SLIDE

1 Good morning!
With all due respect to the panelist, I am Kezia Keren S.
Flores, together with Judy T.N. Posadas and Marnellie E.
Bautista-Valdez. We are the researchers of the title
CYBERBULLYING: PARENTS AND TEACHERS’
PERCEPTIONS AND AWARENESS IN THE LIGHT OF
COVID-19 PANDEMIC.

2 COVID-19 pandemic (WHO, 2020) continued to impact

severely the learners around the world, including their
education, health, and social life.

3 Primarily, there was a concern that cyberbullying

incidents would have substantially increased during the
ongoing pandemic, compounding further the lopsided
impact on learners. Conversely, it was long known that
bullying online is often connected to bullying at school
and therefore fewer learners at school might translate to
fewer problems online (Patchin & Hinduja 2019).

4 The U-Report further revealed that 32% consider that the

government was mainly
responsible for addressing cyberbullying, 31% said that
young people are accountable,
while 29 % said that it should be the internet businesses.
Training teachers and parents
to respond to and prevent cyberbullying would uphold the
safety of children and young
people, especially the most vulnerable ones (UNICEF
Philippines, 2020).

5 DepEd CyberSafe stresses the need to protect children

from online dangers as they study from home while alert
levels transformed over time (DepEd, 2021)

6 Nonetheless, since the onset of the COVID-19 pandemic,

Bukidnon
National High School in the Division of Malaybalay City
thru the Child Protection
 Committee had recorded 28 cases of cyberbullying and
cyber victimization between
learners and some learners who cyberbullied their
teachers.
All the
recorded cases of cyberbullying and cyber victimization
were amicably resolved.

7-10 This study is a descriptive research design that aimed to

RUNTHROUGH determine parents’ and teachers’ demographic profiles;
the level of parents’ and teachers’ perceptions and
awareness of cyberbullying; the difference in perceptions
and awareness of cyberbullying between parents and
teachers; the difference between parents’ perceptions
and awareness of cyberbullying when grouped in terms of
parent’s income range and educational attainment; and
the difference among parents’ perceptions and
awareness of when grouped in terms of teachers’
teaching experience.

11-12 The study examined the cyberbullying perceptions and

RUNTHROUGH awareness of the BNHS Senior High School learners’
(357) parents and (84) teachers for the school year 2021-
2022. A Likert-type questionnaire adapted from Clarke
(2018) with a Cronbach alpha of 0.82 was employed. The
level of parents’ and teachers’
perceptions and awareness of cyberbullying is based on
the questionnaire’s three major themes, namely:
the impact of cyberbullying, technological platforms and
cyberspace practices, and
prevention initiated by parents, schools, government, and
service providers. 4 as strongly agree, 3 as agree, 2 as
disagree and 1 as strongly disagree.

Descriptive statistics, t-test, and ANOVA were used for

data processing.

13 As a result, Data contained in Table 2 on the parents’ age

appears are either young or nearing middle age.
 14 Four-fifths (69.95%) of the teachers served for more than
5 years and therefore can be presumed to have
prerequisite experience to provide credible data for the
study.

15 Table 4 also indicates that the Senior High School

parents’ and teachers’
expressed agreement in the perceptions and awareness
of cyberbullying in a close
disparity of means at 3.13 and 3.09.

16 Findings also revealed that the parents’ and teachers’

expressed agreement on perceptions and awareness of
the impact of cyberbullying and technological platforms
and cyber practices. However, parents and teachers
expressed disagreement on perceptions and awareness
of the prevention initiated by parents, schools,
government and service providers.

17 Also, there was not a significant difference in perceptions

and awareness of cyberbullying between parents and
teachers.

18 And the parents’ income range and educational

attainment do not lead to the same perceptions and
awareness of cyberbullying.
19 Likewise, there was no significant difference in terms of
teachers’ teaching experience.

20-24 It was recommended to make interventions and adopt

RUNTHROUGH practices that would help the learners, parents, teachers,
and schools avert cyberbullying.

25-33 The references for the study are the following.

RUNTHROUGH
34 Thank you! And we are now ready for your comments,
suggestions, and queries.