This study aimed to determine and compare the effect of the anti-bullying seminar on the knowledge and practices of teachers in selected elementary schools of the south district of the Municipality of Mahayag, Zamboanga del Sur. This study utilized an interventional research design with 66 respondents who completed the study. Self-administered knowledge and practice questionnaire were administered one week prior to the intervention. Post-intervention assessment 1 for knowledge was administered right after the intervention showed a significant increase as compared to the pre-intervention assessment. However at post-intervention assessment 3 which was administered after 2 months showed that there is no significant difference as compared to the baseline data with a p-value of 0.80. The results of the classroom-based practices of recording bullying and misbehavior cases, seeking help from school authorities, witness and receive reports of bullying and misbehavior in the class and conducting activities in the classroom that address bullying has inconsistencies which were attributed to the defective practice questionnaire. Thus no further analysis was done. The study concluded that the intervention is not an effective strategy in improving the knowledge of the respondents regarding bullying. Conclusion for the classroom-based practices cannot be made due to the inconsistent data. The researcher recommends that the practice questionnaire should be revised and improved taking into account the problems encountered in this study.

Keyword: Anti-Bullying Seminar Knowledge and Practices of Teachers Bullying Teachers