IJOMAI Published Article

This study examined the extent to which Triple Bottom Line (TBL) principles are embedded in the school governance of Don Jose Ecleo Memorial College (DJEMC), Philippines, and how these practices relate to institutional sustainability and institutional inclusivity. The study focused on the People, Planet, and Profit dimensions of TBL implementation and assessed their association with social, environmental, financial-operational, participatory, equity-oriented, and climate-related institutional outcomes. An explanatory sequential mixed-method design was employed, with a descriptive-correlational quantitative phase supported by documentary analysis. Student respondents were selected using Slovin’s formula from a population of 1,709 students, yielding 325 student participants, while faculty and administrative staff were covered through complete enumeration and 30 community partners were purposively selected. Data were analyzed using frequency counts, weighted mean, standard deviation, one-way ANOVA, Pearson product-moment correlation, and multiple regression. Findings showed that TBL implementation was practiced to a high extent overall (M = 3.72), with People (M = 3.73), Profit (M = 3.72), and Planet (M = 3.71) all within the high-extent range. Institutional sustainability (M = 3.71) and institutional inclusivity (M = 3.70) were likewise rated high. Overall TBL implementation had a very strong significant relationship with institutional sustainability (r = .893, p < .001) and a strong significant relationship with institutional inclusivity (r = .840, p < .001). Regression results further showed that TBL dimensions strongly predicted sustainability (R² = .854) and inclusivity (R² = .774), with Planet and Profit emerging as significant predictors in both models. The study concludes that embedding TBL principles in school governance offers a viable pathway for strengthening sustainable and inclusive higher education in rural institutional contexts.