Guardians Under Pressure: Understanding Teachers’ Lived Experiences Within the Child Protection Policy

Abstract

This study explored the lived experiences of public school teachers regarding accountability pressures in managing student misconduct under the Child Protection Policy (CPP) in Tupi North District, South Cotabato, addressing the gap between policy implementation and classroom disciplinary realities. It aimed to examine teachers’ experiences of limited classroom discipline, their perceptions of being held accountable for learners’ behavior, and the coping strategies they employ in navigating these challenges. A qualitative phenomenological research design was employed to capture the depth and meaning of participants’ lived experiences within their school context. Using purposive sampling, ten public school teachers with at least fifteen years of teaching experience and direct involvement in discipline and child protection cases were selected. Data were collected through semi-structured, face-to-face interviews lasting 45–65 minutes, supported by audio recordings and field notes. The data were analyzed using thematic analysis, involving coding, categorization, and theme development until data saturation was achieved. Ethical considerations were strictly upheld, including informed consent, voluntary participation, confidentiality, anonymity, gender sensitivity, and cultural awareness. Findings revealed that teachers experienced hesitation in enforcing discipline due to fear of complaints and misinterpretation, perceived a weakening of classroom authority, and encountered emotional strain linked to accountability pressures. Despite these challenges, teachers demonstrated adaptive resilience through positive discipline strategies such as counseling and dialogue, systematic documentation for self-protection, peer consultation, and emotional regulation. The study concludes that while CPP strengthens learner protection, it also creates disciplinary ambiguity and role strain among teachers when authority and accountability are not clearly balanced. It is recommended that schools strengthen disciplinary guidelines, enhance training on positive discipline, and provide stronger institutional and psychosocial support systems.