Republic of the Philippines

Department of Education
Region IV-B MIMAROPA
DIVISION OF ORIENTAL MINDORO
LEUTEBORO NATIONALHIGHSCHOOL
Leuteboro, Socorro

UNDERSTANDING THE REASONS WHY BULLYING OCCUR IN SCHOOLS

A Basic Qualitative Research

Submitted by:

Blessy Anne D. Valdez

Erica Jane Cruzado
Melrose Lopez
Daryll Jhon Duenas
Emmanuel Archivo

Arman D. Narciso
Practical Research I Teacher

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 CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Student, teacher and school consider bullying as one of the major problem that should

be dealt with. It randomly chooses people and it happens in every department. Bullying is

unwanted, aggressive behavior among school aged children that involves a real or perceived

power imbalance. The behavior is repeated, or has the potential to be repeated, over time.

Bullying includes actions such as making threats, spreading rumors, attacking someone

physically or verbally, and excluding someone from a group on purpose. Students are often

being bullied for their complexion, weight, beliefs, intelligence, preferences financial status and

language. They are frequently avoided, mocked and insulted even in normal situations . They

are pressured to follow a certain standard, which can limit their capabilities and talents.

Improper solutions are usually applied to encounter this problem. Victims come up with

hostile decisions for them to ease the discomfort they feel from bullying . Taking drugs, sex,

drinking alcohol, murder and committing suicide are some of the examples of the improper

solutions that the victims use to do that worsen the situation.

Ross (2002, p. 107) also states in her research that “15% to 20% of all students will

experience some form of bullying during their school years and between 10% and 20% of

children are bullied often enough for them to consider it a serious problem”. Harris &Hathorn

(2006, p. 55) indicate that bullying is most likely to decrease as students get older. They report

that “incidences of bullying in boys decreased from 50% at age 8 to 7.5% at age 18” and

“incidences of bullying in girls decreased from 35% at age 8 to 14.5% at age 18”. Although they

are lower numbers, 7.5% and 14.5% are still large numbers; that is just under one quarter of the

student population that is still using bullying behaviours at the brink of adulthood. Harris

&Hathorn (2006, p. 55) go on to say that “although incidences of bullying decrease as children

progress through school, the boys and girls who are identified as serious bully offenders

remained constant year after year”.

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 Accordingly, if no proper solutions are made, will greatly affect the performance of the

student not only toward education but also in other aspects. This lead to a poor grade in

academics, loss of self-esteem ,bad social life, depression, and even death.

Children's social lives — and their academic lives go hand in hand, whether or not they

have friends, whether they are accepted or rejected by their peers, or whether they are victims

or perpetrators of aggression. This means that we cannot fully understand the factors that lead

to academic achievement without knowing about the social environment of children in school.

For example, children who have few friends, who are actively rejected by the peer group, or who

are victims of bullying are unlikely to have the cognitive and emotional resources to be able to

do well in school (Juvonen & Graham, 2014).

Bullying can have long-term effects on students' academic achievement. Commonly

labeled as peer victimization or peer harassment, school bullying is defined as physical, verbal,

or psychological abuse of victims by perpetrators who intend to cause them harm (Olweus,

1993). The critical features that distinguish bullying from simple conflict between peers are:

intentions to cause harm, repeated incidences of harm and an imbalance of power between

perpetrator and victim. Some examples of an imbalance of power are physically stronger youth

picking on weaker peers, older students harassing younger students, or numerical majority

group members deriding numerical minority members. Hitting, kicking, shoving, name-calling,

spreading of rumors, exclusion and intimidating gestures (e.g., eye rolling) by powerful peers

are all examples of harassment that is physical, verbal, or psychological in nature. Some

definitions of bullying state that the harassment must be repeated over time. However, even a

single traumatic incident of peer victimization can be painful and raise fears about continued

abuse.

This definition of school bullying does not include more lethal sorts of peer-directed

hostilities. Although some widely-publicized school shootings may have been precipitated by a

history of peer abuse, they remain rare events (Indicators of School Crime and Safety: 2012).

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The focus of this module is on more typical and widespread types of bullying that affect the lives

of many children and that have been labeled as a public health concern by the American

Medical Association.

To keep person from bullying , the government provide an ati bullying act whichaims at

protecting person from bullying and preventing this case to occur.

Despite all these, however , it cannot be denied that bullying is still a problem of many

schools such as Leuteboro National High School.

Although students are constantly reminded not to bully other people , there are still

instances that the students tend to bully their classmates. For this reason, this study was

conducted. The researchers believe that understanding the reasons why bullying occur will help

to prevent bullying. They also believe that knowing the reasons behind this case will give

knowledge and understanding about bullying. In addition, it will help to find solutions with

regards to this problem. It is hoped that through this study, schools will be able to lessen the

incidence of bullying.

Significance of the Study

In understanding the reasons why bullying occur in schools there are many significant

benefits that we can gain. This benefits includes knowing the reasons behind the commitment

of bullying. We will be able to know the background of the persons who commit bullying as well

as the victims of bullying. We will find out the outcomes of commitment of bullying. The where

and when bullying occur will be understood. Moreover ,it can also be an essential tool for a

better school and a way to have societal change.

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Scope and Delimitation

This research study is limited to the occurring bullying in schools. This study will only

revolve in the victims, bullies and the persons who experienced bullying in the past.

The answers in the general question and sub- questions can be answered through

questionnaires and interview to the bullies and the victims of bullying. Moreover, additional data

and information will be gathered on other sources like social media.

Definition of Terms

Bullying – to cause (someone) to do something by making threats or insults or by using force.

Bully – the person who commit bullying.

Perpetrators – to do something that is illegal.

Accountable – required to be responsible for something.

Arousal – to cause an emotional or mental state

Handicap – to make success or progress difficult for someone

Compensate – to provide something good as a balance against something bad or

undesirable.

Restorative – having the ability to make a person feel strong or healthy gain.

Ambiguous – not expressed or understood clearly.

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 CHAPTER II: REVIEW OF RELATED LITERATURE

The following presents in summary the literatures and studies considered closely related

to the present study . these literatures and studies serve as useful guide in preparing the final

draft of the design study .

According to Peterson and Skiba (2002, in Corrigan, 2004), “A student is being bullied or

victimized when exposed, repeatedly over time, to intentional injury or discomfort inflicted by

one or more students. It implies an imbalance of power or strength in which others victimize one

child”. Bullying can be differentiated from the usual conflicts between students. The former is a

combination of aggression and power while

The study of John Wiley & Sons, Ltd.(1997)is intended to provide literature signposts for

the new researcher into adult bullying. A concise, but not exhaustive, overview of literature

relating to workplace bullying is undertaken. It draws on the base provided by work into school

bullying and progresses to the arena of adult bullying. In both fields Scandinavian countries

have contributed a significant proportion of the research. Research reported in the English

language into adult bullying at work is rather limited, but will have emphasis in this paper.

Broadly there are two direct approaches; that of investigating the incidence of bullying, and also

that of attempting to understand the bullying process. Both approaches are sometimes

integrated within a study. There is a wide range of work that can be related to bullying at work,

and some of these areas are highlighted.

The study conducted by Ross( 2002) presents that bullying and harassment are not new

issues that students and schools face. In fact, over the years, it has been viewed as being so

commonplace in schools that it has been overlooked as a threat to students and reduced to a

belief that bullying is a developmental stage that most youth will experience then get over.

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 An study of Harris(2006)et. Al state : Because adolescence is a difficult time in a child’s

maturation, bullying exacerbates these difficult times by forming barriers to positive connections

with other students and school faculty members. Consequently, the presence of bullying at

school often creates a barrier for young people to develop into well-adjusted adults. High school

is the last opportunity educators have to work with students

As noticed by Bradshaw(2007) et.al A recommendation before implementing a program

into the school is to complete a comprehensive survey with the entire school; all students, all

staff, all parents, and even the community around the school. This survey will provide vital

information about percentages of bullying incidents, effects of victimization, locations of

incidents, types (physical/relational), gender of bullies and victims, et cetera. It will also give vital

information about the differences in perception of bullying taking place between students, staff,

and parents.

Harris(2002)et.al state that many students feel that reporting to staff members is

unhelpful because they feel either nothing is done on the staff member’s part or that the

intervention is ineffective and the bullying may get worse. They go on to state that in order for

students to feel safe reporting unacceptable behavior, the school’s environment must be “(a)

warm, positive, and include involved adults; (b) committed to setting firm limits on unacceptable

behavior; (c) committed to consistent application of non-hostile, nonphysical sanctions on

offenders; and (d) characterized by authoritative (not authoritarian) adults”

A study of Dupper(2002) et.al explain that to reduce low-level forms of violence, such as

bullying, the school must create a climate and culture “characterized by warmth, tolerance,

positive responses to diversity, sensitivity to others’ views, cooperation among students,

teachers, and school staff, and an environment that expects and reinforces appropriate

behavior”. In order for this school climate to be created, all staff must be on board and

administration must be accountable for providing appropriate professional development, setting

clear and consistent consequences for inappropriate behavior, and ensuring that all teachers

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are doing their part in delivering the decided programs in the school. A major limitation is a

divided staff. If specific teachers are working towards a safe climate, while other teachers

continue to ignore what is happening in their hallways and classrooms, students will not learn

the appropriate behaviors, they will learn where and in what classes they can continue this

behavior. If only a portion of the teachers are including mediation, conflict resolutions, character

education, citizenship education, or social justice in their classrooms, their lessons or during

their teacher advisory period, then the student-body will receive inconsistent information about

these topics. Principals need to monitor this closely and keep teachers accountable for

addressing inappropriate behavior, making personal connections with their students, being open

to talking with students who have a concern about something in the school or classroom,

whether it is social or academic. The students need to feel that they can go to any teacher in the

building and something will be done to help them. A second limitation is the appropriate amount

of time needed to implement thorough programs into a school. The longer a program takes to

implement, changes in the staff are inevitable. Having a team of staff members is essential in

the life of a program; otherwise the program will leave the building with the staff member who

implemented it. Implementation of a program requires time for data collection, interpretations of

the data collected, training for all staff in the chosen program (more than a one day in-service),

and clear advertising to parents and students of what the new expectations and policies are, as

well as the consequences for not following the policies. A new program could take three to four

years to implement. Grade eleven and twelve students could be the hardest grades to change

behavior in with new programs because they are familiar with the old system. As each group of

grade twelve students graduate and new grade nine students come in, more students are

starting at the school knowing the new expectations. During this time, annual assessments of

the program need to be completed by staff, students and parents, new staff members need to

be trained, and current staff members need to share ideas about what is working well, what is

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not, and any new information that they have gained. To thoroughly implement a new program,

everyone on staff, especially the team creating it, must be ready to put time into it.

The literature and studies presented above discussed the bullying process. The studies

and literature emphasized that bullying greatly affect one’s life .

Theoretical Framework

Learned helplessness (Abramson, et.al1978) explain the reaction of the typical victim.

This type of passive victim responds submissively to violence, and exhibits mild assertive

behaviour and low levels of self-esteem and dominance. Their greatest handicap when facing

up to the aggression lies in their isolation from the peer group, and their lack of emotional

regulation skills. Submitted to the constant terror of not knowing when, how or why the next

attack will occur, they tend to blame themselves, feel ashamed, develop feelings of

hopelessness, and end up withdrawing from the group that excluded them. Without social

support, they can only compensate for the direct effects of violence by surrendering control. In

contrast, the active victim responds to violence with violence, so that is also called provocative

or aggressive victim, victimized aggressor, or bully-victim. The dynamics of this role is explained

by the frustration-aggression model, wherein the effect of violence is compensated for by

transferring the arousal provoked by the insult or humiliation to other circumstances or against

others, that is to say by bullying others. They show a combination of the behavior and

characteristics of the passive victim and the bully and represent a minority, but high risk group,

due to their personal characteristics, the severe psychological suffering, and the great likelihood

of their being involved in bullying during various stages of their time at school.

As far as the bullies are concerned, it has been suggested that they would try to obtain,

through the dominion/ submission relationship, the sense of proficiency they lack in other areas

or forms of behaviour, which are considered as risk factors,. For example, they can compensate

for a low academic and family self-concept by building a good physical and social self-concept

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that stems from aggression. However, these processes fail to provide a full explanation for their

behaviour, and there is adverse evidence for such a causal relationship. Other restorative

processes are proposed by the shame management theory and restorative justice, which have

been studied in different cultures. These theories place the origins of the aggressions in the

primitive moral reasoning of the bully, who is not completely conscious of the harm caused to

the victim. From this reasoning, the bullies justify their aggression by projecting their own shame

onto the victim, which is considered as a moral emotion related to personal identity. From this

theoretical context, it has been observed that bullies who learn to recognize their shame in a

constructive way, instead of projecting it, tend to desist from violence. Moreover, this kind of

explanation may be related to group processes described by the social identity theory -which is

explained below-, since identity and its related shame can be derived from membership of a low

prestige social group. Likewise, this theory agrees with the socio-cognitive theories -which are

outlined below- by emphasizing the influence of moral emotions, such as shame, on the bullying

phenomenon.

These processes and their related theories attempt to explain the aggressions of both

the bully and the bully-victim, considering them as forms of learned social behavior mediated by

socio-cognitive processes. For example, the theory of mind highlights the role of empathy

pointing out that empathy and bullying mutually and negatively predict each other. The bully and

his followers have developed their theory of mind, inferential abilities or cognitive empathy, but

show deficits in moral and emotional aspects of empathy. The result is morally disengaged

behavior, so they can imagine and predict the effects of the aggression but not feel them with

the victim, make external and exculpatory attributions of causality, and experience feelings of

pride rather than guilt or shame. It should be noted here that there are gender differences in the

content of causal attributions, so that female victims are considered more provocative, and the

male, more cowardly. The social information processing model has distinguished between

reactive and proactive aggression. The first is in line with the frustration-aggression model cited

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above, and describes vengeful aggressions resulting from a misinterpretation of social

information, a perception of ambiguous signals as threats, and attributions of hostility. This

generates an intense emotion of anger that, in the absence of sufficient self-control, gives rise to

the aggression. In contrast, proactive aggression arises from social learning processes, that is

from modelling the cognitive processing that emphasizes aggressive behaviour as being more

effective than others, in which the individual feels less competent. These aggressions are not

provoked, but instrumental, intentional and deliberate, so they do not need elicitors. This type of

aggression is learned, but from whom? Answering this question involves analyzing other

ecological levels, because the individual differences fall short of providing a full explanation of

harassment.

The theories that describe the influence the family has on bullying are the social learning

model which would explain the modelling of violence and asymmetrical power relationships

through exposure to them; and the attachment theory, which would explain the aggressions as a

result of the development of an insecure or ambivalent attachment. Although these issues have

only been the subject of limited study, some authors, have suggested that: a) the bullies’

families may exhibit a high degree of both conflict and exposure to violence, which favorthe

development of an avoidant attachment, b) the victims’ families may have an over-protective

rearing style and exert great personal control, while c) the active victims refer to inconsistent

parenting styles, and punitive, hostile or abusive treatment, leading to the development of an

anxious and insecure attachment. In a more recent study, found evidence that does not support

these conclusions, and suggest their influence may not be the same in all situations. However, it

has been observed that the parent child relationship and the children’s involvement in the

dynamics of bullying may influence each other over time.

Saying that bullying is a group phenomenon implies that its motives are regarded as

social rather than individual, that the victim and the bully are not the only ones involved in the

phenomenon, that group norms influence the process, and that harassment probably serves to

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organize the socio-affective group and the implicit power hierarchies. According to (Rigby,2004;

Salmivalli, 2010) The processes that underlie these dynamics are group-referred and belong to

the field of social psychology. Two theories explain the function of bullying within and for the

group: the social identity theory –SIT and the social dominance or resource control theory. Both

consider the reactive and, especially, the proactive aggression as an expression of a system of

social values, and motivated by gaining social recognition and a powerful position within the

peer group. Both may explain the imbalance of power that seems to spontaneously occur

among peers and the existence of socially prestigious bullies -because they successfully

combine aggressive and pro social behaviour. Furthermore, they explain the increase in

aggressions during the periods in which the hierarchy is uncertain, for example, the beginning of

the course, after the holidays, or the transition to another educational level, among others.

According to the SIT foundation, the aggressions are part of a multifaceted process of social

control (Farmer & Xie, 2007). The members of a group are provided with a social identity, which

may be positive or negative if compared with other groups, and not only describes, but

prescribes, which forms of behaviour are appropriate for them. Group norms determine how, in

which situations and against whom aggressions are allowed. Specifically, it was found that

bullies would be motivated to commit aggressive acts either to safeguard their social standing if

they belong to a popular group, or to positively distinguish themselves from another rejected

group. It is only when the social hierarchy is uncertain that those who have neither a high nor a

low standing in the social hierarchy, but only an average one, can become aggressive, and the

aggressions become more frequent and wide spread. The peer group has an even greater

influence on bullying than where other types of antisocial behaviour are concerned. The

dynamics of the social roles can affect personal characteristics, such as self- concept ,not only

defining it depending on the group membership ,but also by altering the expectations generated

by appositive self-concept in the context of a positive or negative reputation among peers.

Likewise , popularity and social adjustment may occur together with aggression, increasing

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school disengagement trajectories. From the foundation of SIT applied to harassment, the

existence of clustersof adolescents with a similar level of aggression or with a similar level of

prosocial behaviour is also inferred. Thus, friends can help protect each other from harassment

when friendships arise from motives of affiliation and encourage empathy or they can function

as risk factors when they are aggressors or victims.

From an evolutionary perspective, the social dominance theory ( Sidanius, 1993)

explains prejudice and aggression resulting from a natural human predisposition to create

hierarchies ,whose function is not to provide the individual with are cognizable social identity,

but to minimize social conflicts. In this context, harassment is considered as a strategy to gain

mastery and control of social resources, so the need to have a better social standing motivates

aggressive behaviour. However, these variables seem to relate more to male harassment than

female. This theoretical perspective suggests that the bully is just a social control agent, and

bullying minimizes social conflicts by focusing them on one or more individuals. As far as this is

concerned, it has been observed that the fewer the victims in the group, the lower the level of

overall aggressions, and the group (including the bystanders) tends to place greater blame on

the victims for their own situation. Although the group as a whole does not directly attack the

victims, it is usually involved as it neither defends them nor rejects the bully. Likewise, there are

group factors that promote the “persecution” of difference, such as group cohesion, a high

degree of hierarchy, and a rigid socio-affective structure. The social roles involved in bullying

can be described in a two-dimensional continuum :bullying attitude (positive, negative, neutral or

indifferent)and behaviour (involved or not involved) .Besides those of the bully and the victim,

the most commonly studied roles are the assistants and followers of the bully, the victim

defenders, and the uninvolved. However, what makes the witnesses assume each role? The

roles of bully and victim appear to depend more on individual and macro-contextual factors,

while the behaviour of witnesses seems to be mainly determined by the interaction between

individual and group factors. Thus, in her recent review of bullying as a group phenomenon,

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notes that bystanders may decide not to intervene guided by group processes of behavioural

inhibition, known as "diffusion of responsibility" and" pluralistic ignorance", which explains the

behavioural dimension of the continuum, while the attitude dimension is explained by

developmental and socio-cognitive processes, which are related to cognitive empathy and the

theory of mind, among other personal characteristics. However, given the influence of both

meso and macro-systems on the attitudes to violence, they should also be considered. The

school may encourage risky situations when it gives priority to competitiveness and academic

success over individual concerns, and discipline is punitive and inconsistently applied, because

the students try to compensate for the negative school climate they perceive, displaying

behaviour against the system -for example, assaulting others. The influence of such factors on

bullying has been explained by the theory of defiance. This theory places the causes of violence

in the perception of a basic injustice in the school code rules that motivates some children and

adolescents to challenge them. It clearly highlights the influence of structural symbolic violence

which is implicit in the social order, and in the school system, on individual aggressive

behaviour, as observed by Ttofi & Farrington (2008). Reviewing previous co-relational studies,

Card and Hodges (2008) provide indirect evidence to this theory and conclude that both

harassment and victimization are related to low levels of school adjustment. However, bullying

behaviour is related to a lack of confidence in the school system itself, while victimization is only

associated to academic failure. Furthermore, it was found that the school climate interacts with

individual characteristics, such as self-esteem. If both are positive, the aggressions decrease,

whereas a high self-esteem in the context of a negative school climate may increase the

incidence of bullying, especially in the case of active victims

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 CHAPTER III: RESEARCH METHODOLOGY

A. Research Design

This research study used a research design which is the Case Study to explain the

reasons behind its occurance and to determine how such creature (person, thing or

event) acts in a specific manner. The method of collecting data for this research study is

through Questionnaire. The independent variable was the observation towards the

existence of bullying in schools and what are the response of the students in the said

case. The subject responded as either they are the bully or the victim of bullying. The

dependent variable was the result of the respondents response. This research study

used a research design which is the Case Study to explain the reasons behind its

occurance and to determine how such creature (person, thing or event) acts in a specific

manner. The method of collecting data for this research study is through Questionnaire.

The independent variable was the observation towards the existence of bullying in

schools and what are the response of the students in the said case. The subject

responded as either they are the bully or the victim of bullying. The dependent variable

was the result of the respondents response.

B. Research Locale

The study has been conducted in Leuteboro National Highschoool on the day of .

It has been accomplished in Leuteboro, Socorro Oriental Mindoro.

C. Sample of Respondents

The researchers used non- probability sampling or the bias sampling where the

respondents were picked depending on their availability and also their capability to

answer the questions. We chose respondents from grade 11 students of Leuteboro

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 National Highschool. We decided to have 20 respondents to answer the questions

related to our research problem. 12 of the respondents were picked bias from

Ramon Magsaysay section because of their availability. Moreover 8 of the

respondents were prefer from Corazon Aquino section.

D. Research Instruments

This research was conducted to comprehend students behaviour and attitude towards

bullying, and how they react towards the case. The research questionnaire consisted of

four (4) recognition type of question that were answered using the indicated choices.

E. Data collection Procedure

Research were distributed to the designated classroom that the researcher sure could

correspond to the objectives of the research study. It was given to 20 persons who are

The data that are necessary

available in the area where the research was conducted.
for the research study was primarily gathered from Grade11 students of
Leuteboro National Highschool. The data was gathered in a manner that we
can easily conduct the data. First, our group constructed and made questions
for the questionnaire that are reliable and have a connection to oir research
topic and those questions that can help us achieve the success of the study.
Next, we wrote all the questions on a piece of bond paper which is
handwritten, and we get copies that are enough to our targeted respondents.
And then, we distributed the copies of questionnaire to our respondents
during their free time (recess). We patiently waited till they completely
answered the questionnaires as we thanked them for their courtesy for
answering. After we collect all the questionnaires, we compiled and tabulated
the data with the use of graphical representation so that we can clearly saw
the comparison of the results. That we easily interpreted our gathered data
and results.

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F. Data Analysis Procedure

The data has been analize using the information and the result of the answers of

the respondents. The researchers use a graphic presentation to present the data and

informations.

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 IV Presentation Analysis and Interpretation of Data

What is the profile of the bully?

Social Status
Age
Gender
Family Status
Grade Level
Regular Class

What is\are the most observed reason\s of occurance of

bullying?

Lack of Parental Guidance

Improper Discipline
Influence of peers and friends
Feel of being superior
Grade Level
Age

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 What is the profile of the victims of bullying?

Social Status
Age
Gender
Family Status
Grade Level
Regular Class

At what particular place does bullying frquently occur?

School
Work
Home
Outside
Organization or group

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 IV. Presentation Analysis and Interpretation of Data

Conducting a Research study about the Reasons Why Bullying Occur in

school has been not that easy for us to explore. To provide us data that can give us

answers in the issues and satisfy the needs of the study, we made questionnaires to

gather data. This data will help us to understand the possible reasons why bullying

happen in schools. After gathering data through this questionnaires that finally

answers the studies case, we construct a tabulation on the questions we made. The

results has been presented through graphical representation of data that can clarify

and clearly shows the results. Interpreting the data we have, it shows in the Figure

One (1) that the common profile of the bully is Social Status and Family Status with

27% of the same rate, followed by the gender with 22%, Grade Level 11%, Regular

Class 8% and Age with 5%. On Figure Two (2), the question “What are the most

observed reasons of occurance of bullying” is mostly answered by Lack of Parental

Guidance with 28%, next is Improper Discipline 23%, Influence of Peers and Friends

with 21%. The Feeling of being Superior and Age has similar percentage with 11%

and lastly the Grade Level with only 6%. With the interpretation of Figure Three (3),

it shows that Social Status is the most checked profile of the victims of bullying with

33%, nearby followed by Family Status with 21%, next is Age with 18%, Gender

16%, Grade Level with 8% and Regular Class with 5%. We also include the

particular place where bullying frequently occur, in Figure Four (4), and shows that

School is probably the place wherein bullying occur with 67%, second is on Outside

with 13%, third is Organization/Group with 10%, in Work with 7% and lastly in Home

with only 3%.

This gathered and interpreted data that we presented can help us and we

hope as well, the future researchers to their additional background study.

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 V. Summary of Findings Conclusion and Recommendations

A. Summary of Findings

The study show results of the reasons behind na occurance of bullying . The

study that has been conducted presents that bullying is frequently observed and

most of the students said that the most observed reason of the occurance of

bullying is lack of parental guidance. 10 out of 20 respondents said that social

status has an impact to the profile of the bully and 10 also out of 20 respondents

said that family status also affect the profile of the bully. While almost of the

respondents infer that the victims of bullying is being bullied because of their

social status. As we conduct this study , we found out that the place where

bullying frequently observed is the school. Moreover all of the respondents agree

to this statement.

B. Conclusion

Bullying is to cause someone to do something by making threats or insults or by

using force. Bullying can be percieve because of different reasons. It may be

because of lacking of parental guidance which is important to everyone specially

to young people . It can also be because of improper dicipline which is an

important trait. Influence of peers and friends can be also a reason. There are

many people who experienced this case but most of them are students. Every

students has their own characteristics but that characterics may affect their

actions as an individual. Social status , age , gender, family status, grade level,

being in regular class or in special science class may affect a person who are

involved in bullying. Maybe he/she is the bully or he/she is the one who is being

bullied. This case can be seen anywhere. We are all familiar to this. Sometimes it

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 occur in our own home. Sometimes outside or even in work and ogranization .

But most of the times it can be observed in schools.

C. Recommendations

As one of the student who have encounter bullying in school , We are suggesting

to have a rule against bullying that will be given a lot of attention by the officials

of the schools and other personnels . The school must have an orientation and

programs that is effective in giving information about bullying. They may orient

not only the students but also the parents because parents can help their

childrens by giving some advice . And also it is effective to persuade people to

give action about the bad effects of bullying. In addition, another way to help all

people who experience of being a bully is to be with them and let them feel that

they are not a loner.

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 Appendix A : Request Letter

September 22, 2017

LORETO S. LABRADOR

Principal IV

Leuteboro National High School

Leuteboro, Socorro Oriental Mindoro

Sir:

This is to express the researcher’s purpose to conduct a research entitled “The

reasons behind the occurrence of bullying”.

We students of Ramon Magsaysay are asking for your permission to allow us to

conduct our research by means of giving questionnaires to some grade 11

students as our respondents. The results and findings of the said research

problem are expected to give some contribution on our school and administration

as well as the students.

Thank you very much in advance!

Sincerely Yours,

Blessy Anne Valdez

Erica Jane Cruzado

Melrose Lopez

Emmanuel Archivo

Darryl Duenas

23
 Appendix B

Questionnaires:

1. What is\are the most observed reasons of occurrence of bullying?

 Lack of parental guidance
 Improper discipline
 Influence of peers and friends
 Feel of being superior
 Social status
 Grade level
 Age
 Gender
 Others please specify: __________________________
2. What is the profile of the bully?
 Social status
 Age
 Gender
 Family status
 Grade level
 Regular class
 Special science class
 Others please specify :__________________________
3. What is the profile of the victims of bullying?
 Social status
 Age
 Gender
 Family status
 Grade level
 Regular class
 Special science class

24
  Others please specify :__________________________
4. At what particular place does bullying frequently occur?
 School
 Home
 Work
 Outside
 Organization\group
others please specify : ___________________________

25
 Bibliography

1. Bennett , C. EDUA 7740: School Bullying

2. Blazer, C. 2005. Office of Accountability and System wide Performance.

Miami, Florida 33132: Miami-Dade Country Public Schools.

26
 Curriculum Vitae

A. Personal Information

Last Name: Valdez

First Name: Blessy Anne

Middle Name: Delmo

Sex: Female

Civil Status: Single

Height (m) : 156

Blood Type:

Residential Address: Matulatula , Pola Oriental Mindoro

Permanent Address: Matulatula , Pola Oriental Mindoro

Email Address: Blessyannevaldez@gmail.com

B. Family Background

Father Surname: Valdez

First Name: Rolando

Middle Name: Lasac

Mother’s Maiden Name: Delmo

First Name: Mutya

Middle Name: Dalisay

27
C. Educational Background

Elementary: Lapog Elementary School

Scholarship \ academic honors received: Validictorian

Secondary: Leuteboro, National Highschool

Scholarship \ academic honors received: With honors

D. Special Skills and Hobbies

 Singing

 Dancing

E. Non Academic distinctions \ Recognitions

 SSG President

 Leadership Award

 Oriental Mindoro SSG President

28
 Curriculum Vitae

A. Personal Information

Last Name: Lopez

First Name: Melrose

Middle Name: Antone

Sex: Female

Civil Status: Single

Height (m) : 1.54

Blood Type:

Residential Address: Mabuhay 2, Socorro, Oriental Mindoro

Permanent Address: Mabuhay 2, Socorro, Oriental Mindoro

Email Address:

B. Family Background

Father Surname: Lopez

First Name: Meliton

Middle Name: Camo

Mother’s Maiden Name: Antone

First Name: Rosenda

Middle Name: Murla

29
C. Educational Background

Elementary: Mabuhay 2 Elementary School

Scholarship \ academic honors received: 5th honor

Secondary: Leuteboro National High School

Scholarship \ academic honors received: With honors

D. Special Skills and Hobbies

 Reading

 Writing

E. Non Academic distinctions \ Recognitions

30
 Curriculum Vitae

A. Personal Information

Last Name: Duenas

First Name: Daryll Jhon

Middle Name: De Chavez

Sex: male

Civil Status: single

Height (m) : 5’5

Blood Type: o

Residential Address: Matungao, Socorro, Oriental Mindoro

Permanent Address: Matungao, Socorro, Oriental Mindoro

Email Address: daryllduenas@gmail.com

B. Family Background

Father Surname: Duenas

First Name: Marcilino

Middle Name: Berdera

Mother’s Maiden Name: De Chavez

First Name: Josephine

31
 Middle Name: Lalican

C. Educational Background

Elementary: Matungao Elementary School

Scholarship \ academic honors received:

Secondary: Leuteboro National High School

Scholarship \ academic honors received:

D. Special Skills and Hobbies

 Playing basketball

 dancing

E. Non Academic distinctions \ Recognitions

32
 Curriculum Vitae

A. Personal Information

Last Name:Achivo

First Name:Emmanuel

Middle Name:Manalo

Sex:Male

Civil Status:Single

Height (m) :1.7

Blood Type:O

Residential Address:Mabuhay 2

Permanent Address:Mabuhay 2 Socorro

Email Address:09502669079

B. Family Background

Father Surname:Archivo

First Name:Joel

Middle Name:Deguzman

Mother’s Maiden Name:Manalo

First Name:Lina

33
 Middle Name:Labitan

C. Educational Background

Elementary:Mabuhay 2 Elementary School

Scholarship \ academic honors received: With Honor

Secondary:Leuteboro National High School

Scholarship \ academic honors received: With Honor

D. Special Skills and Hobbies

.Dancing

.Playing Chess

E. Non Academic distinctions \ Recognitions

34
 Curriculum Vitae

A. Personal Information

Last Name:

First Name:

Middle Name:

Sex:

Civil Status:

Height (m) :

Blood Type:

Residential Address:

Permanent Address:

Email Address:

B. Family Background

Father Surname:

First Name:

Middle Name:

Mother’s Maiden Name:

First Name:

35
 Middle Name:

C. Educational Background

Elementary:

Scholarship \ academic honors received:

Secondary:

Scholarship \ academic honors received:

D. Special Skills and Hobbies

E. Non Academic distinctions \ Recognitions

36
 Curriculum Vitae

A. Personal Information

Last Name: Cruzado

First Name: Erica Jane

Middle Name: Agan

Sex: Female

Civil Status: Single

Height (m) : 1.57 m

Blood Type: AB

Residential Address:

Permanent Address:

Email Address:

B. Family Background

Father Surname:

First Name:

Middle Name:

Mother’s Maiden Name:

First Name:

37
 Middle Name:

C. Educational Background

Elementary:

Scholarship \ academic honors received:

Secondary:

Scholarship \ academic honors received:

D. Special Skills and Hobbies

E. Non Academic distinctions \ Recognitions

38
 Curriculum Vitae

A. Personal Information

Last Name:

First Name:

Middle Name:

Sex:

Civil Status:

Height (m) :

Blood Type:

Residential Address:

Permanent Address:

Email Address:

B. Family Background

Father Surname:

First Name:

Middle Name:

Mother’s Maiden Name:

First Name:

39
 Middle Name:

C. Educational Background

Elementary:

Scholarship \ academic honors received:

Secondary:

Scholarship \ academic honors received:

D. Special Skills and Hobbies

E. Non Academic distinctions \ Recognitions

40
41