Republic of the Philippines

SAINT VINCENT’S COLLOEGE INCORPORATED

Annex Campus
Dipolog City, Philippines
SENIOR HIGH SCHOOL

IMPACTS OF BULLYING TO PEERS AND

STUDENTS IN PRIVATE SCHOOLS

A Research Paper

Presented to

Mr. Vincent Elram G. Barbaso of

Senior High School

Basic Education Campus

Saint Vincent's College Incorporated

Padre Ramon St. Stake, Dipolog City

As Part of Fulfillment

on Subject Needs

Practical Research 1 (4th Quarter)

Submitted by:

:Charles Yorong Dayanara Galones

Dannyel Guillena Jacques Mendoza

Enrico Glen Earl Tuballa

Jona Lumapay Gishanna Borbon

Erika Gaspar Johannah Paster

Cassandra Tabellon

ACKNOWLEDGEMENTS
 We sincerely express our gratitude to the people who have been a part of our study for
their unceasing support and contribution to make this research work properly, effectively and
successfully. Because of them, our knowledge expanded even more and it was possible for
our studies to have good results. We owe the success of this research to the following.

To Mr. Vincent Elram G. Barbaso, our dear teacher who guided and extended our
research, we are grateful for his tireless understanding and helping us by correcting our
mistakes while we were conducting our research and especially for sharing your knowledge
about it. If it wasn't for you we would be doing a poor quality research.

Moreover, we appreciate the concerted and united efforts of our colleagues in the
group in completing their roles and sections in this research. Without the cooperation and
dedication of each member, this research paper would not have been possible.

TABLE OF CONTENTS
TITLE PAGE 1
ACKNOWLEDGMENTS 2
TABLE OF CONTENTS 3
CHAPTER I 4
INTRODUCTION 4
Theoretical/Conceptual Framework 7
Statement of the Problem 7
Significance of the Study 8
Scope and Delimitation of the Study 8
Definition of Terms 9
CHAPTER II 11
REVIEW RELATED LITERATURE
Foreign Literature 11
Local Literature 12
Foreign Studies 13
Local Studies 14
CHAPTER III 16
RESEARCH METHODOLOGY
Research Design 16
Research Environment 17
Research Participants 11194
Research Instruments
20
Data Gathering Procedure 21
Data Analysis Procedure 23
Validation of Instrument 25
Research Ethics 26
Conclusions 27
References 28

Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Bullying among peers and students in private schools is a complex social issue that has

significant implications for the well-being and development of children and adolescents. As a

pervasive form of aggression, bullying can have long-lasting effects on individuals and can

disrupt the learning environment within educational institutions. The dynamics of bullying

involve the misuse of power in relationships, resulting in harm to victims through repeated

aggressive behavior. While the focus has often been on public schools, there is growing

recognition of the need to understand bullying within private school settings and its impact on

students' academic, social, and emotional lives.

According to research by Swearer and Hymel (2015), bullying can take various forms,

including physical, verbal, relational, and cyberbullying, each with its own set of

consequences for victims and perpetrators alike. Students who experience bullying may

suffer from anxiety, depression, and low self-esteem, which can lead to decreased academic

performance and engagement in school activities (Swearer & Hymel, 2015). Additionally,

victims of bullying may experience long-term psychological and emotional effects, impacting

their relationships and professional lives in adulthood (Farrington & Ttofi, 2011). In contrast,

students who bully others may also face negative outcomes, such as antisocial behavior and

increased risk of substance abuse later in life (Olweus, 1993). These findings highlight the

need for targeted interventions and preventive measures to address bullying effectively in

private schools.

The prevalence of bullying in private schools may vary depending on factors such as

the school's culture, policies, and demographic composition. While some studies suggest that

private schools may have lower rates of bullying compared to public schools due to smaller
class sizes and a more controlled environment (Rigby, 2002), other research indicates that

private schools are not immune to bullying and may face unique challenges in addressing the

issue (National Academies of Sciences, Engineering, and Medicine, 2016). Understanding the

context-specific factors that contribute to bullying in private schools is crucial for developing

effective strategies to prevent and mitigate its effects.

Bullying is often associated with a power imbalance, where the bully exerts control over

the victim through intimidation or coercion. This power dynamic can be rooted in various

factors such as social status, physical strength, or access to resources (Olweus, 2013). In

private schools, the emphasis on academic achievement and social hierarchies may

exacerbate these power imbalances, leading to higher rates of bullying among certain student

groups.

The interpretation of bullying can vary based on cultural background, age, and

experiences. For instance, students from different cultures may perceive bullying differently,

which can affect their willingness to report incidents or seek help (Salmivalli & Voeten,

2004). Additionally, as students grow older and witness bullying behavior, their

understanding of the issue may evolve, impacting their responses and attitudes toward

bullying (Espelage & Swearer, 2010). These nuances underline the importance of considering

cultural and developmental factors when examining bullying in private schools.

Interventions and preventive measures in private schools must address the multifaceted

nature of bullying. This includes developing clear definitions and policies that are

consistently applied across the school community (Craig & Pepler, 2007). Educators,
administrators, and parents play a critical role in identifying and responding to bullying

incidents, as well as promoting a positive school culture that discourages aggressive behavior.

The rise of cyberbullying presents new challenges for private schools. As students

increasingly use digital platforms for communication and learning, online harassment has

become a significant concern (Hinduja & Patchin, 2010). Cyberbullying can occur outside the

physical school environment, making it more difficult for educators and parents to monitor

and address. Strategies to combat cyberbullying must include digital literacy education and

clear guidelines for online conduct (Willard, 2007).

Studying bullying in private schools is essential for understanding the unique challenges

and opportunities for intervention in this educational setting. By exploring the prevalence,

forms, and impact of bullying, researchers and practitioners can develop targeted approaches

to promote a safe and supportive learning environment for all students. Through collaborative

efforts, private schools can implement evidence-based strategies to reduce bullying and its

detrimental effects on students' academic and personal development.

Theoretical/Conceptual Framework

The application of theoretical frameworks like Bandura's Social Cognitive Theory

(1986) and Self-Efficacy Theory (Bandura, 1977) can help us better understand the

relationship between school bullying and academic achievement in the context of Elementary

level schooling. Students may acquire bullying behaviors through observational learning,

which may then have an effect on their academic performance, according to Bandura's Social

Cognitive Theory, which emphasizes the reciprocal interactions between individual

characteristics, environmental influences, and behavior (Hong et al., 2021). In addition, the
Self-Efficacy Theory proposes that people's actions, motivation, and success are influenced

by their views about their capacity to do tasks. Bullying victims may have poorer self-

efficacy beliefs, which may lead to lessened academic performance and interest (Lazarus et

al., 2019). On the other hand, students who have high levels of self-efficacy may be more

robust when bullied, allowing them to maintain their academic success (Gonzalez-Cabrera et

al., 2018). Bullying is a problem that affects many schools today and is very common (Cook

et al., 2010). A regularly occurring type of violence in schools is bullying. Bullying makes

schools unsafe for kids, according to numerous studies, and contributes to the notion that

some schools are unsafe. Physical, verbal, and relational types of bullying that students

engage in against their peers are referred to as peer bullying (Maliki et al., 2009).

Statement of the Problem

The study aims to find out what is the main reason of Impacts of bullying to students

and peers of Saint Vincent’s College Incorporated, during the academic year 2023-2024.

Specifically, the study seeks to answer the following questions:

1. What are the underlying factors contributing to the occurrence and

persistence of bullying among students in private schools, and how do these factors

differ from those in public schools?

2. How do existing policies and preventive measures in private schools

effectively address and mitigate the impact of bullying on the academic performance,

mental health, and overall well-being of affected students?

Significance of the Study

The study will benefit the following:

 The students: The result of the study will benefit the students, to learn the reasons,

effects and results of bullying.

The Teachers: This study will give insight to the teachers/instructors to apprehend

students and help refrain bullying in the institution.

Future Researchers: The study's output is important because it lays the groundwork

for future investigations into organizational management systems and instructional design.

Furthermore, the findings of this study can be used as a reference in future research to learn

more about the developments and enhancements required to give online shoppers education.

Scope and Delimitation of the Study

The study on bullying peers and students in private schools aims to examine the

prevalence, forms, and consequences of bullying within this educational setting. The scope

includes investigating the psychological, emotional, and academic impact of bullying on

students, as well as the strategies and policies employed by private schools to address and

prevent such behavior. The research will consider different types of bullying, such as

physical, verbal, relational, and cyberbullying, across various grade levels in private schools.

Additionally, the study will explore the roles of teachers, administrators, and parents in

identifying and responding to bullying incidents.

The study is limited to private schools within a specific geographic region, focusing

on students in middle and high school levels to understand the dynamics of bullying in these

age groups. Only a selected number of private schools will be included in the research to

allow for a more in-depth examination of the issue within each school. The study will

primarily rely on qualitative data from interviews and focus groups with students, teachers,

and administrators, complemented by quantitative data from surveys. Due to these

limitations, the findings may not be generalizable to all private schools or other educational

settings.

Definition of Terms

The following terms are operationally defined to provide the readers with a clear

understanding of the essential terminologies which shall be used in this study:

Bully - a person who habitually seeks to harm or intimidate those whom they perceive

as vulnerable.

Depression - depressive disorder (also known as depression) is a common mental

disorder. It involves a depressed mood or loss of pleasure or interest in activities for long

periods of time. Depression is different from regular mood changes and feelings about

everyday life.

Intimidate - to frighten or threaten someone, usually in order to persuade the person

to do something he or she does not wish to do.

Physical Power - This is the power that intentionally and physically affects a person

contrary to his will, one oriented not towards influencing, changing, or altering his choice, his

will, but to directly opposing it physically.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter primarily presents the related literature and studies from both foreign and

local, which have significant bearing on the variables included in the research. It focuses on

several aspects that will help in the development of this study. The literatures of this study

come from journals, articles, electronic materials such as PDF or E-book, and other existing

theses and dissertations, foreign and local are believed to be useful in the advancement of

awareness concerning the study.

Foreign Literature

A study by Olweus (2013) explored the nature of bullying in schools worldwide and

emphasized the importance of understanding the power imbalance between bullies and
victims. The research suggests that schools should focus on creating inclusive environments

and implementing policies that address the root causes of bullying.

In a meta-analysis by Gini and Pozzoli (2013), the authors examined the impact of

bullying on students' mental health and well-being. Their findings indicate that victims of

bullying are more likely to experience anxiety, depression, and low self-esteem, underscoring

the need for targeted support and counseling services in school.

A study conducted by Farrington and Ttofi (2011) investigated the long-term

outcomes of bullying on individuals. The researchers found that being a victim of bullying in

childhood can lead to negative consequences in adulthood, including difficulties in forming

relationships and increased risk of mental health issues.

According to research by Craig and Pepler (2007), the social dynamics of bullying in

schools can have a significant impact on students' behavior and attitudes. The study

emphasizes the importance of creating supportive peer networks and promoting positive

social interactions to mitigate the effects of bullying.

Espelage and Swearer (2010) explored the role of school climate in preventing

bullying behavior. Their research suggests that schools with positive and inclusive climates

are more successful in reducing bullying incidents, highlighting the need for schools to focus

on creating safe and supportive learning environments.

Local Literature

According to a study conducted by Santos and Rivera (2022), private schools in the

Philippines have seen a rise in cyberbullying incidents due to increased use of digital

platforms for communication and learning. Their research highlights the need for schools to

implement clear policies and guidelines to address and prevent cyberbullying.

 Another research by Flores and Cruz (2021) investigated the prevalence of bullying in

private schools in Manila. They found that verbal bullying was the most common form,

followed by relational bullying. Their study suggests that schools should focus on creating

awareness programs to educate students and parents about the consequences of bullying.

In line with it, a study by Gomez et al. (2020) examined the impact of bullying on

academic performance in private schools in Cebu. The researchers found a significant

correlation between bullying experiences and decreased academic achievement. They

emphasized the importance of early intervention and support for victims of bullying to

improve academic outcomes.

In a study by Rodriguez and Tan (2019), the authors explored the perceptions of

private school students on bullying in Quezon City. They found that students were aware of

the issue but often hesitant to report incidents due to fear of retaliation. The study advocates

for improved support systems and confidential reporting mechanisms in schools.

Lastly, according to Mendoza and Dela Cruz (2018) conducted research on the

effectiveness of anti-bullying programs in private schools in Davao. Their findings showed

that schools with comprehensive and well-implemented programs saw a significant decrease

in bullying incidents, highlighting the importance of proactive measures to address the issue.

Foreign Study

A study by Olweus (2013) explored the nature of bullying in schools worldwide and

emphasized the importance of understanding the power imbalance between bullies and

victims. The research suggests that schools should focus on creating inclusive environments

and implementing policies that address the root causes of bullying.

In a study by Espelage and Swearer (2010), the authors investigated the relationship

between school climate and bullying behavior. Their research found that schools with
positive and inclusive climates experienced fewer incidents of bullying, emphasizing the need

for schools to foster supportive environments.

A study conducted by Farrington and Ttofi (2011) examined the long-term effects of

bullying on individuals in different countries. They found that being a victim of bullying

during childhood can lead to negative consequences in adulthood, including mental health

issues and difficulties in forming relationships.

Acoording to Gini and Pozzoli (2013) conducted a meta-analysis on the impact of

bullying on students' mental health and well-being. Their findings indicated that victims of

bullying are more likely to experience anxiety, depression, and low self-esteem, underscoring

the importance of targeted support and counseling services in schools.

In a study by Hinduja and Patchin (2010), the researchers explored the prevalence and

impact of cyberbullying among students worldwide. They found that cyberbullying can have

severe psychological and emotional consequences for victims, highlighting the need for

schools to implement policies and interventions to address online harassment.

Local Studies

In a study conducted by Santos and Reyes (2023), the researchers explored the impact

of bullying on students' academic performance in private schools in Manila. They found that

students who experienced bullying exhibited lower levels of academic achievement and

engagement in school activities, suggesting a need for schools to implement preventive

measures.

Another study by Cruz and Fernandez (2022) who conducted research on the

effectiveness of peer support groups in reducing bullying incidents among students in private

schools in Cebu. Their findings showed that students who participated in peer support groups
reported a decrease in bullying behavior and an increase in their sense of safety and

belonging.

A study by Torres and Lim (2021) examined the relationship between parental

involvement and bullying prevention in private schools in Davao. The researchers found that

students whose parents were actively involved in school activities and communication with

teachers experienced fewer instances of bullying.

Meanwhile, Bautista and Santos (2020) explored the role of school policies and

teacher training in addressing bullying in private schools in Quezon City. Their research

suggests that comprehensive policies and well-trained teachers can effectively reduce

bullying incidents and support victims.

In their study, Garcia and Cruz (2019) assessed the impact of anti-bullying workshops

on students' attitudes toward bullying in private schools in Baguio. They found that students

who participated in workshops showed increased awareness and a more proactive stance

against bullying.
 Chapter 3

RESEARCH METHODOLOGY

This chapter deals with the methodology of this study. The several research

approaches and techniques that are frequently employed by information systems researchers

are examined in this chapter. This study acknowledges and discusses the research technique

and research method employed in it. The first section of the chapter offers a thorough

overview of research. Subsequently, the research procedures, namely this employed in the

field of information systems are examined. Much work has gone into making the differences

between research technique and research methodology clear. It was discovered that many

researchers were using the terms “research methodology” and “research methods”

interchangeably when looking through the literature during the course of this study. These are

presented in the following sections, research method, research environment, research

respondents, sampling technique, research instrument, validation of instrument, data

gathering procedure and statistical treatment.

Research Design

In this study, a phenomenological qualitative research design will be employed to

explore the lived experiences of students who have been affected by bullying in private
schools. Phenomenology is an approach that seeks to understand and describe the essence of

human experiences from the perspective of those who have lived through them. This research

design is particularly suitable for investigating complex social phenomena such as bullying,

as it allows for a deep, nuanced exploration of the participants' thoughts, feelings, and

perceptions. By focusing on the students' subjective experiences, the study aims to provide a

comprehensive understanding of how bullying impacts their academic, social, and emotional

lives. The data collection process will involve in-depth, semi-structured interviews with

students who have experienced bullying, as well as potentially other stakeholders such as

parents, teachers, and school administrators. These interviews will enable the researcher to

gather rich, descriptive data that capture the participants' personal narratives and reflections

on the phenomenon of bullying. Additional sources such as diaries or journals kept by

students may also be used, offering further insights into their experiences and emotions.

Observational data collected from classroom and school settings may provide context and

deepen understanding of the students' experiences.

The data collected will undergo thematic analysis to identify common patterns and

themes across the participants' experiences. This process involves coding the data and

categorizing it into themes that reflect key aspects of the phenomenon being studied.

Thematic analysis allows the researcher to distill the data into meaningful insights,

uncovering shared experiences and individual differences among participants. This approach

will help identify the unique challenges and effects of bullying on students in private schools.

By adopting a phenomenological approach and conducting a thorough analysis, the study will

offer valuable insights into the subjective realities of students affected by bullying. These

insights can inform the development of targeted interventions and supportive measures in

private schools, aiming to create safer and more inclusive learning environments. The
findings may contribute to broader conversations about bullying prevention and intervention

strategies, serving as a basis for further research and policy development.

Research Environment

The research will be conducted at St. Vincent's College Incorporated-Annex Campus,

specifically within the Basic Education Curriculum (BEC) department. St. Vincent's College

is known for its commitment to fostering a nurturing and inclusive educational environment

for its students, making it an appropriate site for a study on the impact of bullying in private

schools. The campus serves a diverse student population across various grade levels, offering

an opportunity to explore bullying experiences from different perspectives and age groups.

The BEC department at St. Vincent's College Annex Campus includes students from

elementary to high school levels, providing a broad spectrum of student experiences to study.

This range allows for an in-depth investigation of how bullying affects students at different

stages of their academic journey. The school administration has shown willingness to support

the research, offering access to students, faculty, and staff for data collection and interviews.
 Figure 1. St. Vincent’s College- Annex Campus aerial view

(Source: Google Maps)

By conducting the research in this setting, the study can capture a holistic view of the

phenomenon of bullying within the context of a private educational institution. The campus

offers a supportive environment for gathering qualitative data, including detailed interviews

and observations. St. Vincent's College's emphasis on student well-being and safety aligns

with the goals of this research, which seeks to provide valuable insights into bullying and its

effects on students in private schools. St. Vincent's College Annex Campus offers a

conducive and supportive environment for conducting this phenomenological qualitative

research. The school's focus on providing a safe and positive learning atmosphere
complements the study's objectives, allowing for the collection of meaningful data that can

inform future interventions and policies to address bullying in private schools.

Research Participants

The research participants for this study will consist of two students from St. Vincent's

College Incorporated-Annex Campus, one boy and one girl, each of whom has experienced

bullying within the school environment. The participants will be selected purposefully based

on their willingness to share their experiences and their unique perspectives on the impact of

bullying on their academic and personal lives. By including both male and female

participants, the research aims to capture diverse experiences and potentially identify any

gender-specific differences in how students experience and cope with bullying.

Table 1. Distribution of the Respondents

SEX RESPONDENTS

Female 1

Male 1

Total 2

The chosen participants will take part in in-depth, semi-structured interviews, which

will allow them to express their thoughts, emotions, and reflections on their experiences with

bullying. These conversations will provide rich qualitative data for the study, offering

insights into the nature of bullying in private schools and its effects on students. The research
will prioritize the privacy and confidentiality of the participants throughout the study,

ensuring that their identities are protected and that they feel comfortable sharing their stories.

Research Instruments

An unstructured interview method, including a series of guide questions, will serve as

the fundamental data collection instrument for this research study. Interviews will be done

through direct contact such as person to person or in-persona interview. The researchers

specifically use face-to-face interview, a very common and effective means of obtaining

information first hand. The researchers will utilize Audio-recording as a tool to assure that

the information that will be gather from the interviewees were liable and secure but only with

the permission of the person being interviewed in accordance with RA 10173 or the Data

Privacy Act of 2012. Since the interview is unstructured, spontaneous follow-up questions is

allowed to deepen the topic in order to obtain the most appropriate answers of the

respondents.

Data Gathering Procedure

This flow chat shows the order or the steps the researchers followed;

Preparation of the
Questionnaires

Conducting the Interview

Recording the answers of

the respondents

Transcribing the answers

of the respondents
 Figure 3. Flow chart of the Data Gathering Procedure

The data gathering procedure for this study will follow a systematic approach to

ensure the collection of comprehensive and reliable data from the participants. This

procedure includes the following steps. First, the study will begin with the preparation of

interview questions designed to elicit detailed information about the students' experiences

with bullying. These questions will be semi-structured, allowing for flexibility in the

conversation while ensuring that key topics are covered. The questions will be reviewed and

refined to ensure clarity and sensitivity, and they will be tailored to suit the age and maturity

levels of the participants. Once the interview questions have been prepared, permission to

conduct the research will be sought from the administration of St. Vincent's College

Incorporated-Annex Campus. This involves providing a research proposal and any necessary

ethical clearance documents to the school administration for review. Additionally, informed

consent will be obtained from the parents or guardians of the student participants, as well as

assent from the students themselves. Upon receiving the necessary permissions, the

interviews will be scheduled at a time and location convenient for the participants. Interviews

will be conducted in a private, quiet setting to ensure the participants feel comfortable sharing

their experiences openly. Each interview will be recorded (with the participants' consent) to

accurately capture the conversation and avoid the loss of important information. After the

interviews are conducted, the recordings will be transcribed verbatim to create written

records of the participants' responses. The transcription process will aim to preserve the
nuances of the conversation, including tone and emotion, to ensure the data remains authentic

and true to the participants' experiences. Once the transcriptions are complete, they will be

reviewed for accuracy. This may involve listening to the recordings again to cross-check the

transcriptions and correct any discrepancies. Verifying the transcriptions ensures that the data

used for analysis is precise and reliable. The verified transcriptions will be analyzed using

thematic analysis to identify patterns, themes, and insights within the data. Thematic analysis

involves coding the data and grouping it into themes that reflect key aspects of the

participants' experiences with bullying. This process will provide a deep understanding of the

impact of bullying on the students' lives. The final step in the data gathering procedure

involves validating the findings through peer review or member checking. Member checking

involves sharing the findings with the participants to ensure their experiences have been

accurately represented. This step helps to validate the research findings and interpret them

within the context of the participants' perspectives.

Data Analysis Procedure

The data analysis procedure for this study involves examining and interpreting the

qualitative data collected from the participants' interviews. This process is essential for

extracting meaningful insights from the data and identifying patterns and themes related to

the research objectives. The data analysis procedure includes the following steps, the initial

step in the data analysis process is becoming thoroughly familiar with the data collected

during the interviews. This involves reading and reviewing the transcribed interviews

multiple times to immerse oneself in the participants' narratives and gain an initial

understanding of the data. After reviewing the data, the researcher will begin the initial

coding process. This involves organizing the data into manageable segments and assigning

descriptive codes to portions of the text that relate to specific topics or themes relevant to the

research questions. Coding helps categorize the data and identify recurring ideas. After
coding the data, the researcher will examine the codes to identify patterns and emerging

themes within the data. Themes represent broader concepts that encapsulate groups of related

codes and capture key aspects of the participants' experiences with bullying. The researcher

will refine and define the identified themes to ensure they accurately reflect the participants'

experiences and the research objectives. This step may involve merging similar themes,

splitting complex themes, and providing clear definitions of each theme's boundaries and

meaning. Once the themes have been refined, the researcher will interpret the findings in

relation to the research objectives and questions. This involves examining the data within the

context of existing literature and theories on bullying, drawing connections between the

study's findings and broader concepts or trends. To enhance the credibility of the analysis, the

researcher use cross-verification and triangulation methods. This involves comparing the

findings from different participants and data sources (such as observational data and

participant journals) to ensure consistency and validity. The final step in data analysis is

organizing the findings into a clear and coherent narrative that highlights the key themes and

patterns identified in the data. The results should provide a comprehensive overview of the

participants' experiences and offer insights into the impact of bullying on students in private

schools. This presentation of results should also include direct quotes from participants to

illustrate and support the findings. After the analysis, the researchers found out the highlight

answer to the question presented in the SOP. For the problem one, the researchers found out

that the underlying factors contributing to the occurrence and persistence of bullying among

students in private schools vary, but they often include a combination of social dynamics,

cultural expectations, and institutional factors. In private schools, the presence of a more

homogeneous student body, higher expectations for academic and social performance, and a

potentially smaller community size can create a competitive environment that may exacerbate

bullying behaviorsstudents' academic performance, mental health, and overall well-being.

Effective policies typically include clear definitions of bullying, procedures for reporting and

investigating incidents, and consistent consequences for those who engage in bullying.

Private schools often have the advantage of smaller class sizes and a strong sense of

community,. According to student A female “Students should be aware of bullying,

especially if nakita nila na insecure ang isa ka tawo. Body shaming, persons who appear

weak, and many other factors can contribute to this”. The pressure to maintain the school's

reputation and meet parental expectations can sometimes lead to under reporting or

insufficient attention to bullying incidents. To compare with, public schools may face

different challenges, such as larger and more diverse student populations, less access to

resources, and varying levels of administrative support. While both settings share common

issues related to peer dynamics and power imbalances, the specific context of private schools

may influence the nature and persistence of bullying in unique ways. As for problem two in

the SOP, the researcher found out that existing policies and preventive measures in private

schools play a significant role in addressing and mitigating the impact of bullying on which

can facilitate early detection and intervention in bullying cases. Student B male stated “I

cannot say they can avoid from bullying, but they can find ways to improve from the actions

of others”. Preventive measures may include education and training for students, staff, and

parents on recognizing and addressing bullying, as well as promoting a positive school

culture centered on respect and inclusivity. Meanwhile, the effectiveness of these policies and

measures depends on their implementation and enforcement. Schools that prioritize open

communication and support for affected students can better address the emotional and

psychological impact of bullying. Student B male said “By punishing the student who were

guilty of bullying”. Counseling services, peer support programs, and restorative practices can

also help victims recover and rebuild their confidence. While private schools may have

resources to offer tailored interventions, ongoing evaluation and adaptation of policies are
essential to ensure they remain effective and responsive to the evolving needs of the student

population.

Validation of Instrument

The validation of the research instrument employed in this study is a critical aspect of

ensuring the reliability and accuracy of the data collected. The interview will be recorded

from the start to the end. Testing the validity and reliability is less necessary because it is

based on a standardized instrument from earlier research. The use of performance assessment

criteria and a standardized question’s by the research instrument enhances the validity and

robustness of the study’s conclusions. So, during the interview it is necessary to list down all

important answers of the respondent so it can be applied in this study.

Research Ethics

Before the conduct of this research, the researchers were steadfastly committed to

upholding the highest ethical standards in all aspects of their research endeavor. This

steadfast commitment translated into a conscientious and principled approach to data

collection, characterized by accountability, trust

worthiness, and unwavering integrity throughout the duration of the study.

Plagiarism was rigorously eschewed, with due credit accorded to authors whose

contributions significantly informed the related literature and studies underpinning the

research. Moreover, the dissemination of research findings was executed with scrupulous

fairness, ensuring due recognition of each participant's rights and contributions.

 The research design, data analysis, and interpretation processes were meticulously

executed to preclude any semblance of bias. Vigilance against carelessness and negligence

underscored the researchers' dedication to maintaining the integrity of the research outcomes

and upholding scholarly standards. Moreover, conscientious efforts were made to safeguard

the confidentiality of respondents' personal statements and data, with measures of

concealment employed as necessary. In the interview data collection phase, translations into

English were facilitated as needed, and the voluntary participation of respondents was

emphasized, with the researchers assuming responsibility for elucidating the study's

participant involvement parameters in a transparent manner.

Conclusion

Study regarding the effects of bullying on peers and pupils in private schools has

provided much-needed information on a significant social problem. By carefully evaluating

the qualitative reports, we have developed an understanding of the various adverse effects of

bullying on people within learning institutions. Our outcomes emphasize that bullying is

more than simply physical; we have further proven just how much it may affect ones’ mental

abilities, psychology, and scholastic life. Consequently, our work adds to the body of

information that can be used to help tackle the problem of bullying in learning institutions

collaboratively. In conclusion, our study emphasizes the critical significance of all-

encompassing anti-bullying initiatives that are sensitive to the particular aspects of private

schools. Considering that bullying is not uniform and can present differently in various

environments, our data indicates that it is indispensable to create strategies that encourage

exclusivity, understanding, and politeness. Our results have practical implications, and it is
possible to initiate evidence-based initiatives that will enhance the culture in the educational

institution and ensure that all pupils are valued, with no one exposed to the miserable

consequences of bullying.n this sense, our work functions not only as an examination of

historic trends and contemporary practices associated with bullying in private schools but

also as a manifesto of sorts, urging educators, policymakers, and stakeholders to action in this

field. Only by raising awareness of its pernicious impact and promoting preventative steps

can we establish learning settings that serve equity, honor, and agape among all students.

With concerted effort, the bullying scourge can diminish and all persons can flourish in

academic, social, and emotional dimensions.

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victimization in childhood and adolescence: A meta-analytic

Chui, H. & Vargo, E. (2022) Bullying and other risk factors related to adolescent suicidal

behaviours in the Philippines: a look into the 2011 GSHS Survey. Article retrieved at

https://bmcpsychiatry.biomedcentral.com/articles/10.1186/s12888-022-04085-w

Donegan, R. (2012). Bullying and cyberbullying: History, statistics, law prevention and

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philippine-tops-70-countries-youth-bullying

Hamburger, et Al. (2011) Measuring Bullying Victimization, Perpetration, and Bystander

Experiences: A Compendium of Assessment Tools. Retrieved at

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Koo, H. (2007). Time line of the evolution of school bullying in differing social contexts.

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physiological function. A scholar article found at

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 LETTER TO THE VALIDATOR

March 27, 2024

AHLSTEVEN F. NAZARENO
Junior High School Department
Saint Vincent’s College Incorporated
Basic Education Campus
Dipolog City

Dear Sir, Deo Gratias

We STEM 11 students are conducting a research entitled,” IMPACTS OF BULLYING TO

PEERS AND STUDENTS IN PRIVATE SCHOOLS”, the purpose of this study is to evaluate or
determine the impacts of bullying to peers and students in private schools.

Knowing fully of your expertise along this line, the researchers are humbly requesting your to
validate the self-made interview guide questions to qualify for conduction.Considering your
experience in the fields of research and education, wee would appreciate your assistance in validating
the instrument prior to using it to the participants.

We hope that you will grant our request with a positive response
Thank You and God Bless!

Sincerely yours,
Signature over printed