BRIGADA ESKWELA PROGRAM IN SCHOOLS DIVISION OF SOUTH COTABATO

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EXTENT OF IMPLEMENTATION OF BRIGADA ESKWELA: BASIS FOR AN ACTION
PLAN _______________________________________ In Partial
Fulﬁllment of the Requirement For the Degree Master of Art...
Thesis · October 2015
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EXTENT OF IMPLEMENTATION OF BRIGADA ESKWELA:
BASIS FOR AN ACTION PLAN
_______________________________________
A Thesis Presented to
The Faculty of the Graduate School
University of Mindanao, Davao City
In Partial Fulfillment of the Requirement
For the Degree Master of Arts in Education
Major in Educational Management
______________________________________
MARICHU M. CELESTIAL
October 2015

ii
APPOVAL SHEET
The thesis entitled “EXTENT OF IMPLEMENTATION OF BRIGADA
ESKWELA: BASIS FOR AN ACTION PLAN”, prepared and submitted by
Marichu M. Celestial in partial fulfillment of the requirements for the degree of
Master of Arts in Education major in Educational Management, has been
examined and is hereby endorsed for approval and acceptance.
EUNICE A. ATIENZAR, Ed. D.
Adviser
_______________________________________________________________
PANEL OF EXAMINERS
APPROVED by the Panel of Examiners on Oral Examination with a grade of
Passed
EUGENIO S. GUHAO JR., D. M
Chairman
GLORIA P. GEMPES, Ed.D., D.M. ALVIN O. CAYOGYOG, Ph. D
Member Member
RINANTE L. GENUBA, Ed. D.
Member
________________________________________________________________
ACCEPTED in partial fulfillment of the requirements for the degree of
Master of Arts in Education major in Educational Management.
COMPREHENSIVE EXAMINATION: PASSED
PEDRO B. SAN JOSE, Ph. D.
EVP-Academic Affairs
October 2015

iii
ACKNOWLEDGEMENT
The researcher expresses her deep gratitude and sincere appreciation to
the following persons for their valuable time and guidance in the accomplishment
of this paper, for without them, this academic paper would have not realized.
The panel of examiners and validators chaired by Dr. Eugenio S. Guhao
Jr., and his members, Dr. Gloria P. Gempes, Dr. Alvin O. Cayogyog and Rinante
L. Genuba, for their constructive comments and suggestions in the improvement
of this paper.
Dr. Eunice A. Atienzar, her adviser, for the encouragement, understanding
guidance and for the extended intellectual support and follow up in the
accomplishment.
Dr. Gaudencio G. Abellanosa, her statistician, for his professional ideas
and information on the statistical aspect of this study.f this study.
The Schools Division Superintendent of the Island Garden City of Samal,
Eufemia T. Gamutin, CESO VI, for her kind assistance, prompt attention and for
allowing her to conduct the study that helped much in the realization of this study;
The Principals, School in-charge of the 16 public elementary schools, for
their kind assistance in the conduct of this study; And the teachers, for their
patience in answering the survey questionnaire;
To her family and friends, for the love and spiritual support throughout her
life and of course to her loving and devoted husband, Ronie L. Celestial, who

iv
made this commitment and sacrifice with her and providing balance in her life,
allowing her to be who she is and pursue her personal best.
Most of all, to the Almighty Father, for providing wisdom and needs in the
success of this study.
M.M.C.

v
ABSTRACT
The study aimed to determine the extent of implementation of the
BrigadaEskwela (BE) Program of the DepED among the public elementary
schools in the Island Garden City of Samal. The study used the non-experimental
quantitative research design utilizing descriptive-survey method with statistics
such as mean and T-Test. The data were gathered through a researcher-
constructed questionnaire which was administered to 210 respondents from 16
public elementary schools distributed to 14 small schools and 2 big schools. It
was established that theBrigadaEskwela Program was highly implemented in the
light of the findings of Pre-Implementation Stage, Implementation Stage and
Post-Implementation Stage. Revealed was the null hypothesis of significant
difference in the level of implementation of the BrigadaEskwela Program when
analyzed by school size.
In the light of the findings of the study, It was found out that small schools
need an assistance from the big schools in order for them to implement it the way
the big schools implemented.
An action plan was proposed for the enhancement of the practices to
further strengthen school-community partnership especially in the small
schoolsthrough the BrigadaEskwela Program.
Keywords: BrigadaEskwela, Action Plan, Philippines, Education

vi
TABLE OF CONTENTS
TITLE PAGE I
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLES viii
LIST OF FIGURES ix
DEDICATION x
CHAPTER
1 INTRODUCTION
Rationale 1
Research Objective 3
Hypothesis 3
Review of Related Literature 4
Theoretical Framework 19
Conceptual Framework 20
Significance of the Study 22
Definition of Terms 23
2 METHOD
Research Design 24

vii
Research Locale 25
Population and Sample 28
Research Instrument 29
Data Collection 30
Statistical Tools 31
3 RESULTS 32
4 DISCUSSION 36
Action Plan
Conclusion
40
46
Recommendations 46
REFERENCES 47
APPENDICES 52
A. Survey Questionnaire 53
B. Letter to Validators and Validation Sheets 58
C. Letter to Schools Division Superintendent and Principals 59
D. Certificate of Appearance 60
E. Specific Items per indicator for Table 1 61
F. Test of Reliability 62
G. Other Documents 63
CURRICULUM VITAE 64

ix
LIST OF TABLES
Table Page
1 Level of Implementation of BrigadaEskwela Program 33
2 Significance of the Difference in the Level of
Implementation of BrigadaEskwela Program When 34
Analyzed by School Size

x
LIST OF FIGURES
Figure Pages
1 Conceptual Framework Showing the Variables 21
2 Map of the Island Garden City of Samal 27

xi
DEDICATION
This piece of work is heartily dedicated
to her parents
Mr. Geronimo CuaMacatual Sr. and Mrs. Encarnacion S. Macatual
Her brother, Geronimo S. Macatual Jr.
and her sisters
Marites M. Jimenez Marilou M. Llorando, Marilyn M. Rodaje
andMarivic M. Baltero
her children
Romar Justine M. Celestial and RomarJabez M. Celestial
and to
her dearest husband Ronie L Celestial
who has been a great source of motivation and inspiration.
Finally, this book is dedicated to all those who believe in the richness of
learning.
To God, my all in all honors, glory and adoration belong to you.
M. M. C.

2
Chapter 1
INTRODUCTION
Rationale
Lack of support and cooperation of the parents and other stakeholders are
the common problems face of the public schools every opening of the school
year. Deped Secretary Armin Luistro stresses that in education everything is a
pressing problem. (Docliners, 2015).These include lack of time and/or money,
lack of information or training, differences in discernment and values, and issues
with school space and facilities.
Thus BrigadaEskwela (BE) program or National Maintenance Week was
initiated on May 2003 (BrigadaEskwela Manual, 2009). Recognizing this as best
manifestation of school and community relationship, the problem lies on how the
administrators utilize effective procedures by which to help the public understand
what the schools are trying to do to attract the support of the community in their
efforts to provide a refine education, and on how to make the schools be likewise
concerned with the needs and problems of the community. DO 21, s (2011).
In local research study, Chua (2006), Moreover, according to Seri llano
(2009), the problems in public schools are mainly attributed to the government’s
lack of budgetary allocation for education. Some schools rely on donations from
charitable institutions. In addition, leaking roofs, dilapidated desks and chairs,
unpaved grounds, and vandalized, flaking walls-this is the scenario for many
public schools in the Philippines. This kind of school environment makes it hard

3
for students to concentrate in the class, leading to poor academic performance.
In this regard, BrigadaEskwela can be considered as a temporary solution to the
age-old problem (Dioko, 2008).
It is therefore in this considerable magnitude, that the researcher found
the conception of this study more than timely so as to determine the extent of
implementation of BrigadaEskwela in the elementary public schools and
determine to the extent the school heads’ ability to attract community members to
get involved in the school through the BrigadaEskwela (BE) program of the
Department of Education. And the researcher found out that there is no study
conducted in the division of Island Garden City of Samal. The result of the study
serves as the basis of an action plan to address the problems encountered by
the school heads in the implementation of BrigadaEskwela.
Research Objectives
The study was conducted to determine the extent of implementation of the
BrigadaEskwela Program among the elementary schools of the Division of Island
Garden City of Samal. Specifically, it intends to achieve the following objectives:
1. To determine the level of implementation of BrigadaEskwela program
in the elementary schools in terms of the following:
1.1 Pre-implementation stage
1.2 Implementation stage
1.3 Post-implementation stage.
2. To determine the significant difference in the level of implementation

4
of the BrigadaEskwela Program when analyzed by school size:
2.1 Small Elementary School
2.2 Big Elementary School
3. To propose an action plan that is based on the findings of the study.
Hypothesis
This study tested the following null hypothesis, which was subjected to a
statistical test at α 0.05 level of significance, that there is no significant difference
on the level of implementation of the BrigadaEskwela when analyzed by school
size.
Review of Related Literature
Presented in this section are the review of related ideas andinformation
taken from books, journals, researchers and interviews.The indicators are the
Pre-Implementation, Actual Implementation and the Post
Implementation.(Source)
BrigadaEskwela better known as the Bayanihan Para
saPaaralan (Working Together for Schools), added a new meaning to the Filipino
notion of unity. From the image of barrio men bearing together the weight of
a bahaykubo (nipa hut) on their shoulders to the image of volunteers braving
storms and floods to help calamity-stricken communities, BrigadaEskwela brings
to us a picture of people from different sectors of society repainting walls and
blackboards, cleaning windows and doors, or repairing fences. Carreon(2015).
Commented [u1]: Provide a storyline

5
Over the years, the BrigadaEskwela has become the foundation for
community building. Its effort has evolved from a week-long cleaning-up and
beautification exercise to a festive coming together of students, teachers, schools
officials, parents, community members, local government officials, non-
government organizations, church groups and the private sector. It, too, has
become one of the major initiatives of DepEDin enjoining local communities to
respond to the needs of public schools and be part of a nationwide effort towards
improving Philippines basic education (BrigadaEskwela Manual, 2009).
As its name suggests, BrigadaEskwela assembles an army of volunteers
to repair and prepare classrooms in time for the opening of classes. The success
of its implementation lies in the collaborative effort of school heads, private
partners, local government units, and the community members, including parents
and students. Through the initiative of the school heads, private partners are
given the opportunity to contribute resources for the effort. And in honor of their
goodwill, private partners are offered tax incentives of up to 150%.
Local government units and community members mostly provide
manpower and volunteer services during this week-long activity. Partners from
private companies not only donate cash and resources to the cause. Some of
them also send their employees to schools to help. Representatives from
religious groups and members of local government units (LGU) such as
policemen, firefighters, and bantay bayan also take part in putting up new
donated blackboards, painting school fences, and mounting bulletin boards.

6
Parents, teachers, and students from different school organizations also offer
their help.
Usually, everyone works from 8 am to 5 pm with very little supervision
from the officers of the student government. Throughout the years, the spirit of
volunteerism in BrigadaEskwela has reached more people in the communities.
Carreon (2015).It was with this spirit of volunteerism and public-private
partnership for education that Republic Act 8525, or the “Adopt-A-School Act”
was made in 1998. Through the Adopt-A-School companies and professionals
are given the opportunity to contribute in improving the public education system
of the country
In the effort of Adopt-A-School program to bring the bayanihanspirit to the
community level and maximize civil participation and utilize local resources to
improve the public schools, the Department of Education launched the National
Schools Maintenance Week on May 2003. Dubbed, BrigadaEskwela, the
program brought together teachers, parents and community members every third
week of May to work together in repairing public schools for school opening. In
the spirit of bayanihan, private institutions/individuals and even the local
government units contributed in generating for the effort. During the week-long
event, volunteers take time out in doing minor repairs, painting, and cleaning of
school campuses (BrigadaEskwelaManual, 2009).
Bayanihan as a term is taken from the root word bayani meaning “hero”.
Thus, bayanihan means being a hero to one another. As in the classic tradition of
carrying a house, each man carries a portion of the weight of the house and in
Commented [u2]: insert

7
effect, becomes a hero for all the others because he lightens the load for the
others. Each man thus becomes a hero to everyone as all the others become a
hero to him (Paredes, 2009).
Since its inception, schools are the natural focus of a neighborhood or
community. And can serve as the foundation for community partnerships that are
beneficial to students, families, businesses, agencies, and other civic
organizations.Abromitis (2009).By building communication, sharing resources
and developing unique solutions to community problems, these partnerships can
become vital and organic entities that are agents of lasting change in the
community. This relates to the idea of Sanders (2005), that boosting parental and
community participation in public education has the potential to attract a range of
new resources for government schools; to renew community support and
confidence in public education; to foster innovation, creativity, dynamism and
strategic capability in schools; and to enable schools and communities to meet
their own particular needs in a way which enriches both.
It has to be emphasized that good school-community partnerships think
“outside the box” to generate new relationships across otherwise unconnected
areas of the community. They build on existing structures and networks in the
community to create new shared responses to the needs of the community in
general and its young people in particular ( Towards School Community
Partnership: Education Foundation Research Seminars, 2001).
In 2007 alone, Mendoza (2009) mentioned in his Scribe’s Corner,
BrigadaEskwela hit a record high of 90 percent participation among, school

8
communities, generating more than P2.5 billion worth of support-in-kind and
volunteer man-hours. It has proven to continue to gain more mileage among
communities, corporations and private individuals. In 2008, the “bayanihan spirit”
saved the Department of Education P5.7 billion in repair costs. Lapuz was cited
in his report that it saved all that money because more than five million Filipinos
volunteered to repair and clean up the school in the communities. In addition, the
program achieved results in all 44.619 school communities in 2008, up from only
31 percent in 2003. The savings amounted to P2.9 billion worth of community
maintenance and operating costs; P1.6 billion worth of volunteer time and labor
man-hours; and P1.2 billion worth of donations-in-kind (Tubeza, 2009).
Indeed, BrigadaEskwelais becoming DepED’s model of genuine public
and private partnership in action. As the Department endeavors to solve the
many challenges facing Philippine education, BrigadaEskwela will serve as one
of its frontline initiatives reminding each and every Filipino that we are all
stakeholders in education (BrigadaEskwela Manual, 2009).
Furthermore, KavithaMediratta, SeemaSha and Sara McAlister (2009),
adverted that there was growing worldwide view that more functional schools
require more than government intervention. New approaches to social needs
bring together the skills, resources and experience of the public, private or
philanthropic sectors. This does not imply abandonment or reduction of
government’s responsibilities. Instead, it has the potential to add creative, flexible
and ground-up responses to the needs of young people and communities.
Commented [u5]: Where’s the separation of Mendoza and
Tubeza’s ideas?

9
On the other hand, studies suggest that a successful collaboration
requires (Marek, Brock and Saula, 2014). The same concept that the
BrigadaEskwela (BE) was made, it passes through stages in its implementation.
Pre-Implementation Stage.According to Glickman & Gordon (2009),
successful school efforts extend beyond school walls. School Improvement
needs to connect to the community members be involved in planning,
implementing and assessing improvement efforts. This idea may associate to
school improvement efforts of the BrigadaEskwela (BE) which call for
involvement of the community even before the implementation. (source)
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 BrigadaEskwela committees and orientation on specific roles and
tasks. While the role of a school head is the key to the BrigadaEskwela Program,
the assistance and active participation of the stakeholders ensures its success
(BrigadaEskwela Manual. 2009). Adelman & Taylor (2009),noted that support for
family and community involvement begins with school administrators. Their
willingness to recruit parents and community members for school tasks, to listen
to other people’s viewpoints, and to share decision making provides a necessary
foundation for all school-family-community partnerships.
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 BrigadaEskwela. After
forming the committees, it is important to orient the members about their roles
Commented [u6]: Refrain from starting a paragraph with a
source- all throughout RRL
Commented [u7]: Same comment,provide transition word

10
and tasks (BrigadaEskwela Manual, 2009). According to Cheminais, (2008), the
main purpose for building school community partnerships is to share resources
and avoid the duplication of services. Schools can provide easy access to
children and families in need of community services, and by partnering with
agencies in the community, they can ensure that parents and other family
members are aware of all the types of assistance that are available to them and
how to access those services.
The first committee to be organized is the Steering Committee which
spearheads the implementation of the program and oversees the various efforts
to be undertaken. The members of the Steering Committee may be appointed to
chair the various BrigadaEskwela Working Committees such as the Advocacy
and Marketing Committee, which is responsible in the promotion of public
awareness and in the encouragement of the stakeholders to get involve; the
Resource Mobilization Committee which will generate resources, both materials
and manpower or volunteer services, the Program Implementation committee in
directing and in monitoring the implementation of different activities as specified
in the school work plan and the Administrative and Finance (BrigadaEskwela
Manual , 2009).
Another important working committee according to the same source, is the
Documentation Committee which will prepare the necessary documentation and
reports the prescribed forms, take photos and or video footages of activities,
especially the improvements done on the schools (before, during, and after
photos. It is also responsible in keeping and maintaining records and pertinent
Commented [u8]: Provide transition word
Commented [u9]: tense

11
papers and documents such as daily report on donations received and daily
attendance of volunteers.
In order to have sufficient time in planning as well as in the
implementation, as early as January, the school head is expected to conduct an
an ocular inspection and assessment of school facilities needing repair. A
designated School Physical Facilities Coordinator and any of the PTA member
may be asked to help assist in determining the repair and maintenance needs of
the school. 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.As stated by Slavin (2004). After analyzing the
results of the needs assessment, the action team can develop goals for the
school’s involvement program. Regular meetings of all stakeholders provide an
opportunity to discuss issues facing the students and families, and to brainstorm
ways in which schools and community organizations may collaborate to solve
them. Creativity is the key. School community partnerships provide the
opportunity to synthesize what is available into unique programs and
opportunities for all (Sheldon & Epstein, 2005).
As Abromitis (2009) had emphasized that each school community has a
unique set of problems, and those best equipped to solve them are within the
community itself. In BE, the school head is the lead actor who must be best
equipped with strategies to properly implement the program. In line, the school
head may undertake information drive activities such as attending district and
division initiated orientation on BE ; securing pertinent advocacy and marketing
Commented [u10]: add
Commented [u11]: add
Commented [u12]: provide transition word, paraphrase and
put source at the end
Commented [u13]: where’s the separation of 2 sources?
Commented [u14]: Put transition and paraphrase then source
be at the end

12
materials from the Central, region or division office for information drive activities;
convening target members of the BE Committee of awareness of roles and
functions relative to its conduct.
The related action was studied by Abromitis (2009) that in order for a
school community partnership to work, it is essential to build strong
communication among all the participants and those who will be affected by the
partnership. The levels of communication may vary, depending on the
circumstances and the purpose of the message, and include the following
components awareness, information-gathering, evaluation, and collaboration,
where the schools and organizations are actively involved with each other and
communicate regularly in order to plan for their collaborative efforts
(BrigadaEskwela Manual, 2009).
According to Aguilar, (2011)spreading the word many schools battle with a
level of staff exhaustion or a lack of leadership which means that good ideas
never get off the ground. In other instances, schools have the willingness to build
new beneficial community relationship but lack the knowledge of how this might
be done. In addition, there is a need to widely publicize programs and
partnerships which have already experienced success to support existing
practice and encourage far more schools and community agencies to explore
new collaborative partnerships.
Through the Resource Mobilization Committee, the school can determine
the resources needed, partners to be tapped, and volunteers to participate in the
BrigadaEskwela along with the accomplished BE form 01 Physical Facilities
Commented [u15]: Same comment
Commented [u16]: same

13
Repair and Maintenance Needs Assessment Form) and the school’s BE Work
Plan as bases, that will firm-up the kind of services and materials to be sourced
for the conduct of BE. With these things in place, a productive and successful
implementation of BE in the school will likely to occur (BrigadaEskwela Manual,
2009).
Moreover, after the marketing, advocacy and resource mobilization take
theie efforts prior to the BE Week, the last pre-implementation activity is to
prepare for the actual event. A meeting must be set with the working committees
to assess the readiness of your school for the actual BE week and finalize
activities to be undertaken. Lastly, by making sure that donations are in-kind, and
that all cash donations are converted into materials before acknowledging receipt
of such assistance. It is the policy of DepEd and the Adopt-A-School program to
refrain from accepting cash donations (BrigadaEskwela Manual, 2009).
Implementation Stage.The actual implementation stage is during the
BrigadaEskwela Week also referred to as the “National School Maintenance
Week” (NSMW). This is usually conducted on the third week of May before the
opening of classes. This is the time when all marketing, advocacy and resource
mobilization efforts during the pre-implementation stage will bear fruit. This is
also the time when plans are executed by the school with the support of
volunteer stakeholders and partners. Since the school takes the center stage
during the BrigadaEskwela Week, the school head becomes the master of the
show. It was stressed that school administrators are instrument in providing

14
teachers with professional development in family and community involvement
(Mueller, 2004).
It is highly suggested to start the week with the simple kick off ceremony
to formally set the mood and stimulate the enthusiasm among the volunteers.
While this program need not be extravagant. It would be useful to make it
inspiring and meaningful. This will also provide the school head 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 overview of planned activities
would be interesting to highlight. This could include, but not limited to school
work plan on BE, major projects/activities to be done, donations and
commitments received during pre-implementation phase, and support or
assistance needed to accomplish (BrigadaEskwela Manual, 2009).
The next task of the action team is selecting the types of involvement
programs that will help the school reach its goals. Specific programs and
activities should reflect the partnership approach (Slavin, 2004). In this
BrigadaEskela stage, the volunteers of partners may be asked to find out and
choose where they can be of. As soon as they are grouped, team leaders may
be appointed and a briefing on the program of activities according to the school
work plan will be conducted. Working teams maybe organized to nature tasks to
be done (BrigadaEskwela Manual, 2009).
Commented [u18]: correct way

15
It is the responsibility of the school head and his staffs to inspire the
volunteers and make them the seriousness of the school’s endeavor. New
volunteers may come to the school each day to help; they must be welcomed
and are guided on how they can contribute most productively. According to Heid,
(2012), Volunteering can provide a sense of purpose, as found of older adults;
according to this study, formal volunteering moderated the loss of a sense of
purpose among older adults who had experienced the loss of major role
identities, such as wage-earner and parent, other stakeholders, or the barangay
council (BrigadaEskwela Manual, 2009).
Post-Implementation Stage.This is the stage of the BrigadaEskwela that
speaks of the success of the school in the implementation of BE which should
not be left unnoticed. The week that 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. Post BrigadaEskwela is the period after the
last day of the conduct of the week long activities. It is during this period that all
the data be put together reflected in the different forms completed and submitted
to by the different working committees, particularly by the Documentation
Committee, to form part of the school’s accomplishment report (BrigadaEskwela
Manual, 2009).
In addition, the same source stressed that preparation of the final
accomplishment report is the time the school head convenes the members of the
BE Steering Committee and all Working Committees immediately after the BE
Commented [u19]: appropriate transition word

16
week. The Documentation Committee members, with the help of the other
committee members, summarize and consolidate all the completed reports or
forms for submission.It is necessary that an overall evaluation be included so that
strengths and areas for improvement has to be noted for more effective
implementation and more productive results be accomplished.
The final reports of the BrigadaEskwela (BE) will go through from the
District Supervisor who consolidates or summarizes the accomplishment reports
submitted by the different schools, then submits it to the Division Office. The
Assistant Schools Division Superintendent designated or the BrigadaEskwela
Coordinator of the division consolidates or summarizes the accomplishment
reports submitted by the District supervisors, then submit it to the Regional Office
thru the regional BrigadaEskwela coordinator. The regional consolidated
accomplishment reports should be submitted to the Adopt-A-School (ASP)
Secretariat (Adopt-a-school Primer, 2007).
Moreover, the school improvement does not end on the last day of
BrigadaEskwela week. It is a year-round undertaking to guarantee the school
children of an environment conducive to learning. As a means of sustaining the
BrigadaEskwela efforts, communication is important to engage all teachers,
pupils, and parents to fulfill their corresponding roles and do their share in the
upkeep of the school, particularly those that were contributed by partners and
volunteers during the BrigadaEskwela Week. According to Aquino (2004) that the
school itself bears the weight of the responsibilities that they cannot relegate to
their teachers alone. Schools with comprehensive program can help parents
Commented [u20]: add, you can revise accordingly

17
build home conditions for learning, communicate with them become their
productive volunteers and contribute to decisions that affect the schools and their
children.
Schools, too, have an even greater responsibility in making more linkages
a and creating public relations with other and creating public relations with other
social units in the surrounding environment like the community, Stacho, (2012)
explained that public relations is planned systematic two-way of communication
between an educational organization and its internal and external public
designed to build morale, goodwill, understanding and support for that
organization. Schools need to develop good relationships with the community
especially. As pointed by Aquino (2004), a close cooperation and collaboration
between schools and community is necessary to make the school serviceable
and responsive to the needs of the people, and to draw the people to the school
for whatever they may contribute in the school program effectively. Aquino
concluded that when good relationship exists, the school reflects community life,
and the community reflects the ideas of the school.
The school can make itself accessible to the community by a two-way
involvement where there is mutual respect and trust. Handugan (2006) opined
that the school may initiate the relationship by establishing connections that can
be the foundation of relationship through community education programs, use of
school buildings for community activities, volunteers’ opportunities in the
communities, and reach out programs. Aquino (2004) elaborated that community

18
group also expect participation form the schools cultural, fraternal, civic, and
religious activities.
Handugan (2006) cited by saying that the community may return the
services by patronizing the school, giving protection to it, and cooperating with it
in accomplishing community projects. The second manner of getting involved can
be by way of inviting them also to activities related to decision-making,
volunteerism. Further, citizens can participate in school board meetings by
serving on task forces, and can also speak up about concerns, including budget
issues, remembering that quality education may depend on their understanding
and support (American Association of School Administration).
Epstein, et.al.pushed that research and practice clearly show that
community involvement in schools can benefit students, families and
communities. The partners or those persons and individuals involved would
acquire collaborative skills and share common goals, structures for decision-
making and a time for reflection and evaluation.BrigadaEskwela is proof that an
effective partnership between the government and citizens is possible according
to Carreon (2015).
In conclusion, Eipstein, et.al. (2002), opined that the community
involvement, however, is not the ultimate and only solution problems. It cannot
replace sound educational policies, adequate funding, excellent teaching, and
effective partnership with parents, but can enhance the effects it brings to the
school. When properly executed, community involvement can be a little extra that
can make a big difference.
Commented [u24]: where’sseaparation?
Commented [u26]: add importance to BE mentioning the
readiness of schools for the opening of the SY- refer to the
objectives

19
The literatures and studies mentioned in this paper serve as guide to
explore and describe this present study. Further, these help the investigation
become more relevant in terms of their conformity or contradiction with the result
of the study.
Theoretical Framework
This study is anchored on theBrigadaEskwela Manual, 2009 prepared by
the Regional Adopt-a-School Program Coordinators together with the National
Secretariat and consultants of the Department of Education through the series of
consultations and workshops. In the same way, Unified responsibility of Dutta-
Bergman (2009) supported it. The proposition describes volunteerism, as a
formalized, public, and proactive choice to donate one’s time and energy freely to
benefit another person, group or organization.
An existing research brings to surface key demographic variables that are
significant predictors of volunteering.
Conceptual Framework
Shown in Figure 1 is the conceptual framework of the study having
variables of the study. BrigadaEskwela Manual, (2009). The Brigada
Implementation was measured by the indicators: The Pre-implementation stage,
refers to the planning stage of the BrigadaEskwela activities like organizing and
establishing the different commitees and orienting the members of their roles and
tasks; The implementation stage, the actual conduct of the planned actions to
carry all the BrigadaEskwela activities; and the Post-implementation stage, refers
Commented [u27]: tense

20
to evaluating the extent of success of the school in implementing the
BrigadaEskwela program. The moderator variable was the school size. Small
schools were referred to schools having a pupils population of below 500; and
big schools, 501 to 1, 500.
The result of getting the level of implementation of the three stages
became the basis of developing an action plan in strengthening school-
community partnership. And help make the implementation of BrigadaEskwela
become successful in pre-Implementage Stage, Implementation Stage and Post
Implementation Stage.
Commented [u28]: do not start with this

21
Input Output
Moderator variable
Figure1. The Conceptual Framework Showing the Variables
Significance of the Study
Extent of Implementation of
BrigadaEskwela
 Pre-implementation
Stage
 Implementation
Stage
 Post Implementation
Stage
Action Plan
School Size
 Small
 Big

22
The findings of the study could be beneficial and provide information to
clarify the concept and value the outcomes of family and community connections
with schools. This may also provideinsights and perspective to the following
groups of people.
This may serve as basis for the DedED officials in improving and revising
formulated policies to help the schools who are in urgent need of assistance and
support for effective and successful implementation of the BrigadaEskwela (BE)
Program. Moreover, the results of the study may help the school heads formulate
some innovative ways in strengthening volunteerism in the school and to further
improve the school-community partnership. By so doing, the findings would be of
great help to other stakeholders to better understand their roles in the education
of the youth in their community.
Thus, they will be intrinsically motivated to intensify their involvement and
volunteering spirit to the school’s activities. Furthermore, this may serve as basis
for the pupils to actively involve with their parents as partners of the school
towards a strong commitment to aid the school in realizing its mission. Lastly, this
study may be used as reference that will help future researchers conduct their
related study. The weakness and other unidentified limitations may challenge
them to either replicate the study using other research methodologies and
substantial sampling population to validate the results.
Definition of Terms
Commented [u31]: what about the attitude and commitment
of teachers?

23
The following terms were defined operationally for a clear and better
understanding to the readers.
BrigadaEskwela. It is the schools maintenance program nationwide of
the Department of Education, initiated by the Adopt-a-School program that that
engages all stakeholders to contribute their time, effort and resources in insuring
that all public schools are ready in time for the opening of classes.
Action Plan.A sequence of steps that must be taken, or activities that
must be performed well, for a strategy to succeed.

Chapter 2
METHOD
Presented in this chapter are the research designs, research locale,
Population and sample, research instrument, data collection and statistical
tools.
Research Design
This study employed the non-experimental quantitative research design to
determine the level of implementation of the BrigadaEskwela (BE) Program
among the Public Elementary Schools. Non-experimental quantitative research
design according to Johnson (2001) was a measure that is highly descriptive of
what we do and also allows us to communicate effectively in an interdisciplinary
research environment. It aimed to describe problems descriptively and
numerically and it used mathematical and statistical mean to measure results
and to come up with a decision whether to accept or reject null hypothesis
(Johnson 2007). Downie (2000) attested that this type of research design gives
a scientific picture of the variables under study. In this certain case, according to
Anastasi (2005), the study was conducted to determine the significant difference
in the level of implementation of the BrigadaEskwela Program with their
corresponding indicators.
This research was appropriate when the researcher would like to make
an action plan based on the data generated from the study to improve the quality
and standard of the mentioned indicators in the variables of the study.

25
Research Locale
Selected public elementary schools of Island Garden City of Samal were the
focus of the study. Specifically the 16 public schools of Babak District, Island Garden
city of Samal.The places were orderly conducive to travel and accessible by means
of land transportation.
Figure 2 shows the map of the Philippines with the map of the island at the
upper corner. Island Garden City of Small is an enchanting paradise - an island, a
garden, and a city. Located at the heart of Davao Gulf of Southern Philippines, the
Island Garden City of Samal (IGACOS) teems with rich flora and fauna bedecked in
captivating waterfalls, challenging ridges, fascinating cave systems, and picturesque
underwater gardens. The City is an Island, a cluster of nine islands at the heart of
Davao Gulf with scenic seascapes pristine coastlines, and turquoise marine waters, a
118-kilometer of fine, white, sandy coastlines, home to more than 50 commercial
resorts and hundreds of private getaway.
Improve the Map of IGACOS ( not clear)

27
Figure 2. Map of the Philippines
Population and Sample
A total of two hundred ten elementary school teachers of Babak District,
Division of Island Garden City of Samal were the respondents of the study.
Among the sixteen schools, Angel VillaricaCental Elementary School
contributed the highest percentage of teachers with 31, 43 percent. Universal
sampling was the techniques used by the researcher where in all teachers were
utilized in answering the survey questionnaire to collect and gather the data needed
for the study.
Nine teachers from Camudmud Elementary School which has a percentage of
4.29; 14 teachers from Cogon elementary School which has a percentage of 6.67; 13
from San Isidro Elementary School which has a percentage of 6.19; 7 teachers from
Tambo Elementary School which has a percentage of 3.33; 13 teachers from
Mambago B which has a percentage of 6.19; 7 teachers from Kinawitnon
Elementary School which has a percentage of 3.33; 13 teachers from Caliclic
Elementary School which has a percentage of 6.19; 11 teachers from Balet
Elementary Schoolwhich has a percentage of 5.24; 7 teachers from Tagpopongan
Elementary School which has a percentage of 3.33; 2 teacjers from KilaElemetary
School which has a percentage of .95; 9 teachers from Libuak Elementary School
which has a percentage of 4. 29; 8 teachers from San Agustin Elementary School
which has a percentage of 3.81; 11 teachers from San Antonio Elementary School
which has a percentage of 5.24; 7 teachers from Santo Niño which has a percentage
of 3.33 and 13 teachers from Toril Elementary School which has a percentage of
6.19.

28
Research Instrument
The instrument used in the study was a researcher-made questionnaire
formulated based on the BrigadaEskwela (BE) Manual for School Heads. The
indicators used in this study were carefully chosen and improved after several
consultations and discussions with the adviser. Important points were chosen that
could necessarily represent the essence, substance and intention of the study.
The first draft of the questionnaire was submitted to the researcher adviser for
comments, suggestions and recommendation to improve its presentation. Each item
in the questionnaire was carefully checked and the whole content of the instrument
was submitted to the experts to establish its reliability and validity.
It was validated by Eugenio S. Guhao Jr., D.M. , To further ensure the
reliability and validity of the instrument, it was piloted to 30 respondents and run in
the computation program, the Cronbach’s Alpha Based on Standardized item. The
cronbach’s alpha is .987 and the cronbach’s alpha based on standardized items is
.987 and 30 as the N of items, and it was reliable. (Refer to Appendix F). The
research instrument utilized the five-point Likert Scale which intent to determine the
level of implementation of BrigadaEskwela (BE) Program among the public
elementary schools in terms of pre – implementation, implementation and post –
implementation.
Commented [u32]: Was he the only one?

29
Range of Mean
Descriptive
Level Interpretation
4.20 – 5.00 Very High
Meets the standard requirements –have
completed 15-20 items of the established goals
3.40 – 4.19 High
Few improvements needed – have completed
10-15 items of the established goals
2.60– 3.39 Moderate
Some improvements needed – have completed
5 – 10 items of the established goals
1.80 – 2.59 Low
Several improvements needed – have
completed 1-5 items of the established goals.
1.00 – 1.79 Very Low
Many improvements needed – have rarely
achieved established goals; requires significant
and immediate improvement.
Data collection
In gathering the data for this study, the researcher observed the following
steps: First was, the researcher asked for an endorsement from the Dean of the
Graduate School, Eugenio S. Guhao, Jr. D.M. then a letter was scribbled by the
researcher to formally asked permission to the Schools Division Superintendent of
the Division of Island Garden City of Samal, Eufemia T. Gamutin, CESO VI to
conduct the study to the sixteen public elementary school of Babak District, Division
of Island Garden City of Samal. The content of the research study was assessed and
evaluated until permission was hereby granted provided that no government funds
shall be used during the conduct of the activity, classes will not be disrupted as
indicated in DepED Order No. 9 s. 2005 re: “Instituting Measures to Increase
Engaged Time-on-Task and Ensuring Compliance Therewith” and proper
coordination with the school administrators shall be arranged prior to the conduct of
the said activity. Rommel R. Jandayan, ED.D, Chief, School Governance and
Commented [u33]: Tense; what was the Adviser’s role here?

30
Operation Division Officer-in-charge signed the letter for and in the absence of the
OIC-SDS.
Second was the Administration and retrieval of questionnaire. The researcher
asked permission from the school heads to distribute the questionnaire regarding the
implementation of BrigadaEskwela Program to the sixteen public elementary schools
of Babak District, Division of Island Garden City of Samal. The researcher personally
distributed and administered the questionnaire to the respondents with the
assistance of the school heads. The researcher personally retrieved the survey
questionnaire after the entire questions for each indicator were answered. A
certificate of appearance signed by the school principals was given for
documentation purposes.
Finally was the Collation and Tabulation of Data. The researcher collated,
tallied and tabulated all the information acquired from the respondents utilizing the
five-Likert scale, analyzed and interpreted the statistical results of the data with the
help of the statistician, Dr. GaudencioAbellanosa . Drawn conclusion, and formulated
an action plan based on the result of the study.
Statistical Tools
The following statistical tools were used in the computation of data testing the
hypothesis at α 0.05 level of significance.
Mean. This was used to determine the level of implementation of
BrigadaEskwela Program in the school.

31
T-Test. This was used to determine the significance of differences in the
extent of implementation of BrigadaEskwela when analyzed by school size.

33
CHAPTER 3
RESULTS
Presented in this chapter the results, interpretation, and analysis of
findings. Tables are arranged in the following: Level of implementation of
BrigadaEskwela Program in the Elementary School and the Significance of the
Difference in the Level of Implementation of BrigadaEskwela Program When
Analyzed by School Size with their corresponding indicators.
The standard deviation in the three descriptive tables, Table 1.1, Table 1.2
and Table 1.3, ranged from 0.66 to 0.81 which are less than 1.0 as the typical
standard deviation for a 5-point Likert scale according to Wittink and Bayer
(1994). This means that the ratings in the accomplished questionnaires were
close to the mean, indicating consistency of responses among the respondents.
Level of Implementation of Brigada of Eskwela
The level of implementation of BrigadaEskwela was computed and
interpreted based on the obtained mean rating per indicator: Pre –
Implementation Stage, Implementation Stage, and Post – Implementation Stage.
Table 1 shows the level of Implementation of BrigadaEskwela which
answers the first problem of the study. As shown, the overall standard deviation
was .70 and the overall mean rating is 4.02 which were interpreted as “high”
which means that there are few improvements needed and have completed 10-
15 items of the established goals. Among its three indicators, post-
implementation obtained the highest mean of 4.15 which has a descriptive

34
interpretation of “High”, pre – implementation stage and implementation stage
was all high level as indicated by their respective mean rating of 4.13 and 3.88.
Table I
Level of Implementation of BrigadaEskwela Program in the Elementary
School
Indicators SD Mean
Descriptive
Level
Pre-Implementation Stage .79 4.13 High
Implementation .81 3.88 High
Post Implementation .66 4.15 High
Overall .70 4.02 High

35
Significance of the Difference in the Level of Implementation of
BrigadaEskwela Program When Analyzed by School Size
Significance of difference in the level of implementation of BrigadaEskwela
when analyzed size was computed and interpreted based on the p-value shown
by their respective indicators in Table 2 which answer the research objective
number 2.
Table 2
Implementation of
BrigadaEskwela
Program
School Size
t-value p-value
Decision on
Hₒ
Small Big
Pre-implementation 3.74 4.77 11.710 .000 Reject
Implementation 3.42 4.64 15.497 .000 Reject
Post Implementation 3.67 4.66 15.695 .000 Reject
Overall 3.61 4.69 16.217 .000 Reject

36
The figure presented in Table 2 reveals the significance of the difference
in the Level of Implementation of BrigadaEskwela Program When Analyzed by
School Size. As shown, in the Pre-implementation stage when by analyzed
school size, it has a t-value of 11.710 and a p-value of .000 which means that
there is a significant difference of the Pre-implementation stage in favor of the
big school which lead in rejecting the null hypothesis; In the Implementation
Stage, it has a t-value of 15.497 and has a p-value of .000 which also means that
there is a significant difference in favor of the big school which lead in rejecting
the null hypothesis. And in the Post Implementation stage, it has a t-value of 15.
695 and p-value of .000 which means that there is a significant difference in favor
of the big school which led in rejecting the null hypothesis. Furthermore, the
overall t- value of 16.217 and a p-value of .000 that is lesser than .05 significance
level set in this study signified that there is a significant difference in the level of
implementation of the BrigadaEskwela Program when the schools are grouped
by size which lead in rejecting the null hypothesis.

37
CHAPTER 4
DISCUSSION
Presented in this chapter are the discussions on the data gathered. The
discussion starts on the level of Implementation of BrigadaEskwela followed by the
Significance of the Difference in the Level of Implementation of BrigadaEskwela
Program When Analyzed by School Size.
Level of Implementation of Brigada of Eskwela( point out each finding before the
support. Review if the findings and supports align with each other)
Table 1 illustrates the level of implementation of BrigadaEskwelain the public
elementary schools in terms of pre-implementation stage, Implementation stage and
post-implementation stage. The overall mean is 4.02 which is described as high. The
result means that the BrigadaEskwela program is highly implemented by the
elementary public schools under study.
Further, the table illustrates that the Pre-implementation stage obtained the
mean of 4.13 with a descriptive level equivalent to high; the implementation stage
obtained the mean of 3.88 which has a high descriptive equivalent and the Post-
implementation obtained the highest mean of 4.15 equivalent to high.
The brigade Eskwelais the department’s frontline initiatives that believes in the
role of the community in improving public education. The achievement gained by
BrigadaEskwela inspire the schools to utilize existing partnerships with the
communities to get parentsinvolved in ensuring that the schools are conducive for
Commented [u34]: indent
Commented [u35]: ?

38
learning, that the children are enrolled and actually learning in school which is the
essence of the BrigadaEskwela Plus. (BrigadaEskwela Manual. 2009)
In the Pre-implementation Stage, it has obtained a mean of 4.13 or high. This
means that the implementation of the program in terms of its implementation is highly
manifested. Consequently, the item with the highest mean of 4.48 or very highly
manifested is the sharing of responsibility with the PTA/SGC in administering and
managing the funds generated for the program. This means that the PTA/SGC took
responsibility in generating funds for the program, in collecting as well as in allocating
the funds to the different tasks. Whereas, DepEDorder no. 20, series of 2006
stressed that teachers are not in any way involved in financial matters.
The second highest bears the mean of 4.45 or very highly manifested is the
documenting of all the activities especially the improvements done through photos
and video footages. This means that now a days photos and video footages are of
high regard to the stakeholders as a sort of motivation in having everything
documented. Goda (2014), he stated that documenting efforts, progress and results
is very important and it brings closure and value to the whole process.
Following is the summarizing and consolidating of the different brigade forms
for submission, it shows that the in charge of this is very much eager to do the tasks.
Next is the acting out of the school head as the chair of the committee. This result
supports the imperative that the school head is the lead actor of the BrigadaEskwela.
Next to it is the Orienting of members of each committee which bears a mean of 4.17
or highly manifested. This means that that the school head took careful planning of
the program by making all the members aware of their functions. Assisting the

39
resource mobilization committee to list potential partners with corresponding skills/
services & resources the school needs bears the mean of 4.00 or highly manifested,
which would indicate that the school tapped stakeholders who are willing to share
their resources to best actualize the program.
While the Philippine Education Act of 1980 embodies a pertinent provision
concerning the new perception. It is a declared policy to foster, at all times, a spirit of
a shared purpose and cooperation among the members and elements of the
educational community, and other sectors of society in the realization that only in
such an atmosphere can the true goals and objectives of education can be fulfilled.
Inviting/involving students, teachers, parents, LGUs, and other stakeholders in the
planning, and the assisting of the resource mobilization committee to list potential
partners with corresponding skills/services & resources the school needs. Contrary to
what has stressed on school community partnership that school have an even
greater responsibility in making more linkages and creating public relations with other
social units in the surrounding environment like the community. Handugan (2006)
explained that public relations is planned systematic two-way process of
communication between an educational organization and its internal and external
public designed to build morale, goodwill, understanding and support for that
organization. Schools need to develop relationships with the community especially.
While the lowest mean of 3.50 is the item conducting the early January
planning of BrigadaEskwela, which would mean that early planning was not at all
prioritized by the school heads. Contradicting the instruction set in the

40
BrigadaEskwela Manual that the planning must be done as early as January to be
fully prepared on the May implementation.
As pointed by Brock, Marek, Saulo (2014), a close cooperation and
collaboration between schools and community is necessary to make the school
serviceable and responsive to the needs of the community whatever they may
contribute in the school program effectively. Brock, et.al concludes that when good
relationship exists, the school reflects community life, and the community reflects the
ideas of the school. The idea of involvement this author emphasizes is that, the
community involvement characterizes a close collaboration for continuous planning,
participation, and evaluation in order to enhance the academic achievements of
students. Education is increasingly viewed as a family, school and community
relationship. Indeed, it takes the whole village to raise a child.
However, five of the items under the pre-implementation stage are analyzed
as very high, which would reveal that the set of activities before the implementation
were undertaken by the school. As stated by Adelman and Taylor(2010), when a
broad range of stakeholders are motivated to work together toward a shared vision,
they come up with more innovative and effective strategies than any guidebook or
toolkit can contain. Preparation varied from the school to the other as every school
has its own prioritized activity to undertake.
Implementation stage. The level of implementation of the BrigadaEskwela
(BE) Program in the Elementary Schools in terms of Implementation Stage obtained
the overall mean score of 3.88 or high.

41
Going to the results of the study, the item updating of BrigadaEskwela forms
are monitored and checked daily has the highest mean of 4.22 or describes very
high. This would indicate that School Heads conform with BrigadaEskwela guideline
that all the forms should be monitored and checked for submission to the Division
office then to the Regional office.
Second highest is the tracking of accomplishments such as the report of
resources generated and its utilization and the number of hours/days rendered with
4.21 mean or very high. In Yaoundė, Cameron in Africa where the school system rely
heavily on volunteers and donations in order to run effectively just like any other
public school around the world, the volunteers whether a parent, grandparent or just
a community member in most schools in that locality are required to complete a form.
This recording and tracking serve the purpose for proper documentation (Jordon,
Orozco and Averett, 2001).
Conducting a regular inventory of all materials bears a mean of 4.09 or high.
Appointing of team leaders and conducting a briefing on the program of activities
bears a mean of 4.07 or described as high.
Two items both have obtained the same mean scores of 3.90 or described as
high; establishing, sustaining and manifesting of the spirit of volunteerism or
bayanihan among the stakeholders throughout the Brigada Week yearly and the
recording and monitoring of daily accomplishments. The initiating of the kick-off
ceremony / opening of the first day of the BrigadaEskwela week has a mean of 3.43
or high.

42
Attention is given to the item with the lowest mean of 3.30 or describe as
moderate; the awarding or acknowledging/ recognizing of the volunteers, donors by
providing certificates during the closing program. As stated by Eipstein (2002), a
school must be receptive and appreciative of community involvement. Community
people and individuals value the expressions of gratitude they receive through formal
acknowledgement, thank you letters or notes, calls citations, and awards, in
newsletter and e-mails, etc. Sustainign peoples commitment is a big responsibility for
any educational institution should it want to.
Post-implementation. The table shows the level of implementation of the
BrigadaEskwela in the Elementary public schools in terms of Post-implementation
stage which has an overall mean of 4.05 or high. This finding reveals that the
activities under the post-implementation are highly implemented.
Welcoming DepEd officials who monitor and evaluate the school
implementation of the BrigadaEskwela got the highest mean of 4. 39 or described
very high. This would mean that the schools paid high respect to authorities. The
implementation of BrigadaEskwela is being monitored and evaluated by the Regional
team of the Adopt-a-school Program using the same measure of evaluation set for all
schools. It is then followed by the submitting of the BrigadaEskwela documentation
and the checking of BrigadaEskwela documentation obtained the same mean scores
of 4.24 or high. As it is so required to submit documents of the implementation for
assessment and evaluation of the whole program which the schedule and flowchart
of submission is as follows: on June 15 from the BrigadaEskwela Documentation
Committee to the school head; June 30 to the District Supervisor; July 31 to the

43
Division BrigadaEskwela Coordinator; and August 31, to the Adopt-a-School Program
(ASP) National Secretariat. (BrigadaEskwela Manual for School Heads, 2009).
Aligning of the school heads of all BrigadaEskwela related activities for the
continuous school improvement in terms of increasing participation rate, reducing
dro-out rate, increase pupi’s competition and achievement rate obtained a mean
score of 4.17. This result aligned the idea that pupils perform and achieve highly in
their endeavors due to the involvement of three social factors namely: the school, the
parents, and the community Epstein et.al (2002).
Identifying other needs not covered during the BrigadaEskwela Week bears a
mean of 4.09 or high while evaluating the school BrigadaEskwela implementation by
the school head bears a mean of 4.06 ot high. The disseminating of
accomplishments to the stakeholders through the school through school publications
and or through letter which has a 3. 85 mean score, and the sending of letters of
gratitude to partners for their contribution in the conduct of the National Schools
Maintenace Week (NSMW) which has 3.52 mean score.
Akin to any organization that wants to attract or to draw peoplein, a school
must exude a positive disposition, a spirit that is welcoming Epstein, et al, (2002)
stated that a school must be receptive and appreciative of community involvement.
Community people and individuals value the expressions of gratitude they receive
through formal acknowledgement, thank you letters or notes, calls, citations, and
awards. Since volunteering, which requires various strategies is defined as
involvement that recruits and organizes help and support to school functions and

44
students’ activities, it is important to remember, however, that in recruiting there must
be a plan to acknowledge, recognize , and/ or celebrate with the volunteers.
The high level of implementation of BrigadaEskwela indicates that the result
become parallel to the statistical report published in DepEd website that since its
inception in 2003 which only obtained 31% rate, BrigadaEskwela moved to 100
percent rate in 2008. More than 7 million volunteers comprising parents, teachers,
employees, local government units, alumni associations and civic organizations have
joined BrigadaEskwela in 2009 alone, as DepEd updates released on May 24, 2010.
Table 2 presents Significance of the Difference in the Level of Implementation
of BrigadaEskwela Program When Analyzed by School Size.
In the Pre-implementation stage, it has a t-value of 11.710 and p-value of .000
which means that there is a significant difference in favor of the big school. In the
implementation stage it bears a t-value of 15.497 and p-value of .000 which means
that there is a significant difference in favor of the big school and in
the post-implementation it obtained a t-value of 15. 695 and p-value of .000 which
means that there is a significant difference in favor of the big school.
Overall, the obtained P value of .000 is significant. Hence, there is a significant
difference in the level of implementation of the BrigadaEskwela (BE) Program in favor
of the big school when the schools are grouped by size therefore, the null hypothesis
is rejected. This ascribes that the big school perform well when it comes to the
implementation of the BrigadaEskwela Program during Pre – implementation stage,
Implementation stage and Post – Implementation Stage. The result confirmed that
Commented [u36]: What does it implies?

45
the search for the most innovative BrigadaEskwela School implementers is
categorized by school size (DepEd Memo No. 041 S. 2014) Enhanced Selection
Criteria on the Search for BrigadaEskwela Best Implementing School. It was found
out that the big schools are more aggressive and innovative when it comes to
implementation of BrigadaEskwela in Pre-Implementation Stage, Implementation
Stage and Post-Implementation Stage. (Region memorandum No. 105 s. 2014).
This ascribes further that the small and big school showed different
manifestation as to the level of the implementation of the BrigadaEskwela Program is
concerned. According to Gordon, (2010) Small Schools matter. Small schools have
smaller classes, smaller number of pupils, teachers and parents thus manpower is
limited. The School head find it difficult to follow the guidelines in the Pre-
implementation such as recorida and giving of fliers, all because of the budgetary
allocation. Despite the government claims that it has been increasing the budget for
education, still the public school specifically the small schools is hardly coping with
the shortages Umil, (2013). On the other hand, Big Schools bear all the necessary
manpower for the BrigadaEskwela implementation, the school head can easily
attracts donors and volunteers from the wealthy family in the community. According
to (Getangi, Onkeo&Orodho, 2014) activities in the school are provided the
necessary financial support as long as approval of the PTA is granted. Kinyanjui
(2008) and Getangeet.al(2014) attested that the functions of the PTA include;
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

46
developmental projects. This clearly explains the difference of the implementation of
BrigadaEskwela when group by school size.
ACTION PLAN: EFFECTIVE IMPLEMENTATION OF BRIGADA ESKWELA

47
ACTION PLAN FOR THE EFFECTIVE IMPLEMENTATION OF BRIGADA
ESKWELA
I. Introduction
In the Philippines, the educational system especially in the public schools is in
dire need of support and aid from the other sources to provide the demand for quality
and globally competitive education (Luistro, 2015). Thus, the Brigadaeskwela
Program was created for this purpose. Over the years, since its inception in 2003,
BrigadaEskwela has become a venue where the community can get actively involved
in the affairs of basic education, particularly through helping prepare public schools
opening, and he said “Education is everyone’s responsibility” (Luistro, 2015). Thus,
working together in ensuring that everyone can create an environment that is
conducive to learning for the learners and that the school is in good condition so that
the learners can get a better start for the school year. Luistro further stated that the
spirit of bayanihan has fueled the success of BrigadaEskwela. It is a proof that an
effective partnership between the government and citizens is possible (Carreon,
2015).
II. Rationale
The foregoing study in the implementation of this program showed that among
the stages, the Post – Implementation stage has the highest mean with the
Implementation stage which is really the actual implementation stage. That made the
researcher became inquisitive how it happen when the planning stage took its lowest
sort.
Commented [EAA37]: review
Commented [EAA38]: insert
Commented [EAA39]: replacement
Commented [EAA40]: tense

48
This fact may urge the School Heads to find ways and means to address the
problem of effective planning in the implementation of the BrigadaEskwela Program
for the schools to really benefit from its value.
On the other hand, the results and the findings of the study identified the
activities that need improvement for they show lower manifestation compared to
other listed activities.
Designed from the pattern of the School Family Community Partnership Plan
for 2008 – 2009 (Lysons, 2008), this action plan is borne out of the urgent desire to
assist, improve and raise the weaker points in the implementation of the
BrigadaEskwela. It has been designed to hopefully aid the school heads to create
BrigadaEskwela innovations to strengthen school-community partnership gearing
towards the improvement of the academic achievement of the learners. It envisioned
making use of the instrumentality of the study as basis of the above mentioned
intention.
III. General Objective
As proposed in this action plan, the School Heads;
1. Will adopt effective practices to strengthen school-community partnership to
continually develop volunteerism among stakeholders.
Commented [EAA41]: correction

43
ACTION PLAN FOR THE EFFECTIVE IMPLEMENTATION OF BRIGADA ESKWELA
SCHOOL YEAR 2015 - 2016
Pre – Implementation Stage
Goal: To increase continuing involvement of stakeholders by encouraging participation in the planning phase of
school activities to meet the needs of the school.
Action /Steps Person(s)
Responsible
Resources
Needed
How to Measure
Progress/
Benchmarks
Timeline
1. : Conduct an ocular
inspection.
Conduct an ocular inspection
of the school physical facilities
Principal, PTA
officers,
Faculty and
staff
BrigadaEskwela
Form 1
Result of the
assessment during the
ocular inspection
January,
2015
2. Open House
An annual family open house that is
active, participatory and open to the
community.
Principal
Faculty and
Staff
Parents
Planning
Communication
Refreshments
BrigadaEskwela
FORM 2
Attendance will be kept.
School administration
will solicit positive
feedback from the
community
January,
2015
3. Family Involvement Survey
a.Parent Action Team will design a
survey, assessing family needs
interests, availability, and preferred
types of involvement in the school
community.
b. Distribute survey & analyze.
c. Results will be used to guide
further involvement in planning.
Parent Action
Team
Parents
Guidance
Coordinator
IT Staff
Materials
Connected
computer
Website
BrigadaEskwela
statement of
interest Form
Numbers of surveys
completed.
End of the year survey
to assess family
satisfaction with quality
and opportunities for
family involvement.
Increased attendance at
school events.
Late
February,
2015
Commented [EAA44]: obsolete form, not needed

44
4. Volunteers Sign-up
Increase the opportunities for a
number of parent volunteers.
Principal
Parents
Faculty
PTA
Notices
Volunteer Book
BrigadaEskwela
Form 6
BrigadaEskwela
Work Team
Document the number of
Parents who pledge to
volunteer during the
BrigadaEskwela
March –
April,
2015

45
Implementation Stage
Goal: To create a school wide atmosphere that celebrates with stakeholders for the volunteerism manifested.
Responsible
Resources
Needed
How to Measure
Progress/
Benchmarks
Timeline
1. Walkthroughs
a. Solicit volunteers from Parent
Action Team to conduct periodic
“Walkthroughs” to assess school
atmosphere.
b. Make changes to improve school
climate based on results of
“Walkthroughs”
Principal
“Walkthrough
Team”
PTA
Purchases Labor
Maintenance
Administrative
support
Volunteers
Possible
Grant & Support
BrigadaEskwela
Form 5
Parents will respond
positively to questions
about school climate and
atmosphere.
June
2. School Pride Nights
a. Events co-planned with students,
faculty and families.
b. Events to display talents.
c. Events to celebrate partnership
despite the diversity of cultures
present at the school.
Entire School
Community
Materials
Refreshments
Program
Coordinator
Student work
Attendance is taken.
Program be documented
in multimedia
July

46
Post-Implementation Stage
Goal: To forge partnership with community and expand resources general during the BrigadaEskwela
through improved communication on school’s accomplishments.
Responsible
Resources
Needed
How to Measure
Progress/
Benchmarks
Timeline
1. School Newsletter
a. A monthly newsletter will be
produced to update community of the
school’s events & accomplishments.
PTA group
Faculty
Volunteers
Principal
Guidance
Counselors
School’s
Journalist
Materials
Advance
Preparation
Increased involvement
in school events.
Positive responses to
questions regarding the
form of communication
utilized.
Family Involvement
Survey.
Throughout
the year
2. Technology Based
Communication.
a. Improve the School Website to be
more family friendly.
b. Increase connectivity with
Principal, Faculty & Parents
IT Staff
Entire School
Community
Revised emergency
card to include
e-mail
addresses.
Increased involvement
in school events.
Throughout
the year
Commented [EAA45]: correction
Commented [EAA46]: insert No. 1 as Evaluation (specify form)
before Newsletter

47
Conclusion
Based on the findings obtained in this study, the following conclusions are
drawn: First, the small schools have the most number compared to the big school.
The 62 percent of the respondents are taken from the small schools and 38 percent
of the respondents are taken from the big schools. The implementation of the
BrigadaEskwela of public elementary school is high. Second, there is a significant
difference in the level of implementation of the BrigadaEskwela when analyzed by
school size. Thirdly, In the light of the findings of the study, an action plan is
formulated for the enhancement of the practices in the pre-implementation and post-
implementation where the overall mean below 4.0 as the base mean for an
intervention.
Recommendations
Based on the findings and conclusions, the following recommendations are
suggested: The BrigadaEskwela In-charge in the Region and in the Division of Island
Garden City of Samal may give output on strategies on how to make the planning
work, especially to the small schools and on how to convince the stakeholders to be
part of the planning, and share the best practices of the successful implementers to
those schools who have not succeeded in implementing the program; The School
Heads may design an annual projection of needs and mobilize human resources to
properly plan the actions towards the implementation of the program; The School
Heads together with the PTA (Parents Teachers Association) and SGC(School
Governing Council) must share responsibility in making the planning as early as
Commented [EAA47]: this should directly answer the objective

48
January as instructed in the BrigadaEskwela Manual; The School Heads should
continue to strengthen their leadership especially in mobilizing people in order to
encourage shared responsibility with the stakeholders in the implementation of the
program; This study may be replicated to other groups to further the level of the
implementation of the BrigadaEskwela in order for the public schools to recognize the
great help of the program to the school improvement and to the strengthening of the
school and community partnership should proper implementation be applied; The
researcher encourages the adoption of the action plan as a guide in findings
innovative ways to actively involve the community in the school through the
BrigadaEskwela Program towards the improvement of the academic achievement of
the students.

49
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1 Brigada-Eskwela-Eskwela-saves-DepEd-p57B.

55
APPENDIX A
SURVEY QUESTIONNAIRE

56
EXTENT OF IMPLEMENTATION
OF BRIGADA ESKWELA
(To be accomplished by the teachers)
Name of School: ______________________________
Name of Teacher: ______________________________
Size of School: Small Elementary School _________
Big Elementary School _________
Dear Respondents:
This study is conducted to evaluate the extent of implementation of
BrigadaEskwela in Public Elementary Schools ofBabak District, Division of Island
Garden City of Samal. The designed questionnaire for the implementation of
BrigadaEskwela is adopted from BrigadaEskwela Manual, (2009).
Direction: Please provide the appropriate answers on the sheet below with open
and honest response. For each item,
 Check ( ∕ ) the column that best describes your school implementation of the
BrigadaEskwela (BE) Program using the following scale.
5 - Always
4 - Often
3 - Sometimes
2 - Seldom
1 - Never
A. Pre-implementation Stage
Always Often
Some
times
Seldom Never
A.1
Every year, the preparation for the
successful implementation of the
BrigadaEskwela starts as early as
January.
A.2
The students, teachers, parents,
LGUs, and other stake holders are
involved in the planning for the
BrigadaEskwela Week.
A.3
The School Head acts as the chair of
the committee and he himself/ she
herself spearheads the planning and

57
organizing of committees.
A.4
The School Head orients the
members of each committee yearly.
A.5
The School Head sees to it that the
advocacy & marketing committee
produce materials like flyers, posters,
recorida, etc.
A.6
The School Head assists the resource
mobilization committee to list potential
partners with corresponding skills/
services & resources the school
needs.
A.7
The School Head ensures that the
pledges/commitments of partners are
delivered.
A.8
The School Head shares responsibility
with the PTA/SGC in administering
and managing the funds generated for
the program.
A.9
All the activities especially the
improvements done on the schools
are documented through photos and
video footages.
A.1
0
Different BrigadaEskwela forms are
summarized and consolidated for
submission.
B. Implementation Stage
Always Often
Some
times
Seldom Never
B.1
Kick-off ceremony is initiated during
the opening of the first day of the
BrigadaEskwela Week yearly.
B.2
The School Head appoints team
leaders and conducts a briefing on the
program of activities
B.3
Donations and commitments received
are posted on the transparency board
B.4
The spirit of volunteerism or
bayanihan among the stakeholders is
manifested throughout
B.5
Recording of the daily
accomplishments of the volunteers
are monitored by the School Head
B.6 The School Head directs daily

58
updating of records on donations or
resources received during the course
of the Brigada week yearly.
B.7
Inventory of all materials are
conducted regularly.
B.8 Daily updating of BrigadaEskwela
forms are monitored and checked.
B.9
Accomplishments such as the report
of resources generated and its
utilization, total number of volunteers
and number of hours/days rendered
are presented and properly tracked.
B.1
0
Certificate of recognition to partners
and donors are awarded during the
closing program.
C. Post-implementation Stage Always Often
Some
times
Seldom Never
C.1
The School Head sends letters
of gratitude to partners and
donors for their contribution in
the conduct of the
C.2
The School Head convenes all
the BrigadaEskwela committee
members for the purpose of
assessing the level of success
of the BrigadaEskwela
implementation yearly.
C.3
The School Head evaluates the
school BrigadaEskwela
implementation.
C.4
The School Head identifies
other needs not covered during
the BrigadaEskwela Week
yearly.
C.5
BrigadaEskwela
documents/reports for
submission are checked.
C.6
BrigadaEskwela reports are
submitted to the division Office

59
on time.
C.7
The School Head disseminates
accomplishments to the
stakeholders through the school
publications and /or through
letters.
C.8
The School Head invites the
parents and other stakeholders
to visit the school in celebration
of the success of the
BrigadaEskwela.
C.9
The School Head welcomes the
DepED Officials who monitor
and evaluate the school
implementation of the
BrigadaEskwela.
C.10
The School Head aligns all
BrigadaEskwela& related
activities to continuous school
improvement in terms of
increasing participation rate,
reducing drop-out rate, increase
student competition and
achievement rate.
THANK YOU VERY MUCH
The Researcher

60
APPENDIX B
LETTERS TO VALIDATORS AND VALIDATION SHEETS

61
APPENDIX C
LETTER TO SCHOOLS DIVISION SUPERINTENDENT
AND PRINCIPALS

62
APPENDIX D
CERTIFICATE OF APPEARANCE

63
APPENDIX E
SPECIFIC ITEMS PER INDICATOR FOR TABLE 1

64
Table 1.1
Level of Implementation of BrigadaEskwela of BrigadaEskwela in the
Elementary School in terms of Pre-Implementation Stage
Item SD Mean
Descriptive
Level
1. Every year, the preparation for the successful
implementation of the BrigadaEskwela starts as
early as January.
1.23 3.50 High
2. The students, teachers, parents, LGUs, and other
stake holders are involved in the planning for the
1.00 4.13 High
3. The School Head acts as the chair of the
committee and he himself/ she herself
spearheads the planning and organizing of
committees.
.86 4.35 Very High
4. The School Head orients the members of each
committee yearly.
.87 4.17 High
5. The School Head sees to it that the advocacy &
marketing committee produce materials like
flyers, posters, recorida, etc.
1.26 3.71 High
6. The School Head assists the resource
mobilization committee to list potential partners
with corresponding skills/ services & resources
the school needs.
1.02 4.07 High
7. The School Head ensures that the
pledges/commitments of partners are delivered.
.96 4.00 High
8. The School Head shares responsibility with the
PTA/SGC in administering and managing the
funds generated for the program.
3.68 4.48 Very High
9. All the activities especially the improvements
done on the schools are documented through
photos and video footages.
.82 4.45 Very High
10.Different BrigadaEskwela forms are summarized
and consolidated for submission.
.76 4.43 Very High
Overall .79 4.13 High

65
Table 1.2
Level of Implementation of BrigadaEskwela of BrigadaEskwela in the Elementary
School in terms of Implementation Stage.
Item SD Mean Descriptive
Level
1. Kick-off ceremony is initiated during the
opening of the first day of the
1.42 3.43 High
2. The School Head appoints team leaders
and conducts a briefing on the program
of activities
1.04 4.07 High
3. Donations and commitments received
are posted on the transparency board
1.38 3.74 High
4. The spirit of volunteerism or bayanihan
among the stakeholders is manifested
throughout BrigadaEskwela Week yearly.
1.07 3.90 High
5. Recording of the daily accomplishments
of the volunteers are monitored by the
School Head
1.01 3.90 High
6. The School Head directs daily updating
of records on donations or resources
received during the course of the Brigada
week yearly.
1.01 3.99 High
7. Inventory of all materials are conducted
regularly.
.84 4.09 High
8. Daily updating of BrigadaEskwela forms
are monitored and checked.
.85 4.22 Very High
9. Accomplishments such as the report of
resources generated and its utilization,
total number of volunteers and number of
hours/days rendered are presented and
properly tracked.
.92 4.21 Very High
10.Certificate of recognition to partners and
donors are awarded during the closing
program
1.54 3.30 Moderate
Overall
.81 3.88 High

66
Table 1.3
Level of Implementation of BrigadaEskwela of BrigadaEskwela in the Elementary
School in terms of Post - Implementation Stage.
Item SD Mean
Descriptive
Level
1. The School Head sends letters of gratitude to
partners and donors for their contribution in the
conduct of the BrigadaEskwela Week.
1.28 3.52 High
2. The School Head convenes all the
BrigadaEskwela committee members for the
purpose of assessing the level of success of the
BrigadaEskwela implementation yearly.
.97 4.04 High
3. The School Head evaluates the school
BrigadaEskwela implementation.
.98 4.06 High
4. The School Head identifies other needs not
covered during the BrigadaEskwela Week yearly.
.96 4.09 High
5. BrigadaEskwela documents/reports for
submission are checked.
.86 4.24 Very High
6. BrigadaEskwela reports are submitted to the
division Office on time.
.85 4.24 Very High
7. The School Head disseminates accomplishments
to the stakeholders through the school
publications and /or through letters.
1.16 3.85 High
8. The School Head invites the parents and other
stakeholders to visit the school in celebration of
the success of the BrigadaEskwela.
1.18 3.87 High
9. The School Head welcomes the DepED Officials
who monitor and evaluate the school
implementation of the BrigadaEskwela.
.84 4.39 Very High
10.The School Head aligns all BrigadaEskwela&
related activities to continuous school
improvement in terms of increasing participation
rate, reducing drop-out rate, increase student
competition and achievement rate.
.99 4.17 High
Overall
.66 4.05 High

67
APPENDIX F
GROUP STATISTICS & REALIBILITY STATISTICS

68
CELESTIAL, MARICHU
Group Statistics
schsize N Mean Std. Deviation Std. Error Mean
preimplem small 130 3.7448 .61442 .05389
Big 80 4.7664 .61323 .06856
implem small 130 3.4192 .68473 .06005
Big 80 4.6412 .21269 .02378
postimple
m
small 130 3.6669 .52686 .04621
Big 80 4.6638 .26967 .03015
overall small 130 3.6101 .55306 .04851
Big 80 4.6899 .28040 .03135
CELESTIAL , MARICHU
t df Sig. (2-tailed)
preimplem Equal variances assumed -11.710 208 .000
Equal variances not
assumed
-11.715 167.590 .000
implem Equal variances assumed -15.497 208 .000
Equal variances not
assumed
-18.919 165.962 .000
postimplem Equal variances assumed -15.695 208 .000
Equal variances not
assumed
-18.067 202.335 .000
overall Equal variances assumed -16.217 208 .000
Equal variances not
assumed
-18.696 201.786 .000

69
Reliability Statistics
Cronbach's Alpha
Cronbach's Alpha
Based on
Standardized Items N of Items
.987 .987 30

71
RATING OF EXPERTS AS TO THE VALIDITY
OF THE RESEARCH INSTRUMENT
EXPERTS RATING DESCRIPTION
Dr. Eugenio S. Guhao Jr.
Dr. Gloria P. Gempes
Dr. Alvin Cayogypg
Dr. Genuba
Average Weighted Mean
Point Equivalent
4.1 - 5.00 = Equivalent
3.1 - 4.00 = Very Good
2.1 - 3.00 = Good
1.1 - 2.00 = Fair
0 - 1.00 = Low

72
CURRICULUM VITAE
MARICHU MACATUAL CELESTIAL
Purok 1, SitioDunggas, Tambo Babak District
Island Garden City of Samal
Contact No. 09105802054
PERSONAL DATA
Age : 44 years old
Gender : Female
Height : 5’
Weight ; 58 kilos
Birthdate : October 28, 1970
Birth Place : Island Garden City of Samal
Skills : Computer literate, singing gospel songs
EDUCATIONAL BACKGROUND
Post Graduate : University of Mindanao
Matina Campus, Davao City

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Course : Master of Arts in Education
Major in Educational Management
College : University of Mindanao
Bolton St., Davao City
Course : Bachelor of Elementary Education
Major in Home Economics
High School : Holy Cross of Babak
Elementary : Tambo Elementary School
Barangay Tambo, Babak district
WORK EXPERIENCES
April 10, 1993 – April 10, 2010 : Deeper Life Academy
Bugac, Ma-a, Davao City
June 6, 2011 - Present : Elementary School Teacher I
Camudmud Elementary School
Barangay Camudmud, Island Garden
City of Samal

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CHARACTER REFERENCES
ARLENE M. LUBRANO
EPS – PHYSICAL EDUCATION
Division of Island Garden City of Samal
EDNA B. LESTOJAS
PRINCIPAL I
CAMUDMUD ELEMENTARY SCHOOL
ISLAND GARDEN CITY OF SAMAL
ENRIQUETA E. TOGONON
ADMINISTRATOR – DEEPER LIFE ACADEMY
BUGAC, MA-A, DAVAO CITY

BRIGADA ESKWELA PROGRAM IN SCHOOLS DIVISION OF SOUTH COTABATO

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