Policy into Practice: Examining Teachers’ Knowledge as a Predictor of Teachers’ Attitude Towards Child Protection Classroom Integration

Authors

• Floro T. Del Pilar III, Ateneo de Manila UniversityFollow

Document Type

Conference Proceeding

Publication Date

11-2025

Abstract

Research indicates that teachers' awareness and positive attitudes towards CPP are important for effective implementation in schools (Bayucca, 2020; dela Fuente, 2021). Previous studies have examined the level of knowledge of teachers about CPP and the teachers’ attitude towards CPP separately (Asio et al., 2020; Bayucca, 2020; Mag-atas & Carmona, 2023). However, there is a dearth of studies examining whether the teachers’ knowledge of child protection policy predicts their attitude towards integrating child protection policy into their classroom practices. This study aimed to examine the teachers’ knowledge of child protection policy as a predictor of their attitude towards integrating the policy into their classroom practices through linear regression. The overall model was significant, F(1, 157) = 90.2, p < .001, R2 = 0.365. Knowledge of CPP explained 36.5% of the variance in the attitude towards integrating CPP into classroom practices. The unstandardized regression coefficient for knowledge was B = 0.576, SE = 0.0606, t = 9.50, p < .001, indicating that for every unit increase in knowledge, the attitude increases by 0.576 points. The standardized regression coefficient was β = 0.604, suggesting a positive and strong effect size. These findings suggest that higher level of knowledge about CPP is associated with better attitude towards integrating CPP into classroom practices. This work highlights that the teachers’ knowledge of CPP is a significant predictor of attitude towards integrating CPP into their classroom practices. As a predictor, the study showed that knowledge of CPP explains a substantial portion of the variance of teachers’ attitudes towards its integration into their classrooms. School policy makers must draft seminar workshops that emphasize CPP knowledge and its applications to encourage practical integrations in classroom practices. Strengthened knowledge-based interventions leads to better policy adherence which ultimately leads to safe learning environments for students.

Recommended Citation

del Pilar III, F. T. (2023). Policy into practice: Examining teachers’ knowledge as a predictor of teachers’ attitude towards child protection classroom integration. Archīum Ateneo. https://archium.ateneo.edu/