Authors : Samielyn Joy G. Mecaydor

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/msxd97hf

Scribd : https://tinyurl.com/spcvfdrd

DOI : https://doi.org/10.38124/ijisrt/26May1889

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This phenomenological study explored the understand how Science teachers, TLE teachers, and YES-O officers engage in program activities, overcome challenges, and contribute to environmental stewardship within the school community. Data were collected through in-depth interviews with 12 participants and analyzed using thematic analysis. Data source triangulation was employed to ensure the credibility and richness of findings. The analysis revealed three main themes regarding stakeholders’ experiences: Advocacy and Active Engagement, Collaboration in Program Implementation, and Constraints of Implementation. Stakeholders demonstrated strong commitment to environmental education through hands-on participation, modeling responsible behaviors, and fostering teamwork, while facing challenges such as limited resources, time constraints, and environmental and contextual barriers. In terms of coping mechanisms, participants maximized support and resources, strategically planned and managed tasks, and adapted sustainable practices, highlighting the importance of collaboration, structured planning, and continuous monitoring. Finally, actionable insights emerged, including strengthening partnerships and resource-sharing and embedding sustainable practices into the school curriculum, emphasizing institutional support, valuesdriven education, and community engagement. The study recommends that schools institutionalize environmental programs, integrate sustainability into curricula, and cultivate partnerships with local stakeholders to ensure long-term success. These findings provide a roadmap for fostering environmentally responsible school communities and sustaining green initiatives.

Keywords : Implementation, National Greening Program, Narratives of Key School Stakeholders, Shared Commitments.

References :

1. Azarias, J. M. (2025). Implementation of the National Greening Program in the Province of Ilocos Sur: Basis for sustainable environmental development. E-Dawa: The Official Research Journal of Ilocos Sur Polytechnic State College, 5(1). https://l1nq.com/hlg7msq
2. Dawadi, S. (2020). Thematic analysis approach: A step-by-step guide for ELT research practitioners. NELTA ELT Forum, 25, 1–2. https://sl1nk.com/ksbl9j4
3. De Guzman, L. P., & Nuqui, A. V. (2021). Sustaining school-based environmental programs through integrative planning approaches. Philippine Journal of Educational Management, 27(2), 45–59.
4. Department of Environment and Natural Resources. (2023). National Greening Program overview. Forest Management Bureau. https://fmb.denr.gov.ph
5. Engay-Gutierrez, K. G. (2020). Sustainability of native trees in greening initiatives [Unpublished manuscript]. University of the Philippines Los Baños.
6. Emam, A. A. G., & Lubos, L. C. (2022). Implementation of the National Greening Program in the Province of Bukidnon: Basis for interventions. Liceo Journal of Higher Education Research, 18(2), 56–72.

7. Forro, R. T., & Friales, D. S. (2025b). The implementation of National Greening Program (NGP) in public secondary schools in Koronadal City towards a localized greening framework. American Journal of Humanities and Social Sciences Research, 8(1), 167–184. https://sl1nk.com/iahfurv
8. Galorio, R. T., & Naling, C. S. (2024). Environmental awareness and practices among senior high school students and teachers. Asian Journal of Environment & Ecology, 24(1), 25–37. https://sl1nk.com/vtbzy66
9. Garcia, M. T., & Garcia, R. P. (2022). The environmental literacy of elementary and high school teachers: A mixed methods study. ResearchGate. https://sl1nk.com/y2y4tq6
10. Golpo, M. M., & Ricafort, M. G. (2023). Challenges encountered by coordinators and school heads in implementing the National Greening Program. American Research Journal of Humanities and Social Sciences, 6(6), 107–115.
11. Ignell, C., Falk, A., & Persson, L. (2024). Governance and sustainability of school greening initiatives. Sustainability, 16(3), 1254. https://sl1nk.com/6892o91
12. Lestari, A. S., Wahyuni, I., & La Fua, J. (2024). Green environmental management practices in schools. Jurnal Ilmu Lingkungan, 22(2), 347–354. https://l1nq.com/hay33sn
13. Nabirye, K. (2025). Integrating environmental education into school curricula. ResearchGate.
14. Natalia, M., et al. (2023). Climate health awareness and eco-friendly practices. Frontiers in Environmental Science, 11. https://l1nq.com/lvgzvbi
15. Oestar, A. J. M. (2023). Green school practices in Quezon Province. Tilamsik: The Journal of Educational Management, 11(1).
16. Papadopoulou, E., Paraskevopoulou, A., & Skanavis, C. (2020). School gardens as a pedagogical tool. Education Sciences, 10(5), 124. https://sl1nk.com/0e3d6aq
17. Punzalan, J. R. (2020). Evaluating environmental awareness and practices. Aquademia, 4(2), 1–7.
18. Rahman, A. H., & Putri, S. D. (2021). Digital environmental education. International Journal of Environmental Education and Information, 41(3), 122–138.
19. Soriano, J. T., & Balila, E. A. (2023). Empowering teachers and students for environmental stewardship. Journal of Philippine Education Studies, 12(2), 33–49.
20. Suhendar, A., et al. (2024). Fostering environmental responsibility. Education, Environmental and Society Research, 1(1), 33–45.
21. Villanueva, R. D., Santiago, C. J., & Mabini, F. A. (2022). Strengthening school–community partnerships. Asia-Pacific Journal of Education and Sustainable Development, 8(4), 51–68.
22. Wang, X., Kou, F., & Zhu, K. (2023). Responsible leadership and teachers’ green behavior. Frontiers in Psychology, 14. https://sl1nk.com/xv0c9k8