Environment and Social Psychology

Enforcement and Education: Cooperation between security personnel and educators on law enforcements in schools

Joar V. Uy

College of Criminal Justice and Sciences, Northwest Samar State University, Calbayog City, 6710

Lester D. Capending

College of Criminal Justice and Sciences, Northwest Samar State University, Calbayog City, 6710

Guillermo G. Flores

College of Criminology and Administration, ICCT Colleges Foundation, Inc., Cainta 1900, Rizal, Philippines

Wennie Ann Cale

Taguig City University, Pamantasan ng Lungsod ng Muntinlupa - Graduate School and Philippine College of Criminology, CCJ, - National Capital Region, Manila1003, Philippines

Diana M. Bacala

Philippine National Police – CARAGA Police Regional Office 13, Butuan City 8600, Philippines

Archie Lanciso Cristobal

Police Regional Office 5-Philippine National Police Region, Legazpi City 4500, Philippines

Joselito Balanza Barba Jr.

Philippine National Police, Taguig City University, Central Pacific Asia Colleges, Taguig City 1632, National Capital Region, Philippines

DOI: https://doi.org/10.59429/esp.v11i2.4146

Keywords: Enforcement, Education, Cooperation, Security Personnel

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Abstract

Maintaining a safe and supportive learning environment requires effective collaboration among all school stakeholders. While numerous studies have explored school safety and discipline separately, there remains a significant gap in understanding the dynamics of collaboration between educators and security personnel in the enforcement of school rules and policies. This exploratory study investigated how these two groups negotiate roles, responsibilities, and communication strategies in practice, and how their cooperation influences school safety, student behavior, and the overall learning environment. The study employed a qualitative research design, using one-on-one interviews with a purposive sample of 6 teachers and 6 security personnel from Samar, Rizal, Butuan City, Legaspi City, and Taguig City, Philippines. Data were analyzed using reflexive thematic analysis to uncover recurring themes and patterns related to role-sharing, coordination mechanisms, and the perceived impact of collaboration on discipline and safety outcomes. The findings reveal that effective collaboration relies on clear role delineation, where teachers manage classroom behavior while security personnel handle broader safety concerns. Key coordination mechanisms identified include immediate radio communication, regular briefings, and post-incident debriefs. Ultimately, the study suggests that strong educator-security partnerships contribute to a safer, less punitive, and more conducive learning environment.

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