Bullying and Self-esteem among Senior High School Students

ABAA, CEL

ACAMPADO, MELINDA

ALDAMIA, RITA

AUTOR, JESSELLA

ARTIAGA, MARY JOY

CAGABCAB, CEECEE TIFFANY

CEMPERON, LISA REGINE

GULFO, JEAN

LAMOSTE, KC

BACHELOR OF SCIENCE IN PSYCHOLOGY 1

University of Bohol

Tagbilaran City
 CHAPTER 1

PROBLEM AND ITS SCOPE

INTRODUCTION

Today's schools are dealing with an increasingly significant problem of bullying.

Bullying is still a widespread social problem that has an impact on millions of youngsters

globally (Craig et al.,2009; Ossa et al.,2021). It is frequently correlated with strong

academic and developmental outcomes for the affected children (Moore et al., 2007;

Prino et al,2019., Fabris et al., 2021). According to Mohan (2021), bullying is also a sort

of deliberate, recurrent peer aggression in which there is a power imbalance between

the bully and the victim. This issue became one of the biggest problems that school

needs to address frequently. This affects numerous children and became one of the

issues concerned by educators, parents, students, and even researchers especially

nowadays. Furthermore, this issue became more recurrent that made the government

pay more attention to social life by implementing the Philippine Republic Act No. 10627

better known as the Anti-bullying Act of 2013. Which help assess, protect, and prevent

bullying from happening more often.Bullying has two sides; the aggressor and the

victim, however this study focused on the victimization aspect where various forms of

bullying were presented such as physical, verbal, and social bullying. Physical bullying

is the most obvious type. It includes pushing, kicking, or any form of physical harm.

Verbal bullying includes mocking, teasing, or any form of verbal abuse. And social

bullying or relational bullying includes spreading rumours, backstabbing, or any form of

social embarrassment. The impact of bullying victimization has a huge part on children's

self-esteem. Self-esteem is a person's evaluation of their own abilities and worth. It is

mainly how a person sees and values himself. According to Morris Rosenberg's self-

esteem scale (1965), he defined self-esteem as a "favorable and unfavorable attitude

towards the self.” Self-esteem has a huge part in building someone's self especially to

teenagers, it makes them believe in themselves more, and build strong social

relationships. A person who experienced bullying victimization tends to have low self-

esteem, whereas social skills tend to be correlated with the level of self-esteem. Several

studies have shown the victimization and low self-esteem were related. A review of

municipal schools revealed a higher prevalence of bullying in 53.7% of youth with poor

self-esteem and lower average scores on self-esteem for both the bully and the target

(Brito, C.C. & Oliveira, M.T., 2013). This issue became widespread all over the world. In

fact, last 2021 Rula Odeh Alsawalqa conducted a study that tackles about the impact of

COVID-19 pandemic on students from East and Southeast Asia in the University of

Jordan which showed that 99.5% of the students believed that East and Southeast

Asian students were responsible for the spread of the said pandemic. Where 85% of

Jordanian students did not intend to offend or hurt other students, thus they were

bullying these students unintentionally. This means that even your nationality is not an

exception in terms of bullying. Furthermore, in Sousse, Tunisia the researchers

conducted a study in two highschools that showed more than 95% of the adolescents

had experienced bullying victimization and have very low self-esteem compare to those

who claimed that they have never been bullied which is only 4.4% of the sample

population (Ayoub, R. et al., 2021). The aftermath of bullying is really a serious type of
concern not only as individuals but also to the whole nation where they live. However,

the Philippines never escape the bullying issues. In fact, according to Programmes for

International Students Assessment, the Philippines is reported to have 64.9% of

prevalence of bullying among the Western Pacific region. In addition to that, in the

Western Visayas (a city), Sanapo found out that approximately 40% of 340 students

experienced being bullied by their peers. Furthermore, Galabo (2019),conducted a

study in Davao City, Philippines and found out that campus bullying leads to emotional

distress and low self-esteem particularly the victims. Victims tend to have low

involvement in any school activities because they are afraid to be bullied and

emotionally hurt. They feel so tense whenever the bullies bully them that make them

feel inferior about themselves. And, there was a study conducted in Divine Life Institute

of Cebu and found out that most of the victims were bullied because of their physical

appearance, and for being introverted. Bullies most likely targeted soft people or

individuals who didn't like to mingle other people. Victims also have thoughts why

they're bullied even if they do nothing, and they're always good to others. Being bullied

for whatever reason is still being bullied (Tripathy, 2015). School has to be the safe

haven of the students where learning and enjoyment is free to all. Where there is no

feeling of inferiority, insecurity, and anxiety in the environment. However, bullying

victimization is one the reasons why these feelings are visible and it has increasing

rates day by day. This situation made the researchers conduct a study that deals with

bullying and self-esteem. Bullying is said to be the different actions done by a bullied

person. Bullying inside campus premises should be an obligation and responsibility of

the school to put an action to prevent and promote anti-bullying. Thus, it can affect an
individual's life, academic performance, and self-esteem. Bully students don't consider

others sentiments but on their ids and egos instead. According to Freud's

Psychoanalytic Theory, our Id is a primitive and instinctive component of a person's

personality.Which means that a person only thinks for pleasure, while ego is the one

who develops to mediate the unrealistic id and the external real world. So it's on the

person's hand whether he will follow his id or his superego. It's on the individual's point

of view if he will be a bully or be a good person.

THEORITICAL BACKGROUND

Theories

The study is anchored on four theories. "A theory of bullying" formulated by a

French political thinker Alexis de Tocqueville and Helmut Shoek in 2010. It claims that

the root of the bullying problem is jealousy or envy. Erik Erikson’s theory in 1950,

psychosocial developmental stages that discussed the bullying behaviour of a person.

In addition, the theory of William James"Personality Theory" (1980), expressed how

students see their own self-esteem. Lastly, the theory of The 'Hierarchy of Needs' by

Abraham Maslow (1943), examined the need for respect and its relationship to self-

esteem.

Envy and bullying are discussed in the works of French political thinker Alexis de

Tocqueville and Dr. Helmut Shoeck. It is stated that envy is the primary reason or root

of bullying. Bullying students aspire to have what others have. According to Alexis de

Tocqueville and Helmut Shoek's theory, females are more prone to be bullied since they

fight for male attention. Bully students will ensure that bullied students do not enjoy their

daily activities or demonstrate their skills and abilities (Valentine, 2010). "A theory of

bullying" describes how bullied students become weak, resulting in low self-esteem. As

a result, the majority of the bullied pupils dropped out of school.

However, Erikson's psychosocial developmental stages are crucial for

comprehending bully conduct. Erikson stated that each stage's healthy or maladaptive

outcomes are determined by a "basic psychological conflict that is resolved along a

scale from positive to negative" [Berk 2010, p. 16]. In other words, as the child develops
and moves through each psychosocial stage, he or she negotiates new cognitive and

emotional experiences that allow him or her to pass through the stage with either a

positive or negative outcome. Aggressive behavior, such as bullying, can be

characterized by the consequences and outcomes of a bad conclusion from the stages

[Berk 2010, p .16]

On the other hand, no one thought of self-esteem as a distinct quality that could

be examined and defined until psychologist William James presented his idea of self-

esteem in 1890. William James is frequently cited as the founder of the self-esteem

movement (Hewitt, 2005; Kling et al., 1999; Leary et al., 1995; Seligman, 1996), and

given his "elementary endowment of human nature" (as cited in Leary et al.,1995,

p.518), one might speculate that it has existed since the birth of mankind. William

James defined self-esteem with a simple formula: self-esteem equals success divided

by our pretensions (Roth, 2022). In this context, pretensions pertain to our aims, ideals,

and beliefs about our own potential. As a result, if our actual accomplishments are low

while our perceived potential and ambitions are great, we perceive ourselves as failures

(Moulton, 2022). If your accomplishment exceeds your expectations, you will feel better

about yourself and your self-esteem will increase. Individuals with strong self-esteem

can assist other students in developing a positive self-image. The concept of self-

esteem is used to define how students enjoy or respect themselves.

William James, on the other hand, has attempted to characterize this self-appraisal in

such a way that it can be measured objectively, but with varied results. Bullying has

been linked to low self-esteem, yet evidence suggests that persons who have overly

high self-esteem are more prone to commit violence. Unfortunately, such advances
without accompanying advancements in skills or knowledge are as deceptive as those

of bullies, with equally unpleasant consequences. It was often considered that bullies

employ violence against others because they had low self-esteem. Contrary to popular

belief, research has shown that bullies behave in this manner because they have

unearned high self-esteem.

Lastly, Abraham Maslow's 'Hierarchy of Needs' addresses the need for respect.

Esteem is the fourth layer in Maslow's five-tiered model of human motivation, and it is

assumed to be interconnected with the other levels of our needs (self-actualization,

love/belonging, safety, and physiological needs). A sense of self-esteem involves a

number of component needs, such as respect for others, internal acceptance of who we

are, confidence, and achievement. Internal acceptance is required for any external

validation to have a significant and long-term impact. Without the fulfillment of these

needs, Maslow suggested, an individual feels discouraged, weak and inferior. For most

people, the need for regard from others diminishes with age (because they have already

received it) and the need for self- regard becomes more important.

Hence, according to Urbanski and Permuth (2009), Maslow's theory emphasizes

that every person requires security, freedom from fear, anxiety, and disorder, as well as

protection from damage. When others bully a student in school, it breaks the needs that

Maslow stated are necessary for functioning. As a result of not meeting these needs,

the kid is now more concerned with repairing his or her humanistic needs than with

external variables such as education. The consequences of focusing on basic human

needs are that academics suffer in their attempts to regain equilibrium (2009). When a

child is constantly bullied, he or she develops low self-esteem. Maslow's hierarchy of

needs serves as the foundation for this model. With low self-esteem, the youngster is

more prone to frequent bullying since he or she may feel powerless to halt the constant

physical or physiological assault. This, in turn, generates a sense of helplessness in the

student, which can lead to aggressive behavior against others or even himself, as

depicted in Bully (Hirsch, 2011).

Legal Bases

The Sustainable Development Goals (SDG) 16 "Peace, Justice, and Effective

Institutions" strives to dramatically reduce all forms of violence. It is critical to eliminate

bullying in schools in this manner so that all children and young people have equitable

access to an education in a violence-free environment. Also, it aspires to promote

peaceful and inclusive societies in order to achieve sustainable development, to offer

equal access to justice for everyone, and to construct effective, responsible, and

inclusive institutions at all levels.

Violence should never be exposed to a child. Yet, millions of children around the

world are subjected to violence in their homes, schools, communities, and online.

Violence has a negative impact on a child's health, well-being, and potential. Hence,

The United Nations Children's Fund (UNICEF), originally known as the United Nations

International Children's Emergency Fund commit to achieve different objective focuses

on eradicating the many types of violence that children encounter around the world by

assisting governments in building stronger child protection systems and challenging

current violence norms.

On the other hand, the "Implementing Rules and Regulations (IRR) of Republic

Act No. 10627 (R.A. 10627) otherwise known as the "Anti-Bullying Act of 2013" was

approved by the house of representative.In section 2 Acts of Bullying A to C stipulates

the purpose of this Act. This Act requiring all the students who are victim of bullying

inside the institution should report to the officer. It's stated in Section 4 "Mechanism to

Address Bullying" that any member of the school administrations, student, parent or
volunteer shall immediately report any instances of bullying or act officer or person so

designated by the principal to handle such issues, or both.

In a similar vein, DepEd Order No. 55, series 2013 (DO 55 s. 2013),"underscores

that the school-based bullying prevention program shall be comprehensive and

diversified, and shall encompassed all stakeholders and workers in the field of

education". When it comes to private schools, DepEd has made it clear that institutions

that "fail to comply with the requirements" of R.A. "May suffer penalties under the law,"

according to Section 10627 or the IRR.

Moreover,Department of Education (DepEd) emphasized the "necessity and

importance" of developing and enforcing anti-bullying policies in all public and private

schools.Every kindergarten, primary, and secondary public and private schools have

been reminded by DepEd to make sure that anti-bullying rules are in place and being

followed. Invoking Department of Education(DepEd) Order No. 40, series 2012, also

known as the "DepEd Child Protection Policy," the department emphasized that "zero

tolerance against any form of violence against the child and provided for the

establishment of a Child Protection Committee (CPC) in all public and private schools"

is already institutionali
REVIEW OF RELATED LITERATURE

BULLYING

Bullying is unwelcome, hostile conduct among school-age children that involves

an actual or imagined power imbalanced. According to Olweus (1999), a leading

researcher on bullying, "Bullying is aggressive behaviour that involves unwanted,

negative actions that are repeated over time and occur in a relationship where there is

an imbalance of power or strength." Furthermore, it occurs when someone or a group of

people is frequently and purposefully targeted with words or acts in an effort to upset

them or put their well-being risk. Moreover, in their book "Bullying: The Social

Destruction of Self," colorado authors Laura Martocci and Joseph Sciorra describe

bullying as "a form of harassment that occurs when a person intentionally causes

distress to another person through verbal, physical, or psychological means."

Throughout time, the conduct is repeated or has the potential to be repeated.

Forms of Bullying

Bullying behaviours can be in many forms:

Direct bullying. Bullying that is direct is typically thought to be more violent and

directive in natural world (Baldry, 2004). This kind of bullying includes physical

behaviours like punching, kicking, and hitting. Bullying of these may also involve verbal

abuse, including teasing and the use of derogatory terms. On general, men are much

more likely than women to participate in direct bullying (Baldry, 1998).

Indirect bullying. The goal of indirect bullying is to harm a person’s mental health

(Baldry, 2004). Spreading misinformation is one of the behaviours that is consistent with

indirect bullying. Females are more likely to more women than men engage in this form

of bullying (Baldry, 1998). The subcategories of indirect bullying are relational bullying,

cyber bullying, and some verbal bullying. This type of bullying is recognized as more

damaging in the long term than direct bullying. Moreover, it is less likely to be

discovered by parents and school personnel compare to direct abuse (Crick &

Grotpeter, 1995).

Physical bullying. Physical bullying can take the form of pushing, tripping, punching,

kicking, or damaged of belongings (Kristensen & Smith, 2003). Moreover, fighting and

shoving can also be a form of bullying (Bauman & Del Rio, 2006). This kind of bullying

is simpler to see in action.

Verbal bullying. Verbal abuse frequently involves an overt attempt to tease or slur

calling for the exclusion of someone (Bauman & Del Rio, 2006). Things like referring to

someone as gay, stupid, ugly, or mentally challenged are examples of verbal bullying.

Verbal threats can be uncomfortable to social situations that will cause socially

challenging for students, but it can also play a significant role in students withdrawing

from school. As a result, a lot students struggle with having friends and getting good

average grades.
Relational bullying.In destroying peer relationships and social ties, relationship

bullying harms its victims (Crick & Grotpeter, 1995). This form of harassment

encompasses the harmful, intentional use of these social networks (Crick,

1996).Spreading rumors, rejecting people socially, and with holding friendship are all

examples of this kind of bullying. Bullying of this kind typically affects females are

frequently. Typically favour relational bullying, as it involves less force. It may also be

done done in a very subdued manner, for as by politely asking friends to a party in front

of the lonely person. This form of bullying has also been shown to have some of the

worse long-term effects on individuals(Sharp, 1995).

SELF-ESTEEM

The subjective perception of the overall value or worth is known as self-esteem. It

describe your level of self-confidence in your skills and qualities, much like self-respect

does (Kendra cherry, 2022). Moreover, a person’s total perception of his value or worth

is referred to as self-esteem. It can be viewed as gauge of how much someone “values,

approves of, appreciates, prize, or likes themselves” (Adler &stewart,2004).

Furthermore, Maslow believed that self-respect and competence, two demands at a

higher level, were the foundations of good self-esteem. Lower-level wants are focused

on external feelings of accomplishment or praise from others, whereas higher-level

needs are based on self-praise or interior sensations of accomplishment.

Social Self-esteem

Social self-esteem refers to how we consider ourselves in social contexts and how

we interpret what other people are thinking about us. It has an impact on how we feel

about ourselves in relation to others and how we interact with them, making it a crucial

component of our overall self-esteem.

 High social self-esteem is defined by a favorable opinion of oneself in social

situations and the conviction that others have a favorable opinion of us. Good

social skills and the capacity to establish and keep healthy relationships with

others are traits of people who have high social self-esteem. They also have a

higher propensity to interact with others and feel at ease in social situations.

 Low social self-esteem, on the other hand, is defined by a poor perception of

oneself in social settings and the conviction that others feel the same way about

us. Individuals with poor social self-esteem may struggle to build and sustain

relationships with others, avoid social situations, or experience anxiety in them.

Also, they might not receive as much social support from others, which could be

detrimental to their general well-being.

Several things, such as previous experiences, relationships, and cultural standards,

can have an impact on social self-esteem. Moreover, it can be impacted by negative

self-talk and self-defeating attitudes about oneself and one's social skills.
APPEARANCE SELF-ESTEEM

Physical self-esteem refers to how people view their physical bodies and

includes things such as athletic skills, physical attractiveness, and body image as well

as physical stigmas and feelings about race and ethnicity.

PERFORMANCE SELF-ESTEEM

Performance self-esteem refers to one's perception of their overall competence

and encompasses knowledge, academic success, self-control, efficacy, and agency.

High performers have a positive self-perception of their abilities and intelligence.

Personal opinions of one's own performance, as will be covered later, are not strongly

correlated with actual results.

RELATED STUDIES

This study investigates the correlation between the bullying experience and level of

self-esteem among Senior High School students. In line with this is the review of related

studies which provides further readings for the researchers study.

According to the studies of National Center for Educational Statistics (2019),

students most frequently report being bullied for reasons related to physical

appearance, race/ethnicity, gender, handicap, religion, and sexual orientation. Male

students are more likely than female students to report being physically bullied (6% vs.

4%), although female students are more likely to report being the target of rumors (18%

vs. 9%) and being purposefully removed from activities (7% vs. 4%). Bullying victims

reported that it has a detrimental impact on their self-esteem (27%), relationships with

friends and family (19%), academic performance (19%), and physical health (14%).

Moreover, Espelage (2018) back up the idea that researchers, educators, doctors,

parents, and children are becoming increasingly concerned about bullying perpetration

and victimization. Bullying broadly refers to violent actions such as relational aggression

as well as physical aggressiveness (hitting, shoving, tripping, etc.) and verbal

aggression (teasing, name-calling, threatening) (rumor spreading, exclusion, isolation

from clique).

In the study of Eriksen (2018) he focused on the phrase "bullying" that was

perceived by school employees as strict and endowed with authority, which is apparent

in the way the term directs the behavior of adults. The phrase was used too broadly in

the eyes of the teachers. They emphasized the need of imparting the correct definition
to students since improper use of the phrase by students could have a negative

influence on individuals who actually need assistance. Yet, several of the educators

claimed that not many pupils report bullying. When defining what constitutes bullying,

both faculty and students showed a sense of assurance. The manner that students

employed the term as a tool for social positioning showed that they understood the

word's power.

Ploeg, Steglich, and Veenstra (2020) emphasized that bullying and status were

researched in relation to one another, with a focus on how relational bullying influences

the formation, maintenance, and dissolution of status attributions. Also, Kaufman, T. M.

L., Huitsing, G., & Veenstra, R. (2020) defined that bullying can be distinguished from

other forms of peer aggression by four important factors: frequency, intensity, power

imbalance, and goal-directedness.

On the other hand, the conversion of a person's subjective perception of

reputation into state self-esteem involves specific brain areas (Kawamichi et al., 2018).

Hence, a study reveals that self-efficacy influences our perceptions about our talents,

but self-esteem is related to our sense of deserving (Ellis, 2019). Additional, it should

come as no surprise that intrinsic motivation and self-esteem are related. Since intrinsic

motivation is associated with both physical and mental wellbeing, it is enhanced by

satisfying the fundamental psychological needs of relatedness, autonomy, and

competence, according to the Self-Determination Theory (Ryan & Deci, 2018).

In a 2020 study, Moneva, Calunod, and Sumayang want to ascertain the

relationship between junior high school pupils at Jagobiao National High School's self-
esteem and reported bullying. The outcome demonstrates that the pupils were

occasionally bullied by untrue rumors and lies spread by others in an effort to harm

them. The kids don't always have faith in their own strength and ability.

However, Meraler et al. (2018) investigate the relationship between high school

students' engagement in the bullying cycle and their suicide ideation, depressive

symptoms, and self-esteem. Students from five secondary schools in a Turkish city

were chosen for the study using a simple random sampling procedure. As a result, this

study suggests that bullying behavior, suicide ideation, and psychiatric illnesses may be

related. Furthermore, the goal of Mervant, et al (2020) study was to determine how

implementing a bullying protective program affected nursing students' levels of self-

efficacy and self-esteem. A quasi-experimental research design with one group pre-,

post-, and follow-up tests was used. The implementation of a program to prevent

bullying has a favorable impact on nursing students' self-efficacy and self-esteem.

In their study, Balluerka et al. (2022) examined the role that self-esteem plays in

mediating the link between bullying victimization and the emergence of anxiety and

depression symptoms. According to the findings of structural equation modeling,

bullying victimization increases the likelihood that a child or adolescent will experience

anxiety or depression. Self-esteem is also shown to mediate the relationship between

bullying victimization and these two emotional issues. The effect of bullying victimization

on depression is larger when mediated by self-esteem this mediating effect of self-

esteem is particularly significant in the case of depression.

 Self-esteem, bullying, and academic achievement metrics are linked in Western

nations, according to Alvarez and Szucs (2022). They discovered positive correlations

between the majority of achievement metrics and a negative correlation between

bullying and self-esteem. They discovered that, in contrast to the worldwide literature,

there was a higher link between self-esteem and GPA and a smaller link between

bullying and GPA.

Amidos, et al. (2021) argue that verbal bullying, which frequently takes place, can

lower one's self-esteem. So, the goal of their research is to ascertain how bullying and

adolescent self-esteem are related. According to the study, the majority of verbal

bullying was mild, amounting to 43.4%, and the majority of the majority had low self-

esteem, amounting to 46.6%, with p = 0.004.

Most recent study, conducted by Parveen et al. in 2023, was to determine how

bullying behavior affected adolescents' academic success and self-esteem from a

gender perspective. The subjects of the earlier studies were all young people from

Punjab, Pakistan. The findings showed a moderate association between traditional

bullying and academic success and self-esteem. Results showed a substantial

difference in conventional bullying between male and female teenagers. Compared to

male students, female students say they have a stronger attitude about conventional

bullying.
 Research Flow

Figure 1

THEORIES LEGAL BASES

 Theory of bullying by: Alexis de  Sustainable Development Goals

Tocqueville and Helmut Shoek (SDG)16: Peace Justice and
 Psychosocial Developmental Effective Institutions
stages by:Erik Erikson  Republic Act 10627 “Anti-Bullying
 Personality Theory by: William Act” or Department of Education
James Order No. 55, series 2013
 Hierarchy of Needs by: Abraham  Department of Education Order
Maslow No. 40 series 2012 “DepEd Child
Protection Policy”

INPUT
Profile:

 Sex
 Strand
 Grade Level
Respondents in Bullying
Level of Self-esteem

PROCESS

Data Analysis and Treatment

 Frequency
 Weighted Mean
 Composite Mean
 Pearson r
 Chi-square Test

OUTPUT

 Recommendation
THE PROBLEM

Statement of the problem

This study aims to determine the level of self-esteem and bullying

experience among the Grade 11 and 12 Senior High School Students of

University of Bohol for the school year 2022-2023.

Specifically, this study seeks to answer the following questions:

1. What is the profile of the Senior High School learners in terms;

1.1 Sex

1.2 Strand

1.3 Grade level

2. What are the student’s bullying experience in terms of;

2.1 Direct Victimization

2.2 Indirect Victimization

3. What is the level of the student’s self-esteem in the context of ;

3.1 Performance self-esteem

3.2 Social self-esteem

3.3 Appearance self-esteem

 4. Is there a significant degree of correlation between the profile of the respondents

and bullying experience of the students in terms of;

4.1 Direct Victimization

4.2 Indirect Victimization

5. Is there a significant degree of correlation between the level of bullying

experience and self-esteem of the students?

6. What recommendation can be prepared based on the findings of the study?

NULL HYPOTHESIS

Ho1: There is no significant degree of correlation between bullying experience and level

of self-esteem among grade 11 and 12 Senior High school Students of University of

Bohol.

Ho2: There is no significant degree of relationship between the respondents profile and

the bullying experience among Senior High School Students.

Significance of the Study

This study disclosed the bullying experiences of the victims, and how these

experiences affect their self esteem. Self-esteem was categorized into three namely;

the performance, social, and appearance self-esteem. The findings of this study will be

an eye opener and lesson to students, teachers, parents, and even to the school

administrators to have awareness and be awakened from the tremendous effects of

bullying. Through this study, possible implementation or provision of preventive

measures will be observed to avoid and minimize, if not eliminated, bullying inside the

school. In addition, the result of this study will encourage guidance counsellors,

teachers, and administrators to address this kind of societal problem. Once bullying will

be in control responsibly, students will no longer hesitate to be themselves and become

more motivated to learn that will help their self-esteem improve.

 RESEARCH METHODOLOGY

Research Design

The Quantitative Descriptive Correlational design was used by the researchers to

meet the needs of the study. In order to address issues about the relationships between

the research's variables, quantitative research might be used. The goal of quantitative

research is to generate explanations and forecasts that will affect other people and

places. The goal is to produce generalizations that advance theory and establish,

confirm, or authenticate linkages (Leedy and Ormrod, 2001, p. 102). Quantitative

research gives significance by revealing objectivity in the gathered facts. In contrast, the

descriptive study design entails watching and summarizing a subject's behavior without

in any way altering it (Shuttleworth, 2008). Hence, a correlation is a statistical test to

identify the propensity or pattern for two (or more) variables or two sets of data to vary

regularly (Cresswell, 2012). Finding the association between two or more variables is

the goal of correlational research.

Research Environment

The University of Bohol is where this study is being conducted. It is located in

Tagbilaran, City, Bohol, at Dr. Cecilio putong Street. In June 1947, the University of

Bohol was e stablished. The study’s location is shown on a map of the area.

Today, the University of Bohol is recognized as a premier university transforming lives

for a great future with a mission of providing holistic education anchored on the trinity of

virtues - scholarship, character, and service.

Respondents

The study will be conducted at the Senior High School of the University of Bohol. The

Senior High have the total population of 580 students. The respondents of this study

will be randomly selected 237 senior high students in University of Bohol with a margin

of error +/-5% at 95% confidence interval. In order to select the chosen respondents,

the researchers will be utilizing Probability Random sampling technique.

Senior High School Population Percentage of Sample size

N=580 distribution n= 237

Grade 11 280 48% 114

Grade 12 300 52% 123

Research Instrument
 The tool used to collect the data and information required for the study from the

respondents was a survey questionnaire. The survey will confirm findings and draw

supplementary conclusions.

The researcher instrument contains of two questionnaire. The first tool is one of

the most popular tools for measuring bullying the Olweus Bully/Victim Questionnaire,

which has excellent psychometric qualities. The following multiple-choice question

asked participants to describe their own experiences as bullying victims. Hence, it

gauges how much bullying behavior is displayed by students in terms of direct and

indirect victimization. The State Self-Esteem Scale (SSES), which is defined as the

transient fluctuations in self-esteem, is the secondquestionnaire and was created

specifically for measuring state self-esteem. This scale provides clearer average data

for the adult population, which can be found in Heartherton and Polivy's paper. The

scale includes three facets of self-esteem: Apperance, Performance, and Social.

Bullying Tool

A 10-items from the victim dimension are used to create a reliable scale for the

questionnaire. The victimization factor contains two subdimensions (direct and indirect

types of victimization), and it fits better when stratified by gender. These items were

chosen for the measure because they covered a variety of direct and indirect

victimization scenarios. Each form was coded as 0 = not victimized and 1 = victimized

because the response options for each question were a binary yes/no.

Self-Esteem Tool
A 20-item scale that measures a participant's self- esteem at a given point in time. The

20 items are subdivided into 3 components of self-esteem: (1) performance self-esteem,

social self-esteem, and appearance self-esteem. All items are answered using a 5-point

scale (1= not at all, 2= a little bit, 3= somewhat, 4= very much, 5= extremely).

Data Gathering Procedure

The researchers issued a letter of approval to conduct the research from the

Office of the Dean of the College of Arts and Sciences. Researchers distributed

questionnaires to 580 participants, who were senior high school students at the

University of Bohol. All investigators were provided with a protocol to follow before,

during, and after administration of the instrument to standardize the administration

process.

Participants were informed that their responses were confidential and that their

participation was voluntary. For participants under the age of 18, informed consent was

obtained from the student's parent or legal guardian. The lack of informed consent was

a cause of exclusion.

After collecting all the data, researchers, tabulated, analyzed, and interpreted the

study results.

Statistical Treatment
After collecting the necessary information, the researcher organize and analyzes the

data collected using statistical tools. Collected data become one. A normality test that

dictates the appropriate statistical tool to use. Below is Statistical tools used in this

study.

Dummy Table for the statistical treatment of Data

Statement of the problem Variables Statistical tools/

methods

1. What is the profile of the Frequency and

senior high school learners in Sex percentage

terms of : Strand

1.1 Sex Grade level

1.2 Strand

1.3 Grade level

2. What are the student's Sex Weighted Mean

bullying experience in terms of; Strand

2.1 Direct Victimization Direct Victimization

2.2 Indirect Victimization Indirect Victimization

3. What is the level of the Sex Pearson Correlation,

students self-esteem in the Strand and Chi-square test

context of: Level of performance self-

3.1 Performance self- esteem esteem

3.2 Social self-esteem Level of Social self-esteem

3.3 Appearance self-esteem Level of Appearance self-

esteem

4. Is there a significance degree Pearson Corrrelation,

of correlation between the and Chi-square test

profile of respondents and Sex

bullying experiences of the Strand

students in terms of: Direct Victimization

4.1 Direct Victimization Indirect Victimization

4.2 Indirect Victimization

5. Is there a significant degree

of correlation between the level Level of bullying Pearson Corrrelation,

of bullying experience and self- experience Or

esteem of the student? Spearman Correlation

Level of the students self-

esteem
Ethical Consideration

It is stated that carrying out a research study necessitates a large level of

coordination and cooperation among all parties engaged from various institutions and

disciplines. To ensure that the data and function are not devalued, researchers must

uphold the highest ethical standards in service of their respondents. Also, the study's

focus extends beyond the study's subject to include the wellbeing of its participants. All

subjects provided "informed consent," which is the cornerstone of ethical research.

The researchers have sent a letter to the university approving the continuation of

the study and the care for the deans, university staff, and workers. The research will be

undertaken after passing an ethics evaluation. The responders will be required to sign

the Informed Consent Form before completing the questionnaire. The responders will

be given instructions before signing the informed consent form. The respondents'

identities will remain private. The study process, advantages, risks, structures, and

purposes were all explained to the participants. They also learned that participation in

the study was completely voluntary and that they could voluntarily discontinue at any

time. The participants' right to be treated with respect at all times as fellow humans is

the cornerstone of this ethical principle. The fact that this study wouldn't harm the

respondent in any way was also made clear to them. Everyone who took part was

treated with honour, respect, and integrity.

Operational Definition of Term

Bullying - is defined as aggressive and unwanted behavior that is repeated over time

and involves a power imbalance between the bully and the victim.

Aggressor- An aggressor is a person who intentionally inflicts harm or distress upon

another person, typically someone who is perceived to be weaker or more vulnerable.

Victim- A victim is a person who is targeted by an aggressor and experiences harm or

distress as a result of the aggression. Victims of bullying may suffer from a range of

negative outcomes, including anxiety, depression, and social isolation.

Physical Bullying- is a form of aggressive behavior that involves physical force or

violence. It can include hitting, kicking, pushing, or even damaging someone's property.

Reference: Olweus, D. (1993). Bullying at school: What we know and what we can do.

Oxford, UK: Blackwell Publishers.

Verbal Bullying- is a form of bullying that involves the use of words to harm or

humiliate the victim. This can include name-calling, teasing, taunting, or spreading

rumors about someone.

Social Bullying- also known as relational bullying, is a form of bullying that involves

social exclusion, gossiping, or spreading rumors. The goal of social bullying is to

damage the victim's reputation or social status.

Self-esteem - is defined as an individual's subjective evaluation of their worth or value

as a person. It is a psychological construct that refers to the overall evaluation an

individual has of themselves.

Performance self-esteem - refers to an individual's evaluation of their abilities,

competencies, and accomplishments in various areas of life, such as academics,

sports, work, or hobbies. This domain of self-esteem is often linked to one's sense of

competence and efficacy.

Social self-esteem - refers to an individual's evaluation of their worth and value in

social relationships and interactions with others. This domain of self-esteem is often

related to one's sense of belonging and acceptance in social groups.

Appearance self-esteem - refers to an individual's evaluation of their physical

appearance and body image. This domain of self-esteem is often associated with one's

sense of attractiveness and self-worth based on their appearance.

Direct Victimization -

Indirect Victimization -

Olweus Bully/Victim questionnaire (OBVQ) -

State Self-Esteem Scale (SSES) -

References Cited

Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and

victimization: What have we learned and where do we go from here? School psychology

review, 32(3), 365-383.

Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the

plight of victims. Annual Review of Psychology, 65, 159-185.

National Center for Education Statistics. (2022). Indicators of School Crime and Safety:

2021. U.S. Department of Education.

https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021055

O'Brien, M., & Bierman, K. (1988). Conceptions and perceived influence of peer groups:

Interviews with preadolescents and adolescents. Child Development, 59, 1360-1365.

Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell.

Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK:

Blackwell Publishers.

Orth, U., Robins, R. W., & Roberts, B. W. (2008). Low self-esteem prospectively

predicts depression in adolescence and young adulthood. Journal of personality and

social psychology, 95(3), 695-708. DOI: 10.1037/0022-3514.95.3.695

Polanin, J. R., Espelage, D. L., & Pigott, T. D. (2012). A meta-analysis of school-based

bullying prevention programs' effects on bystander intervention behavior. School

Psychology Review, 41(1), 47-65.

Pöyhönen, V., Juvonen, J., & Salmivalli, C. (2012). What does it take to stand up for the

victim of bullying? The interplay between personal and social factors. Merrill-Palmer

Quarterly (1982-), 58(4), 387-411.

Smith, P. K., & Brain, P. (2000). Bullying in schools: Lessons from two decades of

research. Aggression and violent behavior, 5(1), 101-112.

Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to

reduce bullying: A systematic and meta-analytic review. Journal of experimental

criminology, 7(1), 27-56.