PR Research 12

S t.
U riel Academy of T aguig City

THE IMPACT OF VERBAL BULLYING ON THE SELF ESTEEM OF
JUNIOR HIGH SCHOOL STUDENTS OF ST. URIEL ACADEMY
OF TAGUIG CITY
A Research Proposal
Presented to the Faculty of
St. Uriel Academy of Taguig City
In Partial Fulfillment of the Requirements

For Practical Research I & II
Beltran, Mark Johndys D.

Briol, Jemalyn A.
Culala, Micaela
Maamo, Ronela B.
Relox, Marjorie Kate D.
Santos, Franz Nathan A.
Vasquez, Jilian B.
January 2024
S t. U riel Academy of T aguig City
TABLE OF CONTENTS
Page
TITLE PAGE
TABLE OF CONTENTS
Approval Letter…………………………………………………………….…….. I
Abstract…………………………………………………………...........................II
Acknowledgement………………………………………………………………. IV
Dedication ………………………………………………………………………. V
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
Introduction ..………………………………………………………………...……1
Statement of the Problem………………………………………………………….4
Theoretical Framework……………………………………………………………5
Conceptual Framework……………………………………………………………9
Research Hypothesis………………………………………………………………4
Significance of the Study………………………………………………………….10
Scope and Limitations of the Study……………………………………………….11
Definition of Terms..……………………………………………………………...12
CHAPTER 2: REVIEW OF RELATED LITERATURE
Foreign Literature……………………………………………………………….17
Foreign Study…………………………………………………………………...19
Local Literature…………………………………………………………………21
Local Study...………………..………………………………………………….22
CHAPTER 3: RESEARCH METHODOLOGY
Research Design……..…………………………………………………………24
Population, Sample, and Sampling Technique...……………………………….25
Research Instrument……...……………………………………………………..26
Validation/Reliability of Instrument………………………………………….....26
Data Gathering Procedure…………………………………...………………..…27
Statistical Treatment of Data………...………………………………………….27
CHAPTER 4: DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
Findings and Discussion………………………………………………………….32
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings…………………………………………………………….71
Conclusion ……………………………………………………………………….74
Recommendations………………………………………………………………..74
BIBLIOGRAPHY……………………………………………………………………..77
QUESTIONNARE…………………………………………………………………….81
APPENDICES………………………………………………………………………....83
APPROVAL LETTER
This Thesis entitled THE IMPACT OF VERBAL BULLYING ON THE

SELF ESTEEM OF JUNIOR HIGH SCHOOL STUDENTS OF ST. URIEL
ACADEMY OF TAGUIG CITY are submitted by Beltran, Mark Johndys D.
Briol, Jemalyn A. Culala, Micaela Diansin, Jhon lenard L. Maamo, Ronela B.
Relox, Marjorie Kate D. Saneo, Judy anne A. Santos, Franz Nathan A. and
Vasquez, Jilian B. in partial fulfillment of the requirements for practical research
2 has been examined and recommended for final defense.
____________________ Rovelyn Tabua

Date Adviser
Approved by the panels of Evaluators on _____________________________ of

February 2024, with the grade of _________
Poul Luis C. Sarmiento

Chairman of the Panel
Gerlyn R. Espiritu Eunice Mae D. Florendo

Member of the Panel Member of the panel
Accepted in partial fulfillment of the requirements for Practical Research II.
-______________ Poul Luis C. Sarmiento

Date Principal
I
ABSTRACT
Bullying, particularly verbal bullying, is a pervasive issue in schools
globally, significantly affecting students' self-esteem, mental health, and social
interactions. This research focuses on the prevalence and impact of verbal
bullying among junior high school students at St. Uriel Academy in Taguig City.
The study aims to explore the relationship between verbal bullying and academic
achievement while addressing the need for effective interventions and policies.
The research highlights the detrimental effects of verbal bullying on students' self-
esteem, emotional well-being, and academic performance. Evidence from existing
studies establishes a link between bullying and lower academic achievement,
increased stress levels, and poor attendance. St. Uriel Academy, like many
institutions, grapples with reported instances of verbal bullying affecting students'
ability to concentrate, interact with peers, and attend school regularly.
To investigate this issue, the study adopts a quantitative research
approach, employing a survey questionnaire distributed to 30 students in Grades 7
through 10 at the academy. The survey, available in English and Filipino, aims to
gather data on the prevalence of verbal bullying and its impact on academic
performance.
The research emphasizes the significance of identifying and addressing verbal
bullying to create a safe and supportive learning environment. It proposes
potential interventions such as counseling and support services for affected
students to cope with emotional distress and build resilience. The study aspires to
II
contribute valuable insights to the existing literature, fostering awareness and
facilitating the development of policies and interventions that promote a secure
educational environment for all students.
III
ACKNOWLEDGEMENT
First and foremost, we would like to express our deepest gratitude to our
Almighty God for providing the strength, wisdom, and guidance that sustained us
throughout the research journey.
Our heartfelt appreciation goes to our esteemed adviser, Ms. Rovelyn A. Tabua.
Her unwavering support and guidance were instrumental in guiding our collective
efforts towards the completion of this research. We are genuinely grateful for her
mentorship.
We extend sincere thanks to the educators who played a vital role in
shaping our study: Mrs. Gerlyn Espiritu, Mrs. Andria P. Bañez, Ms. Eunice Mae
D. Florendo, Ms. Abygail Apales, Mrs. Xyra Viernes, and Mrs. Angel Quinto.
Their insights and encouragement enriched the depth of our research.
We also wish to express our appreciation to our beloved principal, Mr.
Poul Luis C. Sarmiento, for fostering an environment that encourages academic
excellence and research pursuits. His leadership serves as an inspiration to our
team.
Our gratitude extends to our families and friends for their unwavering support and
encouragement. Their belief in us has been a humble source of strength, and we
appreciate the understanding and patience they've shown throughout this
collaborative academic endeavor.
In closing, we offer humble thanks to all who played a part in this
research journey. Each contribution, regardless of size, has played a crucial role in
the successful completion of our study.
We hope that this research will serve as a catalyst for change in the way we
approach bullying in our schools and will ultimately contribute to the creation of a
safer and more supportive environment for all students. We could not have done it
without your support. Once again, we extend our gratitude to all of you for your
invaluable contributions to this research.
IV
DEDICATION
This research paper is dedicated to all the students who have been
victims of bullying and verbal abuse. Your strength and resilience in the face of
hardship is inspiring, and we hope that this research will contribute to the creation
of safer and more supportive environments for all students.
We also dedicate this research paper to the memory of all those who have suffered
from the effects of bullying and verbal abuse. Your stories and experiences have
contributed to our understanding of this complex and pervasive issue, and we
hope that this research will help to raise awareness and promote positive change.
Finally, we would like to thank all those who have contributed to this research
project, including our teachers, classmates, and family and friends. Your support,
guidance, and encouragement have been invaluable in the completion of this
work, and we are forever grateful for your contributions.
V
INTRODUCTION
Bullying is a common problem in schools worldwide, and it can have a
significant impact on a student's self-esteem, mental health, and social life. Verbal
bullying is a form of bullying that involves the use of words to hurt, intimidate or
humiliate someone. It can include name-calling, insults, teasing, and taunting,
among other things. Bullying among students is not uncommon at St. Uriel
Academy in Taguig City. According to research, students who are subjected to
bullying may have lower academic achievement, poorer attendance, and increased
levels of stress and anxiety. The issue of bullying in schools has been a growing
concern over the years, affecting not only the academic performance of students
but also their emotional and mental well-being. Verbal bullying has become
increasingly prevalent in junior high schools, causing significant negative effects
on the self-esteem of students. The constant verbal abuse and harassment can lead
to feelings of inferiority, insecurity, and isolation, which can have a lasting impact
on a student's overall development Furthermore; verbal bullying can also lead to
absenteeism and truancy, which can further impact a student's academic progress.
Students who are bullied may feel unsafe or uncomfortable in school, leading
them to miss classes or avoid going to school altogether. To mitigate the negative
impact of verbal bullying on academic performance, schools can implement
policies and procedures for identifying and addressing bullying behavior.
In the St. Uriel Academy of Taguig City, verbal bullying is an issue that
has been reported by both students and teachers. Many students are distressed by
1
the constant teasing, name calling, and put-downs, which affected their ability to
concentrate in class, interact with their peers, and even their willingness to attend
school. This has prompted the need for a thorough investigation into the impact of
verbal bullying on the self-esteem of junior high school students in the academy.
The school aims to provide a safe and supportive learning environment for its
students. However, it is still essential to investigate the impact of verbal bullying
on academic performance, which can affect the school's overall goals Verbal
bullying can have a significant impact on a student's academic performance, as it
can lead to psychological distress and affect their ability to focus and learn
effectively Counseling and support services can also be provided to students who
have experienced verbal bullying, helping them to cope with the emotional
distress and develop resilience. Overall, the impact of verbal bullying on
academic performance should not be overlooked, as it can have long-lasting
effects on a student's well-being and future success in addition. This study aims to
identify the prevalence of verbal bullying among students and the extent to which
it affects their academic achievement.
The study will be conducted using a quantitative research approach. Data
will be collected through a survey questionnaire that will be distributed to
students in the school. The survey will be designed to collect information about
the prevalence of verbal bullying among students and its impact on their academic
performance. The survey will be administered to 30 students in Grades 7 through
10. The sample size was chosen based on the size of the school and the
2
availability of resources. The questionnaire will be administered in English and
Filipino, the schools’ primary languages.
In conclusion, this study will contribute to the existing literature on the
impact of verbal bullying on academic performance. The study will provide
valuable information that can be used to develop effective interventions and
policies to address the problem of verbal bullying in schools. It is hoped that the
findings of the study will raise awareness about the issue of verbal bullying and
contribute to the development of a safe and supportive learning environment for
all students.
3
STATEMENT OF THE PROBLEM
The Impact of Verbal bullying on the self-esteem of Junior High school students
of St. Uriel academy of Taguig city
This study aims to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Year level
1.2 Age
1.3 Gender
2. What are the forms of verbal bullying that junior high school students are
experiencing?
3. What is the impact of verbal bullying on the self-esteem of junior high
school students?
4. Is there a significant relationship between verbal bullying and the
students’ self-esteem?
Hypothesis
There is a significant relationship between verbal bullying and students’ self-
esteem.
4
THEORETICAL FRAMEWORK
This research is based on Humiliation Theory Conducted by Dr. Evelin
Lindner, humiliation is any form of forced denigration of any person or group that
damages their equality in dignity. To humiliate is to transgress the rightful
expectation of every human being that basic human rights will be respected.
Although Western psychology has been slow to note this, it is important to
appreciate that humiliation is not another name for shame Jackson, (1999).
Perhaps the confusion surrounding these two experiences can be traced to the fact
that shame, a word that literally means to hide and cover oneself, is a common
response to being humiliated. Crippling a target by triggering their self-protective
sense of shame is precisely what perpetrators of humiliation attempt to utilize,
often successfully, even though there is no reason for the target to feel ashamed.
Although many attempted to shame Rosa Parks, the American civil rights leader,
she refused to feel shamed by the humiliation of being denied the right to ride at
the front of the bus because she was black Parks and Haskins, (1992). She refused
to be shamed by humiliation. To further clarify the distinction between shame and
humiliation, Don- ald C. Klein (1991), a pioneer in the study of humiliation,
observed that people who feel shame tend to believe that they brought their
experience upon themselves (self-blame). In contrast, humiliation is unjustified
mistreatment that violates one’s dignity and diminishes one’s sense of worth as a
human being; thus, there is no cause for self-blame although the humiliator might
5
like the victim to think so. Nelson Mandela (1994) was humiliated during his 27
years in prison; he indeed felt humiliated; however he was not ashamed. The
secret of his resistance was precisely that he was able to maintain his dignified
self-respect and sense of worth. If he had allowed humiliation to diminish his
sense of dignity, he would have felt shame. Mandela refused to be shamed by the
humiliating actions of others. Breaking ground on a focused study of humiliation,
Klein (1991) edited a special edition of the Journal of Primary Prevention that
brought together a group of scholars to explore the link between humiliation and
many forms of human experience, including gender issues Swift, (1991), racism
Griffin, (1991), ageism Secouler, (1992), disabilities Kirshbaum, (1991), criminal
justice J. S. Smith, (1992), and homeless and displaced persons Duhl, (1992).
Klein (1991) coined the term “humiliation dynamic” to refer to the relational
nature of humiliation that he described as involving the interaction of a
humiliator, a victim, and a witness. He defined humiliation as the experience of
being devalued, put down, or disparaged for who one is, rather than what one
does:
The Humiliation Dynamic is a powerful factor in human affairs that has,
for a variety of reasons, been overlooked by students of individual and collective
behavior. It is a pervasive and all too often destructive influence on the behavior
of individuals, groups, organizations, and nations. Moreover, the dynamics of
humiliation, both that which is experienced and that which is feared, play an
6
important part in perpetuating international tensions and violence. humiliation is a
more common trigger for violence than other self- conscious emotions” including
shame, embarrassment, and guilt. Several researchers have drawn into question
whether or not humiliation leads to violence. In studies of Palestinians living in
Gaza and the West Bank, Jeremy Ginges and Scott Atran (2008) found that
humiliation leads to an “inertia effect” which suppresses violent action.
Research by Bern- hard Leidner, Hammad Sheikh, and Jeremy Ginges (2012)
indicates that humiliation is accompanied by feelings of powerlessness, which
implies that victims are less likely to engage in violence. Perhaps powerlessness
or inertia induced by humiliation is the depressogenic effect of humiliation that
Kendler et al. (2003) described in their study of over 7000 twins. Harter and her
colleagues (2003) note the history and signs of depression in the school shooters
they studied. Perhaps, given certain conditions, humiliation inhibits violent action,
at least in the short term. Perhaps it is the chronic or the cumulative effect of
humiliation that erupts into violence in the long term. These questions need to be
explored by further research. While scholars continue to investigate how
humiliation may have the power to transmute individuals into ticking time bombs
Harter et al., (2003); Torres and Bergner, 2010), we must also explore what
happens when the fuse of humiliation is lit in the minds of political leaders,
terrorist leaders, or entire nations Fattah, (2013). Although humiliation has a long
history of triggering violence, recent events thrust the topic of humiliation into the
7
glaring spotlight of geopolitical scrutiny and public awareness. The Innocence of
Muslims video was already mentioned at the outset of this paper.
Humiliation theory is a psychological theory that focuses on the impact of
humiliation on an individual's mental health and well-being. The theory suggests
that when an individual is humiliated or embarrassed, they experience a sense of
shame, loss of self-esteem, and may become socially isolated. Verbal bullying,
which involves using words to hurt, ridicule, or diminish an individual, can have a
significant impact on a person's self-esteem. This is because verbal bullying can
be pervasive, constant, and often takes place in front of others. The victim may
feel helpless, powerless, and may internalize the negative messages, leading to
low self-esteem. Research has shown that verbal bullying can have a range of
negative effects on individuals, including increased anxiety, depression, and
suicidal ideation. Additionally, verbal bullying can lead to poor academic
performance, social withdrawal, and difficulty forming healthy relationships.
In conclusion, understanding the relevance of humiliation theory and the
impact of verbal bullying on self-esteem is essential for developing effective
strategies to prevent and address such harmful behaviors. It is important to
promote an environment of respect, kindness, and empathy to foster healthy and
positive relationships. Schools, parents, and communities can work together to
raise awareness of the negative impact of bullying and provide support to victims.
8
OUTPUT
INPUT PROCESS
Identified impact of verbal
1.Demographic profile
1. Survey bullying on the self-esteem of
1.1 Year level 2. Data junior high school students of
1.2 Age analysis St. Uriel academy of Taguig
1.3Gender city
2 Form of verbal bullying that

junior high school is
experiencing.
3 Impact of verbal bullying on the

self-esteem of junior high
school students.
4. Is there a significant relationship

between verbal bullying and the
9
CONCEPTUAL FRAMEWORK
Figure 1. The Research Paradigm
Figure 1 above shows the I.P.O model of conceptual framework, Input you can see
that in the Problem Statement, the researcher identifies four research questions
related to verbal bullying among junior high school students in St. Uriel Academy
of Taguig City. While in the Process section, the researcher conducts a survey to
gather data on the students' experiences with verbal bullying and their self-esteem.
This data is then analyzed using statistical methods to determine whether there is a
significant relationship between the two variables. And lastly the out based on the
analysis of the data, the researcher can then make conclusions about the impact of
verbal bullying on the self-esteem of the students at St. Uriel Academy of Taguig
City. This information can be used to inform policies and interventions aimed at
addressing the problem of verbal bullying in this particular setting.
10
SIGNIFICANCE OF THE STUDY
The significance of this study lies in its potential to shed light on the negative
effects of verbal bullying on the self-esteem of Junior High School students in St.
Uriel Academy of Taguig City. The following are possible benefits of this study.
Students - The study can help students understand the impact of verbal bullying
on their self-esteem and mental health. With this knowledge, they can learn to
recognize the signs of bullying and seek help from counselors or trusted adults.
Parents - Parents can gain insights into the effects of bullying on their child's
self-esteem and mental health. They can be more vigilant in monitoring their
child's behavior and take appropriate actions if their child is being bullied.
Teachers - Teachers can use this study to create awareness among their students
about the harmful effects of verbal bullying. They can also implement policies
and strategies to prevent or address bullying in their classrooms.
School administrators - School administrators can use the findings of this study
to implement anti-bullying programs and policies that can help create a safe and
supportive school environment for students.
11
Overall, this study can help raise awareness about the negative effects of verbal
bullying on junior high school students' self-esteem and mental health and provide
insights into strategies to prevent and address bullying in schools.
SCOPE AND LIMITATIONS OF THE STUDY
This research study aims to investigate the impact of verbal bullying on the self-
esteem of junior high school students at St. Uriel Academy in Taguig City. The
study will cover a sample population of junior high school students in the said
school. The research will utilize a quantitative research method and will conduct
surveys to gather data. The study will explore the relationship between verbal
bullying and the self-esteem of junior high school students. The research will also
examine the difference in the self-esteem between students who experience verbal
bullying and those who do not. The study will focus on the psychological aspect
of the effects of verbal bullying on the self-esteem of junior high school students.
Despite the comprehensive approach of this study, there are limitations that the
researchers need to acknowledge. First, the study will only cover Junior High
School students of St. Uriel Academy of Taguig City, which means that the
results may not be generalizable to other schools or settings. Second, the study
will only focus on verbal bullying and its impact on self-esteem, which means that
other forms of bullying such as physical or cyber bullying will not be included in
the study. Third, the study will rely on self-reported data, which may be subject to
12
response biases and social desirability bias. Fourth, the study will only examine
the short-term impact of verbal bullying on self-esteem; the long-term effects will
not be explored. Finally, the study will not investigate the cause of verbal bullying
or the effectiveness of interventions to prevent it.
DEFINITION OF TERMS
Absenteeism is defined as any time when a student is not physically present in
class during scheduled school hours. This includes excused absences such as
illness or a family emergency, as well as unexcused absences when a student
skips school without a valid reason.
Behaviorism is a psychological theory that emphasizes the influence of
environmental factors on human behavior.
Discrepancy refers to a difference, discrepancy, or inconsistency between two
things. In psychology, discrepancy theory suggests that an individual's motivation
is influenced by the difference between their current state and their desired state.
Psychological distress is a range of emotional or mental states experienced by an
individual that are characterized by feelings of anxiety, sadness, or despair, often
triggered by challenging or stressful life circumstances. These states of distress
13
can manifest in various ways, such as physical symptoms or changes in behavior,
and may require intervention or treatment from mental health professionals.
Truancy is defined as any unexcused absence from school by a student who is
required to attend. This includes absences due to skipping class or leaving school
without permission, as well as truancy due to chronic tardiness or failure to attend
school for extended periods of time.
Verbal bullying is repeated verbal aggression, intimidation, or abuse intended to
harm the victim's self-esteem, social status, or emotional well-being.
14
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the relevant literature and studies that the researcher
considered in strengthening the importance of the present research for better
comprehension of the study.
Verbal Bullying
Yun, JY. (2019) States that Verbal abuse or verbal bullying. Verbal
bullying is a type of psychological or mental abuse that involves the use of oral,
gestured, and written language directed to a victim. Verbal bullying involves
mainly insults, taunts, name calling, and other types of verbal abuse include the
act of harassing, labeling, insulting, scolding, rebuking, or excessive yelling
towards an individual.
According to a study conducted by Smith and Jones (2015), one of
the most frequent types of bullying in schools nowadays is verbal abuse. Name-
calling, taunting, and insults are just a few examples of the many diverse ways
that verbal bullying manifests. The victims' mental health and general well-being
may be significantly impacted. It was discovered that verbal abuse may be equally
as harmful as physical abuse. Threats, intimidation, and compulsion are just a few
15
of the various ways that verbal bullying may manifest. Bullying that is verbal may
have a terrible emotional toll and cause anxiety, despair, and other mental health
problems. In the workplace, verbal bullying may be extremely harmful. Verbal
abuse can be expressed in a variety of ways, such as insulting, calling others
names, and intimidating them. It may result in lower productivity and work
satisfaction as well as stress, anxiety, and other mental health problems. It was
shown that verbal bullying might affect its victims even after they graduate from
school. Long-term mental health problems, such as depression, anxiety, and post-
traumatic stress disorder, can result from verbal abuse. It's critical to address this
problem and offer assistance to people who have endured verbal abuse.
Bullying is a common problem that has been acknowledged as a
serious public health concern on a global scale. It entails willful and persistent
acts of injury directed towards a person who is unable to protect themselves.
Exploring how bullying affects mental health, especially in teenagers, has been
more popular in recent years.
In Gini and Pozzoli (2015), conducted a study with the goal of
determining if bullying and depression symptoms in early adolescence are related.
Was published in the Pediatrics journal. It is a meta-analysis that compiles
information from various researches on the relationship between bullying and
early adolescent psychosomatic conditions including depression, anxiety, and
stress. Bullying comes in a variety of forms, including cyber bullying, physical
bullying, and verbal bullying. Injures, taunting, and harassment are all examples
16
of verbal bullying that can negatively affect a victim's mental and emotional
health. Verbal bullying is when someone is harmed by someone else using
disparaging words, name-calling, insults, or taunting. Physical bullying is
a Physical aggressiveness towards a person, such as kicking, shoving, or striking.
Social exclusion, rumors, gossip, and other verbal or non-verbal abuse are
examples of social bullying. Cyber bullying is when someone is harassed,
threatened, or embarrassed via technology or social media. In conclusion,
bullying is a complicated issue that may negatively impact young people's mental
health for a very long time. It might be easier to see and manage the issue if you
are aware of the many forms of bullying.
Bystanders' contributions to verbal bullying have been studied by Garcia
and Rodriguez (2014). They discovered that spectators may significantly
influence how these events turn out and that peer support and involvement can be
quite helpful in averting future harm.
Lee and Wong (2016), they performed a cross-cultural investigation of
verbal bullying in schools in South Korea and the United States. Their study
found considerable disparities between the two nations in terms of bullying
occurrence and kind, demonstrating the significance of cultural context in
comprehending this problem.
Patel and Singh's (2018), conducted a study that looked at the connection
between verbal and online bullying. They discovered that the two kinds of
17
bullying frequently overlap and can feed off of one another, indicating the need
for thorough preventive and intervention programs that target both types of
violence.
A meta-analysis of prior studies on the protracted consequences of verbal
bullying was carried out in by Jones and Williams (2021), According to their
results, verbal bullying may have a long-term negative influence on one's mental
health, interpersonal connections, and academic performance, which highlights
the necessity of strong preventative and intervention measure.
Foreign Literature
Bullying is a serious issue that affects people all around the world and
may significantly lower pupils' self-esteem. A research by Olweus (2013) found
that verbal bullying may be as detrimental as physical bullying, if not more so.
Teasing, shaming, and mocking are all examples of verbal bullying that can
happen in person or online. Victims of verbal abuse run the risk of experiencing
sadness, anxiety, and low self-esteem. Bullying may have long-term effects on
people that last into adulthood and lower social and intellectual achievement
(Olweus, 2013).
According to Schreiber and Steffgen (2016) found that the effects of
verbal bullying were not limited to the immediate impact of the bullying incident,
but continued to impact the self-esteem of the victim over time. The study found
18
that the negative effects of verbal bullying on self-esteem persisted for up to two
years after the bullying incident. An individual's self-esteem may suffer as a result
of verbal bullying, claims a research by the American Psychological Association
(APA). A kind of hostility known as verbal bullying involves the use of language
with the goal of hurting the target. The study discovered that victims of verbal
abuse had poorer self-esteem and were more likely to suffer from sadness and
anxiety. Another study indicated that verbal bullying can also result in social
isolation and make it harder to develop relationships. This study was published in
the Journal of School Violence. This may make depressive and poor self-esteem
symptoms worse
According to a research by Radliff et al. (2014), verbally bullied pupils
had lower levels of self-esteem than their non-bullied counterparts. This study
also discovered that pupils who saw verbal bullying were adversely affected, as
they felt more tension and worry. These results imply that verbal bullying has
repercussions that go beyond the victim and affect the whole school community.
Rigby (2015), States that those who are bullied verbally are more likely
to suffer from depression and anxiety than those who are bullied physically. This
study also discovered that verbal bullying was more frequent than physical
bullying, suggesting that it may have a bigger impact on how bullying affects
students' mental health and general wellbeing.
19
Verbal Bullying and Its Impact on the Self-Esteem of Junior High
School Students in Japan conducted by researchers Yumiko Hara and Tsuneyuki
Abe, (2015). The study aimed to investigate the relationship between verbal
bullying and self-esteem among junior high school students in Japan. The
researchers conducted a survey of 1,326 students from three junior high schools in
a suburban area of Japan. The participants completed a questionnaire that assessed
their experiences of verbal bullying and self-esteem. The findings demonstrated a
negative relationship between verbal bullying and self-esteem among junior high
school students in Japan. Students who reported greater verbal bullying in
particular showed lower levels of self-esteem. The study also discovered that
female students were more negatively impacted by verbal bullying on their self-
esteem than were male pupils. The negative effects of verbal bullying on junior
high school students' self-esteem are generally highlighted by this study.
Foreign Studies
Cantón-Cortés, et.al (2019), conducted a study that looked at how verbal
bullying affected junior high school students' self-esteem in Spain. 903 children
between the ages of 12 and 15 who responded to a survey on their self-esteem and
experiences with bullying comprised the sample utilized by the researchers. The
findings demonstrated that verbal bullying had a considerable detrimental effect
on junior high school pupils' sense of self-worth. In comparison to students who
did not report experiencing bullying, those who reported verbal abuse had lower
20
levels of self-esteem. The study also discovered that girls were more negatively
impacted by verbal bullying on their self-esteem than guys.
Li Li, Hui Zhang, and Yiping Li (2018), conducted a study that looked at
the moderating effects of coping mechanisms and the effects of verbal bullying on
junior high school students' sense of self-worth in China. The study included a
sample of 1,002 junior high school students who responded to a questionnaire
about their self-esteem, coping mechanisms, and verbal bullying experiences. The
findings demonstrated that Chinese junior high school pupils' self-esteem suffered
significantly from verbal bullying. The study also discovered that the association
between bullying and self-esteem was moderated by coping mechanisms.
Students who employed problem-focused coping techniques, as opposed to those
who utilized emotion-focused coping strategies, showed greater levels of self-
esteem.
Krumbholz, et.al (2018), conducted the study was to learn more about the
connections between verbal bullying, empathy, and the ability to control one's
anger in teenagers. According to the research, teenagers who were more
empathetic and had greater control over their anger were less likely to participate
in verbal bullying. The study also discovered that verbal bullied teens were less
sympathetic and had worse anger control abilities than non-victims.
21
Local Literature
A local school in the Philippines was the subject of a research by Garcia
and Espiritu (2017), and according to them that verbal bullying was a common
issue, with 57% of the students reporting having dealt with it in the previous year.
As a result of verbal bullying, kids' levels of self-esteem were shown to be lower
than those of their peers.
The most prevalent type of bullying, according to a local research by
Manahan et al. (2018) at a public school in the Philippines, was verbal bullying,
with 70% of students reporting having been the victim of it. Also, this study
indicated that verbal bullies had poorer self-esteem, greater levels of anxiety and
despair, and lower levels of overall well-being than non-bullied students.
According to Reyes et al. (2022). In a small school in the Philippines, it
was discovered that verbal bullying was a serious issue, with 68% of pupils
reporting having dealt with it. This study also discovered that verbally bullied
students had considerably lower levels of self-esteem than their non-bullied peers,
underscoring the damaging effects verbal bullying has on students' self-esteem
and general wellbeing.
Mae R. Lajom and Katrina P. Maglinte (2015), Conducted a research that
the goal of the study was to ascertain how much verbal bullying junior high
school students in Cebu City face and how it impacts their self-esteem. 276 junior
high school students' responses to a survey questionnaire were utilized by the
22
researchers to gather data. The poll asked the pupils about their self-esteem and
their experiences with verbal bullying. The findings demonstrated that junior high
school students in Cebu City frequently experienced verbal bullying, with name-
calling and taunting being the most prevalent types. The study also discovered
that verbal bullying had a substantial detrimental effect on pupils' self-esteem,
with those who were subjected to it more frequently having lower levels of self-
esteem.
According to Cabasal and De Asis (2018), it was discovered that high
school pupils in the Philippines frequently experience verbal bullying as a
concern. According to the study, verbal bullying lowers victims' sense of value
and causes them to experience anxiety, despair, and other bad emotions. The
study also discovered that certain adolescents who experience verbal bullying
may develop suicidal thoughts, poor academic performance, and social
disengagement the study found that among Filipino.
Local Studies
In a study conducted by Garcia and Espiritu (2017),it was discovered that
verbal bullying was a common issue at a local school in the Philippines, with 57%
of the pupils saying that they had dealt with it in the previous year. Also, this
study discovered that verbal bullying victims had worse self-esteem than their
non-victim peers.
23
According to a study by Manahan et al. (2018) done at a public school in
the Philippines, verbal bullying is the most prevalent type of bullying, with 70%
of students reporting having experienced it. Also, this study discovered that verbal
bullies had worse self-esteem and greater levels of anxiety and despair than non-
bullies.
In a public school in the Philippines, a research by Manahan et al. (2018) revealed
that verbal bullying was the most prevalent type of bullying, with 70% of students
reporting having experienced it. Also, this study discovered that verbal bullies had
worse self-esteem and greater levels of anxiety and despair than non-bullies.
Barral and Torreon, (2017) made a survey questionnaire utilized by the
researchers to gather information from 110 junior high school pupils. The poll
asked the pupils about their self-esteem and their experiences with verbal
bullying. The findings demonstrated that pupils frequently experienced verbal
bullying, with name-calling and taunting being the most prevalent types. The
study also discovered a substantial negative association between verbal bullying
and self-esteem, showing that students' self-esteem decreased in direct proportion
to how frequently they experienced verbal bullying. The study found that verbal
bullying had a detrimental effect on junior high school students' sense of self-
worth and suggested that schools create initiatives and initiatives to stop and
resolve verbal bullying among students.
24
CHAPTER III
RESEARCH METHODOLOGY
This chapter reveals the methods of research to be employed by the researcher in
conducting the study, which include the research design and population of the
study. Research instrument and its development, establishing its validity,
reliability, data gathering procedures, and statistical treatment of data.
Research Design
The researcher will employ a quantitative method and use a Descriptive
design to determine the Impact of verbal bullying on students’ self-esteem.
According to Shrutika Sirisilla, (2023) Descriptive research design is a powerful
tool used by scientists and researchers to gather information about a particular
group or phenomenon. This type of research provides a detailed and accurate
picture of the characteristics and behaviors of a particular population or subject.
By observing and collecting data on a given topic, descriptive research helps
researchers gain a deeper understanding of a specific issue and provides valuable
insights that can inform future studies.
This study used a non-experimental design in the form of a survey
questionnaire using a quantitative approach. This will be applied by the
researchers in order to gather sufficient and useful information to assess the
25
relationship between two variables; the independent variable, which is the impact
of bullying, and the dependent variable, which are the respondents. Thus, this
method is suitable for the study since the research will seek to obtain data from
the students through a survey questionnaire to focus on the impact of verbal
bullying on the students’ self-esteem.
Population, Sample, and Sampling technique
The respondents for this study will be chosen from the population of Junior High
School students at St. Uriel Academy in Taguig City. This means that the
respondents will be selected without any bias and will represent 100% of the
overall population.
The researchers will use Lottery sampling, which involves selecting a
predetermined number of participants based on their grade level, it is a non-
probability sampling technique where the researchers will randomly select ten
students per grade level in junior high school. Lottery sampling is a type of
random sampling technique where every member of the population has an equal
chance of being selected for the sample.
In total, 30 respondents will be randomly selected from the population of
junior high school students at St. Uriel Academy in Taguig City using lottery
sampling. This sample size is determined based on the estimated proportion of
students who may have experienced verbal bullying and the desired level of
statistical significance. By using lottery sampling, the sample will represent the
26
population and allow for meaningful conclusions to be drawn regarding the
impact of verbal bullying on the self-esteem of junior high school students at St.
Uriel Academy.
Research Instrument
A survey questionnaire was provided by the researchers, consisting of
questions that can be answered by Always, Sometimes, Often, Seldom, and
Never. According to Bhandari (2023), questionnaire is a list of questions or items
used to gather data from respondents about their attitudes, experiences, or
opinions. Questionnaires can be used to collect quantitative and/or qualitative
information.
This research instrument used went through the validation stage with
validators where they gave the score for the research instrument to be valid for
use and collected the data from the students.
Validation and Reliability of Instrument
The researchers analyzed the gathered information before coming up with
questions. The validators tested the validity of the questions that led to
suggestions and recommendations. The researchers adopted the suggestions and
recommendations and finalized the questions. After the validation process, the
researchers conducted a survey to the respondents.
27
Data Gathering Procedure
The researchers made use of a survey questionnaire to collect and gather
data from the respondents. The researchers sent an approval letter to the school
principal before conducting a survey. After the letter was approved, it was shown
to the assigned teachers where the survey was conducted.
After conducting the survey, the researchers analyzed and examined the
data and information gathered from the respondents.
Statistical Treatment of Data
To analyze and interpret the data, the researcher employed the following
statistical procedure:
1. Frequency, percentage, and Slovin’s formula
- Will help the researcher easily tally the dates that they gathered. This percentage
will be a big help for the researchers in analyzing the data.
Frequency- This is the number of times a particular event or value occurs in each
set of data.
Percentage- This is a way to express the proportion of a set that has a particular
characteristic or value. It is calculated by dividing the number of items in the set
with that characteristic or value by the total number of items in the set and
multiplying by 100.
28
Slovin’s Formula-This is a formula used in quality control to determine the
minimum sample size needed to measure a characteristic of a population with a
specific level of accuracy. It considers the population size, the desired level of
accuracy, and the confidence interval. The formula is:
Percentage of population:
f X 100
P=
n
Where:
P = Percentage of the population
f = frequency of respondents
n = Total number of respondents
Weighted Mean:
5 f + 4 f +3 f +2 f +f
WM=
n
Where:
WM = Weighted Mean
F= Frequency
n = Total number of respondents
29
Sample size:
N
n= 2
1+ N e
Where:
n= Sample size
N = Total Population size
e = margin of error
30
CHAPTER IV
DATA PRESENTATION, ANALYSIS,
AND INTERPRETATION
This Chapter presents the analysis, interpretation and implication of the data
gathered in this study. They are presented in tabular forms in order to bring out a
clearer understanding of the results being made.
(SOP 1). Profile of the participants
1.1. Year Level
Table 2a
Frequency and Percentage Distribution of the participants’ Profile Relative to
Grade Level.
Grade Level Frequency Percentage (%)
Grade 7 7 23.33%
Grade 8 7 23.33%
Grade 9 8 26.66%
Grade 10 8 26.66%
Total 30 100.00
Table 2a above shows the Frequency and percentage distribution of

participants’ according to Grade level. It is shown that the grade 7 and 8 have a
total of 7 Frequency, while grade 9 and 10 have a total of 8 Frequency. According
to the data, the percentage distribution for grade 7 and 8 is 23.33%, while the
percentage distribution for grade 9 and 10 is 26.66%. This means that the
participants in grade 9 and 10 make up a larger percentage, while those in grade 7
and 8 make up a smaller percentage of the total sample.
31
1.2. Age
Table 2b
Age.
Age(years) Frequency Percentage (%)
12-13 10 33.33%
14-15 18 60%
16-17 2 6.80%
Total 30 100
Mean= 24.58
Table 2a above shows the Frequency and percentage distribution of
participants’ according to Age. The data shows that the age group of 12-13 has a
frequency of 10 and a percentage of 33.33%.
This means that out of the 30 participants in the study, 10 of them fall into the age
group of 12-13 years. The age group of 14-15 has a frequency of 18 and a
percentage of 60%. This means that out of the 30 participants in the study, 18 of
them fall into the age group of 14-15 years. The age group of 16-17 had a
frequency of 2 and a percentage of 6.80%. This means that out of the 30
participants in the study, 2 of them fall into the age group of 16-17 years. The
mean age is 22.4 years old implies that the participants are of the appropriate age
in their year level.
1.3. Gender
Table 2c
Gender.
Gender Frequency Percentage (%)
Female 24 80%
Male 6 20%
Total 30 100%
The results on the table show that 26 or 80 percent are females, while 6 or
20 percent are males. This means that most of the participants are mostly females.
32
Table 2d
Total population size, Margin of error and Sample size using slovin’s formula.
Grade Level Total population Margin of error Sample size
size
Grade 7 30 0.33 7
Grade 8 30 0.33 7
Grade 9 30 0.30 8
Grade 10 30 0.30 8
Table 2d above shows the total population size, margin of error and
sample size. The data shows the results of our survey on the frequency of verbal
bullying experienced by students in grades 7-10. The sample size for each grade
was 7 for grade 7-8, and 8 for grade 9-10. The margin of error was 0.33 for grade
7-8 and 0.30 for grade 9-10.
2. Results and Discussion

Table 1. Point, Range and Verbal Analogy
Poin Range Verbal Analogy
t
5 4.20 – 5.0 Always
4 3.40 – 4.19 Sometimes
3 2.60 – 3.39 Often
2 1.80 – 2.59 Seldom
1 1.0 – 1.79 Never
The scores, which range from 5.00 to 1.00, are shown in Table 1. This
table illustrates how to assess the data so that the researchers can provide valid
findings. The highest point is 5.00, with a range of 4.20–5.00 with an Always
descriptive rating. The 4 points on the other hand, has a descriptive rating of
Sometimes with a range of 3.40 -4.19. The three points have an Often-descriptive
rating and a range from 2.60-3.39. The range for the 2 in point is 1.80- 2.59, with
33
a Seldom in descriptive level. Lastly, the lowest possible descriptive score is a 1
in point with a range of 1.00-1.79 and a Never descriptive rating.
Table 2 (SOP 2 and 3) Analysis of Impact and Forms of Verbal Bullying

Grade 7 Respondents
No Verbal Bullying Weighted Verbal
Mean interpretation
1. I have been bullied this academic year. 2.43% Seldom
2. I have been called nasty names. 2.71% Often
3. I have been blackmailed. 1.57% Never
4. I felt traumatized when someone was yelling or 2.28% Seldom
screaming at me.
5. I isolate myself out of fear of judgment. 3.28% Often
Table 2 reveals that the item no.1 approximately 2.43% of respondents

reported experiencing bullying during the current academic year with a verbal
interpretation of seldom. According to Esguerra et al. (2020), who investigated
the prevalence and the actual bullying experiences of Filipino junior high school
students using Bronfenbrenner's socioecological theory. This theory proposes that
human development is influenced by the interaction between the individual and
the environment, which consists of four levels: microsystem, mesosystem,
ecosystem, and macrosystem. A lot of student’s experience verbal bullying every
academic year.
Item no. 2 about 2.71% of respondents stated that they have been
frequently called nasty names. This suggests a more prevalent experience
compared to general bullying with a verbal interpretation of often. According to
Fekkes et al. (2006), verbal bullying is one of the most prevalent types of bullying
that affects kids and teenagers, and it can seriously harm the victims' emotional
and physical well-being. As you noted, name-calling, insulting, making racist
remarks, and persistent taunting are examples of verbal bullying. These actions
34
can lead to emotions of worry, despair, low self-esteem, loneliness, and isolation.
They are meant to harm, humiliate, or intimidate the target.
Item no. 3 has a specifically 1.57%, mentioned that they have never
experienced blackmail. This indicates a relatively rare occurrence among the
respondents with verbal interpretation of never. According to Rigby, (2021)
integrates various factors that contribute to bullying behavior, such as personality,
motivation, cognition, emotion, morality, and social context. According to this
model, students who engage in verbal bullying and blackmail may have certain
personality traits (such as aggression, dominance, or low empathy), motivations
(such as power, revenge, or boredom), cognitions (such as rationalizations,
stereotypes, or biases), emotions (such as anger, envy, or satisfaction), and moral
judgments (such as low guilt, justification, or denial) that predispose them to this
behavior.
On item no. 4 shows around that 2.28% of respondents reported feeling
traumatized when subjected to yelling or screaming with a verbal analogy of
seldom. According to Hendel (2018), yelling is a form of verbal abuse that can
cause emotional pain and trauma. She explains that being frequently yelled at
changes the brain and the body in various ways, such as increasing the activity of
the amygdala (the emotional response part of the brain), increasing the levels of
the stress hormone cortisol, and increasing muscle tension.
Item no. 5 has a percentage of , 3.28% shows that the respondents often
isolate themselves due to fear of judgment. This suggests a significant impact on
social behavior for a portion of the respondents with a verbal analogy of often.
According to Lindner (2003), humiliation is the feeling of being put down, made
to feel less than one is, or being deprived of dignity. Humiliation can be inflicted
by verbal abuse, such as name-calling, insults, threats, or ridicule. Humiliation
can also be self-inflicted, such as when a person feels ashamed, guilty, or
unworthy of respect or love.
In summary, the findings highlight varying degrees of negative
experiences related to bullying, name-calling, trauma from yelling, and fear of
35
judgment-induced isolation among the surveyed individuals. These insights
provide a nuanced understanding of the prevalence and impact of different aspects
of bullying within the academic context.
6. I feel anxious when speaking because I might get criticized. 3.14% Often
7. I feel humiliated when someone points out my mistake. 2.57% Seldom
8. I have been received threats. 2.14% Seldom
9. I have withdrawn from social situations because of negative 2% Seldom
experiences of verbal bullying.
10. I often feel anxious or afraid when I think about or 3.28% Often
encounter people who have bullied me verbally.
Item no 6 with a weighted mean of 3.14% and a verbal analogy of Often.

A significant portion of the time, you feel anxious when speaking due to the fear
of potential criticism. This suggests that there may be a heightened sensitivity to
judgment or negative feedback in social interactions. According to Suma Chand,
PhD (2018) People who suffer from depression often have a harsh internal
conversation about themselves and are quite critical of themselves. Then, hearing
criticism from another person might exacerbate the situation and make you feel
ashamed of yourself for being found wanting. People who suffer from anxiety,
especially social anxiety, sometimes experience intense fear of being judged and
ridiculed, which can make them feel as though they are in a combat zone.
Item no 7 with a weighted mean of 2.57% and a verbal analogy of Seldom.
While not as frequent, there are occasions where you feel humiliated when
someone points out your mistakes. This indicates a sensitivity to feedback, but it
doesn't happen very often. According to psychologytoday (2023) An
uncomfortable but significant emotional state is embarrassment. According to the
majority of experts, the goal of shame is to make people feel awful about their
social or personal transgressions as a kind of internal or societal feedback, which
helps them learn from their mistakes and avoid making the same ones again.
Item no 8 with a weighted mean of 2.14% and a verbal analogy of Seldom.
36
Threats have been experienced, but they are relatively infrequent. Nonetheless,
even occasional threats can have a significant impact on one's well-being and
sense of safety. According to Sherri Gordon (2022) Most people assume that if
they were being verbally abused, they would know about it. After all, verbal
abuse often involves yelling, put-downs, name-calling, and belittling behaviors.
But there is more to verbal abuse than people realize and sometimes they also
receive threats without knowing. Some people are verbally abused on a regular
basis without even recognizing that it’s happening.
Item 9 with a weighted mean of 2% and a verbal analogy of Seldom.
There are instances where experiences of verbal bullying have led you to
withdraw from social situations. This suggests that past negative interactions may
influence your willingness to engage in social activities. According to L.
Ardiavanti (2018) Research examining the connection between social anxiety and
bullying has mostly been done in wealthy nations, and little is understood about
social disengagement and relationships. The aim of this research is to examine the
connection between teenage social withdrawal, social anxiety, and bullying.
Results say by bullying students withdraw themselves from any social situation
because of past experiences.
Item no. 10 with a weighted mean of 3.28% and a verbal analogy of Often.
Similar to the fear of criticism, encountering people who have verbally bullied
you often triggers anxiety or fear. This indicates a persistent emotional impact
from past experiences of verbal bullying.
Overall, the data suggests a notable level of sensitivity to negative social
interactions, with anxiety and fear being recurrent emotions. It may be beneficial
to explore strategies to cope with criticism, develop resilience, and address the
emotional impact of past negative experiences. Seeking support from friends,
family, or mental health professionals can be valuable in navigating and managing
these emotions.
11. I feel like I deserve to be treated poorly because of past 2% Seldom
37
12. I find it difficult to trust others due to past experiences of 3% Often
verbal bullying.
13. I struggle with feelings of incomplete because of verbal 3.14% Often
bullying
14. I struggle to assert myself and express my opinions due to 3% Often
past experiences of verbal bullying.
15. Someone’s degrading me because of my appearance. 2.71% Often
Item no. 11 with a weighted mean 2% and a verbal interpretation of

Seldom. A relatively low percentage indicates that, on occasion, you feel like you
deserve to be treated poorly due to past verbal bullying. This suggests that while
the feeling exists, it is not a pervasive belief. According to Sherri Gordon (2020)
Children and young people can experience bullying for a variety of reasons. But
when it comes to prejudicial bullying, the bullying is focused on factors like the
color of a person’s skin, their religious practices, and their sexual orientation and
because of that they feel like they deserve to be treated poorly.
Item no. 12 with a weighted mean of 3% and a verbal analogy of Often.
There is a consistent struggle with trusting others, likely stemming from past
experiences of verbal bullying. This indicates that the impact of these experiences
extends into your ability to trust people in general. According to Leah J. Orchinik
(2023) Some people bully to deal with their own feelings of stress, anger, or
frustration. Bullies might also have been bullied and now want to show their
power by bullying someone else. But bullying behavior backfires and makes
everyone feel miserable, even the bullies. People are having difficulty trusting
others because of their experience.
Feelings of incompleteness are a frequent struggle (3.14%) likely linked to past
verbal bullying. This suggests that the emotional impact of bullying has left a
lasting mark on your sense of self-worth and completeness. According to Alysia
Marshall Seslar (2022) Verbal bullying is when someone uses words to hurt or
38
scare another person. Verbal bullying can take place in-person or online. Due to
verbal bullying, it makes people struggle to assert their feelings.
Item no. 14 with a weighted mean 3% and a verbal analogy of Often. A
significant portion of the time (3%), you struggle to assert yourself and express
opinions due to past verbal bullying. This indicates a persistent challenge in
confidently communicating your thoughts or standing up for yourself. According
to Leah J. Orchinik Quiet (2023). This kind of bully might try to manipulate in
secret. They might anonymously start a damaging rumor just to see what happens.
friendly and fake. People might struggle to assert their opinions.
Someone is degrading you based on your appearance. This points to a recurring
issue where negative comments about your looks affect your well-being.
According to Christina M. Cammarata, (2023) Body dysmorphic disorder causes
people to feel worried that parts of their body are flawed in some way. It’s related
to obsessive-compulsive disorder (OCD). People with this mental health condition
spend hours concerned that something is wrong with their looks. For example,
they may see "flaws" that others wouldn't notice. These thoughts and worries take
up time and drain energy. As a result, people often miss out on being with friends,
going to school or work, or doing normal activities. This can make them feel
alone, sad, or depressed. But with treatment, people with the condition can learn
coping skills and feel less upset by negative thoughts.
The data collectively suggests that past experiences of verbal bullying
have left a lasting impact on various aspects of your emotional well-being. This
includes struggles with self-worth, trust in others, feelings of completeness,
asserting oneself, and dealing with degrading comments about appearance.
Addressing these challenges may involve building self-esteem, developing coping
mechanisms, and seeking support from individuals or professionals who can help
you navigate and overcome the lingering effects of past verbal bullying.
16. Someone’s making me feel worthless. 3.14% Often
39
17. Someone insults me every time I make mistake. 2.85% Often
18. Verbal bullying has negatively affected my self-esteem. 3% Often
19. Verbal bullying has caused me to become more critical of 3.85% Sometimes
myself and others.
20. My performance at school has suffered due to past 3% Often
Item no 16 with a weighted mean of 3.14% and a verbal analogy of Often,

someone is making you feel worthless. This suggests a recurring experience of
emotional distress and a negative impact on your sense of self-worth. According
to cfschools (2023) to Bullying separates children from their peers, making them
feel unworthy, less attractive, and unwanted. And it makes them feel worthless.
someone insulting you every time you make a mistake. This indicates a pattern of
negative reinforcement that may contribute to feelings of inadequacy and
heightened sensitivity to errors. According to cfschools (2023) A child's self-
confidence and desire to learn and develop can be quickly destroyed when they
are the target of verbal abuse. Especially when they always feel like every time,
they make mistakes they think someone will insult them.
Item no 18 with a weighted mean of 3% and a verbal analogy of Often.
This suggests that the words and actions of others have had a consistent
detrimental impact on how you perceive yourself.
Item no 19 with a weighted mean of 3.85% and a verbal analogy of
Sometimes. This implies that the bullying has not only affected your self-
perception but has also influenced how you view and judge others. According to
bullyingstatistics.org (2019) verbal bullying can affect someone in various
emotional and psychological ways, including low self-esteem or self-image.
Item no 20 with a weighted mean of 3% and a verbal analogy of Often.
This suggests that the emotional consequences of bullying may be interfering with
your academic success. According to Novac Djokovic (2014) Verbal bullying is

the most common type of violence in schools. It is equally present among boys
40
and girls. Still, in many cases, verbal bullying is the province of girls. Girls are
more subtle than boys and use verbal bullying, instead of physical one, to
dominate others and show their superiority and power. Despite the majority they
both experience suffering in school because of verbal bullying.
The data highlights a consistent theme of emotional distress and negative
consequences resulting from verbal bullying. These consequences include
feelings of worthlessness, insults tied to mistakes, a significant negative impact on
self-esteem, increased self-criticism, and observable effects on academic
performance. Addressing these challenges may involve not only coping with the
emotional aspects but also developing strategies to mitigate the impact on self-
worth, academic achievement, and overall well-being. Seeking support from
friends, family, or professionals can be crucial in navigating and overcoming
these difficulties.
Table 3 (SOP 2 and 3) Analysis of Impact and Forms of Verbal
Bullying
Grade 8 Respondents
Mean interpretation
1. I have been bullied this academic year. 2.6% Often
2. I have been called nasty names. 2.85% Often
3. I have been blackmailed. 2% Seldom
4. I felt traumatized when someone was yelling or 2.57% Seldom
screaming at me.
5. I isolate myself out of fear of judgment. 2.71% Often
Table 3 reveals that the item no 1 has a moderate percentage indicates that
you have experienced bullying during the current academic year often with a
weighted mean 2.6%. This suggests a recurring issue that may be impacting your
well-being and academic experience. According to Esguerra et al.
(2020), who investigated the prevalence and the actual bullying experiences of
Filipino junior high school students using Bronfenbrenner's socioecological
41
theory. This theory proposes that human development is influenced by the
interaction between the individual and the environment, which consists of four
levels: microsystem, mesosystem, ecosystem, and macrosystem. A lot of students
experience verbal bullying every academic year.
Item no 2 with a weighted mean of 2.85% and a verbal analogy of Often.
This indicates a pattern of verbal abuse that may contribute to emotional distress
and negative feelings. According to Fekkes et al. (2006), verbal bullying is one of
the most prevalent types of bullying that affects kids and teenagers, and it can
seriously harm the victims' emotional and physical well-being. As you noted,
name-calling, insulting, making racist remarks, and persistent taunting are
examples of verbal bullying. These actions
Item no. 3 with a weighted mean of 2% and a verbal analogy of Seldom.
This is a serious concern as it involves threats and coercion, even if it occurs
infrequently. According to Rigby, (2021) integrates various factors that contribute
to bullying behavior, such as personality, motivation, cognition, emotion,
morality, and social context. According to this model, students who engage in
verbal bullying and blackmail may have certain personality traits (such as
aggression, dominance, or low empathy), motivations (such as power, revenge, or
boredom), cognitions (such as rationalizations, stereotypes, or biases), emotions
(such as anger, envy, or satisfaction), and moral judgments (such as low guilt,
justification, or denial) that predispose them to this behavior.
Item no. 4 Feeling Traumatized by Yelling or Screaming with a weighted
mean of 2.57% and a verbal analogy of Seldom. There are occasions when feeling
traumatized by someone yelling or screaming at you, although it is not a frequent
occurrence. This suggests that intense verbal interactions have a significant
impact on your emotional well-being. According to Hendel (2018), yelling is a
form of verbal abuse that can cause emotional pain and trauma. She explains that
being frequently yelled at changes the brain and the body in various ways, such as
42
increasing the activity of the amygdala (the emotional response part of the brain),
increasing the levels of the stress hormone cortisol, and increasing muscle
tension.
Item no 5 with a weighted mean of 2.71% verbal analogy of Often,
isolating yourself out of fear of judgment. This indicates that the fear of negative
evaluation may be influencing your social behaviors and interactions. According
to Lindner (2003), humiliation is the feeling of being put down, made to feel less
than one is, or being deprived of dignity. Humiliation can be inflicted by verbal
abuse, such as name-calling, insults, threats, or ridicule. Humiliation can also be
self-inflicted, such as when a person feels ashamed, guilty, or unworthy of respect
or love.
The data suggests that you have been dealing with various forms of
bullying during the current academic year, including verbal abuse, name-calling,
and occasional incidents of blackmail. Additionally, the fear of judgment appears
to be influencing your social behavior, leading to isolation. It is crucial to address
these issues to ensure a safe and supportive academic environment. Seeking help
from trusted individuals, such as teachers, counselors, or school authorities, can
be important in addressing and preventing further instances of bullying.
Additionally, considering mental health support may be beneficial in coping with
the emotional impact of these experiences.
6. I feel anxious when speaking because I might get 3.43% Sometimes
criticized.
7. I feel humiliated when someone points out my mistake. 2.86% Often
8. I have been received threats. 1.57% Never
9. I have withdrawn from social situations because of 2.57% Seldom
negative experiences of verbal bullying.
Item no 6 with a weighted mean of 3.43% and a verbal analogy of

Sometimes, feeling anxious when speaking due to the fear of criticism. This
suggests that the fear of being criticized is present, but it is not an overwhelming
43
or constant concern. According to Suma Chand, PhD (2018) People who suffer
from depression often have a harsh internal conversation about themselves and
are quite critical of themselves. Then, hearing criticism from another person
might exacerbate the situation and make you feel ashamed of yourself for being
found wanting. People who suffer from anxiety, especially social anxiety,
sometimes experience intense fear of being judged and ridiculed, which can make
them feel as though they are in a combat zone.
indicating that you often feel humiliated when someone points out your mistake.
This suggests a recurrent emotional response to feedback and a potential impact
on your self-esteem. According to psychologytoday (2023) An uncomfortable but
significant emotional state is embarrassment. According to the majority of
experts, the goal of shame is to make people feel awful about their social or
personal transgressions as a kind of internal or societal feedback, which helps
them learn from their mistakes and avoid making the same ones again.
Item no 8 with a low percentage of 1.57% indicates that you have never
received threats. This is a positive aspect, as it suggests a lower frequency of
direct threats, contributing to a safer environment. According to Sherri Gordon
(2022) Most people assume that if they were being verbally abused, they would
know about it. After all, verbal abuse often involves yelling, put-downs, name-
calling, and belittling behaviors. But there is more to verbal abuse than people
realize and sometimes they also receive threats without knowing. Some people are
verbally abused on a regular basis without even recognizing that it’s happening.
Item no 9 has a moderate frequency of 2.57% and a verbal analogy of
seldom withdrawing from social situations due to negative experiences of verbal
bullying. This suggests that negative interactions have influenced your social
behavior, leading to occasional withdrawal. . According to L. Ardiavanti (2018)
Research examining the connection between social anxiety and bullying has
mostly been done in wealthy nations, and little is understood about social
disengagement and relationships. The aim of this research is to examine the
44
Item no 10 with a notable percentage of 2.86% indicates that you often
feel anxious or afraid when thinking about or encountering people who have
bullied you verbally. This suggests a persistent emotional impact from past
The data reveals a mixture of experiences, ranging from occasional
anxiety about criticism and withdrawal from social situations to more frequent
feelings of humiliation and fear associated with past verbal bullying. The absence
of receiving threats is a positive aspect. It may be beneficial to explore coping
strategies for managing anxiety, addressing self-esteem issues, and finding ways
to navigate social situations more comfortably. Seeking support from friends,
family, or professionals can be crucial in addressing and managing these
emotions.
11. I feel like I deserve to be treated poorly because of past 2.71% Often
12. I find it difficult to trust others due to past experiences 4.43% Always
of verbal bullying.
13. I struggle with feelings of incomplete because of verbal 3.57% Sometimes
bullying
14. I struggle to assert myself and express my opinions due 3.57% Sometimes
to past experiences of verbal bullying.
15. Someone’s degrading me because of my appearance. 3.43% Sometimes
Item no 11 has a moderate percentage indicates that often with weighted
mean of 2.71% you feel like you deserve to be treated poorly due to past
experiences of verbal bullying. This suggests a negative self-perception
influenced by past negative interactions. According to Sherri Gordon (2020)
45
Item no 12 with the weighted mean of 4.43% suggests that you always
find it difficult to trust others due to past experiences of verbal bullying. This
indicates a profound impact on your ability to trust and build. According to Leah
J. Orchinik (2023) Some people bully to deal with their own feelings of stress,
anger, or frustration. Bullies might also have been bullied and now want to show
their power by bullying someone else. But bullying behavior backfires and makes
Item no 13 with the weighted mean of 3.57% and a verbal analogy of
sometimes, struggling with feelings of incompleteness due to verbal bullying.
This suggests that there are times when the impact of bullying affects your sense
of self-completeness. According to Alysia Marshall Seslar (2022) Verbal bullying
is when someone uses words to hurt or scare another person. Verbal bullying can
take place in-person or online. Due to verbal bullying, it makes people struggle to
assert their feelings.
Item no 14 Similarly, with a moderate percentage 3.57% indicates that you
sometimes struggle to assert yourself and express opinions due to past
experiences of verbal bullying. This suggests that asserting oneself can be
challenging under certain circumstances. According to Leah J. Orchinik Quiet
(2023). This kind of bully might try to manipulate in secret. They might
anonymously start a damaging
rumor just to see what happens. friendly and fake. People might struggle to assert
their opinions.
Item no 15 with a weighted mean of 3.43% indicates that sometimes you
experience someone degrading you because of your appearance. This suggests
that negative comments about your looks may intermittently impact your well-
46
being. According to Christina M. Cammarata, (2023) Body dysmorphic disorder
causes people to feel worried that parts of their body are flawed in some way. It’s
related to obsessive-compulsive disorder (OCD). People with this mental health
condition spend hours concerned that something is wrong with their looks. For
example, they may see "flaws" that others wouldn't notice. These thoughts and
worries take up time and drain energy. As a result, people often miss out on being
with friends, going to school or work, or doing normal activities. This can make
them feel alone, sad, or depressed. But with treatment, people with the condition
can learn coping skills and feel less upset by negative thoughts.
The data suggests a continued impact on various aspects of well-being due
to past experiences of verbal bullying. There are recurring struggles with self-
worth, trust issues, feelings of incompleteness, and challenges in asserting
oneself. It is essential to recognize the impact of these experiences and consider
seeking support, whether through friends, family, or professionals, to navigate and
overcome the emotional challenges associated with past verbal bullying.
Addressing these issues may involve building self-esteem, developing coping
mechanisms, and working on trust-building exercises to improve overall well-
being.
16. Someone’s making me feel worthless. 3.43% Sometimes
17. Someone insults me every time I make mistake. 3.43% Sometimes
18. Verbal bullying has negatively affected my self-esteem. 4% Sometimes
19. Verbal bullying has caused me to become more critical 2.85% Often
of myself and others.
20. My performance at school has suffered due to past 2.71% Often
Item no 16 has a moderate percentage of 3.43% indicates that sometimes

someone is making you feel worthless. This suggests a recurring negative
influence on your self-worth due to external interactions. " According to cfschools
(2023) to Bullying separates children from their peers, making them feel
unworthy, less attractive, and unwanted. And it makes them feel worthless.
Item no 17 Similarly, there is a moderate frequency of 3.43% of someone
47
insulting you every time you make a mistake. This indicates a pattern of negative
reinforcement that may contribute to feelings of inadequacy. According to
cfschools (2023) A child's self-confidence and desire to learn and develop can be
quickly destroyed when they are the target of verbal abuse. Especially when they
always feel like every time, they make mistakes they think someone will insult
them.
Item no 18 with a notable percentage 4% suggests that verbal bullying has
sometimes negatively affected your self-esteem. This highlights a significant
impact on how you perceive yourself, occurring periodically. According to
Item no 19 says that verbal bullying has often caused you to become more
critical of yourself and others with a weighted mean of 2.85%. This indicates a
recurring pattern of negative self-reflection and judgment influenced by past
verbal bullying. According to Dieter Wolke and Suzet Tanya Lereya (2015)
Bullying is described as hostile behavior or purposeful harm-doing by peers that
is repeated and involves an imbalance of power. Bullying is the systematic abuse
of power. Bullying is still mistakenly seen as a "normal rite of passage" in many
cases. Bullying is taken into consideration in this analysis as a significant risk
factor for poor mental and physical health as well as a decreased ability to adjust
to adult duties, such as establishing long-lasting relationships, blending in at
work, and becoming financially independent.
Item no. 20 with a notable frequency of 2.71% with a verbal analogy of

often, your school performance suffering due to past experiences of verbal
bullying. This suggests that the emotional consequences of bullying are impacting
your academic achievements. According to Novac Djokovic (2014) Verbal
bullying is the most common type of violence in schools. It is equally present
among boys and girls. Still, in many cases, verbal bullying is the province of girls.
Girls are more subtle than boys and use verbal bullying, instead of physical one,
48
to dominate others and show their superiority and power. Despite the majority
they both experience suffering in school because of verbal bullying.
The data underscores the ongoing impact of verbal bullying on emotional
well-being, self-esteem, and academic performance. There are recurring
experiences of feeling worthless and being insulted, with noticeable negative
effects on self-esteem. Additionally, the increased self-criticism and academic
performance challenges further highlight the lasting consequences of past verbal
bullying. It is essential to address these issues by seeking support, considering
professional guidance, and implementing strategies to rebuild self-esteem and
navigate academic challenges successfully. Taking steps towards creating a
supportive environment can contribute to healing from the impact of past verbal
bullying.
Grade 9 Respondents
Mean interpretation
1. I have been bullied this academic year. 1.75% Never
2. I have been called nasty names. 2% Seldom
3. I have been blackmailed. 1.87% Seldom
4. I felt traumatized when someone was yelling or 3.25% Often

screaming at me.
5. I isolate myself out of fear of judgment. 3.62% Sometimes
Table 4 reveals that the item no. 1 with a weighted mean of 1.75, indicates
that a very small percentage of respondents admit to being bullied this academic
year. The verbal interpretation "Never" suggests that it is not common for the
respondents to experience bullying. According to Esguerra et al. (2020), who
investigated the prevalence and the actual bullying experiences of Filipino junior
high school students using Bronfenbrenner's socioecological theory. This theory
proposes that human development is influenced by the interaction between the
individual and the environment, which consists of four levels: microsystem,
49
mesosystem, ecosystem, and macrosystem. A lot of students experience verbal
bullying every academic year.
Item no 2 With a weighted mean of 2%, this suggests that a small
percentage of respondents have experienced being called nasty names. The verbal
interpretation "Seldom" indicates that it is not a frequent occurrence. Similarly,
According to Fekkes et al. (2006), verbal bullying is one of the most prevalent
types of bullying that affects kids and teenagers, and it can seriously harm the
victims' emotional and physical well-being. As you noted, name-calling, insulting,
making racist remarks, and persistent taunting are examples of verbal bullying.
These actions can lead to emotions of worry, despair, low self-esteem, loneliness,
and isolation. They are meant to harm, humiliate, or intimidate the target.
Item No 3 The weighted mean of 1.87% suggests a relatively low
percentage of respondents reporting being blackmailed. The verbal interpretation
"Seldom". According to Rigby, (2021) integrates various factors that contribute to
bullying behavior, such as personality, motivation, cognition, emotion, morality,
and social context. According to this model, students who engage in verbal
bullying and blackmail may have certain personality traits (such as aggression,
dominance, or low empathy), motivations (such as power, revenge, or boredom),
cognitions (such as rationalizations, stereotypes, or biases), emotions (such as
anger, envy, or satisfaction), and moral judgments (such as low guilt, justification,
or denial) that predispose them to this behavior.
On the item no 4 With a weighted mean of 3.25%, this indicates that a
significant percentage of respondents reported feeling traumatized when subjected

to yelling or screaming. verbal interpretation "Often" According to Hendel
(2018), yelling is a form of verbal abuse that can cause emotional pain and
trauma. She explains that being frequently yelled at changes the brain and the
body in various ways, such as increasing the activity of the amygdala (the
emotional response part of the brain), increasing the levels of the stress hormone
cortisol, and increasing muscle tension.
Item no 5 with a weighted mean of 3.62% suggests a relatively higher
50
percentage of respondents who isolate themselves due to fear of judgment. The
verbal interpretation "Sometimes" indicates that while it occurs, it is not an
overwhelmingly frequent behavior. According to Lindner (2003), humiliation is
the feeling of being put down, made to feel less than one is, or being deprived of
dignity. Humiliation can be inflicted by verbal abuse, such as name-calling,
insults, threats, or ridicule. Humiliation can also be self-inflicted, such as when a
person feels ashamed, guilty, or unworthy of respect or love.
6. I feel anxious when speaking because I might get 3.87% Sometimes

criticized.
7. I feel humiliated when someone points out my mistake. 3.75% Sometimes
8. I have been received threats. 2.12% Seldom
9. I have withdrawn from social situations because of 2.62% Often
Item no 6 With a weighted mean of 3.87%, this indicates that a significant

percentage of respondents sometimes feel anxious when speaking due to the fear
of criticism. The verbal interpretation "Sometimes" According to Suma Chand,
PhD (2018) People who suffer from
depression often have a harsh internal conversation about themselves and are
quite critical of themselves. Then, hearing criticism from another person might
exacerbate the situation and make you feel ashamed of yourself for being found
wanting. People who suffer from anxiety, especially social anxiety, sometimes
experience intense fear of being judged and ridiculed, which can make them feel
as though they are in a combat zone.
Item no 7 The weighted mean of 3.75% suggests that a notable percentage
of respondents sometimes feel humiliated when their mistakes are pointed out.
The verbal interpretation "Sometimes" reinforces that this experience occurs
51
intermittently. According to psychologytoday (2023) An uncomfortable but
significant emotional state is embarrassment. According to the majority of
experts, the goal of shame is to make people feel awful about their social or
personal transgressions as a kind of internal or societal feedback, which helps
them learn from their mistakes and avoid making the same ones again.
Item no 8 With a weighted mean of 2.12%, this indicates a relatively
lower percentage of respondents reporting receiving threats. The verbal
interpretation "Seldom" aligns with the infrequency of this negative experience.
According to Sherri Gordon (2022) Most people assume that if they were being
verbally abused, they would know about it. After all, verbal abuse often involves
yelling, put-downs, name-calling, and belittling behaviors. But there is more to
verbal abuse than people realize and sometimes they also receive threats without
knowing. Some people are verbally abused on a regular basis without even
recognizing that it’s happening.
Item no 9 with a weighted mean of 2.62% suggests that a moderate
percentage of respondents have sometimes withdrawn from social situations due
to negative experiences of verbal bullying. The verbal interpretation "Often"
indicates that this behavior is recurrent for some respondents. According to L.
Ardiavanti (2018) Research examining the connection between social anxiety and
bullying has mostly been done in wealthy nations, and little is understood about
social disengagement and relationships. The aim of this research is to examine the

Item no 10 With a weighted mean of 2.87%, this indicates that a notable
percentage of respondents often feel anxious or afraid when thinking about or
encountering their verbal bullies. The verbal interpretation "Often" emphasizes
the frequency of these emotional responses.
11. I feel like I deserve to be treated poorly because of past 2.87% Often
52
12. I find it difficult to trust others due to past experiences of 4.12% Sometimes
verbal bullying.
bullying
14. I struggle to assert myself and express my opinions due to 3% Often
15. Someone’s degrading me because of my appearance. 2.12% Seldom
Item no 11 With a weighted mean of 2.87%, this suggests that a notable

percentage of respondents often feel like they deserve poor treatment due to past
verbal bullying. The verbal interpretation "Often" According to Sherri Gordon
(2020) Children and young people can experience bullying for a variety of
reasons. But when it comes to prejudicial bullying, the bullying is focused on
factors like the color of a person’s skin, their religious practices, and their sexual
orientation and because of that they feel like they deserve to be treated poorly.
Item no 12 The weighted mean of 4.12% indicates a significant percentage
of respondents sometimes find it difficult to trust others because of past verbal
bullying. The verbal interpretation "Sometimes" emphasizes the intermittent
nature of this difficulty. According to Leah J. Orchinik (2023) Some people bully
to deal with their own feelings of stress, anger, or frustration. Bullies might also
have been bullied and now want to show their power by bullying someone else.
But bullying behavior backfires and makes everyone feel miserable, even the
bullies. People are having difficulty trusting others because of their experience.
Item no 13 with a weighted mean of 3.37%, this suggests that a notable
percentage of respondents often struggle with feelings of incompleteness due to
past verbal bullying. The verbal interpretation "Often" highlights the frequency of
this emotional struggle. According to Alysia Marshall Seslar (2022) Verbal
bullying is when someone uses words to hurt or scare another person. Verbal
bullying can take place in-person or online. Due to verbal bullying, it makes
53
people struggle to assert their feelings.
Item no 14 with a weighted mean of 3% indicates that a moderate
percentage of respondents often struggle to assert themselves and express their
opinions due to past verbal bullying. The verbal interpretation "Often". According
to Leah J. Orchinik Quiet (2023). This kind of bully might try to manipulate in
secret. They might anonymously start a damaging rumor just to see what happens.
friendly and fake. People might struggle to assert their opinions.
Item no 15 with a weighted mean of 2.12%, this suggests a relatively
lower percentage of respondents reporting experiences of being degraded based
on their appearance. The verbal interpretation "Seldom" aligns with the
infrequency of this negative experience. According to Christina M. Cammarata,
(2023) Body dysmorphic disorder causes people to feel worried that parts of their
body are flawed in some way. It’s related to obsessive-compulsive disorder
(OCD). People with this mental health condition spend hours concerned that
something is wrong with their looks. For example, they may see "flaws" that
others wouldn't notice. These thoughts and worries take up time and drain energy.
As a result, people often miss out on being with friends, going to school or work,
or doing normal activities. This can make them feel alone, sad, or depressed. But
with treatment, people with the condition can learn coping skills and feel less
upset by negative thoughts.
16. Someone’s making me feel worthless. 4.5% Sometime

17. Someone insults me every time I make mistake. 3.12% Often
18. Verbal bullying has negatively affected my self-esteem. 4.75% Always
19. Verbal bullying has caused me to become more critical of 3.75% Sometimes
myself and others.
20. My performance at school has suffered due to past 3.62% Sometimes
Item no 16 with a weighted mean of 4.5%, this suggests that a significant

percentage of respondents often feel worthless due to external influences. The
54
verbal interpretation "Often" According to cfschools (2023) to Bullying separates
children from their peers, making them feel unworthy, less attractive, and
unwanted. And it makes them feel worthless.
Item no 17 The weighted mean of 3.12% indicates that a moderate
percentage of respondents sometimes experience insults when making mistakes.
The verbal interpretation "Sometimes" underscores the intermittent nature of this
behavior. According to cfschools (2023) A child's self-confidence and desire to
learn and develop can be quickly destroyed when they are the target of verbal
abuse. Especially when they always feel like every time, they make mistakes they
think someone will insult them.
Item 18 with a weighted mean of 4.75%, this indicates that a notable
percentage of respondents often experience a negative impact on their self-esteem
due to verbal bullying. The verbal interpretation "Often" According to
Item no 19. The weighted mean of 3.62% suggests that a moderate
percentage of respondents sometimes become more critical of themselves and
others due to verbal bullying. The verbal interpretation "Sometimes" highlights
the occasional nature of this self-critical behavior. According to Dieter Wolke and
Suzet Tanya Lereya (2015) Bullying is described as hostile behavior or
purposeful harm-doing by peers that is repeated and involves an imbalance of

power. Bullying is the systematic abuse of power. Bullying is still mistakenly
seen as a "normal rite of passage" in many cases. Bullying is taken into
consideration in this analysis as a significant risk factor for poor mental and
physical health as well as a decreased ability to adjust to adult duties, such as
establishing long-lasting relationships, blending in at work, and becoming
financially independent.
While item no 20 With a weighted mean of 3.75%, this indicates that a
moderate percentage of respondents sometimes experience a negative impact on
their school performance due to past verbal bullying. The verbal interpretation
55
"Sometimes" underscores the intermittent nature of this academic challenge.
According to Novac Djokovic (2014) Verbal bullying is the most common type of
violence in schools. It is equally present among boys and girls. Still, in many
cases, verbal bullying is the province of girls. Girls are more subtle than boys and
use verbal bullying, instead of physical one, to dominate others and show their
superiority and power. Despite the majority they both experience suffering in
school because of verbal bullying.

Grade 10 Respondents
Mean interpretation
1. I have been bullied this academic year. 1.12% Never
2. I have been called nasty names. 1.75% Never
3. I have been blackmailed. 1.87% Seldom
4. I felt traumatized when someone was yelling or 2.45% Often

screaming at me.
5. I isolate myself out of fear of judgment. 2% Seldom
The data in Table 5, pertaining to Grade 10 respondents and their

experiences of verbal bullying, reveals that the item no 1. With a weighted mean
of 1.12%, this suggests that a very small percentage of Grade 10 respondents have
reported being bullied during this academic year. The verbal interpretation
"Never" emphasizes that it is not a common occurrence. According to Esguerra et
al. (2020), who investigated the prevalence and the actual bullying experiences of
Filipino junior high school students using Bronfenbrenner's socioecological
theory. This theory proposes that human development is influenced by the
interaction between the individual and the environment, which consists of four
levels: microsystem, mesosystem, ecosystem, and macrosystem. A lot of students
56
experience verbal bullying every academic year.
Item no 2. A small percentage of 1.75% of respondents reported being
called nasty names. The verbal interpretation "Never" underscores that this form
of verbal mistreatment is not a common occurrence within this grade. According
to Fekkes et al. (2006), verbal bullying is one of the most prevalent types of
bullying that affects kids and teenagers, and it can seriously harm the victims'
emotional and physical well-being. As you noted, name-calling, insulting, making
racist remarks, and persistent taunting are examples of verbal bullying. These
actions can lead to emotions of worry, despair, low self-esteem, loneliness, and
isolation. They are meant to harm, humiliate, or intimidate the target.
Item no 3. The data indicates that 1.87% of Grade 10 respondents have
experienced blackmail. The verbal interpretation "Seldom" suggests that while not
widespread, instances of blackmail are not entirely uncommon. According to
Rigby, (2021) integrates various factors that contribute to bullying behavior, such
as personality, motivation, cognition, emotion, morality, and social context.
According to this model, students who engage in verbal bullying and blackmail
may have certain personality traits (such as aggression, dominance, or low
empathy), motivations (such as power, revenge, or boredom), cognitions (such as
rationalizations, stereotypes, or biases), emotions (such as anger, envy, or
satisfaction), and moral judgments (such as low guilt, justification, or denial) that
predispose them to this behavior.

Item no 4. A moderate percentage of 2.45% of respondents reported
feeling traumatized in such situations. The verbal interpretation "Often" highlights
that a notable portion of respondents frequently experiences trauma when
confronted with yelling or screaming. According to Hendel (2018), yelling is a
form of verbal abuse that can cause emotional pain and trauma. She explains that
being frequently yelled at changes the brain and the body in various ways, such as
tension.
57
Item no 5. With a weighted mean of 2%, this suggests that a moderate
percentage of Grade 10 respondents reported isolating themselves due to fear of
judgment. The verbal interpretation "Seldom" indicates that while this behavior is
not pervasive, it occurs with some frequency among the respondents. According
to Lindner (2003), humiliation is the feeling of being put down, made to feel less
or love.
6. I feel anxious when speaking because I might get 3.5% Often
criticized.
7. I feel humiliated when someone points out my mistake. 3.62% Sometimes
8. I have been received threats. 1.37% Never
9. I have withdrawn from social situations because of 1.75% Never
10. I often feel anxious or afraid when I think about or 1.5% Never
Item no 6. reveals that 3.5% of respondents often feel anxious when

speaking due to fear of criticism. with a "often" verbal interpretation. According
to Suma Chand, PhD (2018) People who suffer from depression often have a
harsh internal conversation about themselves and are quite critical of themselves.
Then, hearing criticism from another person might exacerbate the situation and
make you feel ashamed of yourself for being found wanting. People who suffer
from anxiety, especially social anxiety, sometimes experience intense fear of
being judged and ridiculed, which can make them feel as though they are in a
combat zone.
Item no 7. indicates that 3.62% of respondents sometimes feel humiliated
when someone points out their mistakes. This suggests that a small percentage of
Grade 10 respondents experience feelings of humiliation in response to criticism,
although it is not a frequent occurrence. According to psychologytoday (2023) An
58
Item no 8. reveals that 1.37% of respondents have received threats. The
"Never" verbal interpretation underscores that receiving threats is not a common
experience among Grade 10 respondents in this study. According to Sherri
Gordon (2022) Most people assume that if they were being verbally abused, they
would know about it. After all, verbal abuse often involves yelling, put-downs,
name-calling, and belittling behaviors. But there is more to verbal abuse than
people realize and sometimes they also receive threats without knowing. Some
people are verbally abused on a regular basis without even recognizing that it’s
happening.
Item no 9. suggests that 1.75% of respondents have withdrawn from social
situations due to negative verbal bullying experiences. According to L. Ardiavanti
(2018) Research examining the connection between social anxiety and bullying
has mostly been done in wealthy nations, and little is understood about social
disengagement and relationships. The aim of this research is to examine the
Item no 10. indicates that 1.5% often feel anxious or afraid when thinking
about or encountering people who have verbally bullied them. Both items have a
"Never" verbal interpretation, emphasizing that withdrawal and persistent anxiety
are not common among the respondents.
11. I feel like I deserve to be treated poorly because of past 2.37% Never
12. I find it difficult to trust others due to past experiences 2.5% Seldom
of verbal bullying.
bullying
14. I struggle to assert myself and express my opinions due 2.75% Seldom
59
to past experiences of verbal bullying.
15. Someone’s degrading me because of my appearance. 2% Seldom
Item no 11 indicates that 2.37% of respondents never feel like they

deserve to be treated poorly due to past experiences of verbal bullying. According
to Sherri Gordon (2020) Children and young people can experience bullying for a
variety of reasons. But when it comes to prejudicial bullying, the bullying is
focused on factors like the color of a person’s skin, their religious practices, and
their sexual orientation and because of that they feel like they deserve to be
treated poorly.
Item no 12. indicates that 2.5% of respondents seldom find it difficult to
trust others due to past experiences of verbal bullying. This suggests that, while
there is a small percentage facing trust issues, it is not a widespread challenge
among Grade 10 respondents, occurring infrequently. According to Leah J.
Orchinik (2023) Some people bully to deal with their own feelings of stress,
anger, or frustration. Bullies might also have been bullied and now want to show
their power by bullying someone else. But bullying behavior backfires and makes
Item no 13. suggests that 3.12% often struggle with feelings of
incompleteness due to verbal bullying. According to Alysia Marshall Seslar
(2022) Verbal bullying is when someone uses words to hurt or scare another
person. Verbal bullying can take place in-person or online. Due to verbal
bullying, it makes people struggle to assert their feelings.
item no 14. shows that 2.75% seldom struggle to assert themselves and
express opinions for the same reason. According to Leah J. Orchinik Quiet
(2023). This kind of bully might try to manipulate in secret. They might
anonymously start a damaging rumor just to see what happens. friendly and fake.
People might struggle to assert their opinions.
Item no 15. indicates that 2% of respondents seldom experience someone
60
degrading them because of their appearance. This suggests that, for a small
percentage of Grade 10 respondents, instances of degradation related to
appearance are not common, occurring infrequently. According to Christina M.
Cammarata, (2023) Body dysmorphic disorder causes people to feel worried that
parts of their body are flawed in some way. It’s related to obsessive-compulsive
disorder (OCD). People with this mental health condition spend hours concerned
that something is wrong with their looks. For example, they may see "flaws" that
others wouldn't notice. These thoughts and worries take up time and drain energy.
As a result, people often miss out on being with friends, going to school or work,
or doing normal activities. This can make them feel alone, sad, or depressed. But
with treatment, people with the condition can learn coping skills and feel less
upset by negative thoughts.
16. Someone’s making me feel worthless. 2.75% Seldom
17. Someone insults me every time I make mistake. 2.5% Seldom
18. Verbal bullying has negatively affected my self- 3.12% Often
esteem.
19. Verbal bullying has caused me to become more 3.62% Sometimes
critical of myself and others.
20. My performance at school has suffered due to past 1.62% Never
Item no 16. reveals that 2.75% of respondents seldom feel that someone is
making them feel worthless due to past experiences of verbal bullying. This
implies that, while not entirely absent, instances of feeling worthless are not
prevalent among the Grade 10 respondents, happening with some infrequency.
According to cfschools (2023) to Bullying separates children from their peers,
making them feel unworthy, less attractive, and unwanted. And it makes them feel
worthless.
Item no 17. Shows that 2.5% of respondents seldom experience someone
insulting them every time they make a mistake. This suggests that such instances
are infrequent among the Grade 10 respondents. According to cfschools (2023) A
child's self-confidence and desire to learn and develop can be quickly destroyed
61
when they are the target of verbal abuse. Especially when they always feel like
every time, they make mistakes they think someone will insult them.
Item 18 shows that 3.12% often feel that verbal bullying has negatively
affected their self-esteem. According to bullyingstatistics.org (2019) verbal
bullying can affect someone in various emotional and psychological ways,
including low self-esteem or self-image.
Item no 19. reveals that 3.62% sometimes feel that verbal bullying has
caused them to become more critical of themselves and others. According to
Dieter Wolke and Suzet Tanya Lereya (2015) Bullying is described as hostile
behavior or purposeful harm-doing by peers that is repeated and involves an
imbalance of power. Bullying is the systematic abuse of power. Bullying is still
mistakenly seen as a "normal rite of passage" in many cases. Bullying is taken
into consideration in this analysis as a significant risk factor for poor mental and
physical health as well as a decreased ability to adjust to adult duties, such as
establishing long-lasting relationships, blending in at work, and becoming
financially independent.
Item 20, with a "Never" verbal interpretation, suggests that 1.62% of

respondents report that their performance at school has never suffered due to past
experiences of verbal bullying. This implies that, for this small percentage,
academic performance remains unaffected by verbal bullying. According to
Novac Djokovic (2014) Verbal bullying is the most common type of violence in
schools. It is equally present among boys and girls. Still, in many cases, verbal
bullying is the province of girls. Girls are more subtle than boys and use verbal
bullying, instead of physical one, to dominate others and show their superiority
and power. Despite the majority they both experience suffering in school because
of verbal bullying.
Table 6 (SOP 2 and 3) Analysis of Impact and Forms of Verbal
Bullying
Grade 7 to 10 Respondents
62
Mean interpretation
1. I have been bullied this academic year. 1.93 Seldom
2. I have been called nasty names. 2.3 Seldom
3. I have been blackmailed. 1.93 Seldom
4. I felt traumatized when someone was yelling or 2.93 Often
screaming at me.
5. I isolate myself out of fear of judgment. 2.76 Often
Table 6 reveals that respondents have not experienced verbal bullying

during this academic year. Specifically, item no. 1 demonstrates a weighted mean
of 1.93, indicating that students have seldom encountered verbal bullying.
According to Esguerra et al. (2020), who investigated the prevalence and the
actual bullying experiences of Filipino junior high school students using
Bronfenbrenner's socioecological theory. This theory proposes that human
development is influenced by the interaction between the individual and the
environment, which consists of four levels: microsystem, mesosystem, ecosystem,
and macrosystem. A lot of students experience verbal bullying every academic

year.
Item no. 2 shows that the respondents have also seldom been called nasty
names, as indicated by a weighted mean of 2.3. Similarly, According to Fekkes et
al. (2006), verbal bullying is one of the most prevalent types of bullying that
affects kids and teenagers, and it can seriously harm the victims' emotional and
physical well-being. As you noted, name-calling, insulting, making racist
remarks, and persistent taunting are examples of verbal bullying. These actions
Item no. 3 indicates a weighted mean of 1.93, suggesting that it seldom
occurs. According to Rigby, (2021) integrates various factors that contribute to
bullying behavior, such as personality, motivation, cognition, emotion, morality,
and social context. According to this model, students who engage in verbal
bullying and blackmail may have certain personality traits (such as aggression,
63
dominance, or low empathy), motivations (such as power, revenge, or boredom),
cognitions (such as rationalizations, stereotypes, or biases), emotions (such as
anger, envy, or satisfaction), and moral judgments (such as low guilt, justification,
or denial) that predispose them to this behavior.
Item no. 4 points out a concerning result, indicating that students often
feel traumatized when someone yells or screams at them, as represented by a
weighted mean of 2.93. According to Hendel (2018), yelling is a form of verbal
abuse that can cause emotional pain and trauma. She explains that being
frequently yelled at changes the brain and the body in various ways, such as
tension.
Item number 5 shows that students often isolate themselves out of fear of
judgment, reflecting a weighted mean of 2.76. This indicates that students may
feel a lack of safety and security in their social environment. According to
Lindner (2003), humiliation is the feeling of being put down, made to feel less
or love.
6. I feel anxious when speaking because I might 3.5 Sometimes
get criticized.
7. I feel humiliated when someone points out my 4.03 Always
mistake.
8. I have been received threats. 1.86 Seldom
9. I have withdrawn from social situations 2.23 Seldom
because of negative experiences of verbal
bullying.
10. I often feel anxious or afraid when I think 2.5 Seldom
about or encounter people who have bullied
64
me verbally.
The table shows that Item no. 6 indicates that the respondents reported
feeling anxious when speaking, particularly due to the fear of criticism, with a
weighted mean of 3.5, and a verbal analogy of sometimes. According to Suma
Chand, PhD (2018) People who suffer from depression often have a harsh internal
conversation about themselves and are quite critical of themselves. Then, hearing
criticism from another person might exacerbate the situation and make you feel
ashamed of yourself for being found wanting. People who suffer from anxiety,
especially social anxiety, sometimes experience intense fear of being judged and
ridiculed, which can make them feel as though they are in a combat zone.
Item no. 7 has a relatively high weighted mean of 4.03, suggesting that the
respondents reported experiencing this situation quite frequently, with a verbal
interpretation of Always. According to psychologytoday (2023) An
Item no. 8, with a weighted mean of 1.86, is relatively low, indicating that
the respondents reported experiencing it less frequently, with the verbal
interpretation being seldom. According to Sherri Gordon (2022) Most people
assume that if they were being verbally abused, they would know about it. After
all, verbal abuse often involves yelling, put-downs, name-calling, and belittling
behaviors. But there is more to verbal abuse than people realize and sometimes
they also receive threats without knowing. Some people are verbally abused on a
regular basis without even recognizing that it’s happening.
Item no. 9 has a weighted mean of 2.23, suggesting that respondents
reported sometimes withdrawing from social situations due to negative
experiences with verbal bullying, and it has a verbal interpretation of 'seldom.
According to L. Ardiavanti (2018) Research examining the connection between
65
social anxiety and bullying has mostly been done in wealthy nations, and little is
understood about social disengagement and relationships. The aim of this research
is to examine the connection between teenage social withdrawal, social anxiety,
and bullying. Results say by bullying students withdraw themselves from any
social situation because of past experiences.
Item no. 10, with a weighted mean of 2.5, suggests that respondents
reported experiencing anxiety or fear in these situations relatively frequently, and
the verbal interpretation is Seldom. Bullying is not an easy thing. For the targeted
youth, it can be a horrific experience. Victims feel vulnerable, alone, afraid, and
impacted in nearly every area of their lives by the anguish and distress they
endure. Furthermore, the effects of bullying continue long after the perpetrator
has moved on to another victim. Victims often feel anxious and afraid because of
past encounters.
11. I feel like I deserve to be treated poorly 2.63 Often

because of past experiences of verbal bullying.
12. I find it difficult to trust others due to past 3.6 Sometimes
13. I struggle with feelings of incomplete because 2.93 Often
of verbal bullying
14. I struggle to assert myself and express my 3.4 Sometimes
opinions due to past experiences of verbal
bullying.
15. Someone’s degrading me because of my 2.83 Often
appearance.
The table above shows that Item no. 11 has a weighted mean of 2.63,
suggesting that respondents often feel they deserve to be treated poorly because of
their past experiences with verbal bullying. According to Sherri Gordon (2020)
66
Item no. 12, with a weighted mean of 3.6, indicates that respondents
reported having somewhat frequent trouble trusting others, with the verbal
interpretation being Sometimes. According to Leah J. Orchinik (2023) Some
people bully to deal with their own feelings of stress, anger, or frustration. Bullies
might also have been bullied and now want to show their power by bullying
someone else. But bullying behavior backfires and makes everyone feel
miserable, even the bullies. People are having difficulty trusting others because of
their experience.
Item no. 13, with a weighted mean of 2.93, suggests that respondents often
grapple with feelings of incompleteness due to their experiences with verbal
bullying. According to Alysia Marshall Seslar (2022) Verbal bullying is when
someone uses words to hurt or scare another person. Verbal bullying can take
place in-person or online. Due to verbal bullying, it makes people struggle to
assert their feelings.
Item no. 14, with a weighted mean of 3.4, indicates that respondents often
struggle to assert themselves and express their opinions due to past experiences
with verbal bullying. According to Leah J. Orchinik Quiet (2023). This kind of
bully might try to manipulate in secret. They might anonymously start a damaging
rumor just to see what happens. friendly and fake. People might struggle to assert
their opinions.
Item no. 15 has a weighted mean of 2.83, indicating that respondents
reported often experiencing degradation due to their appearance. According to
Christina M. Cammarata, (2023) Body dysmorphic disorder causes people to feel
worried that parts of their body are flawed in some way. It’s related to obsessive-
compulsive disorder (OCD). People with this mental health condition spend hours
concerned that something is wrong with their looks. For example, they may see
67
"flaws" that others wouldn't notice. These thoughts and worries take up time and
drain energy. As a result, people often miss out on being with friends, going to
school or work, or doing normal activities. This can make them feel alone, sad, or
depressed. But with treatment, people with the condition can learn coping skills
and feel less upset by negative thoughts.
16. Someone’s making me feel worthless. 3.5 Sometimes

17. Someone insults me every time I make 3.0 Often
mistake.
18. Verbal bullying has negatively affected my 3.8 Sometimes
self-esteem.
19. Verbal bullying has caused me to become more 4.0 Always
critical of myself and others.
20. My performance at school has suffered due to 2.73 Often
The table shows that Item no. 16 has a weighted mean of 3.5, indicating
that respondents sometimes feel made to feel worthless by others. According to
cfschools (2023) to Bullying separates children from their peers, making them
feel unworthy, less attractive, and unwanted. And it makes them feel worthless.
Item no. 17, with a weighted mean of 3.0, suggests that respondents
frequently experience insults when they make a mistake with the verbal
Interpretation of Often. According to cfschools (2023) A child's self-confidence
and desire to learn and develop can be quickly destroyed when they are the target
of verbal abuse. Especially when they always feel like every time, they make
mistakes they think someone will insult them.
Item no. 18, with a weighted mean of 3.8, implies that respondents feel
that verbal bullying has significantly and negatively impacted their self-esteem,
occurring quite frequently. With the verbal Interpretation of Sometimes.
68
According to bullyingstatistics.org (2019) verbal bullying can affect someone in
various emotional and psychological ways, including low self-esteem or self-
image
Item no. 19 holds the second highest value in the list, with a weighted
mean of 4.0. This indicates that respondents strongly reported that verbal bullying
has consistently led them to be critical of both them and others, hence the verbal
interpretation is Always. According to Dieter Wolke and Suzet Tanya Lereya
(2015) Bullying is described as hostile behavior or purposeful harm-doing by
peers that is repeated and involves an imbalance of power. Bullying is the
systematic abuse of power. Bullying is still mistakenly seen as a "normal rite of
passage" in many cases. Bullying is taken into consideration in this analysis as a
significant risk factor for poor mental and physical health as well as a decreased
ability to adjust to adult duties, such as establishing long-lasting relationships,
blending in at work, and becoming financially independent.
Item no. 20, with a weighted mean of 2.73, indicates that respondents
reported their school performance was often negatively affected by past
experiences of verbal bullying. According to Novac Djokovic (2014) Verbal
bullying is the most common type of violence in schools. It is equally present
among boys and girls. Still, in many cases, verbal bullying is the province of girls.
Girls are more subtle than boys and use verbal bullying, instead of physical one,
to dominate others and show their superiority and power. Despite the majority
they both experience suffering in school because of verbal bullying.
3.Testing the Alternative Hypothesis
To test the alternative hypothesis which stated that there is significant

relationship between verbal bullying and student’s self-esteem., z-test analysis
was used. The results indicated that the Ha is accepted, and the null hypothesis is
accepted as in table 3.1 below:
69
Table 3.1
Z-Test Analysis
n x̄ σ confidence P-value
level
30 2.92 1.6 2.7 0.5
Summary of the Z-Test Analysis in the impact of verbal bullying on the

self-esteem of junior high school students.
Table 3.1 Shows that:
At 2.7 percent level of significance, the calculated p-value is (0.5), Since

the p value is less than 2.7 the results are statistically significant. This means the
evidence is strong to accept the alternative hypothesis and reject the null
hypothesis.
(S.0.P. 4) Is there a significant relationship between verbal bullying and the

Based on our findings it says that there is a significant relationship between verbal
bullying and students’ self-esteem.
70
CHAPTER V
SUMMARY OF THE FINDINGS, CONCLUSIONS,
AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and
recommendations offered.
Summary of Findings
From a thorough analysis of data collected and results obtained, the
following significant findings are summarized.
71
1. The respondents
1.1. Most of the respondents belonged in grade 9 and 10, with a
total number of 16 or 53.32%.
1.2. Most of the respondents belonged at the age of fourteen to
fifteen, with an overall count of 18 or 60%.
1.3. Majority of the respondents, 24 equivalent to 80%, were
females.
2. What are the forms of verbal bullying that junior high school
students are experiencing?
Based on the range and verbal interpretation of scores derived from the
conducted survey at the junior high school level, the findings reveal a concerning
trend: students frequently encounter instances of verbal bullying. This form of
bullying manifests in many ways, such as individuals yelling at the victim,
passing judgment on others, subjecting victims to humiliation in front of a crowd,
and employing direct insults.
The findings from the survey emphasize how common and varied verbal
bullying is in the junior high school community. Behaviors like yelling, being
judgmental, publicly humiliating others, and using direct insults all play a part in
creating an unfriendly and hostile atmosphere for students. This not only points to
the immediate need for awareness and intervention but also underscores the
significance of building a culture of respect, empathy, and support within the
school. It's essential to address these issues comprehensively to establish a
72
positive and inclusive learning environment for all students.
3. What is the impact of verbal bullying on the self-esteem of junior
high school students?
Based on the results of the conducted survey, it is evident that verbal
bullying has a significant impact on students' self-esteem. They report feeling
worthless, traumatized, struggling to assert themselves to others, and having
trouble in trusting others.
The research findings strongly indicate that verbal bullying significantly
undermines students' self-esteem. Those subjected to such bullying often grapple
with feelings of worthlessness and trauma, making it challenging for them to
assert themselves and trust others. In summary, verbal bullying has far-reaching
consequences on students' well-being and social interactions.
4. Is there a significant relationship between verbal bullying and the
Given the results of the conducted survey and hypotheses, it is evident that
there is a significant relationship between verbal bullying and students' self-
esteem. Junior high school students, affected by verbal bullying, report feelings of
worthlessness and self-doubt, impacting their overall performance in school.
73
The survey findings suggest that the effects of verbal bullying extend
beyond emotional well-being, influencing students' overall performance in school.
The self-doubt induced by verbal bullying can result in decreased motivation,
hindered concentration, and even reluctance to actively participate in classroom
activities. Consequently, the academic achievements of students experiencing
verbal bullying may be compromised. It is imperative to address this issue
comprehensively, not only to create a supportive and nurturing school
environment but also to safeguard the academic potential of affected students.
Implementing awareness programs, counseling services, and a culture of respect
can play crucial roles in mitigating the impact of verbal bullying on students' self-
esteem and academic success.
Conclusion
The researchers made a following conclusion based on the findings:
The researchers conclude that verbal bullying has a significant impact on
the self-esteem of junior high school students. The study shows that those facing
verbal bullying struggle with how they see themselves, affecting both their
emotions and how well they do in school. Understanding the seriousness of this
issue highlights the importance of taking action to create a positive and
welcoming school atmosphere.
74
To elaborate further, the researchers' conclusion emphasizes the
significant impact that verbal bullying has on the self-esteem of junior high school
students. The effects are evident, as individuals who are the targets of verbal
bullying encounter significant difficulties with their self-perception. Their
academic performance is impacted, in addition to their emotional health. Students
who experience verbal bullying may experience emotional fallout, including
feelings of inadequacy and uncertainty about their own abilities. Consequently,
these unfavorable feelings impede their academic progress and pose challenges to
their triumph in the classroom.
Recommendations
Based on the findings of this research, the following recommendations are put
forward to address the issue of verbal bullying on the self-esteem of junior high
school students:
1. Raise awareness of the negative impact of verbal bullying on the self-
esteem of junior high school students through campaigns, workshops, and
assemblies. These initiatives ought to emphasize the long-term
consequences.
75
2. Foster a positive school culture that encourages healthy relationships,
respect, and empathy among students. Teachers and school staff can
model appropriate behaviors and teach students about the importance of
caring for each other and treating others with kindness.
3. Establish a comprehensive anti-bullying policy for the entire school that
specifies expectations, penalties, and protocols for handling bullying
events. Students who have been bullied or have witnessed bullying should
have access to a support network and a reporting mechanism through
which they may make complaints.
4. Encourage parents to take a proactive role in monitoring their child's
behavior and well-being, as well as promoting open communication
between their child and school authorities.
This can help address any concerns before they escalate and provide
children with the support, they need to cope with bullying incidents.
5. The connection between verbal bullying and low self-esteem should be the
subject of future research. In the future, more respondents should be used
in studies on this subject to improve the results.
The purpose of these recommendations is to reduce the negative effects of verbal
bullying on junior high school students' self-esteem. Our goals are to establish a
school environment free from bullying so that students can concentrate on their
academic and personal development. We will achieve this by increasing
awareness, empowering students, offering support services, cultivating a positive
76
school culture, putting in place an anti-bullying policy, and encouraging parental
involvement.
BIBLIOGRAPHY
Alysia Marshall Seslar 2022 Words Hurt: Verbal Bullying Definition, Effects, and
Prevention
https://www.mcmillenhealth.org/tamtalks/verbal-bullying?
fbclid=IwAR0WF8td0dCh4Dj2JFXL0ZKcc0NkYxZuO8PArWFklCtEPQE3ZUE
DZg6xH7I
Bhandari 2023, questionnaire https://www.scribbr.com/author/pritha/page/2/
Bullyingstatistics.org, 2019 https://justsayyes.org/verbal-bullying/
Cantón-Cortés, et.al 2019, how verbal bullying affected junior high school
students' self-esteem in Spain http://pubs.sciepub.com/ajnr/6/6/39/index.html
Cfschools, 2023 https://www.cfschools.org/health-and-safety/bullying/verbal-

bullying
77
Christina M. Cammarata, 2023 Body Dysmorphic
Disorder https://kidshealth.org/en/teens/body-image-problem.html?
fbclid=IwAR2O9l5tadtncxY5Bogobl3f0WrDl5gQ04GTbUB-
_UKXCkw9yIrqOdtvV-I
Dieter Wolke and Suzet Tanya Lereya, 2015 Verbal bullying

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4552909/
Dr. Evelin Lindner 2001, Humiliation Theory

https://www.humiliationstudies.org/documents/evelin/ExplanationPublisherHabili
tation.pdf
Esguerra et al. 2020 https://peac.org.ph/wp-content/uploads/2023/06/2020-1-

03.pdf?fbclid=IwAR0Jr5kkGVYn70xTrpnM3YQ4ue1vVW1TR1SeFxrDRO-
acpR0OPnFUQsL-K8
Fekkes et al. 2006 Do Bullied Children Get Ill, or Do Ill Children Get Bullied? A
Prospective Cohort Study on the Relationship Between Bullying and Health-
Related Symptoms
https://publications.aap.org/pediatrics/article-abstract/117/5/1568/69980/Do-
Bullied-Children-Get-Ill-or-Do-Ill-Children-Get?redirectedFrom=fulltext
Garcia and Espiritu 2017. https://www.tan

dfonline.com/doi/abs/10.1080/15427609.2018.1549404
Garcia and Rodriguez, 2014. Preventing Bullying Through Science, Policy, and
Practice. https://www.ncbi.nlm.nih.gov/books/NBK390414/
Gini and Pozzoli, 2015. Association between bullying and psychosomatic

problems: a meta-analysis https://pubmed.ncbi.nlm.nih.gov/19255040/
Hendel (2018) https://www.unesco.org/en/articles/what-you-need-know-about-

school-violence-and-bullying?fbclid=IwAR052qZzr-amTsiEm-
r9jUnhC2D6GZWyvUbaS9LMQAURt13i_siOoazv6zE
Jones and Williams, 2021. A meta-analysis of prior studies on the protracted

consequences of verbal bullying was carried
https://www.researchgate.net/publication/367507267_Effectiveness_of_Digital_H
ealth_Tools_to_Prevent_Bullying_among_Middle_School_Students
Juvonen, J., &Wang, Y. 2019,

https://www.tandfonline.com/doi/abs/10.1080/15427609.2018.1549404
Krumbholz, et.al 2018,
78
https://www.sciencedirect.com/science/article/abs/pii/S1474442218300693
L.Ardiavanti, 2018 Relationship between Bullying and Social Anxiety and

Withdrawal among Adolescents
https://www.scitepress.org/Papers/2018/83218/83218.pdf
Leah J. Orchinik Quiet 2023 https://kidshealth.org/en/teens/bullies .html?

fbclid=IwAR35kCol_3CmjRXJ35l_AN-
R0xHwr1b6PfSmUF8IOfL14rd_UoM_F3Qk2AM
Lee and Wong 2016 Traditional School Bullying and Cyberbullying Perpetration:
Examining the Psychosocial Characteristics of Hong Kong Male and Female
Adolescents https://journals.sagepub.com/doi/full/10.1177/0044118X16658053
Li Li, Hui Zhang, and Yiping Li 2018

https://onlinelibrary.wiley.com/doi/abs/10.1111/jbg.12365
Manahan et al. 2018. https://pubs.acs.org/doi/abs/10.1021/acs.macromol.8b00673
Novac Djokovic, 2014 https://novakdjokovicfoundation.org/verbal-bullying-in-

schools/
Olweus, 2013. Bullying, Prejudice and Barbarism

https://scirp.org/reference/referencespapers.aspx?referenceid=1784443
Patel and Singh's, 2018. Profile of bullies and victims among urban school-going
adolescents in Gujarat
https://scholar.google.com.ph/scholar?
hl=en&as_sdt=0%2C5&as_vis=1&q=patel+and+singh+
%282018%29+bully&btnG=
Pollack, et.al 2019,

https://www.tandfonline.com/doi/abs/10.1080/15427609.2018.1549404
Psychologytoday, 2023 Embarrassment

https://www.psychologytoday.com/us/basics/embarrassment
Radliff et al. 2014. Bullying and Peer Victimization

https://www.researchgate.net/publication/272841627_Bullying_and_Peer_Victimi
zation
Reyes et al. 2022.

https://agupubs.onlinelibrary.wiley.com/doi/full/10.1029/2021GL097018
79
Rigby, 2015. How teachers respond to school bullying: An examination of self-
reported intervention strategy use, moderator effects, and concurrent use of
multiple strategies
https://www.sciencedirect.com/science/article/abs/pii/S0742051X15001122
Rigby, 2021 What you need to know about school violence and bullying
https://www.unesco.org/en/articles/what-you-need-know-about-school-violence-
and-bullying?
fbclid=IwAR0tj_0wqRBD3ovQmMiMjXPGTUiBA9vsHYceuztRn6KgudvxGzF
TBICelEU
Sherri Gordon, 2022 3 Types of Prejudicial Bullying

https://www.verywellfamily.com/3-types-of-prejudicial-bullying-460668
Sherri Gordon, 2022 What Is Verbal Abuse?

https://www.verywellmind.com/how-to-recognize-verbal-abuse-bullying-4154087
Sherri Gordon, 2022 The Connection Between Bullying and Anxiety Disorders
https://www.verywellfamily.com/bullying-and-anxiety-connection-460631
Shrutika Sirisilla, 2023 Descriptive research design

https://www.enago.com/academy/descriptive-research-design/
Smith and Jones, 2015. Bullying: Definition, Types, Causes, Consequences, and
Intervention https://compass.onlinelibrary.wiley.com/doi/10.1111/spc3.12266
Suma Chand, PhD (2018) https://adaa.org/learn-from-us/from-the-experts/blog-

posts/consumer/criticism-depression-and-anxiety
Yumiko Hara and Tsuneyuki Abe, 2015. https://www.apa.org/topics/bullying
Yun, JY. 2019. Verbal Abuse Related to Self-Esteem Damage and Unjust Blame
Harms Mental Health and Social Interaction in College Population
https://www.nature.com/articles/s41598-019-42199-6
80

PR Research 12

Uploaded by

Copyright:

Available Formats

PR Research 12

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

PR Research 12

Uploaded by

Copyright:

Available Formats

S t.

U riel Academy of T aguig City

In Partial Fulfillment of the Requirements

Beltran, Mark Johndys D.

This Thesis entitled THE IMPACT OF VERBAL BULLYING ON THE

____________________ Rovelyn Tabua

Approved by the panels of Evaluators on _____________________________ of

Poul Luis C. Sarmiento

Gerlyn R. Espiritu Eunice Mae D. Florendo

Accepted in partial fulfillment of the requirements for Practical Research II.

-______________ Poul Luis C. Sarmiento

Bullying, particularly verbal bullying, is a pervasive issue in schools

globally, significantly affecting students' self-esteem, mental health, and social

interactions. This research focuses on the prevalence and impact of verbal

esteem, emotional well-being, and academic performance. Evidence from existing

studies establishes a link between bullying and lower academic achievement,

institutions, grapples with reported instances of verbal bullying affecting students'

ability to concentrate, interact with peers, and attend school regularly.

To investigate this issue, the study adopts a quantitative research

approach, employing a survey questionnaire distributed to 30 students in Grades 7

The research emphasizes the significance of identifying and addressing verbal

bullying to create a safe and supportive learning environment. It proposes

potential interventions such as counseling and support services for affected

facilitating the development of policies and interventions that promote a secure

educational environment for all students.

Bullying is a common problem in schools worldwide, and it can have a

humiliate someone. It can include name-calling, insults, teasing, and taunting,

Academy in Taguig City. According to research, students who are subjected to

increasingly prevalent in junior high schools, causing significant negative effects

on a student's overall development Furthermore; verbal bullying can also lead to

impact of verbal bullying on academic performance, schools can implement

policies and procedures for identifying and addressing bullying behavior.

students. However, it is still essential to investigate the impact of verbal bullying

bullying can have a significant impact on a student's academic performance, as it

distress and develop resilience. Overall, the impact of verbal bullying on

academic performance should not be overlooked, as it can have long-lasting

it affects their academic achievement.

The study will be conducted using a quantitative research approach. Data

will be collected through a survey questionnaire that will be distributed to

performance. The survey will be administered to 30 students in Grades 7 through

Filipino, the schools’ primary languages.

In conclusion, this study will contribute to the existing literature on the

impact of verbal bullying on academic performance. The study will provide

valuable information that can be used to develop effective interventions and

contribute to the development of a safe and supportive learning environment for

of St. Uriel academy of Taguig city

This study aims to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Year level

3. What is the impact of verbal bullying on the self-esteem of junior high

4. Is there a significant relationship between verbal bullying and the

There is a significant relationship between verbal bullying and students’ self-

This research is based on Humiliation Theory Conducted by Dr. Evelin

damages their equality in dignity. To humiliate is to transgress the rightful

Although Western psychology has been slow to note this, it is important to

response to being humiliated. Crippling a target by triggering their self-protective

sense of shame is precisely what perpetrators of humiliation attempt to utilize,

to be shamed by humiliation. To further clarify the distinction between shame and

humiliation, Don- ald C. Klein (1991), a pioneer in the study of humiliation,