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Context and Rationale

A big part of learning takes place through education. Education is the action or

process of teaching someone especially in a school, college or university. The quality of

education in the Philippines has been affected by several factors. The emergence of

technological innovations played a major impact in quality education. Another factor is

the environment where learners are being nurtured towards the totality of their

development, mind, body and character. Thus, environment is one of the requirements to

attain quality education. To be able to pursue it, the internal and external stakeholders of

education should at least help hand in hand in keeping a well-structured, clean

environment, and other related matters to uplift the school physical upkeep.

Article III, Section 1 of the Code of Professional Ethics for Public School

Teachers and Officials states that the school officials and teachers should actively

participate in school movements for moral, social, educational and civic development.

Public elementary school administrators and teachers at present have been committed to

have their schools meaningful and functional by way of organizing, mobilizing

progressively, and generating resources for their Brigada Eskwela.

The Brigada Eskwela, also known as National Schools Maintenance Week, a

week-long cleaning up and beautification exercise to a festive coming together of

students, teachers, school officials, parents, community members, local government

officials, non-government organizations, church groups and the private sector.

Everyone in the agency is tasks to participate in resource mobilization to ensure

the effective implementation of Brigada Eskwela in all public elementary and secondary

schools and to ensure involvement of the community and local stakeholders. School
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Heads shall take the lead role in planning the activities geared in making schools

ecologically conscious, resilient, clean, and conducive learning.

Individuals or groups from the national government agencies (NGAs), local

government units (LGUs), private sector, international organizations and other parties,

who or which are interested to help the schools and volunteers, may coordinate with

Social Mobilization and Networking Section under the Schools Governance &

Operations Division in the SDOs and/or school principal of the beneficiary school, for

guidance.

All DepEd Employees are encouraged to join the Brigada Eskwela activities by

offering their skills, sharing their time or providing their assistance in-kind and support to

public schools near their residences.

The School Heads shall make the Brigada Eskwela program not just a tool for

improving school facilities but also as a catalyst for achieving a higher learning outcome

for the school.

In view of the implementation of the Brigada Eskwela, the School Safety and

Preparedness Guide intends to raise awareness and provide guidance to schools and

education partners in ensuring safety and preparedness of our learners and personnel

before, during, and after emergencies. Partners could assist Department of Education

(DepEd) by supporting implementation of school preparedness and safety measures,

providing emergency kits and education supplies for teachers and students. For DepEd,

the “Brigada Eskwela” has become the “epitome” of what education partnerships truly

are. Deped Secretary Leonor Briones noted that is more than just about painting or

cleaning schools in preparation for the return of the children. It’s also a matter of seeing
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to it that the stakeholders provide them the requisites of learners and the requisites of a

good learning environment namely, safe schools, supplies, furniture, equipment, and

good teachers.

To give due recognition to schools whose efforts in the implementation of the

Brigada Eskwela Program are exemplary, they shall be awarding the Brigada Eskwela

Best Implementing Schools upon reaching the criteria set by the Department of

Education.

Generated Resources is one of the components for the Search of Brigada Eskwela

Best Implementing School that includes all donations-in-kind and equivalent amount of

materials used for the scope of work accomplished during the Brigada Eskwela Week and

the equivalent amount of volunteer man-hour. It shall also include all resources accepted

after the steering and working committees were formed.

We can engage the stakeholders by presenting the nature of engagement

applicable to them. The Division Office shall mobilize assistance from education partners

and other government agencies for schools implementation of prepared measures,

coordinate with local government units on local risk profiling, ensure availability of the

summary of school level data for local partner’s reference, prepare list of schools that

would be needing most assistance from partners, ask local fire bureau, local PNP, local

AFP to participate in “How to Make Your School Safer” campaign, and ensure support is

equitably distributed to all schools; while the schools may distribute emergency kits/bags

to learners and teachers, learner’s kit and teacher’s kit and spearhead the implementation

of school preparedness guide.

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Partnerships are all in the heart in realizing the vision and mission of our agency.

The fact that we have very limited fund from the government we cannot implement all

our Programs, Projects, and Activities (PPAs). The School Heads and School ASP/

Brigada Eskwela Coordinators in this Division are good in resource mobilization, but in

this year’s result on Generated Resources, there are five (5) schools with decreasing

performance in Generating Resources compared to the previous year.

Education is a public enterprise. Officials, school administrators or principals, and

teachers play a very important role in the implementation of the Program to attain quality

education, may this be academically or non-academically speaking.

It is in this light that the researcher chooses this problem on the difficulties

encountered by school heads and/or school ASP/Brigada Eskwela coordinators in the

implementation of Brigada Eskwela in the Schools Division of Meycauayan City.

Through exploring the cases of school heads’ experiences in the implementation of the

program of the Brigada Eskwela and listening to their stories, possible lenses could be

viewed on the high and lows of the program and provide avenues to improve or sustain

the implementation. The questions asked eventually lead to the approaches and strategies

applied in the planning, organizing, directing and monitoring of the implementation of

the Brigada Eskwela 2018

Strategy

The study presents a strategy on assessment on how the Brigada Eskewela is

implemented on the construct of leadership. Leadership is the act or process of

influencing people. Leaders often work with volunteers. They may be elected by
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members of the community, assigned to work with a group or they simply step forward

and want to help. (Eaton, 2012)

According to Cuban (1988) leadership refers to people who bend the motivation

and actions of others to achieving certain goals; it implies taking initiatives and risks. The

leadership of an administrator does not only concentrate on the academic aspect of pupils,

it is necessary to look on the improvement of the physical facilities of school.

Relationship theories, also known as transformational theories, focus on the connections

formed between leaders and followers. In these theories, leadership is the process by

which a person engages with others and is able to create a connection that resulted in

increased motivation and morality in both followers and leaders.

There is an ongoing movement initiated by Department of Education, a campaign,

believed to be effective, if not the best solution to many problems in public schools. This

is a campaign that needs the good, effective, convincing and strong leadership of the

school officials and teachers. This is the Brigada Eskwela, known as the National

Maintenance Week, by Edilberto C. de Jesus (2003). He based the ideals of volunteerism

an d the community involvement. It taps the voluntary participation of parents, school

staff, teachers, administrators, barangay officials and some private institutions in

preparation for the opening of classes in June.

Research Questions

This purpose of this study is to describe the School Heads’/ Assistant School

Principals’/ Brigada Eskwela Coordinators’ experiences in the implementation of the

Brigada Eskwela in the Schools Division of Meycauayan during School Year 2018-2019.
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Specifically, it sought answers the following questions:

1. What are experiences of the School Heads and/ or related focal persons in the

implementation of the Brigada Eskwela?

2. What are the themes that describe the experiences of the aforementioned focal

persons in the implementation of the Brigada Eskwela?

3. What action plan could be developed based on the themes generated in the study?

Action Research Methods

a. Participants and/or Other Sources of Data and Information

This study focused on the difficulties encountered by the five (5) School

Heads and the five (5) School ASP/Brigada Eskwela Coordinators from these

schools: Caingin Bayanihan Elementary School; Lawa Elementary School,

Bancal Extension Elementary School; City of Meycauayan Vocational SHS; and

MNHS-Annex (Caingin) during the school year 2018-2019, found to have

decreasing performance in generating resources during the implementation of

Brigada Eskwela.

The participants were the five (5) School Heads and the five (5) School

ASP/Brigada Eskwela Coordinators of the following schools: Caingin Bayanihan

Elementary School; Lawa Elementary School; Bancal Extension Elementary

School; City of Meycauayan Vocational SHS; and MNHS- Annex (Caingin)

during the school year 2018-2019. The study was conducted in each school

location within the Division.

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The study used the purposive sampling technique in selecting the participants

to gather data. Purposive sampling selects its sample based from its characteristics

and the objective of the study (Crossman, 2016). A purposive sample is a non -

probability sample based on characteristics of a population and the objective of

the study. Purposive sampling is also known as judgmental, selective, or

subjective sampling. It is the most effective method as well to provide an

unbiased data collection.

In other words, the researcher collected the data from the participants who

best reflect the characteristics needed to fulfill the objectives of the study. This

type of sampling can be very useful in situations when there is a need to reach a

targeted sample quickly, and where sampling for proportionality is not the main

concern.

b. Data Gathering Methods

The study used the case study design. A qualitative research is an exploratory

research that is used to gain an understanding of underlying reasons, opinions, and

motivations. The qualitative research is used to discover trends in thoughts and

opinions, and to see deeper into the problem (Wyse, 2011). The researcher used

phenomenological design, which involves trying to understand the essence of a

phenomenon by examining the views of people who have experienced difficulties

in the implementation of Brigada Eskwela in the City Schools Division of

Meycauayan. It usually involves in-depth interviews with subjects, and sometimes

researcher will interview again the same respondent several times to get a full and

clear picture of their experiences with the phenomenon.

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Interview guide was used in this study. The questions were leading to the

approaches and strategies they applied in the planning, organizing, directing and

monitoring of the implementation of the Brigada Eskwela 2018. It also dealt with

the lessons learned, their dealings with the stakeholders and the mobilization

processes and practices to meet the expected outcome of the Brigada Eskwela

program.

Discussion of Results and Reflection

Categories and Processes on the Experiences of the School Heads and Related Focal

Persons in the Implementation of the Brigada Eskwela

The study revealed the categories and process on the experiences across

respondents categorized as Focal Persons either they are the School Head, Assistant

Principal, or Brigada Eskwela Coordinator. Categories are arranged according to the

emerging flow the experiences unique to the implementation of the program and

characterizes the recursive similarities across respondents based on the respondents’

actual words.

Sound and Reliable Partnership

Focal Person 1explained that good reputation is essential in looking for partners

in the Brigada Eskwela. This was supported by both Focal Persons 2, 3, and 4 noting that

stability, capability and sound financial status are important in establishing

considerations for stakeholder involvement. Focal Person 5 also added that

acknowledging resources particularly sound financial status is vital for seeking the

appropriate partners. Partners serve as the main support system of the Brigada Eswela.
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All focal persons acknowledged that the partnership with these individuals provide the

very first step in the implementation and checking on sound and reliable partnership

could eventually provide the crucial step in the success of the implementation.

Effective Channeling of Information

All focal persons revealed that effective channeling of information is a vital step

that categorizes their experiences in implementing the Brigada Eskwela Program. Both

Focal Persons 1 and 5 highlighted that early preparation is key. For Focal Persons 1 and

2, they noted that sending letters, and face-to-face communication noting the traditional

communication still are the staples for needed communication. Focal person noted this as

more personal approach. Focal Person 2 added that with the advent of the technology,

the social media platform provided a more modern way of communication. Focal

Persons 3 and 4 noted that partners should be informed well particularly the mission and

vision of the school and should initiate a binding agreement through the signing of

Memoradum of Agreement to concretize the clear partnership for the program. This

category provide the second process of the School Heads’ experience emphasizing the

role of communication and clear understanding which is vital for the success of Brigada

Eskwela. Looking into this category and process serve as the crucial part of information

dissemination and establishing connection to different individuals that are needed. The

effectiveness aspect provide a clear understanding among partners. All focal persons

emphasized that early mobilization is the main key for effective channeling of

information.

Viewing and Responding

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The next category indicating the process presents the School Heads’ viewing and

responding to the possible scenarios on the program implementation. This category

focuses mainly on the attitudes shown by the school heads when faced with the various

setbacks. Focal Person 1 explained that trying the best means to make it through because

the Brigada Eskwela is a way of extending help to the school. This was also displayed by

Focal Person 2 noting eagerness in the process. Focal Person 3 has shown tolerance on

negativity by employing openness to suggestions and proactive mindset. Focal Person 4

utilized the ability on displaying honesty and sincerity in motives while Focal

Person 5 showed encouraging attitude for possible partners. These affective categories

were displayed as a way of compensating for the hindrances encountered in order to

sustain the trust of partners.

Stop, Look, and Listen

This categories revealed that School Heads possessed a reflective mindset as part

of their experiences on the implementation of the Brigada Eskwela. These served as their

mental maps on identifying certain moves to provide a better direction for the program

during the middle part of its implementation. Focal Person 1 acknowledged commitment

by looking into real needs of the school and displayed awareness on noting the lack of

budget. Focal Person 2 explained that the process needs for a clear purpose which

complements on Focal Person 3’ notion that school heads’ should have responsiveness

and willingness as part of their character during the implementation of the Brigada

Eskwela. Focal Person 4 acknowledged assessing the needs of the school before any

move was done and that knowing when and who to ask for help is vital indicating the use

of an analytic mindset before implementation. Awareness is also focused on the

possibility of some opportunistic individuals participating with hidden motives, therefore

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extra care is given in order not to jeopardized the process of implementation. Focal

Person 5 provided a remedy for the said predicament noting that school heads should

stop asking help from the same individuals.

Calculated Risk-taking

The next category explains that reflection among school heads in the process of

implementing the Brigada Eskwela revealed a decision making domain where one has

decide whether to push for the plan or not. This is in connection in considering the

partnership with the chosen stakeholder based on given situation of the school. Gains and

threats are also considered. Focal Person 1 showcased this by seeking for more sponsors

noting that a "multiplier effect" provides better options and opportunities for fund source

and support. This will also provide the school to choose for better options for sponsors.

Inevitably, partners also displayed this mindset on investing or helping the school. Focal

Person 2 explained that a clear information for purpose will address the “para saan

yan?” on partners’ concerned inquiry mindset. Focal Person 3 explained also that

partners displayed this purpose-seeking mindset and checks the school head’s system of

management indicating that trust issues on managing funds is vital for these individuals

to support the program. For Focal Person 4, the attitude of expecting no gain in return is

anticipated when the program encounters drawbacks as a way of acknowledging risks in

asking for support. Focal Person 5 remedied this concern ensuring that the return of

investment mindset helps promote positive expectations for the program.

Reaping the Rewards

This category marks the penultimate process of the school heads’ experience on

implementing the program. It revealed glimpses of success on the process. Focal Person 1
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acknowledged this process by expressing gratitude and sending tokens to partners. Focal

Person 2 explained continuous appreciation for the success and should not end only

when the program culminates. Focal Person 3 highlights that celebrating volunteerism is

the core of the Brigada Eskwela as a way of surpassing obstacles and promoting family

mentality. For Focal Person 4, success is manifested when partners provide positive

feedback, while Focal Person 5 explained that the learners are the main beneficiaries of

the recognition of labors and hard work of all stakeholders. This category serves as

parameter when the right moves where done in the first set of categories.

Looking Back, Going Back, and Moving Forward

The final category presents the school heads’ ability to revisit their experiences of

the Brigada Eskwela. Looking back, going back, and moving forward manifest as Focal

Person 1 highlighted that technology usage, extending to the community, continuing

effective techniques had helped in the improving the school’s practices in the

implementation. Focal Person 2 noted that "early-bird mentality" provided the needed

preparation to ensure the program’s success. In the affective aspect, Focal Person 3

acknowledged that viewing negativity attitude as a positive challenge and the “all-in

mindset” of the stakeholders. Focal Person 4 revealed that acknowledging private

entities partnership is vital as they expect less and help more, and added that emphathy is

instrumental, timing, and setting clear procedures also ensured program implementation

success. Focal Person 5 suggested that finding new partners should be a well-noted

practice and that learning from previous experience provided continuous improvement of

the Brigada Eskwela program.

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Themes of the Experiences of the School Heads in the Implementation of the

Brigada Eskwela

Personalization
Synergy
Shared Responsibilty
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Figure 1. Themes on the Experiences of School Heads on the Brigada Eskwela

The themes generated from the six categories showcasing also the processes of

the school heads’ experiences on the implementation of the Brigada Eskwela featured

three components namely: personalization, shared responsibility, and synergy.

Personalization. This is characterized as the more personal approach in

establishing the connection of school heads to stakeholders that includes communication

and establishing the needed relationship to different individuals of the community. This

takes off during the planning where the school heads begin to tap for possible partners to

support the implementation of the Brigada Eskwela. Communication does not only mean

disseminating the information. It also requires the careful consideration of partners that

will be of best interest to the school. The school head therefore checks partners’

reputation and accountability and reflects on the best interest of the school to sustain this

established relationship.

Synergy. The spirit of shared responsibility between the school and its

stakeholders, through proper communication and established trust and cooperation

promotes a bigger impact for the school itself. This impact does not only stop when the
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goals set were achieved but creates a continuous tradition of volunteerism grounded on

cooperation. Synergy also creates an avenue to look back and continue on improving the

setbacks through the leadership of school heads and focal persons of the Brigada Eskwela

program. The school head therefore serves as the main conductor to hone the different

facets of the program noting categories and processes indicating not only the financial

and material needs, but also the right attitudes and behaviors that lead to the success of

the program, and to sustain its success by consciously evaluating its implementation to

acknowledge its highs and lows.

An Action Plan for an Enhanced Brigada Eskwela Implementation

From the themes generated in the study, an action plan is developed in order to

enhance the Brigada Eskwela implementation.

Objectives Targets MOVS Time Persons Success

Involved Indicator
1. Promote a At the end of Donated Beginning School Actual
more the program, at materials for to end of head, focal results
personalized least 80% of the program the school person, equal or
approach in the persons such as year. school exceeded
informed involved were cleaning staffs, the target
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practiced of the informed materials, teachers, numbers.

program. appropriately paint, parents, and
through construction LGUs
various materials and
channels and even school
generated at supplies.
least an 80%
support in
either human,
material, or
financial ways.
2. Apply a shared At the end of List and Brigada School Actual
responsibility the program, at pictures of Eskwela stakeholders results
has been least 80% daily attendees week. equal or
achieved from participation during the exceeded
the planning among planning and the target
and stakeholders implementatio numbers.
implementatio joined the n of the
n stage. Brigada program.
Eskwela.
3. Produce At the end of Certificates, During Brigada Actual
outstanding the program, medals, the Award- results
results through the school trophie, and School Giving equal or
excellent through the other citations. Year Bodies exceeded
planning and Deped’s and the target
collaboration other awards numbers.
of the schools’ and recognition
stakeholders. system resulted
in at least one
award in the
implementatio
n of the
program.

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Involvement in Education Initiative

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