Safeguarding integrity: Mechanisms on reporting and addressing unethical behavior in Philippine schools

 CAFIRMA, HARLENE A.

MBA DIVINE WORD COLLEGE OF LAOAG

Abstract

This article explores the critical role of teachers and administrators in promoting integrity and safety within Philippine schools. Drawing from practical experience and policy guidelines, it discusses effective mechanisms for reporting and addressing unethical behavior, including whistleblower policies, anonymous reporting systems, open-door approaches, and formal complaint processes. The article also highlights the importance of impartial investigations, corrective actions, feedback, and whistleblower protection. Emphasis is placed on aligning school practices with the Department of Education’s child protection and anti-bullying policies to ensure a supportive and ethical educational environment for all.

Keywords: Integrity, whistleblower policies, anonymous reporting, school leadership, child protection, anti-bullying, ethical behavior, investigation, corrective action, Philippine education

Introduction

Having spent years in the Philippine educational system, I have witnessed firsthand how acts like cheating, bullying, and discrimination can deeply affect not only the individuals involved but also the broader school community. These incidents can erode trust, lower morale, and create an environment where students and staff feel unsafe or unsupported. The ripple effects of unethical behavior often extend beyond the immediate victims, impacting relationships, academic performance, and the overall culture of the school. Academic misconduct and the influence of integrity culture have been empirically studied in the Philippine context, highlighting how faculty and peer behavior shape ethical standards among students (Resurreccion, 2016).

As teachers and administrators, our influence goes beyond delivering lessons or managing operations—we are stewards of the school’s values and climate. Our actions and policies set the tone for what is acceptable and what will not be tolerated. By establishing clear, accessible mechanisms for reporting unethical behavior, we empower students, teachers, and staff to speak up when they witness or experience wrongdoing. This includes providing confidential reporting channels, ensuring anonymity when needed, and communicating that all reports will be taken seriously and handled impartially.

Moreover, our commitment to addressing these issues must be visible and consistent. When we respond promptly and fairly to reports of misconduct, we reinforce the message that integrity and respect are non-negotiable. We also build trust within the school community, assuring everyone that their well-being is a priority and that they are supported if they choose to come forward.

Ultimately, our leadership in promoting ethical conduct and safeguarding integrity helps create a school environment where everyone feels valued, protected, and motivated to contribute positively. By championing these efforts, we lay the foundation for a culture of safety, trust, and academic excellence.

Mechanism of reporting unethical behavior

Whistleblower Policies

Confidential reporting systems are essential for empowering both staff and students to speak up about unethical conduct. When these policies are clearly communicated, everyone understands not only what constitutes unethical behavior but also how to report it safely. Teachers and administrators must ensure that these policies are accessible, regularly reviewed, and reinforced through training and open discussions. This proactive approach helps build a culture where integrity is valued and protected. Effective reporting mechanisms, such as confidential systems and whistleblower policies, are recognized as essential for empowering school personnel to address child abuse and neglect (Alazri & Hanna, 2020).
Additionally, evidence-based ethics instructional methods have been developed to guide educators in responding to unethical behavior (Schreck, Ivy, & Zane, 2023). 

Anonymous options

Anonymous hotlines or digital platforms are particularly important for sensitive issues such as harassment or bullying. These options lower the barrier for reporting by removing the fear of identification or retaliation. Administrators should ensure these channels are easy to use, well-publicized, and monitored by impartial personnel. Regular reminders about these options can encourage more honest and timely reporting, leading to earlier intervention and support.
Bullying remains a significant concern in Philippine schools, and anonymous reporting mechanisms are vital for early intervention (Elemino et al., 2023).

Open-Door Policy

The leadership style and ethical conduct of school principals have a direct impact on the school climate, with research suggesting that transparent leadership can prevent unethical behaviors (Arslan et al., 2024). An open-door approach from school leaders fosters trust and transparency. When teachers and administrators are approachable and willing to listen, students and staff feel more comfortable sharing their concerns. This informal channel complements formal mechanisms, allowing issues to be addressed before they escalate. It also signals that leadership is genuinely invested in the well-being of the school community.

Written Complaints

Formal complaint processes ensure that serious issues, such as grade tampering or harassment, are properly documented and investigated. Written records provide a clear trail for accountability and follow-up. School leaders must handle these complaints impartially and confidentially, reassuring all parties that their concerns will be taken seriously and resolved fairly. Proper documentation and impartial investigation of complaints are vital, as demonstrated in studies of behavioral management practices in Philippine schools (Castino, 2023).

Addressing Unethical Behavior

Investigation

Impartial and confidential investigations are the backbone of a trustworthy reporting system. Assigning unbiased investigators, sometimes from outside the immediate school environment, helps ensure objectivity. Maintaining confidentiality throughout the process protects all parties and encourages future reporting. Teachers and administrators must be trained in proper investigative procedures to uphold fairness and integrity.

Corrective Actions

Disciplinary measures, such as warnings, suspensions, or required workshops, send a clear message that unethical behavior will not be tolerated. Consistency and fairness in applying these actions are vital for maintaining trust in the system. Teachers and administrators should also focus on restorative practices, helping offenders understand the impact of their actions and supporting their reintegration into the school community. Faculty perspectives highlight the challenges and solutions in upholding academic integrity, emphasizing the need for continuous feedback and professional development (Paranga, 2024).

Feedback

Providing feedback after a report is resolved helps build trust and demonstrates the school’s commitment to improvement. Regular follow-up and ongoing training reinforce a culture of integrity, ensuring that lessons learned from each case contribute to a safer and more ethical environment for everyone.

Whistleblower Protection

Adhering to established ethical principles, such as those outlined by the American Psychological Association (2017), ensures that whistleblowers are protected and ethical standards are maintained. Thus, clear policies against retaliation are essential for a successful reporting system. When teachers and administrators actively protect whistleblowers, it reassures the entire school community that speaking up will not result in negative consequences. This protection must be communicated clearly and enforced consistently, with swift action taken against any form of retaliation.

Local Policy Reference

The Department of Education’s Child Protection Policy (DO 40, s. 2012) and the Anti-Bullying Act of 2013 provide the legal foundation for safeguarding students and addressing unethical behavior in schools. And it provides a strong foundation for school policies. These guidelines require schools to have clear procedures for reporting and addressing unethical behavior, as well as a designated Child Protection Committee. Teachers and administrators are responsible for ensuring these policies are implemented, regularly reviewed, and followed in practice. By aligning school practices with national standards, leaders help create a safe and supportive environment for all students and staff.

Professional Standards

Professional standards for educational leaders, such as those outlined by the National Policy Board for Educational Administration, serve as a foundational guide for school leaders, emphasizing the critical role of ethics and accountability in educational settings. These standards articulate clear expectations for behavior, decision-making, and leadership practices, ensuring that administrators act with integrity and transparency in all aspects of school governance.

Conclusion

By championing effective reporting and investigation systems, teachers and administrators set the standard for ethical conduct within the school community. When we actively promote and uphold these mechanisms, we demonstrate our commitment to transparency, fairness, and accountability. This leadership not only reassures students and staff that their voices will be heard but also encourages them to speak up without fear of retaliation.

Our role goes beyond enforcing rules—we model the values of honesty and respect in our daily interactions. By ensuring that every report is taken seriously and investigated impartially, we foster trust and mutual respect among all members of the school. This proactive approach helps prevent issues from escalating, addresses problems promptly, and reinforces the message that unethical behavior will not be tolerated.

 

References

1. Alazri, Z., & Hanna, K. M. (2020). School personnel and child abuse and neglect reporting behavior: An integrative review. Children and Youth Services Review, 112, Article 104892. https://doi.org/10.1016/j.childyouth.2020.104892
2. Arslan, Y., Polat, S., Gürler, M., & Bulut, İ. (2024). Unethical behaviors of school principals according to teachers’ views: Causes and recommendations for prevention. International Journal of Psychology and Educational Studies, 11(1), 50–65. https://files.eric.ed.gov/fulltext/EJ1416196.pdf
3. Schreck, K. A., Ivy, J. W., & Zane, T. (2023). Teaching behavior analysts to address unethical behavior: Developing evidence-based ethics instructional methods. Behavior Analysis in Practice. Advance online publication. https://doi.org/10.1007/s40617-023-00845-6
4. Resurreccion, P. F. (2016). The impact of faculty, peers and integrity culture in the academe on academic misconduct among Filipino students: An empirical study based on social cognitive theory. International Journal of Educational Research and Technology, 7(2), 1–10. https://www.researchgate.net/publication/304169734_The_Impact_of_Faculty_Peers_and_Integrity_Culture_in_the_Academe_on_Academic_Misconduct_among_Filipino_Students_An_Empirical_Study_Based_on_Social_Cognitive_Theory
5. Paranga, N. R. (2024). Faculty perspectives on challenges and solutions in upholding academic integrity at a polytechnic college in Metro Manila. International Conference on Contemporary Education, Philosophy and History, 1–12. https://icceph.com/wp-content/uploads/2024/02/FACULTY-PERSPECTIVES-ON-CHALLENGES-AND-SOLUTIONS-IN-UPHOLDING-ACADEMIC-INTEGRITY-AT-A-Y-COLLEGE-IN-METRO-MANILA.pdf
6. Elemino, Q. J. A., Kilag, O. K. T., Almendral, C., Oroyan, C. M. G., Abu Jalboush, Y. B. A., & Ruizo, J. L. (2023). The silent epidemic: The bullying among children in Philippine schools. Journal of Educational Research and Practice, 1(6), 195–203. https://zenodo.org/records/10403829/files/v1%286%29+195-203+-+The-Silent-Epidemic.pdf
7. Castino, L. G. (2023). Child Protection Policy and Behavioral Management Practices in a Public Elementary School in Rizal, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 4(1), 1–15. https://ejournals.ph/article.php?id=18752
8. American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code/
9. Department of Education. (2012). DepEd Child Protection Policy (DO 40, s. 2012). https://www.deped.gov.ph/2012/05/14/do-40-s-2012-deped-child-protection-policy/
10. Republic Act No. 10627, Anti-Bullying Act of 2013. (2013). https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/
11. National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015. http://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

 

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