Understanding Loco Parentis

dominican college of sta. rosa

LOCO PARENTIS: UNDERSTANDING PARENTAL

AUTHORITY OF BASIC EDUCATION

TEACHERS S.Y. 2019-2020

An Undergraduate Thesis
Presented to
The Faculty, Basic Education
Dominican College of Santa Rosa

In Partial Fulfillment
of the Requirements for
Practical Research 1

by

Althea Barbara D. Janer

Caine Vincent G. Jimenez
Emmanuel E. Echate
Lovely Faye M. Gloria
Luis Miguel S. Cruz

March, 2020
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APPROVAL SHEET

This thesis entitled “LOCO PARENTIS: UNDERSTANDING PARENTAL

AUTHORITY OF BASIC EDUCATION TEACHERS” prepared and submitted by Luis

Miguel Cruz, Emmanuel Echate, Lovely Faye Gloria, Althea Barbara Janer, Caine

Vincent Jimenez, in partial fulfilment of the requirements in Research 1, has been

examined and is recommended for acceptance and approval of oral examinations.

Sir John Paolo A. Exconde Ms. Cindy M. Maquiñana

Statistics Adviser Member

Ms. Maria Nimfa B. Rovira

Thesis Adviser

Accepted and approved in partial fulfilment of the requirements in Research I

Submitted: March __, 2020

Sr. Maria Goretti S. Verga, O.P

Directress

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ACKNOWLEDGEMENT

The completion of this undertaking could not have been possible without the

participation and assistance of so many people whose names may not all be enumerated.

Their contributions are sincerely appreciated and gratefully acknowledged. However, the

group would like to express their deep appreciation and indebtedness particularly to the

following:

Ms. Maria Nimfa Rovira; Mr. John Paolo Exconde; and Ms. Cindy Maquiñana for

their endless support, kind and understanding spirit during our research study.

To all the relatives, friends and others who in one way or another shared their

support, either morality, financially and physically, thank you.

Above all, to the Great Almighty, the author of knowledge and wisdom, for his

countless love.

Thank you.

The Researchers

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ABSTRACT

This research aimed to determine the understanding of Basic Education Teachers about

“Loco Parentis”. This is indeed important to teachers; as they stand as the second parent

of the students. It will provide adequate knowledge to the aspiring teachers that being a

teacher is also becoming a friend, motivator, sculptor, supporter and a parent to your

students. To gather the needed data, different references were used such as books,

newspaper and internet. And to prove our hypothesis, we conducted a survey to the 62%

or 23 respondents out of 37 Basic Education Teachers in Dominican College of Santa

Rosa.

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TABLE OF CONTENTS

Table of Contents

CHAPTER 1: Introduction and Background of the Study ................ 6

INTRODUCTION .................................. 6

Background .................................. 7

Statement of the Problem .................................. 8

Null Hypothesis .................................. 9

Alternative Hypothesis .................................. 9

Objectives .................................. 9

Significance of the Study .................................. 10

Theoretical Framework .................................. 11

Conceptual Framework .................................. 11

Scope and Limitations .................................. 12

Definition of Terms .................................. 13

CHAPTER 2: Review of Related Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

CHAPTER 3: Methodology, Data Gathering and Statistical Treatment. . . . . . . . 20

Research Design .................................. 20

Population and Sampling .................................. 20

Respondents of the Study .................................. 21

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Research Instruments .................................. 21

Data Gathering Procedure ................................. 21

Statistical Treatment ................................. 22

CHAPTER 4: Presentation, Interpretation and Analysis of Data . . . . . . . . . . . . . . . . 23

CHAPTER 5: Summary, Findings, Conclusions and Recommendations . . . . . . . . . . 33

Summary ............................... 33

Conclusions ............................... 33

Recommendations ............................... 34

Status ............................... 35

BIBLIOGRAPHY ....................................... 36

APPENDICES ....................................... 37

APPENDIX A: Correspondence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

APPENDIX B: Survey Questionnaire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

APPENDIX C: Statistical Computation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

APPENDIX D: Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

LIST OF TABLES

Schematic Diagram ...................................... 12

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CHAPTER 1

PROBLEM AND ITS BACKGROUND

This chapter presents the problem and its background, the null hypothesis,

theoretical and conceptual framework, the scope and limitation of the study and

definition of terms.

Introduction

“Being a teacher is more than a provider of quality education. Aside from the

responsibilities of making daily lesson plans, instructional materials, and other unending

paperworks, child care is one of the most important aspects that have been often taken

for granted until a lawsuit is field against the erring teacher. Teachers have to be

consciously aware of all professional obligations the society is expecting from them.”

- Margarita Lucero Galias, 2019

In life, an average person spent it’s 15% in school with our teachers. That’s why it

is worth knowing that children are receiving adequate care from the people they often

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with when parents or guardian are not around. Teachers are entrusted by parents about

their children. They [teachers] are expected to educate students and mould them to

progress in academics. They are also responsible to a child's experiences, for their

formative years shape them into the person they will become and teachers help in no

small way to discover who that will be. Because teachers are such a big part of their

students' lives, many develop almost parental relationships with them. But the problem

over the years is that some teachers are allegedly accused for child abuse and

maltreatment. For doing what she believe as a “way of discipline”. The latest issue that

really made an impact for this research to conduct is the controversy involving a public

school teacher who was shamed on television after taking disciplinary action against one

of her students forcing her to quit her profession. The researchers aim to know how

educators perform their role in-Loco Parentis depending on some possible factors. If their

age, number of years teaching, and gender differs to their understanding of the term [of

in-loco parentis] and their responsibility as teachers.

Background of the Study

In Loco Parentis, a Latin word which mean “in the place of a parent”. It is the

legal doctrine under which an individual assumes parental rights, duties, and obligations,

without going through the formalities of legal adoption (www.encyclopedia.com). It refers

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to an individual who assumes parental status and responsibilities for another individual

who is usually in younger age. This legal term is expected to act by educators towards

their students ascribed to the fact that they are deprived of protections from parents or

guardian. teachers have the full right to mould their student’s aspects; their moral

characteristics, assist them in mental and physical development, and provide for the

promotion of spiritual consciousness among children. They are not only responsible to

teach educational lessons but they are also expected to care for their student’s even if

they are not their own. And presumptions may be served to the school authorities and

teachers that they may be liable of negligence if there is something happen to the child

under their care.

Statement of the Problem

The educator’s attitude and treatment has also an impact to child’s performance.

The term ‘loco parentis’ is not familiar for some students even if it is in the law, and not

all teachers are aware of this doctrine. Their understanding about this has a massive effect

both to academic and personal relationship.

This study specifically sought answers to the following:

1. What is the demographic profile of respondents in terms of:

1.1 Age?

1.2 Gender?

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1.3 Number of time teaching?

2. What does teachers know about the term ‘loco parentis’ ?

3. What are the findings of the study?

Null Hypothesis

The number of years teaching, age and gender of a teacher in Dominican College

of Santa Rosa is significant to their knowledge and understanding about Loco Parentis.

Alternative Hypothesis

The number of years teaching, age and gender of a teacher in Dominican College

of Santa Rosa has no significance to their knowledge and understanding about Loco

Parentis.

Objectives

 To understand the parental authority of the teachers and to know their

responsibilities and liabilities as the second parents of the students.

 To let the students know that they should obey of what their teachers says because

it’s just a matter of disciplining.

 To strengthen the relationship between Parents and Teachers.

 To expand the teachers’ understanding to help improve good relationship with

their students.
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Significance of the Study

The results of the study will be great benefit to the following:

Respondents. This study will help to expand the teacher’s understanding regarding to

their responsibility as the second parent of their students. This will help enhance their

capabilities by means of watchfulness, care and discipline essential to the young. Also, it

may increase the students’ academic performance if their educator is good in

communicating.

Parents. The result of the study will help the parents to exercise the same care and skill

in terms of caring for their friend’s child as they do to their own. It can also improve their

relationship with respect and trust. (Assumingly, that you are already a ‘reasonable’

parent, although if you weren’t you’d be likely to be given charge of other’s children)

Students. This study will help improve the student’s capabilities in terms of learning,

manners, having discipline, and self-confidence essential to them.

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School. The result of the study will let the school or school administrators rightfully

declared that whenever the parents entrust their child to their school officials, they will

know what to do with the child.

Theoretical Framework

According to Atty. Sarmiento, “The imposition of disciplinary teachers on student

misconduct is not their right, but their obligation. What is the legal difference between a

people’s right? It is of great importance. A right always relates to a decision or a choice.

For example, if you are talking about the right to join associations, it is about your right

to join or not. But when we speak of an obligation, you have no choice but to do. So if we

say that child discipline is not a right for the students but an obligation. It means you have

to do it, as we need to understand what is the true definition of loco parentis as the

teacher’s implement this on the students to treat them as their child, the teacher’s way to

become their second parent.

Conceptual Framework

Teachers are considered as the second parent inside the school. They are obligate

to know and perform rightfully their authority and responsibility to their students. The

number of years teaching and their gender may vary which can affect their perspectives

and understanding about parental authority. The data will be gathered by means of

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interview and survey questionnaire, in that way the researchers will identify how factors

affect their comprehension and ability when it comes to Loco Parentis.

Schematic Diagram

INPUT PROCESS OUTPUT

Teacher’s Profile:
INPUT

 Age  Interview “The Understanding and

 Gender  Survey Ability of Teachers in
 Grade taught questionnaire Loco Parentis”
 No. of years  Data gathering
teaching

Figure 1. Research Paradigm

Figure 1 shows the conceptual paradigm of the input, process and output of the

research. The demographic profile of teachers from Dominican College of Santa Rosa in

terms of their age, gender, grade taught, no. of years teaching, input of the research; A

survey will be used to measure the knowledge and understanding of the respondents.

Scope and Limitations

This study focuses on broad understanding of Basic Education Teachers in terms

of their role being the second parent inside the school premises. The data collection will

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be conducted to the 100% of total population of teachers teaching in DCSR school year

2019-2020. This study will not cover other problems that are not considered as one of the

understanding of loco parentis. The teachers in College Department are not within the

scope of this research.

Definition of Terms

Adequate -satisfactory or acceptable in quality or quantity

Allegedly -used to convey that something is claimed to be the case or have taken

place, although there is no proof

Ascribed - attribute something to [a cause]

Entrusted - assigned responsibility for doing something to

Formative years - a word that describes something that made you who you are

Legal Doctrine - a framework set of rules, procedural steps, or test, often

established through precedent in the common law, through which judgements can be

determined in a given legal case.

Liability - the state of being responsible for something, especially by law

Loco Parentis - Latin for “in the place of a parent” refers to the legal

responsibility of a person to take on some of the functions and responsibilities of a parent.

Parental Relationships - consists of combination of behaviours, feelings, and

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expectations that are unique to a particular parent and a particular child. The relationship

involves the full extent of a child’s development.

Chapter 2

REVIEW OF RELATED LITERATURE

This study presents the Related Literature and Studies.

(a) In Loco Parentis: The Role Schools Must Play to Provide Mental Health Awareness

According to Pagona Kytzidis (2017), the schools are supposed to act as parents

when watching over their students. Therefore, schools acting as responsible parents

become “liable for foreseeable injuries,” and these “injuries” include mental illness.

Congress rightfully demanded that educational institutions provide a “free appropriate

equal education” to all students, especially those with mental disabilities. However, the

only reference to emotional issues covered in the legislation is “serious emotional

distress”—a broad definition of mental illness that wrongly lacks the specificity or clarity

to cover the spectrum of emotional or mental health issues. Additionally, IDEA requires

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the parents’ serious intervention and interest in order to make sure that their child is

obtaining the proper supports that they need. IDEA’s central mechanism for arranging

special education is an Individualized Education Plan (IEP), in which parents are

intended to be the third party, next to teachers and administrators. However, in situations

when the parents are absent or not as involved in the child’s life, the child still needs

resources and an IEP. The only advocate the child can turn to is their school, the

institution which is legally considered to be their parent during school hours.

(b) Researching Barriers to Cultural Change for those in-Loco Parentis

As per Heather Piper et.al (2010), The notion that children are essentially

innocent has contributed to the underpinning and guiding principle of UK (and other

countries’) child protection policies and legislation, to the effect that the starting point of

any investigation is the tenet that children never lie about abuse.

(c) Teacher's Responsibilities in-Loco Parentis in Secondary Schools in Abraka

Metropolis

Dr. E.D Nakpodia (2012) stated in his study that School is a service organization

with the primary function of educating children hence teachers are placed in a position to

discipline and care for pupils’ safety through reasonable rules and regulations. Hence, as

a result, from the findings made on teachers’ empowerment of the doctrine of in-loco-

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parentis, the following discussions were reached. In hypothesis 1, which states that there

is no significant difference between the attitude of experienced and less experienced

teachers in their responsibility in-loco-parentis in the school, the hypothesis was rejected.

As a result, the legal implications of the ‘in loco parentis’ doctrine showed that the

attitudes of experienced teachers differ from the attitude exhibited by less experienced

teachers. Experienced teachers who took courses in school law were influenced and their

attitudes towards dealing with school problem were modified.

(d) In Loco Parentis: Duty of Educators and Professionals in Residential Programs for

Children

Dr. Edward Dragan (2015), stated that when professionals care for children, they

have a duty to meet the same standard, but they also have a higher duty to meet the

standards of a reasonably prudent professional. Professionals such as teachers, program

administrators, psychologists, counselors, doctors, and nurses have the legal

responsibility to exercise the level of care, diligence, and skill prescribed in the code of

practice of their profession, the legal requirements of the government, and in the policies

of the residential program.

(e) School Activities, Accidents and Loco Parentis

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Rex Raymond Torrecampo (2013) , The principle, states that the school is legally

understood to always act in the best interests of the students. In other words, the school

and its representatives take the place of the parents while the students are in their care,

whether inside the campus or any other school activities even if these are outside the

campus. Education is routinary and mundane most of the time; and so hence the need to

plan learning activities outside of the classroom to ensure what educators love to call

holistic education. Where loco parentis applies in the planning of these activities is

apparent in many ways.

(f) In loco parentis, and the professional responsibilities of a Teacher

Alan hall and et al (2001), Our investigation of the status of in loco parentis in

teaching suggests that in The Days before the establishment of compulsory education,

when parents decided Whether or not their offspring would be educated, those parents

had the power to contract someone to be the child’s teacher. As a part of that implicit

contract, some of their parental powers were delegated to the teacher for him or her to

facilitate learning. Frequently at least, those powers included the power to punish

students. In return, the contract required the teacher to take reasonable care of the student.

Thus, the teacher who stood in loco parentis was both delegated limited parental authority

over a minor and obliged to take reasonable care of the pupil.

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(g) Traunts and Teachers behaviors in classroom

Zahari Ishak (2013),The findings of the study reveal that teachers’ behavior plays

a vital role in effecting the truanting behavior Among the secondary school student as

supported by Burley and Harding (1998), National Center for School Engagement

(2005), Bartholomew (2009), Baker et al. (2001) and Azizi Yahaya et al. (2007). One of

the most Noteworthy findings of this study is more than two-third of the truants feel that

their teachers do not understand Their feeling and this input need to be considered

seriously by the Ministry of Education particularly the teachers Themselves. Most of the

truants in this study feel that their teachers are too serious when they deliver their

Teaching in class therefore make learning process very boring. This is agreed by

Bartholomew (2009) as the Findings reported that truants always used ‘dislike teacher’s

teaching method’ as the reason for skipping class.

(h) Legal Rights of Parents and teachers should complement each other

Precosia S. Soliven (2016), According to Atty. Sarmiento The teachers’

imposition of discipline on erring students is not their right, but their obligation. What is

the legal difference between one’s right and one’s obligation? A right always connotes

discretion or a choice. Example, if you are speaking of the right to join associations, it

pertains to your right to join or not to join. But when we are speaking of an obligation,

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you have no choice but to fulfill this action. So if we say child discipline is not a right due

to students but an obligation, it means therefore that you have to do it.

(i) In Loco Parentis: Alive and Well

In accordance to Anthony Conte (2000), educators have served as parents or

guardians. As a result of changes in family structure and a reduction in the influence of

other social institutions, schools act in ways once reserved for the home and the

community. The concept of in loco parentis remains alive and well in a significantly

more challenging context. The results of a survey of elementary, middle, and secondary

school in-service teachers revealed differences of opinion as to what in loco parentis

means and how it should be applied. Schools continue to be institutions to which parents

look for help in their efforts to best serve their children. Schools are doing more because

other elements of society (home, church, community) seem to be unable or unwilling to

continue their historic roles.

(j) An Educator’s Dilemma

Jesus Jay Miranda O.P (2019), stated in his  article that in schools, the teachers

discipline students by virtue of a legal provision “in loco parentis” (in the place of a

parent). One seasoned teacher shared, “I treat my students the way I treat my real

children.” That can also be where the dilemma lies because no two teachers are exactly

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the same and most likely follow the same rule of life as a teacher and a parent. With the

development of educational approaches, many schools have become learner/student-

centered institutions. That is a good sign of progress knowing that schools must give

emphasis in providing best learning experiences for students and their needs. But being a

“caring-for-teachers-centered” school should not lay on the roadside as teachers also

assume an essential role in the meaningful journey of students.

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research methods, population and sampling, respondents

of the study, research instrument, and validation of the instruments, data gathering

procedure, statistical treatment and analysis of data.

Research Design

This study utilized a non-experimental, descriptive research design.

Non-experimental research is a type of research wherein no intervention needs to be done

in order to obtain a research data. Descriptive method, on the other hand, aims to

accurately define and describe phenomena of the study through observation, description

and documentation as it happens normally. Through this descriptive type of research,

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variables such as, profile of the respondents in terms; gender, age, number of time

teaching and grade level teaching of basic education teachers are discussed.

Population and Sampling

The respondents of the study will be the 62% of Basic Education Teachers

teaching at Dominican College of Santa Rosa, Barangay Balibago, Santa Rosa City

school year 2019-2020.

Respondents of the Study

The respondents of the study will be the thirty-seven (37) Basic Education

Teachers teaching at Dominican College of Santa Rosa, Barangay Balibago, Santa Rosa

City.

Research Instrument

The researchers – made instrument was utilized to determine the problems

encountered by the students of DCSR.

A. Pre-Survey

The researchers used pre-survey to elicit the respondent’ profile such as gender,

age, number of years teaching and grade level teaching.

B. Survey

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The researchers will use the survey to identify the understanding of each teacher

in the term of ‘Loco Parentis’ and how they apply their knowledge to their disciplinary

techniques.

Data Gathering Procedure

A permission to conduct the research was obtained from authorities and

personnel of Dominican College of Santa Rosa, Barangay Balibago, Santa Rosa City.

The researchers personally collected data to ensure completeness and accuracy. All data

were collated. Appropriate statistical treatment was administered for analysis,

presentation and interpretation of data.

Statistical Treatment

The researchers will use percentage as their statistical treatment.

∑x
Percentage (%) = x 100
n

Where in:

∑ x= summation of the answers of the list of factors per category

n = Total number of the answers per question

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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of data.

Demographic Profile of the Respondents

Figure 2.1: Profile of Respondents as to Age

Age Distribution
20 - 25 26 - 30 31 - 35
36 - 40 41 - 45 46 - above
13%
4% 24
4%
48%
13%
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Figure 2 shows the age range of the respondents. Forty-eight percent (48%) of the

respondents are from 20-25 years old. This shows that the majority of the respondents are

vicenarians. Eighteen percent (18%) of the respondents’ age ranges from 26-30 years old.

While both 31-35 years old and 46-above years old are thirteen percent (13%) of the total

respondents. Lastly, 36-40 years old and 41-45 years old of the respondents are four

percent (4%) of the total respondents.

Figure 2.2: Profile of Respondents as to Gender

Gender Distribution
17%
Male

83%
Female

Figure 2.2 shows the profile of the respondents as to their gender. This shows that

only seventeen percent (17%) of the total respondents are male while eighty-three percent

(83%) of the respondents are female. This means that Loco Parentis is understands more

by female than on male respondents.

Figure 2.3: Profile of Respondents as to Number of Years Teaching

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Distribution of Years Teaching

Below 1 year 1 - 3 years 4 - 6 years 7 - 10 years 11 years and up
13%
9% 17%

22% 39%

This graph shows that 1 year and below has the percentage of 17%, and the

highest percentage of 39% is for 1 – 3 years of teaching. 4 – 6 years of teaching has 22%

and 7 to 10 years of teaching has the least percentage of 9%. Lastly, 11 years and up with

the percentage of 13%.

Table 1.1: Survey Response

Indicators YES % NO %

1. Do you understand the term of “Loco 18 78.26% 5 21.74%

Parentis”?
2. If one of your student looks like they 22 95.65% 1 4.35%
are starving, would you be willing to
give them your budget and food?
3. If one of your student look like they 22 95.65% 1 4.35%
are having a bad time would you
comfort them?
4. Do you usually scold your students for 18 78.26% 5 21.74%
their own good?
5. Do you feel that you are responsible 16 69.57% 7 30.43%
for the behaviour of your students
attitudes?
6. Do you think that your students do the 17 73.91% 6 26.09%
right thing?
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7. Does understanding “Loco Parentis” 23 100% 0 -
benefit you to enhance your teaching
skills as a basic educator?
8. As an educator, do you usually hold 16 69.57% 7 30.43%
off your scolding to prevent mental
issue to your student?
9. If something tragic happened to your 21 91.30% 2 8.70%
student, do you feel a sense of
responsibility as their teacher?
10. If a student is asking for advice, would 23 100% 0 -
you be willing to give your time and
effort to give them an answer?
196 85.22% 34 14.78%
Total

Table 1 shows the answer of the total respondents. The percentage of the teachers

who answered ‘YES’ in Dominican College of Santa Rosa were 85.22% and the

percentage for the column ‘NO’ was 14.78%. This only means that mostly of the

respondents understand the term “Loco Parentis” and as a teacher, they act as a second

parent mostly because it’s their responsibility and also they care for their students.

Table 1.2: Elementary Department

YES % NO %

1) 7 63.63 % 4 36.36%

2) 10 90.90% 2 18.18%

3) 11 100% 0 0

4) 10 90.90% 1 9.09%

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5) 8 72.72% 3 27.27

6) 9 81.81% 2 18.18%

7) 11 100% 0 -

8) 9 81.81% 2 18.18%

9) 10 90.90% 1 9.10%

10) 11 100% 0 -

Total 96 87.26% 15 13.64%

Table 2.1 shows the answers of the 11 respondents from Elementary Department.

The ‘YES’ column got a total of 87.26% over than the ‘NO’ column that only got

13.64%. This only means that teachers from the Elementary Department has been

understand the meaning of “Loco Parentis” and what does it takes as a second parent of

young students.

Table 2.2 Category A: CARE

QUESTION YES NO % OF YES % OF NO

2 10 1 0.9091 .0909

3 11 0 1 0

8 9 2 0.8182 0.1818

10 11 0 1 0
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93.18% 6.82%

Table 2.3 Category B: RESPONSIBILITY

QUESTION YES NO % OF YES % OF NO

5 9 3 0.7273 0.2727

6 8 2 0.8182 0.1818

7 11 0 1 0

9 10 1 0.9091 0.0909

86.37% 13.63%

Table 2.2 shows the respective answers retained from the Elementary Department

in Category of ‘Care’ having a percentage of 93.18% in ‘YES’ and 6.82% in ‘NO’

column, compared to Table 2.3 that shows the respective answers in Category of

‘Responsibility’ having only a percentage of 86.37% in ‘YES’ and 13.63% in ‘NO’

column. This only means that Teachers from the Elementary Department prefer to act as

second parent with care to their students than perform as a teacher which is their

responsibility.

Figure 3: Retained Data from Elementary Department

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120%

100%

80%

60% Care
Responsibility

40%

20%

0%
A B C D

Figure 3 shows that Elementary Teachers choose to show their care to their

students when performing as their second parent, not only because it’s a responsibility to

be done.

Table 3.1: Junior High School Department

YES % NO %

1) 6 85.71% 1) 14.29%

2) 7 100% 0 -

3) 7 100% 0 -

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4) 5 71.43% 2 28.57%

5) 4 57.14% 3 42.86%

6) 4 57.14% 3 42.86%

7) 7 100% 0 -

8) 4 57.14% 3 42.86%

9) 4 57.14% 3 42.86%

10) 7 100% 0 -

TOTAL 78.57% 21.43%

Table 3.1 shows the answers of the 7 respondents from Junior High School

Department. The ‘YES’ column got a total of 78.57% over than the ‘NO’ column that

only got a 21.43%. This only means that teachers from the JHS Department has been

understand the meaning of “Loco Parentis” and what does it takes as a second parent of

students.

Table 3.2 Category A: CARE

QUESTION YES NO % OF YES % OF NO

2 7 0 1 0

3 7 0 1 0

8 4 3 0.5714 0.4286
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10 7 0 1 0

89.29% 10.71%

Table 3.3 Category B: RESPONSIBILITY

QUESTION YES NO % OF YES % OF NO

5 4 3 0.5714 0.4286

6 4 3 0.5714 0.4286

7 7 0 1 0

9 6 1 0.8571 0.1429

75% 25%

Table 3.2 shows the respective answers retained from the Junior High

School Department in Category of ‘Care’ having a percentage of 89.29% in ‘YES’ and

10.71% in ‘NO’ column, compared to Table 3.3 that shows the respective answers in

Category of ‘Responsibility’ having only a percentage of 75% in ‘YES’ and 25% in ‘NO’

column. This only means that Teachers from the Junior High School Department prefer

to act as second parent with care to their students than perform as a teacher which is their

responsibility.

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Figure 4: Retained Data from JHS Department

120%

100%

80%

60% Care
Responsibility
Figure 4 shows that Junior High School Teachers choose to show their care to
40%
their students when performing as their second parent, as they perform their

responsibility.
20%

0%
A B C D

Table 4.1: Senior High School Department

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YES % NO %

1) 5 100% 0 -

2) 5 100% 0 -

3) 4 80% 1 20%

4) 3 60% 2 40%

5) 4 80% 1 20%

6) 4 80% 1 20%

7) 5 100% 0 -

8) 3 60% 2 40%

9) 5 100% 0 -

10) 5 100% 0 -

Total 43 86% 7 14%

The table shows the answers of the 5 respondents from Senior High School Department.

The ‘YES’ column got a total of 86% over than the ‘NO’ column that only got a 14%.

This only means that teachers from the SHS Department has been understand the

meaning of “Loco Parentis” and what does it takes as a second parent of students.

Table 4.2 Category A: CARE

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QUESTION YES NO % OF YES % OF NO

2 5 0 1 0

3 4 1 0.8 0.2

8 3 2 0.6 0.4

10 5 0 1 0

85% 15%

Table 4.3 Category B: RESPONSIBILITY

QUESTION YES NO % OF YES % OF NO

5 4 1 0.8 0.2

6 4 1 0.8 0.2

7 5 0 1 0

9 5 0 1 0

90% 10%

Table 4.2 shows the respective answers retained from the Senior High School

Department in Category of ‘Care’ having a percentage of 85% in ‘YES’ and 15% in ‘NO’

column, compared to Table 4.3 that shows the respective answers in Category of

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‘Responsibility’ having only a percentage of 90% in ‘YES’ and 10% in ‘NO’ column.

This only means that Teachers from the Senior High School Department prefer to act as

second parent as they are responsible to the child’s academic growth but prefer not to

interfere student’s personal problems.

Figure 5: Retained Data from SHS Department

300%

250%

200%

150% Responsibility
Care
100%

50%

0%
A B C D

Figure 5 shows that Senior High School Teachers choose to perform their

responsibility more than means of care to their students when performing ‘in-Loco

Parentis’.

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Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary of the Findings

The summary of the findings of the respondents in terms of age, forty-eight

percent (48%) of the respondents are from 20-25 years old. This shows that the majority

of the respondents are vicenarians. Eighteen percent (18%) of the respondents’ age

ranges from 26-30 years old. While both 31-35 years old and 46-above years old are

thirteen percent (13%) of the total respondents. Lastly, 36-40 years old and 41-45 years

old of the respondents are four percent (4%) of the total respondents.

Regarding in gender, majority of the respondents were female with the frequency

of 19 or 83 percent (83%).

In number of years teaching, majority of the teachers teaching in Dominican

College of Santa Rosa were only 1-3 years of experience in teaching.

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Conclusions

Based from the study conducted, all the respondents that have been surveyed has

the right knowledge about their responsibility being the second parents of the student.

From the data collected, the researchers discovered that some teachers don’t scold to

discipline their students. Because mostly the teachers are from Elementary Department,

and their virtue is that, they teach and guide their students with care not only in a sense of

responsibility but also they treat them as their own child. Some teachers who has more

years of teaching knows more about “Loco Parentis” and most of them were “females” .

Therefore the researchers accept their Null Hypothesis, that the number of years teaching

and their gender is significant to their knowledge and understanding of “Loco Parentis”.

Recommendations

In General, the research was correspondingly answered with reliability. However,

there are still aspects in the research study that needs to be improved on the research and

yield more accurate and strong data and conclusions

 The Future Researchers must have a wide understanding about this term in order

to gather an accurate data

 Teachers must perform their responsibility with care to their students as they are

entrusted by the parents.

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 The school administrations must conduct a seminars and evaluation about

teachers performance in terms as being a second parent. They must also evaluate

not only the teaching skills but also it’s influence capability.

 To the parents, even though the teachers are known to mould and sculpt the

students its also a responsibility of the parents to guide and motivate their children

as it may help them to perform accordingly in school and enhance their selves

further.

The researchers have let the status of this research paper open. The study remains

open for the future researchers to continue and conduct a more subtle and intricate thesis.

It may also be used for the researchers to use as reference or further look into it.

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BIBLIOGRAPHY

https://doi.org/10.1080/14780038.2018.1518562

https://www.britannica.com/topic/Teaching/the-doctrine-of-in-loco-parentis

https://papers.ssrn.com/Sol3/papers.cfm?abstract_id=1548675

https://www.researchgate.net/publication/

227599405_Researching_Barriers_to_Cultural_Change_for_Those_in_Loco_Parentis

https://www.experts.com/articles/in-loco-parentis-duty-educators-professionals-residential-

programs-children-by-edward-dragan

https://researchcommons.waikato.ac.nz/handle/10289/6272

https://www.philstar.com/other-sections/education-and-home/2016/06/16/1593328/legal-

rights-parents-and-teachers-should-complement-each-other

https://www.researchgate.net/publication/

269982851_Truants'_and_Teachers'_Behaviors_in_the_Classroom

https://web.b.ebscohost.com/abstract?

direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=00131172&AN=3726925&h=M

HfAzLPr+n2Y6dzEM3OG5rPxD5tQFZtfzKhEdzR8DYKB10MZA05KAT18GmRX6JTeAM2ovwkDVwjm

fkP0MS/

K9A==&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx?

direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=00131172&AN=3726925

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APPENDICES

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APPENDIX A

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Letter for the Respondents

Dear Miss/Sir,

Greetings!

We, the students from Grade 11 - St. Elizabeth are inviting you to participate in

this brief survey and tell us your honest perception regarding to our research entitled

“Loco Parentis: Understanding Parental Authority of Basic Education Teachers”.

Your participation is highly appreciated, as your answer will be anonymous; do

not write your name anywhere on these questionnaires. The answers gathered will be

analysed as a group, not individually. Your answers will be kept confidential.

The Researchers,

Cruz, Luis Miguel

Echate, Emmanuel
Gloria, Lovely Faye
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Janer, Althea Barbara
Jimenez, Caine Vincent

Noted by:

MS. MARIA NIMFA B. ROVIRA

Research Teacher

APPENDIX B

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Sample Survey

Age: Gender:

Grade Level Teaching: No. of years/months teaching:

INDICATORS YES NO
Do you understand the term “Loco Parentis” ?

If one of your student looks like they are starving, would

you be willing to give them your budget and foods?

If one of your student look like they are having a bad time,
would you comfort them?

Do you usually scold at your students for their own good?

Do you feel that you are responsible for the attitudes and
behaviour of your students?

Do you think that your students do the right thing?

Does understanding “Loco Parentis” benefits you to
enhance your teaching skills as a basic educator?

As a basic educator, do you usually hold off your scolding

to prevent mental issue to your student?

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If something tragic happened to your students, do you feel
a sense of responsibility as their teacher?

If a student is asking for advice, would you be willing to

give your time and effort to give them an answer?

APPENDIX C
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Statistical Computation

Computation for the Profile of the Respondents as to Age

20-25 years old ~ 11 respondents (48%) 11÷ 23 = 0.4783 x 100 = 47.8260 / 48 %

26-30 years old ~ 4 respondents (18%) 4 ÷ 23 = 0.1749 x 100 = 17.4913 / 18 %

31-35 years old ~ 3 respondents (13%) 3 ÷ 23 = 0.1304 x 100 = 13.0434 / 13 %

36-40 years old ~ 1 respondent (4%) 1 ÷ 23 = 0.0434 x 100 = 4.3478 / 4 %

41-45 years old ~ 1 respondent (4%) 1 ÷ 23 = 0.0434 x 100 = 4.3478 / 4 %

46- above years old ~ 3 respondents (13%) 3 ÷ 23 = 0.1304 x 100 = 13.0434 / 13 %

Computation of the Profile of the Respondents as to Gender

Male ~ 4 respondents 4 ÷ 23 = 0.1749 x 100 = 17.4913 / 18 %

Female ~ 19 respondents 19 ÷ 23 = 0.8260 x 100 = 82.6087 / 83%

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Computation of the Profile of the Respondents as to Number of Years Teaching

Below 1 year ~ 4 respondents (17%) 4 ÷ 23 = 0.1749 x 100 = 17.4913 / 18%

1-3 years ~ 9 respondents (39%) 9 ÷ 23 = 0.3913 x 100 = 39.1304 / 39%

4-6 years ~ 5 respondents (22%) 5 ÷ 23 = 0.2173 x 100 = 21.7391 / 22%

7-10 years ~ 2 respondents (9%) 2 ÷ 23 = 0.0869 x 100 = 8.6956 / 9%

11- above years ~ 3 respondents (13%) 3 ÷ 23 = 0.1304 x 100 = 13.0434 / 13%

APPENDIX D
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Curriculum Vitae

NAME: Luis Miguel S. Cruz

STRAND: STEM

ADDRESS: Blk 23 Lot 16 Imperial Homes, Tartaria Silang,

Cavite

DATE OF BIRTH: June 9, 2003

AGE: 16 years old

PLACE OF BIRTH: Silang Cavite

FATHER’S NAME: Luisito Cruz 49

OCCUPATION: Tricycle Driver

MOTHER’S NAME: Paz S. Cruz

OCCUPATION: House Wife

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NAME: Emmanuel E. Echate

STRAND: STEM

ADDRESS: Phase 1-c Annex blk 10 lot 20, San Lorenzo South

BIRTHDAY: December 27, 2002

AGE: 17 years old

BIRTHPLACE: Manila, Pabelia

FATHER’S NAME: Edmar Echate

OCCUPATION: Police officer 50

MOTHER’S NAME: Mary Jane Echate

OCCUPATION: Housewife

CLUB AFILIATION: Ball club

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NAME: Lovely Faye M. Gloria

STRAND: STEM

ADDRESS: 6090 Sitio Coral na Bato, Pulong Sta. Cruz,

Santa Rosa, Laguna

BIRTHDAY: September 09, 2003

AGE: 16 years old

BIRTHPLACE: Santa Rosa, Laguna

51
FATHER’S NAME: Menandro P. Gloria

OCCUPATION: Self-Employed

MOTHER’S NAME: Marissa C. Marquez

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NAME: Althea Barbara D. Janer

STRAND: STEM

ADDRESS: Blk 10 Lot 25 Garden City 4, Brgy. Macabling,

Santa Rosa, Laguna

BIRTHDAY: November 1, 2002

AGE: 17 years old

BIRTHPLACE: San Pedro, Laguna

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FATHER’S NAME: Joselito G. Janer

OCCUPATION: Driver in Trailer

MOTHER’S NAME: Soleen D. Janer

OCCUPATION: OFW

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NAME: Caine Vincent G. Jimenez

STRAND: STEM

ADDRESS: Phase 1-A Blk 12 Lot 9, San Lorenzo South

BIRTHDAY: May 14, 2003

AGE: 16 years old

BIRTHPLACE: Alabang, Muntinlupa

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FATHER’S NAME: Jeffrey Castillo Jimenez

OCCUPATION: OFW

MOTHER’S NAME: Venice Gernalin Jimenez

OCCUPATION: Housewife