Implementation of Anti-Bullying Law in The Public Elementary Schools in District III-B, San Carlos City Division

Abstract

Bullying remains a persistent concern in schools, affecting learners’ safety, well-being, and academic engagement. Strengthening the implementation of the Anti-Bullying Law is therefore essential in ensuring a safe and supportive learning environment in public elementary schools.

This study aimed to assess the level of implementation of the Anti-Bullying Law in public elementary schools in District III-B, San Carlos City Division, for the school year 2025–2026. Specifically, it examined the implementation across duties and responsibilities, legal implications of bullying, prohibited acts, and prevention and intervention programs; determined whether significant differences existed between the perceptions of teachers and school heads; identified the degree of seriousness of problems encountered; and proposed an action plan to strengthen implementation.

The study employed a descriptive-survey research design. Respondents included 112 teachers and 9 school heads selected through total enumeration. Data were collected using a validated structured questionnaire adapted from Castro (2020). The Average Weighted Mean was used to determine the level of implementation and seriousness of problems, while the independent samples t-test was used to test differences in perceptions at the 0.05 level of significance.

Findings revealed that the Anti-Bullying Law was generally implemented at a moderate level across the four dimensions. There was no significant difference between the perceptions of teachers and school heads. The problems encountered were rated as moderately serious, indicating areas that require administrative and programmatic support.

While schools demonstrate compliance with key provisions of the Anti-Bullying Law, targeted interventions, strengthened monitoring, and continuous capacity-building are necessary to enhance implementation and ensure safer school environments.