Stakeholders’ Participation on the Implementation of Brigada Eskwela Program: Basis for an Intervention Plan

Ronnie C., Jr. Colonia; Ninfa C. Osias; Jovit D. Comon

doi:10.59573/emsj.8(3).2024.41

Authors

Ronnie C., Jr. Colonia
Ninfa C. Osias
Jovit D. Comon

DOI:

https://doi.org/10.59573/emsj.8(3).2024.41

Keywords:

Brigada Eskwela Program, stakeholders’ participation

Abstract

Brigada Eskwela Program is DepEd’s initiative to prepare schools nationwide every opening of the school year. However, public schools frequently face challenges due to insufficient support and cooperation from both internal and external stakeholders. This research aimed to explore the relationship between stakeholders' participation and Brigada Eskwela Program implementation. It involved ninety-four (94) teachers, ninety (90) parents, and seventy-seven (77) community members in Districts of Manolo Fortich 2 and 3, Division of Bukidnon during the School Year 2023-2024. Employing a descriptive-correlational design, and questionnaires which assessed stakeholders' participation on the implementation of the Brigada Eskwela Program. Mean and standard deviation gauged assessment levels, while Pearson Correlation determined the significant relationships. The study found that teachers and community members participated to a great extent, while parents' participation was to some extent. Discernment and values got the highest mean while extending time and money got the lowest. On the assessment on the implementation stages of Brigada Eskwela, both teachers and community members rated very high, while parents rated high assessment. It confirmed a significant relationship between participation and implementation, rejecting the null hypothesis. In conclusion, participation significantly influences how individuals assess the BE Program implementation. It is then recommended that all public schools should enjoin other stakeholders to effectively implement the program and adopt the proposed intervention plan.

References

Alave, J. C., & Ancho, I. V. (2020). Outsourcing funds for the preparation of school opening: The experiences and best practices of rural public schools. Journal of Community Development Research (Humanities and Social Sciences), 13(1), 19-27. https://doi.org/10.14456/jcdr-hs.2020.2

Aquino, A. M. P. (2019). External stakeholders' perspectives on contributing to Brigada Eskwela activities. Journal of Community Engagement, 12(2), 112-125.

Balinas, J., (2018). Stakeholders Support in the Brigada Eskwela Program of Department of Education in the Division of Negros Occidental, Philippines. Journal of Education and Technology Management, 1(1), 18-22.

Banaag, J. M. (2019). Community Values and Participation in Brigada Eskwela: Promoting Unity, Cooperation, and Commitment to Education. Journal of Community Engagement in Education, 8(3), 95-110.

Bartolome, M. T. et al., (2020). Exploring kindergarten teachers’ perspectives in parental involvement in the Philippines. Southeast Asia Early Childhood Journal, 9(1), 44-58. Retrieved on August 30, 2023 from https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/3331

Beri, M. et al. (2020). Establishing a Faculty-Driven, College-Wide Appreciative Education Committee. Journal of Appreciative Education, 6, 57-67.

Carmelo, C. (2022). Brigada Eskwela: A School-Local Community Partnership. Retrieved March 5, 2024 from https://newsbeastph.com/2022/09/brigada-eskwela-a-school-%20loc al-%20community-partnership/

Casey, A. (2023). Parental Involvement vs. Parental Engagement. Retrieved September 21, 2023 from https://www.aecf.org/blog/parental-involvement-vs-parental-engagement.

Castillo, R. P. (2022). Participating in Brigada Eskwela: Creating shared purpose, solidarity, and parental engagement. Journal of Community Engagement, 9(1), 45-58.

Catid, M. B., (2022). Leadership practices: impact on brigada eskwela level of implementation. https://doi.org/10.47119/IJRP100971320222973.

Cavendish, W. et al., (2020). Teacher perceptions of implementation practices to support secondary students in special education. Preventing School Failure: Alternative Education for Children and Youth, 64(1), 19-27.

Celestial, M. M., (2015). Extent of Implementation of Brigada Eskwela: Basis for an Action Plan. Published Thesis. Retrieved August 30, 2023 from https://www.researchgate.net/profile/Marichu_Celestial/publication/323667406

Concepcion, M. L. P. (2022). Extending the Impact of Brigada Eskwela: The Importance of Teachers' Active Participation in Sustaining Educational Initiatives. Journal of Educational Development and Community Engagement, 19(1), 63-76.

Cortez, J., (2018). Parental Involvement in Academic and Non-Academic Programs of Public Elementary Schools in Pili District. International Journal of Scientific & Engineering Research, 9(8), 1371-1377.

Cruz, R. A., Lee, J. H., Aylward, A. G., & Kramarczuk Voulgarides, C. (2022). The effect of school funding on opportunity gaps for students with disabilities: Policy and context in a diverse urban district. Journal of Disability Policy Studies, 33(1), 3-14. https://doi.org/10.1177/1044207320970545

Dela Cruz, J. M. (2021). Enhancing community-school partnerships: Teachers' advocacy for school resources. Educational Policy Journal, 8(2), 115-129.

Department of Education Order No. 021. (2023). 2023 Brigada Eskwela Implementing Guidelines. Retrieved on August 24, 2023 from https://www.deped.gov.ph/wp-content/uploads/DO_s2023_021.pdf

Department of Education Order No. 24. (2008). Institutionalization of the Brigada Eskwela Program or the National Schools Maintenance Week (NSMW). Retrieved on October 31, 2023 from https://www.deped.gov.ph/ 2008/04/03/do-24-s-2008-institutionalization-of-the-brigada-eskwela program-or-the-national-schools-maintenance-week-nsmw/

Espinosa, M. T. R. (2019). Examining the Influence of Parental Engagement during Brigada Eskwela on Student Performance and School Morale: Understanding Responsibility and Ownership in School Improvement Initiatives. Journal of Educational Development and Policy, 16(2), 68-80.

Evangelista, C. D. R. (2019). Stakeholders' Commitment to Continuous Learning and Capacity Building in Support of Brigada Eskwela Implementation. Journal of Educational Development and Community Engagement, 16(3), 132-146.

Fernandez, R. S. (2021). Stakeholder perceptions of participation in the Brigada Eskwela Program: A qualitative study. Journal of Educational Research and Practice, 9(2), 58-75.

Flores, E. G. (2019). External Stakeholders' Engagement in Brigada Eskwela: Challenges in Financial Management and Understanding Their Role. Journal of Educational Policy and Administration, 18(3), 120-136.

Galang, C. (2020). Community partnership in secondary schools: A sequential analysis of issues, problems and outstanding practices. European Journal of Research Development and Sustainability (EJRDS), 1(1), 13-18. https://ssrn.com/abstract=3810440

Jungay, T. (2019). Promoting Educational Stakeholder Volunteerism in the division of Batangas city, Philippines. International Journal of Research -Granthaalayah, 7(5), 10-20. https://doi.org/10.29121/granthaalayah.v7.i5.2019.818

Kim, J. M. et al., (2018). Development of a maintenance and repair cost estimation model for educational buildings using regression analysis. Journal of Asian Architecture and Building Engineering, 17(2), 307-312.

Lacanilao, R., (2020). Stakeholders’ Participation in School Activities in Public Secondary Schools in Los Baños, Laguna. Asian Journal of Social Sciences and Management Studies, 7(3), 208-218. https://doi.org/10.20448/journal.500.2020.73.208.218

Manila, R. F., & Decano, R. S., (2022). School Administrators' Preparation, Challenges, and Coping Mechanism in the Implementation of Brigada Eskwela in the New Normal. EPRA International Journal of Environmental Economics, Commerce and Educational Management, 9(1). https://doi.org/10.36713/epra0414

Manila Bulletin. (2023). Brigada Eskwela: Another story on bayanihan and volunteerism. Retrieved on October 31, 2023 from https://mb.com.ph/2023/8/19/brigada-eskwela-another-story-on-bayanihan-and-volunteerism

Mercado, A. M. L. (2021). External stakeholders' moderate support and cooperation in Brigada Eskwela activities: The role of alumni contributions. Journal of Educational Development, 18(2), 92-108.

Miranda, M. L. T. (2022). Active Participation: A Crucial Factor for Success in the Brigada Eskwela Program and Its Implications for Participation-Assessment Linkages. Journal of Educational Development and Assessment Strategies, 19(3), 112-125.

MNLtoday.Ph (2019). Brigada eskwela strengthens bayanihan. https://mnltoday.ph/2019/06/13/brigada-eskwela-strengthens-bayanihan/

Nazari, M., Dastoorpoor, M., Ghasemzadeh, R., & Moradi, N. (2021). Relationship between work engagement and voice complaints among elementary school teachers. Journal of Voice, 35(4), 665-e1.

Ocampo, T. G. R. (2019). Parental Contributions to Brigada Eskwela: Understanding Variability in Time and Financial Support. Philippine Educational Review, 23(2), 45-58.

Pabico, R. K. T. (2019). Education Stakeholders' Level of Participation in the Implementation of the Brigada Eskwela: Basis for Proposed Action Plan to Elevate Stakeholders' Participation. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2L).

Paudyal, Y. R. et al. (2020). Preliminary damage survey of school buildings and proposed plan for reconstruction of school buildings after 2015 Gorkha earthquake in Nepal.

Requina, G. M. (2022). Level of compliance with the Brigada Eskwela implementation to DO No. 66 S. 2018 in selected public junior high schools in Laguna: Basis for an action plan. IOER International Multidisciplinary Research Journal, 4(1), 118-126. https://doi.org/10.5281/zenodo.6381830

Reyes, M. L. (2022). Community empowerment through Brigada Eskwela: Implications for program success. Philippine Journal of Education, 15(3), 112-125.

Rivera, E. H. (2021). Importance of materials and equipment for school improvement in Brigada Eskwela. Journal of Educational Resources and Infrastructure, 18(2), 45-58.

Rueda, J. A. M., Manuel, F. L., & Manuel, O. E. (2019). Brigada Eskwela Program and Continuous Development Plan of Public High Schools in SDO Quirino. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2C).

Santos, G. (2019). Brigada Eskwela as a Community-Based Program: Basis for the Enhancement of the School Work Plan. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(8).

Sund, P. et al., (2020). Teaching contributions from secondary school subject areas to education for sustainable development–a comparative study of science, social science, and language teachers. Environmental Education Research, 26(6), 772-794

Taheri, M., & Jalili Z., (2018). Innovation in Fundraising: Reflection on the Financial Challenges of Public School Heads. Innovation and Creativity in Human Science, 8(1), 83-108. Retrieved from August 30, 2023 from https://www.sid.ir/en/journal/ViewPaper.aspx?id= 647222

Torres, P. (2021). Stakeholder’s Involvement to School-Initiated Activities of District I Secondary Schools: Basis for Enhanced Community Partnership Program of Activities. International Journal of Innovative Science and Research Technology, 6(2), 481-490.

Wardana, S. et al. (2021). The actualization of student’s disaster preparedness at the elementary and secondary education level of disaster-aware school. In IOP Conference Series: Earth and Environmental Science (Vol. 683, No. 1, p. 012034). IOP Publishing.