Implementation Of Wash in School (WinS) Program in Bataraza District I

This study evaluated the implementation status and challenges of the Water, Sanitation, and Hygiene in Schools (WinS) Program in Bataraza District I, examining the relationship between school profile variables and WinS status and practices. Anchored on a conceptual framework linking school characteristics to program implementation outcomes, the study employed a quantitative correlational research design. Data were collected from school heads and selected teachers across 31 public elementary and secondary schools using a restructured Likert-scale instrument based on the DepEd Three-Star Approach and researcher-made questionnaires. Frequency, percentage, mean, standard deviation, and Spearman’s rho were used for data analysis. Results revealed that both elementary and secondary schools achieved an Evident level of WinS implementation, with stronger performance observed at the elementary level. No significant relationship was found between school profile variables and WinS status, nor between teachers’ practices and WinS status. However, a highly significant positive relationship existed between the practices of school heads and WinS coordinators and the overall WinS status. Major challenges included inadequate safe water sources, limited supervision time for hygiene activities, and insufficient funds for oral hygiene kits and infrastructure improvements. The study concludes that leadership practices significantly influence WinS implementation and recommends strengthened policy enforcement, regular evaluation, adequate funding, and enhanced stakeholder collaboration. The findings support Sustainable Development Goals 4 (Quality Education), 3 (Good Health and Well-Being), and 6 (Clean Water and Sanitation). The study contributes to educational, public health, and institutional sustainability by promoting safe learning environments, strengthening governance mechanisms, and informing evidence-based policy planning.