CHILD PROTECTION PRACTICES AND CLASSROOM DISCIPLINE IN ELEMENTARY SCHOOLS

The purpose of this study was to see if how far child protection procedures and classroom discipline had progressed in primary schools. In this study, the descriptive research method was applied. It included the 118 teachers of the different schools of the district of Don Salvador Benedicto, Division of Negros Occidental, who were randomly selected. The instrument used was validated by experts and put through reliability testing for teachers who were not the actual respondents of the study. The frequency counts and percentage, mean, standard deviation, t-test, analysis of variance (ANOVA), and Pearson product-moment correlation were used for data interpretation. Findings revealed that the child protection practices of teachers when taken as a whole and when grouped according to areas such as physical and cognitive protection and helping abused pupils was the very great extent, while in maximizing child protection and psychological protection, the result was the great extent. Moreover, classroom discipline practices were of great extent when taken as a whole and in terms of classroom discipline, while on the other hand, absenteeism and tardiness were interpreted as a very great extent. Furthermore, there was no significant difference in terms of the aforementioned variables between the level of child protection methods and the extent of classroom punishment.

Keywords: Child Protection Practices, Classroom Discipline.

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