Child Protection Policy Implementation and its Relationship to Learners’ Discipline and Manners in Denigpi-An Elementary School

Abstract

This study determined the level of Child Protection Policy (CPP) implementation and its relationship to learners’ discipline and manners in Denigpi-an Elementary School, Dolores, Eastern Samar. A quantitative descriptive-correlational research design was employed. The respondents consisted of 50 participants, including 43 learners from Grades 4, 5, and 6 and seven teachers. Teachers were selected through total enumeration, while learners were selected through stratified random sampling with proportionate allocation. Data were gathered using a researcher-developed questionnaire based on DepEd Order No. 40, s. 2012 and related literature. The instrument measured CPP implementation, learners’ discipline, and learners’ manners using a five-point Likert scale. Frequency, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were used for data analysis. Results showed that teachers assessed CPP implementation as Very High (M = 4.53, SD = 0.49), while learners assessed it as High (M = 3.76, SD = 1.12). Learners’ discipline was High (M = 3.90, SD = 1.04), and learners’ manners were also High (M = 3.92, SD = 1.04). A significant moderate positive relationship was found between CPP implementation and learners’ discipline (r = 0.578, p < .001). A significant strong positive relationship was likewise found between CPP implementation and learners’ manners (r = 0.789, p < .001). The findings indicate that stronger CPP implementation is associated with more favorable learner behavioral outcomes. The study recommends sustaining policy implementation while strengthening policy evaluation, compassionate discipline, learner participation, values formation, and stakeholder involvement.