Instructional Leadership and Community Engagement Challenges in The Implementation of Green Curriculum of Selected Secondary Schools in The Divisions of Cavite Province: Input to Enhanced Collaborative Practices

This study explores the challenges faced by secondary schools in Cavite, Philippines, during green curriculum implementation. It also aims to identify practices for educators and communities to support student learning through green education. The qualitative phase, employing a mixed-methods approach, used the Delphi Technique to identify and gain consensus on challenges and practices from experts (n = 12), including school principals, master teachers, and head teachers. A quantitative phase surveyed 155 teachers to statistically analyze the identified challenges. We used thematic analysis and ANOVA along with Pearson correlation to analyze the quantitative data. The study revealed several key challenges in the instructional leadership dimension: preparedness gaps, limited innovative practices, curriculum integration challenges, undervalued environmental education, and assessment and evaluation needs. The study identified several key challenges in community engagement, including disengaged leadership, resource constraints, cultural and communication barriers, community disenfranchisement, building strong school-community partnerships, and resistance to collaboration. There is no significant difference in instructional leadership across different age groups, length of service, and educational attainment. There is no significant relationship between instructional leadership, community engagement, and age; no significant relationship exists between instructional leadership, community engagement, and length of service. There is no significant relationship between instructional leadership, community engagement, and educational attainment. There is a significant relationship between challenges in instructional leadership and community engagement in the implementation of green curriculum. The findings also demonstrated a positive correlation between effective instructional leadership and community engagement in green curriculum implementation. Based on the combined qualitative and quantitative results, the study proposes enhanced collaborative practices to address these challenges and improve green curriculum implementation in schools.