Authors : Irene B. Anub

Volume/Issue : Volume 9 - 2024, Issue 4 - April

Google Scholar : https://tinyurl.com/mwy597j5

Scribd : https://tinyurl.com/mtvb6chv

DOI : https://doi.org/10.38124/ijisrt/IJISRT24APR2642

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The well-being of the school children is a topic of growing concerns, which focuses on this study to sought and investigate the experiences of elementary school teachers engaged in executing the school feeding program at elementary school. Maslow’s Hierarchy of needs offers a useful framework for understanding how teacher’s implementation of feeding programs aligns with the fundamental needs of students. Utilizinga qualitative- phenomenological approach, researcher formulated a focused research question to unravel the nuanced experiences in emplementing the “ Countless Joy” school feeding program. The study involved a group of ten ( 10 ) elementary school teachers. Thematic analysis was a commonly used in this context. Lived experiences of elementary school teachers in the implementation of the school feeding program were: navigating success in school feeding implementation, tailoring impactful to the children through comprehensive assessment,collaborating with the stakeholders, ensuring nutrition in meal plans, engaging in monitoring and evaluation for conti

Keywords : Countless Joy, The Lived Experiences, Phenomenological Implementation Of School Feeding Program.

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