Solid Waste Management Practices and Implementation among Science Teachers in Leon, Iloilo

Abstract

This study assessed solid waste management (SWM) practices and their implementation among science teachers in the District of Leon I, Leon, Iloilo, and identified integration points for the DepEd Science curriculum. Using a descriptive-correlational design, 62 teachers answered a Likert questionnaire on segregation, reduction, recycling/reuse, disposal, and policy implementation. Practices were moderate: segregation scored highest; disposal was weakest. Older teachers (≥36) showed stronger segregation and implementation; female teachers reported better disposal practices. Seminar attendance showed no significant effects. Segregation, reduction, and recycling/reuse were positively associated with implementation, while disposal was not. Findings point to gaps in the final handling of waste and in the knowledge of sanctions under RA 9003. The school SWM package for Science, class waste audits, color-coded bin use, composting investigations, plastic-use reduction challenges, and eco-monitor roles, aligned with ESD and RA 9003. These actions translate policy into habits, strengthen implementation, and support reductions in school waste.