IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 4, DEC.

, 2024

PARENTAL SUPPORT MANAGEMENT INITIATIVES AND TEACHERS'

IMPLEMENTATION OF DEPED ORDER 83 (PROHIBITING
THE USE OF CELLULAR PHONES)

JEIVY D. GAYOSO
[email protected]
https://orcid.org/0009-0002-5834-8416
Guimaras State University
Buenavista, Guimaras, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/705227

ABSTRACT

The purpose of this study is to evaluate the impact of parental support, management initiatives, and
teachers' implementation of DepEd Order 83, which prohibits the use of cellular phones during class hours.
The study aims to understand how these factors contribute to the effective enforcement of the policy and
its implications for classroom discipline and student behavior. In the context of growing concerns about the
negative effects of mobile phone use in schools, this research is important for identifying the role that
parental involvement and school management play in ensuring policy compliance. This research seeks to
contribute to improving educational environments by minimizing distractions caused by mobile phones.
The study employed a descriptive-correlational research design, surveying 350 teachers from the Schools
Division of Capiz. A researcher-made questionnaire was used to gather data on parental support,
management initiatives, and the extent of teachers' implementation of DepEd Order 83. Statistical
methods, including frequency counts, ANOVA, T-tests, and Pearson's r, were used to analyze the data.
The results revealed that both parental support and school management initiatives are generally strong,
and teachers' compliance with the policy is high. However, no significant differences were observed across
demographic groups such as age, length of service, and educational attainment. These findings indicate
a need for continuous reinforcement of the policy through improved strategies and better resource
allocation. The study concludes that strengthening the collaboration between parents, school
management, and teachers is essential for enhancing the policy's effectiveness. Recommendations
include providing ongoing training for teachers on classroom management and encouraging creative
strategies for enforcing mobile phone restrictions.

Keywords: Parental support, management initiatives, teacher implementation, DepEd Order 83, cellular
phones, classroom management

INTRODUCTION
advancements in educational technologies,
Parental involvement in school mobile phone use in schools remains a persistent
management initiatives is essential for enhancing challenge. It often leads to classroom distractions
the quality of education. It motivates schools, and diminished academic performance. To address
improves learning outcomes, and positively this issue, DepEd Order No. 83 prohibits students
impacts students' academic performance. Despite from using cellular phones during class hours.
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GAYOSO, J. D., Parental Support Management Iniatives and Teachers’ Implementation of DepEd Order 83 ( Prohibiting
the use of Cellular Phones), pp. 92 - 98
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However, the effective implementation of this policy school partnerships, wherein parental
relies heavily on parental support, school engagement not only supports students’ academic
management initiatives, and teacher enforcement. success but also plays a critical role in the
This study aims to explore the implementation of enforcement of school policies. When parents
DepEd Order No. 83 and its relationship with actively participate in school activities, including the
various factors. It examines the profile of the reinforcement of rules such as DepEd Order 83
respondents in terms of age, position, length of (which prohibits the use of cellular phones during
service, educational attainment, and school size. class hours), they contribute to a collaborative effort
The study also investigates the level of parental that aligns home and school expectations. This
support in implementing the policy, classifying partnership ensures that students receive
responses by demographic factors. Furthermore, it consistent messages about the importance of
analyzes the management initiatives introduced to focus, discipline, and academic achievement, both
support the enforcement of the order and the extent in school and at home.
to which teachers implement these policies. Furthermore, Epstein’s model emphasizes
Additionally, the study explores whether the significance of communication between schools
significant differences exist in parental support, and families. For policies like DepEd Order 83 to be
management initiatives, and teacher effectively implemented, schools must
implementation when classified by demographic communicate their expectations to parents, who in
factors such as age, position, and length of service. turn can reinforce these policies at home. The
Moreso, it also examines the relationships among reciprocal relationship between schools and
parental support, management initiatives, and families, as outlined in Epstein’s model, creates an
teachers' compliance with the policy. By addressing environment where students are more likely to
these aspects, the study provides valuable insights comply with school rules, as they understand that
into the factors contributing to the effective both their parents and their teachers are working
enforcement of DepEd Order No. 83 and its role in together to support their success. In this
fostering distraction-free classrooms. framework, parental involvement is seen not just as
a support mechanism but as an integral part of the
Conceptual/Theoretical Framework policy implementation process.
Mayo’s Management Theory, developed by
This study is anchored on two key Elton Mayo through his research on the Hawthorne
theoretical foundations: Epstein's Parental experiments, focuses on the relational factors that
Involvement Model and Mayo’s Management motivate individuals and improve productivity within
Theory, which together provide a comprehensive organizations. Mayo’s theory posits that individuals
framework for understanding the dynamics are more productive and cooperative when they
between parental support, management initiatives, feel supported, valued, and involved in decision-
and the effective implementation of school policies making processes. In the context of this study,
such as DepEd Order 83. Mayo’s theory is applied to the role of school
Epstein’s Parental Involvement Model is management in the successful implementation of
one of the most widely recognized frameworks for DepEd Order 83. The theory suggests that
understanding the role of families in the educational teachers are more likely to comply with and enforce
process. Developed by Joyce Epstein (1995), the school policies when they receive adequate
model outlines six types of parental involvement: support from school administrators, both in terms of
parenting, communicating, volunteering, learning at resources and encouragement.
home, decision-making, and collaborating with the Mayo’s Management Theory also highlights
community. Each type emphasizes a different way the importance of creating a positive organizational
that parents can be involved in their child’s climate where teachers feel empowered and
education, fostering a stronger connection between engaged. For instance, if school leaders actively
home and school. In the context of this study, involve teachers in discussions about policy
Epstein’s model highlights the importance of family- implementation and provide them with clear
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GAYOSO, J. D., Parental Support Management Iniatives and Teachers’ Implementation of DepEd Order 83 ( Prohibiting
the use of Cellular Phones), pp. 92 - 98
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guidance on how to enforce rules like DepEd Order random sampling to ensure that a wide range
83, teachers are more likely to take ownership of of demographic factors—such as age, educational
these responsibilities. This aligns with the theory’s attainment, length of service, and position—were
emphasis on relational dynamics, where supportive represented in the sample. This approach ensured
management practices lead to higher levels of that the findings of the study could be generalized
commitment and compliance from employees, in to the broader population of teachers in the division.
this case, teachers. Each teacher was invited to participate in the study
By integrating these two theoretical voluntarily, and ethical considerations, such as
frameworks, the study positions parental support informed consent and confidentiality, were strictly
and management initiatives as critical components observed throughout the data collection process.
in the effective implementation of DepEd Order 83. To gather the necessary data, the
Epstein’s model underscores the necessity of researchers developed a researcher-made
engaging parents in the educational process and questionnaire, which served as the primary data
policy enforcement, while Mayo’s theory highlights collection tool. The questionnaire was designed to
the role of supportive school management in assess three main areas: the level of parental
motivating teachers to implement these policies. support in the implementation of DepEd Order 83,
Together, these frameworks suggest that for the various management initiatives put in place to
DepEd Order 83 to be successfully enforced, there enforce the order, and the extent of teachers'
must be a coordinated effort between parents, implementation of the policy. The questionnaire
teachers, and school administrators. Each group was divided into sections to capture each of these
plays a vital role in ensuring that students adhere aspects comprehensively. Items were developed
to the policy, and their collaborative efforts foster a based on a review of relevant literature and
school environment where academic focus and consultations with education experts to ensure
discipline are prioritized. This framework provides a content validity. A pilot test was conducted with a
comprehensive understanding of how relational small group of teachers to refine the instrument,
and organizational dynamics influence the ensuring clarity and reliability.
successful implementation of school policies. Data were analyzed using a range of
statistical tools. Descriptive statistics, including
METHODOLOGY frequency counts and percentages, were employed
to describe the demographic profiles of the
This study utilized a descriptive- respondents and to summarize the levels of
correlational research design to investigate the parental support, management initiatives, and
relationships among parental support, teachers' implementation of the policy. To explore
management initiatives, and teachers' the relationships between the variables, inferential
implementation of DepEd Order 83 in the Schools statistics such as Analysis of Variance (ANOVA), T-
Division of Capiz. The descriptive component of the tests, and Pearson’s r correlation were used.
design aimed to provide a clear picture of the ANOVA was applied to determine whether
current state of these variables, while the significant differences existed in the levels of
correlational aspect was intended to examine the parental support, management initiatives, and
relationships and interactions between them. This teacher implementation when classified by
approach was chosen because it allows for a demographic factors such as age, educational
comprehensive understanding of how various attainment, and length of service. T-tests were
factors—such as the demographic characteristics employed to compare differences between groups,
of the teachers—affect their enforcement of the while Pearson’s r correlation was used to assess
policy prohibiting the use of cellular phones during the strength and direction of the relationships
class hours. among parental support, management initiatives,
The study involved 350 teacher and teachers' implementation of DepEd Order 83.
respondents from the Schools Division of Capiz. The statistical analysis was conducted at a
These respondents were selected through stratified 0.05 level of significance, meaning that any p-value
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the use of Cellular Phones), pp. 92 - 98
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below this threshold was considered statistically 2. Effectiveness of Management Initiatives
significant. This rigorous approach ensured that the
study's conclusions were based on robust and Management initiatives were perceived as
reliable data. Overall, the methodology employed in highly effective in enforcing DepEd Order 83.
this study provided a clear and detailed These included clear communication of school
examination of the variables under investigation, policies to parents and students, regular reminders
offering valuable insights into how parental support about the consequences of non-compliance, and
and management initiatives influence teachers' consistent monitoring of student behavior. School
compliance with DepEd Order 83. administrators worked closely with teachers,
providing them with tools and resources to ensure
the uniform application of the policy. These
RESULTS AND DISCUSSION initiatives reflect the principles of Mayo’s
Management Theory, which emphasizes the role of
1. Parental Support in Policy Enforcement engaged management in promoting compliance
and productivity. The proactive involvement of
The study revealed that parental support school administrators ensured that a focused
played a significant role in the successful learning environment was maintained and
enforcement of DepEd Order 83, which prohibits distractions caused by mobile phone use were
the use of cellular phones during class hours. minimized.
Parents actively reinforced the policy at home, According to Busteed and Sorenson (2013),
ensuring that students understood its importance Effective strategies include awareness campaigns,
and complied with the rules both inside and outside workshops for parents and students on the risks of
the school. This strong parental involvement aligns mobile phone misuse, and strict disciplinary
with Epstein’s Parental Involvement Model, which actions. These initiatives prioritize learning by
highlights the importance of collaboration between minimizing distractions and maintaining classroom
families and schools in fostering discipline and focus.
student success. By participating in discussions The Schools have implemented various
about minimizing distractions during school hours, management strategies to address the challenges
parents created a supportive environment that posed by mobile phone use and enforce policies
encouraged students to focus on their studies and like DepEd Order 83. Administrators establish clear
adhere to the policy. rules and consequences regarding mobile phone
Additionally, the enforcement of school policies, use and support teachers to ensure consistent
such as DepEd Order 83 (prohibiting mobile phone enforcement.
use during class hours), benefits significantly from
parental support. When parents reinforce these 3. Teachers’ Compliance with DepEd Order 83
policies at home, they ensure students understand
the importance of discipline and academic focus. The findings showed that teachers exhibited a
Research by Hoover-Dempsey and Sandler (1997) "very high" level of compliance with DepEd Order
highlights that consistent parental reinforcement of 83, consistently enforcing the prohibition of mobile
school expectations reduces disruptive behavior, phone use during class hours. Teachers
bridging the gap between home and school demonstrated their commitment to creating a
practices and fostering discipline. conducive learning environment through creative
Likewise, Parental involvement has been widely strategies such as designating specific areas for
recognized as a cornerstone of student success students to store their phones and establishing
and the effective implementation of school policies. clear disciplinary consequences for violations. This
Studies highlight that parental engagement high compliance rate highlights teachers'
positively impacts student motivation, behavior, understanding of the negative impact of mobile
and academic performance. phone misuse on student focus and academic

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GAYOSO, J. D., Parental Support Management Iniatives and Teachers’ Implementation of DepEd Order 83 ( Prohibiting
the use of Cellular Phones), pp. 92 - 98
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performance. The collective support from parents 2. There are no significant differences in
and school management was instrumental in these factors when classified according to
enabling teachers to implement the policy demographic variables such as age,
effectively. educational attainment, length of service, and
position.
4. Consistency Across Demographics
3. Strengthening the relationship between
The study found no significant differences in parents, school management, and teachers
levels of parental support, management initiatives, is essential for ensuring effective policy
or teacher compliance when categorized by age, implementation and improving student
educational attainment, length of service, or discipline.
position. This uniformity suggests that the strong
support and compliance observed were consistent
across all demographic groups. Teachers, RECOMMENDATIONS
regardless of their experience or qualifications,
demonstrated similar levels of commitment to Based on the conclusion drawn, the
enforcing DepEd Order 83. Likewise, parental following are recommended:
support and management initiatives were equally
strong across various demographics, indicating a 1. Schools should continue to strengthen
unified effort among all stakeholders to uphold the parental involvement in enforcing DepEd
policy. Order 83 by regularly communicating with
parents about its importance.
5. Areas for Improvement
2. This recommendation builds on the conclusion
that parental support is already high,
Despite the high levels of support and
compliance, the study identified opportunities for suggesting that schools maintain and
strengthen this engagement through regular
enhancing the enforcement of DepEd Order 83.
Teachers in schools with larger student populations communication with parents.
faced challenges in consistently monitoring
compliance and expressed a need for additional 3. Management initiatives should include
resources such as phone lockers or software that providing teachers with additional training on
restricts phone functionality during school hours. classroom management and mobile phone
Regular training sessions and reminders for both policies.
teachers and parents were also recommended to
reinforce the policy over time. These measures, 4. Although there were no demographic
combined with technological solutions, could help differences, this recommendation encourages
sustain and improve adherence to the policy. ongoing professional development to ensure
that all teachers, regardless of their
background, are equipped with updated
CONCLUSIONS strategies for enforcing DepEd Order 83.

Based on the findings of the study, the 5. Teachers should be encouraged to develop
following conclusions are drawn: creative strategies for enforcing the prohibition
of mobile phone use in classrooms while
1. The level of parental support, management maintaining positive student-teacher
initiatives, and teachers' implementation of relationships.
DepEd Order 83 is generally high.

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GAYOSO, J. D., Parental Support Management Iniatives and Teachers’ Implementation of DepEd Order 83 ( Prohibiting
the use of Cellular Phones), pp. 92 - 98
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Goad, K. D. (2019). The perception of teachers toward ABOUT THE AUTHOR

the use of mobile technology as a tool to engage
students in learning. Indiana State University. Jeivy D. Gayoso is an experienced
educator currently pursuing a Doctor of Philosophy
Holler, D. (2019). "Cell phones in Minnesota High in Educational Management at the Guimaras State
Schools: Principals’ perceptions of impact and University. She holds a Master of Arts in Education,
policy." Culminating Projects in Education majoring in Educational Management, from Ifugao
Administration and Leadership, 52. State University, and a Bachelor's degree in
Elementary Education from Hercor College. With a
Imazeki, J. (2018). Bring-your-own-device: turning cell teaching career spanning nearly a decade, Jeivy
phones into forces for good. Journal of Economic
has served in various capacities, including her
Education, 45(3), 240–250.
current role as a Grade IV teacher at Mainit
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GAYOSO, J. D., Parental Support Management Iniatives and Teachers’ Implementation of DepEd Order 83 ( Prohibiting
the use of Cellular Phones), pp. 92 - 98
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Elementary School. She is recognized for her
leadership in facilitating educational programs such
as Math Champ Day, DRRM Fire Orientation, and
Arts Month Celebrations. Jeivy is committed to
fostering a positive learning environment and
enhancing student engagement through creative
and dynamic teaching methods.

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IIMRJ. This is an open-access article distributed
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Commons Attribution – Noncommercial 4.0
International License (http://creative
commons.org/licenses/by/4).

P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com

GAYOSO, J. D., Parental Support Management Iniatives and Teachers’ Implementation of DepEd Order 83 ( Prohibiting
the use of Cellular Phones), pp. 92 - 98
98