Practices, Compliance, and Difficulties Encountered by Teachers in the Implementation of School-Based Feeding Program in the New Normal

Abstract: This study assessed teachers' practices, compliance, and challenges in implementing a school-based feeding program in a fourth-class municipality in the central Philippines during the School Year 2021-2022. The study involved 149 respondents classified by age, grade level assignment, and number of years as feeding implementers. A descriptive research design and a researcher-made survey were utilized, with data analyzed using frequency, percentage, mean, and the Mann-Whitney U test. Findings revealed that most respondents were older, assigned to intermediate levels, and had less than three years of experience. Teachers' practices during the pre-implementation, implementation, and post-implementation phases were rated at a "very high level," and their compliance was assessed as "very great extent." Difficulties were rated as "moderate" during pre-implementation and "low" during implementation and post-implementation phases. There were no significant differences in practices or compliance across age, grade level assignment, or number of years as feeding implementer. However, significant differences in the level of teachers' difficulties in the implementation were observed. During the pre-implementation phase, difficulties varied by years of experience. In the implementation phase, differences were noted based on grade-level assignment and number of years. For the post-implementation phase, difficulties varied by age and grade-level assignment. The results underscore the importance of tailoring support strategies based on specific difficulties encountered during different program phases. Findings serve as a foundation for creating an action plan to enhance the implementation of school-based feeding programs in similar contexts. Keywords: Academic performance, student’s performance, student’s proficiency.