APPROVAL SHEET

In Partial Fulfillment of the requirement on the Educational Research in the Major

Field for the Degree of Bachelor of Elementary Education, this thesis entitled “The Impact
of Child’s Protection Policy (DepEd Order No. 40, s. 2012) in Classroom Management
of Elementary Teachers in Talavera North District” had been explained and
recommended for acceptance and approval for oral presentation.

LYNDON IBARRA
Thesis Adviser
MIGUEL R. SANTOS Ph.D.
Subject Professor

Approved and accepted by the panel in partial fulfillment of the requirements on the
Educational Research in the Major Field.

MA. CECILIA SANTIAGO CARLOS G. CORPUZ

Panel Member Panel Member

MARY JANE M. ALVAREZ

Chairman

Approved and accepted as partial fulfillment of the requirements for Research in the
Major Field.

AURORA J. MANGALILI
School Administrator

ii
 ACKNOWLEDGEMENT

The researchers would like to acknowledge several people who helped, encouraged,

and supported them for the accomplishment of this study.

First and foremost, they would like to thank the Almighty God for giving them the

strength and wisdom to finish this study;

To Hon. Mayor Nerivi Santos-Martinez who made the dreams of many unfortunate

youths of Talavera a reality through her project – free tertiary education;

To their beloved parents who are always there to support and understand them and

untiringly give moral and financial assistance;

To Dr. Miguel R. Santos, their subject professor, for giving them the techniques and

pointers which helped them complete the study;

To Mr. Lyndon Ibarra, their thesis adviser, for his effort, time, valuable suggestions,

encouragements, and patience;

To Mrs. Mary Jane Alvarez, their language editor, who gave her time in editing the

study.

To Mr. Gerardo Vicencio, NEUST-MGT Instructor, for his support and help extended

in identifying the appropriate statistical treatment that the researchers needed in computing

the collected data;

To the School Principals: Dr. Armando Galapon of Talavera Central School;

Mr. Romano Roxas of Talavera North Elementary School;

Mrs. Zenaida Espiritu-Ico of Calipahan Elementary School;

Mrs. Lourdes Fraile of San Jose Elementary School;

Mrs. Luzviminda Amboya of San Pascual Elementary School;

iii
 Mr. Edgar Lopez of Sicsican Matanda Elementary School; and

Mrs. Ma. Lourdes Meneses of Sampaloc Elementary School, for allowing them to

conduct the study on the said schools;

To the teachers of the respective schools in Talavera North District for being the

respondents of this study;

To Mrs. Marciana Soriano, for her guidance and pieces of advices to the researchers

regarding their study;

To the researchers’ friends for being there, giving them moral support and strength

through the stressful days of doing their study;

A simple thank you is not enough for all the things you had given, made, and shared

to the researchers.

Karl Edrian Abendaño

Alyssa Ann C. Bulanadi

Cecille L. Gaboy

Manuel B. Sarile Jr.

iv
 DEDICATION

We humbly dedicate this piece of work to:

Our Almighty God,

Hon. Mayor Nerivi Santos-Martinez,

Mrs. Aurora J. Mangalili,

To our instructors,

Our families,

Our relatives,

Our friends and

To all the people who believed in the power and importance of education

You are all such a shower of blessings to our lives.

The Researchers

v
 ABSTRACT

THE IMPACT OF CHILD’S PROTECTION POLICY (DepEd ORDER NO. 40, S. 2012) IN
CLASSROOM MANAGEMENT OF ELEMENTARY TEACHERS
IN TALAVERA NORTH DISTRICT

Karl Edrian Abendaño, Alyssa Ann C. Bulanadi, Cecille L. Gaboy, Manuel B. Sarile Jr.

The purpose of this study is to determine the impact of children’s protection rights in
the classroom management of elementary grade schools at Talavera North District. The
researchers aimed to answer these questions:

1. How may the profile of the teacher respondents be described in terms of gender?
2. How may the child’s protection policy affect teacher’s classroom management?
3. What is the level of awareness the teachers to the provisions of the child’s
protection policy?
4. What measures do the teachers resort to avoid predicaments caused by violating
child’s protection policy?
5. Is there a significant relationship between the profile of the respondents and their
level of awareness on child’s protection policy and the measure they resort to avoid
violating child’s protection policy in terms of discipline, evaluation, teaching
strategies, and routinary activities?

To carry out this research, the researchers used descriptive method in analyzing the
data. Questionnaire Checklist was the main instrument used by the researchers to gather data
and information for this study.
The researchers found out that the Child’s Protection Policy really affect the teaching
strategies of the teachers. They also discovered that the Child’s Protection Rights had an
impact in the classroom management of teachers. Teachers are also aware of the Child’s
Protection Policy. The data also proved that because of the Child’s Protection Rights, the
teachers must control their temper in dealing with their students. It was also found out that
there was a significant difference in the problems of imposing discipline and in terms of
evaluation, and teaching strategies while in terms of the routinary activities, it was noticed
that there is no significant difference.
Based on the conclusion presented in this study, the following recommendations were
hereby proposed.
1. Broader the scope of the study by gathering more data to identify if Elementary
Schools at Talavera North will have different results from Elementary Schools at
Talavera South.
2. Study the impacts of Child Protection Policy to the students and parents.
3. Make an experimental research about how students enjoy their rights in the classroom
management of the teacher.

vi
 Table of Contents

Title Page ……………………………………………………………………………………..i

Approval Sheet ……………………………………………………………………………....ii

Acknowledgement …………………………………………………………………………...iii

Dedication …………………………………………………………………………………....v

Abstract ………………………………………………………………………………………vi

Table of Contents …………………………………………………………………………....vii

List of Tables …………………………………………………………………………………x

List of Figure ………………………………………………………………………………...xi

I. THE PROBLEM AND ITS BACKGROUND

Introduction ………………………………………………………………………….1

Conceptual Framework ……………………………………………………………...4

Research Paradigm …………………………………………………………………..5

Statement of the Problem ……………………………………………………………5

Hypothesis …………………………………………………………………………...6

Significance of the Study ……………………………………………………………7

Scope and Delimitation of the Study ……………………………………………….7

Definition of Terms ………………………………………………………………….8

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literatures ……………………………………………………………….…10

vii
 Foreign Study ……………………………………………………………………..12

Local Study……………………………………………………………………..……15

III. METHODS AND PROCEDURES

Research Design …………………………………………………………………….17

Methods of Collecting Data ………………………………………………………...17

Sampling Design and Technique ……………………………………………………18

The Respondents …………………………………………………………………….18

Research Instrument …………………………………………………………………18

Preparation of the Questionnaire ……………………………………………………20

Validation of the Questionnaire ……………………………………………………..20

Data Gathering Procedure …………………………………………………………...20

Statistical Treatment of Data ………………………………………………………..21

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Profile of the Respondents ………………………………………………………….24

Table Presentation and Interpretation ………………………………………………24

V. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary …………………………………………………………………………….39

Conclusions ………………………………………………………………………….45

Recommendations …………………………………………………………………...46

Bibliography ………………………………………………………………………...47

viii
APPENDICES

Appendix A. DepEd Order No. 40, s. 2012 ……………………………………..…49

Appendix B. Computation …………………………………………………………..52

Appendix C. Approval Letter ……………………………………………………….53

Appendix D. Cover Letter……………………………………………………………60

Appendix E. Evaluation Form ………………………………………………………61

Appendix F. Pictorials ……….……………………………………………………...67

Appendix G. Curriculum Vitae ……………………………………………………...69

ix
 List of Tables

Table 1. Distribution of the Respondents…………………………………………………....18

Table 2. Computed Weighted Mean Applicable in question number 2 and 4……………….19

Table 2.1. Computed Weighted Mean Applicable only in question number 3……………....19

Table 3. Profile of the Respondents – Gender.........................................................................24

Table 4. Perception of the Teacher-Respondents as to Whether Child’s Protection Policy

affects Teacher’s Classroom Management or not….……………………………….25

Table 5. Responses of Teachers – Impacts of Child’s Protection Rights in the classroom

management of teachers ...........................................................................................25

Table 6. Responses of Teachers –Teacher’s Awareness on Child’s Protection Policy……...27

Table 7. Responses of Teachers – Measures of the Teachers that resort to avoid Predicaments

caused by Violating Child’s Protection Policy …………………………………….28

Table 8. Responses of Teachers – Comparison in the problems of imposing Discipline with

or without Child’s protection Policy ………………………………………………..30

Table 9. Responses of Teachers – Comparison in the problems of Evaluation with or without

Child’s protection Policy …………………………………………………………..32

Table 10. Responses of Teachers – Comparison in the problems of Teaching Strategies with

or without Child’s protection Policy ……………………………………………….34

Table 11. Responses of Teachers – Comparison in the problems of Routinary Activites with

or without Child’s protection Policy ………………………………………………..36

Table 12. Z-test Value …..…………………………………………………………………...38

x
 List of Figure

Figure 1. Conceptual Framework of the Study …….…………………………………………4

xi