• Metche D. Sumayang
• Gina F. Labitad

Teachers’ knowledge, skills, and attitudes on 5S and challenges on school-based solid waste management have been questionable when linked to the effectiveness of waste management practices in schools. This study aimed to determine the level of Teacher’s Knowledge, Skills, and Attitude on 5S (Sort, Set in order, Shine, Sustain, Standardized) and Challenges of School-Based Solid Waste Management. This study explores a comprehensive analysis in the Villanueva North District for school year 2023-2024. Specifically, it examined the teachers’ level of Knowledge, Skills, and Attitude on 5S; the level of teachers’ challenges on School-Based Solid Waste Management in terms of Segregate, Reuse, Reduce, Recycle, and Disposal; and the relationship between the teachers’ Knowledge, Skills, and Attitudes on 5S and the Challenges on School-Based Solid Waste Management. The method used universal sampling which involved two hundred fifteen (215) teachers from Villanueva North District during the School Year 2023-2024. A researcher-made questionnaire was used in the first part of the study. The second part was patterned and modified from RA 9003 also known as Ecological SolidWaste Management Act of 2000 was employed. The data gathered were analyzed using descriptive statistics such as mean, standard deviation, and Pearson correlation coefficient. Salient findings revealed that the highest mean score for the teachers’ level of knowledge, skills, and attitude on 5S is associated with knowledge. On the other hand, considering teachers’ challenges on school-based solid waste management, the highest mean is observed in disposal. The results revealed also that teachers' knowledge and attitudes significantly influence most areas of waste management, suggesting that well-informed and positively inclined teachers are better equipped to manage waste effectively. The results concluded that comprehensive professional development programs that enhance teachers' knowledge are important to achieve a more holistic and effective approach to solid waste management in schools and improve waste management practices that will contribute to creating a healthier and more sustainable educational environment. Therefore, it is recommended that the Department of Education should provide training programs to develop a positive attitude toward 5S ns solid waste management. School heads should implement activities that will emphasize the importance and benefits of reusing materials, and lastly, it is recommended that teachers should be given support and enough resources to reinforce their learning and sustain their commitment to 5S principles and solid waste management. These insights are essential for policymakers and educators aiming to foster environmental responsibility and sustainability in educational institutions.

knowledge, skills, and attitudes, 5S, school-based solid waste management

"Teachers' Knowledge, Skills, and Attitude on 5S and Challenges on School-Based Solid Waste Management", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 8, page no.e509-e533, August-2024, Available :http://www.jetir.org/papers/JETIR2408448.pdf

"Teachers' Knowledge, Skills, and Attitude on 5S and Challenges on School-Based Solid Waste Management", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 8, page no. ppe509-e533, August-2024, Available at : http://www.jetir.org/papers/JETIR2408448.pdf