Sustaining Small Non Sectarian High Schools: Innovation, Resources, and Community

Sustaining quality education in small non-sectarian high schools presents ongoing challenges due to limited resources, infrastructural constraints, and evolving educational demands. Despite these realities, there remains a gap in understanding how such schools maintain instructional effectivenes and institutional viability through innovation and collaboration. This study explored the level of sustainability of small non-sectarian high schools in Kiblawan, Davao del Sur, focusing on innovative teaching strategies, resource management, and community involvement. Employing a qualitative phenomenological research design, the study gathered data through in-depth interviews with secondary school teachers and analyzed responses thematically. Findings revealed that teachers adopt holistic and adaptive teaching approaches to meet students' diverse learning needs. These include the use of multimedia tools, learner-centered strategies, collaborative projects, role-playing, and formative assessments that cultivate active engagement and support responsive learning environments. In the context of resource management, educators demonstrate innovative and collaborative practices, such as repurposing materials, sharing instructional tools, and leveraging partnerships with parents, local businesses, and external organizations to supplement limited school resources. Furthermore, community involvement emerged as a critical factor in sustaining educational delivery. Teachers actively engage barangays, local government units, and non-governmental organizations in school initiatives, strengthening support networks through transparent communication and stakeholder collaboration. The study also identified the need for comprehensive support systems, emphasizing financial assistance, access to technology, continuous professional development, and wellness programs to enhance teacher capacity and school sustainability. These findings underscore the importance of context-responsive strategies and community synergy in sustaining small non-sectarian high schools. Insights from this study may inform policies and practices aimed at improving educational resilience, particularly in resource-constrained academic environments.