An Analysis on the Perceptions of High School Teachers in Manila, Philippines Towards Student Data Privacy and its Legal Implications


Information and communication technology (ICT) has been making its way into our lives since the invention of the Internet and its applications, including the daily usage of internet social media. In recent years, it has conquered the education industry, providing school administrators and teachers a more challenging, yet effective and practical way of managing school operations. Teachers have been using technology-enhanced data collection and analysis as tools to aid their schools in planning and implementing personalized, student-centered learning experiences for their students. While there are numerous positive effects, it goes without notice that the privacy of students is being sacrificed. The Philippines enacted its privacy law, the Data Privacy Act of 2012, to protect its people from the growing use of data. As the law is relatively new, the researchers investigated the perceptions of high school teachers from public and private schools in Manila, Philippines towards data privacy and its legal implications. The methods used in obtaining the perception of the teachers were through online survey using convenience sampling. The survey used a Likert scale in asking the perception of the teachers regarding potential lawsuits and data usage activities. Analysis administered for the perception are descriptive statistics, validity and reliability using Cronbach's alpha, and correlation of perception against different demographic profiles. Results show that the perception of the teachers show significance on age group and awareness of the data privacy law.

Author Information
Juan Carlo Zamora, De La Salle University, The Philippines
Madeleine Tan, De La Salle University, The Philippines
Sharon Albacete, St. Paul University-Manila, The Philippines
Rosemin Canulo, De La Salle University, The Philippines

Paper Information
Conference: ACE2018
Stream: Interdisciplinary, Multidisciplinary & Transdisciplinary Education

This paper is part of the ACE2018 Conference Proceedings (View)
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Posted by James Alexander Gordon