Implementation of the child protection policy and academic engagement in elementary schools / (Record no. 41637)

005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260708140705.0
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number TH 378.242 G9588 2026
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Guillermo, Jay Ann C.
245 ## - TITLE STATEMENT
Title Implementation of the child protection policy and academic engagement in elementary schools /
Statement of responsibility, etc. Jay Ann C. Guillermo
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture Sibalom, Antique :
Name of producer, publisher, distributor, manufacturer University of Antique ,
Date of production, publication, distribution, manufacture, or copyright notice 2026
300 ## - PHYSICAL DESCRIPTION
Extent xv, 175 pages :
Other physical details illustration ;
Dimensions 28 cm
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Includes bibliographic references.
520 ## - SUMMARY, ETC.
Summary, etc. Abstract <br/><br/>Effective child protection in schools is fundamental to meaningful learner engagement. This study aimed to assess the relationship between the implementation of the Child Protection Policy (CPP) and learners' academic engagement in public elementary schools in a district of the Schools Division of Antique for the School Year 2025-2026. Utilizing a descriptive-comparative and correlational research design, the study involved 109 school heads and teachers and 200 learner-respondents. Data were gathered using two researcher-made instruments: the Implementation of Child Protection Policy Scale and the Academic Engagement Scale. The statistical tools employed were Frequency, Percentage, Mean, Standard Deviation, Shapiro-Wilk Test, Mann-Whitney U Test, Kruskal-Wallis H Test, and Spearman's rho.<br/><br/>The findings revealed that the level of CPP implementation was "very high" across all dimensions: policy awareness, capacity building, reporting systems, policy enforcement, and school environment, regardless of school size, location, training attended, or position.<br/><br/>However, significant differences were observed between respondent types, with administrators rating capability building and reporting systems higher than teachers. Learners' academic engagement was also "very high" across behavioral, emotional, cognitive, and social dimensions. While no significant differences were found based on sex or family size, significant variations were noted in cognitive engagement based on parents' education and socio-economic status, and in social engagement based on living conditions. Additionally, rural learners demonstrated significantly higher emotional, cognitive, and overall engagement compared to urban learners.<br/><br/>Ultimately, the study established that there is no significant relationship between the implementation of the CPP and learners' academic engagement, suggesting that while CPP ensures a safe environment, it does not directly determine academic engagement. Based on these findings, the "CPP Excellence and Sustainability Program (CPP-ESP)" was proposed to sustain and enhance child protection practices.<br/><br/>Keywords: Child Protection Policy, Academic Engagement, Sustainability Program, Policy Implementation, CPP implementation
526 ## - STUDY PROGRAM INFORMATION NOTE
Classification Theses/Dissertations
Department Graduate Studies
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Higher education
Form subdivision Theses and dissertations
Topical term or geographic name entry element Child protection
942 ## - ADDED ENTRY ELEMENTS
Source of classification or shelving scheme
Item type Theses/Dissertation

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