I.

Introduction and Rationale

Behavior problems in a classroom increase the stress levels for both the teacher and

pupils, disrupt the flow of lessons and conflict with both learning objectives and the

processes of learning. They also change the classroom dynamic as the focus of

attention shifts from the academic tasks at hand to the distractions provided by

disruptive behaviors. Typically, one or two pupils are identifiable as ‘problems’,

sometimes they act in ways that compound management difficulties by inciting each

other and, possibly, others in the class into disruptive activities. The usual response to

problematic behavior is to identify the child/children involved as ‘the problem’, to focus

on them as a source of ‘trouble’ and to devise strategies specifically to deal with their

inappropriate behavior.

However, a classroom is an environment with its own ecology, including teacher,

pupils and their interrelationships, the equipment, books and a range of activities which

all interact to influence the behavior of the room’s inhabitants. (O’Connor, Dearing, and

Collins 2011). To complicate things further, both teacher and pupils bring into class

experiences and issues from the wider ecological systems in which they live and

function e.g. the rest of the school community, home, family, community and the wider

world. Simply targeting interventions at individual children in the classroom may not

actually solve a classroom behavior problem.

Indeed, focusing on individuals may lead one to ignore examination of systemic

problems in teacher-pupil relations, the management and teaching styles of the teacher,

the curriculum and the skills required by students to access it, the order in which

activities are scheduled, and a whole host of other aspects of the classroom and wider

school ecology. It also has to be remembered that children bring to school all sorts of

concerns, distresses, reactions and patterns of behavior established, permitted and

 supported outside of the classroom itself (Kleinman and Saigh 2011). Thus, targeting a

child as ‘the problem’ may divert one’s attention from a careful examination of the

classroom ecology or that of the wider school and the family and community

environments within which the school is embedded. (Alderman and Green 2011).

With the aforementioned studies internationally and locally and as per observation by

the teacher-researchers, an action research entitled, “Behavioral Problems Encountered

by Teachers among the Only Child Learners: Input to District Guidance Program” is

hereby proposed.

II. Literature Review

School environment is the first experience of learners outside of the home settings

where they acquire variety of attributes. The attributes acquired in this period remain with

their personality throughout the life. Students show many behaviors in different school

surroundings such as passive, aggressive and antisocial behavior. These also influence the

student’s life as well as academic achievement. The problem of aggressive behavior in

school is increasing through years and is affecting school work at many different levels.

Aggressive behavior defines as a reactionary behavior which occurs in many

situations and allows the person to breaking the rules and regulation of a specific place.

Educational and psychological research conducted from the 1960 to the 1990 has

established that academic underachievement in the elementary school years is connected

with the failure to make adequate educational progress in teen agers and young adults. The

study also demonstrates that in itself early problems with underachievement may not be the

main reason of later occurring educational problems. It was noticed that severely

disruptive social behavior in early childhood, particularly aggression, has been

implicated as a primary cause of both early and later occurring academic

underachievement, problems with truancy and the need for special education and school

dropout. With aggressive behavior showing noticeable increases during the last three

decades of the twentieth century and prevalence rates of elementary school children

suffering from these behavior disorders estimated at about 20 percent in the 1990,

the negative impact of aggressive behavior on children's educational progress has

become a serious concern for American society (Encyclopedia of Education).

In the opinion of Roland and Idsoe (2001), “Aggression can be defined as an

emotion that tends to hurt, harm or destroy something or someone. In case of persons, the

intention of harm can be psychological. Aggression behavior involves conflict between

individuals of equal level.”

Aggressive behavior is considered as an antisocial behavior which occurs in many

situations whenever someone hurt to others physically as well as mentally. It shapes

dangerous reaction towards others for self-defenses. It is observed in different situations

according to person’s interest. It is also called as a negative behavior.

Students who engage in physical aggression in school present a serious challenge to

maintaining a safe and supportive learning environment. Unlike many other forms of student

aggression, fighting is explicit, is violent, and demands attention. A fight between students in

a classroom, a hallway, or the lunchroom brings every other activity to a halt and draws

fellow students and concerned adults toward the violence. The disruption is total, the after-

effects lingering, and the potential for serious injury very real..

Garciacoll and Magnussan, (2000) were of the view that aggression can be

devastating on both the aggressor and the recipient of the aggressive behavior when

aggression is intended to assault or injure another, to belittle, harm, or maliciously ridicule a

person. In this case the aggressive behavior exhibited may inflict physical or psychological
injuries on the recipient there by causing a permanent damage to recipient in a form of

blindness, deafness, lameness or even death leaving the exhibiter of the aggressive

behavior with a feeling of the guilt for life which may ever make the exhibitor go psychotic. In

as much as hostile aggression which aim at destruction of life and property should be

curbed, psychologist have argued that positive aggressive which responses to the need to

fight and win by way of trying to achieving a set goal should be encouraged (Haggai and

Mallum, 2000). Every classroom needs a monster indicated that to repress all aggressive

feeling is bad from a mental hygiene point of view. The repression of such they continues,

may lead to anxiety and neurosis. In support of creating a vent to occasionally to blow off

the steam pent-up. Devries and Devries (2000) were of the view that every child needs to

find some weary to express an anger, hostility, and destructiveness which arise out of the

thwarting which he faces. Some of the socially accepted channels for relieving aggressive

feelings include activities like athletic contest or sports, dramatic plays, storytelling and a

host of others. The child who has not socially accepted outlet for his hostile feeling will either

repress them or possibly develop anxieties, or he may become aggressive in non- socially

acceptable ways.

One way, Freud proposed to control aggression is by channeling pent-up aggressive

energy in to socially approved activities, from painting to competitive sports. Family and

socializing agents would use the power of rewards to socialize males who commit most of

the physical violence to be more quite and compassionate (Devries and Devries, 2000). The

boys should be discouraged from aggression very early in life and rewards them for other

behaviors. They should be encouraged to develop socially positive qualities like tenderness,

sensitivity to feelings nurturance cooperativeness and empathy. Chauhan (2007)

recommends using teachers’ and parents’ reports to identify children who seem headed for

aggressive behavior. The parents of these youngsters would be taught how to punish anti-
 social behavior. Eliminating the pay offs of aggression. Aggression can be reduced by

identifying and then eliminating its reinforcing consequences. The catharsis process, it was

once believe that aggression is a means of venting steam, and that it can thus prevented by

having the aggressive child channel energy in to other behavior or experience aggression

vicariously. Hitting a punching bag or watching a wrestling match, then, could take the place

of engaging in aggressive behavior. The assertion of Ruthus (2000) revealed that media

awareness causes a lot of aggressive behavior in children. Therefore, many psychologist

favors an approach that would limit the media’s influence by educating children and adults.

In the past several decades, child aggression in school has become a major concern

since self-reported aggressive and violent behavior continues to rise among children.

Aggressive behavior may be associated with poorer psychosocial health and a greater number

of adjustment problems among children. Aggressive behavior may present a potential threat to

psychosocial development in youth. This is particularly important since aggressive children are

more likely to display antisocial and violent behavior at a later age. Controlling aggressive

behavior should be a part of children's emotional socialization in both families and school.

III. Research Questions

The research seeks to identify the different problems encountered by teachers

among the only child learners in San Fabian District II.

Specifically, it seeks to answer the following questions;

1. What are the behavioral problems encountered by teachers among the only

child learners?

2. What general theme is shown from the behavioral problems among the only child

learner?

3. What could be the proposed intervention program to address the behavioral

problems among the only child learners?

IV. Scope and Limitation

The basic research primary objective is to explain understand the “only child”

syndrome and the behavioral problems encountered by teachers in dealing with them. The

study will deal mainly on the behavioral problems of the only child learners as manifested in

the school.

The study will deal only on the only child learners who are presently enrolled at San

Fabian District II for the school year 2019 – 2020.

V. Research Methodology

a. Sampling

In choosing the sample size, the researchers will use the Slovin’s formula. So

based from the total population, 10 percent of which will be serving as the sample for the

study.

The participants will be the pupils who are the only child in the family from the 14

schools of San Fabian District II enrolled for the school year 2019 – 2020.

b. Data Collection

The data will be coming from the survey-questionnaire that will be made by the

researchers. In order to check its content validity, the said questionnaire will undergo

content validation from the experts in the field.

c. Ethical Issues
 In order to protect the respondent’s privacy, the survey questionnaire will be kept

with utmost care so as to observe ethical standards and professionalism in conducting

research study. In case that there is a need to look for the veracity of the recordings

conducted, the said material will be dealt with utmost care so as not to leak information

that may breach the ethical considerations.

d. Plan for Data Analysis

The research study is quantitative in nature. With that, the researchers will be

using the mean and the average weighted mean to treat and analyze the data to be

gathered.

VI. Timetable / Gantt Chart

Activities Augus September October November

t
Writing of the proposal paper and securing
/
of permit from the district office.
Establishing the content validity of the
/ /
survey-questionnaire.
Floating of the survey-questionnaire.
/
Data analysis and interpretation.
/ /
Writing of the final paper and submission to
/
the division office.

VII. Cost Estimates

Particulars Amount
1. Printing of the material. Php 3 500.00
2. Travel Expenses Php 1 000.00
3. Book binding process Php 500.00
4. Production of proposal and final paper Php 500.00
5. Other miscellaneous expenses. Php 500.00
 Total Php 6 000.00

VIII. Plans for Dissemination and Advocacy

The researchers plan to disseminate the information gathered in the research

study to help other teachers on what to do. Also, the result of the study will serve as an

input to the district’s guidance program.

A SLAC or DLAC will be proposed in order to present the result of the study at

the same time have an input in the guidance program of every school.

IX. References

Alderman, G. L., & Green, S. K. (2011). Social Powers And Effective Classroom Management:
Enhancing Teacher-Student Relationships. Intervention in School and Clinic

Kleinman, K. E., & Saigh, P. A. (2011). The Effects of the Good Behavior Game On Conduct
of
Regular Education New York City High School Students. Behavior Modification

Kozina Ana (19-21 September 2007). Measurement of Students' Aggressive Behavior in

School Settings. Educational Research Institute, Slovenia, Paper presented at
the European Conference on Educational Research, University of Ghent

O’Connor, E. E., Dearing, E., & Collins, B. A. (2011). Teacher-Child Relationship and
Behavior
Problem Trajectories In Elementary School. American Educational Research Journal

Piko BF, Keresztes N, Pluhar ZF (2006). Aggressive Behavior And Psychosocial Health
Among Children. Pers Individ Dif. 2006;40:885–95
 SAN FABIAN DISTRICT II
San Fabian

ANNEX 1
Research Proposal Application Form and Endorsement of Immediate Supervisor

A. RESEARCH INFORMATION

Behavioral Problems Encountered by Teachers among the Only Child Learners:

Input to District Guidance Program
This research study aims to identify
RESEARCH CATEGORY (Check only RESEARCH AGENDA CATEGORY
one) (check only one main research theme)
o National o Teaching and Learning
o Region o Child Protection
o Schools Division o Human Resource Development
o District o Governance
o School (Check up to one cross-cutting theme, if
applicable)
o DRRM
o Gender and Development
o Inclusive Education
o Others (please specify):
_______________________

FUND SOURCE(e.g. BERF, SEF,

others

Self-funded research

TOTAL AMOUNT Php 6 000.00

 B. PROPONENT INFORMATION

INDIVIDUAL PROPONENT

Last Name: First Name: Middle Name:

Birthdate: (Month/Date/Year) Sex: Position/Designation:

REGION/DIVISION/SCHOOL (whichever is applicable)

CONTACT NUMBER 1 CONTACT NUMBER 2 CONTACT NUMBER 3

EDUCATIONAL ATTAINMENT TITLE OF THESIS/RELATED RESEARCH

(DEGREE TITLE) PROJECT
Enumerate from bachelor’s degree up
to doctorate degree

SIGNATURE PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have
the capacity to implement a research study without compromising his/her office functions.

MA. TERESA A. JAVIER, Ed.D.

Name and Signature of Immediate Supervisor
Position/Designation: Public School District Supervisor
Date: August 5, 2019
 A. PROPONENT INFORMATION

INDIVIDUAL PROPONENT

Last Name: First Name: Middle Name:

Birthdate: (Month/Date/Year) Sex: Position/Designation:

REGION/DIVISION/SCHOOL (whichever is applicable)

CONTACT NUMBER 1 CONTACT NUMBER 2 CONTACT NUMBER 3

EDUCATIONAL ATTAINMENT TITLE OF THESIS/RELATED RESEARCH

(DEGREE TITLE) PROJECT
Enumerate from bachelor’s degree up
to doctorate degree

SIGNATURE PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have
the capacity to implement a research study without compromising his/her office functions.

MA. TERESA A. JAVIER, Ed.D.

Name and Signature of Immediate Supervisor
Position/Designation: Public School District Supervisor
Date: August 5, 2019
 A. PROPONENT INFORMATION

INDIVIDUAL PROPONENT

Last Name: First Name: Middle Name:

Birthdate: (Month/Date/Year) Sex: Position/Designation:

REGION/DIVISION/SCHOOL (whichever is applicable)

CONTACT NUMBER 1 CONTACT NUMBER 2 CONTACT NUMBER 3

EDUCATIONAL ATTAINMENT TITLE OF THESIS/RELATED RESEARCH

(DEGREE TITLE) PROJECT
Enumerate from bachelor’s degree up
to doctorate degree

SIGNATURE PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have
the capacity to implement a research study without compromising his/her office functions.

MA. TERESA A. JAVIER, Ed.D.

Name and Signature of Immediate Supervisor
Position/Designation: Public School District Supervisor
Date: August 5, 2019
 SAN FABIAN DISTRICT II
San Fabian

Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM

1. I, _____________________, ________________________, and

________________________, understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes explicitly copying
the whole work of another person and/or using some parts of their work without proper
acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit that all deliverables and the final research study emanating
from this proposal shall be of original content. I shall use appropriate citations in referencing
other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and (insert
grant mechanism).

PROPONENT: _____________________________

SIGNATURE: ______________________________

DATE: ______________________________
 San Fabian District II
EAST CENTRAL ELEMENTARY SCHOOL
San Fabian, Pangasinan

Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM

1. We, ________________________, , _______________________________, and

__________________________ understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes explicitly copying
the whole work of another person and/or using some parts of their work without proper
acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit that all deliverables and the final research study emanating
from this proposal shall be of original content. I shall use appropriate citations in referencing
other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and (insert
grant mechanism).

PROPONENT: _______________________
SIGNATURE: ______________________
DATE: _____________________________

PROPONENT: _______________________
SIGNATURE: ______________________
DATE: _____________________________

PROPONENT: _______________________
SIGNATURE: ______________________
DATE: _____________________________
 SAN FABIAN DISTRICT II
San Fabian

A Basic Research Proposal

Behavioral Problems Encountered by Teachers among the Only Child Learners:
Input to District Guidance Program

MARIEBELLA S. TERSOL
Master Teacher I

ARLENE S. GANADEN
Master Teacher I
 SALOME C. DELA PENA
Master Teacher I

SAN FABIAN DISTRICT II

San Fabian

ATTY. DONATO D. BALDERAS, JR.

Schools Division Superintendent
Pangasinan Division II
Binalonan, Pangasinan
(Thru Channels)

Sir:

We have the honor to submit to your office our action research proposal entitled,
“Behavioral Problems Encountered by Teachers among the Only Child Learners: Input to
District Guidance Program” for this school year 2018 – 2019.

Hoping for your kind approval.

Very truly yours,

MARIEBELLA S. TERSOL
Master Teacher I

ARLENE S. GANADEN
Master Teacher I

SALOME C. DELA PENA

Master Teacher I

Noted:

MA. TERESA A. JAVIER, Ed.D.

Public Schools District Supervisor
 San Fabian District II
EAST CENTRAL ELEMENTARY SCHOOL
San Fabian, Pangasinan

1st Indorsement
August 23, 2019

Respectfully forwarded to the Schools Division Superintendent of the Division of

Pangasinan II, ATTY. DONATO D. BALDERAS, JR., the herein request of Mrs. Maribella S.

Tersol, Master Teacher I, Mrs. Arlene S. Ganaden, Master Teacher I, and Mrs. Salome C.

dela Pena, Master Teacher I to conduct an action research entitled, “Behavioral Problems

Encountered by Teachers among the Only Child Learners: Input to District Guidance

Program ” for the pupils of the San Fabian District II, San Fabian, Pangasinan for this school

year 2019 – 2020., recommending approval.

MA. TERESA A. JAVIER, Ed.D.

Public Schools District Supervisor
 PERMIT TO CONDUCT AN ACTION RESEARCH

This action research proposal entitled, “Behavioral Problems Encountered by

Teachers among the Only Child Learners: Input to District Guidance Program” is to be
prepared and submitted by Mrs. Maribella S. Tersol, Master Teacher I, Mrs. Arlene S.
Ganaden, Master Teacher I, and Mrs. Salome C. dela Pena, Master Teacher I of San Fabian,
San Fabian District II, Pangasinan.
It is being forwarded to the Office of the Schools Division Superintendent for approval.

DIVISION EVALUATION COMMITTEE ON ACTION RESEARCH

MARIA CRISTINA B. DALIGCON

Senior Program Specialist II
In-charge of Planning and Research

Recommending Approval:

CORNELIO R. AQUINO, Ed.D.

Chief Education Supervisor
Curriculum Implementation Division

APPROVED:

ATTY. DONATO D. BALDERAS, JR.

Schools Division Superintendent

For the Schools Division Superintendent:

VIVIAN LUZ S. PAGATPATAN, Ph.D.

Assistant Schools Division Superintendent
 PERMIT TO CONDUCT AN ACTION RESEARCH

This action research proposal entitled, “Behavioral Problems Encountered by

Teachers among the Only Child Learners: Input to District Guidance Program” is to be
prepared and submitted by Mrs. Maribella S. Tersol, Master Teacher I, Mrs. Arlene S.
Ganaden, Master Teacher I, and Mrs. Salome C. dela Pena, Master Teacher I of San Fabian,
San Fabian District II, Pangasinan.

It is being forwarded to the Office of the Schools Division Superintendent for approval.

DISTRICT EVALUATION COMMITTEE ON ACTION RESEARCH

RHEA G. OLARTE CRISTINA C. JUGO

Master Teacher I Master Teacher I
Member – District Evaluation Committee Member – District Evaluation Committee

DENTON N. CABALLERO, PhD

Master Teacher II
Member – District Evaluation Committee

Recommending Approval:

FLORA S. CONDES, Ed.D.

Principal II
District Research Coordinator

APPROVED:

MA. TERESA A. JAVIER, Ed.D.

Public Schools District Supervisor