BUllYING RESEARCH

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 2
Schools Division of Cauayan City
CAUAYAN CITY NATIONAL HIGHSCHOOL
Turayong, Cauayan City, Isabela
Submitted in Partial Fulfillment of the Requirements for the Practical Research I

to the Faculty and Staff of Senior High School Department
(Science, Technology, Engineering and Mathematics)
CAUAYAN CITY NATIONAL HIGH SCHOOL-MAIN
Ginnomar E. Marcelo Hanshen Dale Francisco

Veronica Dulnuan Ashley Babas
Crispin Paguirigan Lyka Jean Galutera
Ronald Antonio
Reaserchers
SALVACION G. ALICANDO
Research Adviser
March 2019
CHAPTER 1
1
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Bullying, in all its past and present form, has never been perceived as good in
terms of human relations. The word “bully” alone connotes distaste and unacceptance
by anyone who believes in good moral behavior. The term “bullying” appears to be
the practice of the “high and the mighty” not only here in our country but throughout
the world and in almost all aspects of human life. There have been amplifications by
“The Internet and Social Media which have facilitated bullying with parents, teachers
and school heads unfamiliar with the problem” (The Philippine Star, Editorial,
September 13, 2018). There was also a 2008 study of Britain-Based Plan International
which shows that one in two children in the Philippines is bullied or suffering from
other forms of abuse (Tyrone Reyes, June 17, 2015, Philippine Star).
Bullying is observed to be practiced by those in power whose victims are the
weak or the poor. More specifically in the field of education, of which students are
part and parcel of, bullying has been a problem among school administrators, teachers
and students. Despite the passing of the Republic Act 10627 or the Anti-Bullying Act
of 2013 and the Department of Education Child’s Protection Policy, the DepEd
documented many cases of child abuse and bullying in School Year 2013-2014.
In the light therefore of the above-mentioned facts, the researchers were
motivated to undertake the present study at the Cauayan City National High School-
Main with the hope of unlocking the causes and effects of bullying and consequently,
to help solve the problem.

2
Statement of the Problem
The major objective of this study is to determine the perception of students,
teachers and school heads of Cauayan City National High School about bullying
during the School Year 2018-2019.
Specifically, the study attempted to answer the following questions:
1. W
h respondent students, teachers and school heads about bullying occurring at

the
a
Cauayan City National High School?
t
3. What are the differences on the respondents’ perceptions about bullying?
Significance of the Study
t
T
h y
Students. Through this study, the students will be able to know and understand
e p
what bullying is and be able to cope with it.
e
Cauayan City National High School. Results of this research will serve as
r s
baseline data in determining the extent of occurrence of bullying in the school and
e
hopefully help improve its image to become a “Bully Free School”.
s o
Teachers. The teachers will be more ready and able to help victims of bullying or
u f
the bullies themselves for them to change or mend their bad ways or behavior.
l
School Heads. They will have a more broad understanding of bullying, its causes
t b
and effects and be able to adopt anti-bullying policies, establish clear procedures and
s u
strategies and be more responsive for their implementation.
l
Researchers. The researchers, who are the proponents of the study, will become
a l
more close to each other and be good buddies as they work together in search of the
n y
types, causes and effects of bullying.
d i
d g
a
3
Future Researchers. This research may help future researchers in augmenting
their data on bullying, more particularly in re-directing their adopted policies and
strategies towards more relevant and significant steps to cope successfully with the
problem.
Scope and Delimitation
This research covers bullying in all its aspects, principally on its causes and
effects based on the perceptions of students, teachers and school heads of the Cauayan
City National High School during the School Year 2018-2019.
The research was delimited to the responses to a survey questionnaire by 30
selected students from grades 7 to 12 together with 12 teachers and 3 school heads
who were purposively selected based on the grade level they teach and position
respectively.
Definition of Terms
For a better understanding of the study between the researchers and the
readers, the following terms are hereby defined:
Bullying. It is any severe or repeated use by one or more students of a written,
verbal or electronic expression or a physical act or gesture or any combination thereof
directed at another student, that has the effect of actually causing or placing the latter
in reasonable fear of physical or emotional harm or damage to his property (Republic
Act 10627 or Anti-Bullying Act of 2013).
Physical Bullying. It refers to body contact between the bully and the victim like
punching, pushing, shoving, kicking, slapping, tickling, and headlocks and the like
(fighting and the use of available objects or weapons). (R.A. 10627)

4
Social Bullying. It refers to any deliberate, repetitive and aggressive social
behavior intended to hurt others or belittle any individual or groups. (Reyes, Tyrone,
Philippine Star, June 2018)
Gender-Based Bullying. It refers to the humiliation of a person on the basis of
their sexual orientation and gender identity (Reyes, Tyrone, Philippine Star, June
2018)
Cyber Bullying. It is bullying done through the use of technology or any electronic
means. (R.A. 10627)
Slanderous Bullying (Oral or Written). It is any statement or accusation, oral or
written that causes the victim under stress like directing foul language or profanity at
the target, name calling, tormenting or commenting negatively on victims’ looks,
clothes and body. (R.A. 10627)
Perception. A process by which individuals organize and interpret their sensory
impressions in order to give meaning to their environment. (Robbins, Stephen, page
745, 2015) As used in this study, it refers to how an individual looks or views others,
situations, conditions, issues or problems.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

5
This chapter presents related literature and studies after thorough and in-depth
search done by the researchers. The reviewed related literature and studies included
herein were written and done in other countries and in the Philippines.
Related Literature
In recent times bullying behaviours by adolescents and their peers were
observed as normal part of being a teenager. The usual perspective that kids can be
cruel has been accepted by society and as a normal part of growing up by both boys
and girls alike.it is very rare that individual doesn’t know, remember, or perhaps was
a victim of bullying themselves sometime during their childhood and adolescence.
According to Hoover (2010), a researcher on bullying. 14 percent of the students in
rural Midwestern USA had been moderately to severely traumatized by a bully at
some point in their school. He, related that it hasn’t been until the latest violent and
fatal high school shootings in American society that local communities, school
administrators, teachers, parents, and students have begun to take zero tolerance
policy and attitude towards bullies and bullying behaviours. Even though school
programs have been enacted, bullying behaviours are still well-known within our
schools and woefully the numbers of occurrences of school violence and shootings
have enlarged.
Ross (2012) clarified that bullying can take on many forms which are just as
emotionally and psychologically damaging as physical intimidation and harassment.
Physical bullying involves aggressive physical intimidation and is often characterized
by repeated tripping, pushing, hitting, kicking, blocking, or touching in some other
inappropriate way. Even though it's the most obvious form of bullying, it isn't the
most prominent. Social bullying is a common form of bullying among children and
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students. It involves exclusion from groups, spreading malicious rumors and stories
about others, and generally alienating people from social acceptance and interaction.
Bullying and harassment are not new issues that students and schools face. In fact,
over the years it has been viewed as being so common place in schools that it has
been overlooked as a threat to students and reduced to a belief that bullying in a
development stage that most youth will experience then get over.
However, Harris and Hathorn (2012) took exception to such statement. They
said that harassment is not isolated to schools alone. But schools are the best place to
actively intervene. Teahers, administrators, counselors, and even students have the
greatest access to the most students through a school system. It is here that school
staff can intervene, support and educate students about ending bullying beheviors
directly and indirectly; breaking the bullying cycle. They added: “Because
adolescence is a difficult time in child’s malturation, bullying exacerbates these
difficult times by fomming barriers to positive connections with other students and
school faculty members.
Other forms of bullying, aspects, situations and incidences were prevented,
discussed and clarified by several writers and experts as follows:
“Bullies are often people who have been bullied or abused themselves.
Sometimes they are experiencing life situations they cannot cope with, that leave
them feeling helpless and out of control”. This kind of people are frustrated and
stressed as well, because this feeling of anxiety provokes them to bully or hurt others
to release the frustration that they feel.
“Bulies can suffer long-term effects of bullying if their behavior is not
addressed. Compelling research confirms that bullies are twice as likely as their peers
to have criminal convictions and four times more likely to be multiple offenders.
7
According to a site Theravive.com “Many victims need counselling to come to
grips with the bullying and to help rebuild their lives as bullying can lead to
depression, panic attacks, and physical ailments such as ulcers.” Some children are so
affected by bullying that they choose not to further their education due to fear of
having to face bullying in other atmospheres such as college. Many people who are
bullied are so hurt that they contemplate suicide and some actually attempt and
succeed in taking their own lives.
Boys use more physical violence, whereas girls are usually more verbally
abusive and engage in group exclusion. These are two different types of bullying
behavior either direct or indirect. Direct bullying can be either verbal or physical in
nature. Verbal bullying includes such behaviors as teasing, name calling and
spreading rumors. Physical bullying encompasses behaviors, such as hitting, kicking,
pushing, and choking.
Another form of indirect bullying is called cyber bullying. Cyber bullying is
done electronically through rhe internet via emails and on-line chat rooms. Bullies
usually tend to pick victims who are weaker and use intimidation such as threats or
compromise one’s reputation.
Bullies tend to pick victims who exhibit some form of vulnerability. For
example, the way a person dresses or looks are all open targets for bullies. They are
usually not in the popular group. The most common denominator for any victim of
bullying is “difference”. Whether the person looks, acts, thinks, learns or dresses
differently can all be valid reason to betitle, taunt, and forment a victim of bullying.
Other factors that may influence whether a person becomes a victim of bullying are
poor social skills. Bullying behaviors by both boys and girls primarily happens in the
8
lunchroom, on the playground, in the corridors between classes, in the locker room,
and to and from school.
In our country, bullying is defined legally by Republic Act 10672 as “Any
severe or repeated use by one or more students of a written, verbal or electronic
expression, or a physical act or gesture, or any combination thereof, directed at
another student, that has the effect of actually causing or placing the latter in
reasonable fear of physical or emotional harm or damage to his property; creating a
hostile environment at school for the other students.”
But whatever the law’s definition of bullying is, today’s experts agree on this:
If mean behavior is intentional and the child being targeted feels powerless to stop it,
it’s a serious problem. (Reyes, 2015)
Thus, on September 6, 2013, President Noynoy Aquino signed Republic Act
10672 or the “Anti-Bullying Act of 2013,” which requires all elementary and
secondary schools in the Philippines to adopt policies to prevent and address bullying
in their institutions. (www.deped.gov.ph)
The Editorial of the Philippine Star in 2015, states the following:
Every day in this country, 31 incidents of bullying are reported in schools. The
daily average, as recorded by the Department of Education, could be higher since
many victims of bullying may be reluctant to report the assaults.
The DepEd report, made available to the House of Representatives, is a cause
for deep concern. As in other countries, bullying in school, even when it does not
involve physical violence, can be just a harmful and, in certain cases, can be deadly.
In recent years, student suicides attributed to bullying in schools have been reported in
this country.
9
The foreign and local literature reviewed and included in this chapter serve as
guideposts to knowing more about bullying, its nature, causes and effects. The write-
ups of foreign writers like Hoover, Ross, Harris and Hathorn and others have cited the
different form, aspects, situations and even gender issues about bullying.
However, local literature reviewed were emphatic on the legal aspects and
moral issues of bullying, which are very significant to a better understanding of
bullying, its causes and effects.
Related Studies
A 2009 study of Britain- based Plan International shows that one in two school
children in the Philippines is bullied or suffers from other forms of abuse. Most
incidents go unreported due to fear of retribution, it adds. Plan International states that
such school-related violence against children and the youth has always been
detrimental to the realization of the children’s full potential. “Children who are being
bullied are at significant risk for a cluster of symptoms, including depression, anger,
anxiety, sleep problems, headaches and stomachaches,” says Jorge C. Srabstein, MD,
a psychiatrist and medical director of the Children’s National Medical Center in
Washington, DC.
Researchers have consistently found that teens who had been bullied in the
past and those currently being bullied, tended to have a lower quality of life,
compared to those who were bullied less or not at all. These students scored lower on
measures of physical and mental health.
The negative social, physical and mental health effects of childhood bullying
were found to be still evident nearly 40 years later, according to research by British
psychiatrists. In the first study of its kind to look at the effects of childhood bullying
beyond early childhood, the researchers said its impact was “persistent and
10
pervasive,” with people who were bullied when young more likely to have poorer
physical and psychological health and poorer cognitive functioning at age 50.
A qualitative study conducted by Mishna (2009) investigated experiences of
victimization in the school setting from multiple perspectives. Asking students about
their opinions regarding the option of reporting bullying incidents, there were mixed
reviews. Mishna (2009) found that some students would choose not to disclose the
trauma to parents or teachers because they didn’t want them to get the principal
involved. Another student was convinced that telling an adult would only make it
worse; that bully will in fact proceed to act aggressively for longer and perhaps even
harsher than before just because of the fact that he/she told on him.
Oliver Candappa (2011), in another study, had also discovered what exactly
would do to address the bullying themselves, especially if they chose not to tell an
adult. One option was standing up for themselves. A majority of the participants in
Oliver and Candappa’s, focus group discussions felt that it was best to handle the
bullying on their own rather than getting anyone else involved. In fact, 75% of
students in the fifth grade and 61% of students in the eighth grade thought that
confronting a bully would help them learn how to stand up for oneself and would
eventually “always” or “usually” be successful in discontinuing the bullying.
Unfortunately, the student belief that dealing with bullying independently is deemed a
successful solution does not necessarily end up being true. Telling friends was also
another response given by students experiencing bullying. Students believed that they
felt supported by their friends and had felt that they had a greater sense of what they
were going through. Unlike adults, friends had most likely witnessed bullying before
in and outside of the school setting which would allow them to not question the
victim’s honesty about the bullying. Friends would never need convincing that the
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student is being bullied whereas teachers and parents might feel like they need some
form of proof before accusing another student of bullying. Student’s lack of trust
towards school faculty members may suggests that policies are in need of tweaking to
evoke a sense of reliance, promoting reportage of bullying.
A baseline study on violence against children in public schools by PLAN
Philippines, titled “Toward a Child-Friendly Education Environment: was released in
February 2009.
The research found that:
1. At least 5 out of 10 children in Grade 1-3, 7 out of 10 in Grades 4-6, and 6
out of 10 in high school have experienced some kind of violence in
school.
2. Verbal abuse is the most prevalent form of violence experience by
children in all school levels. This includes being ridiculed and teased,
being shouted at and being cursed or spoken to with harsh words.
3. Children’s peers, more than the adults, are the perpetrators of violence in
schools.
4. Male children are more likely to experience physical violence than female
children.
5. Physical and verbal forms of violence are accepted by the children as part
of discipline and seen as appropriate when inflicted within certain
parameters.
6. Children generally prefer a more positive form of discipline such as being
talked to and corrected or guided/counselled in response to offenses or
violations made in school.

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7. Experiences of violence usually results in low self-esteem, fear, anger and
helplessness among children.
The study’s recommendations included:
1. Advocate stronger involvement of the Department of Education in
developing and standardizing child protection policies and mechanisms
for schools must be facilitated.
2. Concretize the collaboration of different stakeholders for the protection of
children by establishing clear, functioning mechanisms for VAC case
reporting and processing as well as for school monitoring.
3. Provide adequate information to local government officials, other
community leaders, school officials, teachers, parents and children on
relevant laws relating to child abuse and child protection. Capacity
building must also be provided across the different stakeholder groups, so
that they could facilitate the processing of VAC cases and ensure justice
for children.
4. Enact local legislation at the barangay and the municipal levels, which
would further help protect children for possible abuses and various forms
of violence.
5. Steps up and concretize programs promoting children’s rights in schools
and in the communities through campaigns addressing specific forms of
violence against children in schools.
A group research done by students of the University of Nueva Ecija of Science
and Technology, Cabanatuan City in 2009 on the effects of bullying, concluded:
1. Bullies react aggressively in response to provocation or perceived insults
or slights. It is unclear whether their acts of bullying give them pleasure or

13
are just the most effective way they have learned to get what they want
from others.
2. Bullying negatively affects both the child being victimized and the child
who is the bully. There are always short-term affects and if the bullying is
severe enough there can also be long term effects.
3. Children who are bullied suffer from low self-esteem and other emotional
problems and children who do the bullying are much more likely to have
problems with drugs and alcohol later in life.
4. Not being able to understand the harm they do to themselves (let alone
their victims), psychopathic bullies are particularly dangerous.
From conclusions drawn the following recommendations were suggested:
1. Bullying should not be taken lightly as it can cause serious problems for
all the children involved.
2. Being bullied is a very stressful ordeal for children. Many bullying
victims are reluctant to talk about their experiences making it even harder
to help them.
3. Never tell the child just to ignore the bullying. They will feel as if you are
just going to ignore it and they should not have bothered to tell in the first
place.
A more recent study about bullying was undertaken by Pacaño (2015) entitled,
“Bullying Among Grade 8 Students at the Paranaque National High School-Main,
Division Of Paranaque: Basis For Intervention Programs And Policies” finds that the
occurrence of bullying in school, and even outside of it, has been generally perceived
as caused by inadequate parental care if not total neglect of parents of their sons or
14
daughters and the teachers’ exercise of substitute parental authority which is generally
characterized as lax, if not, with total apathy in supervision and care.
All the studies reviewed by the researchers, that are included herein, both
foreign and local, are considered closely related to the present research and very
relevant to the current situation and problems of bullying in schools. In fact, they have
greatly helped the researchers in the conceptualization of the research problems, in
data gathering and in the use of the appropriate research technique which is
qualitative.
CHAPTER 3
RESEARCH METHODOLOGY
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This chapter contains the research design, sampling procedure and samples
used, data gathering methods and data analysis.
Research Design
This study used the descriptive method of research which according to John
W. Best (2004), “describes the conditions and interprets “what it is”. It is concerned
with points of view, counselling, behavior held and processes applied. This type of
research design is most appropriate to the study as it described the types and extent of
the causes and effects of bullying in Cauayan City National High School qualitatively.
Sampling Procedure and Samples
The researchers conducted the survey using purposive sampling
procedure to gather data and analyzed them in accordance with the problems raised.
This particular sampling procedure was used since the respondents of the study,
specifically the students are the ones mostly bullied and the subjects of the study.
Similarly involved are the teachers who exercise substitute parental authority over the
students while the school heads by virtue of their position are generally involved in
the overall administration and supervision regarding students’ welfare. As explained
by Weirsma (2010), “Purposive sampling is selection based on the characteristics and
needs of the units relevant to the research problem”.
The respondents of the study consisted of 45 samples of purposively selected
students, teachers and school heads. Specifically, 30 students at least 5 per grade
level, 12 teachers at least 2 per grade level and 3 school heads, were selected.
The researchers come up with the above-mentioned number of respondents,
like limiting to 5 per grade level of students and at least 2 teachers per grade level on
the assumption that they have first-hand knowledge of bullying occurring at Cauayan
City National High School and are directly or indirectly affected by bullying, The
16
school heads were selected as they too are involved with the problem of bullying and
cannot escape responsibility as school administrators. In short, they are the logical
choices, though limited, as their perceptions are relevant to the problems raised in the
research
Data Gathering Methods
Before conducting the study, the researchers sought permission from the office
of the Principal.
A survey questionnaire, as instrument of research, was prepared and validated
beforehand with the help of our teacher in Practical Research.
The research instrument deals with the respondents’ perceptions based on the
questions raised in Chapter 1, which are divided into two parts, namely:
Part 1 – deals with the types of bullying occurring at Cauayan City National High
School.
Part 2 – Deals with the causes of bullying as to extent of prevalence occurring at
Cauayan City National High School and the impact of the effects categorized and
described as follows:
5 means “to a very great extent” or VGE
4 means “to a great extent” or GE
3 means “to a moderate extent” or ME
2 means “to a less extent” or LE
1 means “to a least extent or none at all or NA”
Soon after, the questionnaires were administered to the three groups of
respondents for them to answer as honestly and appropriately as possible.
Data Analysis
17
Data collected were described or discussed based on the results of the
respondents’ perceptions as to the type and extent of the causes and effects of bullying
currently occurring at the Cauayan City National High School.
Specifically, as to the types of bullying occurring at Cauayan City National
High School, the respondents’ responses ranged from the topmost to the lowest
response. On the other hand, the respondents’ perceptions of the causes and effects of
bullying were categorized and described from “very great extent” to a “least extent”
depending on the responses under each category or level mentioned.
CHAPTER 4
18
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation, analysis and interpretation of data in
accordance with the problems raised in Chapter 1.
1. W
h Based on the responses of the respondents, Physical Bullying was perceived to
a topmost type of bullying that mostly occurs at the Cauayan City National High
be the
t
School. Closely following was Slanderous Bullying (Oral or Written), with Social
Bullying and Gender-Based Bullying having the same rank ordering in the
respondents’
t perceptions. Finally, was Cyber Bullying. It appears to be most
y
occurring at home or done outside of the school. “It is a bit sophisticated and in fact a
serious
p matter that involves a criminal act”. (Pacaño, 2015)
e The findings particularly on Physical Bullying, being at the topmost in the
respondents’
s perceptions, was confirmed by the Guidance Counselor of Cauayan City
National High School when informally asked by the researchers.
o Further, results of the survey seems to concur with Ross (2015) clarifications
“thatf bullying can take on many forms which are just emotionally and psychologically
damaging as physical intimidation and harassment”. However, he stressed that “even
through
b physical bullying is the most obvious form of bullying, it isn’t the most
prominent”.
u
l As cautioned by Reyes (2015), “Whatever is the type of bullying, several
experts
l agree on this: “If mean behavior is intentional and the child (student) being
targeted
y feels powerless to stop it, then, it’s a serious problem”.
i For a more concrete understanding of the respondents’ perceptions on the
n of bullying that occur at Cauayan City National High School please see
types
g
Appendix C.
u
19
the respondent students, teachers and school heads about bullying occurring at
The causes and effects of bullying occurring at Cauayan City National High
School are described under different levels or categorized based on the total number
of respondents’ perceptions on each of the items contained in the survey
questionnaire.
Part I. Respondents’ Perceptions on the Prevalence of the Causes of Bullying at
Cauayan City National High School
 Students’ Perceptions on the Causes of Bullying
Results of the survey on the students’ perceptions about the seven causes of
bullying as to extent of prevalence at Cauayan City National High School were
perceived occurring “to a moderate extent of prevalence”. This finding is attested by a
great number of student respondents’ perceptions. More specifically, the causes follow
in succession from highest to lowest, namely: “Lack of supervision by parents at
home and by teachers while in school”, “Lack of involvement in child’s interest,
activities and daily life by teachers and parents”, “Overly permissive parents or lack
of limits by them”, “Unsupervised student areas such as lunchrooms, bathrooms,
hallways, locker rooms, parks”, “Harsh discipline either by parents or teachers”,
“Perceived apathy towards bullying on the part of some teachers and administrators”
and lastly “Unsupervised break time”.
Findings of this portion of the research jibe with Mishna (2009) qualitative
study which disclosed that students’ opinions regarding bullying were mixed. Some
students chose to disclose reporting bullying incidents while others did not. Oliver
Candappa (2011) when they sought to analyze students’ silence about bullying found
out students’ lack of confidence was due to the adults’ ability to help them.
20
The latest study done by Pacaño (2015) as to the causes of bullying as
perceived by Grade 8 students of Paranaque National High School revealed a more
concrete findings where the respondents agree on the seven causes of bullying to a
great extent. Such findings somehow differ with the findings of this research.
Generally, above findings reveal that the students are either keenly aware or
not about the causes of bullying at Cauayan City National High School.
 Teachers’ Perceptions on the Causes of Bullying
Most of the teacher respondents perceived the causes of bullying as “prevalent
to a moderate extent”. Of great interest to note is their perception of “Unsupervised
break time” with the highest response, under the same category of “moderately
prevalent” cause of bullying in Cauayan City National High School.
Such response implies that caution should be taken and that safety officers be
more observant of the students’ actions.
This assertion is attested by their perceptions on the following indicators or
items from the highest numbers of perceptions to the lowest, namely: “Unsupervised
break time”, “Unsupervised student areas such as lunchrooms, bathrooms, hallways,
locker rooms, parks”, “Perceived apathy towards bullying on the part of some
teachers and administrators”, “Harsh discipline either by parents or teachers”, “Lack
of supervision by parents at home and by teachers while in school” and last but not
the least are “Lack of involvement in child’s interest, activities and daily life by
teachers and parents” and “Overly permissive parents or lack of limits by them”.
These findings on the teachers’ perceptions on the causes of bullying is
somehow similar with one of the findings of Oliver Candappa (2011) when he stated
that “teachers and parents feel like they need some form of proof before accusing
another student of bullying”. He even recommended that students’ lack of trust

21
towards faculty members may suggest that policies are in need of tweaking to evoke a
sense of reliance and promoting reportage of bullying.
 School Heads’ Perceptions on the Causes of Bullying
Survey results reveal that, most, if not all school heads perceived the seven
causes of bullying mentioned as “prevalent to a moderate extent” as attested by their
joint responses on the following causes listed accordingly from highest to the lowest,
namely: “Lack of supervision by parents at home and by teachers while in school”,
“Lack of involvement in child’s interest, activities and daily life by teachers and
parents” and “Perceived apathy towards bullying on the part of some teachers and
administrators” and last are “Overly permissive parents or lack of limits by them”,
“Harsh discipline either by parents or teachers”, “Unsupervised break time” and
“Unsupervised student areas such as lunchrooms, bathrooms, hallways, locker rooms,
parks” with similar lowest perception.
These findings on the school heads perception on the causes of bullying seems
to agree with Pacaño's conclusion in her study that “bullying has been generally
perceived as caused by inadequate parental care if not total neglect of parents of their
sons and daughters and the teachers exercise of substitute parental authority which is
generally characterized as lax, if not with total apathy in supervision and care.
In general, the similarities in the perceptions of the three groups of
respondents as to the causes of bullying to be “prevalent to a moderate extent” may
have been due to the fact that Cauayan City National High School has already adopted
certain Anti-Bullying policies on the basis of Republic Act 10627 or the Anti-
Bullying Act of 2013 which made the respondents aware or knowledgeable about
bullying.
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Part II. Respondents Perceptions on the Extent of the Effects of Bullying at Cauayan
City National High School
The perceptions of the three groups of respondents, namely, the students,
teachers and school heads, on bullying and its effects to the academic community of
Cauayan City National High School are presented and discussed in the succeeding
portion of the research.
 Students’ Perceptions on the Effects of Bullying
The students’ perceptions on the effects of bullying reveal that at Cauayan
City National High School, the effects are “to a very great extent” on the basis of the
biggest totality of responses. These extent of responses on the effects of bullying
follow from the highest to lowest order, namely: “Low self-esteem”, “Frequent
complaints of illness to avoid attending school” and “Seems afraid of going to school
or taking part in organized activities with peers”, “Sudden decrease in academic
performance” and “Loss of interest in school and extracurricular activities”. On the
other extreme, a great number perceived the effects to a least extent at level 1
category which are: “Sudden decrease in academic performance”, “Loss of interest in
school and extracurricular activities”, “Frequent claims of illness to avoid attending
school” and “Seems afraid of going to school or taking part in organized activities
with peers” and “Low self-esteem”.
These results in both extremes of perception levels suggest that the students
appear ambivalent or divided on their perceptions. Results also imply that there is a
need for dialogue between teachers and parents be to thresh out the issues or problems
related to the effects of bullying particularly among students, whether bullied or not.
23
Worth mentioning again in this research is Pacaño’s (2015) findings on the
effects of bullying in her school which revealed agreement to a great extent between
Grade Eight students and teachers in terms of the indicators or items listed.
 Teachers’ Perceptions on the Effects of Bullying

Respondent teachers’ perceptions on the effects of bullying reveal “to a very
great extent” under the highest level category as demonstrated by the biggest total of
respondents perceptions to the items mentioned. They are herein listed from highest to
lowest perceptions: “Loss of interest in school and extracurricular activities”, “Sudden
decrease in academic performance” and Low self-esteem”, these are followed by
“Frequent claims of illness to avoid attending school” and “Seems afraid of going to
school or taking part in organized activities with peers”.
The extent of the effects of bullying is further strengthened by a great number
of respondents who perceived the effects “to a great extent” on the items mentioned.
Other lesser responses showed the effects as moderate, less and to a least extent or
none at all.
The findings on this particular part of the research, that is, on teachers’
perceptions on the effects of bullying is strengthened by the Editorial of the Philippine
Star (2015) which states:
“Every day in this country, 31 incidents of bullying are reported in

schools. The daily average, as recorded by DepEd could be higher
since many victims of bullying maybe reluctant to report the assaults.”
 School Heads’ Perceptions on the Effects of Bullying

School heads as respondents of the study perceived the effects of bullying at
Cauayan City National High School “to a moderate extent” from the highest to the
lowest level of perception. These are: “Frequent claims of illness to avoid attending
school”, “Loss of interest in school and extracurricular activities” and “Sudden
decrease in academic performance” and “Seems afraid of going to school or taking

24
part in organized activities with peers” and “Low self-esteem”, which are both
similarly lowest in the school heads perceptions. Such results hold true due to the fact
that school heads don’t deal directly or even personally with students in particular as
they rely more on teachers’ and parents’ reports or notifications.
Nevertheless, results indicate that the school heads have keen awareness on
the occurrence of bullying at Cauayan City National High School, its causes and
effects. Moreover, data on their perceptions imply their open-mindedness to accept
the occurrence of bullying and their readiness to make plans, strategies and adopt
policies to prevent, minimize and, if possible, solve the problems of bullying at
Cauayan City National High School.
The baseline study of PLAN Philippines “Toward a Child Friendly Education
Environment” may differ from the results of this study in terms of scope but its
recommendations somehow reflects the school heads perceptions of bullying in so far
as their plans of action, policies and strategies are concerned up to the highest levels.
The above findings on the effects of bullying where both students and teachers
perceived the effects of bullying at Cauayan City National High School “to a very
great extent” whereas the school heads perceived them to a moderate extent may have
been due to the direct and/or personal observations and experiences of the first two
groups of respondents (students and teachers) while the latter (school heads)
perceived otherwise, being research participants away from the scene of bullying acts
or activities.
The above mentioned discussions are represented in Tables 2 and 3 found on
pages 39 and 42 as Appendix D and E.
3. What are the differences in the respondents’ perceptions about bullying?

25
The differences in the perceptions of the three groups of respondents, namely,
the students, teachers and school heads about can be discerned as to its effects and
when grouped separately.
Specifically, as to the causes of bullying that occurs at Cauayan City National
High School, the three groups have similar perceptions of “moderate extent” as
attested by their respective responses.
On the other hand, as to the extent of the effects of bullying at Cauayan City
National High School the student and teacher respondents perceived its effects “to a
very great extent” while the school heads perceived them to be “to a moderate
extent”. Such differences in perceptions on the effects of bullying by the students and
teachers on one end and the school heads on the other, indicate each other’s own
awareness and understanding of bullying. These may be due to their personal
experiences and observations related to their life situation and office positions as the
case may be.
CHAPTER 5
26
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This final chapter of the research deals with the summary, conclusions reached
and recommendations advanced in pursuit of answering the problems raised in
Chapter 1.
Summary
This research was undertaken under the area of descriptive research which
particularly used the qualitative type of research.
The major focus of the study is on finding and describing the perceptions of
the three groups of respondents about bullying occurring at the Cauayan City National
High School during the School Year 2018-2019.
The minor problems are restated as follows:
1. W
h respondent students, teachers and school heads about bullying occurring at

the
a
3. What
t are the differences on the respondents’ perceptions about bullying?
The study was delimited to describing qualitatively the perceptions of the
threet groups of respondents composed of 30 students, 12 teachers and three school
y who were purposively selected to attain the objective of the study.

heads
p study made use of both primary and secondary data. Primary data came
The
frome the respondents’ perceptions of bullying as it occurs at Cauayan City
/
National High School as obtained through the survey questionnaire. On the other
s secondary data were taken from news materials, legal documents, theses and
hand,
from the internet as reviewed by the researchers.
o
Data collected were described or discussed based on the results of the
respondents’
f perceptions as to the type and extent of the causes and effects of
u
27
bullying currently occurring at the Cauayan City National High School.
Conclusions
In the light of the findings of the study which were presented, analyzed and
discussed in the previous chapter, the following conclusions were reached.
1. While there were five types of bullying found occurring at Cauayan
City National High School, Physical Bullying was perceived to be
topmost, followed in successive order by Slanderous Bullying, Gender-
based Bullying, Social Bullying and with Cyber Bullying, being the least
perceived.
2. Bullying, in terms of its causes, were perceived by the three groups of
respondents as moderately prevalent in Cauayan City National High
School. As to the effects of bullying, respondent students and teachers
perceived the effects to a very great extent while school heads perceived
them to a moderate extent.
3. The differences in the respondents’ perceptions of bullying occurring
at Cauayan City National High School revolve around its causes and
effects as to extent of its prevalence and the degree or level of effects from
a very great extent to a moderate extent.
In particular, the three groups of respondents tended to agree on the
causes of bullying, as prevalent to a moderate extent. On the other hand,
as to effects of bullying, the students and teachers perceived the effects to
a very great extent while school heads perceived otherwise, that is, “to a
moderate extent”.
Such differences, in causes and effects may be due to their personal
experiences and observations related to the students’ present life situation

28
and office positions, of the teachers and school heads.
Recommendations
In the light of the findings and conclusions reached in the study, the following
recommendations are forwarded:
1. There is an urgent need to establish close and collaborative actions
among the members of the academic community such as teachers,
school heads, students and their parents on matters involving bullying
as it occurs inside or outside the Cauayan City National High School
2. The Guidance Counselor and the Prefect of Discipline should always
coordinate with teachers concerned and the school heads on anti-
bullying cases brought to their respective office
3. The anti-bullying policies promulgated by the school authorities
should be clearly and fully disseminated to all – the students, teachers
and parents through posters, letters and administrative orders
delivered and/or posted in different corners of the school.
4. Finally as in most research of this nature, there is a need to undertake
further research on the subject-matter of bullying in other secondary
schools in the Schools Division of Cauayan City, either to justify or
expand the findings of this study.
REFERENCES
29
A. Books
Robbin, S. (2009). Organizational behavior. Jurong, Singapore: Pearson Education
Inc.
Wiersma, W. (2010). Research methods in education. Needham Heights, MA: Allyn
and Bacon A Division of Simon & Schuster, Inc.
B. Unpublished Materials
Candappa, O. (2011). Bullying and the politics of telling. University of Oxford,
England.
Group Researchers (2010). The effects of bullying at the university of nueva ecija
science and technology. Cabanatuan City.
Mishna, F. (2009). A qualitative study of bullying from multiple perspectives.
University of California, Los Angeles (UCLA).
Pacaño, J. (2015). Bullying among grade 8 students at the Paranaque national high
school-main, division of paranaque: basis for intervention programs and
policies. City University of Pasay, College of Graduate Studies, Pasay City.
C. Articles
Harris, S. & Hathorn, G. F. (2012) Bullying: the bullies, the victims, and the
bystanders.
Hoover, J. H., Oliver, R., & Hazler, R. J. (2010). Bul1ying:Perceptions of adolescent
victims in the Midwestern U.S.A School Psychology International, 13, 5-16.
Reyes, T. (2015). Bullying: a parents’ guide to fighting back. Philippine Star.
Ross, D. (2012). Bullying: Intervention, and prevention in schools. Mawah Press,
New Jersey.
D. Documents
30
Republic Act No. 10627 “An Act Requiring All Elementary and Secondary Schools
to Adopt Policies to Present and address the Acts of Bullying In their
Institutions.
DepEd Order No. 40, Series of 2012-Child Protection Policy.
E. Online Sources
http://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/
https://www.theravive.com/research/the-psychology-of-bullying
APPENDIX A
31
Permission Letter to Conduct the Survey
Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 2
Schools Division of Cauayan City
CAUAYAN CITY NATIONAL HIGHSCHOOL
February 18, 2019
JOHN R. MINA
Secondary School Principal IV
Cauayan City National High School
Sir,
We, the Grade 11 STEM C students, are conducting a survey for our research,
entitled “Bullying: As Perceived by Students, Teachers, and School Heads”
In this connection, we would like to request your permission to conduct a

survey among the selected respondents particularly students, teachers and school
heads to fulfill our task and finish our research.
We assure you that the gathered answers will be treated with outmost
confidentiality.
Thank you for your kind consideration.
Very respectfully yours,
GINNOMAR E. MARCELO
For the Researchers
Noted by Approved by
SALVACION G. ALICANDO JOHN R. MINA, MAELT

Practical Research I Secondary School Principal IV
APPENDIX B
32
Survey Questionnaires on Bullying that Occur at Cauayan City National High
School
SURVEY QUESTIONNAIRE ON STUDENTS
NAME (optional): GRADE LEVEL:
ON THE TYPES OF BULLYING
Instruction: Please put a check mark inside the box as your answer.
What type of bullying is currently occurring in your classroom?
Physical Bullying
Social Bullying
Gender-Based Bullying
Cyber-Bullying
Slanderous Bullying (Oral or Written)
RESPONDENTS’ PERCEPTIONS ON THE CAUSES OF BULLYING
Instruction: The following are some perceived causes of bullying. Please put a check
mark after the statement and under the number describing your perception in terms of
extent of occurrence on the causes of bullying where:
5 means To a Very Great Extent

4 means To a Great Extent
3 means To a Moderate Extent
2 means To a Less Extent
1 means To a Least Extent or Not At All
CAUSES 5 4 3 2 1
1. Lack of involvement in child’s
interest, activities and daily life by
teachers and parents.
2. Lack of supervision by parents at

home and by teachers while in
school.
3. Overly permissive parents or lack

of limits by them.
CAUSES 5 4 3 2 1
4. Harsh discipline either by parents
33
or teachers.
5. Unsupervised break time.
6. Unsupervised student areas such as

lunchrooms, bathrooms, hallways,
locker rooms, parks.
7. Perceived apathy towards bullying

on the part of some teachers and
administrators.
RESPONDENTS’ PERCEPTIONS ON THE EFFECTS OF BULLYING
Instruction: The following are some perceived effects of bullying. Please put a check
extent of occurrence on the effects of bullying where:

EFFECTS 5 4 3 2 1
1. Loss of interest in school and
extracurricular activities.
2. Frequent complaints of illness to

avoid attending school
3. Sudden decrease in academic

performance.
4. Seems afraid of going to school or

taking part in organized activities
with peers
5. Low self-esteem
SURVEY QUESTIONNAIRE ON TEACHERS

34
NAME (optional):
What type of bullying is currently occurring in your classroom?
Physical Bullying
Social Bullying
Cyber-Bullying

CAUSES 5 4 3 2 1

school.

of limits by them.

or teachers.
CAUSES 5 4 3 2 1
35


administrators.

EFFECTS 5 4 3 2 1


performance.

with peers
5. Low self-esteem
SURVEY QUESTIONNAIRE ON SCHOOL HEADS

36
NAME (optional):
What type of bullying is currently occurring in the school?
Physical Bullying
Social Bullying
Cyber-Bullying

CAUSES 5 4 3 2 1

school.

of limits by them.

or teachers.
CAUSES 5 4 3 2 1
37


administrators.

EFFECTS 5 4 3 2 1


performance.

with peers
5. Low self-esteem
APPENDIX C
38
Table 1
Frequency Distribution of Respondents Perception as to the Types of Bullying
That occur in Cauayan City National High School
Respondents Number and Frequency of

Responses
Types of Bullying
Students Teachers School Heads Total Rank
N=30 N=12 N=3 N=45
 Physical Bullying 20 5 3 28 1
 Social Bullying 9 6 2 17 3.5
 Gender-Based
12 3 2 17 3.5
Bullying
 Cyber Bullying 10 2 1 13 5
 Slanderous
Bullying (Oral or 13 8 3 24 2
Written)
APPENDIX D
39
Table 2-A
Students’ Perceptions of Bullying at Cauayan City National High School as to
Extent of Prevalence of Causes
Causes STUDENTS
1
5 4 3 2
Items (Least E
(VGE) (GE) (ME) (LE)
or NA)
1. Lack of involvement
in child’s interest, 11
2 4 9 4
activities and daily life (Rank 2)
by teachers and parents
2. Lack of supervision
by parents at home and 12
1 9 1 7
by teachers while in (Rank 1)
school
3. Overly permissive
10
parents or lack of limits 6 6 4 4
(Rank 3)
by them
4. Harsh discipline
7
either by parents or 6 7 3 7
(Rank 5.5)
teachers
5. Unsupervised break 5
0 2 13 10
time (Rank 7)
6. Unsupervised student
areas such as
8
lunchrooms, bathrooms, 0 8 6 8
(Rank 4)
hallways, locker rooms,
parks
7. Perceived apathy
towards bullying on the 7
0 11 5 7
part of some teachers (Rank 5.5)
and administrators
TOTAL 15 47 60 41 47
Table 2-B
40
Teachers’ Perceptions of Bullying at Cauayan City National High School as to
Extent of Prevalence of Causes
Causes TEACHERS
5 4 3 2 1
Items
(VGE) (GE) (ME) (LE) (NA)
4 6 0 0
activities and daily life (Rank 6.5)
2 5 1 0
school
2
(Rank 6.5)
by them
4. Harsh discipline
5
(Rank 4)
teachers
0 2 0 0
time (Rank 1)
areas such as
7
(Rank 2)
parks
7. Perceived apathy
1 2 2 1
part of some teachers (Rank 3)
and administrators
TOTAL 16 25 36 5 1
Table 2-C
41
School Heads’ Perceptions of Bullying at Cauayan City National High School as
to Extent of Prevalence of Causes
Causes SCHOOL HEADS

1
5 4 3 2
Items (Least E
or NA)
0 0 0 1
activities and daily life (Rank 2.5)
0 0 1 0
school
1
(Rank 5.5)
by them
4. Harsh discipline
1
(Rank 5.5)
teachers
0 1 1 0
time (Rank 5.5)
areas such as
1
(Rank 5.5)
parks
7. Perceived apathy
0 0 1 0
part of some teachers (Rank 2.5)
and administrators
TOTAL 0 4 11 5 1
APPENDIX E
42
Table 3-A
Students’ Perception on the Effects of Bullying as to its Extent
Effects STUDENTS
1
5 4 3 2
Items (Least E
or NA)
1. Loss of interest in
school and 7
7 5 3 8
extracurricular (Rank 5)
activities
2. Frequent claims of
10
illness to avoid attending 3 6 3 8
(Rank 2.5)
school
3. Sudden decrease in 9
5 3 2 11
academic performance (Rank 4)
4. Seems afraid of going
to school or taking part 10
4 5 3 8
in organized activities (Rank 2.5)
with peers
5. Low self-esteem 15
4 5 2 4
(Rank 1)
TOTAL 51 23 24 13 39
Table 3-B
43
Teachers’ Perception on the Effects of Bullying as to its Extent
Effects TEACHERS
1
5 4 3 2
Items (Least E
or NA)
school and 6
5 0 1 0
extracurricular (Rank 2)
activities
2. Frequent claims of
5
(Rank 4)
school
5 1 0 0
academic performance (Rank 2)
5 3 1 0
in organized activities (Rank 5)
with peers
4 1 1 0
(Rank 2)
TOTAL 26 18 8 3 0
Table 3-C
44
School Heads’ Perceptions on the Effects of Bullying as to its Extent
Effects SCHOOL HEADS

1
5 4 3 2
Items (Least E
or NA)
school and 2
1 0 1 0
extracurricular (Rank 2.5)
activities
2. Frequent claimsof
3
(Rank 1)
school
0 1 0 0
academic performance (Rank 2.5)
0 1 1 0
in organized activities (Rank 4.5)
with peers
1 1 0 0
(Rank 4.5)
TOTAL 2 3 9 1 0
ABSTRACT
45
This study “Bullying: As Perceived by Students, Teachers and School Heads of

Cauayan City National High School” is a qualitative type of research that focused on
finding and describing the perceptions of the three groups of respondents (students,
teachers and school heads) about the types of bullying occurring at the Cauayan City
National High School together with differences in their level of perceptions.
Participants were 30 students, 12 teachers and 3 school heads with a total of 45
respondents. Data were collected using a survey questionnaire, divided into two
parts: Part 1 – deals with the types of bullying occurring at Cauayan City National
High School and Part 2 – Deals with the causes of bullying as to extent of prevalence
and extent of its effects.
Based on the research findings, it was concluded that with physical bullying at the
topmost from among the five types of bullying, there were differences in respondents’
perceptions as to causes and effects. Specifically, the causes of bullying were
perceived by all groups of respondents to be moderately prevalent while the effects
where from a very great extent as perceived by both students and teachers. The school
heads on the other hand, perceived them to a moderate extent.
In view of the conclusions reached, the researchers recommended that there should
be collaborative actions among all members of the school community which can be
facilitated and actualized through clear and full dissemination of all policies,
strategies and administrative orders by the school authorities.
ACKNOWLEDGEMENT
46
This study would not have been possible without the help and guidance of
several people who contributed and extended their valuable assistance in the
preparation of this study:
First and foremost, our utmost gratitude to Mrs. Salvacion G. Alicando for not
letting us fail in doing this study and for her unending support as our Practical
Research Adviser,
Mr. John R. Mina, MAELT, Principal IV of Cauayan City National High
School for giving his moral support and for allowing us to conduct our survey and
distribute questionnaires.
Mrs. Nida A.Pinlac, Assistant Principal in Junior High School for giving us
the opportunity to continue pursuing this study,
Mr. Elizalde C. Suguitan Assistant Principal of Senior High School for
guiding us in the process of this study.
Teachers, school heads, and students of Cauayan City National High School
who honestly and actively participated in the conduct of our survey as research
respondents.
Last but definitely not the least, Our Almighty Father, our God in heaven for
granting our prayers, for helping us continue our research and for giving us strength in
our everyday lives in order to keep going and finish this study. Thank you so much
our dear Father.
THE RESEARCHERS.
DEDICATION
47
We heartfully dedicate this humble piece of research to our parents for their,
kindness, patience, moral and financial support towards the completion of the present
study.
This study is also dedicated to our dear friends and teachers who have been
our sources of encouragement and unending trust in finishing this academic
undertaking.
THE RESEARCHERS.
TABLE OF CONTENTS
Page
48
TITLE PAGE……………………………………………………………............i
ABSTRACT……………………………………………………………..............ii
ACKNOWLEDGEMENT………………………………………………............iii
DEDICATION…………………………………………………………..............iv
TABLE OF CONTENTS………………………………………………..............v
Chapter
1 THE PROBLEM AND ITS BACKGROUND
Introduction…………………………………………………...............1
Statement of the Problem……………………………………..............2
Significance of the Study……………………………………..............2
Scope and Limitation………………………………………................3
Definition of Terms…………………………………………..............3
2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature……………………………………………..............5
Related Studies………………………………………………..............9
3 RESEARCH METHODOLOGY
Research Design………………………………………………............15
Sampling Procedure and Samples…………………………….............15
Data Gathering Methods …………………………………………......16
Data Analysis………………………………………………................17
4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA..18
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary………………………………………………................26
Conclusions………………………………………………............27
Recommendations…………………………………………..........28
REFERENCES………………………………………………........................29
APPENDICES……………………………………………….........................31

BUllYING RESEARCH

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Republic of the Philippines

Submitted in Partial Fulfillment of the Requirements for the Practical Research I

Ginnomar E. Marcelo Hanshen Dale Francisco

THE PROBLEM AND ITS BACKGROUND

Bullying is observed to be practiced by those in power whose victims are the

In the light therefore of the above-mentioned facts, the researchers were

to help solve the problem.

Statement of the Problem

The major objective of this study is to determine the perception of students,

during the School Year 2018-2019.

Specifically, the study attempted to answer the following questions:

h respondent students, teachers and school heads about bullying occurring at

Significance of the Study

Future Researchers. This research may help future researchers in augmenting

Scope and Delimitation

City National High School during the School Year 2018-2019.

The research was delimited to the responses to a survey questionnaire by 30

readers, the following terms are hereby defined:

Bullying. It is any severe or repeated use by one or more students of a written,

verbal or electronic expression or a physical act or gesture or any combination thereof

in reasonable fear of physical or emotional harm or damage to his property (Republic

Act 10627 or Anti-Bullying Act of 2013).

(fighting and the use of available objects or weapons). (R.A. 10627)

Social Bullying. It refers to any deliberate, repetitive and aggressive social

Philippine Star, June 2018)

Gender-Based Bullying. It refers to the humiliation of a person on the basis of

means. (R.A. 10627)

Slanderous Bullying (Oral or Written). It is any statement or accusation, oral or

the target, name calling, tormenting or commenting negatively on victims’ looks,

clothes and body. (R.A. 10627)

Perception. A process by which individuals organize and interpret their sensory

impressions in order to give meaning to their environment. (Robbins, Stephen, page

situations, conditions, issues or problems.

REVIEW OF RELATED LITERATURE AND STUDIES

In recent times bullying behaviours by adolescents and their peers were

a victim of bullying themselves sometime during their childhood and adolescence.

According to Hoover (2010), a researcher on bullying. 14 percent of the students in

rural Midwestern USA had been moderately to severely traumatized by a bully at

emotionally and psychologically damaging as physical intimidation and harassment.

Physical bullying involves aggressive physical intimidation and is often characterized

by repeated tripping, pushing, hitting, kicking, blocking, or touching in some other

been overlooked as a threat to students and reduced to a belief that bullying in a

adolescence is a difficult time in child’s malturation, bullying exacerbates these

school faculty members.

Other forms of bullying, aspects, situations and incidences were prevented,

discussed and clarified by several writers and experts as follows:

to release the frustration that they feel.

“Bulies can suffer long-term effects of bullying if their behavior is not

According to a site Theravive.com “Many victims need counselling to come to

succeed in taking their own lives.

spreading rumors. Physical bullying encompasses behaviors, such as hitting, kicking,

pushing, and choking.

Another form of indirect bullying is called cyber bullying. Cyber bullying is

compromise one’s reputation.

and to and from school.

In our country, bullying is defined legally by Republic Act 10672 as “Any

severe or repeated use by one or more students of a written, verbal or electronic

expression, or a physical act or gesture, or any combination thereof, directed at

reasonable fear of physical or emotional harm or damage to his property; creating a

hostile environment at school for the other students.”

it’s a serious problem. (Reyes, 2015)

Thus, on September 6, 2013, President Noynoy Aquino signed Republic Act

in their institutions. (www.deped.gov.ph)