Teachers' Roles on Anti–Bullying Policy Implementation: For Learners' Well Being

Allocation at minting

The anchored record

Canonical JSON (keys sorted, no spaces, UTF-8). Its SHA-256 is the hash on chain.

{"abstract":"This study aimed to find out the teachers' roles in Anti-Bullying Policy implementation, the extent of knowledge, and the school's initiatives in anti-bullying program implementation. This study was conducted among the teachers in both private and public junior high schools in Tanjay City proper area in the school year 2023-2024. This study employed a quantitative descriptive research method, utilizing statistical tools such as percentages, frequencies, weighted mean, and chi-square in the data analysis. The data collection was conducted after the respondents completed the questionnaires. The majority of respondents were young (21-40 years old), predominantly female, and held positions as Teacher III (public schools) or contract/full-time teachers (private schools). Many pursued master's degree units but did not complete them, and none had a doctorate. Over half attended professional training, while 40.9% did not. Teachers had moderate knowledge of anti-bullying policies, were well-versed in online safety, but lacked in discussion facilitation, response strategies, and educating parents. They understood interventions but were less aware of disciplinary sanctions. Schools prioritized a favorable climate, cyber safety, and self-awareness education, while collaboration with local governments, inclusive learning, and monitoring at-risk students was less emphasized. Teachers' knowledge was unaffected by demographics, and both public and private schools implemented policies effectively. The study recommends strengthening teachers' roles in anti-bullying programs and enhancing collaboration with Local Government Units. Schools should provide targeted training, expand partnerships, and foster a positive learning environment through parent workshops, family activities, and improved home-school communication. Further research should explore school climate, administrative support, and student participation. Public and private schools should share best practices and conduct regular assessments, and policymakers should enhance compliance measures. Strengthening collaboration among schools, governments, and communities will improve anti-bullying efforts.","abstract_source":"original","authors":["Hermie Jade Gordoncillo"],"date":"2025-09-19","doi":"10.70838/pemj.470110","id":6416,"issue":1,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"ba1c94ae2f7de5f5167245a185a5f56d9e4e294591638a3776b9dee077b856ab","schema":"scimatic-article/1","title":"Teachers' Roles on Anti–Bullying Policy Implementation: For Learners' Well Being","volume":47}

Check it yourself

1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/6416.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(6416)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001910"},"latest"]}'

The two must be equal (the second with a 0x in front).