Navigating Financial Support On Campus Journalism from Administrators

Abstract

Campus journalism plays a vital role in developing students' communication, leadership, critical thinking, and civic engagement skills. However, many teacher-coaches face challenges in sustaining journalism programs due to limited financial and institutional support. This qualitative phenomenological study explored the lived experiences of teacher-coaches in navigating administrative financial support for campus journalism programs in the Division of Davao del Norte. Seven teacher-coaches with at least five years of coaching experience were purposively selected to participate in in-depth interviews. Data were analyzed using thematic analysis while ensuring adherence to ethical research standards. The findings revealed that delayed financial assistance, inadequate funding, and complex administrative procedures hindered journalism training and participation in competitions. Despite these challenges, support from school administrators and Parent-Teacher Associations (PTAs) helped sustain campus journalism activities. Teacher-coaches also relied on personal resources, sponsorships, and innovative strategies to continue mentoring student journalists. Their experiences demonstrated resilience, adaptability, and resourcefulness as key coping mechanisms. The local concept of *Tiyabaw* emerged as a central theme, symbolizing the struggles, sacrifices, perseverance, and unwavering commitment of teacher-coaches despite limited support. The study concludes that stronger collaboration among school administrators, stakeholders, Parent-Teacher Associations, and the Department of Education is essential to strengthen financial support systems and ensure the sustainability of campus journalism programs.