Challenges in the Implementation of Supreme Elementary Learner Government (SELG) in the Public Elementary Schools of Bangar District: Basis for Capacity Building

This study examined the challenges in implementing the Supreme Elementary Learner Government (SELG) in 16 public elementary schools of Bangar District, Division of La Union, Philippines, as a basis for a proposed capacity-building program. A descriptive research design with total enumeration sampling was employed, gathering data from 48 respondents—comprising 16 school heads, 16 key teachers, and 16 SELG advisers—through a validated survey questionnaire utilizing a 5-point Likert scale. Frequency, percentage, mean, and ranking were used for data analysis. Findings revealed that most respondents were female teachers aged 31 to 40, holding Teacher I–III positions, with graduate-level preparation but limited SELG advisory experience, minimal training, and substantial ancillary workloads. The overall level of SELG implementation was Moderately Implemented (AWM = 2.82) across five key areas, with organization and election of officers rated highest and collaboration with school stakeholders rated lowest at Slightly Implemented (AWM = 2.50). All five challenge domains were rated Extremely Challenged (AWM = 4.75), with monitoring, evaluation, and sustainability identified as the most critical barrier (AWM = 4.86), followed by resource and support constraints (AWM = 4.85). These systemic barriers significantly impede the effectiveness and sustainability of learner governance. The study utilized three data tables, one conceptual framework figure, and 27 references. A three-day capacity-building program covering leadership development, planning, resource mobilization, stakeholder collaboration, and monitoring and evaluation was proposed. Policymakers and administrators are urged to institutionalize SELG training, rationalize adviser workloads, and establish a durable governance infrastructure.