Effects of Child Protection Policy on the Work Performance of Teachers in Tomas Claudio Colleges

This study determined the effects of the Child Protection Policy on the work performance of teachers at Tomas Claudio Colleges during School Year 2025–2026. Specifically, it examined the respondents’ demographic and professional profiles, the extent to which the policy affected teachers’ classroom management, instructional delivery, health and well-being, and workload demands, and the relationship between the perceived effects of the policy and teachers’ work performance. The study employed a descriptive survey research design supported by documentary analysis. The respondents consisted of 100 basic education teachers, including the school administrator, coordinators, class advisers, subject teachers, and part-time teachers. Data were gathered using a researcher-developed questionnaire checklist, while teachers’ most recent performance ratings were examined through documentary analysis. Findings revealed that most respondents were female, married, aged 30–39, bachelor’s degree holders, and had 6–10 years of teaching experience. The Child Protection Policy always affected teachers in terms of workload demands and often influenced classroom management, instructional delivery, and health and well-being. Significant differences in perceived effects were identified according to sex, position title, and in-service trainings attended in selected areas, while no significant differences were found according to age, civil status, educational attainment, and length of service. Teachers’ work performance was rated very good, with a mean of 4.04. However, no significant relationship was established between the perceived effects of the policy and teachers’ work performance. The study concluded that although the implementation of the Child Protection Policy influences various dimensions of teachers’ professional responsibilities, these perceived effects are not significantly associated with their overall work performance. It recommended strengthening policy orientation and continuous professional development, providing workload management and well-being support mechanisms, and implementing the proposed action plan to further enhance teachers’ work performance.