BARRIERS IN THE IMPLEMENTATION OF SCHOOL-BASED ANTI-BULLYING INTERVENTION PROGRAMS AND STRATEGIES IN PUBLIC SECONDARY SCHOOLS IN A CERTAIN DIVISION IN THE PHILIPPINES

This study was conducted to determine the barriers in the implementation of school-based bullying intervention programs and strategies in a certain division in the Philippines. It utilized the descriptive survey research design. Data were gathered through researcher?s made questionnaire based on RA 10627, DepEd Child Protection Policy and some research and literature. Weighted mean, standard deviation, frequency distribution, percentage, Pearson Correlation Coefficient, Kendall Tau, Chi-square and Spearman?s Correlation Coefficient, and Multiple Regression Posteriori Approach were employed. Hypotheses tested dealt with significant relationships between teacher-related factors and bullying interventions; child-protection policy committee-related factors and barriers to bullying interventions; the teacher-related factors and their responses to school-based bullying; CPC-related factors and their responses to school-based bullying; barriers in bullying interventions and teachers? and CPC responses to school-based bullying; the hypothesis on barriers singly or in combination significantly affect the implementation of school-based bullying intervention programs and strategies. Home visitation and student?s orientation were the main programs in bullying intervention. Providing teachers with effective classroom management training and school administrator/guidance counselors inform late-enrolling students about the school?s bullying policy were the main intervention strategies. Age as a teacher-based barrier is found highly significant. Civil status, school-based barriers, teacher-based barriers and student based barriers are found highly significant. As to length of service, teacher-based barriers and school-based barriers are found highly significant and student-based barriers is found significant. As to educational attainment, only school-based barriers is found significant. Age, Constructive-Direct responses and Punitive-Direct response were found to have highly significant relationship. Civil status, Constructive-Direct responses and Punitive-Direct response were found to have highly significant relationship. As to length of service, Constructive-Direct responses were found to have highly significant relationship and Punitive-Direct responses were found to have significant relationship. CPC-related factors were found to have no significant relationship to responses to school-based bullying. As to student barriers, all responses were found to have highly significant relationship. As to teacher-based barriers and school-based barriers, Punitive-Direct responses is found significant. As to Community-based barriers, all responses were found to have highly significant relationship. As to student barriers, Constructive-Direct and Constructive-Indirect responses were found to have highly significant relationship. As to teacher-based barriers, Punitive-Direct responses were found to have highly significant relationship. As to school-based barriers, Constructive-Direct responses, Punitive-Direct responses-Punitive-Indirect responses have highly significant relationship and Constructive-Indirect responses have significant relationship. As to Community-based barriers, all responses have highly significant relationship. School-based barriers and community-based barriers have found significant effect on bullying intervention programs and strategies. Community-based barriers significantly affect bullying intervention programs and strategies. As to CPC-respondents, in combination, student-based barriers have highly significant effect on bullying intervention programs. Teacher-based barriers significant effect on both bullying intervention programs and strategies.