CARING BEYOND THE CLASSROOM: LIVED EXPERIENCES OF TEACHERS-CLINIC-IN-CHARGE IN SCHOOL HEALTH MANAGEMENT

Education

The purpose of this research was to explore and understand the experiences, challenges, coping mechanisms, and insights of six Clinic-In-Charge teachers serving in public schools under the Department of Education. Using a phenomenological approach, in-depth interviews were conducted with selected teachers to answer key research questions related to school health responsibilities, leadership development, collaboration, emotional resilience, and service delivery. Findings revealed that while teachers encountered limitations such as lack of supplies, unclear role definitions, emotional exhaustion, and overlapping duties, they continued to serve with dedication and compassion. They coped by coordinating with colleagues and barangay health workers, integrating health education into teaching, promoting preventive health, and drawing strength from purpose-driven motivation and support systems. Teachers found meaning in providing care, advocating for student well-being, and growing personally and professionally through their roles. Aspirations centered on having functional school clinics, clear guidelines, adequate training, proper recognition, and systemic support for more sustainable implementation. The study emphasized the need for institutional policies, standardized protocols, inter-agency coordination, and capacity-building programs that empower Clinic-In-Charge teachers. Recommendations called for structured support systems, equitable resource allocation, formal role designation, and inclusive planning to strengthen school health management. The findings underscored Clinic-In-Charge teachers as resilient, service-oriented leaders committed to student wellness and holistic school development.

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