The Status Of Child Protection Policy And Organizational Performance Of The Public Secondary Schools In Isabela: Bases For A Comprehensive Training Program

Abstract

This study examined the implementation of the Child Protection Policy (CPP) and its relationship with organizational performance in public secondary schools in Isabela, Philippines. It aimed to assess the level of CPP implementation across key domains and determine its association with School-Based Management (SBM) performance.  

A descriptive–correlational design was employed involving 300 respondents from 20 purposively selected schools, including implementers, learners, and community representatives. Data were gathered using the validated Child Protection Policy Implementation Assessment Questionnaire (CPP-IMaQ). Statistical tools included frequency, percentage, mean, standard deviation, analysis of variance (ANOVA), and Pearson’s correlation coefficient.

Findings revealed that implementers and community representatives rated CPP implementation as excellently evident, particularly in intervention programs, restorative practices, and monitoring mechanisms, while learners rated these as fairly evident, indicating lower awareness and engagement. Significant differences in implementation were observed when grouped by school size, years of service, and educational attainment (p < .05). Larger schools demonstrated stronger implementation in referral systems, parent education, and external linkages. In terms of organizational performance, only a limited number of schools reached the advanced SBM level, reflecting uneven institutional development. Moreover, selected learner-centered interventions, restorative practices, and participatory monitoring indicators showed significant positive correlations with SBM performance (p < .05).

The study concludes that while CPP structures are generally established, enhancing learner engagement, stakeholder participation, and monitoring systems is essential to improve policy effectiveness and organizational performance. These findings provide empirical inputs for targeted training and policy enhancement initiatives in public secondary schools.