ABSTRACT
This study explored the opportunities and challenges experienced by teachers in supervising the Youth for Environment in Schools Organization (YES-O) and proposed a program enhancement to strengthen its implementation. Using a qualitative research design with purposive sampling, semi-structured interviews were conducted to teachers who serve as YES-O advisers. Thematic analysis was used to identify recurring patterns and insights from their experiences. Findings show that teachers gained valuable opportunities such as promoting environmental stewardship, development of leadership and advocacy skills and parental support. However, they also encountered challenges such as time constraints, workload overload, limited financial resources, inconsistent student participation, and lack of collaboration. To cope with these challenges, teachers employed delegation and shared leadership, collaboration and partnerships and enhanced student motivation through engaging activities. The study proposes Strengthening the Youth for Environment in Schools Organization (YES-O): Enhancing Teacher Supervision, Student Engagement, and Environmental Stewardship as an enhancement program.
Keywords: YES-O, opportunities, challenges
INTRODUCTION
Environmental education has become an essential component of the global education agenda, emphasizing the need to instill sustainable practices and Eco-conscious behavior among students. The Youth for Environment in Schools (YES-O) is the only recognized co-curricular environmental club or organization established in partnership with the Department of Environment and Natural Resources (DENR) to consolidate all other environmental and/or ecology clubs or organizations in school with main and primary programs or projects for the environment or ecology in the said Organization. It promotes environmental awareness and action among learners. As an organization endorsed by the Department of Education, YES-O plays a significant role in promoting youth participation in ecological conservation (Department of Education, 2011).
Schools play a fundamental role in developing environmentally responsible individuals, with organizations such as YES-O serving as key facilitators of ecological engagement. While YES-O provides a structured approach to environmental advocacy, its implementation often faces challenges that stem from limited teacher capacity, administrative constraints, and resource availability. Understanding the dynamics of teacher supervision within this organization is critical to ensuring that students gain meaningful and impactful environmental experiences.
The success of this program heavily depends on the effective supervision of teachers who guide student initiatives. Teachers who oversee YES-O activities are often tasked with balancing academic responsibilities with extracurricular duties and their ability to effectively guide students in environmental initiatives depends on various factors, including institutional support, access to resources, and personal motivation.
Despite its potential, various challenges hinder the seamless implementation of YES-O activities. Identifying both the opportunities that empower teachers and the barriers that hinder their efficiency is essential in designing interventions that enhance YES-O supervision.
By examining these aspects, this study sought to contribute to the improvement of environmental education policies and practices in schools, ultimately strengthening the overall impact of YES-O programs.
This study is important because it gives voice to teachers, examines their experiences, and identifies the factors that support or hinder YES-O supervision. Its findings can offer evidence-based guidance for school leaders and program planners in creating an enhancement plan for better YES-O implementation. More importantly, understanding teachers’ experiences can help build a more supportive environment where environmental education is meaningful, sustainable, and responsive to the needs of learners and communities.
see PDF attachment for more information