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 non-material
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 is a government program
launched with the underlying purpose 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 a 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 homebased 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-ASchool 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-Com28.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, nongovernment 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 longterm improvements in academic achievement, more
successful school programs and more effective 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)