Practices of elementary teachers in infusing waste management in the classroom

Abstract

This research aims to determine the teaching experiences of elementary teachers practicing assimilating waste management in the classroom. The participants underwent in-depth interviews (IDI), that were selected randomly. The phenomenological research approach was employed to gain insights into how elementary teachers practice on infusing waste management in the classroom. Findings reveal that elementary teachers encounter difficulties in assimilating waste management, including lack of knowledge on waste segregation, unable to follow rules and instructions, setting of policy, integration of waste segregation in class, constant reminders, pupils recognition on positive action and in place policy on waste segregation. Furthermore, the research finds that elementary teachers are driven by their dedication to teaching students to develop good habits for thoughtfully disposing of waste and their passion for teaching. These results offer valuable insights for stakeholders such as educators, students, parents, and future researchers to address the challenges faced by elementary teachers in assimilating waste management in the classroom.