Character Formation and Philippine National Police (PNP) Creed: A Basis for Policy Program Intervention
DOI:
https://doi.org/10.65339/ijggsd.V1.I1.50Keywords:
Character Formation, Ethical Policing, Institutional Accountability, Northern Mindanao, PNP Creed, Police Officers, Professional EthicsAbstract
This study examined the perceived effectiveness of Philippine National Police (PNP) character formation programs and their association with adherence to the PNP Creed among patrolmen and patrolwomen in Region X, Northern Mindanao, to inform a policy intervention. A quantitative descriptive-correlational design involved 172 purposively selected officers surveyed using a validated researcher-developed questionnaire, supplemented by semi-structured interviews with 10 participants. Descriptive statistics, Pearson correlation, regression analysis, and thematic analysis were employed. All four programs were rated highly effective (overall M = 3.54), with Squad Weekly Interactive Meeting receiving the highest rating (M = 3.55). Respondents reported high adherence to the creed across respect for authority, respect for women, sanctity of marriage, and stewardship of material resources. Perceived program effectiveness was strongly and positively associated with creed adherence (r = .774, p < .001); age and sex showed no significant moderating effects. Interviews emphasized continuous learning, moral reflection, and peer support. These results suggest that participatory and sustained character formation aligns with stronger self-reported ethical commitment. The study recommends piloting the proposed PNP Creed-Based Virtue, Ethics, and Integrity Lifecycle System, with ongoing evaluation. Purposive regional sampling, self-report measures, and the correlational design constrain generalizability and causal inference; some demographic moderation results require reconciliation. By informing lifelong police ethics training and accountability, the study supports institutional sustainability and advances SDG 16 (strong institutions), SDG 4 (quality education), and SDG 5 (gender equality).
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