*Angie Joey S. Abbott and Rodelio B. Pasion (Authors)
Abstract
This study aimed to evaluate the nature of cases on child protection-related issues and assess teacher CPP coordinators’ knowledge, attitudes, and practices regarding the DepEd Child Protection Policy (CPP) in 22 elementary schools within the South Butuan District. The research involved 31 CPP coordinators focusing on how they handle the nature of cases on CPP-related issues that need to be addressed and how their knowledge, attitudes, and practices influenced their engagement and understanding. A prescribed monitoring form (Enclosure No.1A-E to DepEd Memorandum 59, s. 2015) was used to obtain disaggregated data on the nature of cases regarding child protection issues. A questionnaire consisting of a 50-item multiple-choice test to evaluate teachers’ knowledge and a 5-point Likert scale to assess the respondents’ attitudes and practices was employed. The study utilized a descriptive-quantitative approach, with frequency count and percentage used to analyze the nature of cases on CPP-related issues and teachers’ overall level of knowledge and mean scores to determine teachers’ manifested attitudes and consistent practices. These instruments provided valuable insights into teachers’ proficiency in child protection and identified potential areas for further improvement or training.
Keywords: child protection policy, CPP coordinators, knowledge–attitudes–practices, descriptive–quantitative approach
DOI: http://doi.org/10.69651/PIJHSS0403278
Recommended citation
Abbott, A.J.S, Pasion, R.B. (2025). Cases, knowledge, attitude, and practices of teachers on Child Protection Policy in South Butuan District: An evaluation study. Pantao: International Journal of the Humanities and Social Sciences, 4(3), 3228 – 3237. http://doi.org/10.69651/PIJHSS0403278
Read the full text
References
César-Santos, B., Bastos, F., Dias, A., & Campos, M. J. (2024). Family nursing care during the transition to parenthood: A scoping review. Healthcare, 12(5), 515.
Demirbilek, M. (2024). Investigation of complaints and inspections against educational institutions. Pegem Journal of Education and Instruction, 14 (1), 38–51. https://doi.org/10.47750/pegegog.14.01.05
Estelina, K., Rohmana, D. Y., & Iskandar, I. (2020). The bullying phenomenon and handling efforts in reducing cases of bullying: A systematic review. Journal Ners, 15(2), 557–562.
Meyer, S., & Stark, L. (2022). Developing an index to measure the strength of child protection systems in refugee settings: Conceptual and practical considerations. Child Abuse & Neglect, 134, 105920. https://doi.org/10.1016/j.chiabu.2022.105920
Nurjanah, S., Santoso, D., Fatarib, H., Jalil, M., & Murdiana, E. (2022). Lessons learned from child protection rights in religion paradigm and national law. Journal of Social Studies Education Research, 13(1), 45–60. https://www.learntechlib.org/p/222857/
Patchin, J. W., & Hinduja, S. (2024). Adolescent digital self-harm over time: Prevalence and perspectives. Journal of School Violence, 23(4), 542–554.
Rabina, A. (2019). School heads and teachers’ awareness of the child protection policy: A basis for a training program. ResearchGate. https://doi.org/10.13140/RG.2.2.35175.62881