1

CHAPTER I
THE PROBLEM
INTRODUCTION
Brigada Eskwela is a national program developed by the
Department of Education as an activity in support of the opening of
classes in June. The program seeks to encourage parents, teachers and
other members of the local community to volunteer material and nonmaterial resources and services in cleaning classrooms and school
premises including doing minor repairs on desks, walls and other parts
of the classroom to provide an atmosphere conducive to learning . The
program was launched in 2003 in an effort to ensure that public school
students continue to have classrooms and a school environment to
gain primary and secondary education (Claro, 2007).
The concept of Brigada Eskwela is based on the bayanihan spirit
innate to Filipinos. Bayanihan involves the voluntary effort of members
of the community to help co-members of that same community in need
(Gonzaga,

2006).

Traditionally,

bayanihan

became

important

in

relocating families that involved moving an entire house. Over time,

this concept took the form of other areas of community cooperation
such as in maintaining peace and order and cleanliness in the
community. In the case of Brigada Eskwela, bayanihan meant that
volunteers bring their own tools and materials needed in cleaning the
school and making tools and materials, this is dependent on their
freewill and capability repairs. This concerted effort did not involve
budget allocation on the part of the Department of Education, (Claro,
2007) although volunteers may have to spend for.
Brigada Eskwela is a commendable program reflecting the
persisting bayanihan spirit of Filipinos. Amidst the era of materialism

and individualism, this program has proven that Filipinos have been
able to maintain the concern for neighbors and other people and the
willingness to participate in concerted action. On the other hand,
Brigada Eskwela
underlying

is

purpose

a government program launched with the

of

transferring

the

burden

of

government

responsibility to the community in the light of the decreasing budget

allocation of the government education, (Brigada Manual).
It was on these reasons why the researcher determined the
effect of Brigada Eskwela on the parent-teacher relationship in Felipe
Suerte Memorial Elementary School for school year 2014-2015. The
researcher is a teacher assigned at the respondent school wanted to
identify the impact of Brigada Eskwela to parent and teacher
relationship that made the school successful in receiving to awards
namely: 2nd Regional Winner in the 2012 Search for Best Implementer
of Brigada Eskwela and Best Implementer of Brigada Eskwela in the
division level for school year 2013 2014.

Statement of the Problem

The study sought to determine the effect of Brigada Eskwela on
the parent-teacher relationship in Felipe Suerte Memorial Elementary
School.
Specifically it sought to answer the following questions:
1. What is the effect of implementation of Brigada Eskwela in Felipe
Suerte Memorial Elementary School to parents and teachers when
analyzed in terms of:
1.1 Community Mobilization
1.2 School and Community Intervention
1.3 Communications and Social Marketing
1.4 Operations support to participating schools

2. What is the effect of parent-teacher relationship in Felipe Suerte

Memorial Elementary School as perceived by parents and teachers
when analyzed in terms of:
2.1 Cooperation
2.2 Linkage
2.3 Support Classroom and School Activities
3. Is there a significant difference between the perception of teacher
and parents and the level of implementation on the different
components of Brigada Eskwela?
4. Is there a significant difference between the perception of teacher
and parents and the level of parent-teacher relationship in the
implementation of Brigada Eskwela?
5. Is

there

significant

relationship

between

the

level

of

implementation on the different components of Brigada Eskwela

and the parent-teacher relationship at Felipe Suerte Memorial
Elementary School.
Statement of Assumptions
The study assumed that:
1. Teachers and parents had varied perception on the level of
implementation of the different components of Brigada Eskwela.
2. Teachers and parents had varied perception on the level of
parent-teacher relationship in the implementation of Brigada
Eskwela.
3. There is an effect in level of implementation on the different
components

of

Brigada

Eskwela

and

the

parent-teacher

relationship at Felipe Suerte Memorial Elementary School.

Statement of Hypotheses
Based on the above-cited assumptions the following hypotheses
were formulaed.
Ho1 there is no significant difference on the perception of teacher
and parents on the level of implementation on the different
components of Brigada Eskwela.
Ho2 There is no significant difference on the perception of teacher
and parents on the level of parent-teacher relationship in the
implementation of Brigada Eskwela.
Ho3 There is no significant relationship between the level of
implementation on the different components of Brigada Eskwela
and the parent-teacher relationship at Felipe Suerte Memorial
Elementary School.
Theoretical Framework
This study was anchored on the competitive theory of Harrison
(1995) which states that the process underlying participation in
volunteer work is conceptualized as a form of attendance motivation.
Grolnick (1997), conceptualized three dimensions of parental
involvement based on how parent-child interactions affect students
school and motivation. Behavioral involvement refers to parents public
actions representing their interest in their childs education, such as
attending an open house or volunteering at the school. Personal
involvement includes parent-child interactions that communicate
positive attitudes about school and the importance of education to the
child. Cognitive/intellectual involvement refers to behaviors that
promote childrens skill development and knowledge, such as reading
books and going to museums. Parental involvement, according to this

theory, affects student achievement because these interactions affect

students motivation, their sense of competence, and the belief that
they have control over their success in school.
Hoover-Dempsey, et. Al (1997), defined parental involvement
broadly to include home-based activities (e.g., helping with homework,
discussing school events or courses) and school-based activities (e.g.,
volunteering at school, coming to school events). They argued that
parental involvement is a function of a parents beliefs about parental
roles and responsibilities, a parents sense that she can help her
children succeed in school, and the opportunities for involvement
provided by the school or teacher. In this theory, when parents get
involved, childrens schooling is affected through their acquisition of
knowledge, skills, and an increased sense of confidence that they can
succeed in school.

Review of Related Literature

Brigada Eskwela Program
Brigada Eskwela is a logical extension of the stated objectives of
Republic Act 8525, also known as the Adopt-a-School Act of 1998. This
law was sponsored by Rep. Anne Marie Periquet at the House of
Representative. The late Sen. Marcelo Fernan wrote the Senate version
and became fully functional in 203, when former Education Secretary
Edilberto de Jesus successfully pushed for the promulgation of the
necessary implementing rules and regulations from the Bureau of
Internal Revenue.
RA 8525 establishes the Adopt-a-School Program, which allows
private entities to assist public school, whether elementary, secondary
or tertiary, but not limited to the following areas: staff and faculty
development for training and further education; construction of

facilities; upgrading of existing facilities. Provision of books, publication

and other instructional materials and modernization of instructional
technologies.
Brigada Eskwela was launched in 2003 when Adopt-A-School
Program secretariat figured that inviting local residents to help fix up
the public schools in their area was a great way to generate
community support via the time-honored, uniquely Filipino tradition of
Bayanihan.
Ronda (2013) in his report as stated by Luistro that Brigada 2012
generated donations from communities and private organization
estimated to be worth P1.5 billion, with some six million volunteers
giving time and effort to help clean and make repairs on public school
in preparation for the school year opening.
Cooperation
Soriano (2010 said that the achievements gained by Brigada
Eskwela

inspire them to utilize existing partnerships

with the

communities to et parents involved in ensuring that the schools are

conducive for learning, that their children are enrolled and actually
learn in school which is the essence of Brigada Eskwela Plus. Critical
to the scaled-up initiative is showing the parents the value of their
childrens education.
Linkage
Greater volunteerism on the part of parents and others from the
community can break down barriers and help increase home and
community

involvement

in

schools.

Agencies

can

make

more

accessible by linking with schools and enhance effectiveness by

integrating with school programs. The complications are readily seen in
efforts to evolve a comprehensive, multifaceted and integrated

continuum

of

school-community

interventions.

http.//smh.psych.ucla./edu/qf/Commout/School-Com2-8.pdf
Support to Classroom and other School Activities
No one can contest the value of the community to effect change.
It highlights the enormous potential of a community do good if and
when its citizens have made the rightful decision to come together in
a cooperative effort- to effect change. For ufs Filipinos, this can be seen
as a natural state of affairs. We are, after all, a nation known for
volunteerism. We actually have a term for is Bayanihan. This
bayanihan tradition is alive and well to this every day. And it is best
exemplified in the bayanihan spirit that we see in our schools,
(Fernando, 2012).
Brigada Eskwela or Schools Maintenance Week also known as
Bayanihan Para sa Paaralan, is a voluntary effort of teachers, parents,
students, school officials, community members, local government
officials, non-government organization, and private sectors to prepare
and do minor fixing and clean-ups in preparation of the upcoming
school year. Our parents have the greatest contribution to the Brigada
Eskwela. They also voluntarily contribute things that need to be
repaired. Our parents, in their own free will, help the school under the
scorching hot sun and work on what should be done for their sons
and/or daughters that would be attending the school when the classes
open. Brigada Eskwela Plus is the Philippine contribution to community
involvement in education. It serves as a venue for all Filipinos to
contribute to nation-building. It provides a vehicle for one Filipino
community to unite for a good cause that of creating better schools
and providing quality educational services for the Filipino child,
(Fernando, 2012).
A key to children doing well in school is for parents to be involved
in their education. That involvement can range from providing

meaningful learning experiences at home to volunteering to help with

school activities. Parents recognize that school success is crucial if
their children are to have a positive future. Research shows that
students achieve more in school when their parents are engaged
intheir education. Children whose parents are involved genrally have
higher grades and test scores as well as more positive attitudes and
behaviors. And school benefit from parental involvement in that there
are

long-term

successful

improvements

school

programs

in

academic

and

achievement,

more

effective

more

schools.

www.Extension.org. (2007)
Bugwadia (2011) mentioned that parental involvement can play
a significant role in childrens education. Educators believe that greater
the degree of involvement, the better will be childrens academic
progress. Parents, who understand the importance of being involved in
their childrens education, being the process right form the early years
of child development. They hold high aspirations for their childrens
future,

set

higher

standards

of

achievement

and

consistently

encourage children n all their education endeavors.

According to Corner and Haynes (2003) as cited by Udtohan
(2009) Children are more interested to study if parents are concerned
with their education. The children learn best when adults, the parents,
teachers and other family members work together to encourage and
support them. Binkley (2008), as cited by Udtohan (2009) also argued
that when parents communicate constructively with teachers and
participate in school activities, they gain clear understanding of what is
expected to their children at the school and they may learn from
teachers on how to work at home to improve the education and/or
performance of their children. Binkley further emphasized that if
parents are serious about helping their children to do well in school,
improving relationship with teachers and involvement in school
activities are worthy goals.

Herrold (2008) as cited by Udtohan (2009), mentioned that pupils

really need the support and involvement of the parents. They

are

happy if that parents are involved in their education. This view causes
them to strive harder. But if they feel that their parents have no
concern with their studies, these students will also neglect their
studies. Lescano (2001) posited that parents should participate in the
learning of their children. One way to make the children feel that they
are cared for is by participating in their activities. According to White
(2001), if parents want the child to reach the standard of excellence
they have to work hard more with earnest effort for improvement, to
inspired and support the child.
The more the parent become involved and learns about the
school, the more the parent can help the student. The parents are able
to increase their understanding of child development in areas of
physical, social, emotional and cognitive development. (Gelfer, 1991)