Chapter 2 : Review of Related Literature and Studies Related Literature Vandalism is an important act that has purpose of damaging or destroying the property of another . It is widespread across schools and is not limited to to schools in low socioeconomics socioeconomics neighborhoods neighborhoods . In the school setting , it involves grati , general property destruction destruction , and break-ins . ( Dedel , !!" # $chool break-ins are usually of three types . %uisance break-ins are those where the act of breaking in is seemingly the purpose. Individual involved in these types of break-ins are often those who are caught up with the actions of a peer group or who are breaking in &ust to create some e'citement e'citement . good e'ample is the senior prank that many high school seniors believe is necessary at the ned of the school year. year. )his is almost a tradition at some schools. *ne year , when author +arsha was teaching highschool , the senior broke into the school oce at the ned of the year and stued it with crumple newspapers for months and spent uite a bit of time crumpling them . lthough this was certainly not a malicious break-in , there were guilty when they saw the custodians removing the paper and oere to help . ( Dedel , !!" # Vandalism involves destroying other peoples property , like benches , garbage bins , lantern , plants , bicycle , windows etcetera . It also involves grati on walls , windows and benches , which is hard to remove and costs a lot of money . rati and destruction of other peoples property both cost piles of money and is against the law . /hen you are caught red-handed on the committing of vandalism by the police they will most certainly arrest you , and you either have to pay a 0ne or get a task sentence . 1ou 1ou don2t have to e'pect that you are arrested arrested for vandalism , because you have have destroyed things which don2t belong to you , and you will have to pay for it . ( 3 3n&te , 4 5ueshor !!4 # $chool vandalism is one of the ma&or problems threatening threatening countries . /e review the literature literature on this topic and point out some of the diculties that hamper a through understanding of this social phenomenean . /e emphasi6e those strategies that have been found to be successful in
reducing the incidence of this oence . /e interpret the available information in terms of three ideological orientation 7 conservative , liberal , and radical , each of which can be shown to result in eective policies .)he choice as to which strategy to employ on a national basis thus depends less on its proven ecacy than on the values and attitudes of those concerned with the problem . 8ence , we argue that future investigations into school vandalism must adopt an 9 action research 9 approach , that is research that continually assesses the eect that certain manipulations have on a speci0c school symtem .
Related Studies Vorobyeva and :ru6hkova said that this study was developed because vandal behavior is an increasing threat in the world. ;ountries , commercial companies , and individuals e'perience great damage to property as a results of individual vandal acts . In addition , vandalisms treathens not only 9 tangible assets 9 but also the cultural and historical heritage of modern humanity . Despite the threatening spread of vandalism , the study of its psychological foundations , including its origin , in the conte't of individual life cources is in many ways terra incognita . )he ob&ective of the present study was to investigate the genesis of vandal behavior and sociopsychological and individual personality factors in the formation of readiness to destroy public property of others. comprehensive study of childreb , adolescents , and young adults (%<="# as well as their social environment , revealed mechanism of the readiness to commit vandal acts that were present since childhood . )he study was conducted by e'amining four age groups 7 preschoolers (>?years# , primary school pupils (4-@ years# , adolescents (=-=" years # , and young adults (=4- years# A the instruments used were speci0c-age batteries, observation, e'pert techniues, and uestionnaires. /e found that the characteristics of parentchild relationship are is the basis for forming the boundaries of the permissible activity of the child A disturbance in the parent-child relationship can lead to the development of forms of vandalism in children. /e describe the speci0city and intensity of the vandal activity of adolescents and young adults in the conte't of their environment , and we look at the individual characteristics that promote deviant behavior . )hus , vandal activity is not only a speci0c characteristic of adolescents and young adults , and it is not always very destructive . Basic vandal activity originates in the early stages of ontagenesis as a result of a deformation in social interaction of people trying through this form of activity to understand themselves in social space .
Chapter 3 : METHODS OF RESERCH !ROCED"RES Method of Resear#h )he descriptive method of research was used in this study . Descriptive method of research is a fact-0nding study with adeuate and accurate interpretation of the 0ndings. It describes what is . It describe with emphasis what actually e'ist such as current conditions , practices , situations , or any phenomena since the study was concerned with the top reasons of destroying school properties, the descriptive method of research was the most appropriate method to use.
Method of Colle#tin$ Data and Develop%ent of the Resear#h &nstru%ent
)he method of collecting data used wast the formative survey . )his is concerned with looking into the commonality of some elements . $ince the present research is a status study , the normative survey was the most appropriate method to use in gathering data . )he instrument used to collect data was the uestionnaire. )his was used because it gathers data faster than any other method. Besides the respondents were rade 4, C , @ , and =! and so they are literate. )hey could answer the uestionnaire with ease .
The Sa%plin$ Desi$n )he si6e of the population is but I will get only "! as the study population . )he pure random sampling techniue was used as the type techniue of sampling.
Depart%ent of Edu#ation Division of Cit' S#hools(Manila Mariano Mar#os Me%orial Hi$h S#hool
TO! RESO)S OF DESTRO*&)+ SCHOOL !RO!ERT&ES S !ERC&E,ED -* +RDE &.(/ MMMHS S*( 201(201
Su4%itted to : Ra#hel 5 Fernande6 En$lish Tea#her
Su4%itted 4' : M'lene D5 Fran#is#o &.(/ 7 +oethe 8
Chapter 1 : THE !RO-LEM )D &TS SETT&)+ &ntrodu#tion $chool property means any property , real, personal or mi'ed belonging to the $chool District , including but not limited to school buildings , District buildings not being used as a school , vehicles being used for purposes , school grounds and school euipment . Eurpose of the $chool Board has a duty under state law to provide for the care , control and management of school property and euipment . Vandalism is the e'ample of destroying school properties . Vandalism for the purposes of students shall have the meanings provided in the code of students conduct , $chool Board Eolicies ".=C and ".=CF . ccidental property damage occurs when it is established that school property has been damaged by accident , without willfulness or malice , the school principal is e'pected to use regular district procedures for assessing the damage or loss and reuisitioning its repair and replacement . In such instances , this policy would not apply . Eolicy-students, individuals or group who damage or vandali6e school property will be responsible for its repair and or replacement . 3ach organi6ation which is granted a permit for the use of shool property shall be responsible for any damage to the school property beyond that which would be considered normal wear and tear and shall pay for any such damage in accordance with the actual damage as determined by the school principal , the district department head , or in e'treme cases , the superintendent or designee . failure to comply with a reuest for payment such damages shall result in the group or organi6ation being eneligible for further use of school property and such legal the amount of damages . )he principal or depart head shall report all instances of vandalism immediately to the $uperintendent or designee . +aintenance Department , Gisk +anagement , and to the school police giving all available information . )he report shall include , but not be limited to the name(s# of any perpetrator(s# A the date , time and place of the act A any special circumstances related to the act A the date reported to law enforcement
authorities , if applicable A a description of the damage(s# to the school property and its eect on school or work unit operations A cost analysis of the damage(s# , including estimated cost of repairs or replacement and labor A any other pertinent information . civil action against the minor student2s parent(s# or guardian(s# may be instituted by the $chool Board in an appropriate action to recover damages in an amount not to e'ceed the limit prescribed by law , if the parent(s# or guardian(s# refuses to restore or replace the property . failure to comply with a reuest for payment of damages by non-student or organi6ation shall result in the individual , group or organi6ation being sub&ect to such legal action as the $chool Board deems proper to recover the amount of damages . $chool vandalism and break-ins , and some of the responses discussed here may be eective in other settings , 8owever , school are uniue environment A the factors underlying school vandalism and break-ins dier from those similar acts elsewhere , and therefore must be analy6ed separately. Vandalism in nonschool settings A grati , anson and school theft by the students and sta are the e'ample of destroying school properties.
&%portan#e or Si$ni9#an#e of the Stud' )his study is of importance to the parents , students , teachers , administrators , and the community . $tudents 7 )his research is important to the students because destroying school properties are like destroying or ruined our own life future . Because school properties are involve in our studies. Earents7 )his study is most likely important to the parents because parents are our 0rst teacher in life and they want the best future in us . )eahcers7 )he importance of this research to the teachers are not only to comply within the reuirements in their sub&ect but also they want to informed us that destroying school properties are not good to us . dministrators 7 )his research is important to the administrator because they also want us ( the students # to commit our achievements . ;ommunity 7 )his research is most likely important to our community because destroying school properties is their properties also . )hey want a beautiful H clean community property .
S#ope and Deli%itations of the Stud' )his survey was conducted to get the top reasons of destroying school properties. )he aspects looked into the least , top reasons of destroying school properties and signi0cant relationship between gender and the numberof students destyoing school properties.
eneral porpuse 7 )o survey the top reasons of Destroying $chool Eroperties $ub&ect +atter 7 Destroying Eopulation niverse 7 rade @ J C Kocate of the study 7 +ariano +arcos +emorial 8igh $chool Eeriod of the year 7 $chool year !=?-!=4
