IMPLEMENTATION OF BRIGADA ESKWELA BY

SCHOOL SIZES IN THE 4TH CONGRESSIONAL

DISTRICT OF QUEZON PROVINCE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 14
Pages: 627-651
Document ID: 2023PEMJ1283
DOI: 10.5281/zenodo.10025113
Manuscript Accepted: 2023-18-10
Psych Educ, 2023, 14: 627-651, Document ID:2023 PEMJ1283, doi:10.5281/zenodo.10025113, ISSN 2822-4353
Research Article

Implementation of Brigada Eskwela by School Sizes in the

4th Congressional District of Quezon Province
Kristel Anne A. Nieva*, Rizalie M. Lim
For affiliations and correspondence, see the last page.
Abstract
The research sought to ascertain the level of implementation of Brigada Eskwela in Quezon Province's 4th
Congressional District. The descriptive-comparative research design was appropriate for the questionnaire
created as an instrument for data collection, with statistics such as weighted arithmetic mean, rank, and one-way
ANOVA. Data were gathered through a researcher-created questionnaire and unstructured interview based on
the Brigada Eskwela (BE) Manual for School Heads and DepEd Memorandum No. 62 s. 2022. It was given to
267 respondents from 10 municipalities in 4th Congressional District of Quezon Province, as well as 89 School
Heads, 89 Brigada Eskwela Coordinators, and 89 Stakeholders. According to the findings, the Brigada Eskwela
program was highly executed via preparation efforts, partnership engagement activities, influence on school
performance, resource generation, and bayanihan efforts. At the 0.05 level of significance, there is no significant
difference in the implementation of Brigada Eskwela among small, medium, large, and mega schools regarding
preparation effort, influence on school performance, resource generation, and bayanihan effort. In the result of
the findings of the study, it was revealed that lack of materials, sources of funds, managing human resources,
and collaborative effort of stakeholders to participate, and less participation of stakeholders. An implementation
plan was proposed to reinforce and strengthen school and community relationships, and boosts the spirit of
volunteerism among stakeholders, build partnerships with the community, and extend resources through the
Brigada Eskwela program.

Keywords: brigada eskwela, bayanihan, volunteerism, resource generation

Introduction this end, the government shall ensure the maximum

As the government is entrusted with providing free and
high-quality education to all Filipino children and
youth, the community in which they develop is a key
stakeholder in their education. The business sector,
which will employ these young Filipinos sooner or
later, is also a key stakeholder in their education.
Therefore, the effective partnership of all stakeholders
is the foundation for ensuring Filipino children attend
school.
Education is a public government role in the
Philippines. It has happened that Republic Act No.
9155, often known as the "Governance of Basic Rights
Act," stipulates Section 2 of the Philippine
Constitution, as amended by the Education Act of
2011, and announces the state's policy to safeguard
and promote the rights of all citizens to provide high-
quality primary education and make it available to all,
offering free and obligatory education to all Filipino
children. Elementary education is free, as is secondary
education.
Similarly, before the 1987 Constitution, Section 2 of
Batas Pambansa Bilang 232, also known as the
Education Act of 1982, states that it is the policy
wherein the State establishes and maintains an
absolute, adequate, and integrated system of education
relevant to the goals of the national government; to
contribution of the State within the context of a free
and democratic system.
President Marcos' economic team presented his
administration's Eight-Point Economic Agenda during
his first SONA to create aims and objectives to
increase the delivery of excellent education in the
Philippines.
With this spirit of volunteerism and public-private
partnership for education, Republic Act 8525, or the
"Adopt-A-School Act," was made in 1998. Through
Adopt-A-School Program (ASP), private sector
companies and professionals have the opportunity to
contribute to improving the country's public education
system.
To bring the spirit of the Adopt-A-School Program to
the community level, maximize civil participation, and
use local resources to improve public schools, the
Department of Education established National Schools
Maintenance Week in May 2003, which was
formalized in May 2008 by the Department of
Education Order No. 24, s. 2008. The program, known
as Brigada Eskwela, brought teachers, parents, and
community members together every third week of
May to work on repairing and preparing public schools
for school opening.
Brigada Eskwela is an exceptional presentation that

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Research Article
exemplifies the Filipino’s enduring bayanihan spirit. In
the age of consumerism and individuality, this project
has demonstrated that Filipinos can keep compassion
for their neighbors and other people and willingness to
collaborate without expecting anything in return.
Private institutions/individuals and local government
bodies contributed to the endeavor in the spirit of
Bayanihan. Throughout the week-long event,
volunteers work on minor repairs, painting, and
cleaning school campuses. After some time, it was
grown in popularity that held annually. The optimal
academic performance of the learner and the
acquisition of desirable behavior is based upon a
healthy learning environment, which involves the
interaction of several sectors. With this, there is a
strong expectation for institutionalizing school reform
methods emphasizing volunteering and public-private
collaboration in education. Based on volunteerism and
multiple partnerships, Adopt-A-School (ASP),
specifically Brigada Eskwela of the Department of
Education (DepEd) in the Philippines, provides an
opportunity for school-community stakeholders and
the private sector to work collaboratively toward the
noble goal of educating all Filipinos (Llego, 2020).
The school administrators’ initiative and concerted
efforts engage all concerned stakeholders and parties
in developing a sense of ownership in seeking private
partners and presenting them with priority
improvement areas based on sound and quality data.
These are all appreciated due to assistance and services
extended to the schools supporting the implementation
of the Basic Education Learning Continuity Plan, also
known as BE-LCP school year 2020-2021. BE-LCP is
a package of education interventions that will respond
to fundamental education challenges brought about by
the COVID-19 pandemic.
The Philippines was declared a state of calamity by
Presidential Proclamation No. 929, s. 2020 last March
16, 2020, suspending and temporarily ceasing
businesses, enterprises, and business operations,
resulting in a near-complete halt to the execution of
school programs. Based on the result, education is one
of the sectors most harmfully affected by the
COVID-19 pandemic (De Villa, J.A. & Manalo,
F.K.M. 2020).
Schools have become the most vulnerable to safety
and security threats, especially in the CALABARZON
Region, where COVID-19-positive cases have reached
an all high. As a result, based on a survey, the
Department implemented alternative modes of
instruction, most notably modular distance learning. At
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the same time, face-to-face suspended per public
health protocol and existing ordinances.
Brigada Eskwela is no longer traditional, which entails
physical cleaning, painting, repainting, and other
minor repairs. Unless another DepEd issuance
specifies otherwise, the implementation of the said
program continues for two weeks preceding the start of
classes in public schools, subject to the current local
risk classification and community quarantine
guidelines.
Brigada Eskwelas’ new model focuses on preparations
and establishing partnerships to ensure that learning
continues even during COVID-19. The events
highlight collaborative efforts that support the
Department’s efforts to secure the continuation of
high-quality primary education in the face of
COVID-19’s challenges and to execute the BE-LCP.
Stakeholders may help by giving thermal scanners,
hand sanitizing equipment or supplies, and printing
COVID-19 and sanitation/proper hand washing and
hygiene education materials to help BE and Oplan
Balik Eskwela provide safety and health practices to
students and instructors.
As part of the partnership to deliver the primary
education curriculum during COVID-19, Brigada
Eskwela will also engage partners in promoting and
providing learning options like local radio and TV
stations and other available media as the printing of
self-learning modules for distance learning.
The Department of Education (DepEd) launched
Brigada Eskwela 2022 to promote collaboration and
resiliency in primary education, whereas "the
relationship between the stakeholders, parents,
teachers, LGUs, and the entire community on BE
program opens a deeper and meaningful relationship
even until this school year closes," Vice Pres. and
Education Sec. Sara Z. Duterte said as she addressed
partners and personnel at Imus Pilot Elementary
School.
Through this, with the national government supporting
the Department's Development Plan 2030 serve as our
guide to success of the Department's plans and
programs completed by unending love for the
profession of teaching, our learners, and the future of
our nation," said by VP-Secretary Duterte added.
In connection with the theme of Tugon sa Hamon ng
Ligtas na Balik-Aral, this program which will run until
August 26, will highlight our country's unending
efforts in various partnership engagements, creating a
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Research Article
safe learning environment, teaching and non-teaching
personnel, and community to attain safety while
ensuring the delivery of quality education to our
learners.
Brigada Eskwela 2022 will be a full-fledged initiative
concentrating on educational access and quality.
Brigada Eskwela sa Paghahanda, weeks of school
maintenance, and minor to medium repair for re-
opening in-person classrooms make up the physical
part of 2022 BE.
In terms of education quality, BE, as supplemented by
Brigada Eskwela Plus, aims to boost learner
involvement, minimize dropouts, and improve
education quality in participating schools to improve
student achievement. Brigada Pagbasa is an after-
school reading remediation program developed in
response to the Bawat Bata Bumabasa (3 Bs)
Initiatives.
Through the years, the DepEd program has been a
constant activity and one of the programs of each
school to open its doors to the community to solve
problems like repairs or lack of facilities and even
donations of items and materials that are essential to
learning.
The researcher would like to measure the degree of
implementation of Brigada Eskwela in the 4th
Congressional District of Quezon to solve the
difficulties and obstacles encountered and noticed
during the implementation of Brigada Eskwela. It
serves as the core in developing an activity plan to
guide the successful execution of the Brigada Eskwela
program in the future.
Research Questions
The research sought to ascertain the implementation of
Brigada Eskwela by school sizes in 4th Congressional
District of Quezon Province.
Specifically, sought to answer the following questions:
1. What is the level of implementation of Brigada
Eskwela by school sizes as to small, medium, large,
and mega schools when it comes to the following
criteria?
1.1. Preparation Effort;
1.2. Partnership Engagement Activities;
1.3. Influence on School Performance;
1.4. Resource Generation; and
1.5 Bayanihan Effort?
2. Is there a sig n if ican t d iff er ence in the
implementation of Brigada Eskwela when grouped
into school sizes?
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3. What are the challenges encountered by the schools
in implementing Brigada Eskwela?
4. What are the coping strategies used by the schools
to address the challenges encountered in implementing
Brigada Eskwela?
5. What implementation plan could be proposed based
on the findings of the study?
Literature Review
This section covers an in-depth review of existing texts
and writings related to the study specifically, terms
relating to the implementation of Brigada Eskwela
program. Documents were chunked and structured in a
systematic matter to provide a clearer perspective of
the topic.
DepEd Brigada Eskwela
According to the study of Catid (2022) as cited from
Carreon (2015), Brigada Eskwela, also known as
Bayanihan Para sa Paaralan (Collaborating for
Schools), gave new meaning to the Filipino concept of
oneness. Brigada Eskwela paints a picture of people
from various sectors of society repainting walls and
blackboards, cleaning windows and doors, and
repairing fences, from barrio men carrying the weight
of a bahay kubo (nipa hut) on their shoulders to
volunteers braving storms and floods to help calamity-
stricken communities.
According to the Brigada Eskwela Manual for School
Heads. (2009), the Brigada Eskwela has formed the
cornerstone for community building. Its mission has
developed from a week-long cleaning and beautifying
project to a joyous gathering of students, teachers,
school authorities, parents, community members, local
government officials, non-governmental organizations,
church groups, and the commercial sector. It, too, has
become one of DepEd's primary programs for
encouraging local communities to react to the needs of
public schools as a countrywide push to improve
Philippine primary education.
Moreover, according to the study of Catid (2022) as
cited from Dechos (2017) like any other government
body, DepEd is only sometimes welcomed positively.
The most prevalent problem hurled at them is the
country's seeming lack of importance for education, as
seen by a lack of funding for public schools. As a
result, leadership practices bear tremendous
responsibility for resolving concerns and challenges.
According to Salem, et al., (2020) research mentioned
by Oco (2022), school administrators display an
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authoritarian leadership style, particularly when
executing rules and regulations critical to school
operations' performance. These rules serve as guiding
principles in ensuring that the country's shared vision,
mission, and goals are obeyed and followed.
Moreover, Brigada Eskwela encourages and fosters
amongst its student and youth sector the value of civic
action and social responsibility gearing toward the
leveling-up of the quality of the primary education
system in the country. For almost a decade, Brigada
Eskwela has significantly impacted the facilities,
properties, and operations of various public schools.
The study by Celestial (2015) as cited by Catid (2022)
revealed that small schools need assistance from the
big schools to implement it the way the big schools
implement it. This is because big schools often have
more participating stakeholders, considering that it is
more established. Usually, their location is in the heart
of a strategic place in a municipality or city.
Similarly, local government units and community
members provide personnel and volunteer services
throughout this week-long event. Private-sector
partners not only provide money and resources for the
cause. The majority of them send workers to schools to
assist. Religious representatives and other LGU
members, such as police officers and firefighters,
assist with installing newly donated blackboards,
painting school fences, and hanging bulletin boards.
The spirit of volunteerism in the Brigada Eskwela has
touched more individuals in the villages throughout
the years. Republic Act 8525, often known as the
"Adopt-A-School Act," was passed in 1998 in the
spirit of volunteering and public-private collaboration
in education. Companies and professionals can
contribute to improving the public education system
under this statute.
According to Brigada Eskwela Manual for School
Heads. (2009), Adopt-A-School extends the
Bayanihan spirit to the community level and increases
public engagement to enhance the schools. In May
2003, the DepEd inaugurated the National Schools
Maintenance Week. Brigada Eskwela brought together
people to renovate public schools in preparation for
school opening. Throughout the week-long event,
volunteers work on minor repairs, painting, and
cleaning school campuses.
A neighborhood's or community's natural focal point is
its schools. Moreover, it may lay the groundwork for
community relationships that benefit kids, families,
businesses, and other civic groups. According to Yang,
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et al., (2023), parental involvement improves students’
school adjustment and student motivations, such as
school engagement. Student engagement is a
multidimensional concept that includes different
aspects of engagement, such as behavior, cognition,
and emotion. In general, parental involvement refers to
the parent′s role in educating their children, which can
take numerous forms, such as homework assistance,
school-related discussions, and visiting the school to
speak with teachers. It was also defined as “parents’
interactions with schools and their children to promote
educational success” and often involves parental
investment in the academic arena of children′s life.
Strong school-community collaborations must think
"outside the box" to develop new links between
previously disconnected community sections. They
draw on existing community institutions and networks
to produce new common answers to the needs of the
community and its young people.
Brigada Eskwela is DepEd’s model of genuine public
and private partnerships. As the DepEd venture to
solve the education system's challenges, Brigada
Eskwela will serve as one of its frontline initiatives
reminding that every Filipino are a stakeholder in
education (Brigada Eskwela Manual for School Heads
2009).
Moreover, Fu (2021) public schools are funded and
supported by the government, and all teachers are paid
by the government. In this case, the school can at least
guarantee that the teachers are capable and require a
teacher qualification certificate. The tuition fees of
these schools are acceptable to the public, and there
are students of various classes in the schools. They do
not have high tuition fees to prevent the poor from
getting a good education. The advantages of these
schools depend on government funding.
According to the study of Celestial (2015) as cited by
Catid (2022) quoted the phrase Bayanihan comes from
the root word Bayani, which means "hero." As a result,
bayanihan refers to being a hero to one another. As in
the traditional custom of carrying a home, each man
carries a share of the weight of a nipa house and, in
effect, becomes a hero for all others by lightening their
load. As a result, each guy becomes a hero to
everyone, and everyone else becomes a hero to him.
Schools are the natural focus of a neighborhood or
community, and they can serve as the foundation for
community partnerships that benefit students, families,
businesses, agencies, and other civic organizations. It
also relates to the idea of Casey (2023) that an
involved parent takes part in the activities already
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determined by the school. An engaged parent takes a
step further, often becoming part of the school’s
decision-making process.
Preparation Effort
Accord ing to Macasar te (20 23), the Pre-
Implementation Stage during the period where the
organization of Brigada Eskwela committees,
assessment of physical facilities and maintenance
needs of the school, advocacy and social marketing,
resource mobilization, and firming up activities for the
actual Brigada Eskwela Week.
This stage serves as the preparation for a successful
implementation which should start as early as January.
The School Heads have to initiate the organization of
Brigada Eskwela committees and orientation on
specific roles and tasks. While the role of a School
Heads is the key to the Brigada Eskwela program, the
assistance and active participation of the stakeholders
ensure its success (Brigada Eskwela Manual for
School Heads 2009).
In this stage, organizing the efforts of the stakeholders
is the first step to take by way of establishing the
following various committees, which will be
responsible for the different concerns in implementing
Brigada Eskwela. After forming the committees, it is
essential to orient the members about their roles and
tasks (Brigada Eskwela Manual for School Heads
2009).
According to Carmelo (2022), establishing school-
community partnerships where the entire school
community, including administrators, teachers, and
students, must put this program into action. because it
provides resources and makes savings on behalf of the
school. The constant support and efforts of numerous
stakeholders led to improved learning environments
and school facilities in time for the start of courses.
Now that classroom education can begin on the first
day of classes, students can concentrate on their
lectures rather than stressing about organizing their
classroom before class begins.
The community’s contribution to providing schools
the ideal setting for students to acquire the values and
skills necessary to support nation-building is
acknowledged. Clean classrooms, well-kept
instructional materials, and beautiful surroundings
encourage students to show up for class, work hard,
and keep working toward their goals.
The Steering Committee, which spearheads program
execution and oversees the numerous initiatives to act
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on, is the first to form. Members of the Committee can
appoint chairs for the various Brigada Eskwela
Working Committees, such as the Advocacy and
Marketing Committee, which is in charge of raising
public awareness and encouraging stakeholders to
participate, and the Resource Mobilization Committee,
which will generate resources, both material and
financial. The program execution committee directs
and monitors the execution of various activities as
defined in the school work plan and administrative and
financial activities (Brigada Eskwela Manual for
School Heads 2009).
Another important working committee, according to
the same source, is the Documentation Committee,
which will prepare the necessary documentation and
report the prescribed forms, take photos and video
footage of activities, especially the improvements done
in the schools (before, during, and after photos). It is
also responsible for keeping and maintaining records
and pertinent papers and documents such as daily
reports on donations received and daily attendance of
volunteers.
Proficient time in planning and implementation, as
early as January, the School Heads must conduct an
ocular inspection and assessment of school facilities
needing repair. A designated School Physical Facilities
Coordinator and any PTA members may help
determine the school's repair and maintenance needs.
A need assessment is a vehicle used to determine the
needs and current level of satisfaction of school staff
and families regarding the school's family-involvement
opportunities.
According to Garcia (2020), curriculum basically
covers what students are expected to learn in the
classroom and how the lessons are expected to be
facilitated. It refers to all educational experiences that
students go through, for which the school takes
responsibility. As indicated in the Bureau of
Elementary Education Thrusts, the goal of curricular
enrichment is to build competent and productive
citizens with strong moral character who are capable
of living in a dynamic and global society The top three
assessments in terms of curricular activities
enrichment are the enrichment through parents’
extension of support not only during Brigada Eskwela
but also in monitoring their children’s school
performance; community members’ attendance to
meetings about curriculum orientation; and parents’
regular attendance to PTA meetings, all conducted to a
great extent.
The Resource Mobilization Committee and the
collaboration with the completed BE Form 01
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(Physical Facilities Repair and Maintenance Needs
Assessment Form) and the school's BE Work Plan can
determine the resources required, partners, and
volunteers to participate in the Brigada Eskwela,
which will firm up the type of services and materials to
source for the conduct of BE. With these elements in
place, BE will likely be implemented productively and
successfully at the school (Brigada Eskwela Manual).
Implementation Stage. Implementation occurs during
Brigada Eskwela Week, or "National School
Maintenance Week" (NSMW). It starts in the third
week of May, just before the start of courses. A
statewide volunteer event known as Brigada Eskwela,
or School Brigade, started in 2003 and is also known
as National Schools Maintenance Week. A DepEd
initiative was created with the goal of overcoming the
department’s resource constraints by forming alliances
with other communities. The program mobilizes and
brings together thousands of parents, alumni, civic
groups, neighborhood businesses, non-government
organizations, teachers, students, and individuals to
perform classroom repairs, maintenance work, and
clean-up at public elementary and secondary schools.
Due to the program’s success, it was added to the
school calendar permanently in 2008, and all schools
across the nation were required to run it weeks before
the start of the academic year. (Carmelo, 2022).
Start the week with a simple kick-off ceremony to set
the mood and formally stimulate the volunteers'
enthusiasm. While this program need not be
extravagant. It would be helpful to make it inspiring
and meaningful. It will provide the School Heads with
an opportunity to acknowledge the volunteers and
stakeholders who are supporting the program.
The presence of prominent stakeholders in the
community, i.e., LGU and barangay officials, DepEd
officials, PTCA, and School Governing members
during the opening program, can help boost the morale
of the volunteers. A presentation on the mechanics of
BE program and an overview of planned activities
would be interesting to highlight. It is not limited to a
school work plan on BE, significant projects/activities,
donations and commitments received during the pre-
implementation phase, and support or assistance
needed to accomplish (Brigada Eskwela Manual for
School Heads 2009).
The presence of prominent stakeholders in the
community, i.e., LGU and barangay officials, DepEd
officials, PTCA, and School Governing members
during the opening program, can help boost the morale
of the volunteers. A presentation on the mechanics of
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BE program and an overview of planned activities
would be interesting to highlight. It is not limited to a
school work plan on BE, significant projects/activities,
donations and commitments received during the pre-
implementation phase, and support or assistance
needed to accomplish (Brigada Eskwela Manual for
School Heads 2009).
Post-Implementation Stage. The stage of the Brigada
Eskwela speaks of the school's success in
implementing the Brigada Eskwela program. The
week speaks of collaborative efforts, meaningful
relationships, and notable accomplishments. It also
sends a strong message of how much the community
puts value in education. Hence, it is only proper that
these be documented and reported. The period
following the week-long festivities is known as Post
Brigada Eskwela. During this time, the data is
compiled and reflected in the many forms produced
and presented by the various working groups, notably
the Documentation Committee. It is in the school's
achievement report (Brigada Eskwela Manual for
School Heads 2009).
In addition, the same source stressed that preparation
of the final accomplishment report is when the School
Heads convenes the members of the BE Steering
Committee and all Working Committees immediately
after the BE week. The Documentation Committee
members, with the help of the other committee
members, summarize and consolidate all the
completed reports or forms for submission.
The final forms of the Brigada Eskwela (BE) will go
through the District Supervisor, who consolidates or
summarizes the accomplishment reports submitted by
the different schools, and then submits them to the
Division Office. The Assistant Schools Division
Superintendent designated, or the Brigada Eskwela
Coordinator of the division consolidates or
summarizes the accomplishment reports submitted by
the District Supervisors, then submits them to the
Regional Office thru the regional Brigada Eskwela
Co o rd in ato r . The regio n al co n so lid a ted
accomplishment reports will submit to the Adopt-A-
School (ASP) Secretariat (Adopt-a-school Primer).
Related Studies
This review of related studies aims to provide a
comprehensive overview of the implementation of
Brigada Eskwela program as evidenced by existing
literature. By synthesizing the findings of these
studies, this review will contribute to a systematic and
successful implementation of Brigada Eskwela.
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According to the study's results by Requina (2022), the
BE program would require dedicated school
professionals, cooperative parents, a supportive
community, and disciplined learners to volunteer for
the activities. The school is looking for volunteers who
can devote time, effort, and enthusiasm to improving
school infrastructure. The level of compliance was
rigorously evaluated with the BE Focal personnel
during the implementation stage to confirm the
programs' success, as indicated in DO No. 17 s. 2006 a
nationwide volunteer effort that involves all school
personnel, learners, parents or guardians, and public
and private stakeholders. In Brigada Eskwela,
compliance is focused not only on the external
stakeholders who play a direct part in the school's
programs and activities and students’ performance in
their educational journey.
In the study of Ibanez (2023), Parental involvement in
this study refers to the amount of active and
meaningful participation of biological parents, both
financially and behaviorally, in children's learning at
home and school. It has four components: parenting,
communicating, learning at home, and participation in
decision-making. Parenting is the process of assisting
families in establishing a supportive environment at
home via knowledge of child development, expertise
in child and adolescent care, and the creation of
environments that encourage learning in children of all
ages and grade levels. To communicate is to develop
open lines of communication on student progress and
educational initiatives between parents and schools.
Partnership Engagement Activities
Community involvement is one of the five strands of
Domain 5: Building Connections in the nationwide
adoption and implementation of Philippine
Professional Standards for School Heads in the
Philippines (DepEd Order No. 24, s. 2020) in the
Department of Education (DepEd). Most participants
believed in the valuable contributions of stakeholders
and the active participation of private partners in
school. Improvement, particularly in the pursuit of
continuing education of learners in the new normal
school year 2020 – 2021. Basic Education Learning
Continuity Plan (BE-LCP) is a package of education
interventions that will respond to basic education
challenges brought about by the COVID-19 pandemic
(DepEd Order No. 12, s. 2020). School administrators
must work side-by-side with the stakeholders such as
the Local Government Unit (LGU) officials and
employees, the parents and guardians, and identify
potential private partners.
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In the study of Jung, S. B., & Sheldon, S. (2020), it
was discussed how school leadership for school and
family partnerships is related to the percent of teachers
in a school that engages families in their children's
education. Using data collected from over 380 schools
nationwide, we examined the roles principals played to
establish school-family partnerships. Structural
equation modeling analysis explored the associations
of transformational and collaborative leadership for
partnerships with the quality of partnership program
organization and the extent of teachers' engagement of
families. Results indicated that more active
engagement of families by teachers was associated
with strong transformational leadership for
partnerships. Also, the principal's strong collaborative
leadership for partnerships was related to the quality of
partnership program organization, which was then
associated with the percentage of teachers practicing
active engagement of families. The findings suggest
that school leaders must consider the multiple domains
of their leadership in promoting school, family, and
community partnerships to maximize teachers'
connections with families.
In the study of Rueda, et al., (2019), it was discussed
that the Brigada Eskwela program, important advocacy
to engage various stakeholders to give their full
support in various schools, has become a mechanism
to fill the resource gaps and improve higher
performance indicators. results revealed that its level
of effectiveness was effective. Along with resource
mobilization, there was a serious problem encountered
having limited partners in various levels of
governance. Partnerships and linkages were apparent
as all stakeholders were fully involved in the many
activities along with this program. It was found that
schools had opportunities to generate resources from
various stakeholders. As to the involvement of
volunteers, technically skilled individuals were
needed. However, the full participation of stakeholders
was evident as they supported and involved
themselves.
Influence on School Performance
Most participants shared that constant communication
with the stakeholders is in written, verbal, phone, and
online means. Besides, the private partners are the
winning formula in implementing Adopt-A-School
Program: Brigada Eskwela for our most cared
students. Effective communication for Brigada
Eskwela, a form of partnership, requires consistent
follow-ups and updates from the school administrators
and their technical working groups to ensure the
stakeholder's and private partners' positive responses
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and commitment to extend assistance to the schools
through services and donations. Numerous
school/family/community partnerships have produced
dramatic and lasting increases in student achievement.
In connection to this, Lacanilao (2020) stated that the
foregoing mandate was supplemented by the National
Education Policy Act 27 of 1996 which encouraged
parental participation at home and at school and to link
home and school more effectively. As a result of the
selected observations made by the DepEd, they
generalized that children whose parents are involved in
their schooling have significantly improved in their
academic achievement, personality development and
active in school activities. However, the ideal and
expected conditions generally were not observed in the
public secondary schools in the District of Los Baños.
It is true that the fundamentals of the organization of
Parents Teachers Associations were well attended
usually in the preliminary part of the school year
where parents attended the meeting for the election of
PTA officers however, nothing significant follows. It
is expected that every PTA shall provide mechanisms
to ensure proper coordination with the members of the
community, provide an avenue for assistance and
support to the school for the promotion of their
common interest. A very obvious instance is meeting
called for Brigada Eskwela and Feeding Program, or
any school activity that needs full cooperation of the
parents, where less than 50% of parents come and
support the program.
However, not all participants have set up constant and
effective communication with the stakeholders, and
the private partners, particularly in the new concept of
Brigada Eskwela, to ensure that learning continues
even during COVID-19. Generally, the common
practice is to deliver a letter of invitation to
stakeholders to participate in the annual Brigada
Eskwela and/or solicitation to source out donations
from private partners that are no longer possible for
some restrictions implemented by the constituted
authorities. Using social media effectively in the
current climate can benefit the school's public image,
community connections, and students' learning.
Resource Generation
Another challenge is sourcing resources and assistance
through services and donations during the full
implementation of community lockdowns for standard
health protocols as experienced by school
administrators during Brigada Eskwela in the new
normal (Presidential Proclamation No. 929, s. 2020).
Most school personnel, including the school
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administrators, were in alternative work arrangements:
three-day onsite duty and a two-day work-from-home
scheme (DepEd Order No. 11, s. 2020). As stated in
the preparations stage, not all participants, specifically
school administrators, have established continuous and
effective communication with stakeholders and private
partners. Moreover, learning and development for the
administrators is a must. Obtaining resources and
assistance from targeted private partners is the primary
focus. There is a difficulty in the new normal.
According to the study's results by Reynancia (2019),
generating resources, the common answers shared
were improving the dissemination of information,
tapping all stakeholders to solicit funds, and
recognizing the outstanding accomplishments of
parents. Involving them in planning conferences made
them extend financial support was also a common
response. To align maintenance to the Brigada theme,
holding a series of orientations or meetings, improving
information dissemination, and relating tasks based on
the current theme were commonly shared by the
informants despite the passive attitude of stakeholders
and lack of funds.
Bayanihan Effort
Bayanihan requires a group effort to achieve a single
specified objective or noble purpose, as well as a fair
distribution of work outcomes. Bayanihan displays a
common spirit of brotherhood and solidarity among
co-equals in conquering physical and financial
problems. It is a one-of-a-kind way of displaying
heroism (bayani)—a particular sort of support for
others in which one voluntarily sacrifices oneself,
maybe even one's life, to lend a helping hand.
Depending on how sincerely a person conducts his or
her leadership 783 or authority, this type of assistance
frequently extends beyond personal or intimate ties
(Esguerra, 2019).
Filipinos usually seek assistance from one another in
times of need. Bayanihan is a common term for this
type of community support. Filipinos have always
worked together to overcome the obstacles of living in
their dangerous homeland, whether caused by natural
or human causes. Except, evidently, it no longer does,
and Filipinos are now being advised that the very
characteristics that made their communities so strong
in the past have been turned into their biggest
vulnerability by the Covid-19 epidemic. Even the
name bayanihan has been publicly modified to
represent wholly new meanings through law and
government initiatives (Bankoff, 2020).
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De Guzman et al., (2021) explained that volunteerism
has long been seen as a remarkable achievement since
improves and assists society's most vulnerable
individuals. Since human civilization and societal
progress need it, most people have volunteering
attributes. It is a fundamentally social activity that
contributes to our society's unity, stability, and
happiness. One of the most important components of
Philippine society is the Bayanihan spirit. Since it was
one of our ancestors’ core beliefs, caring for and
assisting others has long been the norm. Everyone
contributes according to their abilities to assist their
neighbors. There are several methods to aid others 788
because everyone is unique and skilled in different
ways. Volunteers are often the driving factor behind
successful programs.
The school must involve all stakeholders, interested
parties, and private entities. A school community
engagement, collaboration, and partnership support the
adage that it takes a village to educate a child. Thus,
education is a shared responsibility shared by schools
and the entire community to ensure holistic, inclusive,
responsive, and of high quality. Based on the Joint
Implementing Guidelines 2020 of Brigada Eskwela
and Oplan Balik Eskwela, Relative to the COVID-19
Situation were specified in DepEd Memorandum No.
53, Series 2020. Republic Act 8525 created the Adopt-
A-School Program. The school works to establish
collaborations to support the Basic Education Learning
Continuity Plan (De Villa et al., 2020). Collaboration
and collaboration are winning strategies for extensive
community participation. That is sourcing resources
and assistance from the stakeholders and the private
entities to improve the school. Parents understand their
critical role in helping the school source funds for
modular distance learning.
Likewise, Catid (2022), cited from Torres (2021),
revealed that various management or leadership
strategies employ for higher success and to attract
volunteers and participants in school-initiated
activities like Brigada Eskwela. To ensure that
whatever problem arises, the leader or the School
Heads prepares a contingency plan. Furthermore,
Galang (2020) discovered that school leaders'
activities such as capacity-building programs, resource
mobilization, intense engagement, frequent
communication, support and cooperation, and
teamwork emerged as noteworthy aspects in
implementing Brigada Eskwela.
Another element to consider is implementing the
Brigada Eskwela program; each stage must regularly
examine to ensure success. Similarly, Romeo (2020)
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discovered that the degree of implementation of
school-initiated activities such as Brigada Eskwela is
moderate. However, it is showing better participation,
implementation, and performance development.
It is also confirmed by the study of Mondina (2022),
who stressed that the level of implementation of school
activities and projects like Brigada Eskwela is high
despite the impact of a pandemic. Thus, despite the
calamity and crisis happening around us, the spirit of
Bayanihan, cooperation, camarade rie, and
volunteerism is still visible and observable. The
importance of school readiness and preparedness in
terms of environment and facilities is undeniable. The
study of Oco (2022) revealed that a safe and adequate
learning environment at school is a crucial player in
one’s performance and satisfaction as well as in
participating in school-led activities and projects. To
achieve this, the participation of stakeholders must be
a reality, as the school and its personnel alone cannot
suffice to solve the needs of the school. That is why
the school and its head must know the strategies that
will attract volunteers, donors, and participants.
Meanwhile, Catid (2022), cited from Cortez (2018),
revealed that the most participated school program or
activity by stakeholders like parents, volunteers, and
students was Brigada Eskwela, and the parents made
significant involvement by acting as observers and
collaborators.
In addition, the study of Lacanilao (2020) determined
that a significant difference has registered in the
stakeholder’s participation in school activities like
brigada eskwela in terms of planning, decision-
making, information drive, and implementation were
concerned. Furthermore, Arcega (2019) reported that
volunteering presented significant challenges. Despite
difficulties, the Bayanihan spirit, a Filipino virtue,
encouraged them to make a meaningful contribution to
their community. The student leaders worked
tirelessly. Because of their engagement, they
developed new skills, felt a sense of belonging,
improved their skills, and increased their self-efficacy.
Student leaders' participation in advocacy and nation-
building seeks to: (1) highlight the importance of
advocacy and nation-building; (2) highlight the vital
roles of student leaders in the community; and (3)
advocate for and construct a brighter future.
Finally, Jungay (2019) revealed that volunteerism
among stakeholders has always been at a high level;
however, in terms of financial matters, it is only at a
moderate level, especially if the stakeholder in the area
belongs to low-income families.
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Remember that school improvement does not cease on
the last day of Brigada Eskwela week. It is a year-
round commitment to provide a learning environment
for schoolchildren. To sustain the Brigada Eskwela
efforts, it should communicate with and engage all
teachers, students, and parents to fulfill their
corresponding roles and contribute to the school's
upkeep, particularly those contributed by partners and
volunteers during the Brigada Eskwela Week.
They were, moreover, sending letters of thanks to
partners and volunteers for their contributions,
prepping up our school in time for the opening of
classes. The partnerships forged and an alliance
formed should likewise sustain. Specific uncompleted
tasks in the BE work plan or other school needs may
come up during the school year, which will need the
help of stakeholders.
School Sizes
As stated on DepEd Memorandum No. 43 s. 2017 is
the year when it started to update the school sizes in
the Best Brigada Eskwela Implementing Schools
Category from small, medium, large, and mega
schools. To give due recognition to schools whose
efforts in implementing the Brigada Eskwela program
are exemplary, the Department of Education shall be
awarded the Best Brigada Eskwela Implementing
Schools in the following categories. It is the latter
category stated in DepEd Memorandum No. 62 s.
2022.
Challenges Encountered
In the study by Manalo (2019), it was discussed that
Brigada Eskwela is a program launched initially in
2003 by the Department of Education in an effort to
ensure that public school students will continue to
have conducive and safe classrooms ready for basic
education where it seeks to encourage parents,
teachers, and other stakeholders to invest materials and
non-material resources and services in schools. As
revealed in the study, one of the problems identified
during the conduct of the program is matching the
volunteers’ materials and non-material donations and
services to the needs of the school. Other identified
problems are managing human resources, lack of
available material resources and consistency of the
services provided by the volunteers. The findings of
the study indicate that the awareness on the advantages
of Brigada Eskwela is significant to the way schools
are preparing for it, thus in order to implement it
successfully, schools must be able to elicit
stakeholders’ participation, ensure that resources will
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be mobilized effectively and make the public inform of
its goal and objectives.
Manila, R.F. & Decano, R. S. (2022), state that there
are challenges encountered during the preparation for
Brigada Eskwela: a). Cluster IV schools’ location
where there are integrated schools in Malabog-
Paquibato areas faced significant challenges in
preparing for Brigada Eskwela in the new normal
because aside from the areas considered one of the
farthest from downtown Davao City, there are still
schools with no roads accessible for four-wheel
vehicles. Though there are constructed roads, there are
p laces with no power lines and no stable
communication signal for mobile phones and internet
connectivity. b) difficulty in obtaining resources and
assistance, particularly during the implementation of
community lockdowns for health standard protocols as
experienced by school administrators during Brigada
Eskwela in the New Normal. Most school personnel,
including the school administrators, were in alternative
work arrangements, thus in the preparatory stage, not
all participants, specifically school administrators have
established continuous and effective communication
with stakeholders and private partners. c) Forging
Partnerships, where the program allows private entities
to assist a public school in staff and faculty
development for training and further education;
construction facilities, upgrading existing facilities,
provision of books, publications, and other
instructional materials, and modernization of
instructional technologies, hence the administrators are
responsible for forging partnerships in the boondocks
of Malabog-Paquibato from private entities for school
priority improvement areas with insufficient funds for
its implementation and not covered by school
maintenance and other operating expenses (MOOE).
It was discussed in the study of Santos (2019) that
there were three main problems in the implementation
of the Brigada Eskwela: a. There are very few
volunteers; b. There is a lack of support from private
institutions/persons; and c. There is a lack of support
from the Local Government Unit. The following
recommendations were offered based on the results: a.
Th e s c h o o l m u s t f in d w a y s on h o w all
parents/guardians and pupils are encouraged to
participate actively in the Brigada Eskwela such as
extensive awareness campaign and marketing
activities; b. The school must tap private institutions
and persons within the community.
In addition, Llantos (2019) states that the contributing
factors for the failure to complete the Brigada Eskwela
project and to address the perennial needs of the
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school can be attributed to the following: 1) failure to
prepare an effective plan for pre-implementation; 2)
failure to prepare an effective plan for implementation;
3) failure to prepare an effective plan for post-
implementation; 4) failure to conduct effective
strategies to address the perennial needs of the school;
and 5) financial constraint. Furthermore, the effective
strategies that can be utilized to complete the Brigada
Eskwela projects and other perennial needs of the
school were the sustainability of the implementation of
Brigada Eskwela Plus via school-community
partnership in terms of pre-implementation,
implementation, and post-implementation stage.
Coping Strategies
In the Journal entitled School Administrators’
Preparation Challenges and Coping Mechanism in the
Implementation of Brigada Eskwela in the New
Normal (2022) presented that there are different
coping mechanisms in the implementation of Brigada
Eskwela:
a. Positive well-being, where the participants’ well-
being significantly alleviates the difficulties of
implementing the new normal education, particularly
in implementing the Adopt-A-School Program:
Brigada Eskwela, support system from fellow school
administrators in Cluster IV exchanged words of
encouragement and motivation as a source of self-
confidence, a healthy lifestyle and stress management
allowing them to pursue and perform their duties and
responsibilities despite the numerous challenges of
these challenging times.
b. Openness to Change, as change is the only constant
in this world the participants recognized that they must
be adaptable and flexible to survive and succeed in
daily life. Effective school administrators will adapt to
changing and modifying leadership roles and
approaches in response to the schools’ context, with
the assistance of concerned stakeholders, private
partners, and available resources.
c. Time Management, which is critical for carrying out
official duties and responsibilities whether at home or
work, and for fully implementing alternative work
arrangements, where time management is critical to
meeting deadlines. Setting priorities and adhering to
perfect routines and habits consistently enable them to
manage their time effectively.
d. Supporting System and Peer Mentoring, the
participants stated that the support and peer mentoring
in Cluster IV secondary and integrated schools is
exceptionally active, intending to collaborate and share
best practices in the field, mentoring, and support are
two of the best practices for continuous professional
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learning and development. School administrators who
embrace and lead change adopt a support system and
peer mentoring to develop confidence and competence
in the new normal, they leverage one another’s support
as a practical way to stay on track, particularly on
identified targets.
e. Collaboration and/or Partnerships, the school must
involve all stakeholders, interested parties, and even
private entities. A kind of school-community
engagement, collaboration, and partnership supports
the adage that it takes a village to educate a child, thus
education is a shared responsibility shared by schools
and the entire community to ensure holistic, inclusive,
responsive, and of high quality.
In addition, the study of Alave, J., & Ancho, I. (2020)
discussed that outsourcing of funds is a strategy that
has become important management tool for most
public schools. It is considered to be one of the most
feasible solutions for preventing school programs and
services to die down. School leaders are faced with
difficult decisions associated with budget expenses due
to a diminishing level of available funds. An area that
is gaining popularity in reducing expenditures is
outsourcing and many public schools have turned to
outside companies and individuals soliciting for help
to provide them with more efficient and economical
services.
In the study of Garcia (2021), it was discussed best
practices in implementing Brigada Eskwela among
secondary schools in Batangas Province. Specifically,
it aimed to identify the salient features of the Brigada
Eskwela Work Plan, and assess the extent of
implementation of Brigada Eskwela covering scope of
work conducted, resource mobilization, school
personnel participation, and community involvement.
In addition, the study assessed how Brigada Eskwela
broadened community support to basic education
relative to curricular activities enrichment, physical
facilities improvement, and unity of purpose.
Likewise, the issues and opportunities brought by
Brigada Eskwela were determined.
Results revealed that the respondents agreed that
Brigada Eskwela is a product of collaborative effort,
taps the spirit of volunteerism, and allows people from
different sectors to extend help to the schools every
year, which are the most salient features of the
program. Further, Brigada Eskwela broadens
community support to basic education relative to
curricular activities enrichment and physical facilities
improvement to a moderate extent, while it supports
basic education to a great extent in terms of unity of
purpose. The primary issue in Brigada Eskwela is
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following the implementing rules and regulations of
the program to make it successful. Statistical analysis
showed no significant differences on the assessments
of the three groups of respondents in terms of the
extent of implementation and support to basic
education. However, significant differences were
found on opportunities brought by Brigada Eskwela.
In connection with this, Taguinnod (2022) stressed that
Brigada Eskwela is a weeklong event where local
communities, parents, alumni, civic groups, local
businesses, NGOs, private individuals and even
teachers and students volunteer their time and skills to
do minor and medium repairs and maintenance work
in the schools. It is a school maintenance program
nationwide that engages all education stakeholders to
contribute their time, efforts and resources in ensuring
that public schools are all set in time for class opening.
To ensure if everybody is aware on the upcoming
Brigada Eskwela, the School Heads should conduct a
meeting wherein proper preparation and task that
should be followed before, during and after the activity
are set-up. Proper preparation should be planned to
identify the problems and be given a further solution.
The assigned working and steering committees need to
list down all specific activities that will undertake in
relation to the conduct of the BE activity. Ocular
inspection to the school physical facilities is important
to facilitate the improvement of the school.
Additionally, teachers can do a house-to-house
visitation to encourage each and every one on the
upcoming school brigade. The promenade in the nearer
barangays can be made enjoyable and meaningful so
that all stakeholders will show their willingness to
support the school.
Different strategies can be utilized in order to inform
the stakeholders like posting the Brigada Eskwela
activities on Facebook, putting banner in barangays,
informing people thru radio announcement, putting
beach flag in school and others. In this way, the
assurance to encourage the alumni, NGO’s, LGU and
other business groups to rendering their skills, support
and assistance will achieve. And for the parents, this is
an opportune time for them to show their gratefulness
in return to the service given by the school to their
children. These activities where the school is
ministering would be for the welfare of both the school
and the community. If the government, the civil
society and the private business sector work together,
there is no reason for them to fail.
Pabico (2019) discussed that schools may sustain the
high level of stakeholders' participation in terms of
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effort, fund and time through different innovative
activities initiated by the school that will benefit the
learners and parents such as livelihood programs,
dental and medical missions, feeding programs, and
sign language seminars. Schools may improve their
advocacy and marketing through different activities
like advertisements through social media, and cable
channels, motorcades, giving flyers during parades.
Conducting fun run and concerts will also of great help
to generate fund. School officials may strongly
develop linkages with the parents in order to include
them in planning, implementing and evaluating school
activities directly associated with pupil's learning
activities. Collaborative efforts are proven to be a
mover in the community.
In connection with this, the study of Reynancia (2019)
the result shows the profiling of the population of the
learners, the numbers of teaching and non-teaching
staff, the school programs and activities implemented,
and awards and recognitions received by the schools
involved in this study, a highlight of the practices that
these schools carried out were revealed. To complete
the scope work, repair, and maintenance based on SIP,
the common responses were disseminating information
to all concerned, soliciting materials and other
resources, documenting completion progress, and
periodic monitoring of school-related projects were the
commonalities found. In dealing with diverse
volunteer participation, the common responses
revealed were valuing and commending stakeholders'
opinions and participation, conducting general
assembly, and upholding volunteerism including
utilizing linkages and massive information
dissemination.
As to generating resources, the common answers
shared were improving the dissemination of
information, tapping all stakeholders to solicit funds,
and recognizing the outstanding accomplishments of
parents. Involving them in planning conferences made
them extend financial support was also a common
response. To align maintenance to the Brigada theme,
holding a series of orientations or meeting, improving
the dissemination of information, and relating tasks
based on the current theme were commonly shared by
the informants despite the passive attitude of
stakeholders and lack of funds.
Dimaculangan, F. A., & Alda, K. B. (2019) state that
there is no denying the importance of communication
in the workplace, considering the fact that in an
organization people belonging to different social and
professional backgrounds come together to work for
the same goals. Often it is seen that administrators do
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not realize the importance of communication at work
and thus do not convey their ideas, organizational
goals, vision, etc. very clearly.
It was revealed in this study that most of the
information disseminated, during the conduct of the
study, using the messenger app are updates, reminders,
uploaded files, and appreciation of gratitude for
launching school activities and programs like Brigada
Eskwela, PTA meetings among others. Meanwhile, the
extent of utilization of the messenger app as a tool for
disseminating information in terms of accessibility is
less, in terms of functionality is less, and in terms of
user-friendliness is also less. Overall, the utilization of
messenger app in San Pascual Senior High School 1
has a less extent. Furthermore, it was found out that
teachers met the following problems in using the
messenger app: indirect target, time of receipt,
incomplete details, limited access, missed information,
no app, back reading, noncompliance, and
informality.
Methodology
Research Design
The study employed the descriptive-comparative
research design which was appropriate to the
questionnaire made as an instrument for data
gathering. This was used because the researcher had
the intention of comparing the variables as they existed
in the actual setting. This study used a descriptive-
comparative research design to attain its objectives.
The study assessed whether there was a substantial
difference in the degree of execution of the Brigada
Eskwela program and its relevant indicators.This
research is appropriate when the researcher would like
to find the implication of the study based on the
gathered data to improve the quality and standard of
the mentioned indicators in the variables of the study.
Research Locale
This study generally aims to determine the level of
implementation of Brigada Eskwela program of
schools in the Fourth Congressional District of Quezon
Province. There are 10 municipalities under the Fourth
Congressional District of Quezon namely: Alabat,
Atimonan, Calauag, Guinyangan, Gumaca, Lopez,
Perez, Plaridel, Quezon, and Tagkawayan. It was
represented by 89 School Heads, 89 Brigada Eskwela
Coordinators, and 89 Stakeholders. The respondents
were chosen because of their connection to the study.
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The researcher chose the location and respondents
based on their needs and primarily because she
encountered various problems and concerns from the
Brigada Eskwela Focal Group.
Aside from being the researcher’s district where she is
currently employed, the researcher also considers the
diverse coping strategies used by the schools in
implementing the Brigada Eskwela program in the
Fourth Congressional District of Quezon Province.
Research Population and Sample
The respondents of the study were the Department of
Education Officials in schools across 4th
Congressional District of Quezon Province. Purposive
sampling was used in selecting schools ranging from
small to mega school sizes. School Heads, Brigada
Eskwela Coordinators, and Stakeholders were
considered and selected across different school sizes to
complement the variety of data. The researcher utilized
a research-made questionnaire and unstructured
interview to collect and gather the data needed for the
study.
The respondents were composed of 89 School Heads,
89 Brigada Eskwela Coordinators, and 89
Stakeholders with a total number of 267 respondents.
Table 1 shows the number of respondents per
municipality.
Table 1. Number of Respondents of the Study
Research Instrument
The researcher-created questionnaire utilized in this
study anchored from the Brigada Eskwela Manual for
School Heads (2009) and DepEd Memorandum No. 62
s. 2022. The indicators were carefully chosen and
improved after several consultations and discussions
with the adviser. Important points were chosen and
represent the essence, substance, and intention of the
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study. The researcher interviewed the respondents with
the instrument to get document analysis collected and
the data about the research problems to measure the
level of practices of Brigada Eskwela implementation.
The research instrument utilized the five-point Likert
Scale to find out the degree of implementation of the
Brigada Eskwela program among the public
elementary schools across different school sizes in the
4th Congressional District of Quezon Province.
Part I was a set of self-made questionnaires crafted
through the guidelines set on the Brigada Eskwela
program and it was divided into four parts, where the
level of implementation of Brigada Eskwela measured
the different schools’ sizes, which will focus on the
preparation effort, partnership engagement activities,
influence on school performance, resource generation
and bayanihan effort, employing a Likert Scale to
assess the level of implementation of BE program. Part
II was an unstructured interview to identify the
challenges encountered and coping strategies used by
the school in the implementation of Brigada Eskwela
program.
Face and content validation of the survey
questionnaire was requested from an expert, the
School Heads, and Master Teachers from the School
Division of Quezon to verify its validity and
reliability. The instrument validation results are shown
in Table 3, with indicators 1, 3, 4, 5, and 6 having a
mean of 0.5 and being viewed as the most valid, and
indicator 2 having a mean of 0.56. The complete
findings of questionnaire validation in indicators 1 to 6
had a mean of 0.51 and were characterized as the most
valid questionnaire.
Table 2. Results of Validation of Questionnaires
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Data Gathering Procedure
The following procedures were used in gathering data
relative to the conduct of the study. For the research
process, the following procedures were undertaken.
The researcher asked permission from the Division
Office, through channels to conduct the research study.
After the approval, the researcher conducted an
interview and gave the questionnaires to the
respondents across the 10 municipalities in the 4th
Congressional District of Quezon Province. The said
interview questions and questionnaires were
formulated and validated by the researcher herself.
When all the data were collected, the researcher
presented the data in tabular and graphical forms
together with the data on tables and figures, thus
analyzed, and interpreted. Summary of the findings
were likewise made and the conclusions were drawn
by the researcher.
Statistical Treatment of Data
The data gathered was tested through the utilization of
the following statistical tools.
Weighted Arithmetic Mean
Weighted Arithmetic Mean was used in assessing the
answer given by the respondents on Brigada Eskwela
Implementation by school sizes in the 4th
Congressional District of Quezon Province. To
determine the level of implementation of the Brigada
Eskwela program as perceived by the respondents, and
its implication to BE drawn out of the findings of the
study, it was computed using five a (5) point Likert
scale.
One-way ANOVA
To find out if there is a significant difference when
schools were grouped according to school sizes, one-
way- Analysis of variance, or ANOVA was used. It is a
strong statistical technique used to show the
difference between two or more means or components
through significance tests. It also shows a way to make
multiple comparisons of several populations’ means.
The ANOVA test was performed in comparing two
types of variation, the variation between the sample
means, as well as the variation within each of the
samples.
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Results and Discussion

The Level of Implementation of Brigada Eskwela

by School Sizes as to Small, Medium, Large, and
Mega Schools when it comes to Different Criteria.

Table 3 reveals that with a total mean of 3.90, small,

medium, large, and mega schools fully implemented
all the preparation effort in implementing Brigada
Eskwela. This includes ensuring cleanliness,
sanitation, and washing in schools, complying with
health protocols, ensuring school safety and disaster
preparedness, preparedness of the classrooms as a
conducive learning center, mobilizing parents,
alumni, civic groups, local businesses, non-
government organizations, teachers, students, and
individuals.

Table 3. Level of Implementation of Brigada Eskwela

in Small, Medium, Large, and Mega Schools in Terms
of Preparation Effort

It can be implied that the schools in the 4 th

Congressional District of Quezon fully implemented
the Brigada Eskwela program in terms of preparation
efforts. Thus, Brigada Eskwela program really helps
the schools in preparing the physical facilities and
surroundings for the upcoming school year.

Furthermore, the schools in the 4th Congressional

District of Quezon show the continuous effort of
the school, community, and stakeholders in
responding to the needs of public schools and
being part of a nationwide effort towards
improving Philippine basic education. The
program has a great impact because it was
effectively implemented in each school.
Preparation efforts are much successful
preparation done before the opening of classes
where parents, stakeholders, and teachers help
hand in hand for the opening of classes.

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Table 4. Level of Implementation of Brigada

Eskwela in Small, Medium, Large, and Mega
Schools in Terms of Partnership Engagement
Relative to this, Garcia (2020) highlighted that Activities
curriculum basically covers what students are expected
to learn in the classroom and how the lessons are
expected to be facilitated. It refers to all educational
experiences that students go through, for which the
school takes responsibility. As indicated in the Bureau
of Elementary Education Thrusts, the goal of
curricular enrichment is to build competent and
productive citizens with strong moral character who
are capable of living in a dynamic and global society
The top three assessments in terms of curricular
activities enrichment are the enrichment through
parents’ extension of support not only during Brigada
Eskwela but also in monitoring their children’s school
performance; community members’ attendance to
meetings about curriculum orientation; and parents’
regular attendance to PTA meetings, all conducted to a
great extent.

In addition, Brigada Eskwela Manual for School

Heads (2009) stressed out that this stage serves as the
preparation for a successful implementation which
should start as early as January. The School Heads
have to initiate the organization of Brigada Eskwela
committees and orientation on specific roles and tasks.
While the role of a School Heads is the key to the
Brigada Eskwela program, the assistance and active
participation of the stakeholders ensure its success.

Table 4 shows the level of implementation of Brigada

Eskwela in small, medium, large, and mega schools in
terms of partnership engagement activities. It can be
seen that with a total mean of 3.80, small, medium,
large, and mega schools fully implemented all the
partnership engagement activities in implementing
Brigada Eskwela. This includes supporting the
implementation of school preparedness and safety
measures, mobilizing local support through the
business sectors, philanthropies, and local
organizations to assist schools’ preparations for class
opening, supporting various activities, such as putting
up fences, painting, and roofing, among others,
engaging the stakeholders in different school
preparation activities, and establishing functional
community linkages and networking with
stakeholders, It can be implied that the partnership engagement
activities made the Brigada Eskwela easier and more
efficient to be implemented because the different
activities boosted the spirit of volunteerism and
camaraderie within the community, showing a strong

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school-parent partnership. Partnerships between

schools and the community can help children today
receive better education while also assisting schools in Table 5. Level of Implementation of Brigada Eskwela
meeting requirements set by education standards. The in Small, Medium, Large, and Mega Schools in Terms
collaborations may offer both financial and non- of Influence on School Performance
financial support. Students can gain access to tools that
can support their academic success through
communities in Schools. Partnerships between the
community and schools have several advantages. The
community can assist in a world that is constantly
changing and where instructors are under increased
pressure to ensure that their kids are meeting rigorous
standards of excellence.

In the study of Rueda, et al., (2019), it was discussed

that the Brigada Eskwela program, an important
advocacy to engage various stakeholders to give their
full support in various schools, has become a
mechanism to fill the resource gaps and improve
higher performance indicators. Results revealed that its
level of effectiveness was effective. Along with
resource mobilization, there was a serious problem
encountered having limited partners in various levels
of governance. Partnerships and linkages were
apparent as all stakeholders were fully involved in the
many activities along with this program. It was found
that schools had opportunities to generate resources
from various stakeholders. As to the involvement of
volunteers, technically skilled individuals were
needed. However, the full participation of stakeholders
was evident as they supported and involved
themselves.

As proof, these findings are supported by the study of

Lacanilao (2020) who determined that a significant
difference was registered in the stakeholder’s
participation in school activities like Brigada Eskwela
in terms of planning, decision-making, information
drive, and implementation.

Table 5 shows the level of implementation of Brigada

Eskwela in small, medium, large, and mega schools in
terms of influence on school performance. The table
shows that with a total mean of 3.93, small, medium,
large, and mega schools fully implemented all the
indicators for the influence of Brigada Eskwela on The result of the study inferred that the level of
school performance. This includes awareness of the implementation of the Brigada Eskwela program in
opening of classes and securing operation among terms of influence on school performance became a
teachers who will lead the activities of the said tool to have an effective means of communication.
program, informing parents regarding the schedules Most participants shared that constant communication
within the week-long program, gaining positive impact is in written, verbal, phone, and online means with the
on enrollment and participation, accessing the stakeholders. Effective communication for Brigada
improvement of learning centers, and capacitating the
students, parents, and even the community in working
together.

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Table 6. Level of Implementation of Brigada Eskwela

Eskwela, a form of partnership, requires consistent in Small, Medium, Large, and Mega Schools in Terms
follow-ups and updates from the school administrators of Resource Generation
and their technical working groups to ensure
stakeholders’ and private partners’ positive responses
and commitment to extend assistance to the schools in
the form of services and donations.

In connection with this, the study of Yang, et al.,

(2023), parental involvement improves students’
school adjustment and student motivations, such as
school engagement. Student engagement is a
multidimensional concept that includes different
aspects of engagement, such as behavior, cognition,
and emotion. In general, parental involvement refers to
the parent′s role in educating their children, which can
take numerous forms, such as homework assistance,
school-related discussions, and visiting the school to
speak with teachers. It was also defined as “parents’
interactions with schools and their children to promote
educational success” and often involves parental
investment in the academic arena of children′s life.

However, not all participants have set up constant and

effective communication with the stakeholders and the
private partners, particularly in the new concept of
Brigada Eskwela, to ensure that learning continues
even in the time of COVID-19. Generally, the
common practice is to deliver a letter of invitation to
stakeholders to participate in the annual Brigada
Eskwela and or solicitation to source out donations
from private partners that are no longer possible for
some restrictions implemented by the constituted
authorities. Learning to use social media effectively in
the current climate can benefit the school’s public
image, community connections, and students’ learning.

Table 6 shows the level of implementation of Brigada

Eskwela in small, medium, large, and mega schools in
terms of resource generation. The table shows that
with a total mean of 3.86, small, medium, large, and
mega schools fully implemented the resource
generation in implementing Brigada Eskwela. This
includes prevailing market value of the items donated;
donations in-kind or cash from stakeholders, NGOs,
and other stakeholders; voluntary man-hours generated
from the partnership activities; use of the monthly
budget from school Maintenance and Other Operating
Expenses (MOOE); and budget from the Local
Government Unit.
It can be interpreted that the schools in the 4th
Congressional District of Quezon show that sourcing
resources and assistance from the stakeholders and
private entities are the key to improving the school.
Also, with the help of district brigada coordinators,
generating resources is much easier by means of
having constant communication, strong-relationship
and positive outcomes.
According to the study's results by Reynancia (2019),
generating resources, the common answers shared
were improving the dissemination of information,
tapping all stakeholders to solicit funds, and
recognizing the outstanding accomplishments of
parents. Involving them in planning conferences made
them extend financial support was also a common

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response. To align maintenance to the Brigada theme,
holding a series of orientations or meetings, improving
information dissemination, and relating tasks based on
the current theme were commonly shared by the
informants despite the passive attitude of stakeholders
and lack of funds.
In addition, Jungay (2019) revealed that volunteerism
among stakeholders has always been at a high level.
However, in terms of financial matters, it is only on a
moderate level especially if the stakeholder in the area
belongs to low-income families.
Table 7. Level of Implementation of Brigada Eskwela
in Small, Medium, Large, and Mega Schools in Terms
of Bayanihan Effort
Table 7 shows the level of implementation of Brigada
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Eskwela in small, medium, large, and mega schools in
terms of the bayanihan effort. The table shows that
with a total mean of 3.92, small, medium, large, and
mega schools fully implemented the bayanihan effort.
This includes community participation from LGU,
parents, and other stakeholders; response of the
community to volunteer to Brigada Pagbasa and
Home Learning Spaces Program; partnership initiative
for literacy and numeracy from stakeholders; and
voluntary work from parents and other stakeholders.
It can be implied that schools in the 4th Congressional
District of Quezon continue to foster a strong spirit of
volunteerism in Brigada Eskwela as it has reached
more people in the communities. School Heads and
Brigada Eskwela coordinators continue to make the
Brigada Eskwela program not just a tool for improving
school facilities, but a catalyst for achieving higher
learning outcomes in every school and a mechanism to
elevate the level and participation of all stakeholders,
especially in realizing the department’s vision and
mission. As the DepEd ventures to solve the
challenges facing the education system, Brigada
Eskwela serves as one of its frontline initiatives
reminding that every Filipino are a stakeholder in
education.
According to the study of the Basic Education
Learning Continuity Plan by De Villa, et al., (2020),
collaboration and or partnership is a winning formula
for significant community engagement. It is also
confirmed by the study of Mondina (2022) which
stressed that the level of implementation of school
activities and projects like Brigada Eskwela is high
despite the impact of a pandemic. Thus, despite the
calamity and crisis happening around, the spirit of
bayanihan, cooperation, camaraderie, and
volunteerism is still visible and observable. The
importance of school readiness and preparedness in
terms of environment and facilities is undeniable.
Table 8 shows the summary of the level of
implementation of Brigada Eskwela in small, medium,
large, and mega schools in the 4th Congressional
District of Quezon. The table shows that with a total
mean of 3.88, small, medium, large, and mega schools
fully implemented when it comes to Preparation
Effort, Partnership Engagement Activities, Influence
on School Performance, Resource Generation and
Bayanihan Effort. It can be implied that schools in the
4 th Congressional District of Quezon fully
implemented the Brigada Eskwela program which
shows a strong bond between school, community, and
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stakeholders to work hand in hand in supporting the
needs of our learners to achieve quality education.
Table 8 Summary Table of Implementation of Brigada
Eskwela in Small, Medium, Large, and Mega Schools
The extent of implementation of the Brigada Eskwela
program of schools in influence on school
performance in the 4th Congressional District of
Quezon is imperative because it gives a venue to
establish and build each school a strong relationship
between the community and stakeholders for the
betterment and quality education of the learners. It
became easier for schools to conduct activities with
unending support from the parents and community in
accomplishing various activities. The use of social
media effectively in the current climate benefited the
school's public image, community connections, and
students' learning.
Moreover, the bayanihan spirit was also undeniably
visible and evident. It the study of Mondina (2022), he
stressed that the level of implementation of school
activities and projects like Brigada Eskwela is high
despite the impact of pandemic. Thus, despite the
calamity and crisis happening around, the spirit of
bayanihan, cooperation, camaraderie, and
volunteerism is still visible and observable. The
importance of the school readiness and preparedness in
terms of environment and facilities is undeniable.
The study of Jungay (2019) revealed that volunteerism
among stakeholders have always been at high level.
However, in terms of financial matters, it is only on a
moderate level especially if the stakeholder in the area
belongs to low-income families.
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Significant Difference in the Implementation of
Brigada Eskwela when Grouped into School
Sizes
Table 9 Multiple Comparison of Significant
Differences in the Implementation of Brigada Eskwela
when Grouped into School Size
Table 9 shows the multiple comparisons of significant
differences according to school sizes in the
implementation of Brigada Eskwela. It shows that
there is no significant difference in the implementation
of Brigada Eskwela among small, medium, large, and
mega schools in terms of preparation effort, influence
on school performance, resource generation, and
bayanihan effort at 0.05 level of significance. The
existence of no significant difference tells us that the
responses of the groups of respondents did not differ
significantly. However, the significant difference in
partnership and engagement activities between small
and medium (p = 0.004) and small and large schools
(0.006) is statistically significant. This means that the
partnership and engagement between small and
medium; small and large varied.
This ascribes further that the small and mega schools
showed different strategies as to the level of the
implementation of the Brigada Eskwela program
concerned. Due to the small population in small
schools, School Heads and Brigada Eskwela
coordinators easily reached their stakeholders to seek
help and support from the stakeholders, but in terms of
financial support and resources, it was quite
challenging for them to collect and raise a budget for
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the beautification of the schools. While mega schools Table 10. Challenges Encountered by the Schools in
have an extreme population, the schools easily Implementing Brigada Eskwela
collected enough funds to sustain the beauty of school
facilities. In contrast with this, due to the large
population, it was hard for them to encourage
stakeholders to participate in school activities for
preparation for the opening of classes.

According to Fitzgerald, et al., (2013), as cited from

the study of Garcia (2021), small schools’ matter.
Small schools have smaller classes, and smaller
number of pupils, teachers, and parents, thus
manpower is limited. The School Heads finds it
difficult to follow the guidelines in such as giving of
fliers, all because of the budgetary allocation. Despite
the government’s claims that it has been increasing the
budget for education, still the public school
specifically the small schools are hardly coping with
the shortages.

On the other hand, Tarraya (2023), cited from Umil

(2013) stated that mega schools bear all the necessary
manpower for the Brigada Eskwela implementation,
and the School Heads can easily attract donors and
volunteers from the wealthy family in the community.

According to Catid (2022), cited from study of

Getange, et al., (2014), activities in the school are
provided with the necessary financial support as long
as approval of the PTA is granted. Integrating the
school activities into those of the community within
which the school is located, providing the necessary
financial support to the school by organizing schools’
developmental projects. This clearly explains the
difference of the implementation of Brigada Eskwela
when grouped by school size.
It only implies that schools in the 4th Congressional
District of Quezon still experienced and faced
challenges in implementing the Brigada Eskwela
program even establishing different activities and
events to bring together and build relationships
between the school and stakeholders. It is seen that
lack of resources is the most challenging reason why
successful implementation cannot be achieved by the
schools.

The Challenges Encountered by the Schools in
Implementing Brigada Eskwela
Table 10 shows the summary of challenges
encountered by schools in the 4th Congressional
District of Quezon Province in implementing the
Brigada Eskwela program.
The table revealed the challenges encountered by
schools in implementing the Brigada Eskwela program
in small, medium, large, and mega schools. The lack
of material resources rank 1st having a percentage of
24.34%, sources of funds rank 2nd with a percentage
of 19.85%, managing human resources rank 3rd with a
percentage of 9.36%, collaborative effort of
stakeholders to participate rank 4th with a percentage
of 8.24% and less participation of stakeholders rank
5th with a percentage of 5.62%.
This result is consistent with the study by Manalo
(2019), it was discussed that Brigada Eskwela is a
program launched initially in 2003 by the Department
of Education in an effort to ensure that public school
students will continue to have conducive and safe
classrooms ready for basic education where it seeks to
encourage parents, teachers, and other stakeholders to
invest materials and non-material resources and
services in schools. As revealed in the study, one of
the problems identified during the conduct of the
program is matching the volunteers’ materials and
non-material donations and services to the needs of the
school. Other identified problems are managing human
resources, lack of available material resources and
consistency of the services provided by the volunteers.
The findings of the study indicate that the awareness
on the advantages of Brigada Eskwela is significant to

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the way schools are preparing for it, thus in order to

implement it successfully, schools must be able to
elicit stakeholders’ participation, ensure that resources
will be mobilized effectively and make the public Table 11. Coping Strategies Used by the Schools to
inform of its goal and objectives. Address the Challenges Encountered in Implementing
Brigada Eskwela
In addition, the study of Llantos (2019) states that the
contributing factors for the failure to complete the
Brigada Eskwela project and to address the perennial
needs of the school can be attributed to the following:
1) failure to prepare an effective plan for pre-
implementation; 2) failure to prepare an effective plan
for implementation; 3) failure to prepare an effective
plan for post implementation; 4) failure to conduct
effective strategies to address the perennial needs of
the school; and 5) financial constraint.

Furthermore, the effective strategies that can be

utilized to complete the Brigada Eskwela projects and
other perennial needs of the school was the
sustainability of the implementation of Brigada
Eskwela Plus via school-community partnership in
terms of pre-implementation, implementation, and
post-implementation stage.

The Coping Strategies Used by the Schools to

Address the Challenges Encountered in
Implementing Brigada Eskwela

Table 11 shows the summary of coping strategies used

by the school in the 4th Congressional District of
Quezon in implementing the Brigada Eskwela
program. The spirit of volunteerism rank 1st having a
percentage of 18.73%, allocating the budget for the
implementation of Brigada Eskwela with the
stakeholders rank 2nd with a percentage of 13.86%,
communication with stakeholders rank 3rd with a
percentage of 9.36%, capacity development programs
rank 4th with a percentage of 7.49% and continuous
improvement through a development mindset rank 5th
with a percentage of 6.37%.
It only revealed that schools in the 4th Congressional
District of Quezon can cope up with the challenges
they encountered in implementing Brigada Eskwela
program. By means of using these top 5 coping
strategies, Brigada Eskwela program can successfully
strengthen activities to build together relationships
between the school, teachers, parents, and,
stakeholders. It is seen that spirit of volunteerism is the
top most used coping strategy in having successful
implementation across school sizes in the 4 th
Congressional District of Quezon Province.
This result is consistent with the study of Mondina
(2022), who stressed that the level of implementation
of school activities and projects like brigada eskwela is
high despite the impact of a pandemic. Thus, despite
the calamity and crisis happening around us, the spirit
of bayanihan, cooperation, camaraderie, and
volunteerism is still visible and observable. The
importance of school readiness and preparedness in
terms of environment and facilities is undeniable.
Implementation Plan
The results presented in the previous sections have
paved the way for the development of implementation
plan for School Heads, Brigada Eskwela Coordinators
and Stakeholders. The proposed Brigada Eskwela
implementation plan focuses on the provision of
Brigada Eskwela program that address the challenges

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encountered on the implementation Brigada Eskwela
program in the Fourth Congressional District of
Quezon Province.
This plan was necessary for the schools that have been
encountering issues and concerns. Since the result of
the study indicates that the challenges were
encountered, the researcher crafted an implementation
plan to address those challenges.
An implementation plan was proposed to further
reinforce and strengthen school and community
relationships and boosts the spirit of volunteerism
among stakeholders, build partnerships with the
community and extend resources through Brigada
Eskwela program across all school sizes.
The researcher became concerned about how it
happened when the planning stage took place. This
fact may urge the School Heads to find ways and
means to address the problem of effective planning in
the implementation of the Brigada Eskwela program
for the schools to benefit from its value.
Conclusion
From the results of the study, the following
conclusions are drawn: (1) The degree of Brigada
Eskwela's program execution is highly implemented.
(2) The School Heads and Brigada Eskwela
Coordinators confront obstacles in the implementation,
such as inadequate financial and human resources,
scheduling conflicts, and limited time for preparation
owing to overlapping tasks and reports. (3) The
execution of the Brigada Eskwela program is the same
across school sizes. There is a significant difference in
terms of Partnership Engagement Activities while not
significant in terms of Preparation Effort, Influence on
School Performance, Resource Generation, and
Bayanihan Effort. Hence, the null hypothesis is partly
accepted and partly rejected. (4) The study's findings
were used to create an implementation plan to improve
the execution of the Brigada Eskwela program at
schools in 4th Congressional District of Quezon
Province.
Based on the findings of the findings and conclusion,
the following are recommended: (1) Since the findings
reveal that lack of resources is one of the biggest
problems because successful implementation cannot
be achieved; School Heads may seek sponsors for the
sufficient supply of materials and coordinate with the
Local Government Unit, Sangguniang Barangay,
SPTA, NGOs, and other external stakeholders to seek
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aid in the supply of materials. (2) As the findings
reveal that fund ing cau sed delay s in the
implementation of the program, School Heads may
practice austerity measures to finance the immediate
and primary needs of the school. Have income-
generating projects. Support and promote the
management and operation of the school canteen and
School and Office Supply Store. Regular updating the
AIP and SIP in coordinating with the Local School
Board for SEF allocation and seeking financial
assistance from external stakeholders (3) As a result of
the findings, it reveals that managing resources hinders
the consistency of services. School Heads may set
rules and regulations among the employees. School
leaders must set as good role models. Establish and
implement human resource development programs and
conduct regular monitoring and evaluation. (4) As the
findings indicate that there is a lack of collaborative
effort of stakeholders in participating in school
activities. Schools may disseminate Information
Campaigns and coordinate with the heads of the
Government, NGOs, and other stakeholders in seeking
their participation. (5) Since the findings reveal that
fewer stakeholders' support affects the awareness and
implementation of the program, schools and School
Heads may invite stakeholders personally and build
camaraderie and harmonious relationships with
external stakeholders. (6) Considering the limitations
of the study, future researchers may conduct the same
study in other Congressional Districts of Quezon for
the purpose of validation of the findings of the study
and for comparison purposes.
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Affiliations and Corresponding Information
Kristel Anne A. Nieva
Sapaan Elementary School
Department of Education – Philippines
Rizalie M. Lim
Marinduque State College – Philippines
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