Pre-service Teachers' Awareness and Attitudes Toward Child Protection Policies

Abstract

This study examined pre-service teachers' awareness and attitudes towards the Child Protection Policy (CPP) using a descriptive-correlational research design. The researchers surveyed 100 pre-service teachers at a state university in Laguna. Key findings revealed that gender had a significant negative correlation with CPP awareness, while the course of study showed a weak positive correlation. Civil status had mixed correlations, and major of study had weak, non-significant correlations with awareness. Regarding attitudes towards CPP, experience reading the policy and its inclusion in curricula strongly correlated with positive attitudes. However, factors like interest in seminars, school administration orientation, and practicum observations showed weak or non-significant correlations. Demographic factors had varying degrees of correlation with attitudes, with most studies showing weak, non-significant correlations. The study also highlighted the interconnectedness of child protection policies, finding positive correlations among policies safeguarding children's interests, promoting classroom discipline, reinforcing teachers' authority, and allowing teaching flexibility. These results emphasize the importance of direct engagement with the CPP and comprehensive educational interventions in shaping awareness and attitudes, while also demonstrating how various aspects of child protection policies work together to create a safer, more supportive learning environment.