Free Boarding House: Humanitarian Commitment  to Transient Faculty and Learners, Caretakers

Aurora Adaya

doi:10.55687/ste.v5i1.219

Authors

Aurora Adaya Mallig Plains Colleges, Inc.

DOI:

https://doi.org/10.55687/ste.v5i1.219

Abstract

This study explored the free boarding house program as a humanitarian commitment supporting transient faculty, learners, and caretaker, with emphasis on its physical conditions, conduciveness for study and rest, satisfaction and impact, welfare support, productivity, and institutional engagement. Employing a descriptive design, data were collected through structured questionnaires administered to facility occupants. Results revealed that the boarding house was positively regarded, particularly for its cleanliness, accessibility, and role in easing financial burdens. Respondents strongly agreed that the initiative enhanced school attendance, academic and professional productivity, and a sense of institutional belonging, while also reducing transportation costs, stress, and fatigue. Nonetheless, challenges emerged in the areas of discipline, security, privacy, ventilation, and water supply. Anchored on Maslow’s hierarchy of needs and environmental learning space theory, the study concluded that the boarding house functions not merely as a residence but as a welfare-oriented intervention that strengthens educational performance and institutional commitment. Recommendations highlighted facility improvement, reinforced discipline and security policies, and the institutional recognition of welfare initiatives as integral to student success and retention.

Keywords: free boarding house, humanitarian intervention, welfare support, academic productivity, institutional engagement

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