“BULLYING AWARENES PROGRAM: ITS EFFECT ON THE ATTITUDES OF PUPILS AND TEACHERS TOWARDS BULLYING ” Lorelie T. Padrones Bukay Pait Elementary School Tantangan District Division of South Cotabato Region XII

Definition of acts or bullying according to RA or “Anti- Bullying Act of 2013” I. INTRODUCTION

DAMAGING EFFECTS OF BULLYING  Physical and emotional effects such as depression, lower self-esteem, anxiety, fear, and even attempting suicide. (Banks, 1997, as cited in San Antonio & Salzfass, 2007).  Absenteeism and dropping out from school (The Guidance Counselor, 2011).  Increased levels of depression and anxiety in adults who had been bullied in their youth (Gladstone, Parker, & Malhi, in Antonio and Salzfass, 2007)  Physical and emotional effects such as depression, lower self-esteem, anxiety, fear, and even attempting suicide. (Banks, 1997, as cited in San Antonio & Salzfass, 2007).  Absenteeism and dropping out from school (The Guidance Counselor, 2011).  Increased levels of depression and anxiety in adults who had been bullied in their youth (Gladstone, Parker, & Malhi, in Antonio and Salzfass, 2007)

DepED Data for SY On Reported Cases of Child Abuse DepED Data for SY On Reported Cases of Child Abuse I. INTRODUCTION

PUPILS’ ATTITUDE  Hesitant to report bullying due to fear and shame  Bystanders did not intervene in bullying  Pupils felt nobody could help them  Other pupils were not aware on the wrongness of their behaviors and its damages to others PUPILS’ ATTITUDE  Hesitant to report bullying due to fear and shame  Bystanders did not intervene in bullying  Pupils felt nobody could help them  Other pupils were not aware on the wrongness of their behaviors and its damages to others I. INTRODUCTION TEACHERS’ ATTITUDE  Bullying was considered part of growing up  Lacks awareness on the prevalence of bullying in the school  Social forms of bullying were not taken as serious matter TEACHERS’ ATTITUDE  Bullying was considered part of growing up  Lacks awareness on the prevalence of bullying in the school  Social forms of bullying were not taken as serious matter

I. INTRODUCTION BULLYING AWARENESS PROGRAM AS THE CHOSEN INTERVENTION TO IMPROVE THE ATTITUDES OF PUPILS AND TEACHERS TOWARDS BULLYING

I. INTRODUCTION Basis for training of teachers on dealing with bullying cases Basis in encouraging other school heads to have their own “Bullying Awareness Program” To be used in the enhancing the school’s anti-bullying policy and program

STATEMENT OF THE PROBLEM This research aimed to find out if the bullying awareness program of the school would be effective in improving the attitudes of teachers and pupils towards bullying.

STATEMENT OF THE PROBLEM Specifically, this research aimed to: 1.Determine the attitudes of pupils towards bullying at Bukay Pait Elementary School before and after the implementation of Bullying Awareness Program in terms of: 1.1. bullying behaviors; 1.2. participating in a bullying situation; 1.3. being a bystander in a bullying incident; 1.4. reporting to teachers or adults a bullying incident; and 1.5. defending a bullying victim.

STATEMENT OF THE PROBLEM 2. Determine the attitudes of teachers towards bullying at Bukay Pait Elementary School before and after the implementation of Bullying Awareness Program in terms of: 2.1. seriousness of bullying behaviors; and 2.2. likelihood of intervention in bullying incidents; and 3. To find out if there is an improvement in the attitudes of teachers and pupils towards bullying after the implementation of Bullying Awareness Program

Attitudes of Pupils and Teachers Towards Bullying BULLYING AWARENESS PROGRAM POSTTEST TEACHERS AND PUPILS’ ATTITUDES TOWARDS BULLYING PRETEST TEACHERS AND PUPILS’ ATTITUDES TOWARDS BULLYING CONCEPTUAL FRAMEWORK

1.Research Design  Pretest-Posttest design was employed in this action research. 2. Locale of the Study  Locale of this study is Bukay Pait Elementary School, Bukay Pait Tantangan, South Cotabato V. METHODOLOGY

3.Respondents of the Study  Respondents in this research were the 116 grades 5-6 pupils and 17 teachers 4. Source of Data  Data in this action research came from the survey questionnaires answered by the respondents V. METHODOLOGY

5. Data Collection Procedures  The surveys questionnaires were administered to the respondents before and after the implementation of Bullying Awareness Program  Pupils’ Survey Questions:  25 statements (1=Really Wrong; 2= Sort of Wrong; 3=Not Sure; 4=Ok; 5=Perfectly Ok).  1-5 dealt with attitude towards bullying behaviors;  6-10 dealt with attitude towards participating in bullying situations;  dealt with attitude towards being a passive bystander of bullying scenarios;  dealt with attitude towards reporting to teachers or adults bullying incidents; and  dealt with attitude towards defending the victim of bullying. V. METHODOLOGY

1ST SET 10 Questions how they would rate the seriousness of the presented bullying behaviors 1=Not Serious; 2=Somewhat Serious; 3=Not Sure; 4=Serious; 5=Very Serious 2 ND SET 10 Questions on the likelihood of intervening to a bulling incident 1=Not Likely; 2=Somewhat Likely; 3=Not Sure; 4=Likely; 5=Very Likely V. METHODOLOGY Survey Questionnaires for the Teachers

Bullying Awareness Program Launching of Bullying Awareness Program Planning with SPGO and Teachers

Bullying Awareness Program Inputs on Bullying and Forms of Bullying

Teachers’ Drama Presentation on Forms of Bullying Bullying Awareness Program

Pupils’ Presentation on their Experiences of Different Forms of Bullying Bullying Awareness Program

Film Viewing on Documentary About Bullying Film Viewing on Documentary About Bullying Winners of Poster-Making Contest & Slogan-Making Contest Bullying Awareness Program

The Researcher Summing Up the Lessons Learned from the Bullying Awareness Program The Researcher Summing Up the Lessons Learned from the Bullying Awareness Program

6. Data Analysis  Descriptive statistics was used in this research. Average means of the pre and post surveys were computed. Variances were solved to find out if there were improvements in the answers of the respondents. V. METHODOLOGY

VI. RESULTS & DISCUSSIONS 1. ATTITUDES OF THE RESPONDENTS BEFORE THE IMPLEMENTATION OF BULLYING AWARENESS PROGRAM

VI. SUMMARY OF FINDINGS PUPILS’ ATTITUDES ATTITUDEMEANINTERPRETATION 1.TOWARDS BULLYING BEHAVIORS 2.49Somewhat Wrong 2. TOWARDS PARTICIPATING IN BULLYING SITUATIONS 2.23Somewhat Wrong 3. TOWARDS BEING A BY- STANDER IN A BULLYING INCIDENT 2.69 Somewhat Wrong 4. TOWARDS REPORTING BULLYING INCIDENT TO THE TEACHER OR ADULT 2.82 Somewhat Wrong 5. TOWARDS DEFENDING A BULLYING VICTIM 2.79Somewhat Wrong

IV. SUMMARY OF FINDINGS TEACHERS’ ATTITUDES ATTITUDESMEANINTERPRETATION 1.TOWARDS SERIOUSNESS OF BULLYING BEHAVIORS3.1.Neutral 2. TOWARDS LIKELIHOOD OF INTERVENTION IN BULLYING INCIDENT 3.6Not Sure

VI. RESULTS & DISCUSSIONS 2. ATTITUDES OF THE RESPONDENTS AFTER THE IMPLEMENTATION OF BULLYING AWARENESS PROGRAM

VI. SUMMARY OF FINDINGS PUPILS’ ATTITUDES ATTITUDES TOWARDS BULLYING BEFORE THE IMPLEMENTATION OF BULLYING AWARENESS PROGRAM (MEAN) INTERPRETATION 1.TOWARDS BULLYING BEHAVIORS 1.09Really Wrong 2. TOWARDS PARTICIPATING IN BULLYING SITUATIONS 1.15 Really Wrong 3. TOWARDS BEING A BY- STANDER IN A BULLYING INCIDENT 1.39 Really Wrong 4. TOWARDS REPORTING BULLYING INCIDENT TO THE TEACHER OR ADULT 4.72 Somewhat OK 5. TOWARDS DEFENDING A BULLYING VICTIM 4.58Somewhat OK

IV. SUMMARY OF FINDINGS TEACHERS’ ATTITUDES ATTITUDEMEANINTERPRETATION 1.TOWARDS SERIOUSNESS OF BULLYING BEHAVIORS5.0Very Serious 2. TOWARDS LIKELIHOOD OF INTERVENTION IN BULLYING INCIDENT 5.0Very Likely

VI. SUMMARY OF FINDINGS PUPILS’ ATTITUDES ATTITUDES TOWARDS BULLYING BEFORE THE IMPLEMENTATION OF BULLYING AWARENESS PROGRAM MEAN AFTER THE IMPLEMENTATION OF BULLYING AWARENESS PROGRAM MEAN VARIANCE 1.TOWARDS BULLYING BEHAVIORS 2.49 (“somewhat wrong”)1.09 (“really wrong”) TOWARDS PARTICIPATING IN BULLYING SITUATIONS 2.23 (“somewhat wrong”)1.15 (really wrong) TOWARDS BEING A BY- STANDER IN A BULLYING INCIDENT 2.69 (“somewhat wrong”) 1.39 (“really wrong”) TOWARDS REPORTING BULLYING INCIDENT TO THE TEACHER OR ADULT 2.82 (“somewhat wrong”) 4.72 (“somewhat OK”) TOWARDS DEFENDING A BULLYING VICTIM 2.79 (“somewhat wrong”)4.58 (“somewhat OK”)1.79

VI. SUMMARY OF FINDINGS: Pupils’ Attitude

IV. SUMMARY OF FINDINGS TEACHERS’ ATTITUDES ATTITUDES TOWARDS BULLYING BEFORE THE IMPLEMENTATION OF BULLYING AWARENESS PROGRAM (MEAN) AFTER THE IMPLEMENTATION OF BULLYING AWARENESS PROGRAM (MEAN) VARIANCE 1.TOWARDS SERIOUSNESS OF BULLYING BEHAVIORS 3.1. (“neutral”)5.0 (“very serious”) TOWARDS LIKELIHOOD OF INTERVENTION IN BULLYING INCIDENT 3.6 “not sure”5.0 (“very likely”)1.40

VI. SUMMARY OF FINDINGS: Teachers’ Attitudes

VII. CONCLUSION Based on the findings of this action research, it is concluded that the implementation of Bullying Awareness Program improved the attitudes of the pupils towards wrongness of bullying behaviors, participating in the bullying situations, being a bystander in a bullying incident, reporting to teachers or adults bullying incidents and defending the bullying victim. Likewise, the teachers’ attitudes towards seriousness of bullying behaviors and towards the likelihood of intervention in bullying incidents also improved after the implementation of Bullying Awareness Program. Based on the findings of this action research, it is concluded that the implementation of Bullying Awareness Program improved the attitudes of the pupils towards wrongness of bullying behaviors, participating in the bullying situations, being a bystander in a bullying incident, reporting to teachers or adults bullying incidents and defending the bullying victim. Likewise, the teachers’ attitudes towards seriousness of bullying behaviors and towards the likelihood of intervention in bullying incidents also improved after the implementation of Bullying Awareness Program.

VIII. RECOMMENDATIONS It is recommended that: 1. The researcher will share with other school heads in the District of Tantangan the results of this action research. 2. Bullying Awareness Program will be implemented every year in the school as one of the components of the Bullying Prevention Program of the school. 3. An action research will be conducted on the effects of Bullying Prevention Program particularly on the reduction of bullying incidents in the school.

SALAMAT PO

ActivityDate Remarks Launching of Bullying Awareness Program with Lecture on Bullying November 7, 2014 The researcher presented to the teachers and pupils what is bullying, forms of bullying and effects of bullying. Drama Presentation by Teachers on Forms of Bullying November 10,2014 The drama clearly expressed the forms of bullying that usually occur in the school. It was also emphasized that some social and psychological forms of bullying which were not considered as serious problem, could also inflict damage to the victims and even lead to violence or suicide. Drama Presentation by Selected Pupils on Experiences of Bullying November 12,2014The selected pupils during flag ceremony, showed through drama presentation different forms of bullying they experienced during their early grades. The researcher facilitated a lively discussion with the pupils and teachers to explain the roles of the pupils and teachers in relation to dealing with bullying incidents and how to prevent bullying in the school. IMPLEMENTATION

ActivityDate Remarks Poster Making Contest November 13, 2014 Many pupils eagerly participated in the contest. Most of the entries depicted different bullying scenarios in the school and its bad effects on the bully and the victims. There were also contributors that illustrated how to prevent bullying as a pupil. Slogan Making Contest About Bullying November 18, 2014 The contest were open to all pupils who can submit the best slogan about bullying. Several entries were chosen to be displayed to remind everybody about bullying. Film Viewing of Documentary About Bullying with Guide Questions for Discussions After The Viewing November 20, 2014 The pupils watched a documentary video of Mel Tiangco about bullying case in a certain school. After they watched the video they were asked to answer the guide questions about the video to have a deeper understanding what is the effect of being bullied. Discussion was also done with the participation of both teachers and pupils. Culmination Program on Bullying Prevention November 21, 2014 Parents, teachers, pupils and LGU attended the program. Messages from leaders and school head were centered on bullying particularly for the benefit of the parents who were also made aware of the issue on bullying and how they could instrumental in dealing with the problem. IMPLEMENTATION