SENTIMENTS OF TEACHERS IN THE IMPLEMENTATION OF CHILD PROTECTION POLICY: A PHENOMENOLOGICAL STUDY

Abstract

 This study aimed to explore the sentiments of teachers in the implementation of  child protection policy. The researcher used a phenomenological approach method in qualitative research employing 12 teachers from one of the public  schools in Davao City, of which six of them were identified for an In-Depth Interview and six for a Focus Group Discussion, with the aid of a semi-structured interview  guide. The findings of the thematic analysis of the interview transcription revealed  that teachers lack a deep understanding of the policy; there is a tendency for  students to abuse the policy; and teachers demand for policy amendments. In addressing such sentiments, it was noted that teachers should observe proper  monitoring and coordination, embrace effective strategy to address possible  students abuse of the policy, and address teachers' collective sentiments. It was then learned that the insights of teachers in the implementation of child protection  policy include being accountable when difficult situations occur; realizing the  importance of sharing good values with students, realizing the importance of  establishing positive relationships with students and parents; and leading a child centered and policy-based institution. Overall, it is recommended that child  protection policies be revisited with the support of DepEd to make  recommendations for possible inclusions of protection and rights of teachers to  due process in the policy and that schools are encouraged to participate in policy  decision-making and implementation and building positive relationships with  parents and learners.