Académique Documents
Professionnel Documents
Culture Documents
A Research Paper
Presented to the Faculty of the College of Arts and Sciences
University of Batangas
Batangas City
In Partial Fulfillment
Of the requirements for the degree in Legal Management
By:
March 2016
ACCEPTANCE AND APPROVAL SHEET
approval.
__________________________
Ms. Elsie O. Untalan
Research Adviser
__________________________________
Dr. Ma. Annabelle I. Tenorio
Dean, College of Arts and Sciences
ii
ACKNOWLEDGEMENT
those who had been a part of this project, for the support, faith, prayer,
First and foremost, to Almighty God for all His blessings, the blessing of
To their parents, brothers and sisters, for the undying love, care and
time and knowledge and for her unfaltering guidance all throughout the
To Dr. Anabelle Tenorio, for her trust that we can accomplish such things;
school in Bauan, Batangas, for their time and effort in answering the
questionnaires;
for their cooperation in the interview conducted and for providing the documents
To their friends and classmates, for the help and support they extended;
And to all those people who gave them strength and motivation.
V. A. A.
iii
DEDICATION
To our friends and classmates, for their unending support and encouragement.
Vea
Abegail
Arnold
iv
ABSTRACT
ACTS OF BULLYING
De Castro, Arnold V.
Number of Pages : 82
v
1. What are the acts of bullying committed within the premises of school
2. What is the most common factor that leads the bully to commit acts of
3. What is the most common effect of bullying to the victim in terms of the
following aspects?
3.1 Psychological
3.2 Mental
3.3 Physiological
problems. The study was limited to students, teachers and school administrators
respondents and certified documents that were gathered from guidance offices of
secondary public schools. The data gathered were classified, tallied and
tabulated. Then, the researchers used statistical tools such as frequency counts
vi
and percentage system, weighted mean and ranking system in order to arrive at
Findings
are teasing (54 or 39%) which is the most common, physical contact (52 or
2. The most common factor that leads the bully to commit acts of bullying in
the aim to seek attention (24 or 17%) then dysfunctional families (17 or 12%).
Fourth is the aim to seek power (14 or 10%), followed by Influence from internet
3. The respondents revealed that most common effect of bullying to the victims
in terms of:
low self-esteem (34 or 24%), then stress (20 or 14%) and anxiety (16 or 12%).
vii
3.2 Mental aspect first is lack of focus on study (82 or 59%) next is sudden
decrease in academic performance (33 or 23%) and last is slow learning (25 or
18%).
poor health condition (46 or 33%) and Poor immune system (22 or 16%).
bullying as shown by the following: the schools always implement the prohibited
acts of bullying (4.64), the schools always identify the range of disciplinary
action (4.54), the schools always establish clear procedures and strategies in
reporting of acts of bullying (4.27), the schools sometimes educate parents and
guardian on the dynamics of bullying, the anti-bullying policies of the school and
how parents and guardians can provide support and reinforce such policies at
viii
secondary public schools (4.38), the school administrators effectively take
appropriate disciplinary administrative action for the bullies (4.44) and the school
Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. Most of high school students are very vocal regarding their negative
2. Most of the bullies commit acts of bullying due to the negative influence of
their friends and most of the former consider the latter as the bases for their
their personality.
3.1 High school students are highly sensitive and emotional for they are
3.2 Bullying can greatly destruct or disrupt one’s learning which can be
3.3 Bullies are very aggressive to inflict injuries towards the students
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4. The anti-bullying policies adopted by secondary public schools of Bauan,
Batangas are effective according to the assessment of the respondents and the
gathered from the guidance offices. On the contrary, there is a need for an
about dynamics of bullying and the mechanisms to address such because there
the Anti-Bullying Act for the fact that they effectively perform the duties that are
Recommendations
are forwarded:
1. Teachers should take the burden of supervising and monitoring the acts of
about the strategies to prevent the factors causing acts of bullying to Values
Education subject.
3.1 The school together with the guidance counsellors should promote a
weekly consultation for every student especially the victims of bullying. Such
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consultation should provide opportunity to develop the students’ psychological
aspect.
reflection writing, in order for the latter to disclose his perception regarding the
3.3 The school should enable the students to report even simple acts of
bullying or even acts that may result to bullying and that are affecting the
students and the parents regarding the dynamics of bullying, the anti-bullying
policies and the mechanisms to address and prevent such acts. They may
conduct a regular seminar or workshops that will instil the essence of the
The school administrators should make action plans and additional policies as
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TABLE OF CONTENTS
PAGE
TITLE PAGE i
ACCEPTANCE AND APPROVAL SHEET ii
ACKNOWLEGEMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS xii
LIST OF TABLES xiii
LIST OF FIGURES xiv
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND
Introduction 1
Conceptual Framework 3
Research Paradigm 5
Statement of the Problem 6
Scope, Delimitation and Limitation of the Study 6
Significance of the Study 7
Assumptions of the Study 9
Definition of Terms 9
BIBLIOGRAPHY 54
APPENDICES
A. Questionnaire 58
B. Letter to the Respondents 66
C. Letter of Request to School 67
D. Copies of Certification 68
E. Copy of RA 10627 72
F. Curriculum Vitae 80
LIST OF TABLES
xiii
6 Frequency and Mean Distribution of the Responses as to 40
Frequency of Schools’ Implementation of the Anti-Bullying
Policies
LIST OF FIGURES
Figure No. Title Page
xiv