School Facility Management and Maintenance Practices in Rural Elementary Schools in the Schools District of Jose Dalman, Zamboanga Del Norte, Philippines

Abstract

This qualitative case study explored the management and maintenance of school facilities in rural elementary schools within the Schools District of Jose Dalman, Zamboanga del Norte, Philippines. The study aimed to examine the planning, implementation, monitoring, and maintenance practices employed by school personnel, as well as the challenges, experiences, and resource-related concerns encountered in managing school facilities. Anchored on School Infrastructure Quality Theory, Systems Theory, and Resource Dependence Theory, the study emphasized the importance of safe and functional learning environments, stakeholder collaboration, and external resource support in sustaining school infrastructure. Thirteen participants composed of teachers, master teachers, substitute teachers, and school principals were purposively selected. Data were gathered through in-depth interviews and analyzed using thematic analysis. Findings revealed that school facility management in rural schools is characterized by collaborative and adaptive practices involving school personnel, parents, local government units, and community stakeholders. Preventive and corrective maintenance activities such as regular cleaning, inspections, minor repairs, and emergency responses were commonly implemented despite limited resources. However, participants encountered persistent challenges including insufficient maintenance funds, shortage of materials and skilled labor, aging infrastructure, geographic isolation, and weather-related damages. These constraints affected the safety, usability, and conduciveness of learning environments, sometimes disrupting classes and instructional delivery. Despite these challenges, schools demonstrated resilience through stakeholder partnerships, community participation, Brigada Eskwela activities, prioritization strategies, and localized repair initiatives. The study concludes that effective school facility management in rural schools requires sustainable funding, strengthened stakeholder collaboration, proactive maintenance systems, and responsive infrastructure policies to ensure safe, functional, and supportive learning environments for learners and teachers.