AWARENESS AND PRACTICES OF SCHOOL HEADS AND THE BARANGAY

OFFICIALS ON ECOLOGICAL SOLID WASTE MANAGEMENT (ESWM) IN THE

PUBLIC ELEMENTARY SCHOOLS IN BAAO DISTRICT

A Thesis
Presented to the
Faculty of Graduate Studies and Research
University of Northeastern Philippines
Iriga City

In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Education
Major in Administration and Supervision

By:

CHRISTINE MAE A. BENOSA

DECEMBER, 2020
 UNIVERSITY OF NORTHEASTERN PHILIPPINES
Iriga City
School of Graduate Studies and Research

APPROVAL SHEET

In partial fulfillment of the requirements for the Degree of

Master of Arts in Education, Major in Administration and
Supervision, this thesis entitled: “AWARENESS AND PRACTICES OF
THE SCHOOL HEADS AND THE BARANGAY OFFICIALS ON ECOLOGICAL SOLID
WASTE MANAGEMENT (ESWM) IN THE PUBLIC ELEMENTARY SCHOOLS IN BAAO
DISTRICT, DIVISION OF CAMARINES SUR”, has been prepared and
submitted by CHRISTINE MAE A. BENOSA is recommended for
acceptancxe and approval for final oral examination.

JINA – LUZ Z. ALFELOR, ED. D. PH. D.

Adviser

Approved by the committee on oral examination with a grade of

______.
_________________________
Chairman

__________________________ __________________________
Member Member
_________________________
Member

Accepted in partial fulfillment of the requirements for the

Degree of Master of Arts in Education, Major in Administration
and Supervision.
Comprehensive Examination______.

ELEANOR A. OSEA, Ed.D, CESO IV

Dean, Graduate Studies

Atty. REMELISA G. ALFELOR-MORALEDA

President
 UNIVERSITY OF NORTHEASTERN PHILIPPINES
Iriga City
School of Graduate Studies and Research

ACCEPTANCE SHEET

This thesis hereto attached, entitled: “AWARENESS AND

PRACTICES OF THE SCHOOL HEADS AND BARANGAY OFFICIALS ON
ECOLOGICAL SOLID WASTE MANAGEMENT (ESWM) IN THE PUBLIC ELEMENTARY
SCHOOLS IN BAAO DISTRICT, DIVISION OF CAMARINES SUR”, prepared
and submitted by CHRISTINE MAE A. BENOSA in partial fulfillment
of the requirements for the Degree of Master of Arts in
Education, Major in Administration and Supervision is hereby
accepted.

______________________
Chairman

______________________
Member

______________________
Member

______________________
Member

Accepted in partial fulfillment of the requirements for the

Degree of Master of arts in Education, Major in Administration
ans Supervision.

ELEANOR A. OSEA, Ed.D, CESO IV

Dean, Graduate Studies

Atty. REMELISA G. ALFELOR-MORALEDA

President
 UNIVERSITY OF NORTHEASTERN PHILIPPINES
Iriga City
School of Graduate Studies and Research

CERTIFICATION

To whom it may concern:

This is to certify that this thesis entitled: “AWARENESS AND

PRACTICESOF THE SCHOOL HEADS AND THE BARANGAY OFFICIALS ON
ECOLOGICAL SOLID WASTE MANAGEMENT (ESWM) IN THE ELEMENTARY
SCHOOLS IN BAAO DISTRICT, DIVISION OF CAMARINES SUR” which has
been prepared and submitted by CHRISTINE MAE A. BENOSA has passed
the criteria set by the committee and Editing of the University.

Issued upon request of the interested party for reference

and whatever purpose this may serve.

_______________________
Editor
 UNIVERSITY OF NORTHEASTERN PHILIPPINES
Iriga City
School of Graduate Studies and Research

CERTIFICATION

To whom it may concern:

This is to certify that this thesis entitled: “AWARENESS AND

PRACTICESOF THE SCHOOL HEADS AND THE BARANGAY OFFICIALS ON
ECOLOGICAL SOLID WASTE MANAGEMENT (ESWM) IN THE ELEMENTARY
SCHOOLS IN BAAO DISTRICT, DIVISION OF CAMARINES SUR” which has
been prepared and submitted by CHRISTINE MAE A. BENOSA has passed
the criteria set by the committee on Statistics and Editing of
the University.

Issued upon request of the interested party for reference

and whatever purpose this may serve.

ELEANOR A. OSEA, Ed.D., CESO IV

Statistics’ Critique
 UNIVERSITY OF NORTHEASTERN PHILIPPINES
Iriga City
School of Graduate Studies and Research

CERTIFICATION

To whom it may concern:

This is to certify that all suggestions/recommendations

given by the panelist during the final oral defense of CHRISTINE
MAE A. BENOSA entitled: “AWARENESS AND PRACTICES OF THE SCHOOL
HEADS AND BARANGAY OFFICIALS ON ECOLOGICAL SOLID WASTE MANAGEMNT
(ESWM) IN THE PUBLIC ELEMENTARY SCHOOLS IN BAAO DISTRICT,
DIVISION OF CAMARINES SUR”, has been complied with.

Issued upon the request of the interested party for

reference and whatever purpose this may serve.

SHIRLEY M. GALVEZ, DEM

Panel Secretary
 CURRICULUM VITAE

PERSONAL INFORMATION

Name : CHRISTINE MAE A. BENOSA

Address : BAYANIHAN ST., BULUANG, BAAO,

CAMARINES SUR

Date of Birth : NOVEMBER 26, 1996

Gender : FEMALE

Place of Birth : NAGA CITY

Civil Status : SINGLE

Parents : CHRISTOPHER DEL ROSARIO BENOSA

LORELIE ALBAO BENOSA

EDUCATIONAL BACKGROUND

Elementary : BULUANG ELEMENTARY SCHOOL

Graduated: April 2009

Secondary : EUSEBIA PAZ ARROYO MEMORIAL

NATIONAL HIGH SCHOOL
Graduated: April 2013

Tertiary : CENTRAL BICOL STATE UNIVERSITY

OF AGRICULTURE
Graduated: April 2017
ELIGIBILITY : LET Paaser
Manila
March 2018

WORK EXPERIENCE : PILI CAPITAL COLLEGE INC.

Elementary Teacher
S/Y 2018-2019
SAN VICENTE ELEMENTARY SCHOOL
Substitute Teacher

SEMINAR-WORKSHOP AND TRAININGS ATTENDED

 INSERVICE TRAINING (INSET) PILI CAPITAL COLLEGE Inc.

San Isidro, Pili, Camarines Sur
October 31, 2018

 BREAD AND PASTRY PRODUCTION TRAINING (NC II)

June 18 2016 – July 16, 2016
CAMARINES SUR POLYTECHNIC COLLEGES
(partnership with TESDA)
Nabua, Camarines Sur
 ABSTRACT

Title: Awareness and Practices of the School Heads and the

Barangay Officials on Ecological Solid Waste
Management (ESWM) in the Public Elementary
Schools in Baao District

Author: Christine Mae A. Benosa, Master of Arts in Education,

Major in Administration and Supervision
University of Northeastern Philippines
August 2021, Iriga City

Keywords: Ecological Solid Waste Management (ESWM), Awareness,

Practices, School Heads, Barangay Officials

The main goal of this study was to determine the awareness

level and practices of the school heads and the barangay

officials on Ecological Solid Waste Management (ESWM) in the

Public Elementary Schools in Baao District. Further, it assessed

the awareness level on Ecological Solid Waste Management (ESWM);

determine the practices on ESWM; tested the significant

difference between the level of awareness and the practices of

the respondents on ESWM; determine the challenges encountered on

ESWM; tested the significant difference of the practices between

the respondents; and the policy recommendations generated based

from the findings of the study.

The study adopted the descriptive, evaluative and

inferential method through survey questionnaire, considering the

nature of the research objectives and its research problems. The

school heads and barangay officials are the respondents of the

study. Frequency count, percentage, weighted mean, rank and

Wilcoxon-Mann-Whitney U Test were used to treat the data

statistically. Significance level was set at 0.05.

The findings derived from the study were as follows:

1. Awareness on Ecological Solid Waste Management (ESWM).

The awareness level of the respondents rated Very Much Aware

were: Ensure the protection of the public health and environment

(3.64); Set guidelines and targets for solid waste avoidance and

volume reduction through source reduction and waste minimization

measures, including composting, recycling, re-use, recovery,

green charcoal process, and others, before collection, treatment

and disposal in appropriate and environmentally sound solid waste

management facilities in accordance with ecologically sustainable

development principles (3.35); Ensure the proper segregation,

collection, transport, storage, treatment and disposal of solid

waste through the formulation and adoption of the best

environment practice in ecological waste management excluding

incineration (3.47); Encourage cooperation and self-regulation

among waste generators through the application of market-based

instruments (3.75); and Institutionalize public participation in

the development and implementation of national and local

integrated, comprehensive, and ecological waste management

programs (3.29). Other provisions were rated Aware: Utilize

environmentally-sound methods that maximize the utilization of

valuable resources and encourage resource conversation and

recovery (3.20); Promote national research and development

programs for improved solid waste management and resource

conservation techniques, more effective institutional arrangement

and indigenous and improved methods of waste reduction,

collection, separation and recovery (3.22); Encourage greater

private sector participation in solid waste management (3.15);

Retain primary enforcement and responsibility of solid waste

management with local government units while establishing a

cooperative effort among the national government, other local

government units, non-government organizations, and the private

sector (3.13); and Strengthen the integration of ecological solid

waste management and resource conservation and recovery topics

into the academic curricula of formal and non-formal education in

order to promote environmental awareness and action among

citizenry (3.24). The weighted mean ranged from 4.00-3.25 which

means Very Much Aware.

2. Practices on Ecological Solid Waste Management (ESWM)

2.1. Waste Segregation. Sorting the biodegradable and non-

biodegradable (3.40) is the only indicator that were rated Very

Much Evident. The indicators rated Evident were: Segregate of

special waste and toxic waste like diaper battery, fluorescent

lamp, and etc. (3.00); Segregation of organic waste like leftover

food, peel and scrapings from fruit and vegetables (3.16);

Segregation of residual waste like glass (clear, tinted-no light

bulbs or window panes(2.95); and Segregate recyclable items for

collection (3.04). While the only indicator rated Slightly

Evident was: Mix all garbage in one garbage container (2.89).

2.2. Waste Collection. The indicator rated Evident was

Composting (2.17), while Meet up with a collection vehicle

(2.06); Waste materials are collected according to

schedule(2.03); Waste materials are collected in every house

(door to door) (1.78); Hauling and transfer of solid waste from

collection points to final disposal sites (1.98); and Long-term

storage or disposal facility or sanitary landfill (2.17) were

rated Slightly Evident.

2.3. The indicator with a rating of Very Much Evident was

Disposed properly in the designated trash bins (3.31). Burying

the waste in the land (2.64); Resource Recovery (2.55); Recycling

(2.92); Composting (2.97); and Bottles, plastics, cans, and other

scraps are sold to junkshop (3.23) were rated Evident. While

Incineration or Combustion (2.09) was rated Slightly Evident and

Plasma Gasification (1.00) was rated Not Evident.

2.4. Implementation of 5r’s. The indicators rated Very Much

Evident were: Keep those unfilled papers and used it as scratch

(3.48); and Reuse grocery bags (3.48). Borrow, share, and /or

rent things that are needed occasionally (2.70); Use water

bottle/container than buying water in one-used plastic bottles

(2.96); Use old materials than buying a new one (3.11); Convert or

redesign waste materials into a new product (2.86); Make decors

out of plastic wrappers and other colorful waste materials

(2.98); Ignore the importance of recycling (1.52); and Initiate

generating-income out of waste materials (2.56) were rated

Evident (E).

3. For the Test of Significant Difference between the level

of awareness and the practices of the respondents on the ESWM.

The computed Z and the probability associated with Z were:

Awareness, 2.85 and .0022 (p<0.05); 0.14 and .4443 (p<0.05).

4. Challenges encountered by the respondents on ESWM. Lack

of authority to make financial and administrative decision

(2.76); Inadequate service coverage (2.62); Lack service quality

(2.67); Lack of financial resources (2.95); Lack of trained

personnel (3.00); Lack of vehicles (3.04); Lack of equipment

(3.06); Old vehicle/equipment frequent breakdown (2.58); Lack of

enforcement measure and capability (2.56); Lack of planning

(short, medium and long term plan) (2.81); Difficult to locate

and acquire landfill site (2.81); Poor cooperation by Government

agencies (2.83); Poor public cooperation (2.85); Uncontrolled use

of packaging materials (2.84); Poor response to waste

minimization(reuse/recycling) (2.82); Lack of control on

hazardous waste (2.80); and Lack of awareness on Ecological Solid

Waste Management Act of 2000/Republic Act 9003 (2.77) were all

rated Challenging (C).

5. For the test of significant difference in practices of

the respondents on Ecological Solid Waste Management (ESWM). The

computed Z and the probability associated with Z were: Waste

Segregation, 0.08 and .4681 (p<0.05); Waste Collection, 1.52 and .

0643 (p<0.05); Waste Disposal, 0.11 and .4562; and Implementation

of 5R’s, 0.40 and .3446.

6. policy recommendation generated based from the findings

of the study.

Provide orientation seminars for both school administrators

and LGU Officials on Ecological Solid Waste Management Act of

2000/Republic Act 9003. Proactive government policies, programs,

and practices must be stimulated, especially for residential

waste collection and curbside recycling. Local governments should

contract with private haulers where individual services are

dominant. Provide orientation seminars on proper waste disposal

for both school administrators and barangay officials, which

would engage all barangay folks to effectively and efficiently

practice zero waste generation. This would make them realize the

importance of proper waste management in order to attain a clean

and healthy environment. By knowing the benefits that they could

obtain from practicing SWM, they would eventually support and

consistently apply acceptable practices in SWM. Consequently,

awareness and understanding of the different aspects concerning

SWM would result in changes of belief and behavior among people.

(Re)orientation about the 5R’s among people in communities. The

use of 5R’s effectively aids in SWM. There are many environmental

benefits that can be derived from adhering to the principles of

5R’s. Executing this method helps in the prevention of greenhouse

gas emissions, reduction of pollutants, conservation of resources

and in lessening demand for the utilization of chemical

treatments or technologies and landfill spaces. Schools and other

concerned organizations should conduct intense information

dissemination on laws relevant to solid waste management. Impose

penalties. People are more likely to obey rules if there are

consequences for defying them. Negative reinforcement could help

strengthen the policies imposed within the school. It could be as

light as picking trash and dried leaves on the field or serving

posts for the first and second offences to community service for

the final offence. Awareness campaigns in the neighborhood. A

partnership between public and private corporations. Establish

incentive and penalty systems to encourage the public to

segregate. Empower and involve barangay officials and

stakeholders especially in identifying alternative options for

far-flung areas. And encourage backyard composting or rapid

agricultural waste composting as options.

The conclusions were summarized as follows:

1.The assessment of the respondents on the level of

awareness on Ecological Solid Waste Management (ESWM) is Very

Much Aware.

2. The practices of the respondents on Ecological Solid

Waste Management (ESWM) along Waste Segregation, Waste

Collection, Waste Disposal, and Implementation of 5 R’s is

Evident.

3. There is no significant difference on the respondents’

awareness level and practices on Ecological Solid Waste

Management (ESWM).

4. The challenges encountered by the respondents on the

awareness and practices on Ecological Solid Waste Management

(ESWM) is considered Challenging.

5. There is no significant difference on the respondents’

practices on the Ecological Solid Waste Management (ESWM).

 6. Policy recommendations are generated based from the

findings of the study.

The recommendations drawn from the findings were:

1. Trainings and seminars about Ecological Solid Waste

Management (ESWM) still needs to conduct for continuous

awareness.

2. It is needed to disseminate more information in Barangays

of Baao, Camarines Sur on Ecological Solid waste Management in

environment and in 4 dimensions (waste segregation, waste

collection, waste disposal and implementing the 5R’s) of solid

waste management through the formulation and adoption of the best

environmental practices.

3. Disciplinary actions/ sanctions may be given for those

who violate the rules and regulations on waste management

practices through community service and sponsoring

seminars/forums regarding waste management practices.

4. Empower and involve barangay officials and stakeholders

especially in identifying alternative options for far-flung

areas.

5. Encourage backyard composting or rapid agricultural waste

composting as options.
 6. The Coordinator of Solid Waste Management Program should

lead campaigns and give more information about proper practices

in the four (4) dimensions4 dimensions (waste segregation, waste

collection, waste disposal and implementing the 5R’s) of solid

waste management in order to have a very good habit on these

practices.

7. Encourage backyard composting especially to those areas

that can’t be reached by the waste collection vehicle.

8. Local government units (LGUs) should formulate

sustainable and contextualized SWM programs that would encourage

and motivate the public to give their cooperation and full

support.

9. LGUs should reach out and build partnerships with

nongovernment organizations, private sectors, and civic

organizations for additional support and resources.

The following are recommended for future research:

1. A similar study may be conducted using different

variables.

2. Fully understand the Ecological Solid Waste Management.

3. A similar study is recommended to include more strategies

relating to waste characterization and waste disposal to justify

further the results of the present study.

 TABLE OF CONTENTS

TITLE PAGE ……………………………………………………………………………………………………………………………… i

APPROVAL SHEET ……………………………………………………………………………………………………………………

ACCEPTANCE SHEET ………………………………………………………………………………………………………………

CERTIFICATION ………………………………………………………………………………………………………………………

CURRICULUM VITAE ………………………………………………………………………………………………………………

ABSTRACT ………………………………………………………………………………………………………………………………… ii

TABLE OF CONTENTS …………………………………………………………………………………………………………… xii

LIST OF TABLES …………………………………………………………………………………………………………………… xiii

LIST OF FIGURES ………………………………………………………………………………………………………………… xiv

CHAPTERS

1. THE PROBLEM ……………………………………………………………………………………………………… 1

Statement of the Problem ……………………………………………………………… 14

Assumptions ………………………………………………………………………………………………… 15
 Hypotheses …………………………………………………………………………………………………… 16

Significance of the Study …………………………………………………………… 16

Scope of Delimitations …………………………………………………………………… 19

Locale of the Study …………………………………………………………………………… 21

Definition of Terms …………………………………………………………………………… 29

2. REVIEW OF RELATED LITERATURE AND STUDIES ………………………… 35

Ecological Solid Waste Management (ESWM) …………………… 35

Synthesis of the State-of-the-Art ……………………………………… 57

Gap Bridged by the Study ……………………………………………………………… 58

Theoretical Framework ……………………………………………………………………… 59

Conceptual Framework ………………………………………………………………………… 61

3. RESEARCH METHODOLOGY ……………………………………………………………………………… 65

Research Design ……………………………………………………………………………………… 65

Sampling Technique ……………………………………………………………………………… 66

Instrument Used ……………………………………………………………………………………… 69

Statistical Treatment of the Data ……………………………………… 77

4. THE LEVEL OF AWARENESS AND PRACTICES OF THE

SCHOOL HEADS AND THE BARANGAY OFFICIALS

ON ECOLOGICAL SOLID WASTE MANAGEMENT (ESWM) ………… 78

Awareness on Ecological Solid Waste

Management (ESWM) ………………………………………………………… 79

Practices on Ecological Solid Waste

Management (ESWM) ………………………………………………………… 86

Summary of the Respondents Practices

 On Ecological Solid Waste Management

(ESWM) ……………………………………………………………………………………… 97

The test of the Significant Difference

Between the Level of Awareness and

the Practices of the School Heads on

Ecological Solid Waste Management

(ESWM) ……………………………………………………………………………………… 100

Challenges Encountered by the Respondents

on the Ecological Solid Waste

Management (ESWM) ………………………………………………………… 103

The Test of the Significant Difference in

Practices of the School Heads and

the Barangay Officials on Ecological

Solid Waste Management (ESWM) ………………………… 106

Policy Recommendations Generated

based from the Findings

of the study ……………………………………………………………………… 108

5. SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS ………………………………………………………………………………………… 111

Summary ………………………………………………………………………………………………… 111

Findings of the Study …………………………………………………………… 111

Conclusions ……………………………………………………………………………………… 121

Recommendations …………………………………………………………………………… 122

Recommendations for the Future Research …………… 123

 CHAPTER 1

THE PROBLEM

Earth is the place where we live in and sustain our life.

The environment where we live is very important because it

affects our lives. Humans are the product of our concern. There

are many efforts and programs worldwide being made to make people

aware about environmental protection. Improper management in

disposal of solid waste is one of the causes of environment

degradation. This is also the major cause of disease outbreak and

pollution in the entire Earth. Proper waste management generated

is very significant. Through proper awareness and practices we

can minimize and prevent waste generation.

The coronavirus pandemic has penetrated Filipinos' everyday

life, affecting not just the country's healthcare system but even

waste management especially at the local level. Already

overburdened with COVID-19 response and containment, local

governments also have to contend with managing potentially

hazardous waste from quarantine facilities and households, on top

of increased amounts of household waste and plastic usage during

the pandemic. 

Being one of the developing countries, Philippines have

increased waste generation matching its dramatic growth of

population, urbanization and enhanced living standards. Improper

waste disposal has been a major contributing factor to the

environment degradation. Thus, an effective waste management

system must be introduced. As emphasized in the 1987 Philippines

Constitution, Article II, Section 16:

The state shall protect and advance the right of the

people to a balance and healthful ecology in
accordance with the rhythm and harmony of nature.

As of today, several methods have been developed in order to

respond to the emerging waste management problems. The Ecological

Solid Waste Management in the Philippines also referred to as

Republic Act 9003 is one of the national programs mandated to

address the issue on solid waste management. It provides

directives to the local government units (LGUs) for the creation

of their respective Solid Waste Management Boards, formulation of

a ten-year Solid Waste Management Plans, construction of

Materials Recovery Facilities (MRFs) and construction of final

disposal facilities.

The Philippines has been recognized as rich in terms of

biodiversity level but is not exempted when it comes to Solid

Waste generation. Most of the solid waste generated by the

country comprised of biodegradable type (papers, and kitchen

wastes) which is 52.31% and the recyclable materials account for

27.78% (Department of Environment and Natural Resources,

Environment Management Bureau, 2015). Even though many people are

conscious of the disadvantages of mishandling waste on the

surroundings, their insufficient knowledge of environmental

protection and attitude towards it usually results in pitiable

practices towards sustaining good environmental conditions.

Due to rapid urbanization and population growth in the

Philippines, Republic Act (RA) 9003- or also known as Ecological

Solid Waste Management (ESWM) Act of 2000 of the Philippines

was enacted to set the mandate and framework for solid waste

management in the country that emphasizes the local government

unit concerning its implementation and institutional

arrangements. The RA 9003 mandates every local government

units to establish their own Materials Recovery Facilities

for segregation, waste reduction through composting, recycling,

and energy productions

RA 9003 declares the adaptation of a systematic,

comprehensive, and ecological SWM program as a policy of the

country and recognizes the local government units (LGUs) as the

lead implementers. The Act mandates the creation of SWM Boards

from the national, provincial, city/municipal, down to barangay,

a lowest-level political and administrative body in the

Philippines.

Since waste management is gradually considered a “basic

human right”, there is a rising demand to improve SWM in cities

in the developing world due to the rural-to-urban surge of

migration. This need is linked to at least 12 of the 17

Sustainable Development Goals (SDGs). The increase in waste

creation has caused a severe shortage of landfills and higher

costs for waste management. SWM is directly related to the

circular economy, which are two basic concepts that have a

crucial role in the 2030 Agenda, especially in SDG for

sustainable cities and communities (SDG 11), responsible

consumption and production (SDG 12), and life below water (SDG

14). While the Ten (10) Point Agenda of the present

administration was presented and has special emphasis on

environmental awareness. The DepEd WinS Program is designed to

achieve learning and health outcomes of Filipino students through

a comprehensive, sustainable, and scalable school-based WASH

program pursuant to the State’s mandate to defend the right of

children to dignity, assistance, and protection from conditions

that would hamper their development. Ensure that schools are kept

clean and safe through school-based solid waste management,

proper drainage, the elimination of breeding grounds for

mosquitoes to prevent vector-borne diseases, and strengthen food

safety is one of the objectives of DepED WASH in Schools Program

(Project WINS).

Department of Education (DepED) is pursuing a package of

policy reforms that as a whole seeks to systematically improve

critical regulatory, institutional, structural, financial,

cultural, physical and informational conditions affecting basic

education provision, access and delivery on the ground. These

policy reforms are expected to create critical changes necessary

to further accelerate, broaden, deepen and sustain the improved

education effort already being started by the Schools First

Initiative. This package of policy reforms is called the Basic

Education Sector Reform Agenda (BESRA). Its key component –

School-Based Management (SBM) empowers school heads to make

localized decision based on their own unique needs. School-based

management (SBM) is a strategy to improve education by

transferring significant decision-making authority from state and

district offices to individual schools. SBM provides principals,

teachers, students, and parents greater control over the

education process by giving them responsibility for decisions

about the budget, personnel, and the curriculum. Through the

involvement of teachers, parents, and other community members in

these key decisions, SBM can create more effective learning

environments for children. The Schools First Initiative (SFI) of

2004 empowers educational leaders and stakeholders to focus on

school improvement and total well-being of school children.

As the country continues to confront different issues

brought about by the coronavirus disease 2019 (COVID-19)

pandemic, the Department of Education (DepEd) is addressing the

challenges in the basic education for the school year 2020-2021

through its Basic Education Learning Continuity Plan (BE-LCP)

under DepEd Order No. 012, s. 2020. The BE-LCP is consistent with

the mandate of Section 1, Article XIV of the 1987 Constitution:

The state to protect and promote the right of all

citizens to quality education at all levels, and
to take appropriate steps to make such education
accessible to all.

Under Section 6, Chapter 1 of Republic Act No. 9155, or the

Governance of Basic Education Act of 2001, DepEd is vested with

the authority, accountability, and responsibility for ensuring

access to, promoting equity in, and improving the quality of

basic education. Hence, the BE-LCP aims to ensure the health,

safety, and well-being of the learners, teachers, and personnel

in the time of COVID-19, while finding ways for education to

continue amidst the crisis. In particular, the BE-LCP has been

designed with a legal framework responsive to the “new normal,”

keeping in mind the constitutional mandate to uphold the right of

all citizens to quality education at all times. In line with

this, the Learning Delivery Modalities (LDM) course was

implemented. LDM course aims to improve the readiness of teachers

and school leaders for the implementation and management of

learning delivery modalities consistent with policies and COVID-

10 response framework adopted by the government and also to

provide guidance to the field officials in making informed

decisions related to the implementation of the different learning

delivery modalities appropriate to their context.

The Local Government Unit (LGU) is encouraged to take part

through proper dissemination of information regarding the effects

of these residual materials to our health especially to the

environment. It is in this awareness campaign that the community

is participatory as per RA 9155 on shared governance. The

advocacy campaign to zero waste management has been a long time

wake-up call in accordance with Republic Act (RA) 9003. This law

was crafted in compliance with the alarming effects of the

uncontrolled disposal of waste in our environment that posts

impending dangers in our health and most especially in our

ecosystem. Thus, the schools are indeed taking practical actions

in their simplest ways through sustainable programs and projects,

proper waste disposal and partnership with LGU in order to help

and resolve the looming problems on waste management. The waste

prevention techniques are integrative as reminders to the

learners our solid commitment to zero waste management campaign

of DepEd and the government as a whole. The Disaster Risk

Reduction and Management (DRRM) Law supports the 3 R’s of SWM in

promoting to consumers avoidance of using the disposable and

unnecessary products in order to avoid or reduce the solid wastes

generated by households, commercials, institutional, industries

and all levels of stakeholders.

Thus, the study would like to know the level of awareness

and practices of the school heads and the barangay officials on

Ecological Solid Waste Management (ESWM)in the public elementary

schools in Baao District, Baao, Camarines Sur follows, supports

and excels in the criteria set by the LGU code or R.A. 7160 of

1991; the PD 856 of 1975 and the Pollution Control Act (PD

984 of 1978) in support to Republic Act 9003. Also, this

study determined which school and barangay highly implements

Solid Waste Management Programs to improve their practices and

the challenges the respondents encountered in ESWM to improve the

delivery of the SWM services to the constituents since the

current environmental problem is happening within the community,

the municipality, and the Philippines as a whole.

The Municipality of Baao, Camarines Sur is the locale of

this study. Baao is a third class municipality, composed of 30

barangays and is located a mere 7.5 kms. from Iriga City and 30

kms. of Naga City. It belongs to the 5th Congressional District

of the Province of Camarines Sur.

Baao hailed as the “Egg Basket of Bicol Region” because it

is a major supplier of eggs in the Region. But what makes the

Baaoenos proudest is being referred to as the “Religious Capital

of Rinconada”, having produced numerous priests and nuns. This is

an affirmation to their religiosity.

Baao is also very popular because of some notable people

like the first native Filipino Bishop, Bishop Jorge Barlin y

Imperial (1850-1909). Fr. Joaquin G. Bernas, S.J., J.SD Lawyer,

Jesuit priest, constitutional law scholar, writer and newspaper

columnist. Luis Dato, a writer, poet and educator. Rodolfo Dato,

Dean of the University of Nueva Caceres. Joker P. Arroyo,

Filipino lawyer, politician a Baaoeńo who become a senator of the

Philippine Republic of the Philippines. Beatriz Saw, a Baaoeńo

who become a Pinoy Big Brother Season 2 Big Winner and now an

actress.

In the field of singing, Baao had Baao Children and Youth

Choir (BCYC). In the recently concluded 2010 National Music

Competitions for Young Artists (NAMCYA) National Final

Competition held at the Cultural Center of the Philippines, the

Baao Children and Youth Choir from Baao, Camaarines Sur, led by

Conductor Virgilio Briones, was victorious in the Children’s

Choir category, bagging 1st place and the Best Interpretation

Award of the contest piece “Salve Regina,” composed by Alejandro

Consolacion. The NAMCYA Children’s Choir Competition was chaired

by Maria Lourdes-Hermo.
 In dancing, Baao also had Baao Simurai Performing Arts or

BSPA who have excelled so much by winning various dancing

competitions all around the Bicol Region.

Baao District has 6437 total number of Pupils for the school

year 2020-2021. Because of the COVID19 Pandemic the enrollment

has decreased. The district id headed by a Public Schools

District Supervisor and supported by Public Elementary School

heads/Principals, Head Teachers, Master Teachers, Teacher-In-

Charge, and non-teaching personnel/staff.

Baao District takes pride for its meritorious curricular,

sports, co-curricular and extra-curricular accomplishments from

Congressional, Division, Regional, and sometimes National level

competitions not only learners category but also teachers

category. To enumerate some of its distinctive accomplishments

for school year 2019-2020, they are as follows:

Teachers’ Completed researches like Project SAVE – Saving

Attendance and Valuing Education conducted by Teacher-In-Charge

of Nababarera Elementary School and Project RITS: Reading

Improvement Techniques and Strategies through Continuous

Improvement Program at Salvacion Elementary School by a Teacher 1

of Salvacion Elementary School. For Sports, Baao District

championed once again in the 5th Congressional District Meet.

They are really making history in sports for several years.

During the 5th Congressional District Meet, it championed Chess

(Girls) for Individual and Team Category and Chess (Girls) Blitz

Individual and Team Category. Athletics and Swimming got 1st

place and Volleyball boys got 2nd Place. During the Division

Meet, Softball Team who were represented by the pupils coming

from Baao West Central School got Gold, Tennis (Girls) bagged

Silver Award and Table Tennis (Boys) Single A, Single B, and

Single C received Silver, Gold, and Bronze medal. Several events

like Gymnastics were also qualified for Bicol Meet. Some learners

participated in the SMARTKID Street Dance Competition, Division

Level. Different events in Festival of Talents were qualified in

Congressional Level, like: Festival of Talents in Culture and

Arts (HIPHOP), Fastest Encoding and Dish Gardening in EPP, Modulo

Arts in Mathematics, while some events won major prizes like

Folkdance-3rd Place, and EPP Skills Technolympics – Creating

Knowledge Product won 1st Place. For Press-Conference Division

Level, Editorial Writing (Filipino), got 10th Place. Editorial

Writing was participated in Regional Schools Press Conference.

For Culture and Arts, Congressional Level: Patiribayan

Festival, 3rd place in Flute Ensemble and 1st place Hip-Hop, they

also bagged major prizes in Drawing Contest during 2019 Fire

Prevention Month Game and Contests, they got 1st Place during

Provincial and Regional Level and 2nd Place in National level.

For scouting, they bagged 1st place for the following event

during Division BSP Got Talent; Popular Dance, Star Scout Dance
Competition. During Rinconada Wide BSP Got Talent, Popular Dance

got 2nd Place and Modern Dance Adult Leader Category which

represented by Selected Baao District Teachers bagged 1st Place.

Another is during Arae Wide Kid/Kab Palaro 2019, the Kab Chorale

from Agdangan Elementary School was hailed as the champion and

represented the Division of Camarines Sur in the Regional level

and bagged the 1st Place. Whereas the Popular Dance from the

district won 2nd Place. For programs and projects, Search for

ELLNP Best School Implementer, 1st Place goes to Baao West

Central School during the Division Level and 4th Place, Baao West

Central School (Regional); Division Level Search for the Best

Implementer for Gulayan sa Paaralan Project, Sagrada Elementary

School ranked 6th place while for the Division Level Search for

AFA Outstanding Teacher got 5th Place. For Brigada Eskwela, La

Medalla Elementary School ranked 3rd place among the division.

Wash In School (WINS), Best Practices goes to San Isidro-Sta.

Teresita Elementary School, Division Level, WINS Best Implementer

goes to Agdangan Elementary School and San Vicente Elementary

School, Division Level.

Teachers in Baao District are very active not only in the

field of teaching but also in extracurricular activities. In

fact, two teachers coming from Agdangan Elementary School and

Baao West Central School were hailed as the champion in the

Regional Teachers Got Talent in Legaspi City, Albay. Some

teachers of Baao District were selected as members of the

Camarines Sur Teachers Choir who were hailed as the champion in

8th Regional Choral Competition held at Aroroy, Masbate in 2020.

Municipality of Baao has much of notable accomplishments

but, way back in a 2015 report, the Commission on Audit (COA),

the municipality of Baao in Camarines Sur led by its mayor

Melquiades Gaite failed to implement its waste management

program. Auditors further found out from the driver of the

garbage compactor that total segregation is not being practiced

at the household level. Also, inspection of the waste material

recovery facility showed that after segregation, residual wastes

are placed in an open dumpsite, a violation of Republic Act 9003

or the Ecological Solid Waste Management Act. The COA recommended

that the municipal government prioritize the immediate repair of

equipment so that the residual waste dumped at the waste material

recovery facility be eliminated.

The COA recommended that the municipal government prioritize

the immediate repair of equipment so that the residual waste

dumped at the waste material recovery facility be eliminated. The

COA recommended that the municipal government prioritize the

immediate repair of equipment so that the residual waste dumped

at the waste material recovery facility be eliminated.

To address the problem of solid waste, waste management is

needed to lessen the increasing disaster on solid waste, which

harms the communities, jeopardizes human life, and pollutes the

environment (Madrigal and Oracion, 2017). One of the simplest

ways to lessen the effect of too much waste is to abide with the

RA 9003 which ensures the proper segregation, collection,

transport, and disposal of the solid waste following the codes of

conservation, public health, and other concerns.

Segregation at source is a solid waste management practice

of separating different materials found in solid waste at the

point of origin in order to promote recycling and re-use of

resources and to reduce the volume of waste for collection and

disposal (Article 2, Section 3, RA 9003). Ambayic et al. (2013)

cited that reduction is bringing down the amount of trash

disposed by consciously buying items that generate a lot of

trash. It instills a culture of responsible waste management

among students while helping schools reduce their waste.

Recycling saves landfill space and also rescues the resources

that were used to make another new product. It treats used or

waste materials through a process of making them suitable for

beneficial use in a way that the original products may lose their

identity. In many cases, recycling can also save energy. Schools

purchasing paper products made from recycled content help to

ensure a viable market for recycled products (Paghasian, 2017).

All of the methods of waste prevention and waste management

require public participation. Oliva as cited by Villanueva (2013)

said that education is an important component of solid waste

management that should be present to establish a good program for

the community. Awareness of solid waste management will create

change on how people look at garbage. People grew up thinking

that garbage is garbage, it should not be touched or one should

not go near to it. They thought before that all types of garbage

should just be thrown in one container (Sarino, 2014).

According to Baula (2016), awareness accompanied by

participation is the key for students to be involved in the waste

management program of the schools where effective and sustainable

implementation of the proper waste management practices could be

achieved.

Environmental responsibility considered how our human

behavior impacts the environment and acting in a way that

minimizes that impact. Environmental responsibility can be

attempted at many levels by individuals, groups, institutions,

organizations or business entity that are striving to integrate

environmental consideration into the societies decision-making

framework. Environmental responsibility signifies how an

individual vary depending on a given individuals background,

beliefs and understanding of how individuals decision affects

nature (Ibarrientos, 2015).

Statement of the problem

 The main goal of this study was to determine the level of

awareness and practices of the school heads and the barangay

officials in Ecological Solid Waste Management (ESWM) in public

elementary schools and barangays in Baao District, Division of

Camarines Sur S/Y 2020-2021.

More specifically, the study sought answers to the following

questions:

1. What is the level of awareness of the school heads and the

barangay officials on Ecological Solid Waste Management

(ESWM)?

2. What are the practices of the school heads and the barangay

officials on solid waste management in terms of:

1.1 Waste Segregation;

1.2 Waste Collection;

1.3 Waste Disposal; and

1.4 Implementation of the 5R’s (Refuse, Reduce, Reuse,

Repurpose and Recycle)

3. How significant is the difference between the level of

awareness and the practices of school heads and the barangay

officials on Ecological Solid Waste Management (ESWM?

4. What challenges were encountered by the respondents on the

awareness and the practices of the ecological solid waste

management?
 5. How significant do the practices differ between the school

heads and the barangay officials ?

6. What policy recommendations can be generated based from the

findings of the study?

Assumption

The study was guided by the following assumptions:

1. The level of awareness of the school heads and the

barangay officials on Ecological Solid Waste Management

(ESWM) are varied.

2. The different practices done by school heads and

barangay officials on Ecological Solid Waste Management

(ESWM).

3. The challenges were encountered by the school heads and

the barangay officials on the awareness and the

practices of the Ecological Solid Waste Management

(ESWM).

4. Policy recommendations can be generated based from the

findings of the study.

Hypotheses

The hypotheses stated below were tested in this study:

 1. There is a significant difference between the level of

awareness and the practices of the school heads and

barangay officials on Ecological Solid Waste Management

(ESWM).

2. There is a significant difference between the practices

of school heads and barangay officials on ecological

solid waste management (ESWM).

Significance of the study

The result of this study is deemed beneficial/important to

the learners, teachers, school heads, Department of Education,

DepEd Key Officials, Curriculum Writers, Policy Makers, DRRM,

DOH, BFP, PNP, Local Government Units and Barangay Officials,

IATF, parents, community, other stakeholders, future researchers

and researcher herself.

Learners. The findings of this study are imperative on

broadening their awareness on ecological solid waste management.

This advocacy lightens them up regarding the improper solid waste

management and they would know the effects of it. They would also

know the ways in throwing their garbage.

Teachers. The result of this study will serve as a guided

information to utilized active learning strategies and practical

applications regarding Ecological Solid Waste Management (ESWM).

 School Heads. This study may serve as a guide and also to

help the school heads know the appropriate school facilities to

be provided in school implementing programs regarding Ecological

Solid Waste Management.

Department of Education. This study provides information

about the actions being performed by the different schools

towards Ecological Solid Waste Management. With this, they could

easily think of different educational programs and curricula to

enhance the initiatives of school towards Ecological Solid Waste

Management(ESWM).

DepEd Key Officials. Schools Division Superintendent (SDS),

Assistant Schools Division Superintendent (ASDS), Chief Education

Supervisors of Curriculum Implementation Division Education and

School Governance and Operations Division, Education Program

Supervisors, (EPSs), and Public Schools District Supervisors

(PSDS) will be benefited by the results of this study. They will

gain information about the awareness on Ecological Solid Waste

Management (ESWM) of the school heads in Baao District.

Monitoring and supervision will be done to determine the

practices implemented of the school heads in schools.

Curriculum Writers. Based from the findings of this

research, the curriculum makers will be given new insights and

new ideas in implementing programs towards Ecological Solid Waste

Management (ESWM).
 Policy Makers. This study will help the policy makers the

necessary knowledge, findings and observations and proposed

approaches and methodology on Ecological Solid Waste Management

(ESWM).

Disaster Risk Reduction and Management (DRRM). This study

will lead DRRM to development a strategic action for the green

cities and municipalities and to establishing a wide social

network for measures against disaster waste.

Department of Health (DOH). This will provide practical

information regarding safe, efficient and environmental-friendly

waste management options.

Bureau of Fire Protection (BFP). This study will help BFP

increased fire safety at waste facilities may foster a better

dialogue between the industry and insurance providers by reducing

the potential economic impacts, and limit potential social costs

and environmental impacts.

Local Government Units and Barangay officials. The result of

this study will help the LGU and Barangay Officials to raise the

level of awareness on ESWM by working with the people in their

community in order to come up with the safe and clean

environment. This study also provides information about the

actions being performed by different barangays towards Ecological

Solid Waste Management. With this, they could easily identify

those languages that are in need of further assistance and

services that’s why they could easily think of effective programs

that could enhance the initiatives of different language towards

such.

Inter-Agency Task Force (IATF). This study will help IATF to

provide guidelines on the proper handling and management of all

COVID-19 related health care waste generated from all households,

offices, schools, churches and other facilities deemed as safe

shelters which temporarily house front liners, public markets,

commercial and industrial sources, and the like, including

guidelines on ensuring the occupational health and safety of

waste workers.

Parents, Community and other Stakeholders. The result of

this study will provide the parents, community and other

stakeholders information about the different practices on waste

management along waste segregation, waste collection and waste

disposal.

Future Researchers. This study may serve as reference to

other researchers in supporting their studies related to the

school principals and barangay official initiatives on the

Ecological Solid Waste Management(ESWM).

Researcher Herself. The researcher is the most benefited in

this study. after determining the level of awareness, practices

and problems encountered by the school heads and barangay

officials, she will gain insights on how she will promote how
solid waste management is important. The results of this study

can serve as a basis for some suggestions and recommendations to

the respondents in coping with problems in Ecological Solid Waste

Management, which will eventually, helped the respondents to be

fully aware on Ecological Solid Waste Management. Hence, this

study will serve as a basis for her to discover some inadequacies

of her work. She will be open with her mind for some improvement,

accepting shortcomings, and recommendations/suggestions for

betterment that will result to wholesome personality and

competent teacher.

Scope and Delimitation

The main goal of this study is to determine the level of

awareness and practices of the school heads and the barangay

officials and also the challenges encountered by the respondents

on Ecological Solid Waste Management (ESWM) in public elementary

schools and barangays in Baao District, Baao, Camarines Sur, S/Y

2020-2021 which focuses on the Ecological Waste Management Act of

2000 and on the security of public health and the Practices on

Waste Management which focuses on the Ecological Solid Waste

Management Act: Environmental Protection through Proper Solid

Waste Practices. It determined the level of awareness of the

school heads and the barangay officials on Ecological Solid Waste

Management in terms of waste segregation, waste collection, waste

disposal, and implementation of the 5r’s (refuse, reduce, reuse,

repurpose and recycle); determined the practices of the school

heads and the barangay officials on solid waste management along

the aforementioned dimensions; likewise, it tested the

significant difference between the level of awareness and the

practices of school heads and the barangay officials on

Ecological Solid Waste Management (ESWM); identified the

challenges were encountered by the respondents on the awareness

and the practices of the ecological solid waste management;

tested the significant practices differ between the school heads

and the barangay officials; and the generated policy

recommendations based from the findings of the study.

In connection with the respondents of the study, this study

was delimited to the school heads in public elementary schools,

Baao District composed of 25 schools and barangay officials

composed of 30 Barangays in Baao, Camarines Sur, Philippines.

Locale of the Study

Baao is a third class municipality, composed of 30 barangays

and is located a mere 7.5 kms. from Iriga City and 30 kms. of

Naga City. It belongs to the 5th Congressional District of the

Province of Camarines Sur. In the 16th century, it was just a

barrio of the Municipality of Bula, also in Camarines Sur.

However in the year 1590, it was recognized as a separate

administrative territory. According to folk lore, Baao derived

its name from the word BA-oo, these reptiles were said to be once

abundant in the wetlands surrounding the pre-Hispanic settlements

of neighboring Binanuaanan, Layuan and Binabaloy and may have

used the higher and drier lands of these settlements as nesting

sites, meaning fresh water turtle, which bound in the surrounding

marshes and swamps.

Accessible only by land transportation, it is along the main

route of Maharlika Highway and the Philippine national railways.

Commuter rail service are provided by PNR serving from the Naga

City as its terminal and stops at Baao Station up to Ligao City

in Albay then back again northward to Naga City. Yet railway

service to Manila is currently suspended due to severe damages

brought by Typhoon Reming in 2006. However, this is overtaken by

bus companies that serve daily intercity trips. From Naga City

the easiest way to go to Baao Is through a bus going to Iriga

City from the Naga City Central Bus Terminal and disembark at

Baao Bus stop.

Baao is politically subdivided into 30 barangays, these

includes; Agdangan Pob. (San Cayetano); Antipolo; Bagumbayan;

Cristo Rey; Del Pilar; Del Rosario (Poblacion); Iyagan; La

Medalla; Caranday (La Purisima); Lourdes; Nababarera; Sagrada;

Salvacion; San Antonio (Buluang); San Francisco (Poblacion); San

Isidro (Oras); San Jose (Poblacion); San Juan; San Nicolas

(Poblacion); San Rafael (Ikpan); Pugay (San Rafael/San Jose); San

Ramon (Poblacion); San Roque (Poblacion); San Vicente; Santa Cruz

(Poblacion); Santa Eulalia; Santa Isabel; Santa Teresa (Vega);

Santa Teresita (Tara-tara); and Tapol.

According to the 2015 census, it has population of 58,849

people. The town is bounded on the north by the municipalities

of Pili and Ocampo, on the east by the city of Iriga, on the west

by Bula and south by the municipality Nabua. The town is

approximately 480 kilometres (300 mi) south-east of Metro Manila,

30 kilometres (19 mi) south of Naga City, 7.5 kilometres (4.7 mi)

west of Iriga City, and 70 kilometres (43 mi) north of Legazpi

City.

Baao hailed as the “Egg Basket of Bicol Region” because it

is a major supplier of eggs in the Region. But what makes the

Baaoenos proudest is being referred to as the “Religious Capital

of Rinconada”, having produced numerous priests and nuns. This is

an affirmation to their religiosity.

Baao is also known for its lake. It is a shallow freshwater

lake located in Baao, Camarines Sur in Bicol Region, Luzon,

Philippines. It has an estimated surface area of 177 hectares

(1.77 km²) and reaches an average of only 1 meter deep. During

summer months (March-May), the surface area of the lake

shrinksleaving only one third of its original size, about 60

hectares (0.60 km²). the lake is fed by local run-off and several

small rivers, the most important of which is the Tabao River,

which flows from another lake, Lake Buhi. The water from the lake

then drains west into the Bicol River.

Baao is also very popular because of some notable people

like the first native Filipino Bishop, Bishop Jorge Barlin y

Imperial (1850-1909). Fr. Joaquin G. Bernas, S.J., J.SD Lawyer,

Jesuit priest, constitutional law scholar, writer and newspaper

columnist. Luis Dato, a writer, poet and educator. Rodolfo Dato,

Dean of the University of Nueva Caceres. Joker P. Arroyo,

Filipino lawyer, politician a Baaoeńo who become a senator of the

Philippine Republic of the Philippines. Beatriz Saw, a Baaoeńo

who become a Pinoy Big Brother Season 2 Big Winner and now an

actress.

In the field of singing, Baao had Baao Children and Youth Choir

(BCYC). In the recently concluded 2010 National Music

Competitions for Young Artists (NAMCYA) National Final

Competition held at the

Cultural Center of the Philippines, the Baao Children and Youth

Choir from Baao, Camaarines Sur, led by Conductor Virgilio

Briones, was victorious in the Children’s Choir category, bagging

1st place and the Best Interpretation Award of the contest piece
“Salve Regina,” composed by Alejandro Consolacion. The NAMCYA

Children’s Choir Competition was chaired by Maria Lourdes-Hermo.

In dancing, Baao also had Baao Simurai Performing Arts or

BSPA who have excelled so much by winning various dancing

competitions all around the Bicol Region.

Baao District has 6437 total number of Pupils for the school

year 2020-2021. Because of the COVID19 Pandemic the enrollment

has decreased. The district id headed by a Public Schools

District Supervisor and supported by Public Elementary School

heads/Principals, Head Teachers, Master Teachers, Teacher-In-

Charge, and non-teaching personnel/staff.

LEGEND:
Unit 1
Unit 2
Unit 3
Unit 4
 Source: MPDC Office, Baao, Camarines Sur

Figure 1
Location Map of Baao
Province of Camarines Sur

Baao district has 25 elementary schools divided into 5

units. Unit 1 composed of Baao Central School, Sagrada Elementary

School, Nababarera Elementary School, Caranday Elementary School,

and San Juan Elementary School. Unit is comprised of Baao West

Central School, Bagumbayan Elementary School, Sta. Teresa

Elementary School, Sta. Eulalia Elementary School, and San Jose

Elementary School. Unit 3 is composed of Agdangan Elementary

School, Iyagan Elementary School, La Medalla Elementary School,

Lourdes Elementary School and Cristo Rey Elementary School. Unit

4 composed of Buluang Elementary School, Del Pilar Elementary

School, Salvacion Elementary School, Sta Isabel Elementary School

and Pugay Elementary School. And unit 5 composed of San Isidro-

Sta. Teresita Elementary School, San Vicente Elementary School,

Ikpan Elementary School, Tapol Elementary School, and Antipolo

Elementary School.

In this study, the researcher has chosen all the school

heads in public elementary schools in Baao District as her

respondents to determine the level of awareness and the practices

on Ecological Solid Waste Management (ESWM).

Baao District takes pride for its meritorious curricular,

sports, co-curricular and extra-curricular accomplishments from

Congressional, Division, Regional, and sometimes National level

competitions not only learners category but also teachers

category. To enumerate some of its distinctive accomplishments

for school year 2019-2020, they are as follows:

Teachers’ Completed researches like Project SAVE – Saving

Attendance and Valuing Education conducted by Teacher-In-Charge

of Nababarera Elementary School and Project RITS: Reading

Improvement Techniques and Strategies through Continuous

Improvement Program at Salvacion Elementary School by a Teacher 1

of Salvacion Elementary School. For Sports, Baao District

championed once again in the 5th Congressional District Meet.

They are really making history in sports for several years.

During the 5th Congressional District Meet, it championed Chess

(Girls) for Individual and Team Category and Chess (Girls) Blitz

Individual and Team Category. Athletics and Swimming got 1st

place and Volleyball boys got 2nd Place. During the Division

Meet, Softball Team who were represented by the pupils coming

from Baao West Central School got Gold, Tennis (Girls) bagged

Silver Award and Table Tennis (Boys) Single A, Single B, and

Single C received Silver, Gold, and Bronze medal. Several events

like Gymnastics were also qualified for Bicol Meet. Some learners

participated in the SMARTKID Street Dance Competition, Division

Level. Different events in Festival of Talents were qualified in

Congressional Level, like: Festival of Talents in Culture and

Arts (HIPHOP), Fastest Encoding and Dish Gardening in EPP, Modulo

Arts in Mathematics, while some events won major prizes like

Folkdance-3rd Place, and EPP Skills Technolympics – Creating

Knowledge Product won 1st Place. For Press-Conference Division

Level, Editorial Writing (Filipino), got 10th Place. Editorial

Writing was participated in Regional Schools Press Conference.

For Culture and Arts, Congressional Level: Patiribayan

Festival, 3rd place in Flute Ensemble and 1st place Hip-Hop, they

also bagged major prizes in Drawing Contest during 2019 Fire

Prevention Month Game and Contests, they got 1st Place during

Provincial and Regional Level and 2nd Place in National level.

For scouting, they bagged 1st place for the following event

during Division BSP Got Talent; Popular Dance, Star Scout Dance

Competition. During Rinconada Wide BSP Got Talent, Popular Dance

got 2nd Place and Modern Dance Adult Leader Category which
represented by Selected Baao District Teachers bagged 1st Place.

Another is during Arae Wide Kid/Kab Palaro 2019, the Kab Chorale

from Agdangan Elementary School was hailed as the champion and

represented the Division of Camarines Sur in the Regional level

and bagged the 1st Place. Whereas the Popular Dance from the

district won 2nd Place. For programs and projects, Search for

ELLNP Best School Implementer, 1st Place goes to Baao West

Central School during the Division Level and 4th Place, Baao West

Central School (Regional); Division Level Search for the Best

Implementer for Gulayan sa Paaralan Project, Sagrada Elementary

School ranked 6th place while for the Division Level Search for

AFA Outstanding Teacher got 5th Place. For Brigada Eskwela, La

Medalla Elementary School ranked 3rd place among the division.

Wash In School (WINS), Best Practices goes to San Isidro-Sta.

Teresita Elementary School, Division Level, WINS Best Implementer

goes to Agdangan Elementary School and San Vicente Elementary

School, Division Level.

Some of the most notable accomplishments of the district

were: Certificate of Recognition for the exemplary performance in

the 2015 National Achievement Test (NAT) 7th place in the

Division of Camarines Sur; Certificate of Appreciation for the

meritorious and unselfish involvement in the “Gab-I Kin Kulturang

Baao” Cultural Night Presentation-DepEd Folkdancers; Received an

award, Best Float during the 425th Foundation Anniversary in

Baao, Camarines Sur. National Winner for Implementing the Watch

Program of the Government (We Advocate Time Consciousness and

Honesty) in 2012.

Teachers in Baao District are very active not only in the

field of teaching but also in extracurricular activities. In

fact, two teachers coming from Agdangan Elementary School and

Baao West Central School were hailed as the champion in the

Regional Teachers Got Talent in Legaspi City, Albay. Some

teachers of Baao District were selected as members of the

Camarines Sur Teachers Choir who were hailed as the champion in

8th Regional Choral Competition held at Aroroy, Masbate in 2020.

In spite of these notable accomplishments, the researcher

conducted this study to maintain it on top and further improve

the level of awareness and practices of the school heads and the

barangay officials in implementation the waste management.

Definition of Terms

For a more comprehensive grasp of the study, the following

terms used to convey explicit meanings were defined both

conceptually and operationally:

Ecological Solid Waste management. It refers to the

systematic administration of activities which provide for

segregation at source, segregated transportation, storage,

transfer, processing, treatment, and disposal of solid waste and

all other waste management activities which do not harm the

environment. It refers to the necessary institutional mechanism

and incentives, appropriating funds, declaring certain acts,

prohibited and providing penalties regarding waste management. In

this study it refers to the concept and practice of waste

management.

Awareness is the state or ability to perceive, to feel, or to be

conscious of events, objects, or sensory patterns. In this level of

consciousness, sense data can be confirmed by an observer without

necessarily implying understanding. More broadly, it is the state or

quality of being aware of something. In biological psychology,

awareness is defined as a human's or an animal's perception and

cognitive reaction to a condition or event.

Level of Awareness.  It is the state of being conscious of

something. More specifically, is the ability to directly know

and perceive, to feel, or to be cognizant of events. Another

definition describes it as a state wherein a subject is aware of

some information when that information is directly available to

bring to bear in the direction of a wide range of behavioral

actions. The concept is often synonymous to consciousness and is

also understood as being consciousness itself.

School Head means the Principal or, he or she being the

individual responsible for ensuring the provision of the

Education Services on a day-to-day basis, and includes with

reference to any particular Education Service any person to whom

the Principal has delegated his or her functions in respect of

such service.

Barangay Official are the Punong Barangay/Barangay Captain,

regular Sangguniang Barangay Members, and Sangguniang Kabataan

Chairmen; and Barangay Treasurers, and Barangay Secretaries who

were appointed by the duly elected Punong Barangay. They play a

vital role in the empowerment of the local government units in

the country. This is linked with the leader’s accountability,

fairness, and transparency in the exercise of his duties and

functions as a servant in his community.

Waste segregation refer to a solid waste management practice

of separating, at the point of origin, different materials found

in solid waste in order to promote recycling and re-use of

resources and to reduce the volume of waste for collection and

disposal.

Waste collection is the collection and transport of waste to

the place of treatment or discharge by municipal services or

similar institutions, or by public or private corporations,

specialized enterprises or general government. Collection of

municipal waste may be selective, that is to say, carried out for

a specific type of product, or undifferentiated, in other words,

covering all kinds of waste at the same time.

Waste disposal refers to act, instance or process of

collecting garbage’s and wastes to seal in a huge garbage bag, in

order for it to be disposed and dumped to a dumping site or a

place where waste materials are being thrown away.

Implementation is the carrying out, execution, or practice

of a plan, a method, or any design, idea, model, specification,

standard or policy for doing something. As such, implementation

is the action that must follow any preliminary thinking in order

for something to actually happen.

Refuse, simply means say NO. Refusing materials is the

primary way to lower our impact on the landfill. Refuse refers to

any disposable materials, which includes both recyclable and non-

Recyclable Materials. This term is often interchangeably

with Waste, but refuse is a broad, overarching term that applies

to anything that is leftover after it is used, while waste only

refers to leftovers that cannot be recycled.

Waste reduction, also known as source reduction, is the

practice of using less material and energy to minimize waste

generation and preserve natural resources. Waste reduction is

broader in scope than recycling and incorporates ways to prevent

materials from ending up as waste before they reach the recycling

stage. Waste reduction includes reusing products such as plastic

and glass containers, purchasing more durable products, and using

reusable products, such as dishrags instead of paper towels.

Reuse means any operation by which products or components

that are not waste are used again for the same purpose for which

they were conceived.

Repurpose is the use of something for a purpose other than

its original intended use. Repurposing an item can be done by

modifying it to fit a new use, or by using the item as is in a

new way.

Recycle or Recycling is the process of converting waste materials

into new materials and objects. The recovery of energy from waste

materials is often included in this concept. The recyclability of a

material depends on its ability to reacquire the properties it had in

its original state.[1] It is an alternative to "conventional" waste

disposal that can save material and help lower greenhouse gas

emissions. Recycling can prevent the waste of potentially useful

materials and reduce the consumption of fresh raw materials, thereby

reducing: energy usage, air pollution (from incineration), and water

pollution (from landfilling).

Level of Practice. A physical or conceptual structure

extended or developed from a basic form.

Challenges is something that by its nature or character

serves as a call to make a special effort, a demand to explain,

justify, or difficulty in an undertaking that is stimulating to

one engaged in it.

Policy recommendation is simply written policy advice

prepared for some group that has the authority to make decisions,

whether that is a Cabinet, council, committee or other body.

Policy recommendations are in many ways the chief product of the

ongoing work of government managers to create and administer

public policy. 

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and

studies that have bearing on the present study. This literature

survey provided the present work with the needed perception and

meaningful background on the nature of the problem which, then

served as guides in the conduct of investigation.

Further, the varied topics on Ecological Solid Waste

Management (ESWM), Five R’s, Challenges on ESWM, and Policy

Recommendations served as instruments to the researcher’s

formulation of the questionnaires and useful references in the

analysis and interpretation section of the study. Also included

in this chapter are the similarities and differences, the

synthesis of the state-of-the-art, the gap bridged by the study,

the theoretical and conceptual framework and paradigm.

Ecological Solid Waste Management (ESWM)

According to the study of Lalamonan and Comighud, (2020)

Section 55 - 56 of Republic Act 9003 or The Ecological

Solid Waste Management Act stipulates that the Philippine

National Government in coordination with Department of

Education (DepEd) and other educational institutions should

conduct a continuing education and information campaign on Solid

Waste Management (SWM) Practices and strengthen the integration

of environmental concerns in school curricula at all

extents, with particular emphasis on the theories and

practices of waste management principles like segregation at

source, reduction, recycling, reuse and composting, in

order to promote environmental awareness and action among the

citizenry. This in turn promotes growing awareness on SWM

Practices by that of the general public. Awareness of Solid Waste

Management (SWM)practices created change on how people look at

garbage. Awareness accompanied by participation is the key

for people to be involved in the waste management programs

of the community where effective and sustainable

implementation of the proper waste management practices could be

achieved.

The above mentioned study discussed as a learning

institution, it is then the nature of the school to

provide transformational learning experiences that promote

environmental sustainability within and across school contexts to

put forward educators’ role in helping students gain

experience that protect the environment from the classroom

to the extended community and along its similarities,

promote environmental programs that are integral to the

school’s educational mission. Active participation of the

members of the academic community is important for the

implementation of its institutional programs and for

environmental protection and sustainable development in

order to foster new generation of environmental leader. It

also found out that whether school is small or big, it is

not an intervening factor to display high level of

awareness on segregation. Both displays higher level of

knowledge and awareness on segregation as a SWM Practices.

Regardless of the size of the school, teachers perform

the same roles and functions on orienting their students for the

effective practice on the segregation of waste materials.

Regardless of the size of school, it is still the level of

education that served as good indicators to the willingness and

participation of the people.

Based also from the findings, the researcher was able to

conclude that the level of respondents’ awareness on Solid Waste

Management (SWM) Practices as both perceived by the teachers &

students in terms of the areas of segregation, reduce, reuse,

recycle, and disposal were very high. It means that both the

teachers and students demonstrated very high level of awareness

on Solid Waste Management (SWM) concepts and practices as

educational practitioners continue to promote growing awareness

of the general public.

Lalamonan and Comighud’s study showed semblance with the

present work because it also dealt with awareness and

implementing Ecological Solid Waste Management (ESWM). The

difference of the studies lied on local of the study and the

respondents to be assessed.

Macandog et.al, (2021) cited that in terms of waste

generation, the COVID-19 pandemic has both environmentally

beneficial and hazardous effects on health and environment. One

of its many adverse consequences is the sudden surge of plastic

waste volume due to personal protection and medical purposes.

Even before the outbreak, the plastic management was a main

environmental problem in these localities. COVID-19 pandemic has

caused overwhelming concern about plastic pollution both in

terrestrial and aquatic ecosystems.

This study discussed also the Negative and Positve impacts

of COVID-19 pandemic to solid waste pollution. Such of the

negative impact were: Authorities recommend the use of disposable

face masks to prevent the person to person spread of COVID-19.

More so, authorities have enforced the use of face masks and face

shields by the public, patients, and healthcare workers. Wearing

of face mask and face shield has also been effective in

controlling the touching of one’s own face, mouth, or nose with

unwashed hands. This unprecedented pandemic emphasizes the

important role of plastic in people’s daily life. It is because

managing the virus requires single use of face masks and face

shields that are made out of plastics. There has also been an

increasing demand in the production of various plastic products

such as gloves, face masks, and face shields which serve as

personal protective equipment (PPE) for the general public and

the health workers. Unfortunately, this increase in the plastic

production and consumption creates massive waste disposal

problems.

The improper disposal and management of waste have led to

main challenges in handling municipal solid waste (MSW) and

harmful medical waste. Microplastics (fragments of plastic

particles under 5 mm in size) can emerge from disposable face

masks. When microplastics get into food like fish for human

consumption, it becomes a serious concern about food safety.

The indiscriminate disposal of face masks can serve as a

medium for disease outbreak. It is because the plastic particles

propagate invasive pathogens. Furthermore, many kinds of medical

and harmful waste are generated. So far, no evidence is found

that COVID-19 is spread in any way through medical waste (WHO,

2020).

Positive impacts of COVID-19 pandemic to solid waste

pollution. The COVID-19 pandemic also has constructive

environmental effects. Since many social activities were

restricted due to the pandemic, studies revealed that individuals

became conscious of food waste. People, especially the vulnerable

ones, are trying to reduce their waste and prevent food waste.

According to an analysis, this behavior is not because of

environmental awareness but is due to the negative socio-economic

effects that the people experience. These socio-economic effects

include food anxiety, limited movements, and lack of income. On

the other hand, the demand for plastic from automotive and

aviation applications is due to worldwide economic recession.

 The study of Macandog et,al showed similar informations

because it is also dealt with the solid waste management.

However, the previous studies were not the same with the present

research because their studies were on impacts of COVID 19 on

waste management while the present was on awareness level and

practices on Ecological Solid Waste Management (ESWM).

Limon et.al, (2020) cited that possessing positive

beliefs toward waste management encourages people to care about

environmental cleanliness and to consistently apply measures that

effectively manage wastes—if a person has a positive evaluation

on the outcome, the belief to perform that certain behavior will

be higher. Based on the Solid waste hierarchy designed by the

Department of Environment and Natural Resources and National

Waste Management Commission (DENR-NWMC, 2004), if people cannot

avoid the generation of wastes, then they must try to reduce the

volume of wastes that is generated. To reduce the volume of

wastes, people should know how to reuse and recycle materials. If

waste production is no longer avoidable then treatments, such as

composting, could be done to curb the problem. The researchers

believe that using materials that are environmental friendly, the

community can definitely contribute in minimizing, and even in

addressing the garbage problems of the Philippines.

 The above mentioned study recommends that additional

massive information dissemination campaign on SWM should be

conducted to promote public awareness. Handbooks or handouts

written in local languages could be developed, disseminated, and

used as information and educational materials for households;

Material Recovery Facility (MRF) should be made available in

every barangay and be made functional; Local government units

(LGUs) should formulate sustainable and contextualized SWM

programs that would encourage and motivate the public to give

their cooperation and full support; LGUs should reach out and

build partnerships with nongovernment organizations, private

sectors, and civic organizations for additional support and

resources; and positive and/or negative reinforcements through

awarding of incentives for those following SWM policies or giving

penalties for those who do not conform to acceptable SWM

practices can be executed.

The study of Limon and the present study are similar in

terms of practices. However, the previous was examined the waste

management beliefs and practices of selected households in a

Philippine rural municipality, while the present was the

awareness and practices on ecological solid waste management

(ESWM) in public elementary schools in Baao District.

 Vidal et.al, (2021) investigated the Raising Awareness

on Solid Waste Management through Formal Education for

Sustainability: A Developing Countries Evidence Review. The study

cited that education is one of the essential tools to create

awareness among people, particularly in developing countries. The

elderly practice more waste segregation than the young. Other

studies conducted within developing countries also indicate that

most older generations are willing to sort out their waste

because they may become more aware of environmental consequences

and value the planet. Environmental education is, thus, essential

to bridge the gap in knowledge of the young and old in waste

management segregation and waste sustainability in developing

countries. For UNESCO , people’s awareness about the environment

and its accompanying challenges can be increased through

environmental education. It develops the specified skills and

expertise necessary to deal with the environmental challenges and

promote attitudes, motivations, and commitments to form decisions

and take responsible actions. The United States Environmental

Protection Agency (EPA) considers that environmental education

comprises more than only information about the environment. It

rather enhances critical thinking, contributing to solving

problems, and allowing effective decision-making skills.

Moreover, it increases public awareness, knowledge of

environmental issues, and enables individuals to provide facts or

opinions on environmental matters, aiming to take responsible

decisions. It indicates that teachers in developing countries

lack practical knowledge of waste and understanding of what they

teach. This is because most of the country’s tertiary

institutions that educate the teachers do not have a regulated

curriculum for waste management.

Implementation of SWM sustainability in schools within

the developing countries encounters several major barriers. Some

of these challenges include the lack of resources, absence of

qualified administrators or trained teachers, logistics, and the

nonexistence of students’ commitment, interest, and

sustainability awareness. The lack of resources affects time and

money. Schools and institutions within the developing countries

lack the funds [97,98] to support significant and meaningful

sustainable interventions. This is because the institutions and

governments in most developing countries do not prioritize

sustainability activities. Hence, schools are deprived of the

required funds for effective practice. This study found that

waste sustainability or environmental sustainability could be

achieved in developing countries when environmental attitude,

environmental awareness, and environmental knowledge are

connected or communicated from teachers to students through

formal education. Other conclusions able to be drawn from this

article indicate that a high level of awareness and positive

attitudes of students toward the environment did not influence

the participation of environmental issues, which is contrary to

the third hypothesis that states that positive student attitude

affect SWM. Environmental knowledge and attitude levels were

shown to be inconsistent with the students’ practice level, which

was lower.

The study of Vidal et.al showed similar information with the

present work because of assessing the awareness on Ecological

Solid Waste Management (ESWM). However, she focused on

relationship between teachers’ and students’ knowledge and

attitudes towards SWM, as well as differences in awareness,

attitude, and practices of SWM linked with education and age.

Barloa et.al, (2016) investigated the Knowledge,

Attitudes, and Practices on Solid Waste Management among

Undergraduate Students in a Philippine State University. The

“Anti-littering and Waste Segregation Program” has been

implemented in Los Baños through a municipal ordinance. The

ordinance enforces strict waste segregation schemes, collection

schedule of biodegradable and non-biodegradable wastes, and

execution of corresponding penalties for non-compliance. The

study cited that the persistent increase in human population and

rapid industrialization has caused the continuing global problems

on improper wastes disposal. The major drawbacks concerning

wastes management, especially in the developing countries are the

ineffective waste collection strategies and the lack of disposal

sites. It has been suggested, likewise, that practices of basic

solid waste management (SWM) are often neglected at the

individual level. While most people are aware of the negative

impacts of mismanaged wastes on the environment, their negative

attitude coupled with insufficient environmental knowledge among

individuals usually corresponds to poor practices towards

maintaining good environmental conditions. Enactment of certain

policies relevant to improving environmental sanitation and

community-perception on waste management is a matter of national

urgency to minimize imminent outbreaks of diseases and adverse

impacts on the economy due to loss of workdays, treatment cost,

and clean-up activities. Thus, the Ecological Solid Waste

Management or Republic Act 9003 in the Philippines mandates the

Local Government Units (LGUs) to implement programs on proper

solid waste management at the municipal level.

Based from the findings, they concludes that higher

knowledge and attitude levels were shown to be inconsistent with

the students’ practice level, which was found relatively lower.

Nonetheless, both knowledge and attitude ratings significantly

explained the outcome for practice rating. Thus, it appeared that

higher knowledge and attitude level had positive effect on

practice level. It was also shown that satisfactory KAP rating is

associated with students having parents with moderate academic

backgrounds and held permanent jobs, coming from a medium-sized

family. Environmental education is recommended, with emphasis on

issues regarding solid waste management and recycling, should be

included in the basic curriculum or certain course works of

college students, to expand their knowledge and attitude towards

improved practices on solid waste management. Relevant seminars

and programs on environmental protection and waste management

should be organized by LSPU and the Municipality of Los Baños to

encourage students and the general public to becoming

environmentally‐responsible citizens.

The study of Barloa et.al is similar with the present work

because they discussed the Practices on Solid Waste Management.

The difference of the studies lied on the main purpose. The

previous was Knowledge, Attitudes, and Practices on Solid Waste

Management, while the present was on the awareness level and

practices of the school heads and barangay officials on

Ecological Solid waste Management.

Castillo, (2013) cited that collection of waste in the

country is done by the Department of Public Service, city

administrator and engineering office or private haulers. Informal

waste sector are also involved in the waste collection and

storage in the country. They are the itinerant waste buyers,

jumpers at collection trucks, garbage crew, and small and illegal

junkshops. About 35,580 tons of garbage is generated every day in

the Philippines. On the average, each person in the country

produces about 0.5 kg and 0.3 kg of garbage every day in the

urban and rural areas, respectively. For Metro Manila, it is

estimated that 8,636 tons of garbage is generated per day, i.e.,

0.7 kg per person per day due to its more modernized lifestyle.

The household is the major source of waste in the Philippines at

74%. Moreover, of the total solid waste generated from

households, 95% can still be reused or recycled (43%), or turned

into compost (52%). Only 5% is made up of residuals (4%) and

special/hazardous waste (1%) that are no longer usable or

biodegradable. Only 40-85% of the waste generated is collected

nationwide, implying that 15-60% is improperly disposed of or

littered. The maximum collection rate of 85% is recorded in Metro

Manila. The uncollected garbage is, unfortunately, burned or

dumped anywhere onto open areas, called open dumps, adding to the

now polluted air shed and water body, and global warming in the

country. This paper reviews the management and challenges of

municipal SWM in the Philippines in the midst of the growing

number of garbage generated by the substantial population in the

urban centers of the country and the possible and innovative ways

to manage solid waste. While recycling through the establishment

of Municipal Recovery Facilities (MRF), that includes waste

transfer station, and composting and recycling facilities, is

mandated under RA 9003, most Local Government Units (LGUs) do not

comply with this mandate. Even though the law requires the

establishment of an MRF in every barangay or cluster of

barangays, only about 21% or 8,843 barangays are being serviced

by MRFs in the country. In Metro Manila, though, compliance rate

is slightly higher at 56% which is more than the national

average. 7KH³6WXG\ on Recycling Industry Development in the

Philippines (2006-2008)” by JICA and Bureau of Industry-Board of

Investment (BOI) showed that the limiting factors to the recovery

of recyclables materials are the concentration of recycling

industries in selected areas, i.e., high cost of transporting

recyclable materials, and weakness of local recycling industries

due to high operating costs.

With regards to the disposal facilities, only about 4%

or 56 local government units are now using sanitary landfills

(SLF) as seen in Table 1. The low compliance of LGUs to establish

sanitary landfills were being attributed to the high cost needed

to close dumpsites, and limited financial and technical

assistance to implement the law. Hence, some LGUs are still using

common sanitary landfills. Of the 946 open and controlled dumps,

68 of these are being rehabilitated for closure. Metro Manila

LGUs are now using sanitary landfills. Sanitary landfills being

used by Metro Manila LGUs are: Navotas SLF, Rizal Provincial SLF
and the Pilotage SLF. This apparent use of unlined unsanitary

landfills and open dumps places the Philippines in a precarious

condition, since such pitiful state implies a condition that

permit the mixture of precipitation with degradable organic

matter from MSW to form leachate percolation into the soil that

may eventually contaminate surface and groundwater in the

country. This study concludes that In general, the reduction,

reuse and recycling system, and ultimate disposal in

environmentally sanitary landfill in the Philippines,

unfortunately, could still be considered as not effective and

efficient in attaining a clean environment and in decreasing the

country’s GHG emissions and its effects to local and global

climate change. This is manifested by the low compliance of LGUs

to Republic Act 9003 and rampant littering and unhealthy practice

of burning wastes in some open dumps and areas. Hence, we believe

that the key to effective solid waste management in the

Philippines is firstly the political will of the LGUs to

innovatively comply with RA 9003, through mobilization and

participation of community, private and informal waste sectors

towards minimizing solid waste and uplifting the economic status

of the vulnerable groups of waste pickers, buyers and scavengers.

The study of Castillo (2013) showed similarities with

the present research because it also dealt with waste management.

However, both studies were not actually the same particularly on

the process, statistical tools, and the main content of the

study.

Paz et.al,(2020) cited that 1.3 billion tons per year of

solid waste materials are estimated to be produced globally.

World Bank data shows that majority of waste generation is from

Asia (East and Central), Pacific, and Europe, which constitutes

40% of the world’s waste by magnitude. As the population in the

lower-income level countries continue to increase, so does their

rate of waste generation. In addition, highly urbanized countries

also affect the rate of waste generation such that those with

high urbanization rate has higher waste generation per capita per

day as compared to lesser urbanized countries. World’s waste

generation is projected to increase by 2030 from 2.01 Billion in

2016 to 2.59 Billion tons in 2030. In 2050, this is projected to

increase by 3.40 billion tons. At this time, East Asia and the

Pacific will generate a total of 714 million tons per year. The

study finds that Barangay Matictic had a total of 1,473.10 Kgs or

1.47 MT of waste materials collected and disposed to the sanitary

landfill. This is 123 Kgs per day on average. In a recent data

gathering conducted by MENRO for their Waste Analysis and

Characterization Study (WACS), they recorded a total of 166 kgs

of waste materials in their one-month survey for Barangay

Matictic.
 The study concludes that Improvement of Solid Waste

Management at the barangay level requires focus on waste source

reduction. This necessitates adequate government fund allocation

and behavioral change efforts at the household level. Behavioral

change approach via Eco-Saver’s Incentives Program translates to

proper waste segregation and resource planning. These complement

landfill and recycling operations in addressing concerns about

the uncontrollable increase of generated solid waste volume.

Establishment of behavioral change scheme enables segregated food

waste to be diverted to vermicomposting. Longterm agreement with

plastic recycling companies becomes more viable because of

efficient waste collection and segregation. Co-processing is also

recommended as a waste treatment measure. However, other

municipalities and cities within Bulacan and Metro Manila must

help achieve waste volume generation in order to reduce coal

usage by 10% in LafargeHolcim. Otherwise, co-processing of waste

materials is not a suitable activity in the long-run.

The study of Paz et.al dealt with the Strategy to improve

the solid waste management which is not similar to the present

study. The study aims to recommend improvements in the Solid

Waste Management program at the national level by implementing

behavioral change initiatives and alternative disposal plans for

solid waste starting with Barangay (Brgy.) Matictic in

Norzagaray, Bulacan as a pilot test. The research focus is

reducing waste at the source and implementing changes in the

manner of mobilizing resources to minimize waste generation.

Eboña, (2019) discussed that The municipality of Buhi

generates about 0.48 kg/day per capita [8] as per survey

conducted by Save our Future Foundation in 2009. Thus, for the

communities within the lake periphery with a total population of

28,255, it is estimated that about 13,562.4 kg/day solid wastes

is generated. As an offshoot to Republic Act 9003, otherwise

known as Ecological Solid Waste Management Act, Municipal

Ordinance #03040 which instills to the people the practice of

solid waste segregation to facilitate re-use, recycling and

reduce the cost of collection and disposal of garbage. Also

littering was prohibited to conserve the natural resources and

avoid wasteful consumption of goods. This also limits hog

production to only two heads per household with septic tank.

However, there are still grey areas in the policy implementation

which needs to be polished, thus, as of this publication,

proliferation of wastes in the vicinity of the lake is still

visible. The findings suggest that wastes from piggery alone

cannot be generalized as culprit for water pollution. This is

validated by Water Quality Monitoring Quarterly Report of DENR

which reflects that water conforms to the standard set in terms

of biological oxygen demand and other significant parameters.

While it is true that nature has a self-purification process,

however, if not given due attention, piggery wastes may have

significant cumulative impact on the lake.

To ensure the health of the lake and conserve the

environment, the following is suggested: (1) Implement aggressive

and continuously pursue the implementation of the Municipal

Ordinance # 03040 which instills to the people the practice of

solid waste segregation to facilitate re-use, recycling and

reduce the cost of collection and disposal of garbage. Also

littering was prohibited to conserve the natural resources and

avoid wasteful consumption of goods. This also limits hog

production to only two heads per household with septic tank (2)

Initiate charging of environmental user fees system (EUFS) for

piggery owners and fish cage operators in the course of

rehabilitating the lake based on the organic loading to the lake

(Polluter Pays Principle) (3) Consider Pollution prevention/

cleaner production (P2/CP) options such as establishment of

biogas systems and composting methods may be considered for

piggery production, and (4) Strengthen integrated watershed

management practices among key players in the area.

The study of Eboña showed similar information with the

present work because it dealt with the Solid Waste management.

However, it was focus on Piggery and solid wastes monitoring in

Lake Buhi while the present was on awareness and practices of the
school heads and barangay officials on Ecological Solid Waste

Management (ESWM) in Baao District.

Bautista, (2019) endeavored to determine the significant

relationship between the level of awareness and practices among

Filipino college students on solid waste management. The findings

of the study showed that the students are aware of the solid

waste management. Most of them were aware of the policies and

management of SWM but relatively not aware of their roles as

students in the implementation of SWM. The students also have

good practices in solid waste management in terms of properly

disposing of, recycling, and reusing but moderately practice

proper segregation and reducing. It also discussed that the

integration of knowledge, awareness, and attitudes were

considered important elements in reshaping the behavior of

students towards environmental practices. On the basis of

findings of the above mentioned study, the Filipino college

students are mindful and have enough knowledge on solid waste

management but need proper orientation and education on their

roles as actors in the implementation of solid waste management

in the campus level. They also manifest acceptable behavior in

the proper disposal, recycling, reusing, reducing and

segregation. Finally, there is a positive congruity between the

awareness of the students and their practices on solid waste

management.
 The study of Bautista showed similar information witj the

present work because the researcher determined the awareness

level and practices on solid waste management. However, the

respondents of the study was the college students while the

present work were the school heads and barangay officials in

Baao.

Alvarez et.al, (2017) discussed that the biggest problem

that their barangay is facing right now is “may mga

basurang nakakalat kung saan saan” because “walang

nangongolekta ng basura” and “wala kaming mapaglagyan ng

basura dito”. Lack of land space provided for wastes and

absence of garbage trucks lead to improper waste disposal which

make the surrounding full of garbage and wastes. Analyzing the

information provided by the respondents, it was found out that

there are different problems present and evident in the barangay

but are all difficult to solve due to insufficient funds -

another problem observed in the barangay because of the lack

of livelihood programs. The study also cited that improper waste

disposal happens due to the community residents who had poor

knowledge and unsafe behavior in relation to waste management.

The answers of the respondents about the reasons and factors that

causes improper waste disposal mainly focused on three themes:

insufficient funds, absence of garbage trucks, lack of awareness

and knowledge, and lack of discipline. Insufficient funds caused

by “wala masyadong nabibigay na pondo ang barangay sa

pangangailangan ng mga tao” and “walang sapat na budget

ang barangay” is the most affecting factor as to why the

barangay is having difficulty to create and implement projects

that will solve the issues in the barangay. Poor cash flow

management is the most significant factor that leads to a

project's delay followed by late payment, insufficient

financial resources and financial market instability. A

mountain of garbage in the area is growing because there aren’t

enough garbage trucks to haul trash to landfills and there

were no alternative ways introduced to the residents of

the area. Absence of garbage trucks should be immediately

resolved or given an alternative to avoid garbage dump in an

area and prevent incineration as a way of waste disposal which is

harmful to the environment in other places.

Additionally, lack of discipline and knowledge about

waste disposal and management greatly affects the respondents’

view of the importance of practicing waste disposal and

management. The lack of awareness and knowledge among Malaysian

community about solid waste management (SWM) issues, and

being ignorant about the effect of that improper SWM has

definitely worsened the problem. People should be aware,

disciplined, and knowledgeable about the problems existing within

their area to be able to formulate a solution or alternative

regarding their problem and to prevent the situation from getting

worse. Alvarez et.al concludes that the improper waste

management of the barangay is the main factor that cause

the problem. If the people living in the area knows how to

maintain their surroundings, to dispose their garbage knowingly

and properly make use of these wastes, then the problem may be

lessened. If the cause is the drainage of the barangay for

multiple flooding of garbage, then it’s their improper waste

management that exceeds the factors. Improper waste management

can lead to certain problems in aspects of health and economy.

They also recommend that the citizens in the barangay to attend

the seminar that will be held by the group to further

discuss on how to manipulate the shredder and compost pit.

The study of Alvarez is semblance to the present work

because it also dealt with waste management. Only that, they

focused more on the issues in barangays on waste management while

the present work was on level of awareness and practices on

Ecological Solid Waste Management.

Punungbaya et.al, (2014) discussed that the problems

encountered in the implementation of Solid Waste Management

practices to a moderate level such as lack of awareness regarding

the effects of solid waste management to health, lack of training

on proper solid waste management practices, public indifference,

increasing population and inadequate government policies. licies.

Other problems were encountered at a minimum level and these are

the non – operation of a good disposal facility, irresponsible

government officials, rapid urbanization, and inefficient

collection of garbage. One of the major problems is that the

waste management work force is too small to enable the

municipality to achieve its vision. The researchers problem

encountered are delayed schedules of collection disposal area are

not strategically located, none compliance of the department or

offices and 5s/3r is not strictly implemented. The researchers

concludes that the respondents are moderately agreed that there

are problems occurring in the waste management practices of LPU-

B, specifically that disposal area of waste materials is not

strategically located. Moreover, though there are means of

recovering and reusing such waste but there were not strictly

implemented. There are significant relationships in the waste

management practices of LPU-B in terms of collection, disposal

and recovery and processing. The researchers proposed an action

plan for the improvement of waste management practices in LPU-B.

It is recommended that the implementation of waste disposal,

collection and proper segregation of Waste may strictly be

implemented and monitored in all offices/colleges. School

officials/Management PFMO may conduct regular assessments and

evaluation on the programs supporting Waste Management Practices.

Seminars may be conducted to keep them abreast with the current

technologies on waste management practices. Disciplinary actions/

sanctions may be given for those who violate the rules and

regulations on waste management practices of LPU-B through

community service and sponsoring seminars/forums regarding waste

management practices. Future researcher may conduct similar study

using different variables.

The study of Punungbaya et.al is similar information with

the present work because it also discussed the practices and

challenges encountered in waste management. However, they focused

on the Waste Management Practices of an Educational Institution,

while the present work was on the awareness level and practices

of school heads and barangay officials on Ecological Solid Waste

Management (ESWM).

Sapuay, (2015) analyzed and discussed that the

implementation and enforcement of RA 9003 is a difficult and

complicated task that requires more than simple solutions of

collection and disposal. While the LGUs try to implement the main

stipulations of reduce, reuse, recycle, it proves to be easier

said than done. Solid waste generated on a daily basis by

citizens, which are mostly uninformed of the negative

consequences of their solid waste behavior of dump and dump

anywhere take its toll on the enforcement authorities as well as

on the environment. With the engineered sanitary landfill as the

main option for disposal, it comes to a point where practically

all suitable spaces that can be allocated to this type of

disposal site are already used up and generally becomes

unfriendly to the environment when one thinks of cutting down

trees or allocating a portion of the farmlands to give rise to a

solid waste disposal facility. The use of RDF as another option

to manage solid waste by way of diverting a large portion to be

used as an alternative fuel greatly helps in disposal of waste,

where there are limited places for landfill sites especially in

highly urbanized cities with high population growth, such as the

cities in Metro Manila. RDF, together with the RA 9003 of reduce,

reuse and recycle and waste segregation schemes greatly helps in

reducing the volume of waste. This is because, with solid waste

segregation already in place, most of the combustible materials

used in RDF are already residual waste, such as those used as

wrappers and all other packaging waste that are found to be non-

recyclable.

This study concludes that based on the case study presented

vis-a-vis the state of solid waste management in Metro Manila in

particular and the Philippines in general, refuse-derived fuel

(RDF) presents a solid waste management option that can

definitely reduce the volume of waste in highly urbanized areas

where the volume of waste is very high. RDF technology offers an

option for managing municipal solid waste at a sustainable level.

It can be said that this technology is here to stay whether we

like it or not. The government has already allowed it, with

certain guidelines on emission levels of certain toxic substances

that are harmful to human health. With the advent of this

technology, several more are waiting to be constructed in other

places in the country, if only to reduce the solid waste being

disposed into the landfill. The researcher recommended that there

is currently no available research conducted regarding the use of

RDF technology in the Philippines in comparison to landfill

sites. It is therefore recommended here that a study regarding

this be conducted in the future to determine the pollution

control of emissions, toxicity, and many other negative things

attributed by some groups to this kind of waste management

technology. Also, due to the adverse consequences in terms of

emissions of toxic substances, environmental monitoring for these

sites must be stringent in order to protect the ambient air

quality of the surrounding areas. The government must seriously

implement waste segregation scheme at source as stipulated in RA

9003 in order not to lose valuable recyclable materials to these

RDF facilities. If all these can be done, zero waste can become a

possibility.
 The study of Sapuay showed similarities with the present

research since it also dealt with solid waste management. The

difference lied on the main content of the study.

Jama, (2015) discussed the factors influencing effective

solid waste management practice. If a system is to be fully

sustainable it is very important that long term financial costs

as well as short term operating costs are taken into account.

Financial constraints is the main reason for inadequate

collection and disposal of solid waste in most of the third

world countries where local councils are weak and lack of

finance. The main reasons for poor collection and disposal

of waste are related to insufficient funding, and causes

inadequate capacity to handle solid waste, low morale of waste

workers due to poor remuneration, lack of training, and finally

lack of Technical aspect of Solid waste Management are involved

with the planning, implementation, and maintenance of collection

and transfer systems, waste recovery, final disposal and

hazardous waste management expertise and manpower to run solid

waste. The poor collection, disposal, and transfer of wastes

is the result of poor status of technical aspects. Social

aspects of MSWM involve waste generation and handling

community based waste management and the social conditions of

waste workers. Public awareness and attitudes to waste

influence the people’s willingness to cooperate and

participate in adequate waste management practice. The main

problems of solid waste management comes from lack of public

awareness, poor condition of waste workers, and lack of private

sector and social involvement. Lack of public awareness, lack of

adequate salary and benefits and low level attitudes for

waste workers are all factors influencing the effectiveness of

solid waste management.

The study of Jama showed relevance with the present work

because it also studied the challenges on Solid Waste Management.

However, the studies different on the main problem, the previous

research focused on the Challenges of Solid Waste Management and

factors influencing its effectiveness while the present work

assessed the awareness level and practices on Ecological Solid

Waste Management.

The study of Paghasian, (2017) cited that all of the methods

of waste prevention and waste management require public

participation. Education is an important component of solid

waste management that should be present to establish a good

program for the community. Awareness of solid waste management

will create change on how people look at garbage. People grew up

thinking that garbage is garbage, it should not be touched or one

should not go near to it. They thought before that all types of

garbage should just be thrown in one container. awareness

accompanied by participation is the key for students to be

involved in the waste management program of the schools where

effective and sustainable implementation of the proper waste

management practices could be achieved.

The researcher concludes that the awareness on solid waste

management of the students does not affect their practices in

terms of disposal however their practices in terms of

segregation, reduce, reuse and recycle influence their awareness

on solid waste management. According to the findings of the

study, the researcher recommended that the Coordinator of Solid

Waste Management Program should lead campaigns and give more

information about proper practices in segregation, reducing and

reusing waste materials in order for the students to have a very

good habit on these practices. The Solid Waste Committee should

be consistent in monitoring the students’ behavior towards the

program.

Paghasian’s study showed relevance with the preset work

because it also studied about the awareness and practices on

Solid Waste Management. However, the difference lied on the main

topic, locale, scope, instrumentations used in gathering the

desired data and the statistical tools employed.

Almazan and Vargas, (2016) discussed that the solid waste

undergoes different process. In the household level, some are

segregating their solid waste; the recyclables are separated

and sold to junkshop collectors. Some are giving to others

for future re-use. Some households are separating their

biodegradable solid waste to be used as compost. Others

who are raising hogs and cattle are using their biodegradable

waste as feed. For others, they are simply gathering all their

solid waste and burying it in the soil, burning it, or throwing

it somewhere else. Three techniques are being used in

composting the biodegradable materials: use of either

shredder for biodegradable waste, concrete static composting

bins, and rib-type composting bins.

The researcher also discussed that no Information and

Education Campaign program is being conducted in the

Barangay. The only activity being done in terms of solid

waste management is the “public announcement,” which is

just a reminder for the days and time of collecting the solid

waste and an encouragement to segregate the garbage. Another

solid waste management related activity is the clean-up

day once a month that is supposedly participated in by the

communities but unfortunately, only the barangay officials

headed by the Barangay Captain are joining the said activity.

The livelihood from solid waste is on a per household basis.

Those that are segregating their recyclables are earning a

little money from selling them to the junk shop collectors.

 Based on the findings in the study, the researcher

recommends a Barangay Clean-Up Day. All of the social classes

can be involved in the clean-up day. The activity should

be undertaken monthly. Children of different ages can also be

involved so that they will develop the habit and behavior of

cleanliness and concern for the environment. To make the

activity more lively, the Barangay can engage in different

activities after the clean-up, such as a breakfast consisting

of congee, “pandesal,” and coffee will attract people to join

the activity. The said activity can also bring back the

traditional “bayanihan” of the community.

This study conducted by Alamazan and Vargas showed similar

aspects with the present work. The researchers also dealt on

solid waste management. However, the studies differed on the main

content, objectives, strategies utilized, and the locale of the

study.

Synthesis of the State-of-the-Art

The related studies helped much in amplifying and pointing

out salient findings in terms of acquisition of additional

knowledge which were worthwhile and valuable to the present

study. These information or insights gathered from previous

studies were considered to guide the present study in determining

the awareness level and practices on Ecological Solid Waste

Management (ESWM) of the school heads and the barangay officials

in Public Elemetary Schools in Baao District, Division of

Camarines Sur.

The studies conducted by previous authors or researchers on

the Ecological Solid Waste Management were presented by:

Lalamonan and Comighud, (2020) determined the Awareness and

Implementation of Solid Waste Management (SWM) Practices;

Macandog et.al, (2021) investigate the Socio-economic and

environmental impacts of COVID-19 pandemic; Limon et.al, (2020)

Solid waste management beliefs and practices in rural households

towards sustainable development and pro-environmental

citizenship; Vidal et.al, (2021) Raising Awareness on Solid Waste

Management through Formal Education for Sustainability: A

Developing Countries Evidence Review; Barloa et.al, (2016)

Knowledge, Attitudes, and Practices on Solid Waste Management

among Undergraduate Students in a Philippine State University;

Castillo, (2013) Status of Solid Waste Management in the

Philippines; Paz et.al,(2020) Strategy to improve the solid waste

management of Barangay Matictic, Norzagaray, Bulacan;; Eboña,

(2019) Waste Management Study In The Lake Buhi Periphery, Buhi,

Camarines Sur, Philippines; Bautista, (2019) Level of awareness

and practices on solid waste management (SWM) among college

students; Alvarez et.al, (2017) A Case Study about the Improper

Waste Disposal in Barangay Mojon Tampoy; Punungbaya et.al, (2014)

Waste Management Practices of an Educational Institution; Sapuay

and Jama, (2015) investigated on the Challenges of Solid Waste

Management and factors influencing its effectiveness; Paghasian,

(2017) Awareness and Practices on Solid Waste Management among

College Students; and Almazan and Vargas, (2016) on Sustainable

Solid Waste Management System.

The foregoing studies were related with the present

research, but these showed only similarities or relevant findings

on awareness and practices on ecological Solid Waste Management.

Gap Bridged by the Study

On the basis of the reviewed studies, the present study is a

modest to fill the gap noted in the previous studies. Although

there have been a number of studies presented about Solid Waste

Management, yet it is was noticeable that no research has been

made focusing on the level of awareness and practices of the

school heads and barangay officials on Ecological Solid Waste

Management in Public Elementary Schools in Baao District,

Division of Camarines Sur which the researcher aimed to bridge in

this study.
Theoretical Framework

The theoretical framework of this study was anchored on

Planned Behavior Theory of Icek Ajzen(1985), Situational

Awareness Theory of Endsley(1995), Social Constructivism Theory

of Lev Vygotsky(1978) and Theory of Reasoned Action by Ajzen and

Fishbein (1980). These theories are applicable in the present

study because they deal on the process to determine the awareness

and practices of School Principals and Barangay Officials on

Ecological Solid Waste Management which was the main concern of

the study. After a close analysis of these aforementioned

theories, the researcher was able to formulate her theory.

Planned Behavior Theory, (Icek Ajzen, 1985) was used in this

study as a framework in understanding, explaining and predicting

behavior. This theory is also useful as a basis for designing

intervention strategies to maintain or change a particular

behavior. Therefore, this theory is suitable to predict school

behavior in relation to Ecological Waste Management and Disaster

Risk Reduction Management.

The theories of situation awareness, (Endsley, 1995),

are strongly associated with the definitions that have given rise

to the concept and the methods of assessing situation awareness

in the world. It involves of being aware of what is happening in

the vicinity to understand how information, events, and one’s own

 actions will impact goals and objectives, both immediately and in

S
H A Othe near future.
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Res F Social constructivism, (Lev Vygotsky 1978)is a sociological
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Management Act 2000, Republic Act 9003, Republic Act 7160,
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Republic Act 9155, Republic Act 10533, Sustainable Development
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Goals(SDGs), Project WINS, 10 Points Agenda, Other DepEd Orders
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and Memuranda; Theories; Related Literature and Studies; Thesis
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and Dissertations; Internet materials; Research Instrumentations;
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and Statistical Tools.
H
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L
S of awareness of the school heads and barangay officials on

I ecological solid waste management (ESWM). Identifying the

N
practices of the school heads and the barangay officials on
B
A Solid Waste Management along: Waste Segregation; Waste
A
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D the significance difference between the level of awareness of the

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S school heads and the barangay officials on the Ecological Solid
T
R Waste Management (ESWM). Finding out the challenges encountered
I
C by the respondents on the awareness and practices of the ESWM.
T
Analyzing the significance significant difference between the

practices of school heads and barangay officials on ecological

solid waste management (ESWM). Formulating policy

recommendations.
 The output of the study were the policy recommendations for

a more improved awareness and practices of the school heads and

the barangay officials on Ecological Solid Waste Management

(ESWM).
 INPUT PROCESS OUTPUT
Legal bases Determining the level of
1987 Philippines awareness of the school heads
Constitution Art XI. Sec.13 and barangay officials on
Ecological Solid Waste ecological solid waste
Management Act 2000 management (ESWM).
Republic Act 9003 Identifying the practices of Policy
Republic Act 7160 the school heads and the
barangay officials on Solid
Recommendations
Republic Act 9155
Republic Act 10533
Waste Management along: Waste for a more
Segregation; Waste
Sustainable Development Collection; Waste Disposal; improved
Goals(SDGs)
Project WINS
and implementing the 5R’s.
Testing the significance
awareness and
10 Points Agenda difference between the level practices of
Other DepEd Orders and of awareness of the school
Memuranda; heads and the barangay the School
Theories;
officials on the Ecological Heads and the
Solid Waste Management
Related Literature and (ESWM). Barangay
Studies; Finding out the challenges
Thesis and Dissertations; encountered by the
Officials on
Internet materials; respondents on the awareness Ecological
Research Instrumentations; and practices of the ESWM.
and Analyzing the significance Solid Waste
Statistical Tools. significant difference
between the practices of
Management
school heads and barangay (ESWM)
officials on ecological solid
waste management (ESWM).
Formulating policy
recommendations.

FEEDBACK

Figure 3.
Conceptual Paradigm of the Study
 CHAPTER 3

Research Design and Methodology

This chapter contains the detailed discussion of the methods

and procedures employed in the process of determining level of

awareness and practices of the school heads and the barangay

officials on Ecological Solid Waste Management (ESWM) in the

public elementary schools in Baao District. It includes the

research design, the population and the sampling technique

utilized, research subjects, instrument used for gathering the

data, study procedure and the statistical treatment of the data.

Research Design

This study adopted the descriptive, evaluative and

inferential method through survey questionnaire, considering the

nature of the research objectives and its research problems.

Descriptive method and evaluative method was used to

describe the level of awareness of the school heads and barangay

officials on ecological solid waste management in terms of: waste

segregation, waste collection, waste disposal and implementation

of 5R’s(Refuse, Reduce, Reuse, Repurpose, and Recycle); the

practices of the school heads and barangay officials on solid

waste management along the aforementioned dimensions; the

problems encountered; and the solutions recommended by the

respondents.

It is likewise inferential method since the study

determined the significant difference between the level of

awareness of the school heads and barangay officials on the

ecological solid waste management (ESWM); and the significant

differences of the practices between the school heads and

barangay officials on ecological solid waste management (ESWM).

Sampling Technique

Purposive sampling was used in the choice of the School

Heads and the Barangay Officials in Baao District, Baao,

Camarines Sur. Purposive sampling helps the researcher to select

units which have direct reference to research questions being

asked.

On the other hand, no sampling was used in the choice of the

respondents since there was a total enumeration of the school

heads and barangay officials in Baao District, Division of

Camarines Sur.

The Respondents of the Study. Table 1 show the respondents

of the study. Table 1 shows the number of the school heads and

barangay officials. Based on the data, there were twenty five

(25) school heads in public elementary schools, Baao District and

composed of 30 barangays. It was divided into 5 units, unit 1

composed of 5 elementary schools and 6 barangays; unit 2 has 5

elementary schools and 7 barangays; unit 3 is comprised of 6

elementary school and 7 barangays; unit 4 composed of 4

elementary schools and 4 barangays; and unit 5 has 5 elementary

schools and 6 barangays.

The public elementary schools in Unit 1 are Baao Central

School; Caranday Elementary School; Nababarera Elementary School;

Sagrada Elementary School; and San Juan Elementary School and the

6 barangays were Sta. Cruz; Caranday; Nababarera; Sagrada; San

Juan; and DelRosario. Unit 2 is comprised of 5 public elementary

schools; Baao West Elementary School; Bagumbayan Elementary

School; San Jose Elementary School; Sta. Eulalia Elementary

School; and Sta. Teresa Elementary School while the 7 barangays

are : San Ramon; Bagumbayan; Sta. Eulalia; Sta. Teresa; San Jose;

San Roque; and San Francisco. Unit 3 is composed of 6 public

elementary schools: Agdanga Elementary School; Cristo Rey

Elementary School; Del Pilar Elementary School; Iyagan Elementary

School; La Medalla Elementary School; and Sta. Isabel Elementary

School while the 7 barangays are: Agdangan; Cristo Rey; Del

Pilar; Iyagan; La Medalla; Sta. Isabel; and San Nicolas. Unit 4

composed of 4 public elementary schools: Buluang Elementary

School; Del Pilar Elementary School; Salvacion Elementary School;

Sta Isabel Elementary Schoo; and Pugay Elementary School and has
4 barangays: Buluang; Lourdes; Pugay; and Salvacion. And unit 5

composed of 5 public elementary schools: San Isidro-Sta. Teresita

Elementary School; San Vicente Elementary School; Ikpan

Elementary School; Tapol Elementary School; and Antipolo

Elementary School; and the barangays composed of: Antipolo; San

Rafael; San Isidro; Sta. Teresita; San Vicente; and Tapol.

Table 1

Respondents of the Study

(School Heads and Barangay Officilas)
Barangay
Unit School Heads Total %
Officials
Unit 1
Sta cruz
Caranday
Nababarera 5 6 11 20
Sagrada
San Juan
Del Rosario
Unit 2
San Ramon
Bagumbayan
Sata. Eulalia
5 7 12 22
Sta. Teresa
San Jose
San Roque
San Francisco
Unit 3
Agdangan
Cristo Rey
Del Pilar
6 7 13 24
Iyagan
La Medalla
Sta. Isabel
San Nicolas
Unit 4
Buluang
Lourdes 4 4 8 14
Pugay
Salvacion
Unit 5
Antipolo
San Rafael
San Isidro 5 6 11 20
Sta. Teresita
San Vicente
Tapol
Total 25 30 55 100
PERCENT

Figure 4
The Respondents of the
Study
Instrument Used

A research-made rating scale was used in this study to

determine the level of awareness and practices together with the

challenges encountered by the school heads and the barangay

officials on Ecological Solid Waste Management (ESWM) in Baao

District.

Table of Specification (TOS). Table 3 show the Table of

Specifications. This was divided into 3 parts: I. The awareness

on Ecological Solid Waste Management. II. The practices on waste

management in schools or barangays along waste segregation, waste

collection, waste disposal, and implementing 5R’s (Refuse,

Reduce, Reuse, Repurpose and Recycle). III. The challenges

encountered by the respondents in Solid Waste Management.

The Rating Scale below was utilized.

I. The awareness on Ecological Solid Waste Management

4.50 – 5.00 Very Much Aware

3.50 – 4.49 Much Aware

2.50 – 3.49 Aware

1.50 – 2.49 Fairly Aware

1.00 – 1.49 Not at all

II. The practices on waste management in schools or barangays.

4.50 – 5.00 Very Much Evident

3.50 – 4.49 Much Evident

2.50 – 3.49 Evident

 1.50 – 2.49 Fairly Evident

1.00 – 1.49 Not at all

III. The challenges encountered by the respondents in Solid Waste

Management.

4.50 – 5.00 Very Much Challenging

3.50 – 4.49 Much Challenging

2.50 – 3.49 Challenging

1.50 – 2.49 Fairly Challenging

1.00 – 1.49 Not at all

Table 3

Table of Specification

No. of Item Percentage

CONTENT Item Placement (%)
I. Awareness on Ecological
Solid Waste Management (ESWM) 11 1-11 17.74

II. Practices on Waste

Management in
Schools/Barangays along:
1. Waste Segregation 7 12-18 11.29
2. Waste Collection 7 19-25 11.29
3. Waste Disposal 9 26-34 14.52
4. Implementation of
5R’s(Refuse, Reduce,
Reuse, Repurpose and 10 35-44 16.13
Recycle)

III. Challenges encountered

in Solid Waste Management 18 45-62 29.03

TOTAL 62 100
Validation of Instrumentation.

The instrumentation used in gathering data in this study was

survey questionnaire. It is a checklist composed of 3 parts. Part

I covered the awareness on Ecological Solid Waste Management

wherein the respondents are going to check the column if the

school heads and barangay officials are very much aware, aware,

slightly aware or not aware on the following statement. Part II

covered the practices on waste management in schools or barangays

along waste segregation, waste collection, waste disposal, and

implementing 5R’s (Refuse, Reduce, Reuse, Repurpose and Recycle)

wherein the respondents are going to check also the column if it

is very much practiced, practiced, slightly practiced or not

practiced. And part III covered the challenges encountered by the

respondents in Solid Waste Management. It was also checked by the

Dean of the Graduate Studies and Research of the University of

Northeastern Philippines. Iriga City and the researcher’s

adviser.

The suggestions or recommendations were reflected in the

instrument and were printed and shown to the adviser who still

gave so many suggestions and revisions for the improvement of the

instrument.

Said suggestions and revisions suggested by the adviser were

again reflected and same was printed. This was again shown to her
and then the researcher was given the go signal to print it. The

copies of the instrument were distributed to the targeted

respondents; the school heads and barangay officials in public

elementary school in Baao District, Baao, Camarines Sur.

To test the reliability and the validity of the instrument,

the Kuder-Richaedson Formula 21 was used. It was computed using

the formula (Diederich, 1976):

M (N −M )
r =1−
N ( S)2

Where: M refers to the mean

N is the number of items

S means the Standard Deviation

1 is constant

Applying the aforementioned formula with a mean of 139.15

and 4 is the highest scale and a standard deviation of 31.01, the

reliability of the rating scale resulted to 6.58.

The significance of the reliability of the r was further

tested by the t-test for correlation analysis at 0.05 level of

significance using the formula (Freund, 1988).

N −2
t = r
√ 1−r 2

Where: t = is the unknown

r = is the reliability
 N = is the number of cases

Using this formula, the t arrived at 7.84 which when

compared to the tabular t value with infinitum degree of freedom,

it did not only exceed the criterion level at 0.05 which is 3.496

but even that of 0.001 level. This means that the instrument used

in this study was significantly reliable and only .001% was left

to error or to chance.

Study Procedure

1. Presented the thesis proposal to the University thesis

committee.

2. Reflected the suggestions/recommendations of the

committee.

3. Prepares the instruments that were used.

4. Sought the permission of the school heads and barangay

officials in Baao District, Baao, Camarines Sur.

5. Validated the instrument by a set of jurors.

6. Administered the rating scale.

7. Retrieved the accomplished rating scale.

8. Tabulated or collated the data.

9. Presented, analyzed, and interpreted the data.

10. Printed the manuscript.

11. Submitted for Pre-Oral defense.

 12. Reflected the suggestions during the Pre-Oral Defense,

then printing the same.

2020 2021
ACTIVITIES
JULY AUG SEPT OCT NOV DEC JUN JUL AUG
1. Presented the thesis proposal to
the University thesis committee.

2. Reflected the
suggestions/recommendations of the
committee.

3. Prepares the instruments that were

used.

4. Sought the permission of the

school principals and barangay
officials in Baao, Camarines Sur.
5. Validated the instrument by a set
of jurors.

6. Administered the rating scale.

7. Retrieved the accomplished rating

scale.

8. Tabulated or collated the data.

9. Presented, analyzed, and

interpreted the data.

10. Printed the manuscript.

11. Submitted for Pre-Oral defense.

12. Reflected the suggestions during

the Pre-Oral Defense, then printing
the same.

13. Submitted for Final Oral Defense.

14. Reflected the suggestions during

the final Oral Defense and submitted
the manuscript for editing.

15. Submitted the manuscript for

Special Order.

16. Submitted the output (Scheme) to

the concerned authorities.

17. Published the output.

Figure 6.
 Gantt Chart of the Research Procedure

13. Submitted for Final Oral Defense.

14. Reflected the suggestions during the final Oral Defense

and submitted the manuscript for editing.

15. Submitted the manuscript for Special Order.

16. Submitted the output (Scheme) to the concerned

authorities.

17. Published the output.

Statistical Treatment of the Data

The statistical tools used in this study were the

descriptive statistic such as frequency count, percentage,

weighted mean and rank to determine the respondents’ assessment

on Ecological Solid Waste Management (ESWM).

The Frequency Count, Percentage, Weighted Mean and Ranking

technique were computed to determine the level of awareness of

the school heads and the barangay officials on Ecological Solid

Wasre Management (ESWM) in public elementary schools in Baao

District.

Recycle) in public elementary schools and barangays in Baao.

(Siegel,1988):

Wilcoxon-Mann-Whitney U Test was used to test the

significant difference. The formula used was: Siegel 1988

 m( N +1)
Wx ± .5−
Z = 2
√ mn ( N +1 ) /12
Where: Z = computed value

m = number of cases in smaller group

n = number of cases in larger group

Wx = sum of the ranks in group m

2 and 12 are constant

Significance level was set at 0.05

 CHAPTER 4

Awareness and practices of the school heads and barangay

officials on Ecological Solid Waste Management (ESWM) in the

public elementary school in Baao District

This chapter presents the analysis and interpretation of the

data gathered with regard to the awareness and practices of the

school heads and barangay officials on Ecological Solid Waste

Management (ESWM) in the public elementary school in Baao

District. The topics discussed in this chapter were classified as

follows:

1. The level of awareness of the school heads and the barangay

officials on Ecological Solid Waste Management (ESWM)

2. The practices of the school heads and the barangay officials

on solid waste management in terms of:

2.1. Waste Segregation;

2.2. Waste Collection;

2.3. Waste Disposal; and

2.4. Implementation of the 5R’s (Refuse, Reduce, Reuse,

Repurpose and Recycle).

 3. The test of significant difference between the level of

awareness and the practices of the school heads and the

barangay officials on Ecological Solid Waste Management

(ESWM).

4. The challenges encountered by the respondents on the

awareness and the practices of the ecological solid waste

management (ESWM).

5. The test of significant difference of the practices between

the school heads and the barangay officials ?

6. What policy recommendations can be generated based from the

findings of the study.

The awareness level of the School Heads

and Barangay Official on Ecological
Solid Waste Management (ESWM)

The level awareness of the school heads and the barangay

officials on Ecological Solid Waste Management (ESWM). The data

are presented in Table 4 with corresponding figure.

There are 10 provisions about the action plans of the

government towards Ecological Solid Waste Management (ESWM). All

provisions are pertaining to the Ecological Solid Waste

Management (ESWM) Act of 2000. Table 4 shows the comparison of

the respondents (School Heads and Barangay Officials) wherein out

of the 10 provisions on Ecological Solid Waste Management Act,

one (1) were rated Very Much Aware (VMA) and nine (9) were rated

Much Aware (MA). The weighted mean is 4.25 ranged from 3.50 –

4.49 Much Aware.

The awareness level of the respondents rated Very Much Aware

was: Ensure the protection of the public health and environment

(4.63). Other provisions were rated Much Aware were: Utilize

environmentally-sound methods that maximize the utilization of

valuable resources and encourage resource conversation and

recovery (4.18); Set guidelines and targets for solid waste

avoidance and volume reduction through source reduction and waste

minimization measures, including composting, recycling, re-use,

recovery, green charcoal process, and others, before collection,

treatment and disposal in appropriate and environmentally sound

solid waste management facilities in accordance with ecologically

sustainable development principles (4.29); Ensure the proper

segregation, collection, transport, storage, treatment and

disposal of solid waste through the formulation and adoption of

the best environment practice in ecological waste management

excluding incineration (4.47); Promote national research and

development programs for improved solid waste management and

resource conservation techniques, more effective institutional

arrangement and indigenous and improved methods of waste

reduction, collection, separation and recovery (4.13); Encourage

greater private sector participation in solid waste management

(4.11); Retain primary enforcement and responsibility of solid

waste management with local government units while establishing a

cooperative effort among the national government, other local

government units, non-government organizations, and the private

sector (4.02); Encourage cooperation and self-regulation among

waste generators through the application of market-based

instruments (4.14); Institutionalize public participation in the

development and implementation of national and local integrated,

comprehensive, and ecological waste management programs (4.26);

and Strengthen the integration of ecological solid waste

management and resource conservation and recovery topics into the

academic curricula of formal and non-formal education in order to

promote environmental awareness and action among citizenry

(4.23).

Table 4 show that the school heads are Very Much Aware in

two (2) provisions while eight (8) provisions were rated Much

Aware. The weighted mean is 4.36 ranged from 3.50 – 4.49 means

Much Aware. While the barangay officials rated Much Aware in all

provisions. The weighted mean is 4.13 ranged from 3.50 – 4.49

means Much Aware.

The foregoing findings implies that the assessment of the

School Heads was Much Aware on the provisions of Ecological

Solid Waste Management and positive attitude and perception

influence the practice or participation of the SWM in schools

which may lead to environmental or SW sustainability. While

Barangay Officials also needs to be more aware on the provision

of ESWM, the appropriate skills and awareness obtained through

the correctly guided environmental study would assist in changing

human behavior toward the environment, which is very important in

developing countries. If properly implemented, the provisions of

Republic Act 9003 would have conveniently and strategically

allowed for the imposition of systematic and structured remedies.

As mentioned, the schools heads and barangay officials are

ensuring the protection of the public health and environment.

The study of Vidal et.al, (2021) discussed that being aware

of natural cycles is a huge step toward developing nature

connectedness. This will be the first stage to raise

environmental awareness. It also indicates that education

influences environmental awareness and attitude. Most students in

the developing countries do not have the practical knowledge to

enable the practice of correct waste management in their schools

and, at

home, to impact their family’s knowledge due to the lack of

teachers’ knowledge. Low education can lead to a possible change

in attitudes toward environmental anxiety and awareness of

sustainability. People with more education tend not only to be

more concerned about the environment but also to be engaged in

actions that promote and support political decisions designed to

protect the environment. This is vital to start a movement to

push governments toward the type of binding agreement needed to

reduce greenhouse gases and control emission levels, dramatically

affecting the global environment and climate change.

Table 4

Awareness on Ecological Solid Waste Management (ESWM)

Barangay
School Heads AVERAGE
Officials
INDICATORS
Wx INT Rnk Wx Int Rnk Wx Rnk Int

1. Ensure the protection of the public health and

4.80 VMA 1 4.47 MA 1 4.63 VMA 1
environment.

2. Utilize environmentally-sound methods that

maximize the utilization of valuable resources and 4.56 VMA 2 3.80 MA 10 4.18 MA 6
encourage resource conversation and recovery.

3. Set guidelines and targets for solid waste

avoidance and volume reduction through source
reduction and waste minimization measures, including
composting, recycling, re-use, recovery, green
charcoal process, and others, before collection, 4.32 MA 5.5 4.27 MA 3 4.29 MA 3
treatment and disposal in appropriate and
environmentally sound solid waste management
facilities in accordance with ecologically
sustainable development principles.
4. Ensure the proper segregation, collection,
transport, storage, treatment and disposal of solid
waste through the formulation and adoption of the 4.48 MA 3 4.47 MA 2 4.47 MA 2
best environment practice in ecological waste
management excluding incineration.
5. Promote national research and development programs
for improved solid waste management and resource
conservation techniques, more effective institutional 4.32 MA 5.5 3.93 MA 4.5 4.13 MA 8
arrangement and indigenous and improved methods of
waste reduction, collection, separation and recovery.

6. Encourage greater private sector participation in

4.12 MA 9 4.10 MA 7 4.11 MA 9
solid waste management.

7. Retain primary enforcement and responsibility of

solid waste management with local government units
while establishing a cooperative effort among the 4.08 MA 10 3.97 MA 8.5 4.02 MA 10
national government, other local government units,
non-government organizations, and the private sector.
 8. Encourage cooperation and self-regulation among
waste generators through the application of market- 4.32 MA 5.5 3.97 MA 8.5 4.14 MA 7
based instruments.

9. Institutionalize public participation in the

development and implementation of national and local
4.28 MA 8 4.23 MA 4.5 4.26 MA 4
integrated, comprehensive, and ecological waste
management programs.

10. Strengthen the integration of ecological solid

waste management and resource conservation and
recovery topics into the academic curricula of formal 4.32 MA 5.5 4.13 MA 6 4.23 MA 5
and non-formal education in order to promote
environmental awareness and action among citizenry.
AVERAGE 4.36 MA 4.13 MA 4.25 MA

Legend:
4.50 – 5.00 Very Aware 1.50 – 2.49 Fairly Aware
3.50 – 4.49 Much Aware 1.00 – 1.49 Not at all
2.50 – 3.49 Aware
 Figure 8

Awareness
Weighted Mean

on

Ecological

Solid Waste

Management

(ESWM)

Practices
of School
Heads and
Barangay
Officials
on
Ecological
Solid
Waste Management (ESWM)

The practices on Waste Management of School Heads and

Barangay Officials was determined using the result of the

assessment focusing on Waste Segregation, Waste Collection, Waste

Disposal, and Implementing 5r’s (Refuse, Reduce, Reuse,

Repurpose, and Recycle). The data are presented in Table 5 to 8

with its corresponding figures.

Waste Segregation. The table 5 reveals the assessment of the

respondents in the practices of Ecological Solid Waste Management

(ESWM) along waste segregation. Based on the data, five (5)

indicator was rated Much Evident (VME), and one (1) was rated

Evident (E). The weighted mean is 3.92 ranged from 3.50 – 4.49

means Much Evident.

The indicators with a rating of Much Evident were: Sorting

the biodegradable and non-biodegradable (4.32); Segregate of

special waste and toxic waste like diaper battery, fluorescent

lamp, and etc. (3.96); Segregation of organic waste like leftover

food, peel and scrapings from fruit and vegetables (4.22);

Segregation of residual waste like glass (clear, tinted-no light

bulbs or window panes (3.95); and Segregate recyclable items for

collection (4.17). On the other hand, mix all garbage in one

garbage container (3.01) was rated Evident.

As shown in the foregoing data, the assessment of the

respondents on the practices of Ecological Solid Waste management

(ESWM) along waste segregation were rated Much Evident. These

indicate that the respondents perform segregation often. The

result further indicates that school heads and barangay officials

have good segregation practices. As noticed, respondents are much

evident on separating biodegradable and non-biodegradable waste

before disposal.

Segregation as defined in Article 2,

Sec. 3 of R.A. No. 9003, pertains to the process of separating

materials from the origin in order to facilitate recycling, reuse

of materials and reduce waste generation.

The study reveals that the School Heads is Very Much Evident in

one (1) indicator, Evident in four (4) indicators and one (1)

indicator were rated Slightly Evident. With weighted mean of 2.91

ranged from 3.24-2.50 which means Evident. While the barangay

officials is Very Much Evident (VME) in one (1) indicator, four

(4) were rated Evident and one (1) rated Slightly Evident.

TABLE 5

Practices on Ecological Solid Waste Management

along Waste Segregation

School Heads Barangay Officials Average

Indicators
Wx Int Rnk Wx Int Rnk Wx Int Rnk
 1. Sorting the
biodegradable and non- 4.48 ME 1 4.17 ME 2 4.32 ME 1
biodegradable.

2. Segregate of special
waste and toxic waste like
3.92 ME 4 4.00 ME 5 3.96 ME 4
diaper battery, fluorescent
lamp, and etc.

3. Segregation of organic
waste like leftover food,
4.20 ME 2.5 4.23 ME 1 4.22 ME 2
peel and scrapings from
fruit and vegetables.

4. Segregation of residual
waste like glass (clear,
3.76 ME 5 4.13 ME 3.5 3.95 ME 5
tinted-no light bulbs or
window panes.

5. Mix all garbage in one

3.16 E 6 2.87 E 6 3.01 E 6
garbage container.

6. Segregate recyclable
4.20 ME 2.5 4.13 ME 3.5 4.17 ME 3
items for collection.

Total 3.95 ME 4.17 ME 3.94 ME

Legend:
4.50 – 5.00 Very Much Evident 1.50 – 2.49 Fairly Evident
3.50 – 4.49 Much Evident 1.00 – 1.49 Not at all
2.50 – 3.49 Evident
 Weighted Me
Figure 9
Practices on Ecological Solid Waste Management (ESWM)
along Waste Segregation
Waste Collection. Table 6 reveals the assessment of the

respondents on the Practices on Ecological Solid Waste Management

(ESWM) along Waste Segregation. Based on the data, one (1) were

rated Evident (E) and five (5) were rated Slightly Evident (SE).

The weighted mean is 2.12 ranged from 2.49-1.75 which means

Slightly Evident (E).

The indicator rated Evident was Composting (2.17), while

Meet up with a collection vehicle (2.06); Waste materials are

collected according to schedule(2.03); Waste materials are

collected in every house (door to door) (1.78); Hauling and

transfer of solid waste from collection points to final disposal

sites (1.98); and Long-term storage or disposal facility or

sanitary landfill (2.17) were rated Slightly Evident.

As shown in the aforementioned findings, the overall ratings

of the respondents on the waste collection related to the

practices of Ecological solid waste management was rated Slightly

Evident. This manifest that the respondents has a low practice in

terms of
 TABLE 6

Practices on Ecological Solid Waste Management

along Waste Collection

School Heads Barangay Officials Average

Indicator
Wx Int Rnk Wx Int Rnk Wx Int Rnk

1. Meet up with a
2.44 FE 4 3.30 E 2 2.87 E 4
collection vehicle.

2. Waste materials are

collected according to 2.40 FE 5 3.20 E 4 2.80 E 5
schedule.

3. Waste materials are

collected in every house 2.16 FE 6 2.77 E 6 2.46 FE 6
(door to door)

4. Hauling and transfer

of solid waste from
2.84 E 3 2.97 E 5 2.90 E 3
collection points to
final disposal sites.

5. Composting. 3.76 ME 1 3.80 ME 1 3.78 ME 1

6. Long-term storage or
disposal facility or 2.88 E 2 3.23 E 3 3.06 E 2
sanitary landfill.

Total 2.75 E 3.21 E 2.98 E

Legend:
4.50 – 5.00 Very Much Evident 1.50 – 2.49 Fairly Evident
3.50 – 4.49 Much Evident 1.00 – 1.49 Not at all
2.50 – 3.49 Evident
 Figure 10
Practices on Ecological Solid Waste Management (ESWM)
Weighted Mean
along Waste Collection

waste collection. There are still areas that are not being

accessed by the garbage trucks. Thus, this indicates that

barangays in the upland areas only practice composting because

garbage truck can’t collect the waste in the upland areas like

Antipolo, Cristo Rey, Del Pilar, Iyagan, Caranday (La Purisima),

Lourdes, San Rafael (Ikpan), Pugay, Santa Eulalia, Santa Isabel,

Santa Teresa (Vega) and Tapol and some of the residences tend to

burn their waste instead. While the waste from other barangays

were collected by a garbage truck.

Waste Disposal. The table 7 shows the assessment of the

respondents on the practices on Ecological Solid Waste Management

(ESWM) along Waste Disposal. The data revealed that out of eight

(8) indicators, one (1) rated Very Much Evident (VME), five (5)

were rated Evident (E), one (1) was rated Slightly Evident (SE)

and one (1) was also rated Not Evident (NE). The weighted mean

is 2.59 and ranged from 3.24-2.50 which means Evident (E).

The indicator with a rating of Very Much Evident was

Disposed properly in the designated trash bins (3.31). Burying

the waste in the land (2.64); Resource Recovery (2.55); Recycling

(2.92); Composting (2.97); and Bottles, plastics, cans, and other

scraps are sold to junkshop (3.23) were rated Evident. While

Incineration or Combustion (2.09) was rated Slightly Evident and

Plasma Gasification (1.00) was rated Not Evident.

TABLE 7

Practices on Ecological Solid Waste Management

in terms of Waste Disposal

School Heads Barangay Officials Average

Indicator
Wx Int Rnk Wx Int Rnk Wx Int Rnk

1. Burying the waste in the land 3.80 ME 5 3.57 ME 6 3.68 ME 5

2. Incineration or Combustion 3.16 E 7 3.43 ME 7 3.30 E 7

3. Resource Recovery 3.64 ME 6 3.63 ME 5 3.64 ME 6

4. Recycling 4.12 ME 3 4.10 ME 3 4.11 ME 3

5. Plasma Gasification 1.00 NA 8 1.00 NA 8 1.00 NA 8

6. Composting 4.08 ME 4 4.00 ME 4 4.04 ME 4

7. Disposed properly in the

4.36 ME 1 4.27 ME 1.5 4.31 ME 1
designated trash bins.

8. Bottles, plastics, cans, and other

4.16 ME 2 4.27 ME 1.5 4.21 ME 2
scraps are sold to junkshop.

TOTAL 3.54 ME 3.53 ME 3.54 ME

Legend:
4.50 – 5.00 Very Much Evident 1.50 – 2.49 Fairly Evident
3.50 – 4.49 Much Evident 1.00 – 1.49 Not at all
2.50 – 3.49 Evident
 Weighted Mean

Figure 11

Practices on Ecological Solid Waste Management (ESWM) along Waste

Disposal
 The respondents’ assessment on the practice on ESWM in terms

of waste disposal was considered Evident. This study found out

that open dumping, burning and burying of waste were the methods

of waste management practices.

The respondents are encouraged to stop burning as a method

of waste disposal because it causes air pollution and possibly

contributes to global warming. Open burning of plastic waste by

residents could result in air pollution with associated health

problems due to heavy metal additives. Moreover, littering of the

environment with plastics also cause environmental nuisance

through choking of drains and reducing the aesthetic beauty of

the environment.

Implementing 5R’s(Refuse, Reduce, Reuse, Repurpose, and

Recycle). The assessment of the respondents on the practices on

Ecological Solid Waste Management (ESWM) along Implementing 5R’s

is cited in table 8. Based on the data, out of nine (9)

indicators, two (2) were rated Very Much Evident, and seven (7)

were rated Evident. The weighted mean is 2.84 and ranged from

3.24-2.50 which means Evident (E).

The indicators rated Very Much Evident were: Keep those

unfilled papers and used it as scratch (3.48); and Reuse grocery

bags (3.48). Borrow, share, and /or rent things that are needed

occasionally (2.70); Use water bottle/container than buying water

in one-used plastic bottles (2.96); Use old materials than buying

a new one (3.11); Convert or redesign waste materials into a new

product (2.86); Make decors out of plastic wrappers and other

colorful waste materials (2.98); Ignore the importance of

recycling (1.52); and Initiate generating-income out of waste

materials (2.56) were rated Evident (E).

The foregoing data revealed that the assessment of the

respondents on the practices of ESWM in terms of implementing

5r’s was rated Evident. This implies that the respondents are

aware of the importance of implementing 5r’s in waste management.

Part of implementing 5r’s activity they do is to make decors out

of plastic wrappers and other colorful waste materials, it

generally disclosed that the respondents observe good practices

in terms of proper segregation, proper reducing, proper reusing,

recycling and disposing of.

Summary of the Respondents Assessments on

the Practices on Ecological Solid
Waste Management (ESWM)

The summary of the respondents’ assessment on the practices

on Ecological Solid Waste Management (ESWM) was cited on Table 9.

Based on the data, three (3) out of 4 indicators were rated

Evident (E) and only one (1) was rated Slightly Evident (SE). the

weighted mean is 2.61 and ranged from 3.24-2.50 which means

Evident (E).
 TABLE 8

Practices on Ecological Solid Waste Management

in terms of Implementing 5R’s

School Heads Barangay Officials Average

Indicator
Wx Int Rnk Wx Int Rnk Wx Int Rnk

1. Borrow, share, and /or rent

3.80 ME 7 3.70 ME 8 3.75 ME 7
things that are needed occasionally.

2. Use water bottle/container than

buying water in one-used plastic 4.20 ME 4 3.77 ME 6.5 3.98 ME 4

bottles.

3. Use old materials than buying a

4.24 ME 3 3.93 ME 3 4.09 ME 3
new one.

4. Keep those unfilled papers and

4.32 ME 2 4.60 VME 1 4.46 ME 1
used it as scratch.

5. Reuse grocery bags. 4.40 ME 1 4.40 ME 2 4.40 ME 2

6. Convert or redesign waste

3.92 ME 6 3.77 ME 6.5 3.84 ME 6
materials into a new product.

7. Make decors out of plastic

wrappers and other colorful waste 4.08 ME 5 3.87 ME 4 3.97 ME 5

materials.

8. Ignore the importance of

1.72 FE 9 2.43 FE 9 2.08 FE 9
recycling

9. Initiate generating-income out of

3.64 ME 8 3.80 ME 5 3.72 ME 8
waste materials.

total 3.81 ME 3.81 ME 3.81 ME

Legend:
4.50 – 5.00 Very Much Evident 1.50 – 2.49 Fairly Evident
3.50 – 4.49 Much Evident 1.00 – 1.49 Not at all
2.50 – 3.49 Evident
 Weighted Mean

Figure 12

Practices on Ecological Solid Waste Management (ESWM) along

Implementation of 5R’s
 The indicators rated Evident by the respondents were: Waste

Segregation (2.90), Waste Disposal (2.59) and Implamentation of

5R’s (2.85). on the other hand, Waste Collection (2.13) was the

only rated Slightly Evident (SE).

The foregoing data revealed that the practices on Ecological

Solid Waste management (ESWM) was considered Evident in schools

and barangays in the Municipality of Baao. It generally disclosed

that the respondents observe good practices in terms of waste

segregation, waste disposal, and implementing 5r’s. Thus, waste

collection in schools and barangays needs to give more attention.

Table 9

Summary of the Practices on Ecological

Solid Waste Management (ESWM

School Heads Barangay Officials Average

Indicators
Wx Int Rnk Wx Int Rnk Wx Int Rnk
1. Waste segregation 2.91 E 1 2.88 E 1 2.90 E 1
2. Waste collection 1.97 SE 4 2.28 SE 4 2.13 SE 4
3. Waste disposal 2.62 E 3 2.56 E 3 2.59 E 3
4. Implementation of
2.86 E 2 2.83 E 2 2.85 E 2
5r's
Average 2.59 E 2.64 E 2.61 E

Legend:
4.50 – 5.00 Very Much Evident 1.50 – 2.49 Fairly Evident
3.50 – 4.49 Much Evident 1.00 – 1.49 Not at all
2.50 – 3.49 Evident
Weighted Mean

Figure 13

Summary of the Practices on Ecological

Solid Waste Management (ESWM)
Test of Significant Difference between
the Level of Awareness and the Practices of the
School Heads and Barangay Officials on the
Ecological Solid Waste Management (ESWM)

To determine the significant difference of the school heads

and the barangay officials between the level of awareness and the

practices on Ecological Solid Waste Management (ESWM), Wilcoxon-

Mann-Whitney U Test was employed. Table 10 reveals the data.

Table 10 reveals the test of Significant Difference between

the Level of Awareness and the Practices of the School Heads and

the Barangay Officials on the Ecological Solid Waste Management

(ESWM). Based on the findings, the summations of the ranks of the

smaller and bigger groups were: Awareness, 65 and 145; Practices,

17 and 19.

The computed Z and the probability associated with Z were:

Awareness, 2.85 and .0022 (p<0.05); 0.14 and .4443 (p<0.05). This

means that there is no significant difference on the rank orders

of the respondents’ assessment between the awareness and

practices on Ecological Solid Waste Management (ESWM)in Baao

District, Baao, Camarines Sur, Division of Camarines Sur.

 Table 10
Significance of Difference between the Level of Awareness and the
practices of the School Heads and Barangay Officials on the
Ecological Solid Waste Management (ESWM)

Aspects
Indication
Awareness Practices
Wx of the summation of the ranks of
65 17
the smaller group
Wx of the summation of the ranks of
145 19
the bigger group
No. of Samples of the Bigger Group 10 4
No. of Samples of the Smaller Group 10 4
Number of Samples in the two groups 22 8
Computed z 2.85 0.14
Probability Associated with z .0022 .4443
Decision on the Alternative
A R
Hypothesis
Significance of Difference NS NS

Legend:

A – Accepted NS – Not Significant

R - Rejected

Challenges Encountered by the

School Heads and Barangay
Officials in Ecological
Solid Waste Management (ESWM)

The challenges encountered by the respondents in Solid Waste

Management (ESWM) were discussed and presented in Table 10 and in

Figure 14.

Table 11 shows the assessments of the respondents on the

challenges they were encountered. As cited in the table, out of

seventeen (17) indicators, seventeen (17) were rated Challenging

(C). the weighted mean is 2.81 and ranged from 3.24-2.50 which

means Challenging (C).

 Lack of authority to make financial and administrative

decision (2.76); Inadequate service coverage (2.62); Lack service

quality (2.67); Lack of financial resources (2.95); Lack of

trained personnel (3.00); Lack of vehicles (3.04); Lack of

equipment (3.06); Old vehicle/equipment frequent breakdown

(2.58); Lack of enforcement measure and capability (2.56); Lack

of planning (short, medium and long term plan) (2.81); Difficult

to locate and acquire landfill site (2.81); Poor cooperation by

Government agencies (2.83); Poor public cooperation (2.85);

Uncontrolled use of packaging materials (2.84); Poor response to

waste minimization(reuse/recycling) (2.82); Lack of control on

hazardous waste (2.80); and Lack of awareness on Ecological Solid

Waste Management Act of 2000/Republic Act 9003 (2.77) were all

rated Challenging (C)

 TABLE 11

Challenges encountered by the respondents

in Solid Waste Management

School heads Barangay officials Average

Indicator
Wx Int Rnk Wx Int Rnk Wx Int Rnk
1.  Lack of authority to make
financial and administrative 3.28 C 17 3.40 C 15 3.34 C 17
decision.
2.  Inadequate service coverage. 3.56 MC 12.5 3.47 C 14 3.51 MC 13

3.  Lack service quality. 3.52 MC 14 3.37 C 16 3.44 C 14

4.  Lack of financial resources. 3.84 MC 3 3.63 MC 10.5 3.74 MC 8

5.  Lack of trained personnel. 4.08 MC 1 3.87 MC 4.5 3.97 MC 2

6.  Lack of vehicles. 3.64 MC 8 3.87 MC 4.5 3.75 MC 7

7.  Lack of equipment. 3.72 MC 6.5 3.80 MC 6.5 3.76 MC 6

8.  Old vehicle/equipment
3.36 C 16 3.50 MC 12.5 3.43 C 15
frequent breakdown.
9.  Lack of enforcement measure
3.72 MC 6.5 3.63 MC 10.5 3.68 MC 9
and capability.
10. Lack of planning (short,
3.48 C 15 3.80 MC 6.5 3.64 MC 10
medium and long term plan)
11. Difficult to locate and
3.60 MC 10 3.23 C 17 3.42 C 16
acquire landfill site.
12. Poor cooperation by
3.60 MC 10 3.67 MC 9 3.63 MC 11
Government agencies.
13. Poor public cooperation. 3.96 MC 2 4.10 MC 1 4.03 MC 1
14. Uncontrolled use of packaging
3.80 MC 4 3.73 MC 8 3.77 MC 4.5
materials.
15. Poor response to waste
3.60 MC 10 3.93 MC 3 3.77 MC 4.5
minimization(reuse/recycling).
16. Lack of control on hazardous
3.56 MC 12.5 3.50 MC 12.5 3.53 MC 12
waste.
17. Lack of awareness on
Ecological Solid Waste Management 3.76 MC 5 4.07 MC 2 3.91 MC 3
Act of 2000/Republic Act 9003.
TOTAL 3.65 MC 3.68 MC 3.67 MC

Legend:
4.50 – 5.00 Very Much Challenging 1.50 – 2.49 Fairly Challenging
3.50 – 4.49 Much Challenging 1.00 – 1.49 Not at all
2.50 – 3.49 Challenging
 Weighted Mean

Figure 14

Challenges Encountered by the respondents

in Solid Waste Management
Test of Significant Difference
of the practices between the
school heads and the barangay
officials on Ecological Solid
Waste Management (ESWM)

To determine the significant difference of practices between

the school heads and the barangay officials on Ecological Solid

Waste Management (ESWM), Wilcoxon-Mann-Whitney U Test was also

employed. Table 12 reveals the data.

Table 12 reveals the test of Significant Difference the

Practices between the School Heads and the Barangay Officials on

the Ecological Solid Waste Management (ESWM). Based on the

findings, the summations of the ranks of the smaller and bigger

groups were: Waste Segregation, 40 and 38; Waste Collection, 49

and 29; Waste Disposal, 66.5 and 69.5; and Implementation of

5R’s, 80.5 and 90.5.

The computed Z and the probability associated with Z were:

Waste Segregation, 0.08 and .4681 (p<0.05); Waste Collection, 1.52

and .0643 (p<0.05); Waste Disposal, 0.11 and .4562; and

Implementation of 5R’s, 0.40 and .3446. This means that there is

no significant difference on the rank orders on the practices

between the school heads and the barangay officials on Ecological

Solid Waste Management (ESWM)in Baao District, Baao, Camarines

Sur, Division of Camarines Sur.

 Table 12
Significance Difference between the Level the practices between
the School Heads and Barangay Officials on the Ecological Solid
Waste Management (ESWM)
Aspects
Indication Waste Waste Waste Implementation
Segregation Collection Disposal of 5R’s
Wx of the 40 49 66.5 80.5
summation of
the ranks of
the smaller
group
Wx of the 38 29 69.5 90.5
summation of
the ranks of
the bigger
group
No. of 6 6 8 9
Samples of
the Bigger
Group
No. of 6 6 8 9
Samples of
the Smaller
Group
Number of 12 12 16 18
Samples in
the two
groups
Computed z 0.08 1.52 0.11 0.40
Probability .4681 .0643 .4562 .3446
Associated
with z
Decision on R A A R
the
Alternative
Hypothesis
Significance NS NS NS NS
of Difference

Legend:

A – Accepted NS – Not Significant

R - Rejected
Policy Recommendations Generated based
From the Findings of the Study

The following policy recommendations were formulated based

from the findings of the study:

1. Provide orientation seminars for both school

administrators and LGU Officials on Ecological Solid Waste

Management Act of 2000/Republic Act 9003.

2. Proactive government policies, programs, and practices

must be stimulated, especially for residential waste collection

and curbside recycling. Local governments should contract with

private haulers where individual services are dominant.

3. Provide orientation seminars on proper waste disposal for

both school administrators and barangay officials, which would

engage all barangay folks to effectively and efficiently practice

zero waste generation. This would make them realize the

importance of proper waste management in order to attain a clean

and healthy environment. By knowing the benefits that they could

obtain from practicing SWM, they would eventually support and

consistently apply acceptable practices in SWM. Consequently,

awareness and understanding of the different aspects concerning

SWM would result in changes of belief and behavior among people.

 4. (Re)orientation about the 5R’s among people in

communities. The use of 5R’s effectively aids in SWM. There are

many environmental benefits that can be derived from adhering to

the principles of 5R’s. Executing this method helps in the

prevention of greenhouse gas emissions, reduction of pollutants,

conservation of resources and in lessening demand for the

utilization of chemical treatments or technologies and landfill

spaces.

5. Schools and other concerned organizations should conduct

intense information dissemination on laws relevant to solid waste

management.

6. Impose penalties. People are more likely to obey rules if

there are consequences for defying them. Negative reinforcement

could help strengthen the policies imposed within the school. It

could be as light as picking trash and dried leaves on the field

or serving posts for the first and second offences to community

service for the final offence.

7. Awareness campaigns in the neighborhood.

8. A partnership between public and private corporations.

9. Establish incentive and penalty systems to encourage the

public to segregate.
 10. Empower and involve barangay officials and stakeholders

especially in identifying alternative options for far-flung

areas.

11. Encourage backyard composting or rapid agricultural

waste composting as options.

 CHAPTER 5

Summary, Findings, and Recommendations

This chapter presents a brief summary of the study, its

findings, conclusions, and recommendations.

The main goal of this study was to determine the awareness

level and practices of the school heads and barangay officials on

Ecological Solid Waste Management (ESWM) in Public Elementary

Schools in Baao District, Baao, Division of Camarines Sur.

Specifically, it sought answers to the following queries:

1. What is the level of awareness of the school heads and

the barangay officials on Ecological Solid Waste Management

(ESWM)?

2. What are the practices of the school heads and the barangay

officials on solid waste management in terms of:

2.1 Waste Segregation;

2.2 Waste Collection;

2.3 Waste Disposal; and

 2.4 Implementation of the 5R’s (Refuse, Reduce, Reuse,

Repurpose and Recycle)

3. How significant is the difference between the level of

awareness and the practices of school heads and the barangay

officials on Ecological Solid Waste Management (ESWM?

4. What challenges were encountered by the respondents on the

awareness and the practices of the ecological solid waste

management?

5. How significant do the practices differ between the school

heads and the barangay officials?

6. What policy recommendations can be generated based from the

findings of the study?

This study adopted the descriptive, evaluative and

inferential method through survey questionnaire, considering the

nature of the research objectives and its research problems.

The School Heads and Barangay Officials assessed the level

of awareness, practices and challenges encountered on the

Ecological Solid Waste Management (ESWM). Frequency count,

percentage, rank, weighted men, and Wilcoxon-Mann-Whitney U Test

were used to treat the data statistically. Significance level was

set at 0.05.

Findings:
 The findings derived from this study were as follow:

1. The awareness level of the School Heads and Barangay

Official on Ecological Solid Waste Management (ESWM). There are

10 provisions about the action plans of the government towards

Ecological Solid Waste Management (ESWM). All provisions are

pertaining to the Ecological Solid Waste Management (ESWM) Act of

2000. Out of the 10 provisions on Ecological Solid Waste

Management Act, five (5) were rated Very Much Aware (VMA) and

five (5) were rated Aware (A). The weighted mean ranged from

3.24-2.50 which means Aware. The indicators rated Very Much Aware

were: Ensure the protection of the public health and environment

(3.64); Set guidelines and targets for solid waste avoidance and

volume reduction through source reduction and waste minimization

measures, including composting, recycling, re-use, recovery,

green charcoal process, and others, before collection, treatment

and disposal in appropriate and environmentally sound solid waste

management facilities in accordance with ecologically sustainable

development principles (3.35); Ensure the proper segregation,

collection, transport, storage, treatment and disposal of solid

waste through the formulation and adoption of the best

environment practice in ecological waste management excluding

incineration (3.47); Encourage cooperation and self-regulation

among waste generators through the application of market-based

instruments (3.75); and Institutionalize public participation in

the development and implementation of national and local

integrated, comprehensive, and ecological waste management

programs (3.29). Other provisions were rated Aware: Utilize

environmentally-sound methods that maximize the utilization of

valuable resources and encourage resource conversation and

recovery (3.20); Promote national research and development

programs for improved solid waste management and resource

conservation techniques, more effective institutional arrangement

and indigenous and improved methods of waste reduction,

collection, separation and recovery (3.22); Encourage greater

private sector participation in solid waste management (3.15);

Retain primary enforcement and responsibility of solid waste

management with local government units while establishing a

cooperative effort among the national government, other local

government units, non-government organizations, and the private

sector (3.13); and Strengthen the integration of ecological solid

waste management and resource conservation and recovery topics

into the academic curricula of formal and non-formal education in

order to promote environmental awareness and action among

citizenry (3.24). The weighted mean is 3.3 and ranged from 4.00-

3.25 which means Very Much Aware.

2. Practices of School Heads and Barangay Officials on

Ecological Solid Waste Management (ESWM).

 2.1. Waste Segregation. One (1) indicator was rated Very

Much Evident (VME), four (4) were rated Evident (E) and one (1)

rated Slightly Evident (SE). The weighted mean is 2.89 and ranged

from 3.24-2.50 which means Evident.

Sorting the biodegradable and non-biodegradable (3.40) is

the only indicator that was rated Very Much Evident. The

indicators rated Evident were: Segregate of special waste and

toxic waste like diaper battery, fluorescent lamp, and etc.

(3.00); Segregation of organic waste like leftover food, peel and

scrapings from fruit and vegetables (3.16); Segregation of

residual waste like glass (clear, tinted-no light bulbs or window

panes(2.95); and Segregate recyclable items for collection

(3.04). While the only indicator rated Slightly Evident is: Mix

all garbage in one garbage container (2.89).

The study reveals that the School Heads is Very Much Evident

in one (1) indicator, Evident in four (4) indicators and one (1)

indicator were rated Slightly Evident. With weighted mean of 2.91

ranged from 3.24-2.50 which means Evident. While the barangay

officials is Very Much Evident (VME) in one (1) indicator, four

(4) were rated Evident and one (1) rated Slightly Evident. With

weighted mean of 2.88 ranged from 3.24-2.50 which means Evident.

2.2. Waste Collection. One (1) was rated Evident (E) and

five (5) were rated Slightly Evident (SE). The weighted mean is

2.12 ranged from 2.49-1.75 which means Slightly Evident (E).

 The indicators rated Evident was Composting (2.17), while

Meet up with a collection vehicle (2.06); Waste materials are

collected according to schedule(2.03); Waste materials are

collected in every house (door to door) (1.78); Hauling and

transfer of solid waste from collection points to final disposal

sites (1.98); and Long-term storage or disposal facility or

sanitary landfill (2.17) were rated Slightly Evident.

2.3. Waste Disposal. The data revealed that out of eight (8)

indicators, one (1) rated Very Much Evident (VME), five (5) were

rated Evident (E), one (1) was rated Slightly Evident (SE) and

one (1) was also rated Not Evident (NE). The weighted mean is

2.59 and ranged from 3.24-2.50 which means Evident (E).

The indicator with a rating of Very Much Evident was

Disposed properly in the designated trash bins (3.31). Burying

the waste in the land (2.64); Resource Recovery (2.55); Recycling

(2.92); Composting (2.97); and Bottles, plastics, cans, and other

scraps are sold to junkshop (3.23) were rated Evident. While

Incineration or Combustion (2.09) was rated Slightly Evident and

Plasma Gasification (1.00) was rated Not Evident.

2.4. Implementing 5R’s(Refuse, Reduce, Reuse, Repurpose, and

Recycle). Out of nine (9) indicators, two (2) were rated Very

Much Evident, and seven (7) were rated Evident. The weighted mean

is 2.84 and ranged from 3.24-2.50 which means Evident (E).

 The indicators rated Very Much Evident were: Keep those

unfilled papers and used it as scratch (3.48); and Reuse grocery

bags (3.48). Borrow, share, and /or rent things that are needed

occasionally (2.70); Use water bottle/container than buying water

in one-used plastic bottles (2.96); Use old materials than buying

a new one (3.11); Convert or redesign waste materials into a new

product (2.86); Make decors out of plastic wrappers and other

colorful waste materials (2.98); Ignore the importance of

recycling (1.52); and Initiate generating-income out of waste

materials (2.56) were rated Evident (E).

3. For the test of Significant Difference between the Level

of Awareness and the Practices of the School Heads and Barangay

Officials on the Ecological Solid Waste Management (ESWM). The

summations of the ranks of the smaller and bigger groups were:

Awareness, 65 and 145; Practices, 17 and 19. The computed Z and

the probability associated with Z were: Awareness, 2.85 and .0022

(p<0.05); 0.14 and .4443 (p<0.05). this means that there is no

significant difference on the rank orders of the respondents’

assessment between the awareness and practices on Ecological

Solid Waste Management (ESWM)in Baao District, Baao, Camarines

Sur, Division of Camarines Sur.

4. Challenges Encountered by the School Heads and Barangay

Officials in Ecological Solid Waste Management (ESWM). Out of

seventeen (17) indicators, seventeen (17) were rated Challenging

(C). the weighted mean is 2.81 and ranged from 3.24-2.50 which

means Challenging (C).

Lack of authority to make financial and administrative

decision (2.76); Inadequate service coverage (2.62); Lack service

quality (2.67); Lack of financial resources (2.95); Lack of

trained personnel (3.00); Lack of vehicles (3.04); Lack of

equipment (3.06); Old vehicle/equipment frequent breakdown

(2.58); Lack of enforcement measure and capability (2.56); Lack

of planning (short, medium and long term plan) (2.81); Difficult

to locate and acquire landfill site (2.81); Poor cooperation by

Government agencies (2.83); Poor public cooperation (2.85);

Uncontrolled use of packaging materials (2.84); Poor response to

waste minimization(reuse/recycling) (2.82); Lack of control on

hazardous waste (2.80); and Lack of awareness on Ecological Solid

Waste Management Act of 2000/Republic Act 9003 (2.77) were all

rated Challenging (C).

5. Test of Significant Difference of the practices between

the school heads and the barangay officials on Ecological Solid

Waste Management (ESWM). The summations of the ranks of the

smaller and bigger groups were: Waste Segregation, 40 and 38;

Waste Collection, 49 and 29; Waste Disposal, 66.5 and 69.5; and

Implementation of 5R’s, 80.5 and 90.5.

 The computed Z and the probability associated with Z were:

Waste Segregation, 0.08 and .4681 (p<0.05); Waste Collection, 1.52

and .0643 (p<0.05); Waste Disposal, 0.11 and .4562; and

Implementation of 5R’s, 0.40 and .3446. This means that there is

no significant difference on the rank orders on the practices

between the school heads and the barangay officials on Ecological

Solid Waste Management (ESWM)in Baao District, Baao, Camarines

Sur, Division of Camarines Sur.

6. Policy Recommendations Generated based From the Findings

of the Study.

6.1. Provide orientation seminars for both school

administrators and LGU Officials on Ecological Solid Waste

Management Act of 2000/Republic Act 9003.

6.2. Proactive government policies, programs, and practices

must be stimulated, especially for residential waste collection

and curbside recycling. Local governments should contract with

private haulers where individual services are dominant.

6.3. Provide orientation seminars on proper waste disposal

for both school administrators and barangay officials, which

would engage all barangay folks to effectively and efficiently

practice zero waste generation. This would make them realize the

importance of proper waste management in order to attain a clean

and healthy environment. By knowing the benefits that they could

obtain from practicing SWM, they would eventually support and

consistently apply acceptable practices in SWM. Consequently,

awareness and understanding of the different aspects concerning

SWM would result in changes of belief and behavior among people.

6.4. (Re)orientation about the 5R’s among people in

communities. The use of 5R’s effectively aids in SWM. There are

many environmental benefits that can be derived from adhering to

the principles of 5R’s. Executing this method helps in the

prevention of greenhouse gas emissions, reduction of pollutants,

conservation of resources and in lessening demand for the

utilization of chemical treatments or technologies and landfill

spaces.

6.5. Schools and other concerned organizations should

conduct intense information dissemination on laws relevant to

solid waste management.

6.6. Impose penalties. People are more likely to obey rules

if there are consequences for defying them. Negative

reinforcement could help strengthen the policies imposed within

the school. It could be as light as picking trash and dried

leaves on the field or serving posts for the first and second

offences to community service for the final offence.

 6.7. Awareness campaigns in the neighborhood.

6.8. A partnership between public and private corporations.

6.9. Establish incentive and penalty systems to encourage

the public to segregate.

6.10. Empower and involve barangay officials and

stakeholders especially in identifying alternative options for

far-flung areas.

6.11. Encourage backyard composting or rapid agricultural

waste composting as options.

Conclusions

The conclusions were summarized as follow:

1. The assessment of the respondents on the level of

awareness on Ecological Solid Waste Management (ESWM) is Very

Much Aware.

2. The practices of the respondents on Ecological Solid

Waste Management (ESWM) along Waste Segregation, Waste

Collection, Waste Disposal, and Implementation of 5 R’s is

Evident.
 3. There is no significant difference on the respondents’

awareness level and practices on Ecological Solid Waste

Management (ESWM).

4. The challenges encountered by the respondents on the

awareness and practices on Ecological Solid Waste Management

(ESWM) is considered Challenging.

5. There is no significant difference on the respondents’

practices on the Ecological Solid Waste Management (ESWM).

6. Policy recommendations are generated based from the

findings of the study.

Recommendations

The following recommendations were drawn from the findings

and conclusions of the study:

1. Trainings and seminars about Ecological Solid Waste

Management (ESWM) still needs to conduct for continuous

awareness.

2. It is needed to disseminate more information in Barangays

of Baao, Camarines Sur on Ecological Solid waste Management in

environment and in 4 dimensions (waste segregation, waste

collection, waste disposal and implementing the 5R’s) of solid

waste management through the formulation and adoption of the best

environmental practices.

3. Disciplinary actions/ sanctions may be given for those

who violate the rules and regulations on waste management

practices through community service and sponsoring

seminars/forums regarding waste management practices.

4. Empower and involve barangay officials and stakeholders

especially in identifying alternative options for far-flung

areas.

5. Encourage backyard composting or rapid agricultural waste

composting as options.

6. The Coordinator of Solid Waste Management Program should

lead campaigns and give more information about proper practices

in the four (4) dimensions4 dimensions (waste segregation, waste

collection, waste disposal and implementing the 5R’s) of solid

waste management in order to have a very good habit on these

practices.

6.1. Encourage backyard composting especially to those

areas that can’t be reached by the waste collection vehicle.

6.2. Local government units (LGUs) should formulate

sustainable and contextualized SWM programs that would encourage

and motivate the public to give their cooperation and full

support.

6.3. LGUs should reach out and build partnerships with

nongovernment organizations, private sectors, and civic

organizations for additional support and resources.

Recommendations for the Future Researcher

The following are recommended for future

investigations/research:

1. A similar study may be conducted using different

variables.

2. Fully understand the Ecological Solid Waste Management.

3. A similar study is recommended to include more strategies

relating to waste characterization and waste disposal to justify

further the results of the present study.

SAMPLE COMPUTATION
 Level of Awareness of the School Heads and Barangay
Officials on Ecological Solid Waste Management (ESWM)

Indicator
Rank Wx s School Heads Barangay Officials
1 20.00 1 10 20
2 18.50 2 11 1
3 18.50 3 14 8
4 17.00 4 12 9
5 16.00 5 18 6.5
6 14.50 6 18 4
7 14.50 7 18 2.5
8 10.00 8 14 2.5
9 5.00 9 14 6.5
10 3.80 10 16 5
11 3.56
12 3.48
13 3.40
14 3.40
15 3.40
 16 3.36
17 3.24
18 3.24
19 3.24
20 3.00
Ʃ = 145 Ʃ = 65

Wx + 0.5 - m(N+1)/2 39.5

Z = =
√ mn(N+1) /12 13.84

65 + 0.5 -10(20+1)/2
= = 2.85
√ (10)(10)(22+1) /12
65.5-10 ( 21 ) / 2
=
√ (100 ) (23) /12
65.5-105
=
√2300/ 12
−39.5
=
√ 191.67

Practices of the School Heads and Barangay

Officials on Ecological Solid Waste Management (ESWM)

Indicator
Rank Wx School Heads Barangay Officials
s
1 2.91 1 1 2
2 2.88 2 8 7
3 2.86 3 5 6
4 2.83 4 3 4
5 2.62
6 2.56
7 2.28
8 1.97
Ʃ = 17 Ʃ = 19
 Wx + 0.5 - m(N+1)/2
Z =
√ mn(N+1) /12
17 + 0.5 -4(8+1)/2
=
√ (4)(4)(8+1) /12
17.5-4 ( 9 ) / 2
=
√ (16) (9) /12
17.5-18
=
√ 144/ 12
−0.5
=
√ 12
0.5
=
3.46

= 0.14

Practices of the School Heads and Barangay

Officials on Ecological Solid Waste Management (ESWM)
Along Waste Segregation

Rank Wx Indicators School Heads Barangay Officials

1 3.48 1 1 2
2 3.33 2 9 6.5
3 3.23 3 4 3
4 3.08 4 10 8
5 3.04 5 11 12
6 3.03 6 5 6.5
7 3.03
 8 3.00
9 2.96
10 2.88
11 2.00
12 1.63
Ʃ = 40 Ʃ = 38

Wx + 0.5 - m(N+1)/2
Z =
√ mn(N+1) /12
38 + 0.5 -6(12+1)/2
=
√ (6)(6)(12+1) /12
38.5-6 ( 13 ) / 2
=
√ (36) (13) /12
38.5-39
=
√ 468/ 12
−0.5
=
√ 39
0.5
=
6.24

= 0.08

Practices of the School Heads and Barangay

Officials on Ecological Solid Waste Management (ESWM)
Along Waste Collection

XRank Wx Indicators School Heads Barangay Officials

1 2.72 1 10.5 3
2 2.70 2 10.5 4
3 2.37 3 12 8
4 2.30 4 9 7
5 2.27 5 1 2
6 2.08 6 6 5
 7 2.03
8 2.00
9 1.92
10 1.76
11 1.76
12 1.56
Ʃ = 49 Ʃ = 29

Wx + 0.5 - m(N+1)/2
Z =
√ mn(N+1) /12
29 + 0.5 -6(12+1)/2
=
√ (6)(6)(12+1) /12
29.5-6 ( 13 ) / 2
=
√ (36) (13) /12

29.5-39
=
√ 468/ 12
−9.5
=
√ 39
9.5
=
6.24

= 1.52

Practices of the School Heads and Barangay

Officials on Ecological Solid Waste Management (ESWM)
Along Waste Disposal

Rank Wx Indicators School Heads Barangay Officials

1 3.36 1 8.5 12
 2 3.30 2 14 13
3 3.27 3 10 11
4 3.16 4 8.5 6
5 3.08 5 15.5 15.5
6 3.00 6 5 7
7 2.87 7 1 3
8 2.84 8 4 2
9 2.84
10 2.60
11 2.50
12 2.43
13 2.10
14 2.08
15 1.00
16 1.00
Ʃ = 66.5 Ʃ = 69.5

Wx + 0.5 - m(N+1)/2
Z =
√ mn(N+1) /12
66.5 + 0.5 -8(16+1)/2
=
√ (8)(8)(16+1) /12
67-8 ( 17 ) / 2
=
√ (64) (17) /12

67-68
=
√ 1088/ 12
−1
=
√ 90.67
1
=
9.52

= 0.11

Practices of the School Heads and Barangay

Officials on Ecological Solid Waste Management (ESWM)
Along Implementing 5R’s
Rank Wx Indicators School Heads Barangay Officials
1 3.60 1 12.5 15
2 3.50 2 8 10.5
3 3.36 3 5.5 7
4 3.32 4 3 1
5 3.12 5 4 2
6 3.12 6 9 14
7 3.10 7 5.5 10.5
8 3.08 8 17 18
9 2.96 9 16 12.5
10 2.83
11 2.83
12 2.80
13 2.80
14 2.77
15 2.60
16 2.32
17 1.64
18 1.40
Ʃ = 80.5 Ʃ = 90.5

Wx + 0.5 - m(N+1)/2
Z =
√ mn(N+1) /12
80.5 + 0.5 -9(18+1)/2
=
√ (9)(9)(18+1) /12
81-9 ( 19 ) / 2
=
√ (81) (19) /12

81-85.5
=
√ 1539/ 12
−4.5
=
√128.25
4.5
=
11.32

= 0.40