Furman (2002) describes the terrain of school community literature.

Furman argues that the literature

tends to focus on two camps: school-community connections, and school-as community. Supporters of
school-community connections are concerned with the relationship between the school and
surrounding community. Shared governance, coordinated services, and Community Schools fall in this
category. School-as community tends to focus on the school as a community unto itself. Professional
learning communities, democratic community – social justice, and students’ sense of community in
schools fall in this category. Furman proposes a more “ecological model” which incorporates aspects of
both categories. The ecological model 20 proposes that the relationship between school and community
is so organically intertwined and reciprocal that it is impossible to discuss without considering these
linkages. Mitchell and Sackney (2000) identify a learning community as inclusive of teachers, staff
members, administrators, students, and parents. The successful creation of a learning community
requires shared vision, values, a sense of belonging and commitment to the idea that “we are better
together.” Learning communities are built on the principles of community education as school staff
members engage the assets of the broader community. Authentically engaging youth, family, and
community involves identifying the assets (McKnight & Kretzman, 1993) of a family and community and
mobilizing them to improve outcomes. Engaging community in this way is not simply about needs
identification, nor is it about rescuing families. It is about honouring and including youth, family, and
community assets – their strengths, resources, knowledge, beliefs, values, traditions and cultures. A
learning community is formed by working with families in this non-judgmental way. Kliminski & Smith
(2003) build on this concept of assets through the term social capital. They describe community
education as more than a feel-good program, but rather as something “that has primary relevance to
the success of K-12 education and to the building of healthy, vibrant communities” (p. 5). “When
educators gain the trust of the community, the community will respond in kind with a greater
willingness to support the goals of education. Building social capital needs to be recognized by all
educators as a priority that has a direct benefit to the bottom line of school operation”

Community participation has become a common element in many development initiatives, such as
community-based programmes, which assume participatory methods and has been promoted by
development organizations, notably the World Bank, to address the inefficiency of highly centralized
development approaches particularly in the developing world (Baral and Heinen, 2007). 23 Today, many
development initiatives solicit the participation of all concerned stakeholders, at the relevant level, not
only for the sake of efficiency and equity of the programmes, leverage of donors and demands of local
communities, but also for sustainability of these initiatives (Ribot, 2004). Consequently, the real
outcome for soliciting such community participation is to create and produce an enabling environment
needed by these stakeholders, especially local communities who have been vulnerable to negative
impacts of tourism attributed partly to the fact that many tourism resources occur in their areas, to have
a real stake in development activities (Havel, 1996; Songorwa, 1999). This requires involving local
communities in decision-making and strengthening their ability to act for themselves. One approach to
achieve this is “through investments in human capital, such as education and health, investments in
social capital such as local-level institutions and participatory processes, and support for
communitybased development efforts planned and implemented from bottom up” (Havel, 1996, p.145).
However, given the fact that the central point underlying people’s participation may be the degree of
power distribution, these efforts are less likely to succeed unless responsive institutions and the legal
and policy framework that facilitate and support local participation are in place (Havel, 1996; Tosun,
2004; Wang and Wall, 2005).

Local Lit

Brigada Eskwela had its roots in Republic Act 8525, which was enacted during the
time of President Ramos. The Adopt a School Program aimed to encourage
volunteerism and public-private partnership in public education. RA 8525 provided
tax incentives for private interventions in schools.
Brigada Eskwela or School Brigade, also known as the National Schools Maintenance
Week, is a nationwide voluntary effort that was first established in 2003. A program
of DepEd (Department of Education) which aims to address resource gaps faced by
the Department through strengthening partnerships with the local communities. The
program mobilizes and brings together thousands of parents, alumni, civic groups,
local businesses, non-government organizations, teachers, students, and individuals
who volunteer their time and skills to do classroom repairs, maintenance work, and
clean-up of public elementary and secondary schools.  Given the positive result of the
program, in 2008, it has become a permanent activity in the school calendar where all
schools nationwide are mandated to implement the program weeks before the school
opening.
In the past, the DepEd struggled in what seems like the lack of priority for education
in the country, as reflected in the deficiency of resources for public schools, the
shortage of classrooms, overcrowded classes, and schools being not ready for the
upcoming school year. In the school opening, pupils and teachers have to put up with
an uncleaned classroom, blackboards that are already too rough to write on, chairs
with broken arm rests, and other stuff that needs repairs, maintenance, and cleaning.
This affects the first day of classes as the teachers and pupils are obliged to do all the
tasks instead of focusing on the first day of their lessons in class. To alleviate these
issues, DepEd started a campaign through the Adopt-a-School Program (ASP) in
1998. This allows a partnership with other stakeholders who are willing to share
resources to improve the country’s public school education. In a few years, the spirit
of volunteerism reached an unexpected peak which led the program to the
communities through Brigada Eskwela. The practice of this program is essential to the
school heads, teachers, and learners or to the school community. As it saves and
provides resources on the part of the school. The unrelenting support and effort of
various stakeholders resulted into an improved schools’ facilities in preparation for
the opening of classes and towards a better learning environment. Teachers can now
start their classroom instruction on the first day of classes and pupils can now focus
on their lessons without the distraction of prioritizing the cleaning of their classroom
prior to school opening.

Brigada Eskwela program or National Maintenance week is initiated every school year in preparing the
school for its full operations as classes begin. This program is considered the best manifestation of the
school and community stakeholders’ partnership. The challenge is on how the school heads will provide
effective and efficient measures to provide better understanding and attract the community. This
program is divided into three (3) stages. The pre-implementation stage, implementation stage and post-
implementation stage. Pre-implementation stage covers the planning as well as the information
dissemination and orientation stage. Implementation stage covers the full implementation of the
planned programs and activities. Post implementation stage is more on evaluation of the
implementation of set of activities in ensuring that the school is ready to welcome students to a new
school year. In ensuring the best implementation of Brigada Eskwela, it must be a collaborative effort
from the various sectors of the community or stakeholders. The school with its limited capacity and
budget needs assistance and help from individuals that are willing to provide be it in cash or in-kind
donations and pledges. Indeed, raising a child and securing its future requires a supportive,
collaborative, and nurturing community. Brigada Eskwela implementation is widely participated by the
stakeholders ranging from the alumni of the school up to the different companies and industries in the
area. However, for every program, there are challenges that may be encountered before, during, and
after the implementation (Dechos, 2017). Through the years, this DepEd program has been a constant
activity and one of the programs of each school to open its doors to the community to solve problems
like on repairs or lack of facilities and even donations on items and materials that are essential to
teaching and learning.

The Department of Education (DepEd) is married to the burden of fulfilling the commitment of
prioritizing education for nation building. Throughout the years, it has devised countless ways to deliver
quality education to every Filipino (Carreon, 2015). 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). But like any other
government agency with flaws and shortcomings, DepEd is not always met with favorable feedback.
Most common among the issues thrown at them is the seeming lack of priority for education in the
country, as reflected in the deficiency of resources for public schools (Dechos, 2017). Thus, leadership
practices take a great responsibility in addressing issues and challenges. The study of Sapungan as cited
by Oco (2022) revealed that school administrators demonstrate an autocratic style of leadership
especially in implementing rules and regulations that were vital to the success of school operations.
These rules serve as the guiding principles in making sure that shared vision, mission, and goals were
observed and followed all over the country. Moreover, the studies of Iqbal (as cited by Cuadra (2022)
which found that giving freedom for teachers in doing school tasks are not bad at all if it is within the set
of rules and standard of the department and the study of Napire (2014) which revealed that democratic
leadership style was the topmost used leadership followed by Autocratic leadership. On its central focus,
Brigada Eskwela encourages and fosters amongst its student and youth sector the value of civic action
and social-responsibility gearing toward the leveling-up of the quality of basic education system in the
country. For almost a decade, Brigada Eskwela has made a significant impact on maintaining the
facilities, properties, and operations of various public schools (Sibayan, 2012). The finding of the study of
Celestial (2015) revealed that small schools need an assistance from the big schools for them to
implement it the way the big schools implemented. This is because big schools often have more
participating stakeholders considering that it is more established and usually its location is in the heart
or strategic place in a municipality or city. The study of Olaivar (2017) revealed that managerial skills
affect the implementation of brigada eskwela at schools and even to the performance of students and
teachers. The leader is the one monitoring the total implementation of the program and that make it
challenging as challenges may arise in any part of the implementation of the program or activity

Moreover, Torres (2021) revealed that various management or leadership strategies must be employed
for higher success and to attract volunteers and participants in school-initiated activities like brigade
eskwela. This is to ensure that whatever problem that will arise the leader or the school head is
prepared with a contingency plan. Added to, Galang (2020) revealed that practices of school heads like
capacity development programs, resource mobilization, strong engagement, systematic communication,
support and collaboration, and team player came out to be the outstanding factors in the
implementation of brigade eskwela. Finally, the study of Oco (2022) revealed that leadership of school
heads is one of the key factors in the success of school operations and programs like brigade eskwela
and that it also leads to better school and teacher performance. Another factor to consider is the
implementation of the brigada eskwela program. Each stage must be consistently checked so that
success is at hand. Romeo (2020) revealed that level of implementation of school-initiated activity like
brigada eskwela is moderate but showing more progression in terms of participation, implementation,
and performance. This was also confirmed by the study of Mondina (2022) who stressed that level of
implementation of school activities and projects like brigade eskwela is high despite the impact of the
pandemic. Thus, despite the calamity and crisis happening around us the spirit of cooperation,
camaraderie and volunteerism is still visible and observable. The importance of school readiness in
terms of environment and facilities is undeniable. The study of Oco (2022) revealed that safe and
adequate learning environment at school is a key player to one’s performance and satisfaction as well as
on participating school led activities and projects. To achieved this, participation of stakeholders must be
a reality as school and its personnel alone cannot suffice in solving the needs of the school. That is why
the school along with its school head must know the strategies that will attract volunteers, donors, and
participants. The study of Nicdao (2019) revealed that clear explanations and presentations of goals and
objectives helps stakeholders in understanding the brigade eskwela program that convinced them in
participating and volunteering. Meanwhile, Cortez (2018) revealed that the most participated school
program or activity by stakeholders like parents, volunteers and students was Brigada Eskwela and that
parents made great involvement by acting as observer and collaborator. Furthermore, Lacanilao (2020)
study determined that significant difference was registered on the stakeholders’ level of participation on
school activities like brigade eskwela in terms or planning, decision making, information drive, and
implementing were concerned. The study Christison (2013) revealed that students participating in
school activities like brigada eskwela promotes time management skills, managerial skills and even
socialization skills. It also inspires them to volunteer and participate in community activities and in
helping others. Cabardo (2016) further stressed that successful implementation of the school activities is
greatly affected by the participation of stakeholders. Balinas in (2018) revealed that the level of
stakeholders’ support in terms of participation is moderate and the resources generated are also
moderate in secondary schools. Finally, Jungay (2019) revealed that volunteerism among stakeholders
have always been at high level however in terms of financial matters it is only on moderate level
specially if the stakeholder in the area belongs to the low-income families. Although this research might
have some similarities to the studies mentioned in this part of the research, still there are variables here
that were not utilized in previous studies. This work was the first made in Alubijid East District, Misamis
Oriental. Under such conditions this will provide with reasons, ideas and perspective on influences on
one’s take impact of leadership styles towards level of implementation of brigada eskwela and its
participating stakeholders.

Teachers in the community are the best means of promoting community and local development which
proceeds national development. Schools should be community directed and passionate to promote the
welfare of the community thru extension and outreach services. Schools with leaders who are
committed to effecting local development thru projects and programs of extension can partner with
industry, non-government organization and national agencies for resource generation to implement
their specific plans for community with encouragement for further motivation to pursue extension and
outreach work (Ozor, and Nsukka 2008). Bilbao, P.P. et.al., (2012) claimed that school and its
community, in collaboration with public and private institutions and organizations are indeed
inseparable if they are to create an impact on the lives of the students and members of the community
they are committed to serve. The school can enjoy linkages and networking activities with international,
national, and local organizations in the community for mutual benefits and assistance needed. The
involvement of public Elementary School teachers in community development in Infanta District was
studied by Francia (2003). She find-out that Elementary School Teachers in Infanta have very minimal
participation in socio-economic and political activities in the various organizations they joined. Most of
the various activities were filed of clean and green, beautification, campaign environmental
conservation and other activities related to environment care. Most of the teachers’ motivation for
involvement includes their concern for the community service to others and a sense of responsibility
and obligations as public servants. Rygus, E. (2017) stated on her article about the parental involvement
in our schools the five strategies to build better relationship: 1. Create an open and friendly school in
which parents feel comfortable. 2. Establish an open-door policy and be available to hear concerns. 3.
Be visible in the hallways 4. Ensure that parents feel valued. 5. Schedule regular special events at the
school and involve students. Crites (2008) studied parent and community involvement and the impact of
that involvement on education, based upon the observations, interviews, and reflections. Findings from
the study identified that effective research-based and best practices were implemented at the study
school. A parent and teacher perception on effective parental involvement was studied by Wright
(2009). According to her, parental involvement is a key factor in the success of students
Meador (2017) postulated that true school reform will always begin with an increase in parental
involvement in education. It has been proven time and time again that parents who invest time and
place value on their child’s education will have children who are more successful in school. Schools,
parents, and the community should work together to promote the health, well-being, and learning of all
students. When schools actively involve parents and engage community resources they are able to
respond more effectively to the health-related needs of students (Judson, 2017). Olsen and Fuller (2010)
claimed that there are positive effects of parent involvement on children, families, and school when
schools and parents continuously support and encourage the children's learning and development. The
most accurate predictor of a student's achievement in school is not income or social status but the
extent to which that student's family is able to create a home environment that encourages learning,
express high (but not unrealistic) expectations for their children's achievement and future careers. Rygus
E. (2017) suggested that parental involvement in our schools must create an open and friendly school in
which parents feel comfortable, establish an opendoor policy and be available to hear concerns, be
visible in the hallways, ensure that parents feel valued, and schedule regular special events at the school
and involve students. Francia (2003) find-out that teachers who are actively involved in community
undertaking and projects discover their strengths and weaknesses and in turn improve their self-image

vement Dela Cruz (2005) stated that the problems of public Elementary School teachers in community
projects in Zaragosa, Nueva Ecija, Philippines were time constraints, lack of interest among members of
the community, inadequate funds and lack of cooperation among members of the community. Francia
(2003) identified the problems to community involvement were lack of cooperation among community
people, lack of coordination among community agencies, lack scof orientation related to peoples
participation and time constraint. Resueño (2010) study on the home-school partnership practices in the
public secondary schools in Baler, Aurora, Philippines claimed that teachers encountered problems to
the parents communicating and student’s learning at home. Solutions to the Problems Encountered by
the Respondents in the Community Involvement Judson (2017) recommended that schools, parents, and
the community should work together to promote the health, well-being, and learning of all students.
When schools actively involve parents and engage community resources they are able to respond more
effectively to the health-related needs of students. Crites (2008) research study recommended that to
increase parent and community involvement, the schools need supportive administrators, who are
willing to involve parents and community members in the decision-making process and who are willing
to welcome parents and community members into the school.

Through the spirit of volunteerism and public-private collaboration for Philippine education, the
Republic Act 8525, also known as the “Adopt-A-School Act”, was crafted in 1998. With the Adopt-A-
School Program (ASP), the Department of Education launched the National Schools Maintenance Week
in May 2003 and was institutionalized on May 2008 by Department of Education Order No. 24, s. 2008.
Dubbed, “Brigada Eskwela”, the program enlivened the spirit of volunteerism through bringing together
teachers, parents and community members every third week of May to work together in repairing and
preparing public schools for the class opening. It is also participated by individual, private organizations,
business sectors, local and national government agencies which together share their efforts, time and
resources (Vargas, 2016).
On the other hand, Department of Education Order No. 83 or the Disaster Preparedness Measures for
Schools mandated public schools to be disaster-resilient by implementing measures for the protection
against rains or floods of all school paraphernalia like textbooks, teaching manuals, school records and
equipment; designing orientation to all pupils and students on disaster preparedness; conducting of
regular disaster drills; properly informing pupils and students on early signs of weather disturbances and
their effects; and, observing policies in coordination with the local government units on decisions
regarding the suspension of classes during disasters or calamities. In addition, UNESCO (2013)
elaborated three pillars of comprehensive school safety, namely, the Safe Learning Facilities; the school
Disaster Management; and the Risk Reduction and Resilience Education. These pillars were adopted by
the Department of Education in accord to their Disaster Risk Reduction and Management (DRRM).
Ayeni, et al (2011) concluded that the collaborative effort between the school personnel and other
stakeholders is greatly important in the success towards the development of learning infrastructure and
environment and to any projects a certain school may implement. After all, the most benefited
individuals of such are the children themselves. Hence, it is of great importance to establish a close
monitoring and evaluation of all the programs of the Department of Education like the Brigada Eskwela
and Disaster Preparedness to make sure that these programs continuously respond to the ultimate goal
of the department – the welfare and total development of the children.