Governance and Operational Challenges of Converted and Established Farm Schools in the Philippines

Abstract

This study examined governance practices, leadership challenges, and operational strategies in converted and newly established farm schools in Negros Occidental, Philippines. Employing a mixed-method descriptive design, the study integrated quantitative and qualitative data to provide a comprehensive analysis of school governance across financial, human, and physical resource domains. Findings reveal that both converted and newly established farm schools demonstrate consistently high levels of perceived governance across all domains. Although mean score differences indicate slight advantages for converted farm schools—particularly in resource stability and institutional continuity—both groups remain within the same interpretive category of “very high”. Qualitative results identified three major challenges: financial constraints and limited fiscal autonomy; deficiencies in human capital, characterized by staffing shortages and limited specialization; and inadequacies in physical infrastructure and agricultural resources. Despite these constraints, both school types consistently reported strong reliance on stakeholder partnerships to sustain operations, mobilize resources, and promote agricultural innovation. The study concludes that while governance practices in farm schools are generally strong, structural and resource-related limitations still constrain them. It recommends differentiated policy interventions: sustainability and system enhancement measures for converted farm schools, and foundational support in staffing, infrastructure, and financial stability for newly established farm schools. These findings offer context-specific insights for strengthening agricultural education governance in rural Philippine settings.