IMPLEMENTATION OF BRIGADA ESKWELA BY

SCHOOL SIZES IN THE 4TH CONGRESSIONAL

DISTRICT OF QUEZON PROVINCE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 698-713
Document ID: 2023PEMJ781
DOI: 10.5281/zenodo.8023890
Manuscript Accepted: 2023-8-6
Psych Educ, 2023, 9: 698-713, Document ID:2023 PEMJ781, doi:10.5281/zenodo.8023890, ISSN 2822-4353
Research Article

Implementation of Brigada Eskwela by School Sizes in the 4th

Congressional District of Quezon Province
Kristel Anne A. Nieva*
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 and one-way
ANOVA. Data were gathered through a researcher- created questionnaire 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 Quezon's 4th Congressional District, 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, impact 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 in terms of preparation effort, effect on
school performance, resource generation, and bayanihan effort. In the result 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. And also, it was revealed that coping strategies
like the spirit of volunteerism, allocating the budget for the implementation of Brigada Eskwela, communication
with the stakeholders, capacity development programs, and continuous improvement through a development
mindset. An implementation plan was proposed to further reinforce and strengthen school and community
relationships, boost the spirit of volunteerism among stakeholders, build partnerships with the community, and
extend resources through Brigada Eskwela Program.

Keywords: brigada eskwela, volunteerism, implementation plan

Introduction absolute, adequate, and integrated system of education

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

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Research Article

May to work on repairing and preparing public schools Department implemented alternative modes of
for school opening. instruction, most notably modular distance learning. At
the same time, face-to-face suspended per public
Brigada Eskwela is an exceptional presentation that health protocol and existing ordinances.
exemplifies the Filipino’s enduring bayanihan spirit. In
the age of consumerism and individuality, this project Brigada Eskwela is no longer traditional, which entails
has demonstrated that Filipinos can keep compassion physical cleaning, painting, repainting, and other
for their neighbors and other people and willingness to minor repairs. Unless another DepEd issuance
collaborate without expecting anything in return. specifies otherwise, the implementation of the said
program continues for two weeks preceding the start of
Private institutions/individuals and local government classes in public schools, subject to the current local
bodies contributed to the endeavor in the spirit of risk classification and community quarantine
Bayanihan. Throughout the week-long event, guidelines.
volunteers work on minor repairs, painting, and
cleaning school campuses (Vargas 2016). After some Brigada Eskwelas’ new model focuses on preparations
time, it was grown in popularity that held annually. and establishing partnerships to ensure that learning
The optimal academic performance of the learner and continues even during COVID-19. The events
the acquisition of desirable behavior is based upon a highlight collaborative efforts that support the
healthy learning environment, which involves the Department’s efforts to secure the continuation of
interaction of several sectors. With this, there is a high-quality primary education in the face of
strong expectation for institutionalizing school reform COVID-19’s challenges and to execute the BE-LCP.
methods emphasizing volunteering and public-private
collaboration in education. Based on volunteerism and Stakeholders may help by giving thermal scanners,
multiple partnerships, Adopt-A-School (ASP), hand sanitizing equipment or supplies, and printing
specifically Brigada Eskwela of the Department of COVID-19 and sanitation/proper hand washing and
Education (DepEd) in the Philippines, provides an hygiene education materials to help BE and Oplan
opportunity for school-community stakeholders and Balik Eskwela provide safety and health practices to
the private sector to work collaboratively toward the students and instructors.
noble goal of educating all Filipinos (Llego, 2020).
As part of the partnership to deliver the primary
The school administrators’ initiative and concerted education curriculum during COVID-19, Brigada
efforts engage all concerned stakeholders and parties Eskwela will also engage partners in promoting and
in developing a sense of ownership in seeking private providing learning options like local radio and TV
partners and presenting them with priority stations and other available media as the printing of
improvement areas based on sound and quality data. self-learning modules for distance learning.
These are all appreciated due to assistance and services
extended to the schools supporting the implementation The Department of Education (DepEd) launched
of the Basic Education Learning Continuity Plan, also Brigada Eskwela 2022 to promote collaboration and
known as BE-LCP school year 2020-2021. BE-LCP is resiliency in primary education, whereas "the
a package of education interventions that will respond relationship between the stakeholders, parents,
to fundamental education challenges brought about by teachers, LGUs, and the entire community on BE
the COVID-19 pandemic. program opens a deeper and meaningful relationship
even until this school year closes," Vice Pres. and
The Philippines was declared a state of calamity by Education Sec. Sara Z. Duterte said as she addressed
Presidential Proclamation No. 929, s. 2020 last March partners and personnel at Imus Pilot Elementary
16, 2020, suspending and temporarily ceasing School.
businesses, enterprises, and business operations,
resulting in a near-complete halt to the execution of Through this, with the national government supporting
school programs. Based on the result, education is one the Department's Development Plan 2030 serve as our
of the sectors most harmfully affected by the guide to success of the Department's plans and
COVID-19 pandemic (De Villa et al., 2020). programs completed by unending love for the
profession of teaching, our learners, and the future of
Schools have become the most vulnerable to safety our nation," said by VP-Secretary Duterte added.
and security threats, especially in CALABARZON
Region, where COVID-19-positive cases have reached In connection with the theme of Tugon sa Hamon ng
an all-high. As a result, based on a survey, the Ligtas na Balik-Aral, this program which it will run

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Research Article

until August 26, will highlight our country's unending into school sizes?
efforts in various partnership engagements, creating a 3. What are the challenges encountered by the schools
safe learning environment, teaching and non-teaching in implementing Brigada Eskwela Program?
personnel, and community to attain safety while 4. What are the coping strategies used by the schools
ensuring the delivery of quality education to our in encountering challenges in implementing Brigada
learners. Eskwela Program?

Brigada Eskwela 2022 will be a full-fledged initiative

concentrating on educational access and quality. Literature Review
Brigada Eskwela sa Paghahanda, weeks of school
maintenance, and minor to medium repair for re-
Preparation Effort
opening in-person classrooms make up the physical
part of 2022 BE.
According to Glickman & Gordon (2009), Pre-
In terms of education quality, BE, as supplemented by Implementation Stage was the period where successful
Brigada Eskwela Plus, aims to boost learner school efforts extend beyond school walls. School
involvement, minimize dropouts, and improve Improvement needs to connect to the community
education quality in participating schools to improve members to be involved in planning, implementing,
student achievement. Brigada Pagbasa is an after- and assessing improvement efforts. This idea may
school reading remediation program developed in associate with the school improvement efforts of the
response to the Bawat Bata Bumabasa (3 Bs) Brigada Eskwela (BE) which involvement of the
Initiatives. community even before the implementation.

Through the years, the DepEd program has been a This stage serves as the preparation for a successful
constant activity and one of the programs of each implementation which should start as early as January.
school to open its doors to the community to solve The school heads have to initiate the organization of
problems like repairs or lack of facilities and even Brigada Eskwela committees and orientation on
donations of items and materials that are essential to specific roles and tasks. While the role of a school
learning. head is the key to the Brigada Eskwela Program, the
assistance and active participation of the stakeholders
The researcher would like to know the degree of ensure its success (Brigada Eskwela Manual. 2009).
implementation of Brigada Eskwela in the 4th
Congressional District of Quezon to solve the In this stage, organizing the efforts of the stakeholders
difficulties and obstacles encountered and noticed is the first step to take by way of establishing the
during the implementation of Brigada Eskwela. It following various committees, which will be
serves as the core in developing an activity plan to responsible for the different concerns in implementing
guide the successful execution of the Brigada Eskwela Brigada Eskwela. After forming the committees, it is
Program in the following years. essential to orient the members about their roles and
tasks (Brigada Eskwela Manual, 2009).
Research Questions
According to Cheminais (2008), establishing school-
The research sought to ascertain the implementation of community partnerships is to share resources and
Brigada Eskwela by school sizes in 4th Congressional reduce duplication of services. Schools may give
District of Quezon. Specifically, sought to answer the simple access to children and families needing
following questions: community resources by collaborating with other
organizations. They can ensure that parents and other
1. What is the level of implementation of Brigada family members know all the support available and
Eskwela by school sizes in small, medium, large, and how to obtain such services through community
mega schools when it comes to the following criteria? agencies.
1.1. Preparation Effort
1.2. Partnership Engagement Activities The Steering Committee, which spearheads program
1.3. Influence on School Performance execution and oversees the numerous initiatives to act
1.4. Resource Generation on, is the first to form. Members of the Committee can
1.5 Bayanihan Effort appoint chairs for the various Brigada Eskwela
2. Is there a sig n if ican t d iff er ence in the Working Committees, such as the Advocacy and
implementation of Brigada Eskwela when grouped Marketing Committee, which is in charge of raising

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Research Article

public awareness and encouraging stakeholders to Maintenance Week" (NSMW). It starts in the third
participate, and the Resource Mobilization Committee, week of May, just before the start of courses. All of
which will generate resources, both material the marketing, lobbying, and resource mobilization
andfinancial. The program execution committee activities made during the pre-implementation stage
directs and monitors the execution of various activities will bear fruit at this point. It was also when the school
as defined in the school work plan and administrative executed plans with the help of volunteer stakeholders
and financial activities (Brigada Eskwela Manual, and partners. The principal becomes the show's star
2009). because the school takes center stage during Brigada
Eskwela Week. School administrators might help
Another important working committee, according to teachers get professional development in family and
the same source, is the Documentation Committee, community participation (Mueller, 2004).
which will prepare the necessary documentation and
report the prescribed forms, take photos and video Start the week with a simple kick-off ceremony to set
footage of activities, especially the improvements done the mood and formally stimulate the volunteers'
in the schools (before, during, and after photos). It is enthusiasm. While this program need not be
also responsible for keeping and maintaining records extravagant. It would be helpful to make it inspiring
and pertinent papers and documents such as daily and meaningful. It will provide the school head with
reports on donations received and daily attendance of an opportunity to acknowledge the volunteers and
volunteers. Proficient time in planning and stakeholders who are supporting the program.
implementation, as early as January, the school head
must conduct an ocular inspection and assessment of The presence of prominent stakeholders in the
school facilities needing repair. A designated School community, i.e., LGU and barangay officials, DepEd
Physical Facilities Coordinator and any PTA members officials, PTCA, and School Governing members
may help determine the school's repair and during the opening program, can help boost the morale
maintenance needs. A need assessment is a vehicle of the volunteers. A presentation on the mechanics of
used to determine the needs and current level of BE program and an overview of planned activities
satisfaction of school staff and families regarding the would be interesting to highlight. It is not limited to a
school's family-involvement opportunities. school work plan on BE, significant projects/activities,
donations and commitments received during the pre-
According to Aguilar (2011), broadcasting the word implementation phase, and support or assistance
many schools battle with a level of staff exhaustion or needed to accomplish (Brigada Eskwela Manual,
a lack of leadership means that good ideas always stay 2009).
on the ground. In other instances, schools are willing
to build new beneficial community relationships but The presence of prominent stakeholders in the
must know how to do. In addition, there is a need to community, i.e., LGU and barangay officials, DepEd
widely publicize programs and partnerships which officials, PTCA, and School Governing members
have already experienced success to support existing during the opening program, can help boost the morale
practices and encourage far more schools and of the volunteers. A presentation on the mechanics of
community agencies to explore new collaborative BE program and an overview of planned activities
partnerships. would be interesting to highlight. It is not limited to a
school work plan on BE, significant projects/activities,
The Resource Mobilization Committee and the donations and commitments received during the pre-
collaboration with the completed BE Form 01 implementation phase, and support or assistance
(Physical Facilities Repair and Maintenance Needs needed to accomplish (Brigada Eskwela Manual,
Assessment Form) and the school's BE Work Plan can 2009).
determine the resources required, partners, and
volunteers to participate in the Brigada Eskwela, Post-Implementation Stage. The stage of the Brigada
which will firm up the type of services and materials to Eskwela speaks of the school's success in
source for the conduct of BE. With these elements in implementing the Brigada eskwela program. The week
place, BE will likely be implemented productively and speaks of collaborative efforts, meaningful
successfully at the school (Brigada Eskwela Manual, relationships, and notable accomplishments. It also
2009). sends a strong message of how much the community
puts value in education. Hence, it is only proper that
Implementation Stage. Implementation occurs during these be documented and reported. The period
Brigada Eskwela Week, or "National School following the week-long festivities is known as Post

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Research Article

Brigada Eskwela. During this time, the data is environment and welcoming atmosphere to all
compiled and reflected in the many forms produced educators, learners, and stakeholders. It is because
and presented by the various working groups, notably schools promote a healthy environment that is
the Documentation Committee. It is in the school's conducive to learning.
achievement report (Brigada Eskwela Manual, 2009).
Partnership Engagement Activities
In addition, the same source stressed that preparation
of the final accomplishment report is when the school Community involvement is one of the five strands of
head convenes the members of the BE Steering Domain 5: Building Connections in the nationwide
Committee and all Working Committees immediately adoption and implementation of Philippine
after the BE week. The Documentation Committee Professional Standards for School Heads in the
members, with the help of the other committee Philippines (DepEd Order No. 24, s. 2020) in the
members, summarize and consolidate all the Department of Education (DepEd). Most participants
completed reports or forms for submission. believed in the valuable contributions of stakeholders
and the active participation of private partners in
The final forms of the Brigada Eskwela (BE) will go school. Improvement, particularly in the pursuit of
through the District Supervisor, who consolidates or continuing education of learners in the new normal
summarizes the accomplishment reports submitted by school year 2020 – 2021. Basic Education Learning
the different schools, then submits them to the Continuity Plan (BE-LCP) is a package of education
Division Office. The Assistant Schools Division interventions that will respond to basic education
Superintendent designated, or the Brigada Eskwela challenges brought about by the COVID-19 pandemic
Coordinator of the division consolidates or (DepEd Order No. 12, s. 2020). School administrators
summarizes the accomplishment reports submitted by must work side-by-side with the stakeholders such as
the District Supervisors, then submits them to the the Local Government Unit (LGU) officials and
Regional Office thru the regional Brigada Eskwela employees, the parents and guardians, and identify
c o o r d i n at o r . The r egio n al c o n s o l i d a t ed potential private partners.
accomplishment reports will submit to the Adopt-A-
School (ASP) Secretariat (Adopt-a-school Primer, Influence on School Performance
2007).
Most participants shared that constant communication
According to the study's results by Requina (2022), the with the stakeholders is in written, verbal, phone, and
BE program would require dedicated school online means. Besides, the private partners are the
professionals, cooperative parents, a supportive winning formula in implementing Adopt-A-School
community, and disciplined learners to volunteer for Program: Brigada Eskwela for our most cared
the activities. The school is looking for volunteers who students. Effective communication for Brigada
can devote time, effort, and enthusiasm to improving Eskwela, a form of partnership, requires consistent
school infrastructure. The level of compliance was follow-ups and updates from the school administrators
rigorously evaluated with the BE Focal personnel and their technical working groups to ensure the
during the implementation stage to confirm the stakeholder's and private partners' positive responses
programs' success, as indicated in DO No. 17 s. 2006 a and commitment to extend assistance to the schools
nationwide volunteer effort that involves all school through services and donations. Numerous
personnel, learners, parents or guardians, and public school/family/community partnerships have produced
and private stakeholders. In Brigada Eskwela, dramatic and lasting increases in student achievement.
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 Direct involvement takes place in the areas of
their educational journey. activities. Teachers must, among other things,
"diligently" execute duties related to their profession
As she cited the study of Bartolome et al. (2017), and the whole school's didactic, instructional, and
parent involvement denotes the amount to which a teaching functions, including duties related to making
parent is concerned with their children’s education. sure kids ensure safety at all school-sponsored events,
Educators also believed in achievement among encouraging each student's growth and pursuit of fully
students. They learn most effectively once encouraged realized personal development. Give teachers deal
and assisted by others they know can be trusted. The with information in those duties, discuss, advise, and
Brigada Eskwela provides a safe-friendly, healthy bargain with a variety of parties accompanying them

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Sekua (2016).
entities to improve the school. Parents understand their
However, not all participants have set up constant and
critical role in helping the school source funds for
effective communication with the stakeholders, and
modular distance learning.
the private partners, particularly in the new concept of
Brigada Eskwela, to ensure that learning continues
Likewise, Catid (2022), cited from Torres (2021),
even during COVID-19. Generally, the common
revealed that various management or leadership
practice is to deliver a letter of invitation to
strategies employ for higher success and to attract
stakeholders to participate in the annual Brigada
volunteers and participants in school-initiated
Eskwela and/or solicitation to source out donations
activities like brigada eskwela. To ensure that
from private partners that are no longer possible for
whatever problem arises, the leader or the school head
some restrictions implemented by the constituted
prepares a contingency plan. Furthermore, Galang
authorities. Using social media effectively in the
(2020) discovered that school leaders' activities such
current climate can benefit the school's public image,
as capacity-building programs, resource mobilization,
community connections, and students' learning.
intense engagement, frequent communication, support
Resource Generation and cooperation, and teamwork emerged as
noteworthy aspects in implementing brigada
Another challenge is sourcing resources and assistance eskwela.
through services and donations during the full
implementation of community lockdowns for standard Another element to consider is implementing the
health protocols as experienced by school brigada eskwela program; each stage must regularly
administrators during Brigada Eskwela in the new examine to ensure success. Similarly, Romeo (2020)
normal (Presidential Proclamation No. 929, s. 2020). discovered that the degree of implementation of
Most school personnel, including the school school-initiated activities such as brigada eskwela is
administrators, were in alternative work arrangements: moderate. However, it is showing better participation,
three-day onsite duty and a two-day work-from-home implementation, and performance development.
scheme (DepEd Order No. 11, s. 2020). As stated in
the preparations stage, not all participants, specifically It is also confirmed by the study of Mondina (2022),
school administrators, have established continuous and who stressed that the level of implementation of school
effective communication with stakeholders and private activities and projects like brigada eskwela is high
partners. Moreover, learning and development for the despite the impact of a pandemic. Thus, despite the
administrators is a must. Obtaining resources and calamity and crisis happening around us, the spirit of
assistance from targeted private partners is the primary Bayanihan, cooperation, camaraderie, and
focus. There is a difficulty in the new normal. volunteerism is still visible and observable. The
importance of school readiness and preparedness in
Bayanihan Effort terms of environment and facilities is undeniable. The
study of Oco (2022) revealed that a safe and adequate
The school must involve all stakeholders, interested learning environment at school is a crucial player in
parties, and private entities. A school community one’s performance and satisfaction as well as in
engagement, collaboration, and partnership support the participating in school-led activities and projects. To
adage that it takes a village to educate a child. Thus, achieve this, the participation of stakeholders must be
education is a shared responsibility shared by schools a reality, as the school and its personnel alone cannot
and the entire community to ensure holistic, inclusive, suffice to solve the needs of the school.
responsive, and of high quality. Based on the Joint
Implementing Guidelines 2020 of Brigada Eskwela That is why the school and its head must know the
and Oplan Balik Eskwela, Relative to the COVID-19 strategies that will attract volunteers, donors, and
Situation were specified in DepEd Memorandum No. participants. Meanwhile, Catid (2022), cited from
53, Series 2020. Republic Act 8525 created the Adopt- Cortez (2018), revealed that the most participated
A-School Program. The school works to establish school program or activity by stakeholders like
collaborations to support the Basic Education Learning parents, volunteers, and students was Brigada
Continuity Plan (De Villa et al., 2020). Collaboration Eskwela, and the parents made significant involvement
and collaboration are winning strategies for extensive by acting as observers and collaborators.
community participation. That is sourcing resources
and assistance from the stakeholders and the private

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Distribution of Respondents

Table 1.Number of Respondents of the Study

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 has
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 Research Instrument
Eskwela Program and its relevant indicators.
The researcher-created questionnaire utilized in this
This research is appropriate when the researcher would study anchored from the Brigada Eskwela (BE)
like to find the implication of the study based on the Manual for School Heads and DepEd Memorandum
gathered data to improve the quality and standard of No. 62 s. 2022. The indicators were carefully chosen
mentioned indicators in the variables of the study. and improved after several consultations and
discussions with the adviser. Important points were
Research Locale chosen and represent the essence, substance, and
intention of the study. The researcher interviewed the
The locale of the study was the 4th Congressional instrument to get document analysis collected and the
District of Quezon consisting of 10 municipalities: data about the research problems to measure the level
Alabat, Atimonan, Calauag, Guinyangan, Gumaca, of practices of Brigada Eskwela implementation.
Lopez, Perez, Plaridel, Quezon Quezon, and
Tagkawayan. The Fourth Congressional District of The research instrument utilized the five-point Likert
Quezon is represented by 89 School Heads, 89 Brigada Scale to find out the degree of implementation of the
Eskwela coordinators, and 89 stakeholders. Brigada Eskwela (BE) Program among the public
elementary schools across different school sizes in the
Research Population and Sample 4th Congressional District of Quezon Province.

The respondents of the study were the schools across The instrument used in gathering the data was a self-
the 4th Congressional District of Quezon. Purposive made questionnaire. This was crafted through the
sampling was used in selecting schools ranging from guidelines set on the Brigada Eskwela Program and it
small to mega school sizes. School heads, Brigada was divided into four parts, where the level of
Eskwela coordinators, and stakeholders were implementation of Brigada Eskwela measured the
considered and selected across different school sizes to different schools’ sizes, which will focus on the
complement the variety of data. The researcher utilized preparation effort, partnership engagement activities,
a research-made questionnaire to collect and gather the impact to school performance, resource generated and
data needed for the study. bayanihan effort.

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.

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After the approval, the researcher conducted an

interview and gave the questionnaires to the mean of 3.92, while 3.90, 3.84, and 3.74 were from
respondents across the 10 municipalities in the 4th different school sizes. Mobilize parents, alumni, civic
Congressional District of Quezon. The said interview groups, local businesses, non-government
questions and questionnaires were formulated and organizations, teachers, students, and individuals, the
validated by the researcher herself. When all the data mean in mega schools was 3.92 while in other school
were collected, the researcher presented the data in
sizes, the mean was 3.68, 3.64, and 3.60.
tabular and graphical forms together with the data on
tables and figures, thus analyzed, and interpreted. Generally, the total mean when it comes to preparation
Summary of the findings were likewise made and the effort is 3.87 or fully implemented. It can be implied
conclusions were drawn by the researcher.
that the schools in the 4th Congressional District of
Quezon are fully implemented through the Brigada
Results and Discussion Eskwela Program when it comes to preparation
efforts. The program was able to implement its use
especially when it comes to ensuring cleanliness,
The level of implementation of Brigada Eskwela by sanitation, and washing in schools, compliance with
school sizes in small, medium, large and mega health protocol, preparing classrooms as conducive for
schools when it comes to: learning, and mobilizing parents, alumni, and other
individuals. Thus, Brigada Eskwela Program helps the
Table 2. Preparation effort of implementation of schools in preparing the physical facilities and
brigada eskwela in small, medium, large, and mega surroundings for the upcoming school year.
school
Furthermore, the schools in Quezon's 4th
Congressional District demonstrate the school,
community, and stakeholders' constant effort in
responding to the requirements of public schools and
being part of a countrywide effort to improve
Philippine primary education. This program was
significantly impacted since it was administered
successfully in each school. Preparation efforts are
considerably more successful before the start of
courses, as parents, stakeholders, and instructors work
together to ensure the beginning of lessons.

Relative to this, Glickman and Gordon (2009)

highlighted how practical educational activities
transcend beyond the school gates. School
improvement must engage community stakeholders in
developing, implementing, and evaluating
Table 2 shows the level of implementation of Brigada
improvement activities. This concept may relate to the
Eskwela in small, medium, large, and mega schools in
Brigada Eskwela (BE) school development initiatives,
terms of Preparation effort. The table revealed that
which urge community engagement even before
when it comes to ensuring cleanliness, sanitation, and
implementation.
washing in schools, the mean was 4.00 or fully
implemented in mega schools while 3.98, 3.97, and
In addition, Brigada Eskwela Manual 2009 stressed
3.93 mean ratings from small to large schools’ range to
that this stage serves as the preparation for a successful
fully implemented. In terms of compliance with health
implementation which should start as early as January.
protocol; small to mega schools range it means to 4.0,
The school heads have to initiate the organization of
3.98, 3.97, and 3.93 which are all fully implemented. It
Brigada Eskwela committees and orientation on
could glean that in school safety and disaster
specific roles and tasks. While the role of a school
preparedness in mega and large schools, the mean was
head is the key to the Brigada Eskwela Program, the
4.00 while different mean ratings were 3.96 and 3.90,
assistance and active participation of the stakeholders
respectively. While the preparedness of the classroom
ensure its success.
as a conducive learning center, the mega school has a

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Table 3. Partnership engagement activities of

implementation of brigada eskwela in small,
medium, large, and mega school

volunteerism and camaraderie within the community

that building a strong school-parent partnership.
Partnerships between schools and the community can
help children today receive better education while also
assisting schools in meeting requirements set by
education standards. The collaborations may offer both
financial and non-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 support it has been discussed in the idea of Sanders

Table 3 shows the level of implementation of Brigada 2005 that boosting parental and community
Eskwela in small, medium, large, and mega schools in participation in public education has the potential to
terms of Partnership Engagement Activities. attract a range of new resources for government
schools; renew community support and confidence in
The table revealed that when it comes to supporting public education; foster innovation, creativity,
the implementation of school preparedness and safety dynamism, and strategic capability in schools; and to
measures, mega schools gathered a mean was 3.83 enable schools and communities to meet their own
while in some school sizes, it gathered 3.82, 3.80, and particular needs in a way which enriches both.
3.71 respectively. In terms of mobilizing local support
through the business sectors, philanthropies, and local As proof, said discussion is supported by the study of
organizations to assist schools’ preparations for class Lacanilao 2020 determined that significant difference
opening mega schools have a mean of 4.00 while 3.87, was registered in the stakeholder’s participation in
3.8, and 3.64 in other sizes. When it comes to school activities like brigada eskwela in terms of
supporting various activities, such as putting up planning, decision-making, information drive, and
fences, painting, and roofing, among others mega implementation were concerned. Furthermore, the
schools gather a mean of 3.83 while 3.80, 3.75, and study of Christison (2013) revealed that students
3.75 respectively. In terms of engaging the participating in school activities like brigada eskwela
stakeholders in different school preparation activities, promotes time management skills, managerial skills,
large schools have a mean of 3.91 while other schools and even socialization skills. It also inspires them to
gathered 3.84, 3.75, and 3.73. In establishing volunteer and participate in community activities and
functional community linkages and networking with in helping others.
stakeholders, large schools got a mean of 3.89 while
other schools gathered a mean of 3.75, 3.73, and 3.65
respectively.

Generally, the total mean when it comes to preparation

effort is 3.77 or fully implemented. It can be implied
that the schools in the 4th Congressional District of
Quezon fully implemented the Brigada Eskwela
program in terms of partnership engagement activities.
This made the program easier and more efficient by
establishing different activities that boost the spirit of

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constant communication is in written, verbal, phone,

Table 4. Influence on School Performance of
Implementation of brigada eskwela in small, medium, and online means with the stakeholders. Effective
large, and mega school 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 stakeholders’ and private
partners’ positive responses and commitment to extend
assistance to the schools in the form of services and
donations.

Under this, direct engagement in the domains of

activity occurs. Teachers must "diligently" carry out
duties related to their profession and the entire school's
didactic, instructional, and teaching functions, such as
ensuring students' safety at all school-sponsored events
and encouraging each student's growth and pursuit of
fully realized personal development. Sekua (2016)
states that to conduct teachers, deal with information
in those tasks, talk counsel, and bargain with various
parties accompanying them.

However, not all participants have set up constant and

effective communication with the stakeholders, and
Table 4 shows the level of implementation of Brigada the private partners, particularly in the new concept of
Eskwela in small, medium, large, and mega schools in Brigada Eskwela, to ensure that learning continues
terms of Impact on School Performance. The table even in the time of COVID-19. Generally, the
shows that when it comes to the awareness of the common practice is to deliver a letter of invitation to
opening of classes and secure operation among stakeholders to participate in the annual Brigada
teachers who will lead the activities of the said Eskwela and or solicitation to source out donations
program, the mega schools gathered a mean of 4.00 or
from private partners that are no longer possible for
fully implemented while medium schools have a mean
some restrictions implemented by the constituted
of 3.90, and got the same mean of 3.89 both in small
authorities. Learning to use social media effectively in
and large schools. In terms of informing parents
the current climate can benefit the school’s public
regarding the schedules within the week-long program,
image, community connections, and students’
large schools gathered a mean of 3.93 or fully
implemented while medium and mega schools both
learning.
got a mean of 3.92 and small schools got 3.90
respectively. Regarding the favorable influence on
Table 5. Resource generation of implementation of
enrollment and engagement, mega and big schools brigada eskwela in small, medium, large, and mega
received a mean of 4.0 or highly implemented, school
whereas small and medium schools received only a
mean of 3.90. Regarding access to learning center
enhancement, mega schools had a mean of 4.00 or
highly implemented, whereas other school sizes
received only 3.91, 3.89, and 3.88. Furthermore, when
it comes to preparing students, parents, and the
community to collaborate, big schools received a mean
of 3.98, while medium and mega schools received 3.92
and 3.87, respectively.

Generally, the total mean when it comes to preparation

effort is 3.91 or fully implemented. The result of the
study inferred that the level of implementation of the
Brigada Eskwela program in terms of impact on school
performance became a tool to have an effective means
of communication. Most participants shared that

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Table 5 shows the level of implementation of Brigada Table 6. The bayanihan effort of implementation of
Eskwela in small, medium, large, and mega schools in brigada eskwela in small, medium, large, and mega
terms of Resource generation. The table shows that school
when it comes to the prevailing market value of the
items donated, both medium and large schools got a
mean of 3.87 or fully implemented while small schools
got only 3.85 and 3.83 mega schools. In terms of
donations in-kind or cash from stakeholders, NGOs,
and other stakeholders, mega schools have a mean of
4.0 or fully implemented while medium schools got
only 3.90, large schools got a mean of 3.87, and 3.80
in small schools. It could be seen that voluntary man-
hours generated from the partnership activities were
evident in mega schools having a mean of 4.0 or fully
implemented, it was also seen in large schools
gathering a mean of 3.93, 3.90, and 3.8 where the
mean from small to medium schools.

In connection with this, the use of the Monthly budget

from School Maintenance and Other Operating
Expenses (MOOE) was seen that medium schools The table shows that when it comes to community
allocate their budget wise as having a mean of 3.92, participation from LGU, parents, and other
small schools also got a mean of 3.90 or fully stakeholders, it was evident that mega schools
implemented, while large and mega schools gathered a successfully applied their stakeholder participation
mean of 3.73 and 3.83 respectively. Thus, when it having a mean of 4.0 or fully implemented, both
comes to the budget from the Local Government Unit, medium and large schools gathered a mean of 3.93,
mega schools gathered a mean of 3.92 or fully while small schools got only a mean of 3.90. When it
implemented, small schools with a mean of 3.74 while comes to community response to the Brigada Pagbasa
a mean of 3.71 and 3.73 was gathered from medium and Home Learning Spaces Program, mega schools
and large schools respectively. have a mean of 4.00 or are completely implemented.
While big schools had a mean of 3.96, medium
Generally, the total mean when it comes to resource schools had a mean of 3.90, and small schools had a
generation is 3.84 or fully implemented. It can be mean of 3.88. It could be seen that for the indicator
interpreted that the schools in the 4th Congressional partnership initiative for literacy and numeracy from
District of Quezon show that sourcing resources and stakeholders, mega schools successfully applied,
assistance from the stakeholders and private entities receiving a mean of 4.00 or fully implemented, while
are the key to improving the school. And also, with the large schools received a mean of 3.98, medium schools
help of district brigada coordinators generating received a mean of 3.87, and small schools received a
reso u r ce s is much easier u sing co n stan t mean of 3.83. Thus, when it comes to volunteering
communication, strong-relationship and positive work from parents and other stakeholders, it was
outcomes. demonstrated the community's enormous support with
school improvement receiving a mean of 4.0 or fully
As proof, said discussion is supported by the study of implemented, while large schools received a mean of
Balinas 2018 revealed that the level of stakeholders’ 3.98, medium schools received a mean of 3.94, and
support in terms of participation is moderate and the small schools received a mean of 3.85. In general, the
resources generated are also moderate in schools. In whole mean of bayanihan effort is 3.90, or completely
addition, Jungay 2019 also revealed that volunteerism implemented.
among stakeholders has always been at a high level
however in terms of financial matters it is only on a It shows that schools in Quezon's 4th Congressional
moderate level especially if the stakeholder in the area District continue to promote a strong spirit of
belongs to low-income families. volunteering in Brigada Eskwela, which has touched
more people in the neighborhoods as school principals
Table 6 shows the level of implementation of Brigada and brigada eskwela coordinators work to make the
Eskwela in small, medium, large, and mega schools brigada eskwela program more than just a tool for
in terms of the Bayanihan effort.

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improving school facilities, but also a catalyst for total mean when it comes to partnership engagement
achieving higher learning outcomes in all schools and across all sizes is 3.77 or fully implemented. The
a mechanism to raise the level and participation of all influence on school performance was gleaned and
stakeholders, particularly in realizing the department's effective in mega schools having a mean of 3.97, while
vision and mission implemented. As the DepEd large schools got only 3.94. In other school sizes,
venture to solve the challenges facing the education medium schools got a mean of 3.91 and 3.89 in small
system, Brigada Eskwela serves as one of its frontline schools respectively. In total, when it comes to
initiatives reminding that every Filipino are a influencing performance in all school sizes is 3.91.
stakeholder in education. Resource generation was truly observable merely in
mega schools having a mean of 3.92, while medium
According to the study of the Basic Education schools garner a mean of 3.86. Some school sizes like
Learning Continuity Plan by De Villa et.al 2020, small and large schools have a mean of 3.82 and 3.83
collaboration and or partnership is a winning formula respectively.
for significant community engagement. It is also
confirmed by the study of Mondina 2022 which In terms of the bayanihan effort, mega schools
stressed that the level of implementation of school gathered a mean of 3.97 while large schools got a
activities and projects like brigada eskwela is high mean of 3.96. When it comes to medium schools it
despite the impact of a pandemic. Thus, despite the garners a mean of 3.90 while small schools got a mean
calamity and crisis happening around us the spirit of of 3.86 respectively. All in all, the bayanihan effort got
bayanihan, cooperation, camaraderie, and a total mean of 3.90 or fully implemented.
volunteerism is still visible and observable. The
importance the school readiness and preparedness in It can be implied that schools in the 4 th Congressional
terms of environment and facilities is undeniable. District of Quezon fully implemented the Brigada
Eskwela program which shows a strong bond between
Table 7. Summary table of implementation of brigada school, community, and stakeholders to work hand in
eskwela in small, medium, large, and mega school hand to support the needs of our learners to achieve
quality education.

The extent of implementation of the Brigada Eskwela

program of schools in influence on school
performance in the 4th Congressional District of
Quezon is very 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 where
unending support from the parents and community in
Table 7 shows the summary level of implementation of accomplishing various activities. In this aid of the
Brigada Eskwela by school size in small, medium, advent of learning to use social media effectively in
large, and mega schools in the 4th Congressional the current climate benefited the school's public image,
District of Quezon. community connections, and students' learning.
The table shows that when it comes to preparation
The bayanihan spirit was also undeniably visible. It is
efforts, it was evident that mega schools show
also confirmed by the study of Mondina 2022 which
readiness for having a mean of 3.97 or fully
stressed that the level of implementation of school
implemented while medium schools gathered a mean
activities and projects like brigada eskwela is high
of 3.90. On the other hand, large schools get a mean of
despite the impact of pandemic. Thus, despite the
3.89 while small schools gathered a 3.83 respectively.
calamity and crisis happening around us the spirit of
Generally, the total mean when it comes to preparation
bayanihan, cooperation, camaraderie and volunteerism
effort across all sizes is 3.87 or fully implemented. In
is still visible and observable. The importance of the
terms of partnership engagement activities, large
school readiness and preparedness in terms of
schools have a mean of 3.84 while mega schools got a
environment and facilities is undeniable.
mean of 3.83. On the other hand, 3.81 and 3.70 were
gathered by small and medium schools. Generally, the In connection with this, as Catid 2022 cited from
Cortez 2018 revealed that the most participated school

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medium, large, and mega schools regarding

preparation work, effect on school performance,
resource generation, and bayanihan effort at the 0.05
program or activity by stakeholders like parents, level significance. The existence of no significant
volunteers, and students Brigada Eskwela and the difference tells us that the responses of the groups of
parents made great involvement by acting as observers respondents do not differ significantly. However, the
and collaborators. significant difference in partnership and engagement
activities between small and medium (p = 0.004);
However, in the idea of Jungay 2019 revealed that
small and large schools (0.006) is statistically
volunteerism among stakeholders has always been at a
significant. This means that the partnership and
high level however in terms of financial matters it is
engagement between small and medium; small and
only on a moderate level especially if the stakeholder
large vary.
in the area belongs to low-income families.
This ascribes further that the small and mega schools
Significant difference in the implementation of
showed different strategies as to the level of the
Brigada Eskwela when grouped into school sizes implementation of the Brigada Eskwela Program
concerned. Like in small schools, due to the small
Table 8. A statistical table showing the significant population school heads and brigada eskwela
difference in the implementation of brigada eskwela coordinators can easily reach their stakeholders to seek
when grouped into school size help and support from the stakeholders but in terms of
financial support and resources it is quite challenging
for them to collect and raised a budget for the
beautification of the schools. While mega schools have
an extreme population, the schools can easily collect
enough funds in sustaining the beauty of school
facilities, in contrast with this due to numerous
populations it is hard for them to encourage
stakeholders to participate in school activities for the
preparation for the opening of classes. Establish a
strong and harmonious relationship with the
community and showing

According to Gordon, (2010), Small Schools matter.

Small schools have smaller classes, and a smaller
number of pupils, teachers, and parents thus manpower
is limited. The school head finds it difficult to follow
the guidelines such as giving 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.

In connection with this, Umil 2013 on the other hand

states that mega schools bear all the necessary
manpower for the BrigadaEskwela implementation,
and the school head can easily attract donors and
volunteers from wealthy families in the community.
According also to Getangi, Onkeo & Orodho 2014
activities in the school are provided the necessary
Table 8 reveals no significant difference in the financial support as long as the approval of the PTA is
implementation of brigada eskwela among small, 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 the school’s developmental projects.
This clearly explains the difference in the

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implementation of BrigadaEskwela when grouped by

school size.

Coping strategies used by the schools implementing

the Brigada Eskwela Program

Table 9 Coping Strategies Used in Implementing the

Brigada Eskwela Program

Table 9 shows the summary of coping strategies used

by the school in the 4th Congressional District of
Quezon in implementing the Brigada Eskwela
Program. The table revealed the top 15 coping
strategies used by schools in implementing the brigada
eskwela program in small, medium, large, and mega
schools. The spirit of volunteerism ranked 1st with a
frequency of 50, it was followed by allocating the
budget for the implementation of Brigada Eskwela
with a frequency of 39. Communication with the
stakeholders ranked 3 rd having a frequency of 25,
while the capacity development programs ranked 4th
having a frequency of 20, and continuous improvement
through a development mindset ranked 5th with a
frequency of 17.

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

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