ABSTRACT
This descriptive-correlational study on the levels of motivation and support among internal and external stakeholders in the implementation of the Brigada Eskwela Program within the Fifth Congressional District, Schools Division of Iloilo, during School Year 2019-2020, found that when taken as a whole, both stakeholder motivation and support were high. There were no significant differences in the level of motivation among stakeholders when they were classified according to sex, age, type of stakeholder, or distance of residence from the school. Similarly, no significant differences were found in the level of stakeholder support when categorized by sex, age, type of stakeholder, or distance of residence from the school. Furthermore, there was no significant relationship between the levels of motivation and the levels of support provided by stakeholders in the implementation of the Brigada Eskwela Program. The study recommends the establishment of a formal action plan dedicated to the implementation of Brigada Eskwela.
Keywords: Brigada Eskwela Program, Motivation, Support, Implementation
INTRODUCTION
Brigada Eskwela, also referred to as "Bayanihan Para sa Paaralan," has redefined the traditional Filipino spirit of communal unity. While the concept of Bayanihan was once symbolized by neighbors literally carrying a house on their shoulders, this initiative presents a modern vision of collective effort. It brings together individuals from all walks of life—volunteers who repaint walls, scrub windows, and mend fences—to ensure that local learning environments are revitalized and welcoming for students.
Beyond its symbolic value, the program serves as a strategic response by the Department of Education to address chronic shortages in maintenance funding. Established under DepEd Memorandum No. 79, s. 2003, the initiative mobilizes community resources to bridge the gap left by meager budgets. By fostering this culture of shared responsibility, Brigada Eskwela ensures that school facilities are physically prepared and functionally efficient in time for the annual opening of classes.
As the Brigada Eskwela spanned for two decades, the school’s need on early preparation and encouraging community to participate in the Brigada Eskwela changed overtime. The mindset of leniency towards involvement was reformed; level of awareness was raised beyond expected level but not all are aware and involved in the implementation of Brigada Eskwela.
Brigada Eskwela needed a policy support, from the national level or from the local legislators. This is to institutionalize the program as being an essential part of the duties and responsibilities of every Filipino citizen to its country. In the education model, bayanihan as a rudimentary value of Filipinos should be amalgamated in the value formation of every student.
To ensure the program's long-term viability, the Department of Education introduced a search for the most effective Brigada Eskwela implementations, aiming to promote best practices and reward school initiatives (DM 68, s. 2015). Despite this, participation within the Schools Division of Iloilo remained notably low. This lack of involvement raises critical questions regarding how schools currently promote the program to community stakeholders, private entities, and professionals, as well as the extent to which the initiative has been officially integrated into local systems.
Far from being a one-time event, Brigada Eskwela is designed as a year-round commitment integrated into the school’s broader intervention strategies. Once the initial kick-off week concludes, schools must transition into a phase of routine upkeep. These ongoing efforts are governed by the School-Based Repair and Maintenance Scheme, as outlined in DepEd Order No. 42, series of 2009.
In the municipality of Lemery, school heads consistently struggle with the upkeep of physical facilities because the official Maintenance and Other Operating Expenses (MOOE) budget is insufficient. Since the program’s inception, there has been a noticeable lack of contributions from professionals and the private sector. This suggests a potential gap in communication, as these groups may not be fully aware of the government tax incentives available to those who donate to public educational institutions.
The ultimate objective of Brigada Eskwela is to cultivate a collective realization that educating Filipino youth is a shared societal duty. This responsibility spans the government providing free schooling, the communities where children are raised, and the private companies that will one day employ them. If stronger cooperation were established—particularly within the Fifth Congressional District of Iloilo—the quality of education would likely see significant improvement. Consequently, this study sought to investigate the motivation and support levels of these stakeholders to better understand their role in the program's success.
see PDF attachment for more information