ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— The establishment of farm schools has emerged as a vital strategy to advance agricultural education, improve rural livelihoods, and strengthen technical–vocational competencies among secondary learners. This study investigated the extent of challenges, opportunities, justifications, and perceived implementation status of the Farm School in Saguing, involving school administrators and teachers, community representatives, and students. Utilizing a descriptive–correlational design, the study employed structured questionnaires and Likert-scale surveys to assess demographic profiles, operational challenges, perceived opportunities, program justifications, and current operational status. Data were analyzed through mean, standard deviation, Spearman’s rank correlation, and multiple linear regression to determine the significance of relationships among variables. Findings revealed that administrators and teachers experienced the highest extent of challenges, especially in budgetary, infrastructural, and institutional support (M = 3.96, SD = 0.27), while community representatives and students reported moderate challenges related to resource access and coordination. Opportunities and justifications were strongly acknowledged across groups, underscoring the program’s alignment with agricultural productivity goals and the demand for contextualized TVL–Agri education. Perceived status ratings showed that administrators assessed implementation as exceeding expectations (M = 3.67, SD = 0.47), whereas students and community representatives rated several areas as meeting expectations. Correlation analyses established significant positive relationships between respondent profiles and both the extent of establishment (r = .750 to .229, p < .05) and perceived status (r = .718 to .247, p < .05), indicating that experience, exposure, and stakeholder involvement shape program evaluation. Regression results further confirmed that the extent of establishment significantly predicts the farm school’s current status (F(1,117) = 5.7617, p = .01796), highlighting the importance of strengthening foundational components to enhance operational outcomes. Overall, the study emphasizes that leadership capacity, community engagement, and resource mobilization are critical drivers of sustainable and effective farm school implementation. Keywords — Farm School, Agricultural Education, Technical-Vocational-Livelihood, Rural Development, Program Implementation