School-based Child Protection Policy and Teachers’ Behavioral Management Practices

Mardon P. Pasco; Estrella S. Ferenal

School-based Child Protection Policy and Teachers’ Behavioral Management Practices

Author(s)	Mr. Mardon P. Pasco, Dr. Estrella S. Ferenal
Country	Philippines
Abstract	Child protection is fundamental to safe, inclusive, and nurturing learning environments. This descriptive-correlational study assessed the school-based child protection policy and behavioral management practices among Junior High School teachers in the Division of Valencia City during the School Year 2024–2025. Specifically, this aimed to describe the respondents' characteristics; determine the level of assessment of school-based child protection policy and behavioral management practices; examine the relationship between teachers' assessment of school-based child protection policy and their behavioral management practices; test the significant difference in teachers’ behavioral management practices when grouped according to their characteristics, and develop a Child Protection Resource Guide intended to strengthen existing child protection mechanism in schools. Using complete enumeration, 504 teachers were chosen as respondents of the study. Data were gathered through survey questionnaires and analyzed using descriptive and inferential statistics. Respondents demonstrated a very positive attitude towards the Child Protection Policy. The policy was assessed very high, with duties and responsibilities receiving the highest assessment, notably ensuring that children’s rights were upheld and conducting disciplinary proceedings for offenses, while preventive measures received the lowest assessment, specifically implementing sessions on good parenting. Behavioral management was highly practiced, with discrimination receiving the highest assessment, especially treating students equally regardless of background or identity, whereas violence received the lowest assessment, particularly encouraging students to learn basic self-defense. The policy was significantly and positively associated with all behavioral management dimensions. Significant differences were also found according to attitude towards the Child Protection Policy across all dimensions and highest educational attainment specifically in relation to violence. In conclusion, attitude towards the Child Protection Policy is particularly relevant to teachers’ behavioral management practices. These findings generated the Child Protection and Behavioral Management Theory, linking school-based child protection with teachers’ management of discrimination, abuse, violence, and exploitation, with attitude towards the Child Protection Policy as a relevant teacher-related factor. The adoption of the Child Protection Resource Guide is recommended to strengthen preventive measures and violence prevention in schools.
Keywords	child protection, behavioral management practices
Field	Sociology > Education
Published In	Volume 17, Issue 3, July-September 2026
Published On	2026-09-22

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School-based Child Protection Policy and Teachers’ Behavioral Management Practices

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