Abstract
This study investigated the problems encountered in implementing the ESC program, how those issues were addressed, and the suggested recommendations raised by the participants. The study employed a qualitative-multiple case study method which involved 12 administrators and 24 teachers in twelve ESC-participating schools in Region VIII. Results indicated that ESC schools have plenty of slots, but most of these slots were unused, especially during the SY 2020-2021 with the outbreak of the COVID-19 pandemic. Findings revealed that among ESC participating schools in the region, their curriculum is well-implemented, facilities are accessible and adequate, the administration has a good rapport with all their stakeholders, student services are well-delivered despite the hard lockdown, and teachers are personally satisfied because of the professional and spiritual growth. However, the school is struggling financially, and teachers have low salaries. Nevertheless, they find ways to address these problems, highlighting the potential for improvement and the dedication of the educators. Some of the recommendations are the increase of the subsidies, early release of these subsidies, higher salaries for teachers, systematic processing of documents, and monitoring of the academic achievement of the grantees, which all point to a promising future for the ESC program.
