Worldviews of Teachers Implementing DepEd's Water Sanitation and Hygiene Program

Abstract

This study explores the lived experiences and worldviews of teacher-coordinators implementing the Department of Education’s Water, Sanitation, and Hygiene (WinS) Program in public elementary schools in Region XII, Philippines. Anchored on the global commitment to Sustainable Development Goal 6, Clean Water and Sanitation established by the United Nations for 2030, this research responds to the pressing need for effective sanitation practices in schools. Utilizing a transcendental phenomenological approach, eight teacher-coordinators were purposively selected and interviewed using validated guides and protocols.

Thematic analysis of the data revealed six core themes that shape their worldviews: involuntary appointments; demanding routines and stress; personal health advocacy; socio-environmental support and constraints; evolving responsibilities; and personal-professional transformation. Contextual influences included key individuals, emotional labor, accomplishments, systemic challenges, coping strategies, and reflective insights. Looking forward, participants envisioned recognition of their contributions, future roles as mentors, and the necessity for sustained capacity-building and institutional support.

Findings highlight the dual burden and transformative impact of implementing WinS at the grassroots level, where teacher-coordinators navigate policy expectations amid limited resources. Despite challenges, they exhibit resilience and initiative, leveraging adaptive strategies and community networks to sustain program outcomes. The study recommends integrative policy reforms and targeted professional development to empower coordinators and ensure the longevity and scalability of the WASH agenda in schools.