Practices and Challenges of School-Based Feeding Program of Opol West District
DOI:
https://doi.org/10.59573/emsj.8(4).2024.13Keywords:
school-based feeding program, challenges, implementationAbstract
The study examines the implementation of school-based feeding programs in the Opol West District for the 2023-2024 school year, focusing on practices and challenges. It aims to profile respondents, assess the level of practices and challenges, explore the relationship between these levels, and analyze differences in challenges based on respondent profiles. Using a descriptive survey approach, the study involved 162 class advisers managing feeding program beneficiaries, employing statistical tools like frequency, percentage, mean, and standard deviation for descriptive analysis, and Pearson-r and ANOVA for inferential analysis. The findings reveal that the feeding program was highly practiced, though challenges were identified, necessitating enhancements for better effectiveness and sustainability. A significant correlation was found between the level of practices and challenges, with differences in challenges based on respondent profiles, such as age, teaching experience, and position. The study concludes that addressing challenges, particularly in resource inventory, is crucial for the program's efficiency and sustainability. To improve the program, the study recommends that teachers pursue higher education, engage in workshops, and foster stakeholder involvement, parental participation, clear communication, and targeted resource allocation, alongside advanced staff training.
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