CHALLENGES OF BRIGADA ESKWELA rESEARC 1

Republic of the Philippines
Department of Education
Region V
Schools Division of Masbate Province
Masbate School of Fisheries
Cayabon, Milagros, Masbate
CHALLENGES OF BRIGADA ESKWELA-COMMUNITY PARTNERSHIP TO MSF
PERSONNEL SCHOOL YEAR 2023-2024
A Research Study
Submitted in
Fulfillment of the requirements
in Practical Research II
by
Efeson Lovel A. Bantillo
Kurt Albert Y. Barrera
Jaspher S. Dilao
Romil L. Dalanon
James Carl A. Zapatos
Researchers
Table of Content
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Abstract…………………………………………………………………………………………………………………………………………1
Chapter I ……………………………………………………………………………………………………………………………………3
Chapter II……………………………………………………………………………………………………………………………………11
Chapter III…………………………………………………………………………………………………………………………………20
Chapter IV……………………………………………………………………………………………………………………………………30
Chapter V………………………………………………………………………………………………………………………………………34
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ABSTRACT
Title: CHALLENGES OF BRIGADA ESKWELA-COMMUNITY

PARTNERSHIP TO MSF PERSONNEL SCHOOL YEAR
2023-2024
Researchers: Efeson Lovel A. Bantillo, Kurt Albert Y.
Barrera, Jaspher S. Dilao, Romil L.
Dalanon, James Carl A. Zapatos
Adviser: Jess Marc G. Basas
School/Address: Masbate School of Fisheries/Cayabon,
Milagros, Masbate
Kind of Document: Research Study
Type of Publication: Unpublished Research
Date: December 2023
The implementation of the Brigada Eskwela program in the
Philippines has been a challenge for teachers and schools. The
purpose of this study is to determine the challenges presented
to the Masbate School of Fisheries (MSF) and the community in
implementing the program for School Year 2023-2024. This
qualitative study will use a case study with a descriptive
method as part of a qualitative research project. The study
will find solutions and recommendations to further improve the
partnership between the school and the communities for the
benefit of the student's well-being and learning. The results
revealed that 77.14% experienced upgraded school facilities
and a more secure educational setting for the learners. 75.71%
of them said that the program implementation created negative
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perception about them as a teacher, added by 70%, that the
programs implementation increased their workload that affected
their personal life.
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Chapter I
Introduction
Background of the Study
Since its inception in 2003, Brigada Eskwela had become a
vital part of the Philippines’ education system, with millions
of volunteers from various sectors of society participating in
the program each year. The program involves the community,
parents, teachers, and students coming together to clean,
repair, and upgrade school facilities before the school year
starts. The program aims to promote the spirit of bayanihan,
which emphasizes community collaboration and collective action
in achieving common goals. The program also serves as a
platform for schools and communities to engage in dialogue and
collaboration for long-term partnerships that aim at improving
education.
However, an unfortunate scenario happened when the
pandemic struck which affected the whole world. This created
challenges for teachers and schools in implementing Brigada
Eskwela program, particularly in the participation and
engagement of the community. As there were social distancing
measures and restrictions on public gatherings ordered by the
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government. Brigada Eskwela activities, such as cleaning and
repair work, have become difficult to organize, leading to a
decline in community participation. This resulted to the
schools being ignored during the duration when the pandemic
affected the whole country.
Furthermore, the pandemic has forced schools to adopt new
measures to ensure the safety and well-being of students,
teachers, and staff. Physical distancing and regular
disinfection are among the measures that schools are required
to implement to prevent the spread of the virus. These
measures have made the implementation of the Brigada Eskwela
program even more challenging, particularly for teachers who
are tasked with managing the program’s implementation.
The years when the pandemic was prevalent added by
numerous typhoons that landed in several areas of the country
and disastrous earthquakes that occur in different places
across the country have affected the schools greatly. The
rooms have been left unattended which makes them in need of
major/minor repair or is totally ruined ready for demolition,
that needs a significant amount of money to rebuild or repair.
With the alarming data of learning loss and gaps among
Filipino learners the schools were obliged to open even though
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the schools aren’t prepared to accommodate students with the
new normal setup. It still needed to open and resume its face-
to-face classes as the Secretary of the Department of
Education, Sara D. Carpio, ordered the resume of face-to-face
classes. According to the DepEd Order No. 34, s. 2022, that
states “all public and private schools in the country shall
transition to five-day face-to-face classes by November 2,
2022”.
The problems with the school become more pronounced as
the resume of classes makes the budget of the school to
stretch out. As there are many things to be built according to
the new orders disseminated and to be repaired for the
facilities to still be used safely by the students, teachers,
and staff of the school, hence, making the building and
repairing of the facilities take longer time to be done. And
as the problem persists, the teachers are forced to spend
their own money to repair and enhance their classrooms
according to the standards of the department of education,
such as putting up a GAD Corner inside a classroom, DRRM, WinS
corner, Ok sa DepEd and many more. For them to implement the
DepEd Order as the orders from the main branch need to be done
in a given amount of time. So that the students can have a
quality learning experience in a good environment.
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Oco (2022), revealed that a safe and adequate learning
environment at school is a key player in one’s performance and
satisfaction as well as in participating in school-led
activities and projects. To achieve this, the participation of
stakeholders is important as the schools’ MOOE and its
personnel alone cannot suffice in solving the school's needs.
Moreover, Nictao (2019) reiterates that revealing a clear
explanation and presentation of goals and objectives helps
stakeholders in understanding the Brigada Eskwela program that
convinces them in participating and volunteering to achieve
the goals of the Brigada Eskwela.
To share the importance of Brigada Eskwela to the school
and its stakeholders as it doesn’t only affect the school
itself but the students who use it for their learning. The
environment makes the students have greater participation in
the school-led activities that motivates their learning, which
they can use for their future. Especially as many studies
after the pandemic showed that 20% of grade 7 and 8 students
are still illiterate. The importance of Brigada Eskwela
becomes greater as it helps to equip the school and its
personnel with the help of the stakeholders to assist the
students who have been left behind to catch up. But without
the help of the stakeholders, the progress of students will
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never catch up and instead, it will expand which will lead to
further discrepancy between them in the society.
The Brigada Eskwela greatly relies on the connection
between the stakeholders and the school. And many problems
arise between the interactions as they can have
miscommunication that makes the stakeholders doesn’t support
the school and its activities. But if the stakeholders and the
school have collaboration with one another, the stakeholders
will support the school which will make the school more
equipped, and prepared. Thus, students learn more with quality
and hands-on learning.
Masbate School of Fisheries is categorized as one of the
Mega schools in the province of Masbate. It is also the
regional entry for school year 2022-2023 as Best Implementor
of Brigada Eskwela. But even though it’s the regional entry
for the implementation of the program. It had still
encountered many challenges to connect and acquire donations
coming from the stakeholders.
In this regard, this qualitative study entitled
"Challenges of BRIGADA ESKWELA-Community Partnership to MSF
Personnel: A Case Study" would like to prove the importance of
school-community partnerships. And find solutions and
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recommendations to further improve the partnership between the
school and the community for the benefit of the student's
well-being and learning.
Statement of the Problem
The purpose of this study is to determine the challenges
presented to the Masbate School of Fisheries and the community
in the Brigada-Eskwela Implementation for School Year 2023-
2024.
Specifically, the researcher wants to answer the
following questions:
1. What are the different challenges encountered by MSF
personnel?
2. What are the problems that arises from the partnership
between the community and the school?
3. What are the impacts of the Brigada-Community
Partnership with the implementors and the different
stakeholders:
a. Positive
b. Negative
Significance of the Study
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This research study's ultimate purpose is to provide
information and data about the importance of collaboration
between the Masbate School of Fisheries and the community.
By performing this research study, the researchers can
increase the relationship and trust between the school and the
community by making recommendations based on the study's
findings. These are the people who will benefit from this
research project.
MSF Personnel: This study can assist them create
confidence in the community in order to increase community
engagement in the Brigada Eskwela program, which is held
annually at the school.
Community: The study helps them appreciate their
relevance and their role in further improving the school's
facilities that students can use now and in the future.
Policy Makers: This can assist them in developing
policies that strengthen the community-school partnership,
resulting in increased educational quality for the next and
current generations.
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Future Researchers: The study can be utilized to collect
information and data for a future study on the challenges that
instructors confront when using Brigada Eskwela.
Scope and Delimitation of the Study
The research will concentrate on the collaboration
between the school and the community in the implementation of
Brigada Eskwela in School Year 2022-2023. To collect
information from MSF workers, the researchers will use a
survey and questionnaires. It will also not address any other
school-community issues or programs.
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Chapter II
Review of Related Literature
Presented in this section are the review of related ideas
and information taken from books, journals, researchers, and
interviews.
Brigada Eskwela better known as the Bayanihan Para sa
Paaralan (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 bahay kubo (nipa hut) on
their shoulders to the image of volunteers braving storms and
floods to help calamity-stricken communities, Brigada Eskwela
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).
The Brigada Eskwela has formed the foundation for
community building over the years. Its mission has developed
from a week-long cleaning and beautifying project to a joyous
gathering of students, teachers, school authorities, parents,
community members, local government officials, nongovernmental
organizations, church groups, and the commercial sector. It,
too, has become one of the major initiatives of DepED in
enjoining local communities to respond to the needs of public
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schools and be part of a nationwide effort towards improving
Philippines basic education (Brigada Eskwela Manual, 2009).
However, as with any other government body, DepEd is not
always welcomed with positive praise. The most prevalent issue
thrown at them is the country's seeming lack of importance for
education, as seen by a lack of resources for public schools
(Dechos, 2017). Thus, leadership practices bear a tremendous
deal of responsibility in addressing concerns and challenges.
According to the Sapungan study mentioned by Oco (2022),
school administrators display an authoritarian style of
leadership, particularly when it comes to executing rules and
regulations that are critical to the performance of school
operations. These rules serve as guiding principles in
ensuring that the country's shared vision, mission, and goals
are observed and followed.
Furthermore, the studies of Iqbal (as cited by Cuadra
(2022)) which found that giving teachers freedom in doing
school tasks is not bad at all if it is within the
department's set of rules and standards, and the study of
Napire (2014) which revealed that democratic leadership was
the most commonly used leadership style, followed by
autocratic leadership. Brigada Eskwela encourages and fosters
civic participation and social responsibility within its
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student and youth sectors, with the goal of raising the
quality of the country's basic education system. Brigada
Eskwela has had a substantial impact on the upkeep of numerous
public schools' infrastructure, properties, and operations for
nearly a decade (Sibayan, 2012). Olaivar (2017) discovered
that managerial skills influence the implementation of brigada
eskwela in schools, as well as student and teacher
performance. The leader is in charge of overseeing the entire
program's implementation, which can be difficult because
problems might develop at any point during the process.
Furthermore, Torres (2021) highlighted that different
management or leadership tactics must be used in order to
achieve greater success and attract volunteers and
participation in school-initiated events such as brigada
eskwela. This is done to ensure that the leader or school head
is prepared for any problems that may emerge. However, it
should be noted that excellent school-community collaborations
look "outside the box" in order to create new links between
previously unconnected sections of the community. They rely on
existing community institutions and networks to develop new
shared answers to the needs of the community as a whole and
its young people in particular (Towards School Community
Partnership: Education Foundation Research Seminars, 2001).
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The implementation of the brigada eskwela program is also
critical. Each stage must be examined on a regular basis to
ensure success. According to Romeo (2020), the level of
implementation of school-initiated activities such as brigada
eskwela is moderate, but it is progressing in terms of
participation, implementation, and performance. This was
supported by Mondina's (2022) report, which said that despite
the impact of the pandemic, the degree of execution of school
activities and initiatives such as brigada eskwela is high.
Thus, despite the devastation and disaster that surrounds us,
the spirit of cooperation, friendship, and volunteerism
remains evident and palpable. The significance of school
preparedness in terms of environment and facilities cannot be
overstated. According to the findings of Oco (2022) study, a
safe and adequate learning environment at school is an
important factor in one's performance and satisfaction, as
well as participation in school-led activities and projects.
To do this, stakeholder participation must be a reality, as
the school and its personnel cannot solve the school's needs
alone. As a result, the school and its principal must be aware
of the techniques that will attract volunteers, donors, and
participants.
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According to Nicdao (2019), comprehensive explanations
and presentations of aims and objectives help stakeholders
comprehend the brigade eskwela program, which convinces them
to participate and volunteer. Meanwhile, Cortez (2018)
discovered that the most actively engaged school program or
activity by stakeholders such as parents, volunteers, and
students was Brigada Eskwela, and that parents played an
important role as observers and collaborators. Furthermore,
Lacanilao (2020) discovered a substantial difference in the
amount of participation of stakeholders in school activities
such as brigada eskwela in terms of planning, decision making,
information drive, and implementation.
Although there are some similarities between this study
and the studies stated, there are factors here that were not
used in the studies described. This piece was created in the
municipality of Milagros in the province of Masbate. This will
present reasons, ideas, and viewpoints on barriers to the
execution of Brigada Eskwela, as well as the direction or how
to deal with the challenges faced.
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Definition of Terms
Brigada Eskwela – a program of DepEd that aims to encourage
the community’s involvement in preparing public schools for
the upcoming school year or the overall improvement of the
school.
DepEd - is the Philippine government's executive department in
charge of providing access to, promoting equity in, and
improving the quality of basic education. It is the primary
agency in charge of managing and governing the Philippine
basic education system.
Public schools - is a primary or secondary school that
provides free education to all students.
Implementation - is the execution of a plan, idea, model,
design, specification, standard, method, or policy, or the
realization of an application.
Sector – the several areas of society that are separate from
one another.
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References:
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.
Cabardo, J. (2016). Levels of Participation of the School
Stakeholders to the Different School-Initiated Activities
and the Implementation of School-Based Management.
Journal of Inquiry & Action in Education
Carreon, L. (2015). What We Can Learn from Brigada Eskwela.
https://www.rappler.com/move-ph/ispeak/94749- what-we-
can-learn-brigada-eskwela
Celestial, M. (2015). Extent of the implementation of brigade
eskwela: Basis for an action plan. Retrieved from
https://www.researchgate.net/publication/323667406
Dechos, R. (2017). Level of brigade eskwela implementation and
challenges encountered: Basis for an action plan in the
division of iligan city. A Research paper from Iligan
City, Lanao del Norte.
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Mondina, L. (2022). Level of implementation on the school
greening programs as perceived by teachers and school
heads. A thesis at Cagayan de Oro College, Cagayan de Oro
City, Philippines
Oco, R. (2022). Leadership Styles of School Heads its Relation
to Performance. Global Scientific Journal
Oco, R. (2022). Level of job satisfaction of public high
school teachers: A survey. International Journal of
Research Publications
Olaivar, N. (2017). Brigada Eskwela and Disaster Preparedness
as an Approach to Pupils’ Academic Achievement.
International Journal of Environmental and Rural
Development (2017)
Romeo, A. (2020). The Capacity of Grade 10 Students on Solid
Waste Management SY in the Three Selected Schools of
Alubijid District. A thesis at Cagayan de Oro College,
Cagayan de Oro City, Philippines
Sibayan, Teresita E. (2012). Brigada Eskwela 2012: Making the
School a Home for Learning. May 14, 2022 at
https://dampeelementaryschool.wordpress.com/2012/10/16/br
igada-eskwela/
Torres, P. (2021). Stakeholder’s Involvement to School-
Initiated Activities of District I Secondary Schools:
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Basis for Enhanced Community Partnership Program of
Activities. International Journal of Innovative Science
and Research Technology
Chapter III
METHODOLOGY
This chapter describes the research methods that will be
employed by the researcher to perform the study, including the
research design, population and sampling methods, research
instrument, procedure and time frame, assumptions,
and validity and reliability.
RESEARCH DESIGN
This study will use a case study with a descriptive
method as part of a quantitative research project. A case
study is a detailed examination of a particular subject, such
as a person, group, location, event, organization, or
phenomena. Case studies are useful for describing,
contrasting, analyzing, and comprehending various elements of
a study, studying a topic in question.
In this study, a case study was used to describe and
analyze the obstacles that teachers had when implementing the
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Brigada Eskwela program and how it affects the quality of
education that students get.
RESTATE THE PURPOSE AND RESEARCH QUESTION
This study focuses on the various challenges that Masbate
School of Fisheries (MSF) teachers face implementing the
Brigada Eskwela Program, School Year 2023-2024.
Specifically, this study answers the following questions:
personnel?
3. What are the impacts of the Brigada-Community Partnership
with the implementors and the different stakeholders:
a. Positive
b. Negative
POPULATION AND SAMPLING
Masbate School of Fisheries is a secondary school in the
municipality of Milagros and one of the Masbate province's
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mega schools. As a result, it contains a sizable population of
both staff and students. The Masbate School of Fisheries
comprises 71 teaching and non-teaching personnel.
The researchers will then employ the Slovin’s formula to
get the minimum number of samples for the study.
n = N / (1 + Ne2)
which:
N = 71
e = 0.05
The result of the formula is 60.297. Which means the
researchers can select a minimum of 61 teaching and non-
teaching staff members from the given population to
participate as the respondents in this study.
The respondents chose 70 respondents via purposive random
sampling. This sampling method is utilized to provide broader
perspectives on the obstacles they've encountered, as well as
generate suggestions on how to overcome the challenges and
improve the execution and implementation of the Brigada
Eskwela program.
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Purposive sampling is a non-probability sampling
strategy that entails selecting participants who are educated,
relayed, and experts about the problem at hand due to their
participation and experience with the subject (Brink, 1996).
Purposive sampling, according to Creswell (2003), is the
selection of venues or individuals that will best enable the
researchers to comprehend the problem and the research topic,
reflect on it, and share the information.
SAMPLING CRITERIA
Sampling criteria are used to choose samples based on
pre-established criteria. Sampling criteria allow us to get
more information from a lower sample size. The characteristics
of the population of interest are what limit it (Burns &
Grove, 2001).
For this study, the criteria why we have chosen 70
teaching and non-teaching staffs of Masbate School of
Fisheries to be our respondents are:
 Masbate School of Fisheries has a large population,
with a total population of 71 teaching and non-
teaching staffs. Thus, researchers have decided to
select only 70 teaching and non-teaching staff
purposively, to make the data more accurate.
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 The insights and experiences when they are
implementing the Brigada Eskwela program. Are
crucial for data to be more accurate.
RESEARCH INSTRUMENT
The researchers will collect data using questionnaires
that the respondents, MSF teaching and non-teaching staff,
will fill out about the challenges they have encountered,
problems that arises and positive and negative impacts that
they’ve experienced. This technique of data collection was
adopted to make it easy for teaching and non-teaching
personnel to answer the checklist. Respondents are asked
questions and answers are provided alongside the questions in
this data collection method. Respondents will simply cross-
check their answers that applies to them on the relevant
checklist.
The researchers use this data collection strategy to
identify the obstacles faced by MSF teaching and non-teaching
staff when implementing the Brigada Eskwela, allowing
respondents to share their experiences about the study.
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Attached is the questionnaire that will be utilized by

the researchers.
Appendix A
(Attached to the Back)
Procedure and Time Frame
The researcher reveals the procedure and processes for
conducting the study and gathering data in this section.
This study will be carried out over the course of one
week. Data collection, analysis of results, conclusion
formulation, generating suggestion and finalization of the
entire paper will take place following the start of the new
year. The procedures that the researchers will use to
conduct the study are:
 For the study, researchers will select 70 Masbate
School of Fisheries teaching and non-teaching staff
members to be the respondents of the study.
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 The questionnaire and checklists will be used to
collect data for the study. Answers to the questions
about their experiences are provided.
 A brief summary of the study is provided in the
consent form, along with the confidentiality and
disclosure of the respondent's name during and after
the study's completion. The respondents will sign
the consent form. The researchers will begin
collecting data after all respondents have signed
the consent form.
 The questionnaire and checklist will be distributed
to MSF's 70 teaching and non-teaching personel, who
will have one day to respond.
 Following the day, the questionnaire and checklist
will be handed in. The data will then be analyzed by
the researchers, who will apply the proper
statistical treatment for the study.
 The analyzed data will subsequently be utilized to
develop conclusions and suggestions to complete the
study.
 Finally, the researchers will finalize and review
the work before it is passed and published.
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STATISTICAL TREATMENT OF THE DATA
This is where the researchers treat their questionnaires,
which they will distribute to the respondents individually.
The questionnaires they created will aid in determining the
difficulties that the teaching and non-teaching staff have
when executing the Brigada Eskwela program.
Frequency and Percentage Distribution
The frequency and percentage distributions were employed
as a statistical tool by the researchers. This statistical
tool is used to count the number of items that occur when an
event occurs. This aids in recognizing the common difficulties
that teaching and non-teaching staff have when implementing
the Brigada Eskwela Program.
Formula: P = (F/N) × 100
Where:
P – Percentage
F – Frequency of responses
N – Total number of respondents
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The frequency and percentage distribution will be
utilized to answer the three problems that the researchers
would like to answer.
Validity and Reliability
Validity
Validity is the quality of being well-grounded, sound, or
correct (Merriam Webster).
To ensure that the authenticity or validity of the data
is correct. The researchers would validate it in the school
with an approved validator. Using the validation criteria in
conjunction with the following indicators, such as criterion,
content, and construct validity.
Reliability
To ensure the reliability of the data, the researchers
selected experts on the field in relation to the conduct of
this study.
Assumption
The Brigada Eskwela community partnership initiative
seeks to improve school quality and safety by involving local
communities in tasks such as cleaning, repairing, adding and
beautifying school infrastructure. The questionnaires that the
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respondents will fill out will allow the researchers to study
the obstacles that the teachers faced. However, it is believed
that the participants will not provide honest and correct
answers to the questions. Still, some participants may be
impacted by societal expectations, resulting in inaccurate
recall of details. The questionnaire-based study depends on
self-reported data from participants. It is anticipated that
respondents will accurately recount their experiences.
However, there may be differences in how participants
interpret and comprehend the questions and their experiences,
introducing some mistake.
The outcomes of this study are anticipated to provide
suggestions for improving community participation, including
parents, teachers, students, and local groups, in order to
develop a sense of ownership and pride in Masbate School of
Fisheries. This collaboration is projected to improve the
overall learning environment and increase community support
for education. However, when transferring these findings to
different schools or educational settings, caution is advised
due to differences in method of implementation and attitudes
of teaching and non-teaching staff.
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Chapter IV
This chapter presents the data analysis and
interpretation of the conducted study. It also includes the
presentation of the results of the study and the discussion of
the answers to the given sub-problems.
Several studies have revealed the importance of community
partnership to the implementation of Brigada Eskwela. In this
study, the researchers revealed the side of the one who
implements the program.
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Table 1 is the tally of answers of the respondents to the
number 1 question.
Choices Tally Percentage (F/N) *

100
N = 70
Financial 61 87.14
Challenges
Lack of Manpower 37 52.86
Lack of Facilities 39 55.71
Time-Management 23 32.86
Parent’s 53 75.71
Participation
Lack of Resources 50 71.43
Table 1: Question #1 Tally
The table shows that the greatest challenge of
implementing Brigada Eskwela that was experienced by the
respondents was the financial challenges which totals 87.14%.
Succeeding it was the Parent’s Participation which says that
75.71% of the respondents that implements the program
experiences challenges to encourage and/or increase the
parent’s participation in the program. Coming up with it was
Lack of resources with a 71.43%, Lack of facilities with
55.71%, Lack of Manpower with 52.86% and Time-Management with
the least challenges experienced with a percentage of 32.86%.
number 2 question.

100
N = 70
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Transparency of 12 17.14
Money
Miscommunication 31 44.29
Lack of Support 49 70
from Parents
Not Following 35 50
Schedule
The table shows the problems that arises from the
partnership of the personnel and the stakeholders. That 70% of
the respondents experienced Lack of support from the Parents.
50% experienced not following schedule of stakeholders. 44.29%
experienced miscommunication between them. And 17.14% of the
respondents experienced problems regarding the money raised
for the program.
number 3 question.

100
N = 70
Increased academic 20 28.57
performance of
learners
Upgraded school 54 77.14
facilities
Secure educational 54 77.14
setting for
learners
The result showed that the positive impacts of Brigada
Eskwela that was experienced by the personnel. 77.14% of the
personnel experienced upgraded school facilities, and secure
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educational setting. 28.57% of them experienced increased
academic performance of learners.
number 4 question.

100
N = 70
Increased Workload 49 70
Creates negative 53 75.71
perception to the
teachers
Decreased family 22 31.43
time
Decrease of 19 27.14
personal resources
The table shows the negative impacts of the Brigada
Eskwela to the personnel. It showed that 75.71% of them
experienced negative perception about them doing actions with
a connection to the program. Next to it, is the increased
workload of them which was experienced by 70% of the total
population. 31.43% and 27.14% of them experienced decreased
family time and personal resources respectively.
The four table shows that the personnel experienced different
challenges and problems that pops up when they’ve connection
to the community to implement the Brigada Eskwela Program.
32
Region V
Chapter V
This chapter presents the summary, findings conclusions
and recommendations on the challenges of Brigada Eskwela
Program Implementation.
Summary
The study specifically sought answers for the following
problems:
personnel?
33
Region V
3. What are the impacts of the Brigada-Community Partnership
with the implementors and the different stakeholders:
a. Positive
b. Negative
This study utilized the non-experimental descriptive research
design. The respondents for this study were the 70 MSF
teaching and non-teaching personnel of Masbate School of
Fisheries. The data were acquired through the use of the
researcher-made questionnaires. The statistical treatment used
in the study were the frequency and percentage distribution.
Findings
Through the analysis of the data gathered in this study.
That financial resource is the main problem that the personnel
encounters to implement Brigada Eskwela. That’s why they
really need the stakeholder’s support such as the parents to
implement the Brigada Eskwela program successfully. But the
most common problem that arises that the personnel experienced
in implementing the Brigada Eskwela program was the parent’s
support. Which was revealed that 70% of the respondents
experienced problems about the support of the parent’s in
34
Region V
implementing the Brigada Eskwela. But through the actions and
perseverance of the teachers to implement the Brigada Eskwela
program successfully they have created impacts to the school.
77.14% experienced upgraded school facilities and a more
secure educational setting for the learners. But in result of
it, this created a negative impact to them as a teacher that
wants to improve the school, which was the motto of Brigada
Eskwela. 75.71% of them said that the programs implementation
created negative perception about them as a teacher, added by
70%, that implementing the program increased their workload
that affected their personal life.
Conclusion
Based on the findings, the following conclusions were
drawn:
1. The implementation of Brigada is very challenging as the
personnel experienced different challenges.
2. The implementation of Brigada Eskwela program affected
the personnels such as decreased family time and created
negative perception to them.
Recommendation
35
Region V
In view of the findings and conclusions of this research,
the following recommendations were made:
1. The Brigada Eskwela program needs to be more thorough,
and those in charge of carrying it out shouldn't be the
ones thinking about it. But instead, it should be the
whole community, as it is for the betterment of the
school and the education of the future generation.
2. Instead of being imposed strictly on the parents, the
Brigada Eskwela program should be made more voluntary in
order to go back to the original inspiration behind its
creation. To improve our education for the coming
generation, all parties involved should feel a sense of
voluntarism.
3. There should be greater freedom in the Brigada Eskwela
program's implementation and income-generating potential.
4. The community ought to show greater support for the
behavior of teachers who take initiative and refrain from
disparaging those who are merely carrying out their
duties to ensure Brigada Eskwela is implemented
successfully.
36
Region V
CHALLENGES OF BRIGADA ESKWELA-COMMUNITY PARTNERSHIP TO MSF
PERSONNEL SCHOOL YEAR 2023-2024
RESEARCHERS
EFESON LOVEL A. BANTILLO ROMIL L. DALANON
KURT ALBERT Y. BARRERA JAMES CARL A. ZAPATOS
JASPHER S. DILAO
Name (Optional): _____________________________________________
Age: _______________
Instruction: Answer the following questions by putting a check
(√) in the box that applies.
37
Region V
1. What are the challenges that MSF personnel encountered to
implement Brigada-Eskwela?
Financial Challenges
Lack of Manpower
Lack of facilities
Time-Management
Parent’s Participation
Lack of Resources
2. Problems that arise from the partnership between
community and school.
Transparency of Money Miscommunication
Lack of Support from Parents Not Following
Schedule
3. What are the positive impacts of the implementation of
brigada eskwela?
Increased academic performance of learners.
Upgraded school facilities.
Secure educational setting for learners.
4. What are the negative impacts of the implementation of
brigada eskwela?
Increased workload
38
Region V
Creates negative perception to the teachers.
Decreased family time
Decreased of personal resources
39

CHALLENGES OF BRIGADA ESKWELA rESEARC 1

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CHALLENGES OF BRIGADA ESKWELA rESEARC 1

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Republic of the Philippines

CHALLENGES OF BRIGADA ESKWELA-COMMUNITY PARTNERSHIP TO MSF

PERSONNEL SCHOOL YEAR 2023-2024

Fulfillment of the requirements

Efeson Lovel A. Bantillo

Kurt Albert Y. Barrera

James Carl A. Zapatos

Title: CHALLENGES OF BRIGADA ESKWELA-COMMUNITY

Philippines has been a challenge for teachers and schools. The

purpose of this study is to determine the challenges presented

to the Masbate School of Fisheries (MSF) and the community in

implementing the program for School Year 2023-2024. This

qualitative study will use a case study with a descriptive

method as part of a qualitative research project. The study

will find solutions and recommendations to further improve the

partnership between the school and the communities for the

benefit of the student's well-being and learning. The results

revealed that 77.14% experienced upgraded school facilities

and a more secure educational setting for the learners. 75.71%

of them said that the program implementation created negative

perception about them as a teacher, added by 70%, that the

programs implementation increased their workload that affected

their personal life.

Background of the Study

Since its inception in 2003, Brigada Eskwela had become a

vital part of the Philippines’ education system, with millions

of volunteers from various sectors of society participating in

the program each year. The program involves the community,

parents, teachers, and students coming together to clean,

repair, and upgrade school facilities before the school year

starts. The program aims to promote the spirit of bayanihan,

which emphasizes community collaboration and collective action

in achieving common goals. The program also serves as a

platform for schools and communities to engage in dialogue and

collaboration for long-term partnerships that aim at improving

However, an unfortunate scenario happened when the

pandemic struck which affected the whole world. This created

challenges for teachers and schools in implementing Brigada

Eskwela program, particularly in the participation and

engagement of the community. As there were social distancing

measures and restrictions on public gatherings ordered by the

government. Brigada Eskwela activities, such as cleaning and

repair work, have become difficult to organize, leading to a

decline in community participation. This resulted to the

schools being ignored during the duration when the pandemic

affected the whole country.

Furthermore, the pandemic has forced schools to adopt new

measures to ensure the safety and well-being of students,

teachers, and staff. Physical distancing and regular

disinfection are among the measures that schools are required

to implement to prevent the spread of the virus. These

measures have made the implementation of the Brigada Eskwela

program even more challenging, particularly for teachers who

are tasked with managing the program’s implementation.

The years when the pandemic was prevalent added by

numerous typhoons that landed in several areas of the country

and disastrous earthquakes that occur in different places

across the country have affected the schools greatly. The

rooms have been left unattended which makes them in need of

major/minor repair or is totally ruined ready for demolition,

that needs a significant amount of money to rebuild or repair.

With the alarming data of learning loss and gaps among

Filipino learners the schools were obliged to open even though