Enhancing Awareness and Compliance with the Safe Spaces Act: An Action Research for JHS and SHS Teachers of San Fernando South Central Integrated School

Abstract

This study examined the awareness, accessibility of information, and compliance of Junior and Senior High School teachers of San Fernando South Central Integrated School with the Safe Spaces Act (Republic Act 11313). Using a quantitative descriptive-correlational action research design, teacher responses were gathered through a validated structured questionnaire and analyzed using weighted mean, ranking, verbal interpretation, Pearson correlation, and significance testing. Results showed very high teacher awareness of RA 11313, although knowledge of penalties and sanctions had the lowest awareness mean. Information about the law was generally accessible, but digital resources, updated references, and sustained dissemination still needed improvement. Teachers also demonstrated very high compliance with safe-space practices, particularly confidentiality, reporting, respectful conduct, and participation in related programs. Correlation results revealed significant relationships between awareness and accessibility of information and between accessibility of information and compliance. However, awareness alone was not significantly related to compliance, indicating that knowledge must be supported by clear information systems, institutional mechanisms, training, and monitoring. The study concludes that continuing legal orientation, information hubs, and capacity-building activities are necessary to sustain compliance and promote safer learning environments.