Thesis (Editing)

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
i
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
ii
Iriga City
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
iii
Iriga City
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
iv
Iriga City
CERTIFICATION
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
v
Iriga City
CERTIFICATION
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
vi
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
Tertiary : CENTRAL BICOL STATE UNIVERSITY

OF AGRICULTURE
vii
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
viii
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 determine
the awareness level on Ecological Solid Waste Management (ESWM);
identify the practices on ESWM; tested the significant difference
between the level of awareness and the practices of the
respondents on ESWM; find out the challenges encountered on ESWM;
analyze 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
ix
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. 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.
2. Practices of School Heads and Barangay Officials on Ecological
Solid Waste Management (ESWM).
2.1. Waste Segregation. Five (5) indicators 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.
2.2. Waste Collection. Based on the data, one (1) were rated
Much Evident (ME), four (4) indicators were rated Evident (E),
while one (1) indicator was rated Fairly Evident (FE). The
weighted mean is 2.98 ranged from 2.50 – 3.49 which means
Evident.
2.3. Waste Disposal. The data revealed that out of
eight (8) indicators, six (6) were rated Much Evident (ME), one
(1) was rated Evident (E), and one (1) was rated Not at All (NA).
x
The weighted mean is 3.54 ranged from 3.50 – 4.49 means Much
Evident (ME).
2.4. Implementing 5R’s(Refuse, Reduce, Reuse,
Repurpose, and Recycle). The data reveal that out of nine (9)
indicators, eight (8) were rated Much Evident, and one (1)
indicator was rated Fairly Evident (FE). The weighted mean is
3.81 ranged from 3.50 – 4.49 means Much Evident.
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
computed Z and the probability associated with Z were: Awareness,
2.15 and .0158 (p<0.05); 0.14 and .4443 (p<0.05).
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).
5. Test of Significant Difference of the practices between the
school heads and the barangay officials 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, 1.84 and .0329 (p<0.05); Waste Disposal, 0.84 and .
2005; and Implementation of 5R’s, 1.94 and .0262.
xi
6. Policy Recommendations Generated based From the Findings of
the Study.
1. Schools and LGU officials must provide orientation
seminars on Ecological Solid Waste Management Act of
2000/Republic Act 9003.
2. Local governments should contract with private haulers
where individual services are dominant.
3. LGU and PSDS should provide orientation seminars on
proper waste disposal, which would engage all barangay folks to
effectively and efficiently practice zero waste generation.
4. Punong Barangay should have (re)orientation about the
5R’s among people in communities.
5. Municipal Mayor needs to impose penalties.
6. LGU can Establish incentive and penalty systems to
encourage the public to segregate.
6.1. Punong Barangay should empower and involve barangay
officials and stakeholders especially in identifying alternative
options for far-flung areas.
The conclusions were summarized as follows:
xii
1. The assessment of the respondents on the level of
awareness on Ecological Solid Waste Management (ESWM) is 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 Much
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 Much Challenging.
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.
xiii
2. Disciplinary actions/ sanctions may be given for those
who violate the rules and regulations on waste management
practices.
3. Empower and involve barangay officials and stakeholders
especially in identifying alternative options for far-flung
areas.
4. 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.
4.1. Encourage backyard composting especially to those
areas that can’t be reached by the waste collection vehicle.
5. 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. 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:
xiv
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
xv
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
Implementing 5R’s …………………………………………………………………………………
Challenges Encountered on Ecological
Solid Waste Management (ESWM) …………………………………………………
Policy Recommendations ……………………………………………………………………
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
xvi
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
xvii
Conclusions ……………………………………………………………………………………… 121
Recommendations …………………………………………………………………………… 122
Recommendations for the Future Research …………… 123
xviii
LIST OF TABLES
Table
1. The Respondents of the Study
(School Heads and Barangay Officials) …………………………………………………
2. Table of Specification of the Questionnaire ………………………………………
3. Awareness on Ecological Solid Waste management ………………………………
4. Practices on Ecological Solid Waste Management
(ESWM) along Waste Segregation ……………………………………………………………………
(ESWM) along Waste Collection ………………………………………………………………………
(ESWM) along Waste Disposal ……………………………………………………………………………
(ESWM) along Implementing 5R’s (Refuse,
Reduce, Reuse, Repurpose, and Recycle) ………………………………………………
8. Summary of the Practices on Ecological Solid
Waste Management (ESWM) ………………………………………………………………………………
9. Test of Significant Difference between the
level of awareness and practices of the school
heads and the barangay officials on the Ecological
Solid Waste Management (ESWM) ………………………………………………………………………

10. Challenges encountered on Ecological Solid
Waste Management (ESWM) ……………………………………………………………………………
11. Test of Significant Difference on practices
between the school heads and the barangay
officials on Ecological Solid Waste
Management (ESWM) ……………………………………………………………………………………………

LIST OF FIGURES
Figure
1. Map Of Baao ……………………………………………………………………………………………………………………………
2. The Theoretical Paradigm …………………………………………………………………………………………
3. The Conceptual Paradigm ……………………………………………………………………………………………
4. The Respondents of the Study ………………………………………………………………………………
5. Gantt Chart of the Research Procedure ………………………………………………………
6. Awareness Level on Ecological Solid Waste
Management (ESWM) ………………………………………………………………………………………………………
(ESWM) along Waste Segregation ………………………………………………………………
(ESWM) along Waste Collection …………………………………………………………………
(ESWM) along Waste Disposal ………………………………………………………………………
(ESWM) along Implementation of 5R’s (Refuse,
Reduce, Reuse, Repurpose, and Recycle) ………………………………………………
11. Summary of Practices on Ecological Solid
Waste Management (ESWM) ………………………………………………………………………………………
12. Challenges Encountered on Ecological Solid
Waste Management (ESWM) ………………………………………………………………………………………

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. Due to still lack of waste
disposal options, citizens still heavily rely on landfills for
the generated waste. Despite the effort of the LGU on cleaning up
the rivers and canals from the pile of trash, the effort became
futile when there is lack of public awareness on their role and
responsibility how to manage the garbage properly. Complications
of garbage is one of the reasons for flooding problems in the
cities of Indonesia, clogging the flood canals and flood
reservoirs. All these daily garbage issues come together to
create very intense flooding.
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
(ESWM) are varied.
2. The different practices done by school heads and
(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
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
(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.

Philippine National Police (PNP). The study will provide
technical and other capability building assistance and support in
the development and implementation of local solid waste
management plans and programs.
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
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.

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
LEGEND:
Unit 1
Unit 2
Unit 3
Unit 5
Source: MPDC Office, Baao, Camarines Sur

Isabel Elementary School and Pugay Elementary School. And unit 5
Figure 1
composed of San Isidro-Sta. Teresita
Location Elementary School, San
Map of Baao
Province of Camarines Sur
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 recommendations 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), Implementing the Five R’s, Challenges on
Ecological Solid Waste Management (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.
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.
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 with 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.
Implementing 5R’s (Refuse, Reduce, Reuse, Repurpose, And Recycle)
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.
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.
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.
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 with 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.
Challenges Encountered on Ecological Solid Waste Management

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).
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.
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.
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).
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.
Policy Recommendations
According to the study of Domingo and Manejar, (2021)they
analyses the Regulatory Policies on Solid Waste Management in the
Philippines. They cited that he baseline policy that ties all the
components of solid waste management together is relatively good
and adept however, like any other law, it has loopholes that need
augmenting. In particular, the implementation fell short of what
was expected. Many primary mandates espoused by RA 9003 were not
cascaded to local implementors, among which included the
foreclosure, institutional oversight, and compliance with
prohibitions. For one, illegal dumpsites should have been phased
out many years ago, but there were still a number of LGUs unable
to shift to open dumpsites, albeit not a fault of their own but
just inherent limitations.

Moreover, as the LGUs were considered to be at the forefront
of services, they were expected to have firsthand knowledge on
their respective waste profiles and strategies on top of other
overlapping responsibilities. A more visible role in the
formulation of solid waste management plans should have
facilitated LGUs in discovering system gaps and mobilizing
improvements.
The study concluded that if properly implemented, the
provisions of Republic Act 9003 would have conveniently and
strategically allowed for the imposition of systematic and
structured remedies. But positive outcomes rarely come that easy
given bureaucratic realities. The overly simplistic transfer of
responsibility to local government units, even just to complement
the local government code, have resulted to two decades of
mediocre policy grounding. Although commendable islands of 37
successes were seen in the case study sites, no ideal holistic
solid waste management set-ups were manifested: illegal dumpsites
still exist, waste generation is still unabated, material
recovery is suboptimal, technology and facility investment is
subpar, and public and private participation are wanting.
Still, indications of policy compliance were visible. Solid
waste management units have been institutionalized both at the
national and subnational levels, with the NSWMC as consolidator;

there were forced closure of open/illegal dumpsites and
establishment of sanitary landfills; waste diversion targets and
material recovery facilities were instituted; and the public has
been initiated on waste management tenets. The implementation of
the law in local areas was also guided by 10-year solid waste
management plans and directed by focal persons, task forces, and
environmental offices. However, the process was riddled with
bureaucratic delays in approval of plan, lack of retention of
technical officers, and budget constraints. Private contractors
oftentimes bridged the gap in such lapses, allowing for
improvement in compliance rate of MRFs, livelihood generation in
facilities, and in information campaigns.
The study of Domingo and Manejar, (2021) showed similar
information with the present work because it dealth with Solid
Waste Management (SWM). However, the previous researchers focused
on analyzing Regulatory Policies on SolidWaste Management in the
Philippines, while the present work was on Awareness and
Practices on Ecological Solid Waste Management (ESWM).
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.
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; 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; 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. Studies
investigate about the Implementing the 5R’s were those of Limon
et.al, (2020) Solid waste management beliefs and practices in
rural households towards sustainable development and pro-
environmental citizenship; Sapuay and Jama, (2015) investigated
on the Challenges of Solid Waste Management and factors
influencing its effectiveness; Almazan and Vargas, (2016) on
Sustainable Solid Waste Management System; and Bautista, (2019)
Level of awareness and practices on solid waste management (SWM)
among college students. The studies conducted about the
Challenges Encountered on Ecological Solid Waste Management (ESWM
were contributed by: Macandog et.al, (2021) investigate the
Socio-economic and environmental impacts of COVID-19 pandemic;;
Paz et.al,(2020) Strategy to improve the solid waste management
of Barangay Matictic, Norzagaray, Bulacan;; 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; and Jama, (2015) investigated on the
Challenges of Solid Waste Management and factors influencing its
effectiveness. Policy Recommendation conducted by Domingo and
Manejar, (2021)they analyses the Regulatory Policies on Solid

Waste Management in the Philippines; and Paghasian, (2017)
Awareness and Practices on Solid Waste Management among College
Students.
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
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
the near future.
Social constructivism, (Lev Vygotsky 1978)is a sociological
theory of knowledge that implies the general philosophical
constructivism into social settings, wherein groups construct

their own knowledge for one another, collaboratively creating a
small culture of shared artifacts with shared meanings. When one
is immersed within a culture of this sort, one is learning all
the time about how to be a part of that cultures in many levels.
The Theory of Reasoned Action (TRA),(Ajzen and Fishbein
1980). The TRA developed out of social–psychological research on
attitudes and the attitude–behavior relationship. The model
assumes that most behaviors of social relevance (including health
behaviors) are under volitional control, and that a person's
intention to perform a behavior is both the immediate determinant
and the single best predictor of that behavior. Intention in turn
is held to be a function of two basic determinants: attitude
towards the behavior (the person's overall evaluation of
performing the behavior) and subjective norm (the perceived
expectations of important others with regard to the individual
performing the behavior in question). Generally speaking, people
will have strong intentions to perform a given action if they
evaluate it positively and if they believe that important others
think they should perform it. The relative importance of the two
factors may vary across behaviors and populations.
The Theory of Reasoned Action (TRA) was used to predict the
behavioral intention to recycle among the respondents. The Theory
of Reasoned Action was applied in the present study because it
also specifies the determinants of attitude and subjective norm.

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a
;’s
.y
practices of the school heads and barangay officials on solid
Re
O
Te
la
waste
st
tef management along the aforementioned dimensions; the
din
gf
Li
problems
th encountered; and the solutions recommended by the
ei
te
ra
c
si
respondents.
tu
gn
rei
if
an
ic
a
dan It is likewise inferential method since the study
St
ud
l
ce
di
determined the significant difference between the level of
ies
ff
s;
er
o
awareness
en of the school heads and barangay officials on the
Thn
ce
be
es
E
ecological
tw
is solid waste management (ESWM); and the significant
ee
anc
dn
differences
o
th
Di
of the practices between the school heads and
e
ssl
le
barangay
er officials on ecological solid waste management (ESWM).
ta
l
o
ve
ti
g
of
on
aw
s;i
ar
c
Sampling
en
In
es
Technique
sa
te
rn
of
etl
th
eS
ma
sc
te Purposive sampling was used in the choice of the School
o
ho
ri
ol
all
Heads
he
s;
and the Barangay Officials in Baao District, Baao,
i
ad
s
Camarines
Re
d
an
Sur. Purposive sampling helps the researcher to select
se
d
arW
th
ch
ea
In
ba
sts
ra
ru
met
ng
ay
nte
of
io
ci
nsa
al
;s
n
on
an
dth
a
e
g
Ec
St
ol
at
e
units
og
is which have direct reference to research questions being
ic
m
ti
al
ca
asked.
e
So
lli
n
To
d
ol
Wa On the other hand, no sampling was used in the choice of the
t
s.
st
(
e
respondents since there was a total enumeration of the school
Ma
E
na
S
ge
heads
me
and barangay officials in Baao District, Division of
W
nt
(E
Camarines Sur.
M
SW
)
M)
. The Respondents of the Study. Table 1 show the respondents
Fi
ofnd the study. Table 1 shows the number of the school heads and
in
g
barangay
ou officials. Based on the data, there were twenty five
t
th
(25)
e school heads in public elementary schools, Baao District and
ch
al
composed
le
of 30 barangays. It was divided into 5 units, unit 1
ng
composed
es of 5 elementary schools and 6 barangays; unit 2 has 5
en
co
elementary
un schools and 7 barangays; unit 3 is comprised of 6
te
re
elementary
d school and 7 barangays; unit 4 composed of 4
by
th
elementary
e schools and 4 barangays; and unit 5 has 5 elementary
re
sp
schools
on
and 6 barangays.
de
nt The public elementary schools in Unit 1 are Baao Central
s
on
School;
th Caranday Elementary School; Nababarera Elementary School;
e
aw
Sagrada
ar Elementary School; and San Juan Elementary School and the
en
es
6 s barangays were Sta. Cruz; Caranday; Nababarera; Sagrada; San
an
d
Juan;
pr and DelRosario. Unit 2 is comprised of 5 public elementary
ac
ti
schools;
ce
Baao West Elementary School; Bagumbayan Elementary
s
School;
of San Jose Elementary School; Sta. Eulalia Elementary
th
e
School;
ES and Sta. Teresa Elementary School while the 7 barangays
WM
.
An
al
yz
in
g
si
gn
if
ic
an
ce
si
gn
are
if : San Ramon; Bagumbayan; Sta. Eulalia; Sta. Teresa; San Jose;
ic
an
San
t
Roque; and San Francisco. Unit 3 is composed of 6 public
di
elementary
ff schools: Agdanga Elementary School; Cristo Rey
er
en
Elementary
ce School; Del Pilar Elementary School; Iyagan Elementary
be
tw
School;
ee La Medalla Elementary School; and Sta. Isabel Elementary
n
th
School
e while the 7 barangays are: Agdangan; Cristo Rey; Del
pr
ac
Pilar;
ti
Iyagan; La Medalla; Sta. Isabel; and San Nicolas. Unit 4
ce
s
composed of 4 public elementary schools: Buluang Elementary
of
sc
School;
ho Del Pilar Elementary School; Salvacion Elementary School;
ol
he
Sta
ad Isabel Elementary Schoo; and Pugay Elementary School and has
s
an
4 d barangays: Buluang; Lourdes; Pugay; and Salvacion. And unit 5
ba
ra
composed
ng of 5 public elementary schools: San Isidro-Sta. Teresita
ay
of
Elementary
fi
School; San Vicente Elementary School; Ikpan
ci
Elementary
al School; Tapol Elementary School; and Antipolo
s
on
Elementary
ec School; and the barangays composed of: Antipolo; San
ol
og
Rafael;
ic San Isidro; Sta. Teresita; San Vicente; and Tapol.
al
so
li
d
wa
Instrument
st
Used
e
ma
na
ge
me A research-made rating scale was used in this study to
nt
(E
determine
SW the level of awareness and practices together with the
M)
.
challenges encountered by the school heads and the barangay
Fo
rm
officials
ul on Ecological Solid Waste Management (ESWM) in Baao
at
in
District.
g
po
li
cy
re
co
mm
en
da
on
s.
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.
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
Subtotal 5 6 11 20
Unit 2
San Ramon
Bagumbayan
Sta. Eulalia
5 7 12 22
Sta. Teresa
San Jose
San Roque
San Francisco
Subtotal 5 7 12 22
Unit 3
Agdangan
Cristo Rey
Del Pilar
6 7 13 24
Iyagan
La Medalla
Sta. Isabel
San Nicolas
Subtotal 6 7 13 24
Unit 4 4 4 8 14
Buluang
Lourdes
Pugay
Salvacion
Subtotal 4 4 8 14
Unit 5
Antipolo
San Rafael
San Isidro 5 6 11 20
Sta. Teresita
San Vicente
Tapol
Subtotal 5 6 11 20
Grand total 25 30 55 100
F
i
g
u
r
e
4
T
h
e
R
e
s
p
o
n
d
e
n
t
s
o
f
30
t 20
h
e
S
t
u
d
y
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 2
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)
Subtotal 33 53.23
III. Challenges encountered

in Solid Waste Management 18 45-62 29.03
GRAND 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-Richardson 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.
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.

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 5.
Gantt Chart of the Research Procedure

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
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
(ESWM).
management (ESWM).
5. The test of significant difference of the practices between
the school heads and the barangay officials ?
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 3 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 3 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 3 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 (ESWM). 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.

Practices of School Heads and
Barangay Officials on Ecological
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 4 to 7
with its corresponding figures.
Waste Segregation. The table 4 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
Table 3
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
Weighted Mean
Figure 6
Awareness on Ecological Solid Waste Management (ESWM)
(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.
The study of Jeremias and Fellizar, (2019) provide insights
about the practices on ESWM along waste segregation. He cited
that respondents segregate their wastes to comply with ordinances
such as the “no segregation, no collection” policy implemented in
some barangays, maintain cleanliness, facilitate easier waste
collection by eco-aides, and recover recyclable waste. Those who
do not segregate cited laziness, lack of time, lack of
receptacles, and the practice of garbage collectors of mixing
segregated wastes in one truck as reasons for non-segregation.
TABLE 4
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 Mean
Figure 7
Practices on Ecological Solid Waste Management (ESWM)
along Waste Segregation
Waste Collection. Table 5 presents 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 Much Evident (ME), four (4) indicators were rated Evident
(E), while one (1) indicator was rated Fairly Evident (FE). The
Evident.
The indicator rated Much Evident was Composting (3.78). Meet
up with a collection vehicle (2.87); Waste materials are
collected according to schedule (2.80); Hauling and transfer of
solid waste from collection points to final disposal sites
(2.90); and Long-term storage or disposal facility or sanitary
landfill (3.06) were rated Evident (E), while waste materials are
collected in every house (door to door) (2.46) was rated Fairly
Evident (FE).
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 Evident.
This manifest that the respondents has a low practice in terms of
waste collection because there are areas that are not being
accessed by the garbage trucks, 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.
TABLE 5

along Waste Collection

Indicator
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:
2.50 – 3.49 Evident
Weighted Mean
Figure 8
along Waste Collection
Waste Disposal. The table 6 presents 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, six (6) were rated Much Evident (ME), one (1) was
rated Evident (E), and one (1) was rated Not at All (NA). The
weighted mean is 3.54 ranged from 3.50 – 4.49 means Much Evident
(ME).
The indicator with a rating of Much Evident were: Burying
the waste in the land (3.68); Resource Recovery (3.64); Recycling
(4.11); Composting (4.04); Disposed properly in the designated
trash bins (4.31); and Bottles, plastics, cans, and other scraps
are sold to junkshop (4.21). Incineration or Combustion (3.30)
was rated Evident, while on the other hand, Plasma Gasification
was rated Not Evident at All.
This study found out that burning and burying of waste were
the methods of waste management practices by the respondents. 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.
TABLE 6

in terms of Waste Disposal

Indicator
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:
2.50 – 3.49 Evident
Weighted Mean
Figure 9
along Waste Disposal
Implementing 5R’s(Refuse, Reduce, Reuse, Repurpose, and
Recycle). Table 7 deals with the assessment of the respondents in
the practices on Ecological Solid Waste Management (ESWM) along
Implementation of 5r’s. The data reveal that out of nine (9)
indicators, eight (8) were rated Much Evident, and one (1)
indicator was rated Fairly Evident (FE). The weighted mean is
3.81 ranged from 3.50 – 4.49 means Much Evident.
The indicators rated Much Evident were; Borrow, share,
and /or rent things that are needed occasionally (3.75); Use
water bottle/container than buying water in one-used plastic
bottles (3.98); Use old materials than buying a new one (4.09);
Keep those unfilled papers and used it as scratch (4.46); Reuse
grocery bags (4.40); Convert or redesign waste materials into a
new product (3.84); Make decors out of plastic wrappers and other
colorful waste materials (3.97); and Initiate generating-income
out of waste materials (3.72). While ignoring the importance of
recycling (2.08) was rated Fairly Evident.
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
much aware of the importance of implementing 5r’s in waste

management. Part of implementing 5r’s activity is to make decors
out of plastic wrappers and other colorful waste materials, it
TABLE 7

in terms of Implementing 5R’s

Indicator
1. Borrow, share, and /or rent things that are

3.80 ME 7 3.70 ME 8 3.75 ME 7
needed occasionally.
2. Use water bottle/container than buying water

4.20 ME 4 3.77 ME 6.5 3.98 ME 4
in one-used plastic bottles.
3. Use old materials than buying a new one. 4.24 ME 3 3.93 ME 3 4.09 ME 3
4. Keep those unfilled papers and used it as

4.32 ME 2 4.60 VME 1 4.46 ME 1
scratch.
5. Reuse grocery bags. 4.40 ME 1 4.40 ME 2 4.40 ME 2
6. Convert or redesign waste materials into a

3.92 ME 6 3.77 ME 6.5 3.84 ME 6
new product.
7. Make decors out of plastic wrappers and other

4.08 ME 5 3.87 ME 4 3.97 ME 5
colorful waste materials.
8. Ignore the importance of recycling 1.72 FE 9 2.43 FE 9 2.08 FE 9
9. Initiate generating-income out of waste

3.64 ME 8 3.80 ME 5 3.72 ME 8
materials.
total 3.81 ME 3.81 ME 3.81 ME
Legend:
2.50 – 3.49 Evident
Weighted Mean
Figure 10
Practices on Ecological Solid Waste Management (ESWM) along
Implementation of 5R’s
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 8.
Based on the data, three (3) out of 4 indicators were rated Much
Evident (ME) and only one (1) was rated Evident (E). The weighted
The foregoing data finds out that the practices on
Ecological Solid Waste management (ESWM) was considered Much
Evident in schools and barangays in 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 8
Summary of the Practices on Ecological

Solid Waste Management (ESWM

Indicators
3.95 3.92 1 3.94 1
1. Waste segregation ME 1 ME ME
2.75 3.21 4 2.98 4
2. Waste collection E 4 E E
3.54 3.53 3 3.54 3
3. Waste disposal ME 3 ME ME
4. Implementation of 3.65 3.68 2 3.67 2
ME 2 ME ME
5r's
3.47 3.59 3.53
Average E ME ME
Legend:
2.50 – 3.49 Evident
Test of Significant Difference between

the Level of Awareness and the Practices of the
School Heads and Barangay Officials on the
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 9 reveals the data.
Table 9 reveals the test of Significant Difference between
the Level of Awareness and the Practices of the School Heads and
W
e
i
g
h
t
e
d
Figure 11
Summary of the Practices on Ecological

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, 2.15 and .0158 (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 9
Significance of Difference between the Level of Awareness and the
practices of the School Heads and Barangay Officials on the
Aspects
Indication
Awareness Practices
Wx of the summation of the
76 18
ranks of the smaller group
Wx of the summation of the
134 18
ranks of the bigger group
No. of Samples of the
10 4
Bigger Group
No. of Samples of the
10 4
Smaller Group
Number of Samples in the
20 8
two groups
Computed z 2.15 0.14
Probability Associated with
.0158 .4443
z
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
The challenges encountered by the respondents in Solid Waste
Management (ESWM) were discussed and presented in Table 10 and in
Figure 12.
Table 10 shows the assessments of the respondents on the
challenges they were encountered. As cited in the table, out of
seventeen (17) indicators, thirteen (13)indicators were rated
Much Challenging (MC), while four (4) were rated Challenging. The
weighted mean is 3.27 ranged from 3.50 – 4.49 means Much
Challenging.
The indicators rated Much Challenging were: Inadequate
service coverage (3.51); Lack of financial resources (3.74); Lack
of trained personnel (3.97); Lack of vehicles (3.75); Lack of
equipment3.76); Lack of enforcement measure and capability
(3.68); Lack of planning (short, medium and long term plan
(3.64); Poor cooperation by Government agencies (3.63); Poor
public cooperation (4.07); Uncontrolled use of packaging
materials (3.77); Poor response to waste
minimization(reuse/recycling) (3.77); Lack of control on
hazardous waste (3.53); Lack of awareness on Ecological Solid
Waste Management Act of 2000/Republic Act 9003 (3.91).

The findings implies that Lack of trained personnel, Poor
public cooperation and Lack of awareness on Ecological Solid
Waste Management Act of 2000/Republic Act 9003 are the top
challenges that the respondents encountered. This was similar to
the findings of the study conducted by Problems relating to solid
waste management (SWM) practices that are encountered by the
participating households. A majority of the respondents indicated
that their major problems in managing household wastes are as;
insufficient recycling facility and storage areas; public
disinterest in SWM, and lack of awareness among the people
regarding the effects of SWM practices to their health and to the
environment. It suggests that 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.
TABLE 10
Challenges encountered by the respondents
in Solid Waste Management
School heads Barangay officials Average

Indicator
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
W
e
Figure 12
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
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 11 reveals the data.
Table 11 shown 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, 38 and 40; Waste Collection, 50
and 28; Waste Disposal, 66.5 and 70.5; and Implementation of
5R’s, 63 and 80.5.
Waste Segregation, 0.08 and .4681 (p<0.05); Waste Collection, 1.84
and .0329 (p<0.05); Waste Disposal, 0.84 and .2005; and
Implementation of 5R’s, 1.94 and .0262. 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 11
Significance Difference between the Level the practices between
the School Heads and Barangay Officials on the Ecological Solid
Aspects
Indication Waste Waste Waste Implementation
Segregation Collection Disposal of 5R’s
Wx of the 38 50 65.5 63
summation of
the ranks of
the smaller
group
Wx of the 40 28 70.5 80.5
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 1.84 0.84 1.94
Probability .4681 .0329 .2005 .0262
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:
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.
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. Municipal Mayor needs to 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.

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,

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
management?
5. How significant do the practices differ between the school
heads and the barangay officials?
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. 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, 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).
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.
2. Practices of School Heads and Barangay Officials on Ecological
Solid Waste Management (ESWM).
2.1. Waste Segregation. Five (5) indicators was rated Much
Evident (VME), and one (1) was rated Evident (E). The weighted
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.
2.2. Waste Collection. Based on the data, one (1) were rated
Much Evident (ME), four (4) indicators were rated Evident (E),
while one (1) indicator was rated Fairly Evident (FE). The
Evident.
The indicator rated Much Evident was Composting (3.78). Meet
up with a collection vehicle (2.87); Waste materials are
collected according to schedule (2.80); Hauling and transfer of
solid waste from collection points to final disposal sites
(2.90); and Long-term storage or disposal facility or sanitary
landfill (3.06) were rated Evident (E), while waste materials are
collected in every house (door to door) (2.46) was rated Fairly
Evident (FE).
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 Evident.
This manifest that the respondents has a low practice in terms of
waste collection because there are areas that are not being
accessed by the garbage trucks, 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.
2.3. Waste Disposal. The data revealed that out of eight (8)
indicators, six (6) were rated Much Evident (ME), one (1) was
rated Evident (E), and one (1) was rated Not at All (NA). The
weighted mean is 3.54 ranged from 3.50 – 4.49 means Much Evident
(ME).
The indicator with a rating of Much Evident were: Burying
the waste in the land (3.68); Resource Recovery (3.64); Recycling
(4.11); Composting (4.04); Disposed properly in the designated
trash bins (4.31); and Bottles, plastics, cans, and other scraps
are sold to junkshop (4.21). Incineration or Combustion (3.30)
was rated Evident, while on the other hand, Plasma Gasification
was rated Not Evident at All.
This study find out that burning and burying of waste were
the methods of waste management practices by the respondents. 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.
2.4. Implementing 5R’s(Refuse, Reduce, Reuse, Repurpose, and
Recycle). The data reveal that out of nine (9) indicators, eight
(8) were rated Much Evident, and one (1) indicator was rated
Fairly Evident (FE). The weighted mean is 3.81 ranged from 3.50 –
4.49 means Much Evident.

The indicators rated Much Evident were; Borrow, share,
and /or rent things that are needed occasionally (3.75); Use
water bottle/container than buying water in one-used plastic
bottles (3.98); Use old materials than buying a new one (4.09);
Keep those unfilled papers and used it as scratch (4.46); Reuse
grocery bags (4.40); Convert or redesign waste materials into a
new product (3.84); Make decors out of plastic wrappers and other
colorful waste materials (3.97); and Initiate generating-income
out of waste materials (3.72). While ignoring the importance of
recycling (2.08) was rated Fairly Evident.
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
much aware of the importance of implementing 5r’s in waste
management. Part of implementing 5r’s activity 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.
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). Based
on the findings, the summations of the ranks of the smaller and
bigger groups were: Awareness, 65 and 145; Practices, 17 and 19.

Awareness, 2.15 and .0158 (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
Management (ESWM). Based on the findings, the summations of the
ranks of the smaller and bigger groups were: Waste Segregation,
38 and 40; Waste Collection, 50 and 28; Waste Disposal, 66.5 and
70.5; and Implementation of 5R’s, 63 and 80.5.
Waste Segregation, 0.08 and .4681 (p<0.05); Waste Collection, 1.84
and .0329 (p<0.05); Waste Disposal, 0.84 and .2005; and
Implementation of 5R’s, 1.94 and .0262. 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.

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.
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. Municipal Mayor needs to 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.
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 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 Much
Evident.
awareness level and practices on Ecological Solid Waste
Management (ESWM).
awareness and practices on Ecological Solid Waste Management
(ESWM) is considered Much Challenging.
practices on the Ecological Solid Waste Management (ESWM).
6. Policy recommendations are generated based from the
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
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. 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
waste management in order to have a very good habit on these
practices.
5.1. Encourage backyard composting especially to those
areas that can’t be reached by the waste collection vehicle.
6. 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.
6.1. 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.

BIBLIOGRAPHY
BIBLIOGRAPHY
A. Books
Rathoure, Ashok K. (2019). Zero Waste: Management Practices for

Environmental Sustainability. CRC Press
Tchobanoglous, George and Kreith, Frank (2002). Handbook of

Solid Waste Management. 2nd Edition. Mcgraw-Hill
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Management :Principles and Practices. Springer-Verlag
Berlin Heidelberg
Christensen, Thomas h. (2010). Solid Waste Technology &

Management, 1 & 2. Blackweel Publishing Ltd
Chandra, Ram (2015). Environmental Waste Management. CRC Press

Campbell, William Giles, et.al (2003). Introduction to
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Edition, CRC Press
Jacobson, Timothy (1193). Waste Management 1st Edition. Regnery

Publishing, Inc.
Franchetti, Matthew (2009). Solid Waste Analysis and

Minimization: A System Approach 1st Edition. McGraw-hill
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Rogoff, Marc J. (2013). Solid Waste Recycling and Process:

Planning of Solid Waste Recycling Facilities and Programs
nd
2 Edition.
Strasser, Susan (2000). Waste and Want: Asocial History of Trash

1st Edistion. Holt Paperbacks.
B. Journals
Gatpolintan, J. N., & Avila, E. C. (2019). Perceived Effects of

Inflation on Budget Consumption of Public Secondary School
Teachers in Ragay, Camarines Sur, Philippines. Asia Pacific
Journal of Academic Research in Business Administration,
5(April), 8–15.
Abbas, I. I., Chaaban, J. K., & Shaar, A. A. (2017). Solid Waste
Management in Lebanon : Challenges and Recommendations.
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Gequinto, A. C. (2017). Solid Waste Management Practices of

Select State Universities in CALABARZON ,. Asia Pacific
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organization, non-government organizations, and local
government units in solid waste management: Experiences from
the Philippines and Japan. Journal of Asiatic Studies, 23
(1): pp 45-53.
C. Foreign Studies
Ferronato, N. & Torretta, V. (2019). Waste Mismanagement in

Developing Countries: A Review of Global Issues
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Management Practices on Environment and Public Health: A
Case of Bahawalpur City, Oakistan
Maina, B. (2016). The Challenges of Solid Waste Management in

Sustainable Urban Planning.
Ali, A.Y.S. (2019). Challenges of Solid Waste Management and

Factors Influencing its Effectiveness
Singh, J., Laurenti, R., Sinha, R., & Frostell, B. (2014).

Progress and Challenges to the Global Waste Management
System
D. Unpublished Theses and Dissertations
Lalamonan and Comighud (2020). Awareness and Implementation of

Solid Waste Management (SWM) Practices. Unpublished Master’s
Thesis.
Vidal et.al, (2021). Raising Awareness on Solid Waste Management

through Formal Education for Sustainability: A Developing
Countries Evidence Review
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Solid Waste Management among Undergraduate Students in a
Philippine State University. Unpublished Master’s Thesis.
Castillo (2013). Status of Solid Waste Management in the

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

Buhi, Camarines Sur, Philippines. unpublished Master’s
Thesis
Bautista (2019). Level of awareness and practices on solid waste

management (SWM) among college students.
Limon et.al, (2020). Solid waste management beliefs and

practices in rural households towards sustainable
development and pro-environmental citizenship.
Sapuay and Jama, (2015). Challenges of Solid Waste Management

and factors influencing its effectiveness
Almazan and Vargas, (2016). Sustainable Solid Waste Management

System
Bautista, (2019). Level of awareness and practices on solid

waste management (SWM) among college students. Unpublished
Master’s Thesis.
Macandog et.al, (2021). Socio-economic and environmental impacts

of COVID-19 pandemic
Paz et.al,(2020). Strategy to improve the solid waste management

of Barangay Matictic, Norzagaray, Bulacan
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
Jama, (2015). Challenges of Solid Waste Management and factors

influencing its effectiveness.
Domingo and Manejar, (2021). Regulatory Policies on Solid Waste

Management in the Philippines
Paghasian, (2017). Awareness and Practices on Solid Waste

Management among College Students.
E. Readings
 The Governance of Basic Education Act of 2010 (RA 9155) and
the Implementing Rules and Regulations (IRR)
promulgated by the Department of Education.
 1987 Philippine Constitution
 Disaster Risk Reduction and Management Law
 Ecological Solid Waste Management Act of 2000 (RA 9009)
F. Websites
https://www.researchgate.net/publication/327177428_Solid_Was
te_Management_Awareness_Attitude_and_Practices_in_a_Philippi
ne_Catholic_Higher_Education_Institution
https://www.sciencedirect.com/science/article/pii/S266601642
030058X#sec6
https://en.wikipedia.org/wiki/Waste_management
http://nswmc.emb.gov.ph/wp-content/uploads/2016/06/6.ESWM-
for-HH.pdf
https://www.jstage.jst.go.jp/article/jsmcwm/24/0/24_677/_pdf
https://www.witpress.com/Secure/elibrary/papers/WS19/WS19027
FU1.pdf
APPENDICES
Iriga City
PERMIT TO CONDUCT STUDY
April 26, 2021
LOWEL I. BISENIO
Public Schools District Supervisor
Baao District
Division of Camarines Sur
Sir:
Warm greetings!
I am CHRISTINE MAE A. BENOSA, a Graduate Studies student of University

of Northeastern Philippines (UNEP), Iriga City. I am writing to request
permission from your office to conduct a research study in the Baao District
which is under your supervision. The study is entitled “AWARENESS AND
PRACTICES ON ECOLOGICAL SOLID WASTE MANAGEMENT (ESWM) OF SCHOOL HEADS AND
BARANGAY OFFICIALS IN BAAO DISTRICT”. This study, aimed to determine the
awareness and practices on Ecological Solid Waste Management (ESWM) of School
Heads and Barangay Officials and has been approved by UNEP Graduate Studies.
Please be assured that all the data collected will be treated with
strict confidentiality and that no respondents will be in any way identified
in the final report. It is of great hope that the completion and findings of
this will not only be significant to DepEd, but also to the whole educational
system.
Thank you very much and your approval to conduct this study will be
greatly appreciated.
Respectfully yours,
CHRISTINE MAE A. BENOSA

Researcher
Recommending Approval:
ELEANOR A. OSEA, EdD, CESO IV

Dean, Graduate School and Research
Jina-Luz Z. Alfelor Ed.D.,Ph.D.

Research Adviser
Approved by:
LOWEL I. BISENIO
Public Schools District Supervisor
Iriga City
QUESTIONNAIRE
Name (Optional): ____________________________________________

Name of School/Barangay: ____________________________________
Respondents Category:
_____ School Head _____ Barangay
Captain
_____ Barangay Councilor _____ Barangay Councilor
(Committee on (Committee on Environment
Education) And Sanitation)
Part I. Awareness on Ecological Solid Waste Management (ESWM)

Direction: Please check (/) the appropriate column that
corresponds to your answers according to your level of awareness
on Ecological Solid Waste Management(ESWM).
LEGEND: 5 - Very Much Aware 2 - Fairly Aware

4 - Much Aware 1 - Not at all
3 - Aware
ECOLOGICAL SOLID WASTE MANAGEMENT 5 4 3 2 1
1. Ensure the protection of the public

health and environment.
2. Utilize environmentally-sound methods

that maximize the utilization of valuable
resources and 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, 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 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
arrangement and indigenous and improved
methods of waste reduction, collection,
separation and recovery.
6. Encourage greater private sector

participation in solid waste management.
7. 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.
8. Encourage cooperation and self-regulation
among waste generators through the
application of market-based instruments.
9. Institutionalize public participation in

the development and implementation of
national and local 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 and
non-formal education in order to promote
environmental awareness and action among
citizenry.
11. Others, please specify

_________________________________________
Source: General Provision on Ecological Solid Waste
Management Act of 2000/Republic Act 9003.
Part II. Practices on Waste Management in School/Barangay

Direction: Please check (/) the appropriate column corresponding
to the level on how you practice the following statement on
Ecological Solid Waste Management.
LEGEND:
5 - Very Much Aware 2 - Fairly Aware
3 - Aware
PRACTICES ON WASTE MANAGEMENT 5 4 3 2 1

1. Waste Segregation
1.1. Sorting the biodegradable and non-
biodegradable.
1.2. Segregate of special waste and toxic
waste like diaper battery, fluorescent
lamp, and etc.
1.3. Segregation of organic waste like
leftover food, peel and scrapings from
fruit and vegetables.
1.4. Segregation of residual waste like
glass (clear, tinted-no light bulbs or
window panes.
1.5. Mix all garbage in one garbage
container.
1.6. Segregate recyclable items for
collection.
1.7. Others, please specify
__________________________________________
2. Waste Collection
2.1. Meet up with a collection vehicle.
2.2. Waste materials are collected
according to schedule.
2.3. Waste materials are collected in every
house (door to door)
2.4. Hauling and transfer of solid waste
from collection points to final disposal
sites.
2.5. Composting.
2.6. Long-term storage or disposal facility
or sanitary landfill.
2.7. others, please specify
__________________________________________
__________________________________________
3. Waste Disposal
3.1. Burying the waste in the land
3.2. Incineration or Combustion
3.3. Resource Recovery
3.4. Recycling
3.5. Plasma Gasification
3.6. Composting
3.7. Disposed properly in the designated
trash bins.
3.8. Bottles, plastics, cans, and other
scraps are sold to junkshop.
__________________________________________
4. Implementing 5R’s (Refuse, Reduce, Reuse,
4.1. Borrow, share, and /or rent things
that are needed occasionally.
4.2. Use water bottle/container than buying
water in one-used plastic bottles.
4.3. Use old materials than buying a new
one.
4.4. Keep those unfilled papers and used it
as scratch.
4.5. Reuse grocery bags.
4.6. Convert or redesign waste materials
into a new product.
4.7. Make decors out of plastic wrappers
and other colorful waste materials.
4.8. Ignore the importance of recycling
4.9. Initiate generating-income out of
waste materials.
__________________________________________
Part III. Put a check (/) on the box that corresponds to your
answer according to the following scale.
LEGEND:
5 - Very Much Aware 2 - Fairly Aware
3 - Aware
Challenges encountered in Solid Waste Management 5 4 3 2 1

1. Lack of authority to make financial and
administrative decision.
2. Inadequate service coverage.
3. Lack service quality.
4. Lack of financial resources.
5. Lack of trained personnel.
6. Lack of vehicles.
7. Lack of equipment.
8. Old vehicle/equipment frequent breakdown.
9. Lack of enforcement measure and capability.
10. Lack of planning (short, medium and long

term plan)
11. sss
12. Poor cooperation by Government agencies.
13. Poor public cooperation.
14. Uncontrolled use of packaging materials.
15. Poor response to waste

minimization(reuse/recycling).
16. Lack of control on hazardous waste.
17. Lack of awareness on Ecological Solid

Waste Management Act of 2000/Republic Act
9003.
18. Others. Please specify

_____________________________________________
SAMPLE COMPUTATION
Level of Awareness of the School Heads and Barangay
Officials on Ecological Solid Waste Management (ESWM)
Rank Wx Indicators School Heads Barangay Officials

1 4.80 1 1 4.5
2 4.56 2 2 20
3 4.48 3 7.5 11
4 4.47 4 3 4.5
5 4.47 5 7.5 19
6 4.32 6 14 15
7 4.32 7 16 17.5
8 4.32 8 7.5 17.5
9 4.32 9 10 12
10 4.28 10 7.5 13
11 4.27
12 4.23
13 4.13
14 4.12
15 4.10
16 4.08
17 3.97
18 3.97
19 3.93
20 3.80
Ʃ = 76 Ʃ = 134
Wx + 0.5 - m(N+1)/2 28.5
Z = =
√ mn(N+1) /12 13.28
76 + 0.5 -10(20+1)/2
= = 2.15
√ (10)(10)(20+1) /12
76.5-10 ( 21 ) / 2
=
√ (100 ) (21) /12
76.5-105
=
√2100/ 12
−28.5
=
√ 175
Practices of the School Heads and Barangay


1 3.95 1 1 2
2 3.92 2 8 7
3 3.68 3 5 6
4 3.65 4 4 3
5 3.54
6 3.53
7 3.21
8 2.75
Ʃ = 18 Ʃ = 18
Wx + 0.5 - m(N+1)/2
Z =
√ mn(N+1) /12
18 + 0.5 -4(8+1)/2
=
√ (4)(4)(8+1) /12
18.5-4 ( 9 ) / 2
=
√ (16) (9) /12
18.5-18
=
√ 144/ 12
−0.5
=
√ 12
0.5
=
3.46
= 0.14

Along Waste Segregation

1 4.48 1 1 5
2 4.23 2 9 8
3 4.20 3 3.5 2
4 4.20 4 10 6.5
5 4.17 5 11 12
6 4.13 6 3.5 6.5
7 4.13
8 4.00
9 3.92
10 3.76
11 3.16
12 2.87
Ʃ = 38 Ʃ = 40
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

Along Waste Collection
XRank Wx Indicators School Heads Barangay Officials

1 3.80 1 10 3
2 3.76 2 11 5
3 3.30 3 12 9
4 3.23 4 8 6
5 3.20 5 2 1
6 2.97 6 7 4
7 2.88
8 2.84
9 2.77
10 2.44
11 2.40
12 2.16
Ʃ = 50 Ʃ = 28
Wx + 0.5 - m(N+1)/2
Z =
√ mn(N+1) /12
50 + 0.5 -6(12+1)/2
=
√ (6)(6)(12+1) /12
50.5-6 ( 13 ) / 2
=
√ (36) (13) /12
50.5-39
=
√ 468/ 12
11.5
=
√39
11.5
=
6.24
= 1.84

Along Waste Disposal

1 4.36 1 9 12
2 4.27 2 14 13
3 4.27 3 10 11
4 4.16 4 5 6
5 4.12 5 15.5 15.5
6 4.10 6 7 8
7 4.08 7 1 2.5
8 4.00 8 4 2.5
9 3.80
10 3.64
11 3.63
12 3.57
13 3.43
14 3.16
15 1.00
16 1.00
Ʃ = 65.5 Ʃ = 70.5
Wx + 0.5 - m(N+1)/2
Z =
√ mn(N+1) /12
65.5 + 0.5 -8(16+1)/2
=
√ (8)(8)(16+1) /12
66-8 ( 17 ) / 2
=
√ (64) (17) /12
66-68
=
√ 1088/ 12
−8
=
√ 90.67
8
=
9.52
= 0.84

Along Implementing 5R’s

1 4.60 1 11.5 15
2 4.40 2 6 13.5
3 4.40 3 5 8
4 4.32 4 4 1
5 4.24 5 2.5 2.5
6 4.20 6 9 13.5
7 4.08 7 7 10
8 3.93 8 18 17
9 3.92 9 16 11.5
10 3.87
11 3.80
12 3.80
13 3.77
14 3.77
15 3.70
16 3.64
17 2.43
18 1.72
Ʃ = 63 Ʃ = 80.5
Wx + 0.5 - m(N+1)/2
Z =
√ mn(N+1) /12
63 + 0.5 -9(18+1)/2
=
√ (9)(9)(18+1) /12
63.5-9 ( 19 ) / 2
=
√ (81) (19) /12
63.5-85.5
=
√ 1539/ 12
−22
=
√128.25
22
=
11.32
= 1.94

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AWARENESS AND PRACTICES OF SCHOOL HEADS AND THE BARANGAY

OFFICIALS ON ECOLOGICAL SOLID WASTE MANAGEMENT (ESWM) IN THE

CHRISTINE MAE A. BENOSA

In partial fulfillment of the requirements for the Degree of

JINA – LUZ Z. ALFELOR, ED. D. PH. D.

Approved by the committee on oral examination with a grade of

Accepted in partial fulfillment of the requirements for the

ELEANOR A. OSEA, Ed.D, CESO IV

Atty. REMELISA G. ALFELOR-MORALEDA

This thesis hereto attached, entitled: “AWARENESS AND

Accepted in partial fulfillment of the requirements for the

ELEANOR A. OSEA, Ed.D, CESO IV

Atty. REMELISA G. ALFELOR-MORALEDA

To whom it may concern:

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

Issued upon request of the interested party for reference

To whom it may concern:

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

Issued upon request of the interested party for reference

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

To whom it may concern:

This is to certify that all suggestions/recommendations

Issued upon the request of the interested party for

SHIRLEY M. GALVEZ, DEM

Name : CHRISTINE MAE A. BENOSA

Address : BAYANIHAN ST., BULUANG, BAAO,

Date of Birth : NOVEMBER 26, 1996

Place of Birth : NAGA CITY

Civil Status : SINGLE

Parents : CHRISTOPHER DEL ROSARIO BENOSA

LORELIE ALBAO BENOSA

Elementary : BULUANG ELEMENTARY SCHOOL

Secondary : EUSEBIA PAZ ARROYO MEMORIAL

Tertiary : CENTRAL BICOL STATE UNIVERSITY

ELIGIBILITY : LET Paaser

WORK EXPERIENCE : PILI CAPITAL COLLEGE INC.

SEMINAR-WORKSHOP AND TRAININGS ATTENDED

INSERVICE TRAINING (INSET) PILI CAPITAL COLLEGE Inc.

BREAD AND PASTRY PRODUCTION TRAINING (NC II)

Title: Awareness and Practices of the School Heads and the

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

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

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 determine

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

identify the practices on ESWM; tested the significant difference

between the level of awareness and the practices of the

respondents on ESWM; find out the challenges encountered on ESWM;

analyze 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

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. Out of the 10 provisions on Ecological Solid Waste

from 3.50 – 4.49 Much Aware.

2. Practices of School Heads and Barangay Officials on Ecological