School Leadership Practices and Administrative Experiences in the Implementation of the School-Based Feeding Program: A Qualitative Study in the Reina Mercedes District, Schools Division of Isabela
DOI:
https://doi.org/10.55687/ste.v5i2.494Abstract
This qualitative study explored school leadership practices and administrative experiences in the implementation of the School-Based Feeding Program (SBFP) in the Reina Mercedes District, Schools Division of Isabela. The study aimed to examine how school leaders manage, supervise, and sustain the implementation of the feeding program, including the challenges and support mechanisms encountered during program implementation. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, focus group discussions, document analysis, and field observations involving school heads, feeding coordinators, and selected teachers. Thematic analysis revealed four major themes: (1) collaborative and participatory leadership practices in feeding program implementation, (2) adaptive administrative management and resource mobilization, (3) learner welfare and community-centered program support, and (4) operational and administrative challenges in sustaining the School-Based Feeding Program. Findings showed that school leaders demonstrated strong commitment, collaboration, and instructional leadership in ensuring effective feeding program implementation through stakeholder coordination, resource management, monitoring systems, and community partnerships. The program positively contributed to learner participation, attendance, and nutritional support. However, logistical limitations, resource constraints, procurement concerns, and administrative workload affected implementation efficiency. The study concludes that collaborative leadership and adaptive administrative practices significantly contribute to the sustainability and effectiveness of school-based feeding programs. Strengthening institutional support, stakeholder collaboration, and administrative capacity-building programs is recommended to improve feeding program implementation in public elementary schools.
References
Abana, A (2021). A Scrutiny of K-12 Strands and the Learning Program Vis-à-vis its Academic Performance. Psychology and Education Journal. 58 (2): 7977-7984
Andres, A. (2019). Achievement Goals and Mathematics Achievement of the Senior High School Students. International Journal of English and Education, 8 (2).
Andres, A. (2023). Establishing Quality Instrument for the Summative Assessment of Pre-Service Elementary Teachers. JETT. 14 (3), 9-16).
Andres, A.D. (2022). Metacognition and Performance in Mathematical Problem-Solving Among Bachelor of Elementary (BEED) Pre-service Teachers. Central European Management Journal, 30 (4). 86-95.
Antonio, A. (2021). Syntactical Scrutiny: Inaccuracies in the Lesson Planning of Non- Language Pre Service Teachers. International Journal of Arts, Sciences and Education,
Balog, P., & Gonzales, E. (2021). From Linguistic Landscapes to Teaching Resources: A Case of Some Rural Areas in the Province of Quezon. International Journal of Arts, Sciences and Education, 1(2), 23–44.
Banares, A. J. (2022). Reinterpreting Sonnet 18 by William Shakespeare through Stylistic Analysis. International Journal of Arts, Sciences and Education, 3(July Special Issue), 189–204. https://ijase.org/index.php/ijase/article/view/163.
Bonoan, K. C., Bunagan, K. A., Calangi , A. D., Chan, E. P., Corpuz , L. P. ., Deseo, J. M. ., Suarez, R. H., Sumulong, B. I. ., & Flores, A. R. (2021). A Comparative Study on the Knowledge, Attitude, and Practices (KAP) on the Preventive Measures Against Covid-19 of the Residents in Rural (Lobo, Batangas) and Urban (Taguig City, Metro Manila) Areas in the Philippines . International Journal of Arts, Sciences and Education, 1(3), 77–123. Retrieved from https://ijase.org/index.php/ijase/article/view/35
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Buncag, R. (2022). Parent-Assisted Modular Reading Program: Its Effect on Reading Performance During the Covid-19 Pandemic of Grade 5 Pupils of Biwag Elementary School, Tallag Cabagan Isabela. International Journal of Arts, Sciences and Education, 3(July Special Issue), 39–50. https://ijase.org/index.php/ijase/article/view/154
Bundy, D. A. P., de Silva, N., Horton, S., Jamison, D. T., & Patton, G. C. (2018). Optimizing education outcomes: High-return investments in school health for increased participation and learning. World Bank Group.
Caliboso, J., Bagalay, B., Santiago, M. Bayan, R., Aguinaldo, I., & Belo, J. (2025). Literary Texts as Cultural Tools: A Study on Contextualized Learning Strategies in Philippine Higher Education. International Journal on Culture, History, and Religion, 7(SI2), 340–355. https://doi.org/10.63931/ijchr.v7iSI2.205
Camiring-Picpican, H., Flores, K., Caban, R., Mohadali, S., Galdonez, D., & Alih, C. (2025). Pedagogical Innovations Based on Philippine Cultural Practices: A Framework for Culturally Responsive Teaching in Higher Education. International Journal on Culture, History, and Religion, 7(SI2), 433–451. https://doi.org/10.63931/ijchr.v7iSI2.168
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (3rd ed.). Routledge.
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5–24. https://doi.org/10.1177/1741143216670652
Kenneth Leithwood, Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
OECD. (2019). Education in rural communities: Challenges and policy responses. OECD Publishing. https://doi.org/10.1787/ca410d30-en
Caranguian, C. B. (2022). Family-related Factors Influencing Success in the Licensure Examination for Teachers. International Journal of Educational Sciences. 38 (1-3), 62-69.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Studies in Technology and Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
License Terms
All articles published in Studies in Technology and Education (STE) are freely accessible under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This license grants users the right to read, download, copy, distribute, and link to the full texts for non-commercial purposes, provided that appropriate credit is given and that the original work remains unaltered and unchanged.
This article is made available in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
