CHAPTER I

The Problem and its Scope

Introduction

Bullying is aggressive behavior that is intentional and involves an imbalance

of power or strength. It is a repeated behavior and can be physical, verbal, or

relational. While boys may bully others using more physical means, girls often bully

others by social exclusion. Bullying has been part of school, and even workplaces,

for years. More recently, though, technology and social media have created a new

venue for bullying that has expanded its reach. Cyberbullying is bullying that happens

online and via cell phones. Websites like YouTube, Instagram, and Snapchat allow

kids to send hurtful, ongoing messages to other children 24 hours a day. Some sites,

such as Instagram, allow messages to be left anonymously. (American Psychological

Association, 2022)

Bullying is commonly defined as repeated aggressive behavior in which there

is an imbalance of power and strength between two parties. Bullying behavior may

be direct or overt. Bullying has been documented and studied in countries around the

world. (R.A 10627, s.2013)

Bullying is not a part of normative development for children and adolescents

and should be considered a precursor to more serious aggressive behavior. It is also

clear that bullying can contribute to our environment of fear and intimidation in

schools.

Bullying is a widespread problem in our schools and communities. The

behavior encompasses physical aggression, threats, teasing, and harassment. In any

form, bullying is unacceptable anti-social behavior that can undermine the quality of

the school environment affect students' academic and social outcomes, cause

victims emotional and psychological trauma, and, in extreme cases, lead to serious

violence.

1
 Bullying can threaten students' physical and emotional safety at school and

can negatively impact their ability to learn. The best way to address bullying is to stop

it before it starts. Adults must create an environment in school and at home where

bullying is not tolerated under any circumstances. Bullying is not an inevitable part of

growing up but learned through influences at home, in school, from peer groups, and

through the media. As such, it also can be unlearned or, better yet, prevented.

Every person has the right to be protected against violence and abuse, and

your children are no exception. As parents, you do all that you can to shelter and

keep your children safe from harm. But it is only a matter of time before these

children grow, and you will no longer be able to keep a watchful eye on them all day.

Such is the case when they begin to go to school. It is for this reason that the Anti-

Bullying Act has been established by the Philippine Government.

Under this Anti Bullying Act, it states that bullying occurs when one or more of

the following occurs as a result of verbal, physical, or even electronic or online

actions by one or a group of students:

 A student fears possible physical or emotional harm or damage to his or

her property.

 A student views the school as a hostile, unsafe environment.

 A student's rights have been violated.

 Disruption of the learning process, and the security and order within the

school grounds.

It has been made clear that bullying, in this case, goes beyond physical harm

such as punching, pushing, or kicking. It also includes verbal abuse that causes

emotional or psychological turmoil to a child or wrongly aims to taint another

student's reputation. Cyber-bulling is also addressed by the Anti Bullying Act, and

rightly so, as most students these days have access to the internet and mobile

devices.

2
 The policies under the Anti Bullying Act protect students against bullying while

on school grounds and within its perimeter. It also takes effect at school functions or

programs, whether these are within the school grounds or at an outside venue. Even

school buses and carpools are covered by the Anti Bullying Act, given that they are

owned, leased by, or accredited by the school. Finally, students are also protected

from acts of bullying that result from or through technological or electronic devices

owned by the school. Other malicious acts may also be considered as protected by

the Anti Bullying Act if they cause a student to feel that he or she is unsafe in school,

and effect, affecting the students' learning process. As for students who report cases

of bullying, or are witnesses to acts of bullying, they are also protected by this act,

and any form of violence or abuse directed towards them may also be sanctioned.

The responsibility of the school goes beyond that of a learning facility. It must also be

able to provide a safe venue for students to learn, develop and thrive.

With the Anti Bullying Act in place, parents and learners alike can now feel

that a school is a place where they can be protected as well. Learners, faculty, and

school staff are also enjoined to do their part by reporting any acts of bullying that

they witness or hear about, whether physical or emotional. Taking action helps make

your school a safe place.

Statement of the Problem

This study aims to answer the following research questions:

1. What is the demographic profile of the Junior High School learners of Buntay

Integrated School in terms of?

 Gender

 Role in the family

 Educational Attainment of Parents

 Religion

3
2. How may the understanding of learners be described towards the importance of

bullying prevention?

3. How may the implementation of the Anti-Bullying Act be assessed as perceived by

the respondents?

Theoretical Framework

This study will document the implementation level of Buntay Integrated

School, District of Oras West, Eastern Samar, Philippines on its anti-bullying

campaign and its designed guidelines and preventive measures in addressing

bullying in school. Through a proper implementation and developing positive

perception towards anti-bullying, learning will develop behavior in preventing and

stopping bullying to occur.

Conceptual Framework

Effective Anti-bullying Bullying Prevention

campaign measures in Junior High
Proper implementation School learners
and guidelines in the anti- Positive Behavior of
bullying measures in Junior High School
school learners to stop bullying

Figure 1: Conceptual Paradigm

Research Hypothesis

H1: The demographic profile of the respondents does not affect their attitudes towards

bullying.

H2. There is a positive attitude of students towards anti-bullying act implementation in

Buntay Integrated School.

4
H3. The understanding of Junior High School learners towards the implementation of

the anti-bullying act in Buntay Integrated School is satisfactory in terms of planning,

campaign, and implementation.

Significance of the Study

The ultimate goal of the study is to inform stakeholders and contribute to

more effective preparation for addressing bullying in school, as the educational

system of the Philippines are persistently reverting to face-to-face classes.

 To the Learners

This study will give learners avenue to know their rights and how they can

defend themselves against bullying.

 To the Teachers

It will encourage them to take charge with great insight into bullying and be

able to reduce these incidents in school and provide a safer environment for their

learners.

 To the Parents

This study will serve as their guide how they can instill behavior in their child

towards developing positive relationship with others and to have a sense of

dedication and devotion their duty as a parent in bullying prevention.

 To the Administrators

It will provide wide-range of guide in ensuring that all students have a positive

learning environment. Monitor and audit bully policy and put appropriate support in

place to ensure the safety of the students.

 To the Future Researchers

5
 The results of this study may serve as their reference for their future studies

related to Bullying Prevention

Scope and Limitations

This study is focuses in describing the response of Junior High School

Learners from Grade 7 to Grade 10 of Buntay Integrated School, District of Oras

West, Eastern Samar, Philippines where designed questionnaire is given to randomly

selected learners and school-based anti-bullying implementation guidelines and

policy will be utilized by the researcher.

Operational Definitions of Terms

The following terms are defined operationally to fully understand the study.

 Pupil, Student or Learner – a person who regularly attends classes in any level of

the basic education system to learn a subject or skill.

 Implementation – is the execution or practice of a plan, a method or any design,

idea, model, specification, standard or policy for doing something.

 Aggression - a forceful action or procedure (such as an unprovoked attack)

especially when intended to dominate or master.

 Disruption - An act or instance of the order of things being disturbed.

 Harassment - It refers to the student who is physically or verbally abused.

 Hostile: Refers to the student having or showing unfriendly feelings.

 Intervene: It refers to become involved in something to influence on what

happens.

 Retaliation: The act or an instance of responding to an injury with an injury.

 Self-esteem: A reasonable or justifiable sense of one's worth or importance.

 Stakeholders: It refers to the teachers and administrators who is involved in or

affected by a course of action.

 Trauma: It refers to the student who experiences mental or emotional problems.

6
 CHAPTER II

Review of Related Literature

Related Readings

Preventing and stopping bullying involves a commitment to creating a safe

environment where children can thrive, socially and academically, without being

afraid.

 Teachers and school administrators; Be knowledgeable and observant

Teachers and administrators need to be aware that although bullying

generally happens in areas such as the bathroom, playground, crowded hallways,

and school buses as well as via cell phones and computers (where supervision is

limited or absent), it must be taken seriously. Teachers and administrators should

emphasize that telling is not tattling. If a teacher observes bullying in a classroom,

he/she needs to immediately intervene to stop it, record the incident, and inform the

appropriate school administrators so the incident can be investigated. Having a joint

meeting with the bullied student and the student who is bullying is not recommended

—it is embarrassing and very intimidating for the student that is being bullied.

 Involve students and parents

7
 Students and parents need to be a part of the solution and involved in safety

teams and anti-bullying task forces. Students can inform adults about what is really

going on and also teach adults about new technologies that kids are using to bully.

Parents, teachers, and school administrators can help students engage in positive

behavior and teach them skills so that they know how to intervene when bullying

occurs. Older students can serve as mentors and inform younger students about safe

practices on the internet.

 Set positive expectations about behavior for students and adults

Schools and classrooms must offer students a safe learning environment.

Teachers and coaches need to explicitly remind students that bullying is not

accepted in school and such behaviors will have consequences. Creating an

antibullying document and having both the student and the parents/guardians sign

and return it to the school office helps students understand the seriousness of

bullying. Also, for students who have a hard time adjusting or finding friends,

teachers and administrators can facilitate friendships or provide “jobs” for the student

to do during lunch and recess so that children do not feel isolated or in danger of

becoming targets for bullying.

 Parents of kids being bullied - Observe your child for signs they might be being

bullied

Children may not always be vocal about being bullied. Signs include: ripped

clothing, hesitation about going to school, decreased appetite, nightmares, crying, or

general depression and anxiety. If you discover your child is being bullied, don’t tell

them to “let it go” or “suck it up.” Instead, have open-ended conversations where you

can learn what is really going on at school so that you can take the appropriate steps

to rectify the situation. Most importantly, let your child know you will help them and

that they should try not to fight back

 Teach your child how to handle being bullied

8
 Until something can be done on an administrative level, work with your child

to handle bullying without being crushed or defeated. Practice scenarios at home

where your child learns how to ignore a bully and/or develop assertive strategies for

coping with bullying. Help your child identify teachers and friends that can help them

if they’re worried about being bullied.

 Set boundaries with technology

Educate your children and yourself about cyberbullying and teach your

children not to respond or forward threatening emails. “Friend” your child on

Facebook and other social media platforms and set up proper filters on your child’s

computer. Make the family computer the only computer for children, and have it in a

public place in the home where it is visible and can be monitored. If you decide to

give your child a cell phone think carefully before allowing them to have a camera

option. Let them know you will be monitoring their text messages. As a parent, you

can insist that phones are stored in a public area, such as the kitchen, by a certain

time at night to eliminate nighttime bullying and inappropriate messaging. Parents

should report bullying to the school, and follow up with a letter that is copied to the

school superintendent if their initial inquiry receives no response.

Parents should report all threatening messages to the police and should

document any text messages, emails, or posts on websites.

 Parents of kids engaged in bullying; Stop bullying before it starts

Educate your children about bullying. It is possible that your child is having trouble

reading social signs and does not know what they are doing is hurtful. Remind your

child that bullying others can have legal consequences.

 Make your home “bully free”

Children learn behavior through their parents. Being exposed to aggressive behavior

or an overly strict environment at home makes kids more prone to bully at school.

Parents/caregivers should model positive examples for your child in your

relationships with other people and with them.

9
 Look for self-esteem issues

Children with low self-esteem often bully to feel better about themselves. Even

children who seem popular and well-liked can have mean tendencies. Mean behavior

should be addressed by parents and disciplined.

 Students; Report bullying and cyberbullying

It is important for students to report any bullying to a parent or an adult they trust.

Often kids don’t report cyberbullying because they fear their parents will take away

their phone or computer. Parents will support their child’s reports of bullying and not

take away their phones as a consequence. It is important for kids to remember that

bullying is wrong and should be handled by an adult.

 Don’t bully back

It may be difficult to not bully back, but as the saying goes, two wrongs don’t make a

right. Try not to show anger or tears. Either calmly tell the bully to stop bullying or

simply walk away.

 Avoid being Alone

Whenever possible, avoid situations where there are no other students or teachers.

Try to go to the bathroom with a friend or eat lunch in a group. When riding the bus,

sit near the front. If you know a student who likes to bully others is in an area where

you normally walk to lunch or class, try to use alternative hallway routes.

Remember, report bullying of yourself or other students to your teacher,

coach, principal, and/or parent. ((American Psychological Association, 2022)

UNICEF (2016) cited that one in three young people in 30 countries said they

have been a victim of online bullying, with one in five saying they skipped school due

to cyberbullying and violence, according to a new poll released today by UNICEF, the

United Nations organization working for children’s rights.

10
 In the Philippines, latest national data show that cyberviolence affects almost

half of children aged 13-171. The prevalence of cyberviolence for males (44 per cent)

is almost the same for females (43 per cent).

One-third of cyberviolence experienced by Filipino children are in the form of

verbal abuse over the internet or cellphone, while a fourth are through sexual

messages. More females received messages of sexual nature or content than males.

However, twice as many males than females reported having their nude body or

sexual activities, whether real or falsified, shown on the internet or cellphone.

Violence against children, in all forms including online bullying or

cyberbullying, has devastating effects on the physical and emotional wellbeing of

young people. This can create lasting emotional and psychological scars, even

physical harm. It is particularly challenging to address since children are vulnerable

and have easy access to the internet, making them easy targets of online violence.

In the UNICEF U-Report poll conducted in June 2019, almost three-quarters

of young people from 30 countries said that social networks including Facebook,

Instagram, Snapchat and Twitter are the most common platforms for online bullying.

Being connected online means that school no longer ends once a student leaves

class, and neither does bullying.

The U-Report further revealed that 32 per cent believe that the government is

mainly responsible in addressing online bullying, 31 per cent said that young people

are responsible, while 29 per cent said internet companies. These show that opinions

are equally divided on who should be responsible for ending online bullying –

highlighting the need to involve children and young people in the shared

responsibility.

UNICEF is calling for urgent action to implement policies that will protect

children and young people from bullying – both online and offline. Addressing the

problem requires action from all of us.

11
 Establishing and equipping national helplines to support children and young

people in reporting violence is a concrete step. Training teachers and parents to

respond to and prevent bullying will ensure the safety of children and young people,

particularly the most vulnerable ones.

Gathering better data about the online behavior of children and young people,

and how criminals are using the internet, will guide policies and action plans.

UNICEF is also urging social media and social networking service companies

to improve ethical standards and practices in collecting and managing information of

children.

Related Literature

The Trevor Project

The Trevor Project is a national organization providing crisis intervention and

suicide prevention services to lesbian, gay, bisexual, transgender, and questioning

youth. It was founded in 1998. Trevor, a short film set in 1981, is about a happy

thirteen-year-old who has a crush on one of the most popular boys in school. When

Trevor’s peers find out about his crush, they mock and tease him. He becomes

depressed and decides the world would be a better place without him. After a suicide

attempt, Trevor resolves that he will no longer be a victim, and he learns to embrace

and accept himself. www.thetrevorproject.org

StopBullying.gov

StopBullying.gov is a federal government website that provides information

from various government agencies on bullying, cyberbullying, who is at risk, and how

to prevent and respond to bullying. This website offers prevention tips, help, and

resources for teens. It includes blogs, videos, games, and information to help those

who are victimized by bullying. There is even an action plan to inspire teens to create

an anti-bullying campaign in their community or school.

It Gets Better Project

12
 In response to students taking their own lives after being bullied, columnist

and author Dan Savage and his partner Terry Miller created a YouTube video to

inspire hope for LGBT youth facing harassment. Since the release of that video, the It

Gets Better Project has become a worldwide movement. The site is a safe place

where young people who are lesbian, gay, bisexual, or transgender can see how love

and happiness can be a part of their future. It’s also a place where straight allies can

visit and support their friends and family members. www.itgetsbetter.org (Lohmann,

R.C. & Taylor, J.V., 2013)

Related Studies

School bullying is obviously a major issue in our schools. This study, through

interviews, observations, and teacher journals has shown some of the challenges

schools face when trying to stop bullying. While all teachers in the study agreed that

bullying is detrimental and have the willingness to intervene, they are all working with

different definitions of bullying and do not fully understand the current policy. In

addition, administrators play an extremely important part in the effective

implementation of an anti-bullying policy.

As the agents of change it is imperative to arm teachers with the information,

tools, and techniques necessary to handle bullying. In order to accomplish this,

teachers need to know that bullying is a top priority. They must also be given proper,

ongoing training from an administrative team who believes in the value and

importance of an anti-bullying policy. With those things in place I firmly believe

teachers will have a better understanding of bullying, know what to look for, and more

importantly, know how to intervene. All students have the right to come to a school

that fosters a safe and caring environment, and it is my genuine hope that school

districts see this study as a window into how teachers perceive bullying and bullying

policies so policies can become more effective and put an end to bullying in schools.

(Isom, 2014)

13
 Jones, A.M., (2011) claimed that the problem of bullying in schools is an issue

of national importance. Research points to an abundance of negative impacts on

students involved in bullying and require the attention of adults to address and

resolve bullying incidents between students. This study, giving credence to the

voices of eighth graders in one central Massachusetts middle school, sought to

uncover not only student perspectives about bullying but also to determine what

these perceptions revealed about the effectiveness of the school district’s anti-

bullying policy. This study used a mixed methods approach and employed both

survey and focus group discussion methods. Data from the

School Climate Bully Survey (Cornell, 2011) provided descriptive student-

reported data on the nature and extent of bullying. Initial review of the survey results

in the form of frequency statistics on each question provided baseline data from

which focus group questions emerged.

Statistical analysis of the survey data generated the quantitative portion of

this study while focus group data generated the qualitative portion of this study. The

survey revealed that about 33 percent of the students in the sample experienced

some sort of bullying in the past month with verbal bullying as the most common type

of bullying experienced. Themes that emerged from focus groups revolved around

confusion regarding the definition of bullying, skepticism in the survey results, the

notion that adults are too far removed from youth culture to be truly helpful, and that

a teen’s search for autonomy may actually prevent adults from making effective

inroads into this pervasive problem. Finally, participants discussed specific ways

adults could be more helpful to them in combating the problem of bullying.

Justification of the Present Study

The focus of this study is to prevent adverse effect of bullying to most

learners as the education system of the Philippines now shifting to its new normal

face-to-face classes. Since most of the preventive measures of each school mostly

14
focuses of COVID-19, but it is undeniable that bullying would cause huge negative

impact to the emotional and psychological well-being of each learners. It is clear that

the number of school bullying incidents dropped significantly during the COVID-19

pandemic.

It is promising that the cyberbullying numbers weren’t even higher. Despite

dire predictions, online bullying didn’t seem to surge the way some had expected. It

is possible that online conflict is occurring more often now than prior to the pandemic,

but conflict isn’t always bullying. There are plenty of angry, frustrated, and frankly

ignorant people expressing their outrage on the internet these days. Social media

comment wars are not necessarily bullying, but might be captured in some of the

studies of keywords used in Google and on Twitter described above. Without context

(such as knowing the relationship between the aggressor and target and whether the

actions were intentionally hurtful and repeated over time) it is difficult to definitively

determine if something posted online qualifies as bullying.

Another concern during the pandemic is whether students would have access

to support if they were being bullied. Without physically being at school it could be

more difficult for students to visit with a counselor, social worker, or psychologist to

report, work through, and obtain help with any issues they might be confronting

(including bullying). So even if overall bullying numbers are down, the consequences

youth are facing because of these experiences could still be serious.

The other question on the minds of many is what is going to happen in the

2022- 2023 academic year? Most schools are back to face-to-face instruction with

few COVID-19 preventive measures. Suffice it to say that there continue to be plenty

of opportunities for kids to be mean to each other as the pandemic continues. And

they will persist long after the current situation subsides. (Patchin, J.W., 2021)

15
 CHAPTER III

Methodology

Research Design and Procedure

This study will be a qualitative research. It will use a descriptive checklist

method. The researcher will collect qualitative data from Anti-Bullying Act of 2013

and its implementing rules and regulation in order to arrive at the list of items to be

included in the “undertanding towards bullying prevention of respondents” and

“Implementation of Anti-Bullying Act” checklist questionnaire. As cited by Good and

Scates, this approach is appropriate wherever the objects of any class vary among

16
themselves, since the respondents came from different junior high school grade level

and various barangays, with various demographic and educational background.

Respondent of the Study

Respondents of the study will be the Junior High School Learners of Buntay

Integrated School, District of Oras West.

Locale of the Study

This study will be conducted in Buntay Integrated School, District of Oras

West, Eastern Samar, Philippines. The school mention was chosen as the locale of

the study because it is accessible and the researcher can closely monitor and update

the data gathering and development of the study.

Data Gathering Procedure

In this study, quantitative data will be gathered for the perception of junior

high school learners towards school-based bullying prevention and Implementation,

which will be obtained in the Implementation of Anti-Bullying Act questionnaire.

Specifically, the following steps will be followed:

1. Letter of request for the conduct of the study will be sent to the school addressed

to the School Principal, together with a checklist questionnaire.

2. Once approved, lists of the learners will be gathered per grade level and the

researcher will conduct a random sampling technique in choosing the respondents,

then confer chosen respondent regarding the schedule and when to conduct the

study.

3. After discussing the rationale of the study, the researcher will give the checklist

questionnaire to each selected learner with the assistance of subject teacher and the

instrument will be retrieved immediately after being rated.

4. These data will be treated using routine statistical procedures and Excel computer

software program in interpreting obtained data.

Determination of the Sample

17
 The researcher will use random sampling technique in choosing the

respondents which will be the Junior High School learners of Buntay Integrated

School. The respondents will be randomly selected through the use of fishbowl

method, selected respondent will represent the perception of the total populations.

Statistical Treatment

The researcher will use tool for measuring questionnaires in the study is a

well-known instrument in social research methods the Likert scaling system. It will be

utilize to find out the dimensions that underlie a set of ratings or scores assigned to

each response that represents students’ overall attitude. The scaling system itself is

“a branch of measurement that involves the construction of an instrument that

associates qualitative construct with quantitative metric units”.

The gathered data will be analyze and interpret by employing the following

statistical tools and rating scale and verbal interpretation of attitude towards bullying

prevention of respondents and implementation of the anti-bullying act.

Frequency and Percent Distribution will be employ to determine the

frequency counts and percentage distribution of the raw score of the respondents.

Weighted/Arithmetic Mean will be utilize to determine the average of the

responses.

Ratin Statistical Attitude of the Perception of the

g Limit respondents towards respondents in
Scale bullying prevention implementation of the
anti-bullying act
5 4.50 – 5.00 Strongly Agree Excellent

4 3.50 – 4.49 Agree Very Satisfactory

3 2.59 – 3.49 Neither Agree or Disagree Satisfactory

2 1.50 – 2.49 Disagree Fair

1 1.00 – 1.49 Strongly Disagree Poor

Table 1: Rating Scale and Verbal Interpretation

18
 Bibliography

Republic Act No. 10627. An Act Requiring all Elementary and Secondary Schools

to Adopt Policies to Prevent and Address the Acts of Bullying in their institutions

https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/

Deped Order no. 55 series 2013. Implementing Rules and Regulations (IRR) of

Republic Act (RA) No. 10627 Otherwise Known as the Anti-Bullying Act of 2013

https://www.deped.gov.ph/2013/12/23/do-55-s-2013-implementing-rules-and-

regulations-irr-of-republic-act-ra-no-10627-otherwise-known-as-the-anti-bullying-act-

of-2013/#:~:text=For%20the%20information%20and%20guidance,of%20Bullying

%20in%20Their%20Institutions.

19
Isom, J.C. (2014). Understanding Teacher Perceptions of Bullying and

Effectiveness Of An Anti-Bullying Policy: A Case Study Of Suburban High School

Teachers In The Southwestern U.S. [Doctoral Dissertation, Liberty University].

Research Direct. https://www.pdfdrive.com/understanding-teacher-perceptions-of-

bullying-and-effectiveness-of-an-anti-bullying-policy-d106627725.html

Jones, A.M. (2011) Middle School Students’ Perceptions of Bullying And The Effects

Of An Anti-Bullying Policy

http://www.pdfdrive.com/middle-school-students-perceptions-of-bullying-and-the-

effects-of-an-anti-bullying-policy-d21612955.html

American Psychological Association (2022). How Parents, teachers, and kids can

take action to prevent bullying

https://www.apa.org/topics/bullying/prevent

UNICEF Philippines. (2019). Online bullying remains prevalent in the Philippines,

other countries Cyberviolence affects almost half of Filipino children aged 13-17

https://www.unicef.org/philippines/press-releases/online-bullying-remains-prevalent-

philippines-other-countries

Patchin, J.W. (2021). Bullying-cyberbullying-covid-19-pandemic

https://cyberbullying.org/bullying-during-the-covid-19-pandemic

Lohmann, R.C. & Taylor, J.V., (2013). The Bullying Workbook for Teens

https://www.pdfdrive.com/bullying-workbook-for-teens-activities-to-help-you-deal-

with-social-aggression-and-cyberbullying-e176380891.html

20
 Appendix 1

Survey Questionnaire

Note: This checklist questionnaire is the instrument in the study on “Understanding of Junior
High School Learners Towards School-Based Bullying Prevention and Implementation in
Buntay Integrated School.” Data Privacy will be duly exercise by the researcher, all the
information that will be gathered will solely be utilized in this study. Thank you!

Direction: Please put (/) check mark on the box, next to the features that clearly describe
yourself.
Part 1 – Profile of the Respondents

A. Grade Level B. Gender

Grade 7 Male
Grade 8 Female
Grade 9 Other, please specify:
Grade 10 _________________

21
C. Role in the Family (Refer to your D. Religion
order of birth among siblings 2nd Roman Catholic
child,3rd child and so on is consider Born Again
middle if not the youngest) Iglesia ni Cristo
Eldest Child Jehovah’s Witnesses
Middle Child Mormons
Youngest Muslim
Other, please specify: _________________

E. Educational Attainment of Parents

Mother Father
Elementary Level Elementary Level
Elementary Graduate Elementary Graduate
High School Level High School Level
High School Graduate High School Graduate
College Level College Level
Bachelor’s Degree Bachelor’s Degree
Doctoral Degree Doctoral Degree

Part II - Understanding towards Bullying Prevention

Case Scenario Rating Scale
5 4 3 2 1
Strongly Agree Neither Disagree Strongly
Agree Agree or Disagree
Disagree
1. Bullying Prevention or Anti-
Bullying Act (RA 10627) will
protect the rights of children.
2. Bullying Prevention will reduce
physical harm.
3. Bullying Prevention will
increase self-esteem.
4. Bullying Prevention will
decrease level of depression.
5. Bullying Prevention will
encourage friendship and
camaraderie.
6. Bullying Prevention will limit
social anxiety.
7. Bullying Prevention will reduce
thoughts of suicide.
8. Bullying Prevention will create
a happy environment.
9. Bullying Prevention will reduce
violence in school.
10. Bullying Prevention will
improve student performance.

Part III – Implementation of Anti-Bullying Act

Case Scenario Rating Scale
5 4 3 2 1
Strongly Agree Neither Disagree Strongly
Agree Agree or Disagree
Disagree
1. Anti-Bullying Awareness
Campaign is in place through

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 slogan, poster, and other forms
of media.
2. The school has clear policies,
strategies, and procedures.
3. The school provides an avenue
where learners can report acts
of bullying or retaliation.
4. The school responds promptly
and investigates reports of
bullying or retaliation.
5. The school restores a sense of
safety for a victim and assesses
student’s need for protection.
6. The school provides counseling
or referral to appropriate
services for perpetrators,
victims, and appropriate family
members of said students.
7. Bullying Prevention will reduce
thoughts of suicide.
8. Due process is observed to
prevent false accusation of
bullying.
9. The school provides the
necessary referrals to
appropriate agencies such as
DSWD when circumstances
arise.
10. Appropriate disciplinary action
or intervention in accordance
with the rules should be
implemented.

__________________________________
Name of Respondent

Date: __________________________

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