Child protection policies and teachers’ disciplinary strategies among elementary school teachers in Kabugao District I: A Correlational Study

This study investigated the relationship between Child Protection Policy (CPP) awareness and the application of disciplinary strategies among elementary school teachers in Kabuga District I, Apayao. Utilizing a descriptive-correlational research design, the study assessed the profile of 100 teacher-respondents, their level of awareness of DepEd Order No. 40, s. 2012, and the extent to which they employ positive, punitive, or aggressive disciplinary measures. Data were collected through a validated survey questionnaire and analyzed using weighted mean, t-tests, ANOVA, and Spearman Rank-Order Correlation. The findings revealed a predominantly female (73%) teaching workforce, with most respondents aged 30–39 and a significant 73% having pursued graduate studies. Respondents demonstrated an "Extremely Aware" level of CPP awareness, particularly in policy compliance and knowledge of provisions (overall mean = 4.74). Teachers reported applying positive disciplinary strategies, such as building warm relationships, to a "Very High Extent" (mean = 4.70). Conversely, punitive and aggressive measures—including shouting or using harsh words—were utilized to a "Low Extent". Statistical analysis indicated that awareness and disciplinary choices were largely uniform across sex, age, and educational attainment. However, civil status was a significant factor; married and widowed teachers showed deeper policy internalization than single teachers. Crucially, the correlational analysis confirmed that as teachers’ policy compliance and self-efficacy increase, their reliance on punitive and aggressive measures significantly decreases. Self-efficacy, in particular, showed a strong negative correlation with punitive (rs = -0.707) and aggressive (rs = -0.690) strategies. The study concludes that while the district has successfully mainstreamed positive discipline, a subtle "knowledge-practice gap" remains during high-stress encounters. While teachers know the law, they occasionally resort to emotional reactions like shouting when challenged. Recommendations include sustained professional mentoring to boost teacher self-efficacy and bridge the gap between policy knowledge and practical classroom application.