Volume 3 Issue 1 | 2026 | View PDF
Paper Id:IJMSM-V3I1P117
doi: 10.71141/30485037/V3I1P117

Administrative and Supervisory Insights on Implementing Climate Change Education in Basic Education

Jennylyn G. Fajardo, Melody M. Alqueza, Daisyrie Mae C. Paredes, Chinkee D. Tellidua, Leahni L. Vergara, Jon Redgie N. Arcadio, Jan Marie A. Yongco, Ninna Ysabella N. Umbay, Redjie D. Arcadio

Citation:
Jennylyn G. Fajardo, Melody M. Alqueza, Daisyrie Mae C. Paredes, Chinkee D. Tellidua, Leahni L. Vergara, Jon Redgie N. Arcadio, Jan Marie A. Yongco, Ninna Ysabella N. Umbay, Redjie D. Arcadio, "Administrative and Supervisory Insights on Implementing Climate Change Education in Basic Education" International Journal of Multidisciplinary on Science and Management, Vol. 3, No. 1, pp. 161-173, 2026.

Abstract:
Climate change education (CCE) has become a crucial component of basic education to equip students with the knowledge, skills, and attitudes necessary to respond to environmental challenges. The administrators and supervisors are key in helping to ensure the successful incorporation of climate education into the school curriculum by way of leadership, guidance and encouragement. Nonetheless, little studies have been devoted to the observation of administrative and supervisory perspectives of the practice of CCE in the Philippine basic education. The research design adopted in this study was descriptive research design based on the quantitative approach and supplemented by qualitative information. The respondents sampled were 45 school administrators, instructional supervisors, coordinators, subject heads, and teachers in the selected basic education schools of DepEd in the 3 rd District in Cebu Province, Philippines, which employed a purposive sampling technique. An estimated questionnaire that had been tested by the researcher was used to gather data and was analyzed through frequency, percentage, weighted average, ranking, and ANOVA to ascertain the degree of administrative assistance, supervision practices, problems, strategies, and perceived effects. Findings revealed a high level of administrative support (WM = 4.16) and supervisory practices (WM = 4.13) in implementing CCE. Key challenges included limited instructional resources and insufficient teacher training (WM = 4.31–4.40). Strategies such as professional development, collaborative teacher teams, monitoring, and student-led projects were identified as effective measures (WM = 4.17). Perceived impact on instructional practices and student engagement was also high (WM = 4.24). he outcome of ANOVA demonstrated significant differences in perception of different groups of respondents (F = 2.87, p = 0.048), which explains the necessity to take into account different points of view in the implementation of the policy. Supervisory and administrative assistance is extremely necessary to facilitate successful CCE integration in basic education. Tailored professional development, resource allocation, and collaborative approaches are essential to overcoming challenges and enhancing teacher performance.

Keywords: Climate Change Education, Administrative Support, Supervisory Practices, Basic Education, Curriculum Implementation, Teacher Development.

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