Franklin Delano Roosevelt, an American President who signed the Fair Labor Standards Act of 1938, Janusz Korczak, an early children’s rights advocate, in 1919 drafting a children’s constitution. All of these, among others, played pivotal roles in galvanizing public support for child welfare reforms and mobilizing political action to address the root causes of child poverty and exploitation.

At the core of these movements was a concerted effort to advocate for legislative reforms that would afford greater protections to children and ensure their rights to education, health care, and a safe and nurturing environment. Campaigns against child labor gained relentless support that led to the endorsement of labor laws which aimed at restricting or outright banning of the employment of children in hazardous industries and establishing minimum age requirements for employment.

Notably, the emergence of modern child protection policies during this period represented a fundamental shift in societal attitudes towards children’s rights and welfare. This signaled a growing recognition of children deserving special care and protection. These movements laid the groundwork for the establishment of comprehensive child welfare systems. They paved the way for the development of international conventions and treaties aimed at safeguarding children’s rights on a global scale.

International Efforts

The establishment of international organizations such as the United Nations (UN) in 1945 and its specialized agency in 1946, the United Nations International Children’s Emergency Fund (UNICEF), further advanced the cause of child protection globally. As articulated, it is the “DNA” of UNICEF “protecting children’s rights to survive, thrive, and reach their full potential.” Adopting the Universal Declaration of Human Rights in 1948 and the Convention on the Rights of the Child in 1989 represented significant milestones in articulating children’s rights and promoting their protection. These international organizations have played a pivotal role in advancing the cause of child protection worldwide and have tirelessly worked to promote children’s rights and welfare globally, advocating for the development and implementation of policies and programs aimed at safeguarding children from exploitation, abuse, and neglect. The Universal Declaration of Human Rights, a landmark document affirming the inherent dignity and inalienable rights of all human family members, including children, was adopted by the UN General Assembly in 1948. Article 25 of the Declaration explicitly recognizes the right of every child to special care and assistance, emphasizing the importance of providing children with the necessary conditions for their physical, mental, and social development (United Nations, 1989).

In 1989, the UN General Assembly further solidified its commitment to children’s rights as it organically adopted the Convention on the Rights of the Child (CRC) – a comprehensive international treaty that sets out the civil, political, economic, social, and cultural rights of children. The CRC represents the most widely ratified human rights treaty in history, with 196 countries currently party to the Convention (“Convention on the Rights of the Child,” 2024). The CRC enshrines a wide range of rights for children, including the right to life, survival, and development; the right to education; the right to protection from violence, abuse, and exploitation; and the right to participate in decisions that affect their lives (United Nations, 1989). By ratifying the CRC, countries have committed to initiate legislative, administrative, and other measures to ensure that children’s rights are upheld and respected in all spheres of life. Furthermore, these international organizations have played a crucial role in implementing the CRC and other child protection initiatives by providing technical assistance, capacity building, and advocacy efforts. UNICEF’s global presence and partnerships with governments, civil society organizations, and other stakeholders have facilitated the dissemination of best practices, the exchange of knowledge and expertise, and the mobilization of resources to address the diverse needs of children.

Many scholars have underscored the significance of these international efforts, especially the CRC, in promoting child protection and advancing children’s rights globally. Studies have highlighted the positive impact of the CRC on national legislation, policy development, and program implementation in various countries, leading to improvements in child welfare outcomes and greater accountability for violations of children’s rights (Hoffman & Stern, 2020; Maurás, 2011; Roche, 2018; Salampessy et al., 2020).

Contemporary Child Protection Policies

Contemporary child protection policies play a crucial role in safeguarding the rights and welfare of children in societies around the world. These policies are often enshrined in legislative frameworks that articulate the rights and responsibilities of various stakeholders, including children, parents, educators, and government agencies. In the Philippines, child protection policies address a wide range of issues, including child abuse prevention, education, healthcare, and social services.

In the Philippines, the legislative framework for child protection is primarily embodied in the Republic Act No. 7610. Special Protection of Children Against Abuse, Exploitation, and Discrimination Act (1992) defines and prohibits various forms of child abuse, exploitation, and discrimination and prescribes penalties for individuals and entities found guilty of committing these offenses. The law also mandates the establishment of mechanisms for reporting and responding to cases of child abuse, including the provision of support services for victims and their families. Other precedent laws, such as the Revised Penal Code (RA 3815), the Child and Youth Welfare Code (PD 603) and the Family Code of the Philippines (Executive Order 209), among others, are laws related to child protection.

The Revised Penal Code (1930), referred to as RA 3815, works in conjunction with other specific child protection laws, with RA 7610 and RA 9262 (Anti-Violence Against Women and Their Children Act of 2004), among others. While RA 3815 is broad in scope, covering a wide range of crimes, several provisions within this code are directly related to the protection of children from various forms of abuse, exploitation, and neglect, such as acts of lasciviousness (Article 336), seduction, corruption of minors, and abduction (Articles 337-340), child abuse and exploitation (Articles 274-276), qualified seduction (Article 337), RA 9262 addresses violence against women and their children, providing additional legal mechanisms to protect children from domestic violence and other forms of abuse.

Presidential Decree No. 603, known as the Child and Youth Welfare Code (1974), was enacted to provide comprehensive legislation on the care, protection, and development of children and youth. This code serves as a foundational legal document for child protection, encompassing a wide range of provisions aimed at ensuring the rights and welfare of children in various aspects of their lives, such as the basic rights of children, including the right to a name and nationality, the right to a family, the right to be protected from abuse, neglect, exploitation, and discrimination, and the right to education and healthcare. These rights are fundamental inherent in every human person, declaring that children are treated with dignity and respect and are protected from harm.

Yacat (2011) stated in his research study, Child Protection in the Philippines: A Situational Analysis, as a way to conclude his comprehensive research:

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 (national plans of action, children’s codes, local ordinances). However, the perennial issue that has been evident across all the priority areas is the lack of understanding and capacity of the different stakeholders to enforce, implement and uphold these laws. (p.71)

Child Protection Policies in Educational Settings

The Department of Education (DepEd) has developed its child protection policy to address issues of child safety and well-being within the educational system. The DepEd Order No. 40, series of 2012, also known as the DepEd Child Protection Policy (DCPP), sets out guidelines and procedures for preventing and responding to child abuse, bullying, harassment, and other forms of misconduct in schools. It emphasizes the importance of creating safe and supportive learning environments that promote the physical, emotional, and psychological well-being of students. Following the year of its enactment, DepEd Order No. 50, series of 2013 was implemented according to the Anti-Bullying Act of 2013 (RA 10627). It is referred to as the Implementing Rules and Regulations of the Anti-Bullying Act of 2013. This particular Order provides a comprehensive framework for addressing and preventing bullying in schools, ensuring the effective implementation of RA 10627 and creating a safe and supportive educational environment for all students. While bullying is within the provisions of the DCPP, the Order extensively provides a detailed description of what constitutes bullying to help school administrators, teachers, and students identify and address it appropriately. Moreover, all schools are required to adopt and implement policies to prevent and address bullying. These policies must include procedures for reporting, investigating, and responding to bullying incidents. Thus, schools are mandated to implement preventive measures such as the integration of anti-bullying policies into the school curriculum, conducting regular anti-bullying activities, and training teachers and staff to recognize and respond to bullying. DepEd mandates regular monitoring and evaluation of schools’ anti-bullying policies and their effectiveness and schools must submit reports on bullying incidents and their resolutions to ensure accountability and continuous improvement.

Additionally, DepEd Order No. 18, series of 2015, referred to as DepEd Guidelines and Procedures on the Management of Children-At-Risk (CAR) and Children in Conflict with the Law (CICL), provides a comprehensive framework for addressing and managing the needs of CAR and CICL within the educational system. This Order aims to create a supportive and protective environment for these children, ensuring their rights and welfare. The procedures for the identification and assessment of children at risk, as well as those in conflict with the law, are laid down. Therefore, for CAR and CICL to be identified, schools need to set up mechanisms that enable them to carry out initial assessments of their particular needs and conditions. Intervention programs tailored to the needs of CAR and CICL need to be developed and implemented in schools. These programs are aimed at addressing the issues faced by these children and helping them in their transition back to school life, through education support, psychological counseling as well as welfare services.

Another important policy in relation to child protection is the DepEd Order No. 57, Series of 2017, titled “Policy on the Protection of Children in Armed Conflict.” This policy was issued to address the unique and severe risks faced by children in areas affected by armed conflict. It mandates schools to monitor and report any instances where children may be at risk of recruitment, thereby safeguarding children from being exploited as combatants or support personnel in conflicts. It underscores the importance of maintaining safe and secure learning environments for children. It provides guidelines for schools on how to fortify their premises and ensure that educational activities can continue even in conflict zones, thus protecting children’s right to education. It also instructs schools to provide psychosocial support, providing counseling and other mental health services to help children cope with the stress and trauma of living in conflict areas. Notably, this policy includes attention to teachers’ training and awareness to strengthen the child protection policy, understanding the legal frameworks, recognizing signs of distress or recruitment risk, and knowing how to respond effectively to protect children.

Finally, this policy, DepEd Order No. 3, Series of 2021, referred to as “Creation of the Child Protection Unit and the Child Rights in Education Desk in the Department of Education.” This recent policy was issued to enhance the protection of children’s rights within the education system. In order to ensure that child protection policies are effectively implemented and that child’s rights are promoted and safeguarded in educational settings, this Order mandates the establishment of the Child Protection Unit (CPU) and the Child Rights in Education Desk (CREDe) within the education agency. CPU is designed to coordinate and oversee the implementation of child protection policies across all DepEd offices and schools, with the goal to ensure a consistent and comprehensive approach in protecting children from abuse, exploitation, discrimination, and other forms of harm within the school environment. Moreover, the CREDe is created to promote and uphold the rights of children within the educational system, focusing on integrating child rights into the curriculum, policies, and practices of DepEd. CREDe, therefore, is tasked with raising awareness about children’s rights among students, teachers, and other stakeholders, and  to develop educational materials, conducts training sessions, and collaborates with other organizations to advance the rights of children in education.

The DCPP is one such policy that provides comprehensive guidelines and procedures for educators to prevent, identify, and respond to child protection concerns in educational settings. As reviewed, other important policies are promulgated to strengthen the DCPP. The Department of Education has seen the significant needs to emphasize its mandate to deliver its commitment in creating a culture of safety and respect within schools and fostering a safe, inclusive, and supportive learning environment – where all children can thrive, where students are free from any form of abuse, harassment, or violence, and where they feel empowered to report any of these they may experience or witness.

Numerous studies have underscored the importance of child protection policies in educational settings and their impact on promoting students’ well-being and academic success. For example, a study by Asio et al. (2020), they concluded that both schools and community are equally responsible in educating everyone regarding the importance of protecting child rights. In this study, it found out that “teachers were aware of the Child Protection Policy program of the Department of Education.   However, the responsiveness of the schools is not very high.” Notably, the results in teacher awareness and school responsiveness were shown to be significantly different. Moreover, there is a modest link between the awareness of teachers about child protection policy and school’s responsiveness to that program.

Similarly, Bayuca’s (2020) study has found that most teachers are aware of the Child Protection Policy, but its implementation in schools is not so strict. Thus, Bayuca recommended that implementing the Child Protection Policy be monitored and a more comprehensive information drive be given to teachers. Additionally, training modules – which include positive and non-violent discipline in classroom management, anger and stress management and gender sensitivity – should be included in seminars to be conducted.

Hall (2017) found out that schools with robust child protection policies and procedures reported lower rates of bullying and harassment among students. Substantially more educators perceive anti-bullying policies to be effective rather than ineffective. In contrast to several studies showing that policy presence or quality is associated with lower rates of bullying among students, other studies have shown no such correlation between these two factors and a reduction in bullying.

Moreover, child protection policies in schools have been shown to enhance students’ sense of safety and belonging, thereby creating a conducive environment for learning and development. A study by Castillo (2023) found that students who perceived their school to have effective child protection measures in place reported higher levels of well-being and academic engagement compared to those in schools with inadequate policies.

In conclusion, the historical survey of child protection reveals a consistent commitment across ancient civilizations to safeguarding children’s rights, underscoring the enduring concern for vulnerable members of society. The Industrial Revolution marked a turning point, exposing children’s vulnerabilities amid rapid industrialization and prompting the development of child protection policies. The late 19th and early 20th centuries witnessed the rise of modern child protection movements, shaping the trajectory of child welfare policies and leaving a lasting legacy. International efforts, including the UN’s initiatives and key declarations, have furthered the cause of child protection on a global scale. Contemporary child protection policies, supported by legislative frameworks, play a vital role in promoting children’s rights and safety. In educational settings, these policies ensure a safe and nurturing environment for students, contributing to their holistic development and ensuring equitable opportunities for all.

Conceptual Framework

The conceptual framework of this study provides a theoretical lens through which to examine the relationship between the Child Protection Policy and teachers’ confidence levels in navigating ethical dilemmas. Drawing on relevant theoretical perspectives and key concepts, this framework elucidates the interplay between policy awareness, ethical decision-making, and educators’ confidence within educational settings.

Social Learning Theory

Social Learning Theory (SLT), formulated by Albert Bandura (1977), posits that people learn from one another through observation, imitation, and modeling (Mcleod, 2024). This theory is particularly relevant in understanding how teachers develop the confidence and skills necessary to navigate ethical dilemmas within the framework of child protection policies. The application of SLT to this context can provide valuable insights into the processes through which teachers learn to recognize, address, and prevent child abuse and exploitation, ensuring a safe educational environment.

Observational Learning

Observational learning is a key mechanism through which teachers acquire knowledge and behaviors relevant to child protection. Within educational settings, teachers often learn by observing their colleagues, administrators, and professional training sessions. (1) Professional Development and Training: Regular training sessions on child protection policies provide opportunities for teachers to observe best practices and learn effective strategies for handling child protection issues. Studies have shown that teachers who participate in professional development programs report increased confidence in managing ethical dilemmas (Safe Kids Thrive, 2024). (2) Mentoring and Peer Observation: Experienced teachers serve as role models for their less experienced peers. Through mentoring programs, novice teachers can observe how seasoned educators handle complex ethical situations and apply child protection policies. According to Bandura (1997), observing successful role models can enhance an individual’s belief in their own abilities, a concept known as self-efficacy.

Role Modeling

Role modeling plays a crucial role in shaping teachers’ attitudes and behaviors regarding child protection. Effective role models can influence teachers’ confidence and competence in navigating ethical dilemmas. (1) Leadership Influence: School leaders who exemplify strong adherence to child protection policies and ethical standards set a powerful example for their staff. Teachers are more likely to adopt similar attitudes and behaviors when they see these values embodied by their leaders. (2) Collegial Support: Peer support and collaboration among teachers foster an environment where ethical dilemmas can be openly discussed and addressed. This collaborative approach not only enhances individual confidence but also builds a collective commitment to child protection (McComb, 2015).

Organizational Climate

The organizational climate of a school significantly affects how teachers perceive and implement child protection policies. A supportive and well-structured organizational climate can facilitate the adoption of protective behaviors and ethical decision-making. (1) School Culture and Policies: Schools with a strong culture of safety and ethical responsibility create an environment where child protection is prioritized. Clear policies and procedures regarding child protection, reinforced by regular training and open communication; contribute to a positive organizational climate (Ryall, 2016). (2) Resources and Support Systems: Access to resources such as counseling services, legal advice, and external child protection agencies provides teachers with the necessary tools to address ethical dilemmas confidently. When teachers feel supported by their institution, their confidence in handling complex situations increases.

Applying Social Learning Theory to the context of child protection and teachers’ confidence in navigating ethical dilemmas highlights the importance of observational learning, role modeling, and a supportive organizational climate. By understanding these mechanisms, schools can develop targeted professional development programs, foster a culture of ethical responsibility, and provide the necessary support systems to empower teachers. This, in turn, enhances their ability to protect children and uphold the principles of child protection policies effectively.

Ethical Decision-Making Theory

Ethical decision-making theory emphasizes the cognitive processes involved in making ethical judgments and choices. According to this perspective, educators’ confidence in addressing ethical dilemmas may be influenced by their ability to critically evaluate moral principles, weigh competing interests, and identify ethically sound courses of action.

Giving due attention to the key concepts and variables of the theory, this section presents the following: (1) Child Protection Policy Awareness: This variable refers to educators’ level of familiarity with the provisions and guidelines outlined in the Child Protection Policy. It encompasses their knowledge of key principles, procedures, and responsibilities regarding child protection within educational settings. (2) Teachers’ Confidence in Navigating Ethical Dilemmas: This variable pertains to educators’ self-perceived ability to effectively address and resolve ethical challenges that arise in their professional practice. It encompasses their sense of competence, self-efficacy, and resilience in upholding ethical standards and promoting the well-being of students.

Interrelationships among Variables

The conceptual framework posits that there is a reciprocal relationship between awareness of the Child Protection Policy and teachers’ confidence levels in navigating ethical dilemmas. Higher levels of policy awareness are expected to correlate positively with increased confidence levels among educators, as greater knowledge of policy provisions and guidelines may enhance their ability to make informed ethical decisions and take appropriate action in child protection matters. Furthermore, the framework acknowledges the potential influence of contextual factors, such as organizational climate, institutional support, and personal experiences, on the relationship between policy awareness and teachers’ confidence. These contextual factors may moderate or mediate the effects of policy awareness on educators’ confidence levels, highlighting the complex and dynamic nature of ethical decision-making within educational settings.

Understanding Ethical Dilemmas in Education

Ethical dilemmas in education occur when teachers face situations that require them to choose between competing values or principles, where any decision has significant moral consequences. These dilemmas often involve conflicts between professional responsibilities and personal values, legal requirements, or the best interests of students. These, then, are to be understood as occurrences spurred by a critical incident that creates a situation that forces the participants to make choices according to competing alternatives (Lindqvist et al., 2020; Heikkilä et al., 2023). An ethical dilemma might arise, for instance, when a teacher must decide whether to report a student’s confidential disclosure of abuse, balancing the duty to protect the child and the commitment to confidentiality. Let us consider these two examples to illustrate ethical dilemmas in an educational setting.

Authority vs. Respect for Rights: Educators have the authority and responsibility to maintain order and discipline in the classroom to create a conducive learning environment. However, they must also respect students’ rights and autonomy, which may conflict with disciplinary actions that limit students’ freedoms or impose consequences perceived as unfair or punitive.

Confidentiality vs. Reporting Obligations: An educator learns from a student that they are experiencing abuse or neglect at home. While the educator wants to maintain the student’s confidentiality and trust, they also have a legal and ethical obligation to report suspected cases of child abuse or neglect to the appropriate authorities.

Thus, ethical dilemmas are situations where there are several options for action, involving both negative and positive results.

Ethical Considerations in Educational Settings

Teaching involves moral action. Teachers are moral agents and thus classroom interaction in particular is inevitably moral in nature as cited in Shapira-Lishchinsky (2011). The teaching profession is a lifework requiring you to make reasonable decisions and judgments in complex and uncertain environments (Börü, 2020). Ethical considerations in educational settings encompass issues such as fairness, equity, respect for students’ rights, and the integrity of educational practices. Teachers must navigate these considerations while ensuring that their actions promote the overall well-being and development of their students. The ethical framework in education includes principles such as honesty, integrity, transparency, accountability, confidentiality, objectivity, and respect for persons and respect for the autonomy of learners, fairness and justice, care, professionalism, among others (Sultana, 2014).           Ethical teaching also involves addressing systemic inequities and fostering an inclusive environment where all students have the opportunity to succeed (Strike, 2017). Citing Strike’s (2017) words, thus, “Educators shall not unreasonably restrain student from independent action  in the pursuit of learning…. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, social or cultural background, or sexual orientation, unfairly exclude any student from participation in any program.”

Factors Influencing Ethical Decision-Making among Educators

Several factors influence ethical decision-making among educators, including personal values, professional codes of ethics, cultural context, and institutional policies. Teachers’ confidence in handling ethical dilemmas is significantly impacted by their awareness and understanding of these factors. Professional development and training in ethics both play a crucial role in equipping teachers with the skills needed to navigate complex ethical issues. Additionally, the support of colleagues and school leadership, along with a strong organizational culture, can provide a framework that guides teachers’ ethical decision-making (Shapira-Lishchinsky, 2017).

Relevance to the Current Study

Understanding ethical dilemmas in education is essential for informing the development and implementation of effective child protection policies and practices within educational settings. By examining the nature of ethical dilemmas, reflecting on ethical considerations, and identifying factors influencing ethical decision-making among teachers, this will provide insights that can contribute to the enhancement of child protection measures and the promotion of ethical conduct among teachers.

Teachers’ Confidence in Navigating Ethical Dilemmas

Educators often encounter ethical dilemmas in their professional practice, requiring them to make difficult decisions that balance competing interests and values (Shapiro & Stefkovich, 2016; Ehrich et al., 2011; Heikkilä et al., 2023). Understanding the factors that influence teachers’ confidence in navigating these dilemmas is essential for promoting ethical conduct and ensuring the well-being of students. This section explores the various factors that impact teachers’ confidence levels, strategies for enhancing their confidence, and the relationship between confidence levels and policy awareness.

Factors Affecting Teachers’ Confidence Levels

Several factors contribute to teachers’ confidence in navigating ethical dilemmas. Research suggests that factors such as experience, training, support systems, personal values, and organizational culture play significant roles in shaping educators’ confidence levels (Jan et al. 2015; Kanya et al., 2021). Experienced teachers may feel more confident in handling ethical challenges due to their accumulated knowledge and expertise, while novice teachers may experience greater uncertainty. Additionally, professional development opportunities and access to mentorship and peer support can positively influence teachers’ confidence in addressing ethical dilemmas (Mathur et al., 2012). Moreover, individual characteristics and personal values can impact educators’ perceptions of their ability to make ethical decisions, highlighting the importance of self-awareness and reflective practice (Parks-Leduc et al., 2015).

Strategies for Enhancing Teachers’ Confidence

Educational institutions can implement various strategies to enhance teachers’ confidence in navigating ethical dilemmas. Providing ongoing professional development opportunities that focus on ethical decision-making, moral reasoning, and ethical frameworks can empower educators with the knowledge and skills needed to navigate complex ethical situations effectively (Shapiro & Stefkovich, 2016). Additionally, creating a supportive organizational culture that encourages open dialogue, collaboration, and reflection can help build teachers’ confidence and promote ethical behavior (Pittman, 2024; Murdaugh, 2017). Establishing clear policies, procedures, and guidelines for addressing ethical concerns can also provide teachers with a sense of clarity and direction when faced with challenging situations.

Relationship between Confidence Levels and Policy Awareness

There exists a symbiotic relationship between teachers’ confidence levels in navigating ethical dilemmas and their awareness of relevant policies and guidelines. Research indicates that educators who are well-informed about institutional policies and legal frameworks governing professional conduct are more likely to feel confident in addressing ethical challenges (Stedrak & Mezzina, 2022). Conversely, a lack of awareness or understanding of relevant policies can contribute to feelings of uncertainty and hesitation among teachers when faced with ethical dilemmas. Therefore, promoting policy awareness and providing training on policy interpretation and implementation are essential for enhancing educators’ confidence and promoting ethical behavior in educational settings.

Sanchez-Danday (2021) underscores the symbiotic relationship between educational practice and law, emphasizing the obligation of teachers and school administrators to operate within established legal frameworks. She elucidates that education law encompasses various legal areas that impact the operation of both private and public schools, highlighting its broad scope and significance in shaping educational processes. Citing the same study, it emphasizes the comprehensive definition that “education law encompasses a wide range of legal subject matter, including contracts, property, torts, constitutional law, and other areas directly influencing educational and administrative processes.” Furthermore, emphasizing the interconnectedness of school law with broader legal issues dealt with in court, it underscores that there is the need to study seemingly unrelated cases to understand educational laws fully. Sanchez-Danday puts forward the recommendation of a study that there is the necessity of “continuous research and training for school stakeholders to effectively manage and resolve educational issues,” given the evolving legal landscape. Certain shifts may take place as the law must be seen that it cannot be detached from politics and history. Thus, being subject to evolving process, law gives a certain shape to education in all its web of relationship, such as curriculum, operations and governance of schools, management of learners, teaching and non-teaching personnel, among others.

Legal literacy among public school teachers is a critical component of effective education governance and classroom management. However, research suggests that teachers often lack comprehensive training in school law, leaving them ill-prepared to navigate legal complexities in the educational setting (Stedrak & Mezzina, 2022). More succinctly, Stedrak and Mezzina (2022) stated that while teachers receive instruction in pedagogy, child development, and subject areas, they lack extensive education in school law. Nonetheless, they frequently find themselves at the forefront when confronted with legal challenges.

One prominent theme in this study is the limited training that teachers receive in school law despite their pivotal role as frontline responders to legal dilemmas. Stedrak and Mezzina (2022) have highlighted the need for enhanced legal literacy programs to empower teachers with the knowledge and skills necessary to address legal issues effectively. However, the literature reveals inconsistencies in the provision of such training, with some studies indicating variations in legal literacy initiatives across different educational jurisdictions. A key strength of the literature is its emphasis on the practical implications of legal literacy for teachers’ professional practice. By equipping teachers with a better understanding of educational law, they are better positioned to uphold legal standards, protect students’ rights, and mitigate legal risks in the classroom.

Additionally, legal literacy can empower teachers to advocate for policy changes and educational reforms that promote equity and fairness in education. Despite its strengths, the literature also reveals several gaps in knowledge and areas for further research. For instance, while existing studies emphasize the importance of legal literacy for teachers, there is limited research on the effectiveness of specific legal literacy interventions or training programs in improving teachers’ knowledge and confidence in addressing legal dilemmas. Sanchez-Danday (2021) also shows in her Literacy in Education Laws: A Literature Review that “studies on teachers’ educational law literacy indicate only a marginal understanding of its concept though school law is considered a compelling force for pursuing excellence and academic success of students in any educational institutions following the State’s directives. Sanchez-Danday concluded that: It is, therefore, upsetting to note that only limited studies have been done in this area and the few ones conducted have shown a poor overall education law literacy of administrators and teachers. Claims that school heads have inadequate knowledge of basic education law principles affecting student and teacher rights ought to encourage investigations that will dig deeper into its cause and resolution. (p. 40)

Furthermore, there is a need for more comprehensive assessments of the long-term impact of legal literacy on teachers’ professional development and student outcomes. Another area of controversy in the Legal Literacy for Public School Teachers is the extent to which legal literacy should be integrated into teacher education curricula. While proponents argue that legal literacy should be a core component of teacher preparation programs, critics raise concerns about the potential overload of content and the diversion of focus from essential pedagogical skills (Stedrak & Mezzina, 2022). Addressing this controversy requires a nuanced understanding of the balance between legal literacy and other aspects of teacher training.

The exploration of teachers’ confidence in navigating ethical dilemmas underscores the multifaceted nature of this construct and its significance in promoting ethical conduct among educators. Factors such as experience, training, support systems, and organizational culture all play critical roles in shaping teachers’ confidence levels. By implementing strategies to enhance teachers’ confidence and promoting policy awareness, educational institutions can foster a culture of ethical responsibility and ensure the well-being of students.

Synthesis

The literature review reveals several key themes and findings related to child protection policies, teachers’ confidence in handling ethical dilemmas, and the role of educational settings in fostering a safe environment for students. One significant theme is the historical evolution of child protection policies, which have been shaped by socio-economic changes and legislative reforms globally and within specific contexts like the Philippines. Studies consistently highlight the importance of comprehensive child protection policies in mitigating risks of abuse, neglect, and exploitation.

Another key finding is the critical role of teachers’ awareness and understanding of these policies in effectively implementing them. Teachers who are well-informed about child protection policies are more confident in navigating ethical dilemmas and making decisions that prioritize students’ well-being. Additionally, the organizational climate within schools significantly influences teachers’ ethical decision-making processes, with supportive environments fostering better outcomes.

Despite these insights, several gaps and inconsistencies remain in the existing research. Firstly, there is a lack of longitudinal studies examining the long-term impacts of child protection policies on both students and teachers. Most studies focus on immediate outcomes, leaving a gap in understanding how these policies affect educational settings over time.

Furthermore, while the importance of teachers’ confidence in handling ethical dilemmas is well-documented, there is limited research on the specific training programs or interventions that are most effective in enhancing this confidence. The variability in findings regarding the relationship between demographic factors (such as age, gender, and years of experience) and teachers’ confidence levels suggests a need for more nuanced research in different educational contexts.

The identified gaps and inconsistencies have direct implications for the current study. Addressing these gaps, this research aims to provide a detailed analysis of how demographic factors influence teachers’ awareness of child protection policies and their confidence in handling ethical dilemmas. By incorporating a comprehensive survey and statistical analyses, the current study seeks to offer new insights into effective strategies for improving teachers’ competence and confidence.

Additionally, the findings from this study could inform the development of targeted professional development programs and policy recommendations, contributing to the creation of more supportive and effective educational environments. Therefore, this review of literature and studies underscores the necessity for ongoing research and continuous improvement in policy implementation to ensure the safety and well-being of children in educational settings.

METHODOLOGY

This chapter provides a framework for understanding how the study was conducted, including the research design, research locale, sampling technique, respondents of the study, description of the research instrument used, data collection procedure, and statistical treatment of data, and ethical considerations. It outlines the systematic approach that was employed to investigate the research questions and achieve the study’s objectives.

Research Design

This study specifically utilized the descriptive and correlation methods. It employed descriptive correlational method since the study described the relationship between the teachers’ level of awareness of the CPP and their level of confidence as they navigate ethical dilemmas related to their work. It sought to explore how these variables correlated with each other. Moreover, it adapted the cross-sectional approach because, in the process of investigation, it collected data from a diverse sample of teachers at a single point in time through a structured questionnaire. This allowed the exploration of associations between teachers’ familiarity with the CPP, perceptions of its clarity, participation in professional development, and their confidence levels in navigating ethical dilemmas.

In this study, quantitative methods was employed to assess the strength and direction of associations between teachers’ knowledge of educational law, particularly the CPP, and their confidence levels in addressing ethical dilemmas. The use of quantitative methods allowed for the measurement of variables such as familiarity with the CPP, perceptions of its clarity, and confidence levels using standardized scales and statistical analyses.

While the primary research method was quantitative in nature, this study also incorporated elements of descriptive research, which involved the systematic observation and description of phenomena without manipulation of variables. In this study, descriptive research was used to provide a detailed portrayal of teachers’ knowledge of educational law, such as the CPP, perceptions of its clarity, and confidence levels in navigating ethical dilemmas. Through the administration of a structured researcher-made questionnaire, descriptive statistics such as means, standard deviations, and frequency distributions will be used to summarize and present the characteristics of the study variables.

Research Locale

The location where the research took place is a crucial element of this study as it sets the context for the data collection and the study itself.

The study was carried out in Valenzuela City, which is situated in the National Capital Region (NCR) of the Philippines. Valenzuela City is a first-class city within NCR and is home to a significant population of 714,978 inhabitants as of the 2020 census. This population represents diverse demographics, socioeconomic backgrounds, and cultural identities.

More specifically, the study was conducted in one of the 16 government-owned secondary schools in Congressional District 1, known as Bignay National High School (referred to as BNHS in this study). BNHS is located at Gitna St., Barangay Bignay, Valenzuela City, and occupies an area of 7,733 square meters. Established in 2003 and commencing operations in 2004, BNHS has a teacher population of 114 as of 2024 and a student population of almost 4,000. The school offers a curriculum covering Junior High (Grades 7 to 10) and Senior High (Grades 11 to 12). The Senior High Curriculum specifically includes the Academic Track with Accountancy, Business, and Management (ABM) and General Academic Strands (GAS), as well as the TechVoc Track with Information Communication Technology Computer Systems Servicing Strand (ICT-CSS).

BNHS was chosen as the sole research location for the study due to its accessibility and the willingness of the teachers to participate in the research. The selection of this school was motivated by the diverse teacher characteristics, including their personal and professional profiles, as well as their interactions with a diverse population of students. These aspects were essential in creating an environment for exploring the research questions and obtaining relevant data, providing insights into significant differences when grouped according to demographic profiles in relation to the level of awareness of the CPP.

Figure 3. Image Bignay National High School (BNHS)

This study explored how the unique characteristics of the locale intersect with teachers’ awareness of the CPP and their confidence levels in navigating ethical dilemmas. Understanding the contextual factors shaping teachers’ experiences in Valenzuela City was essential for informing effective strategies for promoting ethical conduct and legal compliance in education within this urban setting.

Sampling Technique

The sample size for this study was determined using Cochran’s modified formula, considering the total population of 114 teachers in this BNHS. Cochran’s formula was selected for its appropriateness in determining sample sizes for finite populations, ensuring adequate representation and reliability of the findings. Eighty-eight (88) respondents were then randomly selected using systematic sampling – a method under probability sampling method of selecting every nth element of the population (in this study, it used every seventh of the population) – enhancing the generalizability of the study results.

Cochran’s formula is widely recognized and utilized in research studies, particularly when dealing with finite populations, as it provides a systematic approach to determining the sample size needed to achieve a desired level of precision and confidence. Cochran (1977) developed the modified formula for calculating sample size when population size is finite (as cited in Ionas, n.d., p. 37).  Cochran outlines the principles and applications of various sampling techniques, including the use of his formula for finite populations.

As previously mentioned, the sample size was determined using Cochran’s formula, resulting in a sample size of eighty-eight (88). However, only eighty (80) respondents participated in the data collection process. This disparity can be attributed to the erratic schedules of the faculty members, which were influenced by the extreme heat index that affected the country during the research period. Such environmental factors can unpredictably impact data collection, leading to lower response rates than anticipated. Despite this fluctuation, the current study remains valid. The variation in sample size in this study is acceptable since the remaining sample still adequately represents and reflects the diversity of the target population.

Respondents of the Study

The selection of respondents for the study involved a systematic process to ensure representation and reliability of the findings. Out of the total population of 114 teachers at BNHS, a sample size of 88 was determined using Cochran’s formula. This formula was selected due to its appropriateness for determining sample sizes for finite populations, providing a balance between practicality and statistical significance. Cochran (1977) is an authoritative source in determining sample sizes for finite populations. In his book, titled Sampling Techniques, he emphasized the importance of determining the appropriate sample size to ensure the accuracy and reliability of research results particularly when a research involves limited populations.

The inclusion criteria for the respondents encompassed all teachers currently employed at BNHS during the time of data collection. This criterion ensured that the selected sample accurately represented the population of teachers within the school. Additionally, respondents were required to be willing participants in the study, demonstrating their voluntary consent to contribute to the research endeavor. To select the participants, a random sampling technique was employed, ensuring that each teacher within the population had an equal chance of being selected. This approach minimized bias and increased the generalizability of the study results to the broader population of teachers at the said school. Employing Cochran’s formula and random sampling techniques, the representative sample of teachers from both the Junior and Senior High School Departments allowed the researcher for a comprehensive examination of perceptions, attitudes, and experiences related to DepEd Child Protection Policy and ethical dilemmas within the school setting. The participants in this study represented male and female educators from various grade levels and subject areas. This diversity ensured that the findings of the study are applicable across different contexts within the field of education.

As mentioned earlier, only eighty (80) out of (88) teachers were able to participate in this study due to an uncontrollable environmental factor, leading to lower response rates than the anticipated one.

Research Instrument

The research instrument utilized in the study was a structured survey questionnaire developed by the researcher, comprising four distinct parts to comprehensively capture various aspects of teachers’ perceptions, attitudes, and experiences related to child protection policies and ethical dilemmas within the school setting.

Part I of the questionnaire was designed to collect data on the demographic profile of the respondents. This section consisted of two sections: Section 1 focused on gathering personal information such as age, sex, and educational attainment, while Section 2 aimed to gather professional background information including the current position (plantilla), length of service in teaching, and involvement in school-based trials. These demographic variables provided context and insights into the characteristics of the respondents.

Part II of the questionnaire aimed to assess the level of awareness of teachers regarding the Child Protection Policy. The statements in this section were derived from the DepEd Child Protection Policy and were modified to serve as indicators to determine the respondents’ level of awareness. Respondents were asked to rate their level of awareness on a 4-point Likert scale, with options ranging from “Highly Aware” to “Not Aware.” This section consisted of 27 questions aimed at capturing the breadth and depth of teachers’ awareness of the policy.

Part III of the questionnaire focused on assessing teachers’ level of confidence in navigating ethical dilemmas within the school setting. Similar to Part II, respondents were asked to rate their level of confidence using a 4-point Likert scale, with options ranging from “Highly Confident” to “Not Confident.” This section consisted of 20 questions designed to explore teachers’ perceptions of their own abilities to address and resolve ethical challenges effectively.

Part IV of the questionnaire aimed to identify the most common challenges faced by teachers in complying with and implementing the Child Protection Policy and navigating ethical dilemmas. Respondents were asked to rank the top five challenges they encountered, providing ranked data to prioritize areas for intervention and support. This section consisted of a list of twenty (20) challenges derived from literature and consultations with experts in the field.

The questionnaire underwent rigorous validation procedures to ensure its reliability and validity, including pilot testing with thirty (30) mock teacher-respondents, expert review, and refinement based on feedback. Cronbach’s alpha was used to determine the internal reliability of the questionnaire, ensuring consistency and coherence in the measurement of constructs across the items. Parts II and III of the research instrument were statistically analyzed. Each was found to be excellent of internal consistency with Cronbach’s alpha of 0.9188 and 0.9630, respectively.

By utilizing a structured questionnaire with four distinct parts, the study was able to gather comprehensive data to address the research objectives effectively.

Data Gathering Procedure

The data gathering process for this study involved several systematic steps to ensure the collection of reliable and relevant data from the participants.

Prior to data collection, the researcher obtained necessary approvals from relevant authorities, including the correspondence with the Valenzuela City Schools Division Superintendent for approval and endorsement of the conduct of the research study and with the principal to solicit the support and permission to conduct the study within the selected school. The researcher finalized the questionnaire based on the validated instrument, ensuring clarity, coherence, and alignment with the research objectives.

Participants, determined by random selection process, were, then, informed about the study through individual correspondence, in which a formal invitation to participate in the study was extended to all eligible teachers at BNHS, emphasizing the voluntary nature of participation and confidentiality of responses.

Data collection took place at designated venues within the school premises, ensuring convenience and accessibility for the participants. The researcher himself facilitated the data collection process, providing instructions and clarifications as needed. Participants were provided with the structured questionnaire and asked to complete it within a specified time frame, typically during scheduled breaks or after school hours. Furthermore, the researcher ensured the privacy and confidentiality of participants during the data collection process, maintaining a conducive environment for honest and candid responses.

To maintain data quality and integrity, the researcher conducted periodic checks to monitor the progress of data collection and address any issues or concerns raised by participants. The researcher was available to provide assistance and clarification to participants, ensuring accurate completion of the questionnaire. Any incomplete or ambiguous responses were clarified with participants to ensure the accuracy and completeness of the data collected.

Completed questionnaires were collected and securely stored to protect confidentiality and privacy. Data entry and coding were conducted meticulously to facilitate subsequent analysis, ensuring accuracy and consistency in data management procedures. The researcher maintained strict adherence to data protection protocols and ethical guidelines throughout the data management process.

Finally, upon completion of data collection, participants were thanked for their participation and provided with any necessary follow-up information or support. The researcher expressed gratitude to the school administration and participants for their cooperation and support throughout the data-gathering process. It should be noted that the researcher faced a slight deviation in the number of retrieved responses due to an uncontrollable environmental factor; thus, eighty (80) out of eighty-eight (88) questionnaires were retrieved from the randomly selected respondents.

Overall, the data gathering process was conducted with utmost professionalism, integrity, and respect for the rights and welfare of the participants, ensuring the generation of high-quality data to address the research objectives effectively.

Statistical Treatment of Data

The analysis primarily focused on addressing the research questions and tackling the research issue. The statistical treatment of data involved both descriptive and inferential statistical analyses to summarize, describe, and explore the relationships among variables collected through the survey questionnaire.

Scoring and Recording. A survey questionnaire created by the researcher was utilized to gather responses from the study participants. Utilizing the Likert scale responses will be rated from 1 to 4 with 1 representing “Not Aware” and 4 representing “Highly Aware” or from 1 indicating “Not Confident” to 4 indicating “Highly Confident.” Additionally demographic details were converted into numerical data for analysis purposes. All data were securely recorded in a database or spreadsheet, for analysis.

For Parts II and III of the survey questionnaire, a 4-point Likert scale was utilized to measure the variables of awareness levels of the DepEd Child Protection Policy and confidence levels in navigating ethical dilemmas.

For Part II: Level of Awareness of the DepEd Child Protection Policy, respondents were asked to rate their level of awareness on a scale from 1 to 4, with the following scoring: 4 as “Highly Aware,” 3 as “Moderately Aware,” 2 as “Aware,” 1 as “Not Aware.”

For Part III: Level of Confidence in Navigating Ethical Dilemmas, respondents were asked to rate their confidence levels on a scale from 1 to 4, with the following scoring: 4 as “Highly Confident,” 3 as “Confident,” 2 as “Somewhat Confident,” and 1 as “Not Confident.”

For Part IV, which involved ranking the challenges encountered in policy implementation, respondents were instructed to rank the top five challenges they encountered. The challenges were listed randomly, and respondents were asked to assign a rank to each challenge based on its perceived significance, with 1 being the most significant challenge and 5 being the least significant challenge.

Descriptive Statistics. Descriptive statistics were employed to summarize and describe the data collected from the survey questionnaire. These included measures such as frequency counts, percentages, means, and standard deviations. To point out these in the study, there were frequency counts and percentages used to describe the distribution of responses for categorical variables, such as demographic characteristics and the ranking of challenges encountered. Specifically, these were used to summarize the demographic profile of the teacher-respondents in terms of age, sex, educational attainment, current position (plantilla), length of service in teaching, and previous involvement in school-based trials.

Additionally, mean and rank were used to identify the most significant challenges encountered by teachers in implementing the CPP of the Department of Education and navigating ethical dilemmas within the school setting. On the other hand, weighted means and standard deviations were calculated to summarize the central tendency and variability of scores for ordinal variables, such as awareness levels and confidence levels. Specifically, in this study, means and standard deviations were used to summarize the level of awareness of the DepEd Child Protection Policy among the teacher-respondents and means and standard deviations were also used to summarize the confidence levels of the teacher-respondents in handling ethical dilemmas.

Inferential Statistics. Analysis of Variance (ANOVA) or independent samples t-Tests was utilized to determine if there is a significant difference between the teacher-respondents’ level of awareness of the DepEd Child Protection Policy and their demographic profile variables (e.g., age, sex, educational attainment). Since in this study the mean score of the Likert scale were treated as continuous variables, one-way ANOVA was the most appropriate statistical treatment to compare the mean level of awareness across different demographic groups.

Correlational analysis was used to explore relationships among variables and test hypotheses. Specifically, Pearson’s correlation coefficient was utilized to examine the relationship between teachers’ awareness levels of the DepEd Child Protection Policy and their confidence levels in navigating ethical dilemmas. Correlation analysis or regression analysis was also employed to examine if there was a significant difference between the teacher-respondents’ level of awareness of the DepEd Child Protection Policy and their confidence levels in navigating ethical dilemmas. Pearson’s correlation coefficient was used to quantify the strength and direction of the linear relationship between two continuous variables. ANOVA was used to assess whether there was a significant correlation between awareness levels and demographic profile such as age, educational attainment, and length of service in teaching. This analysis helped determine if certain demographic characteristics were associated with higher or lower awareness levels of the DepEd Child Protection Policy.

Lastly, Pearson’s correlation coefficient was used to examine whether there was a significant correlation between the level of awareness of the CPP and the level of confidence in navigating ethical dilemmas. This analysis revealed whether teachers who were more aware of the DepEd Child Protection Policy tended to be more confident in addressing ethical challenges within the school setting.

By employing both descriptive and inferential statistical analyses, the study aimed to provide a comprehensive understanding of teachers’ perceptions and experiences related to DepEd Child Protection Policy and ethical dilemmas within the school setting, facilitating evidence-based decision-making and policy recommendations.

Null Hypothesis Testing. The null hypothesis will be rejected or accepted at the 0.05 level of significance (α = 0.05).

Statistical tests were conducted to determine whether observed relationships and differences were statistically significant or occurred only by chance.

Statistical computations were conducted using spreadsheet program of the Microsoft Excel.

Ethical Considerations

Ethical considerations are paramount in research endeavors, ensuring the protection and well-being of participants. In this study, adherence to ethical principles was meticulously integrated into every stage of the research process to uphold the rights, dignity, and privacy of the participants. One crucial aspect of ethical conduct is obtaining informed consent from all participants, which was diligently pursued in this study. Prior to their involvement, participants were provided with comprehensive information regarding the research’s purpose, procedures, potential risks, and benefits. This ensured that participants made an informed decision about their voluntary participation in the study, aligning with the principle of autonomy.

Furthermore, the study rigorously upheld the principles of confidentiality and data privacy in accordance with the Data Privacy Act of 2012. Participants’ responses and personal information were treated with utmost confidentiality, with all data collected anonymized to protect their privacy. Authorized persons were the only individuals granted access to the data, and any identifying information was securely stored and kept separate from the research findings to ensure anonymity and prevent any potential breach of confidentiality.

Moreover, the study adhered to established ethical guidelines and standards set forth by relevant professional institution like the panel for defense at Graduate Studies of Pamantasan ng Lungsod ng Valenzuela. Ethical approval was obtained from the authorities, such as the Schools Division Superintendent and Principal of the selected school before the commencement of the research, demonstrating the study’s commitment to meeting rigorous ethical standards and guidelines. This ensured that the research was conducted ethically and responsibly, maintaining the trust and integrity of the research process.

Moreover, participants were assured of their voluntary participation in the study, with no coercion or undue influence exerted to compel their involvement. They were informed of their right to withdraw from the study at any stage without facing any negative consequences or repercussions. This safeguarded the participants’ autonomy and ensured that their participation was entirely voluntary, contributing to the ethical integrity of the study.

Lastly, proper acknowledgment of works by other authors used in this thesis was ensured. The researcher followed the guidelines of the American Psychological Associations (APA) 7th edition citation style, which involved accurately citing and referencing all sources consulted or referenced in any part of the thesis. By adhering to the APA 7th edition citation style, the study aimed to give credit to the original authors and sources, thereby acknowledging their contributions to the scholarly discourse and upholding academic integrity. As proper citation helps readers locate and verify the information presented, it intends to enhance transparency and credibility in the research. Through meticulous acknowledgment of sources, the study demonstrated respect for intellectual property rights and promoted scholarly integrity in academic writing.

By prioritizing ethical considerations throughout the research process, this study upheld the principles of respect, beneficence, justice, and integrity. Participants’ rights and welfare were safeguarded, ensuring the ethical conduct of the research and the validity of the findings.

RESULTS AND DISCUSSION

This chapter presents the collected data and provides a detailed analysis of the findings. It highlights significant trends, similarities, and differences, interpreting these results in relation to the research questions and hypotheses. Statistical treatments used in this study to analyze the data are also reviewed to support the interpretation and discussion of the results.

The demographic profile of the respondents was examined to understand the diversity and characteristics of the participants in this study. The data collected provides insights into various aspects of their backgrounds, which are crucial for the interpretation of the overall findings. Below are the detailed results based on the specified demographic factors:

The Demographic Profile of the Respondents

Table 1.1 The Profile of the Respondents as to Age

Table 1.1 indicates that the majority of the teacher-respondents fall within the “30–39” age bracket (n=38), comprising nearly half of the total respondents (47.50%). This suggests a relatively young and dynamic teaching workforce. This age group is often at a critical juncture in their careers, balancing experience with ongoing professional development. The significant representation of this group could suggest a maturity in handling ethical dilemmas, potentially enhanced by their familiarity with institutional policies and practices. The next largest group is the “40–49” age bracket (n=22), accounting for 27.50% of the respondents. This indicates a significant portion of experienced teachers who are likely to hold mid-level to senior positions.

The smallest groups are those in the age brackets of “50-59” years and “60 years or above,” comprising 7.50% (n=6) and 2.50% (n=2) of the respondents, respectively. The older age groups represent educators who entered the profession during different educational paradigms and have witnessed significant changes in teaching methodologies, policies, and technology. Their continued presence in the profession suggests a high level of adaptability and commitment (Day, 2012). Senior teachers often serve as mentors, providing guidance and support to younger colleagues. On the other hand, the SLT of Albert Bandura is a more sensible explanation for the presence of the smallest groups. Senior teachers often serve as role models for younger and less experienced colleagues. Through observational learning, these younger teachers observe and emulate the behaviors, teaching strategies, and coping mechanisms demonstrated by their senior counterparts. This modelling not only helps in skill acquisition but also fosters a supportive and collaborative work environment. Senior teachers, therefore, play a crucial role in shaping the professional practices and attitudes of the next generation of educators (Bandura, 1977).

Noteworthy, the distribution indicates that younger teachers within the age bracket of “20-29”, n=12 (15%) and older teachers, “50-59”, n=6 (7.50%), are less represented. This might affect the overall findings on confidence in navigating ethical dilemmas, as younger teachers may still be developing their professional judgment and older teachers might be more set in their ways or closer to retirement, influencing their engagement with new policies.

The age distribution of the teacher-respondents can have significant implications for the implementation of child protection policies and teachers’ confidence in navigating ethical dilemmas. Younger teachers, who form the largest group, may be more adaptable and open to training in new policies and practices. However, they might also require more support and mentoring to build confidence in handling ethical issues effectively.

In contrast, more experienced teachers in the “40–49” age bracket, while fewer in number, and likely bring valuable experience and wisdom to the table. Their experience can be leveraged to mentor younger teachers, fostering a collaborative environment for implementing child protection policies. Research suggests that age and experience can influence teachers’ confidence and effectiveness in handling ethical dilemmas (Dawson & Napper, 2020). Younger teachers might benefit from structured professional development programs aimed at building their confidence and competence in navigating ethical challenges, particularly those related to child protection. This confirms the SLT at work as it intersects with the Ethical Decision-Making Theory (EDT) of Kohlberg (1958), when younger teachers perceive support from their educational organizations as they confidently make decisions and take appropriate actions addressing the child protection concerns.

Research indicates that teacher experience, often correlated with age, significantly impacts their confidence in decision-making and policy implementation (Collie et al., 2012). For instance, a study published in “Frontiers in Psychology” found that more experienced teachers tend to have higher self-efficacy, which directly correlates with confidence in handling ethical dilemmas (Barni et al., 2019).

Table 1.2 The Demographic Profile of the Respondents as to Sex

Table 1.2 indicates the data that there are 31 male teachers, comprising 38.75% of the respondents, and 49 female teachers, comprising 61.25% of the respondents. The female respondents are the majority, ranking first, while the male respondents ranked second.

The data reveals a significant gender disparity among the teacher-respondents, with a higher proportion of females compared to males. This finding is consistent with broader trends observed in the teaching profession globally, where women often constitute a larger percentage of the workforce, particularly in primary and secondary education. Several factors can explain this distribution. Historically, teaching has been seen as a “feminized” profession, especially at the basic education level. This trend can be attributed to societal norms and cultural expectations that associate nurturing and caregiving roles with women, thereby making teaching an appealing career choice for many women (Ingersoll et al., 2014, p. 14). There is also an evidence suggesting that women are more likely to pursue degrees in education. This trend is influenced by gendered educational pathways where female students are more inclined towards humanities and social sciences, including education, while male students might lean towards STEM fields (OECD, 2019). The higher proportion of female teachers has implications for the implementation of child protection policies and teachers’ confidence in navigating ethical dilemmas. Research suggests that female teachers may have different experiences and approaches to ethical decision-making compared to their male counterparts: Studies indicate that female teachers often face unique ethical dilemmas in the classroom and may require specific support to navigate these challenges confidently. Providing gender-sensitive training and resources can enhance their ability to handle ethical issues effectively.

Table 1.3 The Demographic Profile of the Respondents as to Educational Attainment

Table 1.3 reveals the data indicating that the majority of the teacher-respondents have advanced their education beyond a bachelor’s degree, with a significant portion, n=48, (60%) currently pursuing or having completed master’s units. This is followed by those holding a bachelor’s degree, making up 22.50% (n=18) of the respondents. Respondents with a completed master’s degree account for 11.25% (n=9), while those with doctoral units comprise 6.25% (n=5). Notably, there are no respondents with a completed doctoral degree.

The high percentage of teachers pursuing master’s units suggests a strong commitment to professional development and lifelong learning within the teaching community. Continuous education is crucial for teachers to stay updated with the latest pedagogical strategies and educational research, which enhances their teaching effectiveness and confidence in navigating complex ethical dilemmas (Darling-Hammond et al., 2017). Teachers with higher educational attainment are likely to have greater awareness and understanding of child protection policies. Advanced studies often include coursework and training on educational policies, including child protection, which can increase teachers’ competence and confidence in implementing these policies (Leonard, 2021). Higher educational attainment can correlate with increased confidence in handling ethical dilemmas. Teachers who engage in advanced studies are typically exposed to diverse case studies and theoretical frameworks that prepare them to deal with ethical issues effectively. This preparedness can enhance their self-efficacy and decision-making capabilities in challenging situations.

The absence of respondents with a completed doctoral degree may indicate potential barriers such as time constraints, financial challenges, or the demanding nature of doctoral programs. Addressing these barriers through supportive policies and resources can encourage more teachers to pursue and complete doctoral studies, which will consequently enhance their professional competence.

Table 1.4 The Demographic Profile of the Respondents as to Position (Plantilla)

The largest group of respondents is those holding the position of Teacher 1, comprising 45% of the sample (n=36). This suggests that a significant portion of the teaching workforce at Bignay National High School is at the entry-level. Entry-level positions are often filled by newer teachers who are in the early stages of their careers and are still developing their professional skills and knowledge.

The number of teachers decreases progressively with higher positions, with Teacher 2 and Teacher 3 making up 25% (n=20) and 16.25% (n=13) of the sample, respectively. This trend reflects the typical career progression within the teaching profession, where fewer individuals advance to higher positions due to the competitive nature and stringent requirements for promotion. According to a study by Nieto and Bode (2018), professional advancement in teaching often requires additional qualifications, experience, and a demonstration of exemplary teaching practices.

The relatively small number of Master Teacher 1 and 2 positions, 11.25% (n=9) and 2.50% (n=2), respectively, indicates that very few teachers reach these senior roles. Master Teacher positions are often reserved for those who have demonstrated exceptional teaching abilities and have contributed significantly to their school communities. These positions not only require extensive teaching experience but also additional qualifications and a strong track record of professional development.

Teachers in higher positions, such as Master Teachers, are likely to have greater awareness and understanding of child protection policies due to their extensive experience and involvement in school leadership. Master Teachers often play a key role in mentoring junior teachers and ensuring that school policies, including child protection policies, are effectively implemented (Llego, 2024). Their advanced knowledge and experience make them critical resources for fostering a safe and supportive school environment.

Higher-ranking teachers, such as Teacher 3 and Master Teachers, are likely to possess greater confidence in navigating ethical dilemmas. Their advanced positions often come with more responsibility and opportunities for professional development, which can enhance their self-efficacy and decision-making skills. This aligns with the findings of a study by Bandura (2018) which highlights the role of self-efficacy in effective ethical decision-making in educational settings.

The high proportion of Teacher 1 positions underscores the need for robust support systems for entry-level teachers. Providing targeted professional development, mentoring, and resources can help these teachers build their confidence and competence in handling ethical dilemmas and implementing child protection policies effectively (Darling-Hammond et al., 2017).

The distribution of the current position in the research locale reveals the important implications for professional development and the implementation of child protection policies. All teachers, especially at the entry-level, must ensure they have access to ongoing training and support, which is crucial for fostering a safe and ethical educational environment.

Table 1.5 The Profile of the Respondents in Terms of Length of Service in Teaching

As revealed in Table 1.5, the largest group of respondents has between 6-10 years of teaching experience, comprising 38.75% of the sample (n=31). This suggests that a significant portion of the teaching workforce at Bignay National High School is in the middle of their careers. Mid-career teachers typically possess substantial classroom experience, which can contribute to their confidence and effectiveness in navigating ethical dilemmas. This group is also likely to have a strong awareness of child protection policies due to their longer tenure and ongoing professional development. Furthermore, teachers with 1-5 years of experience constitute the third largest group, representing 16.25% of the respondents (n=13). Early-career teachers are still in the process of developing their teaching skills and understanding of school policies. According to Darling-Hammond et al. (2017), early-career teachers benefit significantly from mentoring and professional development programs that enhance their knowledge and confidence in dealing with ethical issues and child protection matters. Teachers with 11-15 years of experience form the second largest group at 31.25% (n=25). This group, along with those having 16-20 years of experience (8.75%, n=7) and more than 20 years (3.75%, n=3), brings a wealth of experience and maturity to the teaching profession. Experienced teachers are likely to be well-versed in child protection policies and more confident in handling ethical dilemmas. They often serve as mentors to younger teachers, sharing their knowledge and experiences to foster a supportive educational environment. Lastly, the smallest group consists of teachers with less than 1 year of experience, representing only 1.25% of the respondents (n=1). New teachers may face significant challenges in navigating ethical dilemmas due to their limited experience. Providing targeted support and training for new teachers is crucial to help them build confidence and competence in this area. This aligns with findings by Llego (2024), which emphasize the importance of induction programs in supporting new teachers.

Length of service is a critical factor in understanding teachers’ awareness and implementation of child protection policies. Teachers with more years of service have likely encountered various scenarios requiring ethical decision-making and child protection measures. As a result, they may have developed greater confidence and competence in these areas. This insight underscores the importance of continuous professional development and the sharing of best practices among teachers at different career stages. According to SLT, individuals learn through observation, imitation, and modeling. In the context of this study, experienced teachers (those with more years of service) can serve as role models for less experienced colleagues, demonstrating effective practices in handling ethical dilemmas and child protection issues. This peer learning can significantly enhance the confidence and capabilities of early-career teachers (Bandura, 2018).

In this study, underscoring the demographic profile of the teacher-respondents in terms of their length of service highlights the diversity in teaching experience within the sample. Mid-career (ranked 1) and experienced teachers (ranked 2) form the majority, thus bringing valuable knowledge and skills to the educational environment. Therefore, these particular findings have important implications for professional development programs, particularly in enhancing the confidence and competence of early-career teachers in navigating ethical dilemmas and implementing child protection policies.

Table 1.6 The Profile of the Respondents as to Previous Involvement in School-Based Trials (Grievance)

 As indicated in Table 1.6, a significant majority of the teacher-respondents, 91.25% (n=73), have not been involved previously in school-based trials. This low incidence may suggest that ethical dilemmas requiring formal trials are relatively rare in the research locale. It could also indicate that issues are often resolved through informal or preventative measures, such as counseling or mediation. This aligns with the focus of many educational institutions on creating supportive environments that prevent conflicts from escalating to the level of formal trials.

 However, the 8.75% of teachers (n=7) who have been previously involved in school-based trials may possess higher levels of confidence and competence in handling ethical dilemmas due to their direct experience. The relatively small number of these teachers suggests that most educators might lack firsthand experience with formal ethical adjudication processes. Therefore, professional development programs should emphasize training in navigating ethical dilemmas and understanding child protection policies to ensure that all teachers feel prepared, even those without prior trial experience (Winterberg, 2021). Additionally, the high percentage of teachers without trial involvement underscores the importance of preventative measures in child protection and ethical decision-making. Schools may be effectively implementing policies and practices that address issues before they require formal trials. This preventative approach is critical in fostering a safe and supportive school environment, which can reduce the incidence of severe ethical dilemmas (UNICEF, 2017).

Teachers’ confidence in handling ethical dilemmas is likely influenced by their awareness and understanding of the CPP. Those who are well-informed about the policy may feel more equipped to address potential issues proactively, reducing the need for formal trials. This is consistent with the findings of Barni et al. (2019), who highlighted the role of self-efficacy in ethical decision-making among educators. According to SLT, teachers learn from observing and modeling the behavior of their peers. The few teachers who have participated in school-based trials can serve as valuable resources and role models for their colleagues, sharing their experiences and strategies for handling ethical dilemmas. This peer learning can enhance the overall confidence and competence of the teaching staff (Bandura, 2018).

Therefore, the shown findings reflected in Table 1.6 indicates that most teacher-respondents have not been involved in school-based trials, which may reflect effective preventative measures and a focus on early resolution of conflicts within the school environment. However, while there is a need to be more vigilant and not to sit complacently, furthering enhancement of teachers’ confidence in navigating ethical dilemmas, ongoing training and professional development are essential. Leveraging the experiences of those few teachers who have been involved in trials can also contribute to a more informed and prepared teaching workforce.

Level of Awareness among Teacher-Respondents Regarding the Child Protection Policy

Table 2.1 The Level of Awareness of the Respondents on Child Protection Policy

Legend:

                        Point    Mean Range    Interpretation

                        1          1.00-1.74         Not Aware (NA)

                        2          1.75-2.49         Aware (A)

                        3          2.50-3.24         Moderately Aware (MA)

                        4          3.25-4.00         Highly Aware (HA)

Table 2.1 shows the general weighted mean (GWM) of 3.44. This indicates that respondents generally have a high awareness (HA) of the CPP. Specific areas where awareness is particularly high include understanding bullying (Indicator 5, WM=3.64) and recognizing different forms of child abuse (Indicators 6, WM=3.64). These areas rank the highest, suggesting that teachers are well-informed about the most critical aspects of the policy that directly impact student safety and well-being.      Conversely, the lowest awareness was noted for the procedural aspects related to administrative duties in child protection cases (Indicators 23 and 24), with weighted means of 3.16 and 3.10, respectively, both interpreted as moderately aware (MA). This indicates a need for more focused training on the procedural responsibilities and legal implications of handling such cases.

The highest awareness is noted for indicators related to the multifaceted nature of bullying and child abuse. For instance, the indicators that bullying can occur in different forms (WM = 3.64) and that psychological and physical abuse are forms of child abuse (WM = 3.64) were ranked first, reflecting robust knowledge of the respondents in these critical areas. High awareness of bullying’s definition and forms of sexual exploitation (Indicators 4 and 14, WM = 3.61) suggest effective dissemination and understanding of anti-bullying policies among teachers. This is crucial as bullying remains a significant concern in schools globally, requiring teachers to be vigilant and proactive in addressing it (Waseem & Nickerson, 2023; Roche, 2017). Significantly, as shown in the findings of this study, the understanding that acts degrading the dignity of a child constitute abuse (Indicator 7, WM = 3.53) emphasizes the teachers’ ability to identify and intervene in various forms of maltreatment. This awareness is fundamental to ensuring the protection and well-being of students.

However, awareness was relatively lower for procedural aspects, such as the filing and handling of child abuse cases (Indicator 23, WM = 3.16) and the administrative consequences of neglecting to report incidents (Indicator 24, WM = 3.10). This suggests a potential gap in training or communication regarding these critical procedural elements

Notably, the findings of this study reveals that knowledge about specific details – like the DepEd Order No. 40 (Indicator 1WM = 3.43) and the bases of the Child Protection Policy (Indicator 2, WM = 3.35) – was also lower, indicating a need for more targeted education on these foundational aspects.

Awareness of child protection policies is crucial for teachers as they are the first line of defense in safeguarding children. Teachers’ comprehensive understanding of what constitutes abuse, bullying, and exploitation, and their ability to recognize these signs, directly correlates with their confidence in navigating ethical dilemmas.

Recent studies emphasize that teachers who are well-versed in child protection policies are more likely to intervene effectively and report incidents, thus playing a pivotal role in preventing abuse and ensuring a safe learning environment for students.

Significant Differences Between Teacher-Respondents’ Level of Awareness and Their Demographic Profile

Age

To determine if there is a significant difference between the teacher-respondents’ level of awareness of the CPP and their demographic profile, an ANOVA test was conducted. The statistics for different age groups is as follows: The 20-29-age group has an average awareness score of 3.55 with a variance of 0.19. The 30-39-age group shows an average score of 3.28 and a variance of 0.31. Teachers aged 40-49 have an average score of 3.62 with a variance of 0.18. Those aged 50-59 show an average score of 3.35 and a variance of 0.73. Lastly, the 60 or above age group has the highest average score of 3.96 with a variance of 0.00.

Table 3.1 Significant Difference between Age and Their Level of Awareness of Child Protection Policy of the Respondents

*Correlation at the level of 0.05 (Two-tailed)

As shown in Table 3.1, the F-value is 2.160, and the p-value is 0.082. The F critical value is 2.494 at the 0.05 significance alpha level. Since the p-value (0.082) is greater than the significance level (0.05), there is no significant difference in the level of awareness of CPP among different age groups.

The analysis of variance (ANOVA) results suggest that the differences in the level of awareness of the CPP across age groups are not statistically significant at the 0.05 level. This implies that age does not significantly influence teachers’ awareness of the CPP.

Moreover, as revealed in the results, the highest average awareness score was observed in the 60 or above age group (3.96). This could be attributed to their extensive experience and accumulated knowledge over the years. However, the small sample size (n=2) limits the generalizability of this finding. Younger teachers (20-29), n=12, and those in the 40-49 age group, n=22, also show relatively high average awareness scores, at 3.55 and 3.62, respectively, indicating that awareness might not be strictly age-dependent but could be influenced by other factors such as recent training and exposure to updated policies.

Remarkably, the lack of significant difference suggests that awareness campaigns and training programs might be effectively reaching all age groups. However, continuous professional development tailored to different career stages might be beneficial to maintain and enhance awareness levels as cited in the study of Darling-Hammond et al. (2017). Teachers in the 30-39 (n=38) and 50-59 (n=6) age groups showed slightly lower average awareness scores. Targeted interventions could help in boosting awareness in these groups.

Awareness of child protection policies is crucial for teachers’ confidence in navigating ethical dilemmas. A study by Barni et al. (2019) highlights that teachers with higher self-efficacy are better equipped to handle such challenges. Ensuring that all teachers, regardless of age, are well-informed about child protection policies can significantly contribute to their ability to manage ethical issues effectively, thereby enhancing the overall welfare program for teachers.

As the analysis indicates no significant difference in the level of awareness of the CPP among different age groups of teachers, this study determines that awareness efforts have been broadly effective, but, as it may suggest, ongoing and targeted training could further enhance knowledge across all demographic segments.

Sex

To address this research question whether there is a significant difference in the level of awareness of the CPP between male and female teachers, a t-Test for two sample means was conducted. The results are presented in the following table:

Table 3.2 Significant Difference between Sex and Their Level of Awareness of Child Protection Policy of the Respondents

*Correlation at the level of 0.05 (Two-tailed)

Based on the findings from the t-Test presented in Table 3.2, the t Stat value is -0.144 with a two-tailed p-value of 0.886. The observed p-value exceeds the alpha level of 0.05, leading to the conclusion of accepting the null hypothesis. Therefore, the analysis suggests that there exists no statistically significant difference in the level of awareness of the CPP between male and female teachers.

Notably, the lack of significant difference in the awareness levels between male and female teachers highlights several important considerations, namely, the results suggest that training and dissemination of information about the CPP have been equally effective for both male and female teachers. This uniformity is crucial for ensuring that all teachers, regardless of gender, are equally informed and capable of implementing child protection measures. Another consideration is the importance of inclusive professional development programs that cater to all teachers. By maintaining a consistent approach to training, schools can ensure that all teachers have the necessary knowledge and skills to handle child protection issues.

Nevertheless, seeing through the lens of the SLT (Bandura & Walters, 1977),  which emphasizes that learning and awareness are influenced by observing others, imitation, and modeling, the consistent level of awareness among male and female teachers can be attributed to standardized training programs and collaborative learning environments. Teachers likely observe and model the behaviors of their colleagues, leading to a consistent level of awareness regardless of gender. The theory suggests that social influences and shared learning experiences are more significant in shaping awareness than individual demographic variables.

Additionally, considering the importance of the processes by which individuals make ethical decisions – including moral awareness, moral judgment, and moral intention – the study infers that the consistent level of awareness among teachers suggests that the training and educational programs effectively instill a common understanding of ethical responsibilities. These programs likely emphasize the same ethical principles and decision-making frameworks to all teachers, ensuring uniformity in awareness and ethical standards across genders. Recent studies support the importance of comprehensive and regular training in child protection, emphasizing that such training enhances teachers’ awareness and preparedness to handle related issues effectively. For example, guidelines from the Hertfordshire Grid for Learning (2024, March 24) highlight the necessity of continuous safeguarding training and the use of audit tools to monitor and improve the implementation of child protection policies in schools. Additionally, these findings align with research suggesting that well-structured training programs can ensure uniform knowledge and application of child protection policies among all educators, thereby fostering a safer educational environment (Darling-Hammond et al., 2017).

Table 3.3 Significant Difference between Educational Attainment and Level of Awareness of Child Protection Policy of the Respondents

*Correlation at the level of 0.05 (Two-tailed)

 Table 3.3 reveals the weighted mean of the level of awareness for different Educational Attainment groups of the respondents and statistic value for the ANOVA test results. The Bachelor’s Degree group has a higher average awareness score of 3.59 with a variance of 0.23 compared to the teachers with Master’s Units, having an average score of 3.40 and a variance of 0.29 and the teachers with Master’s Degree having an average score of 3.51 with a variance of 0.30. Those teachers with Doctoral Units show an average score of 3.10 and a variance of 0.61. The last group, with Doctoral Degree, has the lowest average score of 0.00 with a variance of 0.00.

Additionally, the ANOVA test results reveal that the p-value (0.474) is higher than the significance alpha level of 0.05, indicating a high probability that the observed differences in awareness levels occurred by chance. The F-value (0.891) is less than the critical F-value (2.494), which further supports the conclusion that there is no statistically significant difference between the groups.

Since the purpose of this analysis was to determine if there is a significant correlation between the educational attainment of teacher-respondents and their level of awareness of the CPP, the ANOVA results indicate that the variation in awareness levels across different educational attainment groups is not statistically significant. The F-value of 0.891, which is less than the critical F-value of 2.494, coupled with a high p-value of 0.474, suggests that any observed differences in awareness are likely due to random variation rather than actual differences attributed to educational attainment. Therefore, the null hypothesis, which states that there is no significant difference between the teacher-respondents’ level of awareness of the CPP and their educational attainment, is not rejected. These findings imply that educational attainment does not significantly impact teachers’ awareness levels of child protection policies. This uniformity might be due to standardized training programs and policy dissemination efforts that ensure all teachers, regardless of their educational background, receive similar levels of information and training about the CPP.

This result suggests that additional or specialized training related to educational attainment levels might not be necessary. Instead, maintaining the current uniform training approach can be effective. Schools and training institutions should continue to provide comprehensive training programs that cater equally to teachers with different educational backgrounds. Policy efforts should focus on maintaining and possibly enhancing the reach and quality of existing training programs rather than tailoring them based on educational attainment. Further studies could explore other demographic factors that might influence awareness levels, such as years of teaching experience or specific teaching roles, to identify any potential gaps in training and awareness.

Again, the present study’s findings align with existing research that underscores the importance of targeted training and awareness programs. For instance, teachers’ self-efficacy and personal values significantly influence their confidence in handling ethical dilemmas, as noted by Barni et al. (2019). Ensuring that all teachers are equally aware of child protection policies is essential for fostering a safe and supportive learning environment, which in turn can enhance teachers’ confidence in navigating ethical dilemmas. Therefore, the analysis shows a significant difference in the level of awareness of the CPP among teachers based on their educational attainment. This underscores the need for targeted professional development programs that address child protection comprehensively across all levels of educational attainment. Ensuring that all teachers, regardless of their highest degree, are well-informed about child protection policies is crucial for effective policy implementation and fostering a safe educational environment.

Table 3.4 Significant Difference between Current Position (Plantilla) and the Level of Awareness of Child Protection Policy of the Respondents

*Correlation at the level of 0.05 (Two-tailed)

Table 3.4 reveals the weighted mean of the level of awareness for different current position (plantilla) groups of the respondents and statistic value for the ANOVA test results.

The Teacher 1 group has the highest average awareness score of 3.57 with a variance of 0.19. Teacher 2 has an average score of 3.37 and a variance of 0.39. Teacher 3 group has an average score of 3.20 with a variance of 0.33. Those teachers within the Master Teacher 1 and Master Teacher groups have an average score of 3.42 and a variance of 0.49 and 3.20 with a variance of 0.08, respectively.

Additionally, the ANOVA test results reveal that the p-value (0.259) is greater than the significance alpha level (0.05). Therefore, this infers that there is no significant difference in the level of awareness of CPP among different current position (plantilla) groups.

As the results of the statistic test reveals, the present study determines that the level of awareness of the CPP does not significantly differ among teachers holding various positions, from Teacher 1 to Master Teacher 2. This suggests a relatively uniform level of awareness across different hierarchical levels within the teaching profession. One possible reason for the lack of significant differences could be the standardized training and professional development programs provided by the Department of Education (DepEd). It periodically crafts relevant programs for all schools to implement during  in-service trainings or the school’s learning action cells (SLAC) and the departmental trainings (DLAC). These programs likely ensure that all teachers, regardless of their position, receive similar levels of information and training regarding child protection policies. The centralized approach to policy dissemination within the education sector could also contribute to uniform awareness levels. Among others, policies such as DepEd Order No. 40, series of 2012, are likely communicated and reinforced across all levels of teaching staff to maintain consistency in understanding and implementation.

The findings suggest that current efforts to train and inform teachers about the CPP are effective in reaching educators at all levels. However, there may still be room for enhancing the depth and engagement of these training programs to ensure that all teachers, particularly those in higher positions who may face more complex ethical dilemmas, have a comprehensive understanding of the policy. Therefore, continuous and targeted professional development, focusing not just on awareness but on practical application and problem-solving related to the CPP, could further enhance teachers’ confidence in handling ethical dilemmas.

The study’s findings align with existing research that highlights the importance of comprehensive training programs for teachers. For example, literature suggests that well-informed teachers are better equipped to handle ethical dilemmas and protect student welfare effectively. Barni et al. (2019) stated that “Training reinforces staff roles and responsibilities in supporting students, as well as responding to and reporting suspected risk of harm concerns.” Ensuring that all teachers, regardless of their current position, are equally aware of child protection policies is crucial for fostering a safe and supportive learning environment. This, in turn, can enhance teachers’ confidence and efficacy in navigating ethical challenges.

Table 3.5 Significant Difference between Length of Service in Teaching and the Level of Awareness of Child Protection Policy of the Respondents

*Correlation at the level of 0.05 (Two-tailed)

Table 3.5 reveals the weighted mean of the level of awareness for different length of service in teaching groups of the respondents and statistic value for the ANOVA test results.

The “Less than 1 year” group has the highest average awareness score of 3.93 with a variance of 0.00. The cohort of “1-5 years”  gets an average score of 3.64 and a variance of 0.16. Under “6-10 years” group, it has an average score of 3.40 with a variance of 0.27. Those teachers under the group of “11-15 years” has an average score of 3.36 and a variance of 0.52. Under 16-20 years group, it has an average score of 3.36 and a variance of 0.52. Lastly, the group of “More than 20 years” has an average of 3.59 with a variance of 0.41.

The ANOVA test results reveal that the F-value (0.692) is less than the F crit value (2.338), and the p-value (0.631) is greater than the significance alpha level (0.05). Given the p-value (0.631), which is significantly greater than the 0.05 significance alpha level, the present study infers that there is no statistically significant difference in the level of awareness of the CPP based on the length of service in teaching among the teacher-respondents. Thus, this ANOVA results indicate that the level of awareness of the CPP does not significantly differ among teachers with varying lengths of service. It suggests that new and seasoned teachers alike have a similar understanding and awareness of the child protection policies. Again, one potential reason for this uniformity could be consistent training and professional development programs provided by the Department of Education (DepEd) and the school under the research locale. These programs likely ensure that all teachers, regardless of their years of service, receive ongoing education and updates regarding child protection policies. Another factor could be the mentorship and peer learning opportunities available within schools. Seasoned teachers might play a key role in disseminating knowledge and best practices related to child protection to their less experienced colleagues, subsequently leading to a uniform level of awareness.

According to SLT, individuals learn and acquire behaviors through observation and interaction within their social environment. In this study, it is found out that in the context of teacher training and awareness of the CPP, teachers are exposed to similar training programs, policies, and collaborative learning environments. This uniform exposure helps maintain a consistent level of awareness among teachers irrespective of their experience. However, experienced teachers may serve as role models for new teachers. Through observation and interaction, new teachers can learn and internalize the principles of the CPP, contributing to a uniform level of awareness across different length of service in teaching. Moreover, the EDT posits that ethical decision-making is influenced by an individual’s moral awareness, judgment, and intention – oftentimes shaped through training and education. The results of the statistical test suggest, therefore, that the standardized ethical training provided to all teachers, regardless of the length of their service in teaching, equips them with a similar understanding and awareness of child protection policies. The lack of significant differences, therefore, implies that ethical standards and awareness of the CPP are consistently communicated and reinforced across all teachers, making them equally prepared to handle ethical dilemmas and child protection issues effectively.

The study’s findings align with existing research highlighting the importance of continuous professional development for teachers. Research by Harris et al. (2017) emphasizes that “teachers’ professional collaboration is a way of building professional capital aimed at system improvement.”

Furthermore, they remarked that “every teacher needs to improve, not because they are not good enough, but because they can be even better.” Thus, an ongoing training is critical in keeping teachers updated on policy changes and practical applications in their professional practice. Additionally, research by Reynolds et al. (2016) stated that “Formally structured courses are organized, often by higher education institutes, to serve the purpose of enhancing teachers’ capacity to adapt to changes required in 21st century teaching.” This suggests that teachers’ confidence in handling ethical dilemmas and implementing child protection policies is significantly bolstered by regular, structured training programs that are inclusive of all experience levels. This indicates that maintaining a high level of awareness across all teachers, regardless of their length of service, is essential for effective policy implementation.

Table 3.6 Significant Difference between Previous Involvement in the School-Based Trial (Grievance) and the Level of Awareness of Child Protection Policy of the Respondents

*Correlation at the level of 0.05 (Two-tailed)

As revealed in Table 3.6, the mean level of awareness for teachers involved in school-based trials is 3.76, compared to 3.41 for those not involved. The t-Test for the difference in means yields a t-value of 0.111, with a p-value of 0.296 (two-tailed). Since the p-value is greater than the significance level of 0.05, the difference in the level of awareness is not statistically significant.

The results indicate that there is no significant difference in the level of awareness of the CPP between teachers who have been involved in school-based trials and those who have not. This suggests that involvement in school-based trials does not necessarily enhance or diminish a teacher’s awareness of the CPP. However, LXD.org (2024) stated that “A learning experience is a personal journey that encompasses all that you do, think, and feel from the moment you enter the experience to the moment you’re done and even beyond.” Involvements in grievance trials, directly or indirectly, underscore the importance of practical, experiential learning. This present study can become an impetus for schools to leverage this insight to design training and professional development programs that provide all teachers with opportunities to engage with the CPP in meaningful ways. This approach will ensure that all teachers are well-equipped to navigate ethical dilemmas and uphold child protection standards effectively.

Despite the slightly higher mean awareness among teachers involved in school-based trials, the lack of statistical significance suggests that other factors may be more influential in determining awareness levels. This finding, then, is critical for policymakers and educational leaders as it highlights the need for uniformly accessible and effective training programs that do not rely solely on experiential learning through grievance procedures.

After all the statistical treatments for the significant differences using ANOVA, Null Hypothesis 1 (H₀1) – There is no significant difference between the teacher-respondents’ level of awareness of the CPP and their demographic profile – is considered at this juncture.

Based on the statistical analysis using ANOVA, the study examined whether demographic factors such as age, sex, educational attainment, current position (plantilla), length of service in teaching, and previous involvement or non-involvement in school-based trials significantly impacted teachers’ awareness levels of the CPP. ANOVA was chosen because it allows comparison of mean scores among multiple groups, treating the Likert scale responses as continuous variables.

The ANOVA results showed that for all demographic variables considered, the null hypothesis was accepted, thus there was no statistically significant difference in the level of awareness of the CPP at the 0.05 significance alpha level. This indicates that the demographic profiles considered in this study do not significantly influence teachers’ awareness of the CPP. The lack of significant differences suggests a uniform level of awareness across different demographic groups within the teacher-respondents. This uniformity could be attributed to the standardized training programs and consistent dissemination of information regarding the CPP within the educational system. The training sessions and awareness programs likely ensure that all teachers, regardless of their demographic characteristics, receive the same level of information and understanding about child protection policies.

Table 4.1 Weighted Mean of the Level of Confidence in Navigating Ethical Dilemmas of the Respondents

Legend:

                        Point    Mean Range    Interpretation

                        4          3.25-4.00         Highly Confident (HC)

                        3          2.50-3.24         Confident (C)

                        2          1.75-2.49         Somewhat Confident (SC)

                        1          1.00-1.74         Not Confident (CA)

As indicated in Table 4.1, the general weighted mean of 3.26 indicates that the teacher-respondents generally feel “Highly Confident” in navigating ethical dilemmas.

The highest-ranked indicators suggest that teachers feel particularly confident in maintaining confidentiality (Indicator 6, WM = 3.49), communicating with parents or guardians (Indicator 7, WM = 3.40), upholding ethical standards while maintaining positive relationships with students and upholding ethical standards in interactions with students and colleagues (Indicator 12 and 14, WM = 3.40). However, areas with lower confidence levels, such as providing support to students in trauma (Indicator 9, WM = 3.01), knowledge of reporting procedures for abuse (Indicator 8, WM = 3.10), recognizing signs of distress or behavioral changes that indicate underlying issues (Indicator 15, WM = 3.21), preparedness in facilitating discussion on topics related to child protection and safety (Indicator 16, WM = 3.08), promoting a positive and safe school environment (Indicator 11, WM = 3.24), awareness of available resources (Indicator 10, WM = 2.99), awareness of support services for students (Indicator 17, WM = 3.05) and knowledge of network of people and agencies that can assist in dealing with cases of abuse, exploitation, or violence (Indicator 10, WM = 2.99), highlight critical areas for improvement.

Teachers’ high confidence in maintaining confidentiality and ethical standards is crucial for fostering a safe and trust-based environment. This aligns with the findings of various studies emphasizing the importance of confidentiality in protecting students’ welfare (Sultana, 2014). On the other hand, the lower confidence levels in recognizing signs of distress, understanding reporting procedures, and knowing available resources, among others, indicate gaps in training. This can affect teachers’ ability to address critical issues effectively. According to a study by Darling-Hammond (2017, p. 4), targeted professional development can significantly improve teachers’ competence in these areas. Schools should invest in comprehensive training programs focusing on practical skills and knowledge related to child protection policies. These programs should include detailed guidelines on recognizing and reporting abuse, as well as providing support to affected students (Sawyer, 2021).

Establishing robust support networks within schools, including regular workshops and access to child protection experts, can enhance teachers’ confidence and effectiveness in navigating ethical dilemmas. Peer support groups and mentorship programs can also provide ongoing support and knowledge sharing. Colnerud (2015) stated that “teachers need to share dilemmas with trusted others and articulate their own personal and professional ethics, in order to minimize the negative impact of ethical dilemmas. Regular monitoring and evaluation of teachers’ understanding and application of child protection policies can help identify areas needing improvement. Feedback mechanisms, such as surveys and focus group discussions, can provide valuable insights for continuous improvement (EuroChild, 2019, p. 18).

Table 5.1 Significant Relationship between the Level of Awareness of the Child Protection Policy and Level of Confidence in Navigating Ethical Dilemmas of the Respondents

*Significant at .05; n = 80

As shown in Table 5.1, the Pearson’s correlation coefficient of 0.7004 indicates a strong positive relationship between the teachers’ level of awareness of the CPP and their confidence in handling ethical dilemmas. This suggests that as teachers’ awareness of the CPP increases, it follows that their confidence in managing ethical challenges in their professional roles also increases.

The correlation coefficient, r = 0.7004, suggests a strong positive relationship. This implies that efforts to increase teachers’ awareness of the CPP could significantly enhance their confidence in navigating ethical dilemmas. Emory Psychology Department (2024) deriving Cohen’s conventions to interpret effect size, stated “A correlation coefficient of .10 is thought to represent a weak or small association; a correlation coefficient of .30 is considered a moderate correlation; and a correlation coefficient of .50 or larger is thought to represent a strong or large correlation.”

Despite the strong correlation, the p-value, 0.2199, indicates that the result is not statistically significant at the 0.05 level. This discrepancy suggests that while there is a strong relationship, the sample size or variability might affect the reliability of this result. Larger sample sizes could potentially yield statistically significant results, reinforcing the need for more comprehensive studies. The greater number of samples, the greater the precision of results will be (Charlesworth Author Services, 2022, May 26). The significant positive correlation, despite the lack of statistical significance, emphasizes the importance of enhancing teachers’ awareness of child protection policies. Effective training programs and continuous professional development could play a critical role in improving both awareness and confidence.

Thus, the secondary null hypothesis that states, “There is no significant relationship between the teacher-respondents’ level of awareness of the Child Protection Policy (CPP) and their level of confidence in navigating ethical dilemmas” is rejected since  r(0.7004) is greater than the p-value (0.2199). It shows, therefore, that as teachers’ awareness of the CPP increases, so does their confidence in navigating ethical issues. Despite the strong correlation, this high p-value indicates that the observed relationship could be due to random chance and is not statistically significant at the 0.05 level. The strong correlation suggests that increasing awareness of the CPP among teachers could potentially boost their confidence in dealing with ethical dilemmas, even though this relationship was not statistically significant in this study.

Table 6.1 The Challenges Encountered by Respondents

 The data presented in Table 6.1 highlights the top challenges faced by teachers in addressing child protection concerns.

These findings offer significant insights when viewed through the lens of Social Learning Theory (SLT) by Albert Bandura and Ethical Decision-Making Theory (EDT) by Lawrence Kohlberg.

1. Limited resources and support systems in addressing child protection concerns (indicator 17, mean=1.41). Bandura’s Social Learning Theory emphasizes the importance of observational learning, imitation, and modeling. Teachers often look to their environment and available resources to model their behavior and practices. Limited resources and support systems hinder teachers’ ability to observe and implement effective child protection practices. The lack of adequate support systems may also reduce opportunities for teachers to learn from each other and from experts in the field, thereby stifling their professional growth and effectiveness in handling child protection issues. On the other hand, from Kohlberg’s Ethical Decision-Making Theory, the lack of resources can impede teachers’ ability to make principled ethical decisions. Kohlberg posited that moral development progresses through stages, and for teachers to operate at higher stages of moral reasoning (post-conventional level), they need access to comprehensive information and support. Insufficient resources can lead to decisions that are based more on immediate pragmatic concerns rather than higher ethical standards.
2. Insufficient training and professional development in child protection and ethical decision-making (Indicator 6, mean=1.35). In SLT, continuous training and professional development are crucial for modeling effective behavior. When teachers lack sufficient training in child protection and ethical decision-making, they miss out on opportunities to observe and learn best practices. This gap can lead to inconsistent or ineffective application of child protection policies and reduce their overall confidence and competence in handling such issues. Furthermore, according to Kohlberg, professional development is essential for advancing through the stages of moral reasoning. Teachers need structured training that helps them understand complex ethical dilemmas and apply ethical principles consistently. Without adequate training, teachers may struggle to progress beyond conventional stages of moral reasoning, where adherence to rules and norms predominates, to higher stages where abstract ethical principles guide decision-making.
3. Limited access to legal expertise or guidance for interpreting and navigating legal complexities related to child protection issues, such as confidentiality laws and reporting requirements (Indicator 3, mean=1.30). Access to legal expertise provides teachers with models for interpreting and applying legal frameworks in child protection. SLT suggests that without these models, teachers may feel uncertain and hesitant to act, fearing legal repercussions. This uncertainty can impede their ability to effectively protect children and adhere to legal requirements. Moreover, legal guidance is critical for teachers to navigate ethical dilemmas involving confidentiality and reporting requirements. Kohlberg’s theory highlights the importance of understanding the implications of actions within a legal and ethical context. Limited access to legal expertise can result in teachers making decisions based on incomplete or incorrect understanding of the law, potentially leading to ethical breaches.
4. Resistance or lack of cooperation from students or parents/guardians when addressing child protection concerns (Indicator 19, mean=1.06). Resistance from students or parents can undermine the observational learning process. Teachers need cooperation from all stakeholders to effectively implement child protection policies. Resistance can create an environment where negative behaviors are modeled and imitated, further complicating the teacher’s role. On the other hand, ethical decision-making often requires collaboration and consensus. Resistance from students or parents can lead to ethical dilemmas where teachers must balance their duty to protect with the need to maintain positive relationships. Kohlberg’s theory suggests that navigating these dilemmas requires advanced moral reasoning and support from the community, which is challenging in the face of resistance.
5. Anger and stress arising from issues related to the management of students in the classroom (Indicator 1, mean=1.00) and Variation in student disciplinary policies and codes of conduct across different schools, leading to inconsistencies and challenges (Indicator 16, mean=1.00). Stress and inconsistencies in disciplinary policies can disrupt the learning environment, affecting both students and teachers. According to SLT, a stable and supportive environment is essential for effective learning and modeling of appropriate behaviors. High levels of stress can impair teachers’ ability to serve as positive role models and implement child protection policies effectively. Additionally, Kohlberg’s theory underscores the importance of a consistent and ethical framework for decision-making. Variation in disciplinary policies can lead to confusion and inconsistency in ethical practices. Teachers operating under different frameworks may struggle to apply child protection policies uniformly, thus, as a consequence, may lead all the more to ethical conflicts and stress.

The challenges identified in this study underscore the critical need for enhanced resources, training, and support systems for teachers. Addressing these issues through the lens of Social Learning Theory and Ethical Decision-Making Theory provides a deeper understanding of the obstacles teachers face and highlights the importance of structured, supportive, and consistent environments for effective child protection. By aligning educational practices with these theoretical frameworks, stakeholders can better support teachers in navigating the complex ethical and legal landscapes of child protection.

Proposed Teachers’ Welfare Program

Based on the top-ranked challenges and considering the indicators with “Moderately Aware” (MA) and “Confident” (C) responses in Part II: Level of Awareness and Part III: Level of Confidence, respectively, the following Teachers’ Welfare Program is, therefore, proposed:

Child Protection Empowerment and Support Initiative (CPESI)

Objective: To enhance teachers’ understanding, confidence, and ability to navigate legal and ethical challenges related to child protection.

Proposed Teachers’ Welfare Program

The Child Protection Empowerment and Support Initiative (CPESI) will aim to comprehensively address the challenges identified in the study by providing robust resources, professional development, legal guidance, cooperative strategies, emotional support, and standardized policies.

Aligning with Social Learning Theory (SLT) and Ethical Decision-Making Theory (EDT), the program will foster an environment where teachers can effectively learn, model, and apply best practices in child protection, which will effectively lead to a safer and more supportive educational setting.

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary and conclusions derived from the conduct of this research. It also provides recommendations based on the findings of this research.

This study aimed to explore the relationship between the level of awareness of the Child Protection Policy and teachers’ level of confidence in navigating ethical dilemmas, which results in providing inputs for a teachers’ welfare program. The research focused on analyzing the demographic profile of teacher-respondents, such as their age, sex, educational attainment, current position (plantilla), length of service in teaching, and previous involvement in the school-based-trials (grievance), their level of awareness of the Child Protection Policy, the significant differences between their level of awareness and the respondents’ demographic profile, and their level of confidence in navigating ethical dilemmas. Additionally, the study sought to rank the challenges teachers face and propose a welfare program based on the findings.

Summary

Based on the statement of the problem and the research paradigm of this study, the research hypotheses – that there is no significant difference between the teacher-respondents’ level of awareness of the Child Protection Policy and their demographic profile and that there is no significant relationship between the teacher-respondents’ level of awareness of the Child Protection Policy and their level of confidence in navigating ethical dilemmas – were investigated.

The study was conducted to evaluate the awareness of Bignay National High School teachers regarding the Child Protection Policy, specifically DepEd Order No. 40, series of 2012, and their ability to navigate ethical dilemmas related to the implementation and adherence to child protection laws and policies. As determined by Cochran’s formula, from the total number of teachers of 114, the study had a sample of 88. However, there were only 80 out of 88 randomly selected teachers from the junior and senior departments for the school year 2023-2024, as some teachers were unable to participate due to uncontrollable circumstances.

The profile of the teachers was considered such as age, sex, educational attainment, current position (plantilla), length of service in teaching, and previous involvement in the school-based-trials (grievance).

The study utilized a validated researcher-developed survey questionnaire to measure the level of awareness of the Child Protection Policy and the level of confidence in navigating ethical dilemmas. Respondents utilized a 4-point Likert scale to self-rate their perceptions.

The demographic profile of the teacher-respondents, including age, sex, educational attainment, current position, length of service in teaching, and previous involvement in school-based trials, was summarized using descriptive statistics in percentages. Additionally, the weighted mean was used to summarize the level of awareness of the DepEd Child Protection Policy and the confidence levels of the teacher-respondents in handling ethical dilemmas.

To identify and rank the most significant challenges encountered by teachers in implementing the DepEd Child Protection Policy and navigating ethical dilemmas within the school setting, ranking analysis using means was used.

Furthermore, inferential statistics, such as analysis of variance (ANOVA) and t-Tests, were utilized to determine if there is a significant difference between the teacher-respondents’ level of awareness of the DepEd Child Protection Policy and their demographic profile variables. Pearson’s correlation coefficient was employed to examine if there is a significant relationship between the teacher-respondents’ level of awareness of the DepEd Child Protection Policy and their confidence levels in navigating ethical dilemmas.

Based on the results of the statistical analysis of the data, the findings are summarized as follows:

1. Demographic Profile of the Teacher-Respondents

Age. The majority of the teacher-respondents fall within the “30-39” year age bracket, comprising nearly half of the total respondents (47.50%). The next largest group is the “40-49” year age bracket, accounting for 27.50% of the respondents. The smallest groups are those aged 50-59 years and 60 years or above, comprising 7.50% and 2.50% of the respondents, respectively.

Sex. There are 31 male teachers, comprising 38.75% of the respondents, and 49 female teachers, comprising 61.25% of the respondents. The female respondents are the majority, ranking first, while the male respondents ranked second.

Educational Attainment. The majority of the teacher-respondents have advanced their education beyond a bachelor’s degree, with a significant portion of 60%, currently pursuing or having completed master’s units. This is followed by those holding a bachelor’s degree, making up 22.50% of the respondents. Respondents with a completed master’s degree account for 11.25%, while those with doctoral units comprise 6.25%. Notably, there are no respondents with a completed doctoral degree.

Current Position (Plantilla). The largest group of respondents holds the position of Teacher 1, making up 45% of the sample (n=36). The percentage of teachers decreases as the positions get higher, with Teacher 2 and Teacher 3 comprising 25% (n=20) and 16.25% of the sample (n=13), respectively. The smaller percentages of Master Teacher 1 and 2 positions, 11.25% (n=9) and 2.50% (n=2) respectively, indicate that very few teachers reach these senior roles.

Length of Service in Teaching. The data indicates that the largest cohort of respondents possesses between 6-10 years of teaching experience, constituting 38.75% of the sample (n=31). Following closely are educators with 11-15 years of experience, comprising 31.25% of the participants (n=25). Those with 1-5 years of experience represent 16.25% of the respondents (n=13), while individuals with 16-20 years of experience account for 8.75% (n=7), and those with over 20 years represent 3.75% of the sample (n=3). The smallest cohort encompasses educators with less than 1 year of experience, constituting only 1.25% of the respondents (n=1).

Previous Involvement in School-Based Trials (Grievance). A significant majority of the teacher respondents, 91.25% (n=73), have not participated in school-based trials. Only 8.75% (n=7) of teachers have been involved in school-based trials.

2. Level of Awareness among Teacher-Respondents regarding the Child Protection Policy

The general weighted mean (GWM) is 3.44, which indicates that teachers are “Highly Aware” (HA) of the CPP. The areas where awareness is particularly high include understanding bullying (Indicator 5, WM=3.64) and recognizing different forms of child abuse (Indicator 6, WM=3.64). The lowest awareness was noted for the procedural aspects related to administrative duties in child protection cases from Indicators 23 and 24, with weighted means of 3.16 and 3.10, respectively. Both were interpreted as “Moderately Aware” (MA). Awareness was relatively lower for procedural aspects, such as the filing and handling of child abuse cases as shown by Indicator 23 (WM = 3.16) and the administrative consequences of neglecting to report incidents in Indicator 24 (WM = 3.10).

3. Significant Difference between the Teacher-Respondents’ Level of Awareness of the Child Protection Policy

Age. In the study, the awareness scores for different age groups are as follows:

20-29 age group: average score of 3.55 with a variance of 0.19 ; 30-39 age group: average score of 3.28 and a variance of 0.31 ; 40-49 age group: average score of 3.62 with a variance of 0.18 ; 50-59 age group: average score of 3.35 and a variance of 0.73; 60 or above age group: highest average score of 3.96 with a variance of 0.00

The ANOVA test results indicate that the F-value is 2.160, and the p-value is 0.082. The F critical value is 2.494 at the 0.05 significance alpha level. Since the p-value (0.082) is greater than the significance level (0.05), there is no significant difference in the level of awareness of CPP among different age groups.

Sex. The mean level of awareness for male teachers is 3.436, and for female teachers, it is 3.436. The known variance for male teachers is 0.317, and for female teachers, it is 0.294. The computed t-value is -0.144. The one-tail p-value is 0.443. The two-tail p-value is 0.886. The one-tail critical value is 1.670. The two-tail critical value is 1.999.

Based on the absolute value of the computed t (-0.144), which is very close to zero, suggesting little to no difference between the groups, the p-value for a one-tailed is 0.443, and for a two-tailed test, it is 0.886. Both values are significantly higher than the common alpha level of 0.05, thus indicating that the null hypothesis is accepted or failed to be rejected.  Additionally, the critical t-value for a one-tailed test at the 0.05 significance level is 1.670 and for a two-tailed test, it is 1.999. Since the absolute value of the t-Statistic (-0.144) is much lower than these critical values, the difference is not statistically significant.

This suggests that there is no significant difference in the level of awareness of the CPP between male and female teachers. The analysis indicates that both male and female teachers have almost identical levels of awareness regarding the CPP. The slight difference in mean values (3.436 for males and 3.436 for females) is statistically insignificant. This finding implies that gender does not significantly influence the awareness levels of teachers about the CPP.

Educational Attainment. The Bachelor’s Degree group has a higher average awareness score of 3.59 with a variance of 0.23 compared to the teachers with Master’s Units, having an average score of 3.40 and a variance of 0.29, and the teachers with Master’s Degree having an average score of 3.51 with a variance of 0.30.

The analysis shows that teachers with Doctoral Units have an average score of 3.10 and a variance of 0.61, while those with a Doctoral Degree have the lowest average score of 0.00 and a variance of 0.00.

The ANOVA Test Results reveal the “Between Groups” sum of squares (SS) is 1.071, with 4 degrees of freedom (df), leading to a mean square (MS) of 0.268. The “Within Groups” sum of squares is 22.545 with 75 df, resulting in an MS of 0.301. The F-value is 0.891, and the p-value is 0.474. The F critical value is 2.494 at the 0.05 significance level. The total Sum of Squares (SS) is 23.616, with the degree of freedom (df) of 79.

The sum of squares between groups (SS = 1.071) indicates the variance attributed to differences in educational attainment among the teacher-respondents. The degrees of freedom (df = 4) reflects the number of educational attainment categories minus one. The mean square (MS = 0.268) is obtained by dividing the between-groups sum of squares by its degrees of freedom. The F-value (0.891) is derived by dividing the between-groups mean square by the within-groups mean square. While the sum of squares within groups (SS = 22.545) represents the variance within the educational attainment categories. The degrees of freedom (df = 75) is calculated as the total number of observations minus the number of groups. The mean square (MS = 0.301) is obtained by dividing the within-groups sum of squares by its degrees of freedom. The p-value (0.474) is higher than the significance level of 0.05, indicating a high probability that the observed differences in awareness levels occurred by chance. The F-value (0.891) is less than the critical F-value (2.494), which further supports the conclusion that there is no statistically significant difference between the groups.

Current Position (Plantilla). The average awareness score for Teacher 1 group is 3.57 with a variance of 0.19. The Teacher 2 group has an average score of 3.37 and a variance of 0.39. The Teacher 3 group has an average score of 3.20 with a variance of 0.33. The average scores for the Master Teacher 1 and Master Teacher groups are 3.42 and 3.20 with variances of 0.49 and 0.08, respectively.

The ANOVA Test Results reveal the “Between Groups” sum of squares (SS) is 1.588, with 4 degrees of freedom (df), leading to a mean square (MS) of 0.397. The “Within Groups” sum of squares is 22.028 with 75 degrees of freedom (df), resulting in an MS of 0.294. The F-value is 1.352, and the p-value is 0.259. The critical F value is 2.494 at the 0.05 significance level. The total Sum of Squares (SS) is 23.616, with a degree of freedom (df) of 79. Since the p-value (0.259) is greater than the significance level (0.05), it indicates that there is no significant difference in the level of awareness of CPP among different current position (plantilla) groups.

In conclusion, with a p-value of 0.259, which is greater than the 0.05 significance level, there is no statistically significant difference in the level of awareness of the CPP based on the teachers’ current positions.

Length of Service in Teaching. The “Less than 1 year” group has the highest average awareness score of 3.93 with a variance of 0.00. The cohort of “1-5 years”  gets an average score of 3.64 and a variance of 0.16. Under the “6-10 years” group, it has an average score of 3.40 with a variance of 0.27. Those teachers under the group of “11-15 years” have an average score of 3.36 and a variance of 0.52. Under the 16-20 years group, it has an average score of 3.36 and a variance of 0.52. Lastly, the group of “More than 20 years” has an average of 3.59 with a variance of 0.41.

The ANOVA Test Results reveal the “Between Groups” sum of squares (SS) with 1.055, 5 degrees of freedom (df), leading to a mean square (MS) of 0.211. The “Within Groups” sum of squares is 22.561 with 74 degrees of freedom (df), resulting in an MS of 0.305. The F-value is 0.692, and the p-value is 0.631. The F critical value is 2.338 at the 0.05 significance level. The total Sum of Squares (SS) is 23.616, with the degrees of freedom (df) of 79. Since the p-value (0.631) is greater than the significance level (0.05), there is no significant difference in the level of awareness of CPP among different length of service groups.

Previous Involvement in School-Based Trials (Grievance). The mean level of awareness for teachers involved in school-based trials is 3.76, compared to 3.40 for those not involved. The t-Test for the difference in means yields a t-value of 0.19, with a p-value of 0.296 (two-tailed). Since the p-value is greater than the significance level of 0.05, the difference in the level of awareness is not statistically significant.

Overall, with the findings of the analyses of the data, they reveal that the first null hypothesis, “There is no significant relationship between the teacher-respondents’ level of awareness of the Child Protection Policy and their level of confidence in navigating ethical dilemmas,” is accepted, meaning, the difference in the level of awareness is not statistically significant in all the demographic categories of the teacher-respondents.

4. Level of Confidence of the Teacher-Respondents in Navigating with Ethical Dilemmas

The general weighted mean (GWM) of 3.26 suggests that the teachers, as a whole, feel “Highly Confident” in handling ethical dilemmas. The indicators with the highest rankings show that teachers are particularly confident in maintaining confidentiality (Indicator 6, WM = 3.49), communicating with parents or guardians (Indicator 7, WM = 3.40), and upholding ethical standards in interactions with students and colleagues (Indicators 12 and 14, WM = 3.40).

However, there are areas with lower confidence levels, such as providing support to students in trauma (Indicator 9, WM = 3.01), knowledge of reporting procedures for abuse (Indicator 8, WM = 3.10), recognizing signs of distress or behavioral changes indicating underlying issues (Indicator 15, WM = 3.21), preparedness in facilitating discussions on topics related to child protection and safety (Indicator 16, WM = 3.08), promoting a positive and safe school environment (Indicator 11, WM = 3.24), awareness of available resources (Indicator 10, WM = 2.99), awareness of support services for students (Indicator 17, WM = 3.05), and knowledge of the network of people and agencies that can provide assistance in dealing with cases of abuse, exploitation, or violence (Indicator 10, WM = 2.99). These areas highlight critical aspects in need of improvement.

5. Significant Relationship between the Teacher-Respondents’ Level of Awareness of the Child Protection Policy and their Level of Confidence in Navigating Ethical Dilemmas

The Pearson’s correlation coefficient result is 0.7004 while the p-value is 0.2199 at the 0.05 level of significance. The statistical result, thus, rejects the null hypothesis, showing that there is no statistical significance at the 0.05 level and it indicates a strong positive relationship between the teachers’ level of awareness of the Child Protection Policy and their confidence in handling ethical dilemmas.

6. Most Significant Challenges Encountered by Teachers in Implementing the Child Protection Policy and Navigating Ethical Dilemmas within the School Setting

1. Limited resources and support systems in addressing child protection concerns (indicator 17, mean=1.41)
2. Insufficient training and professional development in child protection and ethical decision-making (Indicator 6, mean=1.35)
3. Limited access to legal expertise or guidance for interpreting and navigating legal complexities related to child protection issues, such as confidentiality laws and reporting requirements (Indicator 3, mean=1.30)
4. Resistance or lack of cooperation from students or parents/guardians when addressing child protection concerns (Indicator 19, mean=1.063)
5. Anger and stress arising from issues related to the management of students in the classroom (Indicator 1, mean=1.00), and Variation in student disciplinary policies and codes of conduct across different schools, leading to inconsistencies and challenges (Indicator 16, mean=1.00)

7. Proposed Teachers’ Welfare Program

Based on the top-ranked challenges and considering the indicators with “Moderately Aware” (MA) and “Confident” (C) responses in the Part II: Level of Awareness and Part III: Level of Confidence, respectively, Child Protection Empowerment and Support Initiative (CPESI), as Teachers’ Welfare Program is proposed.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. The study reveals that the teaching workforce at the research locale comprises a relatively young and dynamic group, with a significant representation of mid-career teachers at Bignay National High School. The data also indicates a notable difference in gender representation, with a higher percentage of female teachers. Additionally, a substantial number of teachers are pursuing master’s degrees, demonstrating a strong commitment to professional development. The distribution of educators decreases progressively at higher career levels, with experienced teachers likely to be well-versed in child protection policies and adept at handling ethical dilemmas. The findings underscore the critical role of length of service in understanding teachers’ awareness and implementation of child protection policies, emphasizing the importance of continuous professional development. Furthermore, the study addresses the varying levels of confidence and competence in addressing ethical dilemmas between teachers who have and have not participated in school-based trials. It emphasizes the need for continuous training in navigating ethical dilemmas and understanding child protection policies for all teachers, regardless of trial experience.
2. The teachers in the research area demonstrate a high level of awareness of the CPP, especially with the notion of bullying and all forms of child abuse. However, they may need more training on procedural elements such as properly filing an incident report and handling child abuse cases.
3. The analysis revealed that there are no significant differences in the level of awareness of the Child Protection Policy (CPP) among teachers of different age groups, sex, educational attainments, current positions (plantilla), lengths of service in teaching, and previous involvement or non-involvement in school-based trials (grievance) . This indicates that the training and dissemination of information about the CPP have been effective across all demographics. It suggests that ongoing and targeted training could further enhance knowledge across all groups. Overall, the findings underscore the importance of inclusive professional development programs that cater to all teachers.
4. The survey findings indicate that teachers generally express a high level of confidence in navigating ethical dilemmas. The data highlights that they are particularly assured in maintaining confidentiality, communicating effectively with parents or guardians, upholding ethical standards while fostering positive relationships with students, and adhering to ethical standards in their interactions with students and colleagues. However, it is evident that there are areas where confidence levels are lower. These include providing support to students in trauma, knowledge of reporting procedures for abuse, recognizing signs of distress or behavioral changes that may indicate underlying issues, preparedness in facilitating discussions on topics related to child protection and safety, promoting a positive and safe school environment, awareness of available resources and support services for students, and knowledge of a network of people and agencies that can assist in dealing with cases of abuse, exploitation, or violence. These findings underscore critical areas for improvement.
5. The empirical analysis has demonstrated a meaningful positive association between teachers’ awareness of the Child Protection Policy and their level of confidence in effectively addressing ethical dilemmas, as derived from statistical measures. These findings suggest that heightened awareness of the CPP among teachers corresponds with increased confidence in managing ethical challenges within their professional capacities. However, the statistical significance testing indicates that the observed correlation does not meet the predetermined level of statistical significance. This implies that the reliability of this result may be subject to influence from factors such as sample size or variability. To mitigate this limitation, conducting more extensive studies with larger sample sizes may yield statistically significant results and enhance result precision.
6. It is evident that teachers encounter significant challenges when addressing child protection concerns and making ethical decisions. These challenges encompass limited resources and support systems, inadequate training, restricted access to legal expertise, resistance from students or parents, as well as stress and inconsistencies related to classroom management and disciplinary policies. Addressing these challenges is imperative for fostering a safe and supportive educational environment for both teachers and students, and for ensuring the effective implementation of child protection protocols. It is essential for educational institutions and relevant authorities to consider these factors and provide the requisite resources, training, and support to educators, thereby facilitating ethical decision-making and fortifying child protection measures within educational settings.
7. The proposed Teachers’ Welfare Program, the Child Protection Empowerment and Support Initiative (CPESI), aims to address the challenges related to child protection and support teachers in navigating legal and ethical complexities. The program encompasses six key components including resource enhancement, professional development, legal access, stakeholder cooperation, stress management, and consistency in disciplinary policies. By implementing these components, the program strives to improve teachers’ access to resources, enhance their knowledge and skills, provide immediate legal support, promote stakeholder cooperation, address stress and anger management, and ensure consistency in disciplinary measures. This comprehensive approach seeks to empower and support teachers in effectively handling child protection issues and ultimately create a safer and more supportive environment for both teachers and students.

Recommendations

Based on the conclusions, the following recommendations are proposed:

1. The consistent awareness exhibited by respondents underscores the imperative for universally accessible training programs concerning child protection policies. Policymakers and educational leaders are urged to meticulously outline and implement transparent training initiatives. It is essential to ensure equitable access to professional development opportunities, including mentorship programs, for all educators, irrespective of their tenure. This approach cultivates a cohesive comprehension and application of child protection policies, thereby fostering a more supportive school environment. Moreover, the establishment of robust support systems, encompassing mentorship programs and peer support groups, serves as a means to effectively disseminate knowledge and best practices relevant to child protection policies and ethical dilemmas.
2. It is essential for policymakers and educational leaders to prioritize the integration of comprehensive Child Protection Policy (CPP) training into mandatory professional development programs for teachers. This integration is crucial in ensuring that all teachers, regardless of their experience level, are equipped with the necessary knowledge and skills to effectively handle ethical dilemmas. Additionally, the Department of Education (DepEd) must consistently design relevant programs to be implemented in all schools during in-service trainings, the school’s learning action cells (SLAC), and departmental trainings (DLAC). These programs are instrumental in guaranteeing that all teachers, regardless of their roles, receive consistent levels of information and training on child protection policies. This centralized approach to disseminating policies within the education sector is vital for promoting uniform awareness levels.
3. It is crucial to establish comprehensive training programs for teachers in child protection by incorporating scenario-based learning, role-playing exercises, and practical case studies. Regular training sessions on the Child Protection Policy (CPP) should be prioritized, with periodic updates to reflect changes in laws and policies. Additionally, involving more teachers in mock trials or role-playing scenarios can also enhance their understanding and application of the CPP. This approach, supported by clear guidelines and access to resources, will ensure that teachers feel confident and prepared to make ethical decisions in child protection situations.
4. In order to improve the legal support available to teachers, it is crucial to establish a legal support hotline. This hotline would offer immediate access to legal advice for urgent child protection issues, ensuring that teachers have quick and reliable support in understanding legal complexities, reporting requirements, and confidentiality laws. In addition to the hotline, conducting legal training workshops led by legal experts on relevant legal aspects would further enhance teachers’ understanding of child protection laws, fostering a comprehensive and well-rounded approach to legal expertise within the educational environment.
5. In light of the study findings, the school administration should consider implementing strategies to encourage collaboration among stakeholders, in order to address resistance and lack of cooperation from students, parents, and guardians. One approach involves creating engagement programs that involve parents and students in child protection initiatives, which will ultimately increase cooperation and support from them. Additionally, offering communication workshops focused on effective strategies for dealing with resistant stakeholders can lead to better management of resistance and conflict. These initiatives have the potential to create a more collaborative and supportive environment for all parties involved.
6. Based on the findings of this study, it is imperative to introduce a comprehensive program focusing on stress management and emotional support for our educators. This initiative is designed to equip them to effectively address issues related to child protection. The program aims to alleviate the stress and frustration arising from student management challenges and provide the essential support to enhance the well-being of our teaching staff. A pivotal recommendation is to grant teachers access to confidential counseling services. This measure will afford them a secure and private avenue to seek assistance in managing their stress, ultimately striving to mitigate stress and burnout while fostering enhanced overall well-being. Furthermore, this study proposes providing workshops centered on stress management techniques and emotional resilience. These workshops will furnish practical strategies for coping with the demands of their profession, thereby leading to improved emotional well-being and job satisfaction among the teaching staff. By implementing these recommendations, there is significant potential to cultivate a supportive and nurturing environment for our educators, ultimately fostering their ability to effectively manage stress and build emotional resilience. Prioritizing the well-being of our educators is paramount in cultivating a positive and healthy work culture, benefiting both the educators and the students.
7. Further research with larger and more diverse samples has the potential to provide profound insights into the connection between CPP awareness levels and confidence levels in navigating ethical dilemmas. Conducting longitudinal studies will also enable researchers to monitor changes over time, evaluating the lasting impact of training and policy awareness on teachers’ confidence and ability to handle ethical issues effectively. Furthermore, it is strongly recommended to adopt a mixed-method approach (combining quantitative and qualitative methods) in future studies, as this strategy can yield deeper insights and a more comprehensive understanding of the relationship between CPP awareness and teacher confidence.

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APPROVAL SHEET

This thesis entitled CHILD PROTECTION POLICY AND TEACHERS’ CONFIDENCE IN NAVIGATING ETHICAL DILEMMAS: INPUTS FOR TEACHERS’ WELFARE PROGRAM by RAMIRO P. PERALTA, in partial fulfillment of the requirements for the degree of MASTER OF ARTS IN EDUCATION MAJOR IN EDUCATIONAL MANAGEMENT, has been examined and is recommended for acceptance and approval for ORAL EXAMINATION.

DR. DJOANA L. POJA Adviser

____________________________________________________________________________________________________________________________________

Panel of Examiners

Approved by the COMMITTEE ON ORAL EXAMINATION with a grade of 95 (High Passed) on JUNE 4, 2024.

DR. CHRISTOPHER J. DELINO Chairperson

DR. RYAN ROMNICK B. SANCHEZ                                                                                                                                                                                                     DR. EMIL B. FERDINEZ Panel Member                                                                                                                                                                                                                                     Panel Member

  ____________________________________________________________________________________________________________________________________   Accepted and approved as partial fulfillment of the requirements for the degree of MASTER OF ARTS IN EDUCATION MAJOR IN EDUCATIONAL MANAGEMENT.

DR. TONY G. ZAMORA

Dean

APPENDIX

Appendix A

Letter Requests

Appendix B

Endorsement Letter of the Superintendent

Appendix C

Survey Questionnaires

Appendix D

Letter for Instrument Validation

Appendix E

Certificate of Instrument Validation

Appendix F

Certificate of Statistical Treatment

Appendix G

Certificate of Language Editing

Appendix H

Cronbach’s Alpha

(Level of Awareness)

 Cronbach’s Alpha

(Level of Confidence)

Appendix I

Pearson’s Correlation Coefficient Computation

Appendix J

Turnitin Result

CURRICULUM VITAE

RAMIRO P. PERALTA   Block 22 Lot 52 Cliffrose Street, Grand Cedar Homes Sitio Gitna, Barangay Bignay, Valenzuela City 0917.138.5257 ramiro.peralta@deped.gov.ph   Educational Background 2024                                        Pamantasan ng Lungsod ng Valenzuela

Tongco St., Maysan, Valenzuela City

Master of Arts in Education

Major in Educational Management

2000                                        Holy Rosary Major Seminary

Naga City, Camarines Sur

Master of Arts in Theology Major in Biblical Studies

1994                                        Holy Rosary Major Seminary

Naga City, Camarines Sur

Bachelor of Arts Major in Sacred Theology

1989                                        Holy Rosary Major Seminary

Naga City, Camarines Sur

Bachelor of Arts Major in Philosophy

Minor in Religious Education

1985                                        Holy Rosary Minor Seminary

Naga City, Camarines Sur

Pre-College for Philosophy Education

1984                                        Jose Panganiban National High School

Jose Panganiban, Camarines Norte

Secondary Education

1980                                        Jose Panganiban Central School

Jose Panganiban, Camarines Norte

Elementary Education

  Affiliations 2021 -2023                              Vice-President, Senior High Faculty Association

Bignay National High School

Gitna Street, Bignay, Valenzuela City

2016-2020                               Trainer and Conductor,

PLV Singers

Pamantasan ng Lungsod ng Valenzuela

Maysan Road, Maysan, Valenzuela City

2016 – 2020                            Tenor and Assistant Conductor

Archdiocese of Caceres Choral

Metropolitan Cathedral of Saint John the Evangelist

Elias Angeles St., Naga City

2016 – 2020                            Tenor

Bikol Heritage Singers

Capitol Compound, Pili, Camarines Sur