Republic of the Philippines

Department of Education
SOCCSKSARGEN REGION
SCHOOLS DIVISION OF SOUTH COTABATO
Polomolok 4 District
LR MORANDANTE INTEGRATED SCHOOL
Makisama-A, Silway- 8, Polomolok, South Cotabato
School ID: 501847

PROJECT AGAP (Advocacy on Guidance and Protection): COMPETENCE OF

TEACHERS IN PROMOTING CHILD SAFETY IN THE CLASSROOM

Action Research

Poster Presentation
THEME 2: CHILD PROTECTION

Presented to
Schools Governance and Operations-Division-Planning and Research Section
SCHOOLS DIVISION OF SOUTH COTABATO
Koronadal City, South Cotabato

CYTZY SUZZANE G. ARONALES

T-I / Researcher

MICHELLE M. MALCONTENTO
T-I / Researcher

September 2024

Address: Makisama-A, Silway 8, Polomolok South Cotabato

Contact Number: 0950-010-3507
Email: 130742@deped.gov.ph
 CONTEXT AND RATIONALE

In the global report, it is exposed that children are vulnerable to abuse,

violence, exploitation, discrimination, bullying, and other forms of abuse (Bayuca,
2020). Dealing with child protection and safety programs in school is still a great
challenge for teachers worldwide (Rahman & Sarip, 2020). This challenge originates
from the lack of competency in handling child abuse cases; much more developed
interventions to address it (Hermino, 2017).

In the Philippines, child protection refers to programs, services, procedures,

and structures intended for prevention and response to abuse, neglect, exploitation,
discrimination, and violence (Department of Education, 2021). However, despite
implementing child protection programs and policies many teachers are reported to
lack sufficient knowledge on the extent of their roles as main implementers of these
laws (Asio et. al, 2020).

In Region XII, interventions to address the rights of the child in development,

protection, survival, and participation, with a special focus on children protection in
the school are given priority to respond to child abuse cases that are not totally
eradicated despite intensified focus on it.

In addition, based on the observation in LR Morandante Integrated School, it

is evident that the Child Protection Policy is not well implemented. Based on the
cases last year such as bullying, child labor, and juvenile delinquency, the Guidance
and Child Protection Policy coordinators find it difficult to assess and respond due to
a lack of training and knowledge. With this context, LR Morandante Integrated School
initiated a school-based program to capacitate and equip teachers with knowledge
about Child Policy Protection through Project AGAP (Advocacy on Guidance and
Protection). The Project AGAP (Advocacy on Guidance and Protection) purpose is to
assess the effectiveness and impact as the foundation for creating information
dissemination strategies during meetings and for creating child abuse response.

This study will be beneficial to the school, the teachers, parents, stakeholders,
and the learners. In order to safeguard the best interests of children, the study's
findings will be used to assess the level of expertise of teachers in child safety while
addressing situations of child abuse and other forms of violence. The researchers
believe that the level of competence of teachers in child protection will contribute to
improving the quality of teaching and learning. The Department of Education may use
it as a benchmark to promote the child protection intervention program that supports
MATATAG: Bansang Makabata, Bansang Makabansa agenda. It will also give future
researchers information and a framework that they can use as a reference for more
in-depth investigations. Hence, there is a need to critically analyze the level of
competency of teachers on child protection to provide new ideas in addressing the
nation's difficulties with basic education as well as the sector goals of the organization
in establishing an efficient educational system.
 ACTION RESEARCH QUESTIONS

This research aimed to explore the level of competence of teachers in child

protection programs to promote safety in the classrooms at LR Morandante
Integrated School.

The study sought answers to the following research questions;

1. How competent are the teachers in the implementation of child protection program
in the school?
2. What are the difficulties they encountered in the implementation of the child
protection program?
3. How do they cope with these difficulties?
4. What are the perceptions of teacher participants in relation to Project AGAP?

INNOVATION, INTERVENTION AND STRATEGY

PROJECT AGAP (Advocacy on Guidance and Protection)

PROJECT AGAP (Advocacy on Guidance and Protection) is a School-based

Child Protection Intervention Program (see Appendix B) for LR Morandante
Integrated School teachers. The PROJECT AGAP focuses on improving the level of
expertise of teachers in child safety while addressing situations of child abuse and or
other forms.

Since the respondents, are teachers both in elementary and secondary, the
Child Protection Intervention Program is similar to the implementing child protection
programs and policies, but the activity placed more of an emphasis on proper
documentation and the basis on how to properly accommodate the learners as
victims of abuse.

The principal, instructors, guidance, and CPP coordinators will incorporate

topics like "Introduction to Child Protection," "Laws," and "Ways to Handle Abuse
Cases Among Students" during School Learning Action Cell sessions in order to
institutionalize PROJECT AGAP in the school. These topics will be transformed into
reading handouts that will serve as a basis for handling cases of abuse. The program
will cover the three-month period starting in February up until April. Each week will
have a selected day to conduct the symposium and a selected speaker to discuss the
topics. It will be conducted after class for 45 minutes to avoid the disruption of
classes.

The purpose of the PROJECT AGAP is to use information-dissemination

strategies to increase the level of competence in Child Protection of teachers in LR
Morandante Integrated School. AGAP means to prevent which encompasses the
idea of preventing Child abuse through strengthening and guiding students and
teachers in igniting the School Counseling for a peaceful place for children.
 ACTION RESEARCH METHODOLOGY

Research Method

The researchers used the qualitative research design specifically, the

phenomenological study done through key informant interviews. According to
Creswell (2014), it is an approach that investigates the everyday experiences of
human beings to explain a phenomenon. In this study data on the experiences of the
teachers in the child protection program of the schools will be gathered through one-
on-one interviews to be able to provide a suitable setting for the teachers to express
their opinions and views.

A key informant interview is a qualitative in-depth discussion that was used in this
study to describe and assess the level of expertise of teachers in child safety while
addressing situations of child abuse. Key informant interviews serve the objective of
gathering data from a wide range of persons who have firsthand knowledge of the
community, such as the teachers. The one-on-one interview was conducted to
determine insights and perceptions related to the difficulties that the teachers
encountered in the implementation of child protection program and the level of
competence in terms of documentation, laws, and consultation.

Utilization and Qualitative Data

Developing
Implication of Collection & Findings and
of research
relevant Thematic Interpretation
questions
literature & Analysis

Figure 1. Phenomenological Diagram adapted from Creswell (2014)

Participants and Other Sources of Data Information

The participants of the study were the selected seven (7 advisers) who
experienced cases of child abuse among their students such as bullying, juvenile
delinquency, and child labor. The teachers are aware of the implementation of the
Child Protection program and were both males and females of LR Morandante
Integrated School for the School Year 2022-2023. The 7 participants were selected
based on purposive sampling. The study was conducted at LR Morandante
Integrated School, Polomolok District. It is located at Purok Makisama-A, Silway 8,
Polomolok, South, Cotabato.

Pseudonyms were used for the code names of each participant such as
informant 1 as I1, informant 2 as I2…..and so forth.

Developing Methods and Data Analysis Plan

The researchers followed a step-by-step process in the data gathering that was
conducted through a one-on-one interview using a self-made guide question which
was made up of four main open-ended questions that were answered by the
participants.
The participants were contacted by asking permission from the school head and
then interviewed them face to face.
During the actual one-on-one interview, the participants were briefed and
oriented on the purpose of the study, and their voluntary consent was asked. The
interview was conducted on the school campus wherein the researchers made sure
that strict compliance to the ethical protocols was complied.

The primary data gathered from interviews were analyzed using thematic
analysis. This was done by familiarizing the researchers with the content of the
discussion by transcribing the data gathered verbatim, and then it was followed by
the identification of the codes based on the typical answers from the significant
statement. Then from the codes formulated, common themes were formed.

RESULTS AND DISCUSSION

The following findings were formulated based on the answers of the

participants.

The Competency of Teachers in Child Protection Program to Promote Child

Safety

The participants mostly answered during one interview that the child
protection programs are conducted through the child protection council in the
school. Some of the discussions are presented in the succeeding transcriptions.
Informant 1 expressed that:
“ Mayroon pong Child Protection Council ang aming eskwelahan,
kasali po ako doon and aming trabaho ay magawa ng mga action laban sa child
abuse however I have limited awareness of child protection policies and
procedures.” (Our school has a child protection council wherein I am a member of
it and our duty is to ensure children are protected from child abuse however I
have limited awareness of child protection policies and procedures.)
This answer confirms that there is an existing child protection program in
the school that is compliant with the guidelines of the Department of Education.
This can ensure that child safety is given consideration.
A similar view was concluded by Walsh, et al (2023) who pointed out the
essence of providing school councils on child protection which have the power to
develop programs to ensure the safety of children in the schools. This means
these groups are mandated by law to become the policy-making body of the
school regarding child protection.
The same view was shared by Informant 2 who verbalized:
“I was able to attend seminars and meetings about child protection
programs conducted by NGOs where we discussed how to detect child abuse in
children and to whom to refer.”
The same view was explained by Informant 5:
“I was able to attend in seminar about child abuse but I have an
inadequate understanding of signs of abuse or neglect.”
This answer reveals there were activities to equip teachers and school
leaders on child protection but not enough. They were guided on the process and
how to handle child abuse cases. These further shows there were efforts to
improve the teacher's competency.
According to Cox, et al. (2018) training and seminars are highly valuable
programs to increase competency in child protection programs of the school. This
is a means wherein teachers learn how to refer and respond to child abuse cases.
This is helpful in the collaboration approach to strengthen child protection
programs. Several themes emerged regarding the less capability and knowledge
of teachers due to the lack of training, these are limited awareness of child
protection policies and procedures and inadequate understanding of signs of
abuse or neglect.

Difficulties of the Teachers in Child Protection Program

The common themes formulated based on the interview conducted on the

difficulties of the teachers in child protection programs wherein many claimed they
lack sufficient knowledge in handling child abuse cases, especially in the referral
system. Some of the discussions are presented in the succeeding transcriptions:
According to Informant 6 verbalized that:
“On my part, I think I still lack sufficient knowledge in the referral
system although I was able to attend training it is difficult in actual.”
This answer reveals that the teachers are experiencing difficulties in
fully understanding how to manage child abuse cases. This can be a hampering
factor in providing interventions to children.
It agrees with Bayuca, et al. (2020) who concluded that many teachers in
the Philippines lack comprehensive knowledge in child protection strategies. This
is due to limited training provided to them which does not provide sufficient
information.
Meanwhile, Informant 3 and 7 similarly shared that:
“I agree that I lack the complete knowledge through I know how to
protect the child but complicated child abuse issues like legal aspect I lack the
knowledge on it.”
The answers signify many of the teachers still lack the legal aspect of
child protection program. This knowledge of the legality of actions and the
protection of children is relevant to the responses and interventions to be done.
This answer corroborates Estremera (2018)who pointed out the
importance of the orientation of teachers on the legality of child protection
programs and actions. This is a vital foundation for safe and appropriate actions
in handling child abuse cases. Based on the study, the themes that emerged
regarding the difficulties of the teachers in child protection, are insufficient
knowledge of appropriate intervention strategies and lack of confidence in dealing
with sensitive issues.

Coping in the Difficulties Encountered

The majority of the teachers answered that they give feedback and attend
in meetings and training if there is an invitation to ensure they are well-guided.
Here are some of the discussions during the interview.
According to Informant 3 said that:
“I see to it that I attend if there are seminars because I wanted to know a
lot about child protection program.”
This answer reflects that the teachers are interested and committed to learning
about the child protection program since they express interest in joining in
seminars. This can be a means to gain knowledge to guide them in their actions.
This agrees with UNICEF (2020) which discussed the real situations in
many schools wherein teachers are given seminars to equip them on child
protection programs. But this is often limited and not sufficient and too few and
selected only.
All Informants agreed that:
“I often share and give feedback to my fellow teachers to gain ideas on how
to handle child abuse cases.”
This answer implies that sharing and giving feedback with fellow
teachers helped in guiding them towards actions to be done in child abuse cases.
The knowledge of one teacher can be a source of guidance to another teacher.
 According to Zhao, et al (2017), sharing of ideas among teachers can
provide additional knowledge on how to develop child protection interventions.
The sharing of ideas is a good way of transferring information from one person to
another.
In summary, the teachers are aware of the Child Protection Program but
have limited opportunity to gain knowledge and skills in handling this situation.
The teachers are hesitant in handling child abuse cases due to a lack of
knowledge but are showing commitment to learning if given support and
opportunities.

Perception of Teacher Participants about Project AGAP

Most of the teachers have answered that there was an impact in terms of
their knowledge of documentation and child protection policies and procedures
when the PROJECT AGAP was implemented.
Informant 1 expressed:
“Naappreciate gyud nako ang implementation sa Project AGAP kay kahit
papaano naenhance ang akong knowledge ug narefresh sa process sa Child
Protection Policy, so gatuo ko ma’am na nadungagan akong self-confidence nga
maghandle child abuse and violence cases.”
This statement confirms the idea that self-efficacy is a sustaining trait; when a
person is driven to work through their problems, they gain positive experiences
that boost their self-efficacy even more. Bandura, (1977)
Another statement from informant 2 supports the idea that the teachers
perceived Project AGAP as an effective intervention in information dissemination
about the Child Policy Program.
“I believe that attending the series of Project AGAP symposiums, it equipped
me to handle cases because I now know how to document properly and to refer
the cases properly.”
Another answer that strengthens the effectiveness of Project AGAP is the
answer of Informant 3:
“As an advocate of Child Protection Policy, I find it challenging, kay wala mi
course about guidance and counseling, nagatuo ko na kaning Project AGAP na
unlock ang difficulties step-by-step/challenges to handle the cases about child
abuses and violence.”
In these statements of the teacher participants the major theme is about self-
efficacy. This idea of self-efficacy is according to Bandura’s theory that perceived
self-efficacy influences what coping behavior is initiated when an individual's
effort will be expended to reach one’s goals and for how long those goals will be
pursued. Bandura, (1977)
Findings highlighted that based on the teachers' responses before and after the
School-based Intervention Child Protection Policy Program, Project AGAP has
a significant impact, which explains that the teachers' awareness of their roles
and responsibilities and the process have improved.
Another way that a person can build self-efficacy is by witnessing
demonstrations of competence by people who are similar to them (Bandura,
2008). In this scenario, the person witnessing the display of competence
perceives aspect of their own identity as the actor. That is, the actor may be
similar age, ethnic background, sexuality, or gender as the observer (Bandura,
1997). In the case of the teachers, the symposiums conducted by their co-
teachers made them believe that they can have the same amount of knowledge
since it is being demonstrated by their co-teachers. As a result, Project AGAP has
given them more confidence in their ability to deal with incidents of child abuse
and violence.
REFLECTION

The school teachers had been provided with child protection program
competency building but are limited and not sufficient to make them competent in
handling child abuse cases. The school teachers of LR Morandante Integrated
School improved their ideas about Child Protection after the intervention of Child
Protection. In the second part of the one-on-one part interview, the teachers were
able to answer questions about their roles and responsibilities as a teacher. At the
end of the implementation of Project AGAP, it was found that there is an increase in
the level of competence among the teachers when it comes to Child protection since
through this innovative means, teachers are able to help themselves to respond to
child abuse cases with the help of one another. The need to provide legal input on
child protection programs is urgent since this can enlighten the teachers and help
them respond to child abuse cases confidently. The ability to help the victim relies on
the competency of teachers in handling child abuse cases in the schools. This must
be strengthened. Child protection program must be given big consideration for it can
affect the children's well-being and scholastic performances.

The learning environment for students and teachers will be considerably

improved by the implementation of the Project AGAP program in schools. The
researchers also believe that continued research and studies on this topic will be
beneficial to our educational system. According to the findings, it can be concluded
that this intervention is effective and can be used to teach teachers at all grade levels
about Child Protection. In brief, it was observed that all teachers' level of competence
in Child Protection was developed as a result of the information dissemination
conducted by Project AGAP. However, some aspects of Project AGAP need to be
improved since the researchers believe the program will be more impactful if this is
included during SLAC sessions. An invitation from an expert in the field of Child
Protection just like DSWD and VAWC is highly recommended to strengthen its
impact. The researchers believe that the program should be implemented and
continued every year to equip teachers with knowledge.

This study will be beneficial to the school, the teachers, parents, stakeholders,
and the learners. To safeguard the best interests of children, the study's findings will
be used to assess the level of expertise of teachers in child safety while addressing
situations of child abuse. The researchers believe that the level of competence of
teachers in child protection will contribute to improving the quality of teaching and
learning. The Department of Education may use it as a benchmark to promote the
child protection intervention program that supports MATATAG: Bansang Makabata,
Bansang Makabansa agenda. It will also give future researchers information and a
framework that they can use as a reference for more in-depth investigations. Hence,
there is a need to critically analyze the level of competency of teachers on child
protection to provide new ideas in addressing the nation's difficulties with basic
education as well as the sector goals of the organization in establishing an efficient
educational system.
RECOMMENDATIONS

In light of the findings and conclusion of the study, the following

recommendations are formulated.

1. The school must intensify and to continue its competency-building program like
the Project AGAP (Advocacy on Guidance and Protection) to the teachers on
child protection programs to ensure they are able to perform their tasks in
handling child abuse cases and prevents it from happening. The school must
make sure that there is a handbook for each teacher to use for reference and
there will be seminars to be conducted to disseminate information among
teachers, parents, stakeholders, and students.
2. The teachers must extend effort and give their commitment to knowing the
details of handling child abuse and child protection programs not only through
seminars provided but even through self-research since the internet sources are
abundant to be updated and gain knowledge on it.
3. The parents and stakeholders must show active cooperation and support in
strengthening the child protection program in the school to ensure everyone
vigilantly protects the welfare of children.
4. The Department of Education to intensify the seminars and trainings for Child
Protection Policy to help teachers and students to be aware of abuse and how to
prevent it. The Department of Education may use it as a benchmark to promote
the child protection intervention program that supports MATATAG: Bansang
Makabata, Bansang Makabansa agenda. It will also give future researchers
information and a framework that they can use as a reference for more in-depth
investigations.
REFERENCE

Bayuca, S.(2020). Teachers’ Awareness and School’s Responsiveness to the Child

Protection Policy: Basis for a Development Plan.International Journal of Academic
Multidisciplinary Research (IJAMR) ISSN: 2643-9670 Vol. 4, Issue 6, June – 2020,
Pages: 59-650
Bandura, A. (2008). An agentic perspective on positive psychology. In S. J. Lopez.
(Ed.), Positive psychology: Exploring the best in people, Vol.1. Discovering human
strengths (pp.167-196).Praeger Publishers/ Greenwood Publishing Group.
Bandura, A.(1997). Self-efficacy: The exercise of control. W H Freeman/Times
Books/ Henry Holt & Co.
Bandura, A.(1977). Self-efficacy: Toward a unifying theory of behavioralcahange.
Psychological Review.84(2), 191-215
Cox, Marjorie M., "An Examination of Mississippi Teachers' Likelihood to Report Child
Sexual Abuse and the Potential Effect on the Rates of Victim Disclosure" (2018).
Honors Theses. 638. https://egrove.olemiss.edu/hon_thesis/638

DepEd Child Protection Policy, Department of Education, 2012,

https://www.deped.gov.ph/ wp-content/uploads/2012/05/DO_s2012_40. pdf

Estremera, Michael L.(2018) “The Boons and Banes of Child Protection Policy: The
Sorsogon West Landscape.” Asia Pacific Journal of Multidisciplinary Research, vol. 6,
no. 2, 2018, pp. 71-79

Fabbri, A. Bhatia, M. Petzold, M. Jugder, A. Guedes, C. Cappa, K. Devries(2021).

Modelling the effect of the COVID-19 pandemic on violent discipline against children
Child Abuse & Neglect, 116 (2021), p. 104897, 10.1016/j.chiabu.2020.104897

UNICEF (2020). Child Protection and Safety. https://www.unicefchildprotection.cpom

Walsh, L. et al (2023). Child protection and safeguarding in initial teacher education:

A systematic scoping review.
https://www.sciencedirect.com/science/article/pii/S0190740923001469#bb0731

Zhao, Fang, et al. “Child Protection in China: Changing Policies and Reactions from
the Field of Social Work.” International Journal of Social Welfare, vol. 26, no. 4, 2017,
pp. 329-339.
 APPENDIX A

Action Plan
The work plan has been divided into 4 tasks spanning 4-5 months. The schedule
of research task is shown below.
Research Deliverable/ Persons Materials Budget Fiscal Year 2023-2024
Task MOV Involve
Quarter 1 Quarter 2
Feb Mar Apr. May Jun J
. . .
Task 1: Proposal Researc Office MOOE/ * *
Formulation hers Supplies Other
of Research Source
Proposal of Fund
Task 2: Research Researc None MOOE/ * *
Action Proposal hers/ Other
Research SDRC Source
Review Evaluatio of Fund
n Team
Task 3: Letter to the Researc Office MOOE/ *
Asking concerned hers/ Supplies Other
permission personnel concerne Source
to conduct a d of Fund
study to the personne
superiors ls
Task 4: Research Researc Office MOOE/ * +
Developing Questions and hers Supplies Other
of research Review and & Source
Related of Fund
questions Multimedi
Literature
Utilization a
and Materials
Implication
of relevant
literature

Task 5. Progress Researc Office MOOE/ + +

Qualitative Report hers Supplies Other
Data & Source
Collection & of Fund
Multimedi
Thematic
Analysis a
Materials

Task 6. Completed Researc Office MOOE/ *

Findings Action hers/ Supplies Other
and research concerne Source
Interpretatio d of Fund
n of data. personne
Completed ls
Action
research
*Deliverables
+Data to progress of the research submitted as intermediate deliverable
under task 4 and 5.
 The short but specific information about the Project AGAP Implementation is highlighted
in the table below.
PHASES GOALS/ ACTIVTIES/ PERSONS RESOURCES TIME SUCCESS
OF OBJECTIVE STRATEGIES INVOLVED NEEDED FRAME INDICATOR
INSTITUTI
ONALIZA
TION
PHASE 1: To conduct Classification Proponent Interview 1st week Level of
Pre- an and selection Child Questionnaire of Support to
Implemen assessment of teachers to Protection February the Program
tation about the undergo an Coordinator
SELECTI level of interview. s and
ON competence Guidance Handed list
(Assessm on Child Utilizing the Coordinator of teachers to
ent of Protection. result of the s undergo
Teachers one on one Teachers intervention
to be To give interview Principal
interview orientation through Letter to the
ed) on the thematic Proponent teachers and Level of
nature, analysis. Child principal acceptability
scope and Protection
ORIENTA rationale of Information- Coordinator
TION the Child dissemination s and
(Orientati Protection through Guidance Contact Signed
on and Policy to the meeting Coordinator Numbers Consent
Introducti teachers. allotted for the s (agreeing)
on of PROJECT Teachers
PROJECT AGAP and Principal Handouts
AGAP) letter of
permission to
the teachers
and principal
to conduct the
study Proponent
Child Interview
Interviewing Protection Questionnaire First Reports on
To assess teachers with Coordinator week of the interview
the level of the use of s and March transcripts
competence questionnaires Guidance
on Child . Coordinator
Protection. s
Teachers
Principal

PHASE 2: Proponent
Implemen Conducting Child Meetings/ March Attendance
tation To enhance seminars Protection Symposium 17, 2023
Proper the teachers' about Child Coordinator
CONDUC degree of Protection s and
T counseling Policy with the Guidance
and topics: General Coordinator
documentati Provisions and s
on Duties and Teachers
proficiency. Responsibilitie Principal
s
 (Actual Proponent Meetings/ March Attendance
Implemen Conducting Child Symposium 24, 2023
tation) seminars Protection
about Child Coordinator
To enhance Protection s and
the teachers' Policy with the Guidance
degree of topic: Coordinator
counseling Preventive s
and Measure to Teachers
documentati Address Child Principal
on Abuse ,
proficiency. Exploitation ,
Violence,
Discrimination
and Bullying, &
other Acts of
Abuse

Conducting
seminars Meetings/ March Attendance
about Child Proponent Symposium 31, 2023
Protection Child
Policy with the Protection
topic: Coordinator
Protective & s and
Remedial Guidance
Measure to Coordinator
Address Child s
Abuse, Teachers
Exploitation, Principal
Violence,
Descrimination
, Bullying and
other acts of
abuse

Conducting
seminars April 14, Attendance
about Child Meetings/ 2023
Protection Proponent Symposium
Policy with the Child
topic: Rules Protection
and Coordinator
Procedures in s and
Handling Child Guidance
abuse, Coordinator
exploitation , s
violence & Teachers
Descrimination Principal

Conducting
seminars Meetings/ April 21,
about Child Symposium 2023
Protection Proponent
 Policy with the Child
topic: Referral Protection Attendance
and Coordinator
Assessment of s and
Victims, Guidance
Offenders, & Coordinator
other Children s
Teachers
Principal

Conducting
seminars
about Child Meetings/
Protection Proponent Symposium
Policy with the Child Attendance
topic: Proper Protection
Documentation Coordinator
s and
Guidance
Coordinator
s
PROJECT Teachers
CARE Principal
CULMINATIO
N:
PHASE 3:
Post- Interviewing Meetings/
Implemen teachers with Proponent Symposium
tation the use of Child
FINAL questionnaires Protection
ASSESS To assess . Coordinator
MENT the level of s and
competence Guidance
in Child Coordinator
Protection s
Policy Teachers
among Principal
teacher-
respondents
.
 APPENDIX B
Program Design

Project AGAP
(Advocacy on Guidance and Protection)

Objectives
To increase and expand teachers' level of competence in child protection, by
immersing them in a variety of carefully chosen and prepared activities and strategies
about child protection policy. The intervention in child protection has the following
specific goals:

1. Enhance the teachers' degree of counseling and documentation proficiency.

2. Increase teachers' participation in defending and promoting the child
protection policy.
3. Increase the level of competence in Child Protection Policy among teacher-
respondents.

Description
PROJECT AGAP (Advocacy on Guidance and Protection) is a School-based
Child Protection Intervention Program (see Apendix B) for LR Morandante Integrated
School teachers. The PROJECT AGAP focuses on improving the level of expertise of
teachers in child safety while addressing situations of child abuse.

Since the respondents, are teachers both in elementary and secondary, the
Child Protection Intervention Program is similar to the implementing child protection
programs and policies, but the activity placed more of an emphasis in proper
documentation and the basis on how to properly accommodate the learners as
victims of abuse.

Implementation
The principal, instructors, guidance and CPP coordinators will incorporate
topics like "Introduction to Child Protection," "Laws," and "Ways to Handle Abuse
Cases Among Students" during the assigned sessions by the principal in order to
institutionalize PROJECT AGAP in the school. These topics will be transformed into
reading handouts that will serve as a basis in handling cases of abuse. The program
will cover the three-month period starting on February up until April. Each week will
have a selected day to conduct the symposium and a selected speaker to discuss the
topics. It will be conducted will be after class for 45 minutes to avoid the disruption of
classes.
Project Outcome

The purpose of the PROJECT AGAP is to use information-dissemination

strategies to increase the level of competence on Child Protection of teachers in LR
Morandante Integrated School. AGAP means to prevent which encompasses the
idea of preventing Child abuse through strengthening and guiding students and
teachers in igniting the School Counseling for a peaceful place for children.

Prepared by:
CYTZY SUZZANE G. ARONALES
Teacher I/JHS Guidance & CPP Coordinator

MICHELLE M. MALCONTENTO
Teacher I/Mental Health & ARH Coordinator
Checked by:
MAE M. PONCARDAS
Teacher I/Elementary Guidance & CPP Coordinator

Noted by:
EVA B. PATIGDAS, P-I
School Head
 APPENDIX C
INTERVIEW GUIDE QUESTIONS

Instruction: Please share to me your experiences in the following:

1. Please share to me what are your understanding and participation in the

implementation of child protection program in the schools?
_________________________________________________________________
_________________________________________________________________
__________________________
2. Please tell me the difficulties you encountered in the implementation of child
protection program?
_________________________________________________________________
_________________________________________________________________
__________________________
3. How do you cope with these difficulties?
_________________________________________________________________
_________________________________________________________________
__________________________

4. What are the perception of teacher participants in relation to Project AGAP?

_________________________________________________________________
_________________________________________________________________
__________________________
 APPENDIX D
INTERVIEW TRANSCRIPTS

TEACHER A

QUESTION: Please share to me what are your understanding and participation in the
implementation of child protection program in the schools?

RESPONSE: ” Mayroon pong Child Protection Council ang aming eskwelahan,

kasali po ako doon and aming trabaho ay magawa ng mga action laban sa child
abuse.” (Our school has a child protection council wherein I am a member on it and
our duty is to ensure children are protected from child abuse)
QUESTION: Please tell me the difficulties you encountered in the implementation of
child protection program?

RESPONSE: one of my difficulties honestly, is on assessment kay medyo mabug at

ni sya needs proper training ni, lalo na aminado ako nga ako man di ko gid mamaster
ang mga ing ani nga mga problema.”

QUESTION: How do you cope with these difficulties?

RESPONSE: by asking the concern learner and the head of the school CPP
Committee of what to do.

____________________________________________________________________
TEACHER B

QUESTION: Please share to me what are your understanding and participation in the
implementation of child protection program in the schools?

RESPONSE: I was able to attend seminars and meetings about child protection
programs conducted by NGO where we discussed how to detect child abuse in
children and to whom to refer.”
____________________________________________________________________
TEACHER C

QUESTION: Please tell me the difficulties you encountered in the implementation of

child protection program?

RESPONSE: isa sa mga budlay for me sa paghandle sang CPP is that di pa gid
kami fully equipped kung anu gid ang himuon lalo na sa documentations”
(One of the hardest part is the documentation)

QUESTION: How do you cope with these difficulties?

RESPONSE: “we refer it directly to the CPP guidance coordinator

____________________________________________________________________
TEACHER D

QUESTION: Please share to me what are your understanding and participation in the
implementation of child protection program in the schools?
RESPONSE: "I was not able to attend in seminar about child abuse so every time I
have a problem with my students I always ask my colleagues."
QUESTION: Please tell me the difficulties you encountered in the implementation of
child protection program?
RESPONSE: “lisud sya maam kayo key lng unta og naa jud ni training or workshop
ba para kabalo sa sa tama nga process kay kuyawan tag maigo na noon ta ani”

__________________________________________________________________
TEACHER E

QUESTION: Please share to me what are your understanding and participation in the
implementation of child protection program in the schools?

RESPONSE: as a member of CPP in school , we are more required to be more

observant to the children if who is the vulnerable of abuses or a victim already. We
teachers should start to investigation if needed but the problem is I myself is not
capacitated to do so because I don’t know the legal basis.

QUESTION: Please tell me the difficulties you encountered in the implementation of

child protection program?

RESPONSE: On my part, I think I still lack sufficient knowledge in the referral system
although I was able to attend training it is difficult in actuality.”
QUESTION: How do you cope with these difficulties?

RESPONSE: I always refer my concerns to the head of the school and head of the
committee of what to do next.
____________________________________________________________________
TEACHER F

QUESTION: Please share to me what are your understanding and participation in the
implementation of child protection program in the schools?

RESPONSE: para sa akoa no, ang committee is to protect the children, so isa na sa
involvement ko as part sa CPP sa school namo.

QUESTION: Please tell me the difficulties you encountered in the implementation of

child protection program?

RESPONSE: “I agree that I lack the complete knowledge through I know how to
protect the child but complicated child abuse issues like legal aspect I lack the
knowledge on it.”
QUESTION: How do you cope with these difficulties?

RESPONSE: wala man gid kami proper training ani ever since, common sense na
lng siguro. Mag ask ug help og mag seek ug tabang sa mas naay knowledge ani.
____________________________________________________________________
TEACHER G
QUESTION: Please share to me what are your understanding and participation in the
implementation of child protection program in the schools?
RESPONSE: “ actually I really don’t know pa. I am looking forward to be trained or
undergo any formal workshop para mas may alam”
QUESTION: Please tell me the difficulties you encountered in the implementation of
child protection program?
RESPONSE: the assessment of the child the investigations things like that I am not
so confident.
 APPENDIX D
INTERVIEW TRANSCRIPTS (POST-IMPLEMETATION OF PROJECT AGAP)

TEACHER A

QUESTION: What is your perception of teacher participants in relation to Project

AGAP?

RESPONSE: Naappreciate gyud nako ang implementation sa Project AGAP kay

kahit papaano naenhance ang akong knowledge ug narefresh sa process sa Child
Protection Policy, so gatuo ko ma’am na nadungagan akong self-confidence nga
maghandle child abuse and violence cases.

____________________________________________________________________
TEACHER B

QUESTION: What is your perception of teacher participants in relation to Project

AGAP?

RESPONSE: I believe that after attending the series of Project AGAP symposiums ,
it equipped me to handle cases because I now know how to document properly and
to refer the
____________________________________________________________________
TEACHER C

QUESTION: What is your perception of teacher participants in relation to Project

AGAP?

RESPONSE: As an advocate of Child Protection Policy, I find it challenging , kay

wala mi course about guidance and counseling, nagatuo ko na kaning Project AGAP
na unlock ang difficulties step-by-step/challenges to handle the cases in relation to
child abuses and violence.
____________________________________________________________________
TEACHER D

QUESTION: What is your perception of teacher participants in relation to Project

AGAP?

RESPONSE: Ang PROJECT AGAP dako iyang nahelp sa pag-enhance sa akong

ideas regarding CPP.Pero looking forward sa ilang innovations, maapil na si SLAC
next School Year.
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TEACHER E

QUESTION: What is your perception of teacher participants in relation to Project

AGAP?

RESPONSE: Unta magpadayon ug more workshops to come kay lingaw sya while
learning, mas maayo mutaas pa ang time ani.
____________________________________________________________________
TEACHER F

QUESTION: What is your perception of teacher participants in relation to Project

AGAP?

RESPONSE: Unta mag-invite unta sila ug maga concerned agencies ,like VAWC
and DSWD para naay concrete experience and expertise sa field.

____________________________________________________________________
TEACHER G

QUESTION: What is your perception of teacher participants in relation to Project

AGAP?

RESPONSE: As an adviser mas napanatag akong loob kay kabalo nako unsa ang
process sa referral ug documentation especially extreme cases of child abuse and
violence.