TEACHERS ‘ AWARENESS ON SCHOOL

LAWS AND IT’S RELATIONSHIP TO

CLASSROOM MANAGEMENT

by:

JENNY ROSE O. NAVARRO

MAED-EDMA
 CHAPTER 1:
THE PROBLEM :IT’S BACKGROUND

Education plays a very crucial role in the human development as

well as manpower development. The desire to build a brighter future
for everyone in the country depends to the effectiveness of the
educational system and the knowledge gained through the years.
Education also seeks to form and to lead the learner to attain
human perfection for the common good and for his ultimate end.
Education, therefore, should be geared towards the discovery of
different aptitudes and talents of the learner. It should also enhance
the formation of human values or virtues in order to carry on a
profession or vocation.
Hence, the Philippine government established and maintains
policies to provide schools adequate and integrated system of education
relevant to the goals of national development. It is likewise declared
that all schools should be guided with these basic education laws and
policies towards the attainment of the goals and objectives of the
educational system.
 Despite these herculean tasks given to teachers, their
welfare seems neglected. Scarcity of support and care are
evident among these people especially on how they can
manage their classroom effectively and on gaining
information on legal concerns. Teachers are also public
officials who are accountable to the people. Under the
principle of accountability, they are bound to serve their
clientele with utmost sincerity, fairness and justice. It is
unfortunate to note, however, that many teachers are not
fully aware of these. Their awareness of basic laws and
policies which concerns their day-to-day activities in the
discharge of their duties are uncertain, which, if not
resolved may send them into an embarrassing or
troublesome situation. Teachers who perform their teaching
tasks should be equipped with such necessary competencies
so that they will be able to produce future leaders to lead
the country into progress.
 There are numerous laws which pertain to teaching and the
practice of the profession which teachers should be familiar of.
Some of these basic school laws are as follow: the 1987
Constitution particularly Article XIV, Section 1 which states that
“The State shall protect and promote the right of all citizens to
quality education at all levels and shall take appropriate steps to
make such education accessible to all.”; the 1987 Constitution:
Article XI on Accountability of Public Officers, Section 1 which
states “Public office is a public trust. Public officers and employees
must at all times be accountable to the people, serve them with
utmost responsibility, integrity, loyalty, and efficiency, act with
patriotism and justice, and lead modest lives.”; the Batas
Pambansa blg. 232, otherwise known as “Education Act of 1982”
particularly on the following: Rights of Students in School, Rights of
all School Personnel, Special Rights and/or Privileges of Teaching
or Academic Staff, Duties and Responsibilities of Students, and
Teachers’ Obligations; the DepEd Order No.40, s.2012 also known
as the “DepEd Child Protection Policy”, wherein DepEd has adopted
this policy in pursuant to the 1987 Constitution to provide special
protection to children who are gravely threatened or endangered by
circumstances which affect their normal development and over
which they have no control, and to assist the concerned agencies in
their rehabilitation; and other special related laws.
 It is line with these premises that this study will
be anchored. As observed in the usual practice,
teacher’s competencies are usually associated with
lesson preparation, classroom setting and student’s
academic achievements. Competencies on the
knowledge of school laws and classroom management
which are of great necessity were not given due
consideration, or were just taken for granted.
Researches and studies of this nature are seldom
heard. It would be interesting to find out the level of
awareness on school policies, guidelines, Deped orders,
memos, and other pertinent laws which affect the
public elementary school teachers, and if such
awareness are related to classroom management.
STATEMENT OF THE PROBLEM
This study aimed at ascertaining the awareness on
school laws among the public elementary school and its
relationship to classroom management.

Specifically, this study shall seek to answer the following

questions:

1. What is the awareness on school laws among public

elementary school teachers as to:

1.1 1987 Constitution particularly Article XIV, Section 1

1.2 1987Constitution: Article XI on Accountability of
Public Officers
1.3 Batas Pambansa Blg. 232
1.4 DepEd Order No.40, s.2012 also known as “ DepEd
Child Protection Policy”
2. How is the classroom management among public
elementary school teachers described along:
2.1 time management
2.2 behavioral management
2.3 classroom rules
2.4 classroom setting

3. Is there a relationship between the awareness on

school laws and classroom management among public
elementary school teachers? If there is a relationship,
is this significant?

4. What implications to educational system could be

derived from the study?
HYPOTHESIS
Based on the aforementioned, the researcher advanced
these null hypothesis:

1. There is no significant relationship between the level

of awareness of school laws and classroom
management among public elementary school
teachers.
SIGNIFICANCE OF THE STUDY
The findings of this study will generally benefit the
people in the education hierarchy.

Specifically, among those who will be benefited

from the study are the following:
The Legislators. The findings of this study would be
beneficial to them. It could be used as their basis for
carrying reforms in education and will also serve as
their basis on what legislation to be passed and
approved for the improvement of the educational
system.
The Division Supervisors. The result of this study could be
used as an eye-opener to the division supervisor that there
are school laws that cannot be implemented fully because
teachers are not aware that these laws are existing. They
will realize that lack or inadequate awareness of these laws
may affect teachers’ performance. The study could likewise
point out what specific areas where to help teachers for the
attainment of goal in the basic education.

The School Principal. The findings of this study would be of

great value to them because they can be made as bases for
determining the number of teachers who know about the
existing laws which directly affect teachers. The result will
also point out the areas of concern in classroom
management where the teachers need further enrichment.
The result may as well be made as basis for administrative
guidance.
Teachers. For the reason that this study was basically
focused on the teachers, it is expected that they
themselves are the ones who will be most benefited
from the findings of this study on their level of
awareness of school laws and classroom management
which will be revealed. This would be made as basis
for knowing how to manage their classroom well.
Parents and Community Leaders. The findings of this
study would be of great help to them. These will
provide them with data on how informed are teachers
who are entrusted with guidance and direction of their
children, and where the well-being of the entire
community is also directed.
The Students. The students would be greatly benefited from
the outcome of this study. Since the teachers’ awareness of
school laws and their skills in classroom management will
be revealed, an improvement on this regard may lead to
teachers’ better treatment to them and also to a better
classroom atmosphere that will be conducive to learning.
Present Researcher. The findings of this study would enable
the researcher to really be aware of the provisions of school
laws that affect his job as a teacher especially on the areas
that concern classroom management.
 Other Researchers. They may also profit from this
investigation. The findings may encourage them to conduct
studies of similar nature in other settings to further
strengthen the present result. Besides they can also think
of similar researches which would rectify inconsistencies or
weaknesses observed in this study.
SCOPE OF THE STUDY

 This study aimed at ascertaining the awareness on

school laws and its relationship to classroom
management among the selected public elementary
school teachers in Bamban District for the School Year
2012-2013.
 The respondents of this study are the 146 public
elementary school teachers holding permanent
appointments and handling regular teaching loads in
Bamban District. This number will be obtained
through random sampling, out of the total population
of 230 teachers.
The descriptive research design will be employed in
this study. The instrument to be used in gathering the
data will be a research-made questionnaire on the
level of awareness of school laws and on classroom
management. The questionnaire will be constructed by
the researcher and will be edited by her adviser. The
questionnaire will also be content validated by the
panel of experts. It will also be tested for reliability.
The data will be tabulated, statistically analyzed and
interpreted using the frequency count, percentage,
mean, t-test, ANOVA, and Pearson Product Moment
Coefficient of Correlation. Alpha is set at .05 level of
significance.
CHAPTER 2
REVIEW OF RELATED LITERATURE

Related Literature

According to Section 16. Teachers’ Obligations of the Education Act of

1982. – Every teacher shall: perform his duties to the school by
discharging his responsibilities in accordance with the philosophy,
goals and objectives of the school, be accountable for the efficient and
effective attainment of specified learning objectives in pursuance of
national development goals within the limits of available school
resources, render regular reports on performance of each student and
to the latter and the latter’s parents or guardians with specific
suggestions for improvement, assume the responsibility to maintain
and sustain his professional growth and advancement and maintain
professionalism in his behavior at all times, refrain from making
deductions in students’ scholastic ratings for acts that are clearly not
manifestations of poor scholarship, participate as an agent of
constructive social, economic, moral, intellectual, cultural and
political change in his school and the community within the context of
national policies.
On the other hand, Classroom management is a term used by
teachers to describe the process of ensuring that classroom
lessons run smoothly despite disruptive behavior by students.
The term also implies the prevention of disruptive behavior. It is
possibly the most difficult aspect of teaching for many teachers;
indeed experiencing problems in this area causes some to leave
teaching altogether. In 1981 the US National Educational
Association reported that 36% of teachers said they would
probably not go into teaching if they had to decide again. A
major reason was "negative student attitudes and discipline".
Solving Discipline Problems Charles H Wolfgang and Carl D
Glickman 1986 (Allyn and Bacon)

Moreover, classroom management is closely linked to issues of

motivation, discipline and respect. Methodologies remain a
matter of passionate debate amongst teachers; approaches vary
depending on the beliefs a teacher holds regarding educational
psychology. A large part of traditional classroom management
involves behavior modification, although many teachers see
using behavioral approaches alone as overly simplistic. Many
teachers establish rules and procedures at the beginning of the
school year. According to Gootman (2008), rules give students
concrete direction to ensure that our expectation becomes a
reality.
Related Studies

Sarah Jane Moore of the Tennessee State University

conducted a study on the knowledge of school laws by
public classroom teachers from the state of Tennessee.
The study focused on three major areas: 1) tort liability;
2) teacher rights; and 3) student rights. The statewide
survey was sent to a random sample of 600 classroom
teachers who were members of the Tennessee Education
Association.

The two-sample t-test was the test significance. The

respondents’ scores were grouped into eight different
categories: Total scores, tort liability; total scores,
teacher rights; total scores, student rights; total scores,
educational level; and total scores, and school law
participation and total scores. An alpha level of .05 was
utilized in this study.
The data yielded the following results: 1) Tennessee public
school teachers do not possess fundamental knowledge of
school law necessary to maintain a safe school environment.
Tennessee public school teachers do not possess a
fundamental knowledge of school law necessary to protect
themselves from possible tort liability litigation. 3)
Tennessee public school teachers do not possess
fundamental knowledge of school laws pertaining to their
rights as teachers. 4) Tennessee public school classroom
teachers do not possess fundamental knowledge of school
laws pertaining to the rights of the students on and off
school grounds. 5) There was no significant difference
between teachers with 0-10 years experience and teachers
with 11-30 years or more of experience. 6) There was no
significant difference between undergraduates and
postgraduates. 7) There was a significant difference
between secondary teachers (grades 9-12) and elementary
teachers (grades 4-8). 8) There was a significant difference
in the Tennessee public school classroom teachers, who
participated in school law workshops, in-services, or classes
and those teachers who did not participate.
CONCEPTUAL FRAMEWORK
 This investigation will be guided by the paradigm as
shown in the schematic diagram. It will be based on
the assumption that there is relationship between the
awareness on school laws and classroom management.
 Figure 1. Shows the diagram of the relationship
between the level of awareness of school laws and
classroom management of public elementary teachers.
The public elementary school teachers in selected
schools in Bamban district are the respondents of this
study. They will reveal their level of awareness of
school laws and classroom management by answering
a set of researcher-made questionnaire.
 FIGURE 1

Awareness of School Laws Classroom Management

1. 1987 Constitution: 1. Time management

Article XIV, Sec. 1
2. Behavioral management
2. 1987Constitution:
Article XI 3. Classroom rules

3. Batas Pambansa Blg. 232 4. Classroom setting

4. DepEd Order No.40,
s.2012

The Schematic Diagram showing the Relationship between the

Awareness on School Laws and Classroom Management of the
Teachers.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the research design, the respondents of
the study, the data gathering procedure, the data
processing procedure, and the statistical tools to be used in
the study.

Research Design

The choice of the research design is determined by the

problem or purpose of the study. In addition to this, social
scientists consider the resources available to the research,
namely: money and power, and the nature of the population
under study in terms of attribute complexity and
geographical dispersion as other major factors to consider in
selection of an appropriate design for the study. These
factors shall be borne in mind when the researcher will
make a decision on the research design.
The descriptive research design was deemed
appropriate for this study. This design aims to seek
familiarity on the subjects by portraying their selected
characteristics accurately and provides necessary
background for the population of a more precise
problem for subsequent more specific study and for the
development of hypothesis. Since the researcher would
like to determine the awareness on school laws and its
relationships to classroom management as it existed
during the time of the study, a problem which is
descriptive in nature, the descriptive research design
is deemed appropriate in order to meet the objectives
of the study.
The Respondents

The respondents of this study are the 146 public elementary

school teachers out of the total population of 230 in Bamban
District for the School Year 2012-2013. These 146
respondents will be randomly chosen from the total
population using the sampling formula by Slovin.
N
n = _________________
1 + Ne2

Where:
n = a sample size
N = population size
e = the desired margin of error
(0.5)
Using this formula the actual number of respondents will be
obtained.
The stratified random sampling method, making use of
representative sampling formula will be used to allocate
proportionately the total sample of teachers in the district.
The following formula will be used.

N1
n1 = _________________ * n
N
Where:
N1 = population in one school
N = total population
n = total sample population
n1 = sample size in one school

To determine who will be the teacher respondents from one

school, the researcher will use the lottery method.
Thank you for listening….

GOD BLESS US ALL!