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GS Research Journal

their extent of remedial teaching practices at certain times at certain situation, but there cases
when they are on other hand comparable.
Based on the findings and conclusions, the researcher arrived at the following
recommendations. 1) Since majority of the respondents are only college graduate, all concerned
teachers should be encouraged to pursue graduate studies to enhance their professional
growth. 2) Teachers in teaching must level up in their use of instructional materials by utilizing
technological devices like computers, laptops, PowerPoint, internet, tablets and online teaching
through K-channel. 3) An intensified training programs on the use of remedial teaching practices
should be designed, to upgrade teachers’ competencies in teaching. 4) Other studies should be
conducted to look into other aspects of the extent remedial teaching practices in a wider scope
and using other variables not covered in this study.

IMPLEMENTATION OF THE CHILD-FRIENDLY SCHOOL PROGRAM (CFSP) IN
PUBLIC SECONDARY SCHOOLS
GIL G. DARANG

The respondents of this study are the secondary school teachers from the five (5)
public secondary schools in Cuyapo, Nueva Ecija. Specifically it sought to determine the profile
of the secondary school teachers in terms of age, highest educational attainment, and length of
service, relevant trainings, and position / rank. It looked into the extent of implementation of the
Child Friendly School Program by the respondents; the significant difference between the extent
of implementation of the Child Friendly School Program by the respondents across their profile
variables, the significant relationship between the extent of implementation of the Child Friendly
School Program by the respondents and their profile variables; and, the proposed enhancement
activities to improve the implementation of the program.
FINDINGS: 1) the respondents are relatively young, have BS degree with some units
leading to masteral degree, relatively new in the service, have attended relevant trainings in the
division level and most of them have T1 position/rank 2) the extent of implementation had a
descriptive rating of always and a “very extensive” implementation in transmuted rating. 3) the
extent of implementation of the program by the respondents manifest no significant difference
and 4) at .05 level of significance, there are no relationships that exist between the respondents’
extent of implementation of the child friendly school program and their profile variables except
length of service and position / rank.
CONCLUSIONS: 1) the respondents are young in age and length of service; and meet
the minimum educational qualifications 2) although the extent of implementation in five areas of
concern is very extensive there is still a need to improve the area of leadership and inclusive child
management 3) the respondents are comparable in their extent of implementation of the Child
Friendly School Program when compared across their profile variables 4) the profile variables of
the respondent-secondary teachers except length of service and position/rank do not affect their

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