PLANTING SEEDS OF LEADERSHIP: EXPLORING THE EXPERIENCES OF GULAYAN SA PAARALAN COORDINATORS IN PUBLIC SCHOOLS

Education

The purpose of this research was to explore and understand the experiences, challenges, coping mechanisms, and insights of six Gulayan sa Paaralan Coordinators serving in public schools in Laak, Davao de Oro. Using a phenomenological approach, in-depth interviews were conducted with selected coordinators to answer key research questions related to program implementation, leadership development, collaboration, resilience, and community engagement. Findings revealed that while coordinators encountered limitations such as lack of gardening tools, insufficient manpower, limited training, and unclear role expectations, they continued to lead their programs with dedication and creativity. They coped by engaging learners, teachers, and community stakeholders; promoting sustainable practices such as water conservation and crop rotation; and drawing strength from their values, small victories, and shared responsibilities. Coordinators found meaning in cultivating both gardens and relationships, advocating for sustainability, and growing personally and professionally through their leadership. Aspirations centered on maintaining productive school gardens, integrating gardening into curriculum, receiving adequate support and training, gaining formal recognition, and strengthening school-community partnerships. The study emphasized the need for institutional policies, structured support systems, curriculum integration, and capacity-building programs that empower Gulayan sa Paaralan Coordinators. Recommendations called for formal role designation, consistent funding, technical mentoring, and inclusive planning to advance sustainable school gardening and community-driven education. The findings underscored Gulayan sa Paaralan Coordinators as resilient, values-driven leaders committed to food security, environmental stewardship, and holistic student development.

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