Dominican College of Sta. Rosa
Dominican College of Sta. Rosa
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
March, 2020
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Understanding Loco Parentis
APPROVAL SHEET
Miguel Cruz, Emmanuel Echate, Lovely Faye Gloria, Althea Barbara Janer, Caine
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Understanding Loco Parentis
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
Above all, to the Great Almighty, the author of knowledge and wisdom, for his
countless love.
Thank you.
The Researchers
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Understanding Loco Parentis
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%
Rosa.
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Understanding Loco Parentis
TABLE OF CONTENTS
Table of Contents
INTRODUCTION .................................. 6
Background .................................. 7
Objectives .................................. 9
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Summary ............................... 33
Conclusions ............................... 33
Recommendations ............................... 34
Status ............................... 35
BIBLIOGRAPHY ....................................... 36
APPENDICES ....................................... 37
APPENDIX A: Correspondence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
LIST OF TABLES
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Understanding Loco Parentis
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Understanding Loco Parentis
CHAPTER 1
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.”
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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Understanding Loco Parentis
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, 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,
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Understanding Loco Parentis
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
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
1.1 Age?
1.2 Gender?
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Understanding Loco Parentis
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 let the students know that they should obey of what their teachers says because
their students.
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Understanding Loco Parentis
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
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,
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Understanding Loco Parentis
declared that whenever the parents entrust their child to their school officials, they will
Theoretical Framework
misconduct is not their right, but their obligation. What is the legal difference between a
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
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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Understanding Loco Parentis
Schematic Diagram
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.
of their role being the second parent inside the school premises. The data collection will
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Understanding Loco Parentis
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
Definition of Terms
Allegedly -used to convey that something is claimed to be the case or have taken
Formative years - a word that describes something that made you who you are
established through precedent in the common law, through which judgements can be
Loco Parentis - Latin for “in the place of a parent” refers to the legal
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Understanding Loco Parentis
Chapter 2
(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.
equal education” to all students, especially those with mental disabilities. However, the
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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Understanding Loco Parentis
obtaining the proper supports that they need. IDEA’s central mechanism for arranging
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
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.
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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Understanding Loco Parentis
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
(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
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
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Understanding Loco Parentis
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
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
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Understanding Loco Parentis
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
(h) Legal Rights of Parents and teachers should complement each other
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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Understanding Loco Parentis
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
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
Jesus Jay Miranda O.P (2019), stated in his article that in schools, the teachers
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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Understanding Loco Parentis
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
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
Research Design
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
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Understanding Loco Parentis
teaching and grade level teaching of basic education teachers are discussed.
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
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
A. Pre-Survey
The researchers used pre-survey to elicit the respondent’ profile such as gender,
B. Survey
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Understanding Loco Parentis
in the term of ‘Loco Parentis’ and how they apply their knowledge to their disciplinary
techniques.
personnel of Dominican College of Santa Rosa, Barangay Balibago, Santa Rosa City.
The researchers personally collected data to ensure completeness and accuracy. All data
Statistical Treatment
∑x
Percentage (%) = x 100
n
Where in:
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Chapter 4
This chapter deals with the presentation, analysis and interpretation of data.
Age Distribution
20 - 25 26 - 30 31 - 35
36 - 40 41 - 45 46 - above
13%
4% 24
4%
48%
13%
17%
Understanding Loco Parentis
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
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
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
Indicators YES % NO %
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.
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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Understanding Loco Parentis
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 -
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.
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%
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
column, compared to Table 2.3 that shows the respective answers in Category of
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.
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.
YES % NO %
1) 6 85.71% 1) 14.29%
2) 7 100% 0 -
3) 7 100% 0 -
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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 -
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.
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%
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
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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Understanding Loco Parentis
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
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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 -
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.
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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%
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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Understanding Loco Parentis
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
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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Understanding Loco Parentis
RECOMMENDATIONS
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%).
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Understanding Loco Parentis
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
there are still aspects in the research study that needs to be improved on the research and
The Future Researchers must have a wide understanding about this term in order
Teachers must perform their responsibility with care to their students as they are
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Understanding Loco Parentis
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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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
not write your name anywhere on these questionnaires. The answers gathered will be
The Researchers,
Noted by:
APPENDIX B
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Sample Survey
Age: Gender:
INDICATORS YES NO
Do you understand the term “Loco Parentis” ?
If one of your student look like they are having a bad time,
would you comfort them?
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APPENDIX C
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Statistical Computation
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APPENDIX D
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Curriculum Vitae
STRAND: STEM
Cavite
STRAND: STEM
ADDRESS: Phase 1-c Annex blk 10 lot 20, San Lorenzo South
OCCUPATION: Housewife
STRAND: STEM
OCCUPATION: Self-Employed
STRAND: STEM
STRAND: STEM
OCCUPATION: OFW
OCCUPATION: Housewife