Implementation of Water, Sanitation and Hygiene (WASH) in Schools: Through the Lens of Teachers

ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 Implementation of Water, Sanitation and Hygiene (WASH) in Schools: Through the Lens of Teachers Joy C. Gozon Abstract. This study examined the implementation of the Water, Sanitation, and Hygiene (WASH) program in public elementary schools through the lens of teachers, focusing on their lived experiences, coping strategies, and educational insights. Using a qualitative phenomenological design, ten teachers and school heads from the New Corella District, Division of Davao del Norte, were purposively selected based on at least three years of teaching experience and a “Very Satisfactory” performance rating for the past three consecutive years. Data were gathered through in-depth interviews to capture their experiences in WASH implementation. Findings revealed challenges such as inadequate resources, competing responsibilities, and limited stakeholder support, which increased workload and stress. Despite these, teachers displayed resilience by improvising materials, fostering stakeholder collaboration, and integrating WASH concepts into instruction. These experiences provided key insights into the importance of strong leadership, community involvement, and sustainability measures to enhance program effectiveness and ensure a safe, healthy learning environment. The results offer guidance for policymakers, school administrators, and educators in strengthening school health systems and supporting teachers as advocates of student well-being. KEY WORDS 1. WASH program 2. phenomenology 3. lived experiences Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction Ensuring access to water, sanitation, and hygiene (WASH) in schools is vital for quality education and child development. It promotes health, prevents disease, supports learning, and upholds students’ dignity. Effective WASH programs can reduce absenteeism, improve academic performance, and enhance overall student well-being. The department of education institutionalized the WinS (WASH in Schools) Program, setting national standards for hygiene practices and school cleanliness. This aligns with global goals, particularly SDG 6, and reinforces WASH as both a health intervention and an educational priority Globally, many countries continue to struggle with poor WASH conditions in schools. In India, inadequate sanitation and hygiene facilities in schools contribute to increased drop-out rates, particularly among adolescent girls (Sharma et al., 2021). Similarly, a study in Indonesia reported that 40% of elementary schools lacked functioning handwashing stations, affecting student health outcomes (Azzahra et al., 2023). In Nepal, schools in rural areas were found to NIJSE (2025) - operate without clean drinking water or separate toilets, leading to high rates of hygienerelated illness among students (Ghimire Gurung, 2020). Moreover, the World Health Organization (2020) and UNICEF (2021) emphasized that the lack of access to proper hygiene and sanitation in learning spaces endangers children’s right to health, worsens gender inequality, and undermines academic performance. Despite global progress, WASH in schools remains a pressing issue in many parts of the world, especially in developing countries across Asia. In the Philippines, WASH in schools is still a challenge, particularly in remote and low-income communities. According to the Department of Education (2020), while WASH infrastructure has been included in the WinS (WASH in Schools) Program, many schools still lack sufficient water sources, clean toilets, and handwashing facilities. Bering et al. (2021) stressed that in public schools across Regions VIII (Eastern Visayas) and XII (SOCCSKSARGEN), many restrooms were non-functional and hygiene education was not consistently delivered. Likewise, the Department of Health (2022) reported that nearly 20 million Filipinos, mostly in rural areas do not have access to improved sanitation. Data from the Philippine Statistics Authority (2021) confirmed that schools in poverty-stricken regions are more likely to experience WASHrelated issues, which result in increased absenteeism and illness among learners. In the Parang North District in Maguindanao (BARMM), limited water access and lack of gender-segregated toilets continued to hinder full WinS compliance in elementary schools (Udto, 2022). Similarly, in Camarines Sur (Bicol Region) indicated that schools often relied on unsafe water sources and had insufficient handwashing facilities, which posed significant health risks to learners (Gonzales Espinas, 2021). These findings showed persistent disparities in the implementation of WASH standards across Philippine regions and underscore the need for stronger local and national interventions. In the province of Davao del Norte, particularly in Limbaan Elementary School and other schools within the New Corella District, similar WASH-related concerns persist. While some schools have benefited from national WASH initiatives, others continue to face challenges such as outdated sanitation systems, water scarcity, and limited hygiene awareness. In many cases, teachers are compelled to manage WASH-related responsibilities despite lacking proper training or adequate support. According to a local report by the Schools Division Office (SDO-Davao del Norte, 2022), only 56% of schools in the district meet the basic WASH requirements based on the DepEd WinS three-star rating system. Consequently, a significant number of learners remain vulnerable to hygiene-related illnesses and disruptions in their learning. While policies and infrastructures are in place, there is a limited understanding of how WASH programs are being implemented on the ground, particularly from the perspective of teachers. Most existing studies focus on infrastructure audits or student behaviors, leaving a gap in understanding the challenges educators face as frontline stakeholders. Moreover, there is an urgent need to investigate WASH implementation as experienced by teachers, who serve as key actors in maintaining health and sanitation standards in schools. Addressing this issue is important, as it supports the goal of ensuring every child learns in a safe, healthy environment. By amplifying teacher voices, the study contributes to strengthening WASH practices, advancing health equity, and helping schools meet the Sustainable Development Goals related to health, education, and well-being. 2ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - 1.1. Purpose of the Study—The primary purpose of this study was to explore the lived experiences of public elementary school teachers in implementing the Water, Sanitation, and Hygiene (WASH) program through a phenomenological inquiry. Centered on schools within the New Corella District, the research aimed to understand how teachers had experienced, perceived, and responded to the demands of the WASH program within their school settings. Using in-depth interviews, the study uncovered the challenges and constraints encountered by teachers and school heads in fulfilling their WASH-related responsibilities. By capturing their perspectives, the study surfaced key issues that hindered effective program delivery. The findings generated meaningful insights to inform educational practice and policy, offering practical and evidence-based recommendations to improve WASH implementation and promote safe, healthy, and inclusive learning environments. 1.2. Research Questions—The study explored the lived experiences of teachers who were directly involved in the implementation of the Water, Sanitation, and Hygiene (WASH) program. Specifically, it investigated how teachers in the New Corella District carried out and experienced WASH implementation. To guide this inquiry, the study sought answers to the following research questions: (1) What are the lived experiences of school teachers in implementing the WASH program? (2) H ow do school teachers cope with the challenges they encounter in the implementation of the WASH program? (3) What educational management insights can be drawn from the findings of the study? 1.3. Significant of the Study—The results of this phenomenological study were significant to the following: School Heads The study offered evidence-based insights into the practical challenges and enabling factors in WASH program implementation. It emphasized the role of school heads in fostering a culture of health and sanitation through strategic planning, resource management, and staff engagement. The findings informed administrators’ decisions and helped improve school-wide efforts toward creating safe, healthy, and inclusive learning environments. Teachers The study emphasized the teachers’ firsthand experiences in implementing WASH and highlighted their essential role as facilitators of both instruction and health-related practices. The insights gained supported teachers’ continuous professional growth through reflective practice, peer learning, and data-informed strategies. By engaging in WASH initiatives, teachers enhanced their teaching practices and made meaningful contributions to a professional learning community focused on student health and academic success. WASH in Schools (WinS) Program. This was conceptually defined by UNICEF (2020) as a global school-based initiative aimed at ensuring that all learners had access to safe drinking water, improved sanitation facilities, and hygiene education. The program was designed to protect children’s health, dignity, and learning outcomes by promoting correct hygiene practices and a clean school environment. In this study, the WinS program referred to the actual implementation of water, sanitation, and hygiene initiatives by teachers in public elementary schools within the New Corella District. This included the execution of hygiene campaigns, monitoring of student hygiene practices, maintenance of sanitation facilities, and integration of WASH topics in classroom instruction. Lived Experiences. This was conceptually defined by Arghode et al. (2021) as real-life, first-person accounts and perceptions 3ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - of individuals as they interacted with and interpreted their personal and professional contexts. In qualitative, particularly phenomenological research, these experiences were central to uncovering the essence of a phenomenon as it was lived. In this study, it referred to the lived experiences of public elementary school teachers in the New Corella District who were directly involved in the implementation of the WASH program. These included their insights, challenges, and coping strategies in WASH implementation. Teachers. This was conceptually defined by Oduor and Simatwa (2020) as professional educators who contributed not only to academic instruction but also to the management of school programs, including co-curricular and healthbased initiatives. Teachers were viewed as agents of learning and school development. In this study, teachers referred to public elementary school teachers in the New Corella District, Division of Davao del Norte, who actively participated in the planning, implementation, and monitoring of the WASH program in their respective schools. 1.4. Theoretical Lens—This study was anchored in the concept of school-based hygiene education, which provided a comprehensive lens for understanding the implementation of Water, Sanitation, and Hygiene (WASH) in Schools (WinS), particularly through the lived experiences of teachers. According to Mwangi and Mberia (2022), schools played a vital role in shaping health and hygiene behaviors, especially in low-resource settings. Hygiene education was most effective when embedded in the curriculum and supported by school staff modeling appropriate behaviors. Teachers acted as health promoters, demonstrating hygiene practices and reinforcing them through participatory teaching methods. This lens emphasized the importance of teacher-led hygiene interventions and behavior modeling within school settings. In addition, this study applied the principles of Process Management Theory, proposed by W. Edwards Deming (1986) and further developed by Juran (1988). This theory emphasizes continuous improvement through systematic planning, implementation, and evaluation to achieve organizational goals (Al-Kilidar Shamsuzzoha, 2021). In the context of WASH, school heads assess, implement, and refine sanitation initiatives using structured processes. This principle reflects Deming’s Plan–Do–Check–Act (PDCA) cycle, which advocates iterative improvement and monitoring to sustain effectiveness. Moreover, Self-Determination Theory (SDT), formulated by Deci and Ryan (1985) and updated by Ryan and Deci (2020), offers another essential framework. SDT posits that individuals are more motivated to engage in meaningful activities when their psychological needs for autonomy, competence, and relatedness are satisfied. Teachers who feel empowered, valued, and competent in their roles are more likely to lead and sustain WASH initiatives. Both intrinsic motivators (e.g., personal commitment to student health) and extrinsic motivators (e.g., institutional support and recognition) significantly influence teacher engagement. Further, this study is grounded in Role Theory, introduced by Biddle (1986), which asserts that conflicting or multiple role expectations can increase stress and reduce efficiency. Teachers managing both instructional responsibilities and WASH coordination often face role conflict, as they balance teaching duties, reporting, and resource mobilization (Balyer Ozcan, 2020). Lastly, this study draws from School Effectiveness Theory, originally proposed by Edmonds (1979) and later expanded by Scheerens (1990), which emphasizes that structural and organizational support, such as adequate resources, strong leadership, and a positive school climate enhances student outcomes and teacher perfor4ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - mance. Recent research supports this, noting that functional WASH facilities, sufficient infrastructure, and health resources improve learning outcomes, reduce illness-related absences, and alleviate teacher workload (Santos Cruz, 2023). These theoretical perspectives collectively guided this study in analyzing the multidimensional factors that affected WASH implementation in schools. They emphasized the importance of teacher motivation, institutional support, leadership adaptability, and structured management, all of which contributed to a successful and sustainable WASH program. This study was anchored on a conceptual framework that visually and thematically presents the interrelated elements involved in the implementation of the Water, Sanitation, and Hygiene (WASH) in Schools (WinS) program through the lens of public elementary school teachers. Grounded in a phenomenological approach, the framework seeks to capture not only what teachers do, but how they experience, respond to, and reflect upon their roles in promoting hygiene and sanitation within the school setting. It emphasized the dynamic interaction between teachers’ lived experiences, their coping strategies, and the educational insights gained from their WASH-related responsibilities, while also acknowledging the broader institutional influences that shape these elements. The framework guides the inquiry into how teachers serve as both implementers and reflective practitioners in sustaining WASH practices, particularly within the challenges of public-school environments. The first major element of the framework focuses on the lived experiences of teachers in implementing the WASH program. This includes their day-to-day encounters with WASH-related tasks, emotional responses, and personal reflections as they balance hygiene responsibilities alongside academic instruction. Teachers often take on additional roles such as supervising handwashing routines, inspecting sanitation facilities, and modeling proper hygiene behaviors, all while addresing constraints like insufficient resources and limited support. These lived experiences form the foundation for understanding the human dimension of WASH implementation and provide meaningful context for exploring how frontline educators perceive and fulfill their extended duties. The second element of the framework emphasizes the strategies that teachers employ to address challenges in WASH implementation. Despite the presence of infrastructural and institutional limitations, many teachers demonstrate adaptability and resilience by finding practical ways to uphold hygiene standards. These strategies may include improvising hygiene materials, integrating WASH themes into lesson delivery, collaborating with parents or barangay officials, and initiating classroom-based sanitation routines. Such responses not only reflect the teachers’ creativity and leadership but also show their commitment to sustaining student health and school cleanliness, even when formal support systems are lacking. The third element explores the educational management insights that emerge from teachers’ lived experiences and strategic actions. As they carry out and reflect upon their WASH responsibilities, teachers develop deeper understandings of leadership, resource management, and participatory governance. These insights often highlight the importance of school-level decision-making, teacher empowerment, and stakeholder collaboration in sustaining hygiene programs. Moreover, these reflections can inform policy revisions, guide professional development programs, and strengthen the institutionalization of WASH initiatives. Through this lens, teachers are not only seen as implementers but also as valuable contributors to the improvement of school health management systems. 5ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework 2. Methodology This chapter outlined the research methodology, including the philosophical and qualitative assumptions, research design and procedures, research participants, ethical considerations, the role of the researcher, data collection methods, the data analysis process, the analytical framework, and strategies to ensure the trustworthiness of the study. The nature of the facts and knowledge explored in this research required a carefully structured design and implementation, which were thoroughly discussed in this chapter. 2.1. Philosophical Assumptions—The philosophical assumptions of this study provided the foundational framework for collecting, analyzing, and interpreting qualitative data. These assumptions were essential in shaping the design and guiding the decisions made throughout the research process. In qualitative research, these assumptions were typically classified into ontology, epistemology, axiology, rhetoric, and methodology. Ontology Ontology related to the nature of reality and what could be known about it. According to Braun and Clarke (2021), qualitative researchers acknowledged multiple realities, shaped by individuals’ lived experiences and social contexts. In this study, the researcher relied on the voices and perspectives of public-school teachers who implemented WASH programs. Through the use of extensive quotes, emergent themes, and reflective interpretation, multiple realities were explored and presented. To ensure trustworthiness, participants’ responses were carefully coded and thematically analyzed while maintaining fidelity to their lived experiences. Epistemology Epistemology referred to the relationship between the researcher and the participants and how knowledge was generated. According to Nowell et al. (2022), qualitative inquiry encouraged close collaboration and trust between researchers and participants to uncover deeper meanings. The researcher spent time in the field, engaged deeply with participants to gain direct, first-hand information about their lived experiences with WASH implementation. This proximity allowed for richer data collection and enhanced the depth of understanding of the knowledge embedded in participants’ narratives. Axiology Axiology concerned the role of values in the research process. According to Holmes (2020), qualitative research was inherently value-laden, requiring the researcher to reflect on how per6ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - sonal beliefs and experiences shaped interpretation. In this study, the researcher recognized the importance of the participants’ values, beliefs, and experiences. These were respectfully considered during data collection and analysis. The researcher also engaged in reflexivity, openly acknowledging their own values and biases, and how these may have influenced the interpretation of data. Rhetoric Rhetorical assumptions in qualitative research involved the language used to describe findings. Rather than employing rigid, objective terminology, qualitative research used a narrative voice to convey the subjective and complex nature of lived experiences. This study adopted language that reflected qualitative standards—such as credibility, transferability, dependability, and confirmability. As described by Castleberry and Nolen (2021), this rhetorical approach enhanced authenticity and supported a deeper understanding of participant experiences. By grounding this study in these philosophical assumptions, the researcher was equipped to explore subjective realities, construct meaningful knowledge, and contribute valuable insights about the implementation of WASH in Schools through the voices of the teachers who lived and led these experiences. 2.2. Qualitative Assumptions—This study adopted a qualitative method, specifically using a phenomenological approach to explore the lived experiences of public elementary teachers in implementing the Water, Sanitation, and Hygiene (WASH) in Schools program. Phenomenology, as qualitative research, focused on understanding the essence of shared experiences among individuals who encountered a common phenomenon. The central aim of this approach was to uncover the meaning, structure, and depth of these lived experiences as they naturally occurred in real-life contexts (Schiller, 2021). To capture rich, descriptive data, the researcher employed in-depth interviews using a semi-structured interview guide developed specifically for this study. These interviews allowed participants to articulate their perceptions, feelings, and actions related to their experiences in WASH implementation. According to Walters and Adams (2022), in-depth interviews were an effective method in qualitative research to elicit comprehensive narratives that provided insight into complex behaviors and social contexts. Qualitative interviews in phenomenological research prioritized depth over breadth and typically involved a small number of participants selected for their direct experience with the phenomenon under investigation. Through careful listening, follow-up questions, and thematic analysis, the researcher sought to generate detailed insights that contributed to the understanding of both individual and collective experiences (Nguyen Sim, 2023). Moreover, the phenomenological perspective viewed reality as co-constructed by participants and the researcher, with knowledge emerging through interaction and reflection. As such, the qualitative assumption behind this study was that reality was subjective, context-dependent, and best understood through the voices of those who lived it. This approach aligned with the study’s goal of exploring not only the visible practices but also the emotional and professional challenges that accompanied the implementation of WASH in schools. 2.3. Design and Procedure—This study utilized a qualitative research method employing a phenomenological design to explore and understand the lived experiences of public el7ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - ementary school teachers in implementing the Water, Sanitation, and Hygiene (WASH) program. Phenomenological research focused on the lived experiences of individuals and emphasized the significance of personal interpretation and meaning. Chan et al. (2021) stated that phenomenology aimed to explore how individuals made sense of their lived experiences by looking into subjective meaning and shared human conditions. In this study, the researcher sought to understand the essence of WASH program implementation through the lens of teachers in the New Corella District. Phenomenological inquiry allowed the researcher to access deep and meaningful insights about WASH practices and the challenges encountered by teachers. According to Vagle (2021), phenomenology sought to uncover how individuals perceived and made sense of their experiences, particularly within specific social and institutional contexts. Dahlberg et al. (2020) further explained that phenomenology was not only a methodology but also a way of viewing reality—one that honored individual perception and uncovered hidden meanings. This perspective supported the collection and interpretation of rich, contextsensitive narratives that could inform more responsive educational practices. Qualitative research was primarily associated with words, narratives, and personal accounts rather than numerical data or statistical analysis. It focused on the processes, meanings, and understandings that individuals assigned to their experiences. Ravitch and Carl (2021) described qualitative research as an interpretive and naturalistic approach that sought to make sense of phenomena in terms of the meanings people brought to them. In this study, the focus was on how teachers experienced, interpreted, and navigated WASH implementation in their respective schools. The phenomenological approach was chosen to provide an in-depth understanding of the everyday realities faced by teachers in implementing WASH. Semi-structured in-depth interviews served as the primary method for data collection. According to Jacob and Furgerson (2021), interviews in phenomenological research provided opportunities to gather comprehensive, data reflecting participants’ authentic experiences. This method aligned with the study’s goal of capturing rich, contextual insights. To facilitate this, the researcher conducted semistructured interviews using an interview guide designed to elicit narratives about WASH practices. The modified Van Kaam method, as outlined by Moustakas (1994), was utilized for data analysis. This method involved transcribing interviews, extracting significant statements, organizing them into themes or clusters of meaning, and creating textual and structural descriptions. These descriptions were synthesized into a unified account capturing the essence of participants’ experiences. The process of data analysis began with horizontalization, identifying significant statements from transcripts and proceeded to forming themes. According to Polkinghorne (2022), the goal in phenomenology was to describe the essence of a phenomenon as experienced by multiple individuals. These themes were integrated into comprehensive descriptions of what was experienced and how it was experienced. These findings informed the interpretation and contributed to practical recommendations for WASH implementation. Phenomenological research required a deep understanding of its philosophical underpinnings, especially the concepts of subjectivity, bracketing, and interpretation. Researchers were expected to recognize and set aside their biases to authentically represent participants’ experiences. Smith and Shinebourne (2021) emphasized that reflexivity and ethical awareness were important in ensuring the authenticity and credibility of qualitative findings. The researcher maintained a reflective journal and followed all ethical protocols throughout the research process. More so, Schutz (2021) asserted that phenomenological inquiry aimed to illuminate how individuals per8ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - ceived and made sense of specific experiences in their daily lives. Within this context, it helped reveal the challenges, coping strategies, and educational practices that emerged from WASH implementation. The researcher’s objective was to delve into these lived experiences to generate insights that could inform future policy, training, and program strategies in schools. 2.4. Research Participants—The participants of this study were selected public elementary school teachers from the New Corella District, Division of Davao del Norte. The researcher purposively selected ten (10) teachers and school heads to participate in in-depth interviews (IDI). These participants met specific criteria: they had at least three years of teaching experience and had received a performance rating of “Very Satisfactory” for the past three consecutive years. Purposive sampling or criterion-based sampling, was used to ensure that participants had relevant experience with the phenomenon under investigation. According to Palinkas et al. (2021), purposive sampling was effective in qualitative research when specific knowledge, expertise, or experience was required from participants to yield meaningful data. This sampling technique ensured that participants could provide rich, informed accounts of their WASH program implementation experiences. 2.5. Ethical Considerations—Ethical considerations were paramount in this study, guiding the integrity and responsibility of the researcher throughout the research process. These principles ensured the protection, dignity, and rights of all participants. The researcher followed ethical guidelines to promote truth, minimize harm, and ensure data integrity, transparency, and respect. Social Value Research played a great role in addressing societal issues. In this study, the social value lay in understanding the lived experiences and challenges of school teachers implementing the WASH program. The insights gained guided policymakers and stakeholders in developing evidence-based interventions and policies to enhance WASH implementation in schools, benefiting both learners and the education system at large (Bolarinwa, 2021). Informed Consent Obtaining informed consent was a core ethical principle. Participants received a written consent form outlining the study’s purpose, procedures, voluntary nature of participation, and contact details. They signed this form to acknowledge their understanding and willingness to participate. According to Pandey and Patnaik (2022), transparency and autonomy were important in building trust and upholding participants’ rights in qualitative research. Vulnerability of Research Participants Although the teacher participants were considered competent, the researcher ensured open lines of communication for any questions or clarifications. Participants were assured of their right to withdraw at any point. Research ethics emphasized that participants should never have felt coerced or obligated (Mohajan, 2022). Risks, Benefits, and Safety The study posed minimal risk. Participation was voluntary and non-coercive. Contact information of the researcher and panel chair was provided for concerns. If discomfort arose during interviews, participants were allowed to pause or withdraw. Measures, including safe venues and appropriate schedules, ensured physical and emotional safety. Pseudonyms were used to protect identities, adhering to the Treaty Principle of Protection and respecting the dignity of all involved (Asare Abubakari, 2021). 9ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - frameworks provide a lens for understanding the following participant experiences. In addition, teachers described how WASH responsibilities frequently fell to them when custodial staffing, supplies, or administrative responsiveness were limited. Beyond teaching, they monitored student hygiene, cleaned facilities, procured supplies, coordinated with external stakeholders, and managed community perceptions of the program. The narratives collectively reveal that WASH implementation transforms teachers into multi-role practitioners: instructional leaders, health advocates, facility managers, and community liaisons. While these expanded roles demonstrate teacher commitment and resilience, they also expose systemic gaps in planning and support. To sustain both teacher well-being and program outcomes, educational systems must clearly define role boundaries, provide adequate resources, and institutionalize support structures. Without these, teachers’ willingness to adapt risks becoming unsustainable, compromising both hygiene objectives and instructional quality. 3.1.2. Integration of WASH into Daily Classroom Practice—e integration of WASH (Water, Sanitation, and Hygiene) into daily classroom routines emerged as a shared practice among participating teachers. Rather than treating hygiene as an add-on subject, teachers embedded it in classroom rituals such as handwashing after the flag ceremony, posting visual reminders on walls, creating hygiene chants, assigning student monitors, and using story-based lessons. Normalizing these behaviors within the flow of instruction reinforced habits, reduced resistance, and connected health practices to everyday learning. Camara et al. (2023) report that when hygiene expectations are routinized and reinforced in school settings, student compliance with hygiene behaviors can improve substantially, supporting long-term habit formation. These strategies align with schoolbased hygiene education models that emphasize environmental cues, and repeated engagement (Mwangi Mberia, 2022). Teachers used classroom management strategies: visual aids, structured transitions, and participatory roles to integrate hygiene within students’ daily routines. By making WASH visible, enjoyable, and interactive, teachers increased student engagement and even observed transfer of these practices into the home environment. Across participants, the integration of WASH into classroom practice emerges as a holistic strategy that blends habit formation with pedagogy. Routines, visual reinforcements, participatory roles, and creative teaching methods collectively normalize hygiene while making it engaging for learners. Teachers function as both educators and behavioral facilitators, adapting WASH messages to cultural and developmental contexts. These findings affirm that embedding hygiene into classroom rhythms, rather than isolating it as an extra subject, enhances both compliance and program sustainability in resource-limited settings (Mwangi Mberia, 2022). 3.1.3. Emotional and Physical Strain of Implementation—One of the most pressing challenges voiced by teacher-participants involved the significant emotional and physical toll of implementing the WASH program alongside their instructional responsibilities. While teachers expressed willingness to take on these roles for the welfare of their learners, the combination of classroom duties, sanitation management, and community engagement often resulted in fatigue, stress, and burnout. These findings align with Mensah et al. (2022), who emphasized that in contexts with limited janitorial or logistical support, teachers assume the full weight of WASH-related responsibilities, intensifying workload and creating inequities in task distribution. This strain was compounded by the absence of formal training, clear role definition, and compensation for extra duties. Teachers reported that the additional workload, coupled with insufficient systemic support, un16 ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - dermined their sense of autonomy and competence, two core psychological needs identified in Self-Determination Theory (Ryan Deci, 2020). When these needs go unmet, motivation decreases, stress escalates, and professional efficacy is compromised. The recurring accounts of emotional and physical strain highlight systemic shortcomings in WASH implementation, particularly in workload distribution, infrastructure readiness, and administrative support. Process management principles (Al-Kilidar Shamsuzzoha, 2021) assert that successful program delivery requires clear role delineation, capacitybuilding, and logistical planning to prevent overburdening educators. Failure to address these areas compromises teacher well-being and jeopardizes the sustainability of WASH initiatives. To mitigate these risks, institutional reforms such as workload redistribution, adequate training, resource investment, and formal recognition of teacher contributions are essential. Without these measures, schools risk perpetuating cycles of burnout and diminishing both educational and health outcomes. 3.1.4. Resource Constraints and Infrastructural Gaps—A recurring theme in participants’ narratives was the severe shortage of resources and infrastructure essential for WASH program implementation. Teachers consistently described broken or insufficient toilets, the absence of gender-appropriate facilities, unreliable or seasonal water supply, and chronic shortages of basic hygiene materials such as soap, cleaning tools, and sanitary pads. These deficits not only limited the effectiveness of hygiene instruction but also produced frustration and moral strain among teachers, who frequently improvised or contributed personal resources to sustain basic sanitation conditions. Poor sanitation infrastructure is especially consequential to students; Ferrer et al. (2022) linked inadequate, unsafe, or non-private facilities to absenteeism and decreased participation among learners. Participants’ testimonies also echo Siregar and Nababan’s (2021) observation that infrastructure gaps and weak budgeting systems are persistent barriers to WASH sustainability in low-resource school settings. Figure 3 presents the key themes derived from the lived experiences of teachers in the WASH (Water, Sanitation, and Hygiene) program, showing how these interconnected factors shape their implementation efforts. At the center is the core concept of ”Lived Experiences of Teachers in the WASH Implementation,” with surrounding themes reflecting both contributions and challenges. Expanded Role of Teachers Beyond Instruction reflects how teachers have taken on duties like hygiene supervision and health promotion. Integration of WASH into Daily Classroom Practice shows how sanitation routines are embedded in daily learning to promote healthy habits. However, teachers also face Emotional and Physical Strain, with added workloads and limited support affecting their well-being. Resource Constraints and Infrastructural Gaps further complicate their roles, as inadequate toilets, lack of water, and minimal supplies force them to spend their own money. Overall, the figure illustrates how teachers play an important role in sustaining WASH, but also emphasizes the need for systemic support and resources to ensure successful and sustainable implementation. 3.2. Coping Strategies of Teachers in Dealing with Challenges Encountered in WASH Program Implementation—The participants narratives reveal how they adapt creatively to their circumstances, developing strategies such as integrating hygiene routines into classroom activities, assigning student hygiene monitors, collaborating with colleagues, and partnering with local groups to secure resources. However, these experiences are also marked by emotional and 17 ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - Fig. 3. Lived Experiences of Teachers in the WASH implementation physical strain, feelings of exhaustion, role conflict, and a lack of institutional support. Teachers shared how they often feel overburdened, yet undervalued, especially when their contributions to school health are not acknowledged or supported by leadership. Despite these difficulties, their commitment remains strong, driven by a deep sense of responsibility and care for their students. These lived experiences emphasized the urgent need for systemic support, policy reinforcement, and professional recognition to ensure the sustainability of the WASH program and the well-being of teachers who make its implementation possible. Teachers demonstrated a range of adaptive and proactive coping strategies to overcome the numerous challenges they faced in implementing the WASH (Water, Sanitation, and Hygiene) program. One of the most prominent strategies was resourcefulness and innovation, many teachers improvised handwashing facilities using available materials such as plastic bottles, built makeshift hygiene stations, and developed engaging visual aids to promote sanitation. These actions reflected not only their creativity but also their strong commitment to sustaining hygiene practices despite limited budgets and poor infrastructure. In addition, collaboration among teachers served as a vital coping mechanism. They formed informal support systems, shared resources, and coordinated lesson integration, which helped lighten workloads and ensured program consistency across classrooms. Another key strategy was delegation and student participation, where teachers empowered learners by assigning roles such as hygiene monitors, cleanliness inspectors, or WASH ambassadors. This student-led approach fostered shared responsibility and made implementation more manageable. Teachers also engaged parents, barangay officials, and NGOs to bridge resource gaps and gain community support. Lastly, many educators shared the importance of emotional coping, such as finding motivation through small victories, prayer, and recognition from administrators. These strategies reveal that teachers not only adapted to external challenges but also transformed them into opportunities for leadership, creativity, and 18 ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - community engagement in support of schoolwide health and learning. 3.2.1. Adaptive and Resourceful Strategies—Teachers exhibited exceptional creativity and flexibility in overcoming barriers to implementing the WASH program in resourceconstrained environments. In the absence of sufficient funds or formal support, they improvised solutions and engaged in communitybased initiatives, underscoring their resilience and problem-solving skills. These adaptive measures ranged from grassroots fundraising and developing external partnerships to designing locally appropriate instructional materials. Collectively, these narratives reveal that adaptive strategies are indispensable for implementing WASH programs in under-resourced school contexts. Teachers leveraged community networks, external partnerships, creativity, and advocacy to compensate for systemic gaps in funding and infrastructure. While these efforts demonstrate strong agency and commitment, they also signal the urgent need for institutional support to prevent over-reliance on individual initiative. Sustainable program success depends on integrating these grassroots practices with formal policy frameworks, adequate funding, and structural reinforcement at both school and district levels. 3.2.2. Student Participation and Delegation—ne of the coping mechanisms adopted by teachers during the implementation of the WASH program was the active involvement of students. Teachers reported creating hygiene task forces, student-led clubs, and class committees to handle sanitation routines, distribute hygiene materials, and promote awareness. These strategies not only reduced the teachers’ workload but also empowered learners to take ownership of school cleanliness and health promotion. Encouraging student participation proved essential in sustaining the WASH program in resource-constrained schools, supporting Camara et al.’s (2023) finding that peer-led initiatives foster accountability and consistent hygiene practices. Furthermore, student participation emerged as a cornerstone of WASH sustainability, reducing the teachers’ burden while fostering collective responsibility among learners. From structured clubs and hygiene monitors to curriculum integration and peer accountability systems, these approaches leveraged students’ energy, creativity, and social influence to normalize hygiene practices. Consistent with Camara et al. (2023) and Mwangi and Mberia (2022), peer-led strategies enhance program continuity by embedding hygiene norms into the school culture and extending them to households. Grounded in Self-Determination Theory (Ryan Deci, 2020), this empowerment-driven approach strengthens intrinsic motivation and builds competence, resulting in measurable improvements in health outcomes and attendance. In essence, student delegation is not just a coping mechanism for resource limitations, it is a strategic pillar for achieving lasting WASH success in low-resource school environments. 3.2.3. Collaborative Practices Among Teachers—Another significant coping strategy revealed by participants was the establishment of strong collaborative relationships among teachers. Peer collaboration eased the burden of WASH implementation by enabling the sharing of responsibilities, exchange of best practices, and mutual emotional support. Teachers emphasized the need for consistency in hygiene promotion across grade levels, which required coordinated efforts and aligned strategies. These collaborative practices facilitated collective problem-solving and allowed teachers to draw on each other’s strengths in the absence of adequate institutional support. This finding aligns with Kumar et al. (2023), who argue that teacher networks and peer learning communities are vital in sustaining hygiene education initiatives. Moreover, collaboration among teachers emerged as both a coping mechanism and a strategic foundation for the sustainability 19 ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - of WASH programs. Through structured sessions, informal communication channels, and inter-school networking, teachers created support systems that mitigated emotional strain, improved efficiency, and enhanced program consistency. These findings resonate with Kumar et al. (2023), who highlight the value of professional learning communities in strengthening education reforms, and with Al-Kilidar and Shamsuzzoha (2021), who advocate for continuous feedback loops to improve implementation processes. Ultimately, shared responsibility, peer learning, and mutual support enabled teachers to transform WASH from an individual burden into a collective achievement, reinforcing the importance of social capital in education-based health initiatives. 3.2.4. Engagement with Parents and Local Stakeholders—ngaging external stakeholders emerged as a vital strategy in overcoming the resource and logistical challenges associated with WASH implementation. Teachers extended their efforts beyond classroom activities to involve parents, local government units (LGUs), and non-government organizations (NGOs). These partnerships are important in bridging resource gaps, securing infrastructural support, and ensuring broader acceptance of WASH initiatives within the community. According to Santos and Cruz (2023), meaningful collaboration with community stakeholders not only enhances program delivery but also fosters shared responsibility and long-term sustainability. The statements collectively underscore the interdependence between schools and their external stakeholders in achieving sustainable WASH outcomes. Through advocacy, transparent communication, and partnershipbuilding, teachers mobilized vital resources, repaired infrastructure, and secured community buy-in. These efforts align with the framework of school-community collaboration (Mwangi Mberia, 2022) and resource mobilization theory, which emphasize shared accountability and distributed responsibility for health initiatives. Engaging parents and local partners not only supplemented material gaps but also cultivated trust and ownership, ensuring the long-term viability of WASH programs. Institutionalizing such partnerships within policy and school improvement plans is important in reducing the burden on teachers and embedding hygiene promotion as a collective societal goal. Figure 4 illustrates the coping strategies teachers employ in implementing the WASH (Water, Sanitation, and Hygiene) program, centered on the concept of ”Teachers’ Coping Strategies with the Challenges in the Implementation of the WASH Program.” The first theme, Adaptive and Resourceful Strategies, reflects teachers’ creativity in addressing resource shortages and infrastructure issues, often devising improvised solutions to maintain hygiene standards. The second branch, Student Participation and Delegation, shows how teachers engage students in WASH activities, encouraging responsibility and easing teacher workload. The third theme, Engagement with Parents and Local Stakeholders, shows that teachers’ efforts to involve families and communities, strengthening support and expanding resources for program implementation. Lastly, Collaborative Practices Among Teachers underscores the importance of peer support, where educators share strategies and work together to overcome challenges. Collectively, these strategies reveal how teachers actively manage WASH-related demands through innovation, cooperation, and community engagement to ensure the program’s success and sustainability. 3.3. Educational Insights of Teachers from the WASH implementation—The WASH (Water, Sanitation, and Hygiene) program has not only influenced school health outcomes but also 20 ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - Fig. 4. Teachers’ Coping Strategies with the Challenges in the Implementation of the WASH Program deepened teachers’ educational insights regarding holistic student development. Through their direct involvement in WASH implementation, teachers have come to recognize that hygiene education is fundamental to effective learning. They observed that students who practice proper sanitation are healthier, more present, and more attentive in class, which contributes to improved academic performance. The integration of WASH into daily routines also allowed teachers to approach instruction more creatively, using role-plays, posters, visual aids, and student-led activities to reinforce hygiene habits while strengthening classroom management and student engagement. Moreover, teachers gained a renewed understanding of their role as facilitators of both academic and life skills. They began to view hygiene promotion as an extension of values education, character building, and responsible citizenship. Many teachers also shared how WASH activities fostered a collaborative classroom culture where students learned responsibility, leadership, and peer accountability. These educational insights emphasized the importance of a learning environment that prioritizes both cognitive and non-cognitive skills. Ultimately, teachers recognized that health and education are deeply interconnected, and that meaningful learning can be achieved when schools address the physical, emotional, and social well-being of their students through programs like WASH. 3.3.1. Importance of School Leadership and Policy Support —he role of school leadership and policy support emerged as a critical enabler for the successful and sustainable implementation of the WASH program. Teachers emphasized that without administrative commitment, structured planning, and policy integration, WASH activities would be difficult to sustain. This observation supports Ahmed and Shah’s (2023) assertion that weak leadership prioritization undermines school health outcomes. Similarly, Acosta et al. (2021) stressed that embedding WASH in School Improvement Plans (SIPs) fosters shared responsibility and strengthens institutional leadership in hygiene education. The collective narratives illustrate that school 21 ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - leadership and policy integration are indispensable for the success and sustainability of WASH programs. Teachers’ experiences show that administrative support, formal policies, structured planning, and financial allocation significantly reduce the burden on educators and enhance program continuity. These findings reinforce the importance of institutional frameworks that provide top-down coordination while empowering teachers at the implementation level. Aligning with process management theory and SelfDetermination Theory, this theme underscores that leadership commitment, resource assurance, and policy-driven strategies are critical pillars for achieving both educational and health outcomes in schools. 3.3.2. Need for Institutionalized Training and Recognition—Teachers consistently stressed the importance of continuous training and formal recognition as key elements in sustaining their engagement and improving the implementation of the WASH program. They articulated that structured learning opportunities and public acknowledgment not only enhanced their confidence but also strengthened their sense of purpose. This supports the findings of Kumar et al. (2023), who concluded that trained teachers are more likely to conduct impactful hygiene campaigns. Additionally, Inocencio and Ramos (2023), emphasized the link between training, professional commitment, and improved WASH outcomes. Collectively, these responses emphasized that institutionalized training and recognition are not optional but essential strategies for the sustainability of WASH programs. Teachers seek continuous learning opportunities to maintain competence and appreciate formal acknowledgment as a means of validating their added responsibilities. These findings align with Self-Determination Theory (Ryan Deci, 2020), which posits that competence, relatedness, and autonomy drive intrinsic motivation. Therefore, structured professional development programs and recognition mechanisms should be embedded into school systems to ensure longterm teacher engagement and effective WASH implementation. 3.3.3. Teacher Voice in Program Design and Monitoring.—Teachers strongly emphasized the importance of their inclusion in the design, implementation, and monitoring of the WASH program, asserting that their practical knowledge from the field is useful in making hygiene initiatives more realistic and contextspecific. This perspective aligns with the findings of Smith and Hall (2023), who emphasized that sustainable school-based programs must be rooted in grassroots participation. Similarly, Delgado et al. (2023) and Estrada and Mariano (2022) advocated for decentralized, shared leadership models that empower teachers as co-designers of health-related programs. The participants’ reflections collectively affirm that teacher voice is an essential component of WASH program success. Involving teachers in design, planning, monitoring, and evaluation enhances contextual relevance, operational feasibility, and long-term sustainability. These findings are consistent with Mwangi Mberia (2022) and Jensen et al. (2022), who emphasize the role of participatory governance in bridging the gap between policy and practice. Moreover, this aligns with Self-Determination Theory (Ryan Deci, 2020), which posits that autonomy and involvement drive intrinsic motivation and program ownership. Ultimately, institutionalizing mechanisms for teacher input transforms them from passive implementers into active codesigners, ensuring that WASH programs are both effective and sustainable. Figure 5 illustrates the valuable educational insights gained from teachers’ involvement in the WASH (Water, Sanitation, and Hygiene) program, centering on the theme “Educational Insights of Teachers Drawn from the WASH Implementation.” It shows three key areas: the importance of school leadership and policy support, the value of teacher voice in program design and monitor22 ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - Fig. 5. Valuable Educational Insights Drawn from the Experiences of Teachers ing, and the need for institutionalized training and recognition. Teachers emphasized that effective school leadership and clear policies significantly boost program implementation, while involving educators in decision-making ensures relevance and classroom alignment. These insights collectively point to the need for strengthened leadership, participatory governance, and institutional support to enhance both the impact and sustainability of WASH initiatives in schools. 4. Implications and Future Directions This chapter presents a comprehensive synthesis of the study’s key findings, discusses their broader academic and practical implications, and outlines potential directions for future practice and research. It serves as a culminating reflection on the experiences shared by teacher participants, connecting their narratives to the overarching goals of the WASH program and to current educational health frameworks. 4.1. Findings—The investigation explored teachers’ lived experiences in implementing the Water, Sanitation, and Hygiene (WASH) program in public elementary schools, with particular attention to the challenges they encountered, the strategies they employed, and the insights they gained throughout the process. In doing so, the chapter highlights not only the operational realities of program implementation but also the emotional, professional, and instructional dimensions of teachers’ involvement. It brings forward how teachers navigate systemic 23 ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - constraints, collaborate with stakeholders, and innovate within their classrooms to uphold hygiene standards and promote student well-being. Ultimately, this chapter underscores the importance of understanding teacher experiences as a foundation for strengthening school health initiatives and shaping more responsive, sustainable, and contextually grounded WASH policies in the future. 4.2. Implications—The findings of this study strongly align with the theoretical lens that guided the investigation, demonstrating how teachers’ lived experiences in WASH implementation reflect established principles of school-based hygiene education, process management, motivation, role expectations, and school effectiveness. Teachers’ emphasis on maintaining hygienic classrooms, modeling proper sanitation practices, and integrating hygiene concepts into instruction aligns with School-Based Hygiene Education Theory, as described by Mwangi and Mberia (2022). According to this lens, teachers serve as primary agents of health promotion, shaping students’ hygiene behaviors through consistent modeling and participatory learning. The study’s findings also mirror the principles of Process Management Theory, particularly Deming’s Plan–Do–Check–Act (PDCA) cycle, which emphasizes continuous improvement in organizational processes. Teachers repeatedly described how they adapted, refined, and reevaluated their WASH strategies in response to resource shortages, facility constraints, and shifting school priorities. Teachers’ coping strategies and intrinsic dedication to sustaining WASH activities can also be understood through Self-Determination Theory (SDT). Despite the challenges of limited resources and added workload, teachers displayed strong internal motivation, driven by a sense of responsibility for student welfare and a belief in the value of hygiene education. Their resilience aligns with SDT’s claim that autonomy, competence, and relatedness foster meaningful engagement. Teachers who felt supported by school leaders and who experienced positive collaboration with colleagues and community members demonstrated higher motivation and sustained involvement, showing that both intrinsic values and extrinsic support systems influence teacher commitment to WASH implementation. Simultaneously, the findings highlight the presence of Role Theory, particularly the conflicts that arise when teachers juggle multiple responsibilities. The increased workload, pressure to meet documentation requirements, and need to compensate for inadequate facilities created tensions between their instructional roles and additional hygiene management duties. This aligns with Role Theory’s assertion that conflicting expectations can heighten stress and reduce efficiency. Teachers’ accounts of fatigue, stress, and the overwhelming nature of balancing teaching and WASH responsibilities directly reflect the strains described by Biddle (1986) and expanded by recent scholarship. In addition, the findings strongly support School Effectiveness Theory, which emphasizes the critical role of leadership, resource availability, and organizational support in achieving positive outcomes. Teachers consistently expressed that strong and supportive school leadership provided clarity and structure, enabling more effective WASH implementation. Conversely, inadequate facilities, insufficient infrastructure, and limited financial support constrained their ability to uphold hygiene standards. These realities echo Edmonds’ and Scheerens’ assertion that effective schools require strong leadership, supportive environments, and adequate resources to ensure both teacher success and student well-being. Further, the findings validate the theoretical lens guiding the study. School-Based Hygiene Education Theory explains how teachers shape hygiene behaviors; Process Management Theory illuminates their adaptive responses; SelfDetermination Theory accounts for their mo24 ISSN 3028-1261 10.5281/zenodo.17823121/NIJSE.2025 NIJSE (2025) - tivation and resilience; Role Theory captures the tensions they experience; and School Effectiveness Theory underscores the importance of leadership and resources. Together, these frameworks provide a comprehensive understanding of the multi-dimensional factors influencing WASH implementation in public elementary schools and highlight the critical role of teachers as implementers, decision-makers, and advocates within these systems. 4.3. Future Directions—Based on the study’s findings, it is essential that the significant stakeholders for whom this research was intended relay and apply the insights appropriately. The recommendations below outline key actions for teachers, the Department of Education, school administrators, learners, and future researchers to enhance the effectiveness and sustainability of the WASH (Water, Sanitation, and Hygiene) program in schools. Teachers Teachers implementing WASH will find affirmation and validation in the experiences shared by fellow educators in this study. The coping strategies and reflective narratives presented can serve as practical tools for managing challenges, maintaining motivation, and fostering creativity in resource-constrained environments. This study encourages teachers to continue adopting innovative approaches such as student involvement in hygiene tasks, integrating WASH topics into lessons, and promoting collaboration among colleagues. Establishing peer support networks and professional communities focused on health education can further strengthen teacher resilience and empower them as advocates for school health. Department of Education (DepEd) The findings provide DepEd with valuable insights into the day-to-day realities faced by teachers balancing instructional and WASH-related responsibilities. These insights can guide policy reforms that address resource allocation, teacher training, and performance monitoring. DepEd can support teachers by allocating specific budgets for hygiene materials, issuing clear WASH implementation standards, and institutionalizing annual capacitybuilding programs. Incorporating WASH objectives into national education goals and creating accountability systems will ensure program sustainability while reducing the over-reliance on individual teacher initiatives. School Administrators School administrators play an important role in shaping a supportive school culture that facilitates effective WASH implementation. The findings underscore the need for administrators to reassess role distribution, strengthen internal support systems, and recognize teachers’ additional contributions. Practical actions include creating hygiene committees, providing regular in-service training, and promoting collaborative planning through Learning Action Cell (LAC) sessions. Administrators should also involve parents and stakeholders in school hygiene activities to build shared responsibility and ensure long-term success. Learners Although not direct participants in the study, learners benefit the most from successful WASH implementation. Schools should increase student involvement in hygiene leadership roles, peer education programs, and participatory monitoring activities. These strategies cultivate responsibility, leadership, and positive behavior change among students. 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