Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 9 (2025)

Parental Bullying of Teachers Impact, Causes, and Strategies for Resolution of SDO Guimaras

Shara Mae Galfo | Orbel Canoy

Discipline: others in psychology

 

Abstract:

Parental bullying of teachers has emerged as a critical yet understudied issue in the educational landscape of the Philippines, particularly within the Schools Division Office (SDO) of Guimaras. This study examines the prevalence, underlying causes, and detrimental effects of parental bullying on teachers and proposes actionable strategies for resolution. Utilizing a descriptive-correlational research design, the study surveyed 80 teachers across public and private schools in SDO Guimaras, examining demographic trends, forms of bullying, psychological and professional impacts, and institutional responses. Findings reveal that verbal abuse, social media harassment, and legal threats are the most common forms of parental bullying, disproportionately affecting early- to mid-career teachers, particularly females in elementary and junior high school settings. Key causes include misunderstandings of school policies, unrealistic parental expectations, and socio-cultural factors such as overprotectiveness and a sense of entitlement. The study highlights severe consequences, including diminished teacher well-being, reduced job performance, and strained parent-teacher relationships, with 31.3% of teachers considering leaving the profession due to stress. Statistical analysis (χ² and correlation tests) confirms significant relationships between parental bullying and teachers’ age, years of experience, and school type (public vs. private). Despite existing coping mechanisms, such as peer support (18.8%) and administrative reporting (15.0%), institutional protections remain inadequate. The study recommends strengthening school policies on parental conduct, enhancing teacher training in conflict resolution, providing legal and mental health support, and fostering collaborative parent-teacher dialogues. These measures aim to mitigate bullying, promote a respectful school climate, and safeguard educators’ professional dignity.



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