The Functionality of Child Protection Policy in Public Secondary Schools

A Study at the Division of Albay, Philippines

Abstract

This study assessed the level of functionality of Child Protection Policy (CPP) implementation in public secondary schools in the Schools Division of Albay during the school year 2024–2025. This study employed a descriptive-correlational quantitative research design. The respondents consisted of 92 designated guidance coordinators and guidance counselors, while 60 respondents participated in the survey on the challenges encountered in policy implementation. The gathered data were analyzed using frequency count, weighted mean, and F-test or Analysis of Variance (ANOVA). The findings revealed that CPP was generally partially functional across the five major categories used in assessing implementation processes. It was found that schools have already created basic structures and processes for the Child Protection Committees (CPCs); nevertheless, many other aspects were still considered to be in the initial developmental stages, especially with respect to resource generation, child participation, monitoring, and capacity building. Components under service delivery, such as the referral system and case management, performed relatively better than others. There was no significant difference in the degree of functionality of CPP based on whether the schools are big or small, and based on the CPP focal person's position designation in the school. Problems that were reported included difficulties in conducting meetings in the CPC, insufficient policies and guidelines, inadequate budget provision, lack of skilled personnel, poor monitoring and evaluation, and inconsistent practices. However, the schools generally considered the need for strengthening the implementation process to protect and promote the welfare of their learners.