ISSN 3028-1261
10.5281/zenodo.17308760/NIJSE.2025
Impac o Communi y Con ibu ions and School Leade ship On
he E ec i eness o B igada Eskwela Ini ia i es in Lupon Wes
Mae Ann S. Ramos
Abs ac . This s udy examined he indi idual and po en ial in e ac ion e ec s o communi y
con ibu ions and school leade ship on he e ec i eness o B igada Eskwela Ini ia i es in
selec ed public schools. U ilizing a quan i a i e esea ch design, da a we e collec ed om
116 esponden s h ough s uc u ed su ey ins umen s and analyzed using Two-Way ANOVA.
The esul s e ealed ha communi y con ibu ions, measu ed in e ms o olun ee ism and
s akeholde engagemen , we e pe cei ed a a mode a e le el, while school leade ship, assessed
h ough communica ion and in ol emen in school-communi y ac i i ies, anged om low o
mode a e. In e ms o e ec i eness, B igada Eskwela Ini ia i es we e a ed as less ex ensi e,
pa icula ly in a eas such as acili y imp o emen , eedback mechanisms, and s uden pa icipa-
ion. S a is ical indings indica ed ha bo h communi y con ibu ions and school leade ship
had signi ican main e ec s on B igada Eskwela e ec i eness, wi h mode a e o la ge e ec
sizes. Howe e , he in e ac ion e ec be ween he wo a iables was no es ed. The s udy
concludes ha bo h a iables independen ly con ibu e o he p og am’s success and ecom-
mends s eng hening communica ion, communi y mobiliza ion, and pa icipa o y planning.
Fu u e esea ch is encou aged o in es iga e he dynamic in e ac ions be ween leade ship and
communi y suppo in school-based p og ams.
KEY WORDS
1. B igada Eskwela 2. communi y con ibu ions 3. school leade ship
4.
s
akeholde engagemen 5.
s
chool-communi y pa ne ship 6.
olun ee ism
Da e Recei ed: Augus 15, 2025 — Da e Re iewed: Sep embe 20, 2025 — Da e Published: Oc obe
10, 2025
1. In oduc ion
The e ec i eness o B igada Eskwela ini-
ia i es is o en hinde ed by se e al gene al
challenges ela ed o communi y con ibu ions
and school leade ship. One signi ican chal-
lenge is he a ying le els o communi y en-
gagemen , whe e some communi y membe s
may lack awa eness o mo i a ion o pa ici-
pa e ac i ely, esul ing in inconsis en olun-
ee ism and suppo . The communica ion be-
ween school leade s and he communi y can
some imes be insu icien , leading o misunde -
s andings ega ding he objec i es and bene i s
o B igada Eskwela ini ia i es. School leade -
ship also plays a c i ical ole; ine ec i e lead-
e ship may esul in a lack o o ganiza ion, di-
ec ion, and collabo a ion, diminishing he o e -
all impac o hese ini ia i es. Mo eo e , e-
sou ce cons ain s, whe he inancial, ma e ial,
o human, can limi he capaci y o bo h he
communi y and school leade ship o implemen
NIJSE (2025) -
comp ehensi e imp o emen s e ec i ely. In
he in e na ional con ex , one o he signi ican
challenges aced by hese ini ia i es is he a y-
ing le els o communi y engagemen . Di e en
communi ies exhibi di e se cul u al a i udes
owa d educa ion and olun ee ism, which can
a ec pa icipa ion a es. In some egions, com-
muni y membe s may be unawa e o he ini ia-
i es o may no eel a sense o owne ship o
esponsibili y owa ds hei local schools. This
lack o engagemen can lead o a sho age o
olun ee s du ing c i ical pe iods, ul ima ely di-
minishing he e ec i eness o he ini ia i es o
imp o e school acili ies and esou ces (Asse a,
2023). Ano he challenge is he o en ine ec-
i e communica ion be ween school leade ship
and he communi y, which can hinde he suc-
cess o ini ia i es. School leade s may s uggle
o con ey he impo ance o communi y in ol e-
men , he speci ic needs o he school, and how
communi y con ibu ions can make a di e ence.
Cul u al o language ba ie s can some imes ex-
ace ba e hese communica ion issues, leading
o misunde s andings and a lack o clea di ec-
i es. Mo eo e , inconsis en messaging om
school leade s can c ea e con usion and skep i-
cism wi hin he communi y, u he educing he
likelihood o communi y membe s s epping up
o suppo ini ia i es. E ec i e communica ion
s a egies ha a e cul u ally sensi i e and inclu-
si e a e essen ial o os e ing collabo a ion and
ensu ing ha bo h school leade s and commu-
ni y membe s a e aligned in hei e o s (To s-
do i e .al., 2024). Resou ce cons ain s and
limi a ions in school leade ship also pose signi i-
can challenges o he e ec i eness o ini ia i es.
Many schools, especially in unde p i ileged a -
eas, may lack he inancial, ma e ial, and human
esou ces o implemen comp ehensi e imp o e-
men p og ams e ec i ely (Nie a Boza Lleix
`
a
A ibas, 2023). School leade s o en ace o e -
whelming wo kloads, which de ac s om hei
abili y o engage wi h he communi y and o e -
see he ini ia i es. In some cases, insu icien
aining and suppo o school leade s can lead
o poo planning and execu ion o B igada Es-
kwela ac i i ies, esul ing in diso ganized e -
o s ha ail o a ac communi y pa icipa ion.
Fu he mo e, e en well-in en ioned ini ia i es
may s uggle o achie e hei desi ed ou comes
wi hou
Adequa e esou ces, leading o us a ion
among communi y membe s who wish o con-
ibu e bu ind hei e o s ine ec i e. In he
Philippine se ing, one o he p ima y challenges
a ec ing he e ec i eness o B igada Eskwela
ini ia i es is he limi ed communi y engagemen .
While he p og am aims o mobilize commu-
ni y membe s o suppo local schools, a y-
ing le els o awa eness and commi men o en
hinde pa icipa ion. In many u al a eas, am-
ilies may p io i ize daily su i al o e school
imp o emen e o s, leading o low u nou in
olun ee ac i i ies. Some communi y membe s
may eel disconnec ed om he educa ional sys-
em, belie ing ha hei in ol emen will no
signi ican ly impac school condi ions. This dis-
connec ion can esul in a lack o mo i a ion
o pa icipa e in B igada Eskwela ini ia i es,
ul ima ely a ec ing he quali y and ex en o
imp o emen s made o school acili ies (Kim
Wa go, 2022). Many school leade s may lack
he necessa y skills o esou ces o dissemina e
in o ma ion abou B igada Eskwela ini ia i es
e ec i ely. This can esul in misunde s and-
ings ega ding he p og am’s objec i es, expec-
a ions, and bene i s. In some ins ances, com-
munica ion ba ie s a ise due o di e ences in
language, cul u e, and educa ional backg ound
among communi y membe s, which can u -
he complica e ou each e o s. When pa en s
and communi y s akeholde s do no ully un-
de s and he pu pose and impo ance o hei
in ol emen , pa icipa ion may be limi ed o
misaligned wi h he school’s needs (Bildag Pili,
2024). Resou ce limi a ions and challenges in
school leade ship also pose signi ican obs acles
o he e ec i eness o B igada Eskwela ini ia-
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i es in he Philippines. Many public schools
ace inancial cons ain s ha limi hei abil-
i y o unde ake comp ehensi e imp o emen
p ojec s. Some school leade s may lack aining
in p ojec managemen and communi y engage-
men , hinde ing hei abili y o o ganize and
implemen success ul B igada Eskwela ac i i-
ies (Tan, 2024). In he locali y o Lupon Wes ,
he challenges aced in implemen ing B igada
Eskwela ini ia i es a e pa icula ly p onounced
due o a combina ion o socio-economic ac-
o s and communi y dynamics. Limi ed com-
muni y engagemen emains a signi ican ba -
ie , as many esiden s p io i ize economic su -
i al o e olun ee ism, esul ing in low pa ici-
pa ion a es du ing school imp o emen ac i i-
ies. Ine ec i e communica ion be ween school
leade s and he communi y o en exace ba es
his issue, wi h school ini ia i es no eaching
all popula ion segmen s due o language ba i-
e s and a lack o ou each. The local school
leade ship also aces esou ce cons ain s, s ug-
gling o manage limi ed budge s while ying
o ally communi y suppo o in as uc u e
imp o emen s. I is essen ial o de elop ailo ed
s a egies ha os e g ea e communi y in ol e-
men , enhance communica ion, and s eng hen
he capaci y o school leade s o mobilize e-
sou ces e ec i ely. Thus, his pape is p e-
sen ed. These challenges highligh he need
o con ex -speci ic app oaches ha conside
he unique socio-economic condi ions o Lupon
Wes . Add essing hese issues is i al o ensu -
ing he success o B igada Eskwela and os e -
ing a mo e inclusi e, communi y-d i en school
imp o emen p og am.
1.1. Re iew o Signi ican Li e a u e—
1.1.1. Communi y Con ibu ions—Com-
muni y con ibu ions— h ough olun ee wo k,
inancial aid, in-kind suppo , and pa ne -
ships—play a c ucial ole in imp o ing schools
and os e ing s uden success. P og ams like
B igada Eskwela highligh he impo ance o
sha ed esponsibili y in enhancing lea ning en-
i onmen s. Resea ch shows ha sa e spaces,
pa en al in ol emen , and s ong communi y
ies educe iolence and imp o e s uden be-
ha io (Reyneke, 2024; M ey, 2024). Lea n-
ing models such as “Lea ning by Obse ing
and Pi ching In” (LOPI) emphasize cul u ally
g ounded app oaches o communi y-suppo ed
educa ion (Rogo Mej´
ıa-A auz, 2022).
1.1.2. Volun ee ism—Volun ee ism
demons a es communi y solida i y, sus aining
ini ia i es like E-Tulay and VITA ha p o ide
bo h s uden suppo and p o essional de el-
opmen oppo uni ies (O ibello, 2023; By d e
al., 2022). Schola ships also inc ease alumni
willingness o gi e back, u he s eng hening
educa ional ins i u ions (Fe guson, 2022).
1.1.3. Engagemen Le els—High engage-
men in communi y-school pa ne ships os e s
holis ic s uden g ow h and collec i e accoun -
abili y. Ac i e pa icipa ion in decision-making
and e en s builds us and enhances esou ces
(W is on Duchesneau, 2024). Teache engage-
men in p o essional de elopmen also boos s
educa ional ou comes (Belay e al., 2022).
Meanwhile, communi y engagemen ini ia i es
in luence social esponsibili y among s uden s,
especially when aligned wi h academic disci-
plines o pee ne wo ks (Schi e al., 2024).
1.1.4. School Leade ship—E ec i e lead-
e ship se s ision, mobilizes esou ces, and
builds collabo a ion. S udies highligh how cul-
u al alues shape leade ship, such as collec-
i ism in Singapo e (Tan, 2024), and how inno-
a i e, sha ed, o ans o ma ional leade ship
boos s pe o mance and engagemen (Aky
¨
u ek
e al., 2022, 2024; Gao e al., 2024). Collab-
o a i e and communica i e leade ship s yles
s eng hen school e ec i eness and os e in-
clusi i y (A yawan e al., 2024; Lessy e al.,
2024; Bildag Pili, 2024).
1.1.5. In ol emen —School leade s’ isi-
bili y and di ec pa icipa ion in class ooms and
e en s build us and s eng hen pa en al en-
gagemen . Teache s ac as in e media ies, wi h
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hei in i a ions being key d i e s o pa en al in-
ol emen (Yulian i e al., 2021, 2022). S uden
in ol emen in ex acu icula s also enhances
leade ship skills and communi y alues (Kim
Wa go, 2022).
1.1.6. B igada Eskwela—This lagship
DepEd ini ia i e mobilizes olun ee s o im-
p o e school acili ies and p omo e accoun abil-
i y. I s eng hens school-communi y bonds and
ins ills ci ic esponsibili y in s uden s. Compa-
able in e na ional models, such as Pakis an’s
hacka hons o New Yo k’s communi y schools,
also demons a e how collec i e ac ion can ad-
d ess local educa ional challenges (Naseem e
al., 2023; Coyne, 2024). Feedback loops ensu e
ha B igada Eskwela emains esponsi e and
sus ainable (Cacciamani e al., 2024).
1.1.7. School Facili ies—Facili y imp o e-
men s di ec ly impac lea ning and e lec com-
muni y in es men . P og ams like India’s Sa a
Shiksha Abhiyan and inclusi e e o ms high-
ligh he impo ance o in as uc u e and col-
labo a ion in add essing equi y (Naga aju, 2024;
L
´
opez-Azuaga e al., 2020). Engagemen ame-
wo ks, such as Cali o nia’s LCFF, emphasize
in ol ing ma ginalized oices in go e nance,
hough challenges in meaning ul pa icipa ion
emain (Hend ick, 2022).
1.1.8. Feedback—Sys ema ic eedback
om s akeholde s ensu es accoun abili y and
con inuous imp o emen in ini ia i es like
B igada Eskwela. In bo h schools and highe ed-
uca ion, s uc u ed eedback s eng hens social
cohesion, inclusi i y, and lea ning communi ies
(Nie a Boza Lleix`
a A ibas, 2023).
1.1.9. S uden A endance and Pa icipa-
ion—S uden pa icipa ion in B igada Eskwela
ac i i ies os e s owne ship, eamwo k, and
ci ic esponsibili y. B oade e idence shows
ha ini ia i es such as eeding p og ams and
s uden councils enhance a endance, a en i e-
ness, and agency, pa icula ly in disad an aged
con ex s (Asse a, 2023; To sdo i e al., 2024).
1.2. Syn hesis—This s udy examines se -
e al impo an a iables, such as communi y
con ibu ions, olun ee ism, le el o engage-
men , school leade ship, and he e ec i eness
o B igada Eskwela ini ia i es. Communi y con-
ibu ions a e e idenced by he p oac i e pa ic-
ipa ion o local indi iduals and o ganiza ions
in enhancing educa ional s anda ds, wi h olun-
ee ism indica ing his ac i e engagemen . The
engagemen le el e alua es he ex en o which
communi y membe s a e in ol ed in school ac-
i i ies, e lec ing hei commi men o sha ed
objec i es. School leade ship plays a i al ole
in os e ing an inclusi e a mosphe e h ough e -
ec i e communica ion and pa icipa ion, which
in u n impac s he success o ini ia i es like
B igada Eskwela. Fu he mo e, he e ec i e-
ness o B igada Eskwela is gauged by imp o e-
men s in school acili ies, s akeholde eedback,
and a endance and pa icipa ion a es o s u-
den s, which oge he illus a e he e ec s o
collec i e e o s on ad ancing he educa ional
en i onmen . Collec i ely, hese concep s o m
a amewo k o analyzing he ela ionship be-
ween communi y suppo and school imp o e-
men s a egies in he con ex o B igada Es-
kwela. Toge he , hese concep s p o ide a s uc-
u ed lens o examine how communi y in ol e-
men in luences he success o B igada Eskwela
ini ia i es. This amewo k is essen ial o iden-
i ying e ec i e s a egies ha s eng hen collab-
o a ion be ween schools and hei local commu-
ni ies. This syne gy no only imp o es he im-
plemen a ion o B igada Eskwela bu also builds
a cul u e o us and mu ual commi men . I
empowe s bo h educa o s and communi y mem-
be s o ake ac i e oles in shaping he lea ning
en i onmen . As a esul , he p og am becomes
mo e han jus a yea ly ac i i y; i e ol es in o
a con inuous, communi y-d i en e o owa d
educa ional excellence.
1.3. Theo e ical and Concep ual F ame-
wo k—The heo e ical amewo k o he s udy
on he impac o communi y con ibu ions
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and school leade ship on he e ec i eness o
B igada Eskwela ini ia i es encompasses se -
e al ele an heo ies. Social Capi al Theo y
by H
¨
aube e , J. (2011), ci ed by Schi e al.
(2024), asse s ha he ela ionships and ne -
wo ks among indi iduals and g oups can enable
coope a ion and collec i e ac ion o sha ed ben-
e i s. Wi hin he con ex o B igada Eskwela,
his heo y highligh s he c ucial ole o commu-
ni y in ol emen and pa ne ship in imp o ing
educa ional esul s. I posi s ha communi y
membe s s eng hen social connec ions and cul-
i a e a sense o belonging when hey engage in
school p og ams. This ne wo ked en i onmen
boos s olun ee ism and engagemen while also
enhancing school leade ship e ec i eness as
leade s ap in o hese ela ionships o ga he
esou ces and suppo . By os e ing social capi-
al, B igada Eskwela’s e o s can build a mo e
collabo a i e and suppo i e educa ional a mo-
sphe e, bene i ing s uden s and he b oade com-
muni y. T ans o ma ional Leade ship Theo y
(Down own, 1973; Bu n, 1978; Bass, 1985),
ci ed by Belay e al. (2022), cen e s on leade s’
capaci y o inspi e and mo i a e hei ollow-
e s owa d achie ing g ea e pe o mance while
p omo ing posi i e o ganiza ional changes. In
educa ional se ings, his heo y highligh s he
signi icance o school leade s in c a ing a i-
sion o enhancemen and ac i ely in ol ing
s akeholde s in he jou ney. Cha ac e is ics o
ans o ma ional leade s include e ec i e com-
munica ion, communi y engagemen , and he
de elopmen o s ong ela ionships. By em-
bodying hese ai s, school leade s can boos
he e ec i eness o B igada Eskwela ini ia i es,
ensu ing ha communi y con ibu ions a e ac-
knowledged and app ecia ed. This heo y illus-
a es he c ucial ole o leade ship in cul i a -
ing a cul u e o pa icipa ion and collabo a ion,
which is i al o he success o e o s o en-
hance school acili ies and esou ces. Commu-
ni y Engagemen Theo y (Kea sley Shneide -
man, 1998), ci ed by W is on and Duchesneau
(2024), unde sco es he impo ance o ac i e in-
ol emen and coope a ion be ween schools and
hei local communi ies. This heo y sugges s
ha subs an ial engagemen wi h communi y
membe s can esul in imp o ed educa ional
ou comes and mo e sus ainable p og ams. In
he con ex o B igada Eskwela, communi y en-
gagemen means le e aging local esou ces, ex-
pe ise, and olun ee con ibu ions o enhance
school acili ies. The heo y highligh s he sig-
ni icance o building s ong connec ions be-
ween school leade s and communi y s akehold-
e s, ad oca ing o anspa en communica ion,
mu ual espec , and sha ed objec i es. E ec i e
communi y engagemen no only boos s he e-
sou ces a ailable o school imp o emen bu
also empowe s communi y membe s o assume
owne ship o educa ional ini ia i es, os e ing
a g ea e sense o esponsibili y and dedica ion
o he local school. Feedback Loop Theo y by
Kampmann (1996), ci ed by By d e al. (2022),
sugges s ha insigh s om s akeholde s, includ-
ing s uden s, pa en s, and communi y membe s,
can enhance p og am e alua ion and de elop-
men . In B igada Eskwela, eedback plays a c u-
cial ole in assessing he success o he school.
Imp o emen ini ia i es. By consis en ly col-
lec ing and analyzing eedback, school leade s
can unco e bo h s eng hs and weaknesses in
hei p og ams, acili a ing ongoing e inemen
and adjus men . This heo y emphasizes he
need o a enues h ough which s akeholde s
can sha e hei iews and expe iences, esul -
ing in school ini ia i es ha a e mo e a uned
o communi y needs. The eedback loop en-
su es ha hese ini ia i es align wi h he com-
muni y’s expec a ions, he eby enhancing he e -
ec i eness o B igada Eskwela. The concep ual
amewo k’s Social Capi al, T ans o ma ional
Leade ship, Communi y Engagemen , and Feed-
back Loop heo ies p o ide a comp ehensi e
lens h ough which o examine he in e play
be ween communi y con ibu ions and school
leade ship in he con ex o B igada Eskwela ini-
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Fig. 1. Concep ual F amewo k o he S udy
ia i es. Social Capi al Theo y unde sco es he
impo ance o building s ong ne wo ks and e-
la ionships wi hin he communi y, which can en-
hance olun ee ism and collabo a ion in school
imp o emen e o s. T ans o ma ional Leade -
ship Theo y emphasizes how e ec i e school
leade s can inspi e and mo i a e communi y
membe s o pa icipa e ac i ely, he eby os e -
ing a sha ed ision o educa ional excellence.
Communi y Engagemen Theo y highligh s he
necessi y o meaning ul pa ne ships be ween
schools and hei communi ies, ad oca ing o
open communica ion and mu ual espec ha
can enhance collec i e e o s owa d school
enhancemen . Las ly, Feedback Loop Theo y
illus a es how inco po a ing s akeholde eed-
back in o decision-making p ocesses ensu es
ha communi y con ibu ions a e aligned wi h
he ac ual needs and aspi a ions o he school.
The e ec i eness o B igada Eskwela ini ia i es
is no solely dependen on isola ed ac ions bu
a he on a dynamic in e play o communi y
engagemen and s ong leade ship ha os e s
collabo a ion, esponsi eness, and sha ed own-
e ship o educa ional ou comes.
1.4. S a emen o he P oblem—This s udy
aims o de e mine he impac o Communi y
Con ibu ions and School Leade ship on he E -
ec i eness o B igada Eskwela Ini ia i es in
Lupon Wes Dis ic . Speci ically, i seeks o
answe he ollowing ques ions:
(1) How a e communi y con ibu ions ca ego ized based on:
(1) Le el o olun ee ism;
(2) Deg ee o s akeholde engagemen ?
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(2) How is school leade ship classi ied based on:
(1) Mode o communica ion;
(2) Le el o in ol emen in school-communi y ac i i ies?
(3) Wha is he le el o B igada Eskwela Ini ia i es in e ms o
(1) Imp o emen o School Facili ies;
(2) Feedback, and
(3) S uden s: A endance and Pa icipa ion
(4) I
s he e a signi ican in e ac ion e ec be ween communi y con ibu ions and school
leade ship on he e ec i eness o B igada Eskwela Ini ia i es?
(5) D
o communi y con ibu ions and school leade ship, when conside ed indi idually, ha e
signi ican main e ec s on he e ec i eness o B igada Eskwela Ini ia i es?
1.5. Hypo heses—To es he heo e ical
claims o he s udy, he ollowing null hypo he-
ses we e o mula ed and es ed a a 0.05 le el o
signi icance: (H): The e is no signi ican in e -
ac ion e ec be ween communi y con ibu ions
and school leade ship on he e ec i eness o
B igada Eskwela Ini ia i es. (H) The e is no sig-
ni ican main e ec o communi y con ibu ions
on he e icacy o B igada Eskwela Ini ia i es.
(H): The e is no signi ican main e ec o school
leade ship on he e ec i eness o B igada Es-
kwela Ini ia i es. This s udy de ined he e ms
ope a ionally o acili a e a be e unde s and-
ing and e e ence hem when discussing esul s
in he p eceding chap e s. Communi y con-
ibu ions Re e o he ac i e in ol emen and
suppo o local indi iduals, o ganiza ions, and
s akeholde s in enhancing he educa ional en i-
onmen and esou ces o a school. This concep
encompasses a ious o ms o pa icipa ion, in-
cluding olun ee ism, inancial dona ions, and
collabo a i e e o s aimed a add essing he
needs o he school and i s s uden s. This s udy
examines communi y con ibu ions as a c i ical
ac o in luencing he e ec i eness o B igada
Eskwela ini ia i es, which aim o mobilize com-
muni y suppo o school imp o emen . By
analyzing he ex en and na u e o hese con-
ibu ions, he s udy seeks o unde s and how
hey in e ac wi h school leade ship o enhance
educa ional ou comes, os e a sense o own-
e ship among communi y membe s, and ul i-
ma ely c ea e a mo e suppo i e and en iched
lea ning en i onmen o s uden s. School lead-
e ship Re e s o he ac ions and s a egies em-
ployed by school leade s, such as p incipals and
adminis a o s, o guide and in luence he di ec-
ion o a school, os e ing an en i onmen con-
duci e o eaching and lea ning. This concep
encompasses a ious esponsibili ies, including
se ing a ision, making s a egic decisions, p o-
mo ing collabo a ion among s a , and engaging
wi h he communi y o enhance educa ional ou -
comes. In his s udy, school leade ship is exam-
ined as a pi o al a iable ha in e ac s wi h com-
muni y con ibu ions o de e mine he e ec i e-
ness o B igada Eskwela ini ia i es. By explo -
ing he oles and p ac ices o school leade s in
mobilizing communi y suppo , he s udy aims
o iden i y he leade ship quali ies and s a e-
gies ha success ully engage s akeholde s and
d i e posi i e changes in school acili ies and
esou ces, ul ima ely impac ing s uden achie e-
men and communi y in ol emen . B igada
Eskwela ini ia i es A e communi y-based p o-
g ams in he Philippines designed o mobilize
collec i e e o s om pa en s, local o ganiza-
ions, and communi y membe s o imp o e pub-
lic school acili ies and esou ces in p epa a-
ion o he upcoming academic yea . These
ini ia i es ocus on ac i i ies such as cleaning,
epai ing, and enhancing school en i onmen s,
os e ing a spi i o olun ee ism and collabo a-
ion among s akeholde s. In his s udy, B igada
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Eskwela ini ia i es se e as he cen al ame-
wo k o examining he impac o communi y
con ibu ions and school leade ship on he e -
ec i eness o school imp o emen e o s. By
in es iga ing he dynamics o hese ini ia i es,
he s udy aims o assess how communi y in-
ol emen and e ec i e leade ship can enhance
he ou comes o B igada Eskwela, ul ima ely
leading o be e educa ional en i onmen s and
expe iences o s uden s.
2. Me hodology
This chap e con ains he p ocesses and s eps o conduc ing he s udy. These include selec ing he
s udy’s design, he esponden s and sampling me hod, he esea ch ins umen s o da a ga he ing,
he p ocedu e, he e hical conside a ions, and he da a analysis. These s eps a e essen ial o ensu e
app op ia eness and co ec ness and p oduce sound da a collec ion, analysis, and in e p e a ion.
2.1. Resea ch Design—This s udy em-
ploys a quan i a i e, causal-compa a i e e-
sea ch design u ilizing a Two-Way Analysis
o Va iance (ANOVA). Causal-compa a i e e-
sea ch, o ex pos ac o esea ch, is a non-
expe imen al s a egy aimed a iden i ying
cause-and-e ec ela ionships by compa ing
g oups based on a speci ic a iable, wi hou
any manipula ion o hose a iables (C eswell,
2014). In his s udy, he esea che examined
di e ences among g oups and aimed o iden-
i y a cause-and-e ec ela ionship by analyzing
how one o mo e independen a iables in lu-
ence a dependen a iable (Cohen Mo ison,
2018). The Two-Way ANOVA is pa icula ly
bene icial in his con ex , as i allows o he
concu en assessmen o wo independen a i-
ables and hei in e ac ion e ec on a dependen
a iable, hus p o iding a mo e comp ehensi e
unde s anding o he unde lying ela ionships.
This me hodology is equen ly employed in
educa ional esea ch o explo e he impac o
a ious ac o s on educa ional ou comes, mak-
ing i an excellen choice o in es iga ing com-
plex, mul idimensional ela ionships. Two-way
ANOVA (Analysis o Va iance) is pa icula ly
applicable o he s udy on he ”Impac o Com-
muni y Con ibu ions and School Leade ship on
he E ec i eness o B igada Eskwela Ini ia i es
in Lupon Wes ” as i allows o he simul aneous
examina ion o wo independen a iables, com-
muni y con ibu ions and school leade ship, and
hei in e ac ions on a dependen a iable, he
e ec i eness o he B igada Eskwela ini ia i es.
This s a is ical me hod enables he esea che
o analyze how a ia ions in communi y con i-
bu ions, such as olun ee ism and engagemen
le els, and a ia ions in school leade ship s yles,
such as communica ion and in ol emen , col-
lec i ely in luence he ou comes o he ini ia-
i es. Two-Way ANOVA can e eal whe he he
impac o one independen a iable on he e ec-
i eness o B igada Eskwela di e s based on he
le els o he o he independen a iable, he eby
unco e ing po en ial in e ac ion e ec s. Fo ex-
ample, i can help de e mine i schools wi h
high le els o communi y con ibu ions bene i
mo e om speci ic leade ship app oaches com-
pa ed o hose wi h lowe con ibu ions. This
comp ehensi e analysis can p o ide aluable
insigh s in o which combina ions o commu-
ni y engagemen and leade ship p ac ices a e
mos e ec i e in enhancing school acili ies
and esou ces, hus guiding u u e s a egies
o maximizing he impac o B igada Eskwela
ini ia i es in Lupon Wes and simila con ex s.
Fu he mo e, by using wo-way ANOVA, he
s udy can add ess po en ial con ounding a i-
ables, o e ing a clea e unde s anding o he
ela ionships among he a iables o in e es
and con ibu ing o e idence-based ecommen-
da ions o policy and p ac ice in educa ional
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managemen and communi y in ol emen .
2.2. E hical Conside a ions—The e hical
conside a ion sec ion o his s udy will add ess
he key p inciples ha ensu e he p o ec ion and
well-being o he eache - esponden s in ol ed.
This includes adhe ing o con iden iali y, in-
o med consen , and he olun a y na u e o
pa icipa ion, ensu ing ha he esea ch is con-
duc ed wi h in eg i y and espec o he igh s
o all esponden s. In o med Consen and As-
sen The esea che p io i ized he p inciples o
in o med consen and assen o ensu e ha all
pa icipan s we e ully awa e o hei igh s and
he na u e o hei in ol emen . Clea and com-
p ehensi e in o ma ion was p o ided ega ding
he pu pose o he esea ch, he p ocedu es in-
ol ed, and any po en ial isks o bene i s as-
socia ed wi h pa icipa ion. Fo adul pa ici-
pan s, such as communi y membe s and school
s a , in o med consen was ob ained p io o
hei in ol emen in he s udy, ensu ing hey un-
de s ood ha hei pa icipa ion was olun a y
and could be wi hd awn a any ime wi hou
consequence. Addi ionally, o younge pa -
icipan s, such as s uden s, assen was sough
om hem while consen was ob ained om
hei pa en s o gua dians, ensu ing ha hei
oices and opinions we e espec ed in a de el-
opmen ally app op ia e manne . This commi -
men o in o med consen and assen e lec ed
he esea che ’s dedica ion o e hical esea ch
p ac ices and ein o ced he impo ance o pa -
icipan au onomy and unde s anding in he e-
sea ch p ocess. P i acy and Con iden iali y In
conduc ing his s udy, he esea che placed a
high p io i y on he p i acy and con iden iali y
o all pa icipan s. The esea che unde s ood
ha indi iduals migh sha e sensi i e in o ma-
ion ega ding hei expe iences and pe spec-
i es ela ed o communi y con ibu ions and
school leade ship in he con ex o B igada Es-
kwela ini ia i es. To p o ec his in o ma ion,
measu es such as anonymizing esponses, se-
cu ely s o ing da a, and limi ing access o only
hose di ec ly in ol ed in he esea ch we e im-
plemen ed. The esea che also clea ly com-
munica ed o pa icipan s how hei da a would
be used and eassu ed hem ha hei iden i ies
would no be disclosed in any epo s o publi-
ca ions esul ing om he s udy. By p io i izing
p i acy and con iden iali y, he esea che aimed
o c ea e a sa e space o pa icipan s o exp ess
hei iews candidly, ul ima ely enhancing he
in eg i y and us wo hiness o he esea ch.
Addi ionally, he esea che ensu ed ha all dig-
i al iles we e passwo d-p o ec ed and ha any
physical documen s we e s o ed in a locked and
secu e loca ion. Regula audi s o da a handling
p ocedu es we e conduc ed o main ain compli-
ance wi h e hical esea ch s anda ds. These e -
o s demons a ed he esea che ’s s ong com-
mi men o p o ec ing pa icipan in o ma ion
and upholding he e hical esponsibili ies o con-
duc ing sensi i e, communi y-based esea ch.
2.3. Resea ch Responden s—The pa ici-
pan s in his s udy will be eache s om Lupon
Wes Dis ic in Da ao O ien al. To de e mine
he sample size o a popula ion o 163 each-
e s, Slo in’s o mula was applied wi h a ma gin
o e o o 5 %. The calcula ion esul ed in a
equi ed sample size o 116 esponden s. This
ensu es a ep esen a i e sample, main aining
s a is ical eliabili y and alidi y o he s udy.
In he con ex o his s udy, he quali ica ions o
he esponden s a e essen ial o ensu e ha he
indings accu a ely e lec he di e se pe spec-
i es and expe iences ela ed o communi y con-
ibu ions and school leade ship in he con ex o
B igada Eskwela ini ia i es. Responden s will
include a ange o s akeholde s, such as commu-
ni y membe s, pa en s, eache s, school leade s,
and local go e nmen o icials, each b inging
unique insigh s in o he e ec i eness o hese
ini ia i es. Communi y membe s’ and pa en s’
quali ica ions may s em om hei ac i e in-
ol emen in school ac i i ies, olun ee ism, o
hei oles in local o ganiza ions ha suppo
educa ion. Teache s and school leade s will be
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men o communica ion channels o collabo a-
ion (M = 2.28) we e all a ed as low. The o e -
all mean sco e o 2.22, based on he adop ed
desc ip i e scale (Low: 1.00–2.33; Mode a e:
2.34–3.66; High: 3.67–5.00), sugges s ha he
mode o communica ion employed by school
leade s in his con ex is gene ally ine ec i e.
These indings sugges a c i ical need o school
leade s o imp o e hei communica ion s a e-
gies o os e be e engagemen wi h he com-
muni y. Ine ec i e communica ion may hinde
collabo a ion and educe communi y pa icipa-
ion in B igada Eskwela ini ia i es, ul ima ely
impac ing he success o he p og am. Add ess-
ing hese gaps by adop ing mo e anspa en ,
consis en , and inclusi e communica ion me h-
ods could signi ican ly enhance s akeholde in-
ol emen and suppo o school imp o emen
e o s.
Table 3. Classi ica ion o School Leade ship based on Mode o Communica ion
No Mode o Communica ion n Mean Desc ip i e
In e p e a ion
1
E ec i e communica ion be ween school lead-
e s and he communi y is c ucial o he success
o B igada Eskwela ini ia i es
116 2.10 Low
2
School leade s egula ly sha e in o ma ion abou
B igada Eskwela ac i i ies wi h communi y
membe s
116 2.46 Mode a e
3
Feedback om he communi y is ac i ely sough
by school leade s du ing he planning o B igada
Eskwela ini ia i es
116 2.30 Low
4
Clea and consis en communica ion om
school leade ship encou ages g ea e commu-
ni y in ol emen in B igada Eskwela
116 1.97 Low
5
Communica ion channels es ablished by school
leade s e ec i ely acili a e collabo a ion be-
ween he school and he communi y du ing
B igada Eskwela
116 2.28 Low
Mean
A e -
age
116 2.22 Low
These indings imply a signi ican gap in
he abili y o school leade s o os e s ong
school-communi y ela ionships h ough com-
munica ion. This is conce ning gi en ha e -
ec i e communica ion is widely ega ded as
a co ne s one o success ul school leade ship.
Ko umaz (2022) emphasized ha p incipals’
communica ion compe ence di ec ly in luences
school clima e, eache mo i a ion, and o gani-
za ional pe o mance. Likewise, OECD (2024)
epo ed ha open and anspa en communica-
ion enables educa ional leade s o build us
and mobilize communi y in ol emen , espe-
cially in school-based ini ia i es. Addi ionally,
da a om he U.S. Census Bu eau and Ame i-
Co ps (2024) showed ha inc eased communi y
olun ee ing pos -pandemic co ela ed s ongly
wi h e ec i e communica ion s a egies adop ed
by school and ci ic leade s. In ligh o hese
s udies, he indings om Table 3 sugges ha
enhancing communica ion s a egies, pa icu-
la ly in eedback mechanisms and collabo a i e
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planning, is c i ical o imp o ing he e ec i e-
ness o B igada Eskwela h ough s onge com-
muni y engagemen .
3.2.2. Le el o In ol emen in School–
Communi y Ac i i ies—Table 4 p esen s he de-
sc ip i e analysis o school leade ship as mea-
su ed by hei le el o in ol emen in school-
communi y ac i i ies ela ed o B igada Es-
kwela. Ac oss i e key i ems e alua ed by 116
esponden s, he esponses consis en ly indi-
ca ed a mode a e le el o in ol emen . Speci i-
cally, he highes - a ed i em was he pe cei ed
impac o school leade s’ p esence a commu-
ni y e en s, which was in e p e ed as encou -
aging g ea e communi y pa icipa ion (M =
2.82). Simila ly, di ec pa icipa ion in planning
and execu ion (M = 2.73), ac i e engagemen
wi h communi y membe s (M = 2.66), and in-
ol emen in olun ee e o s (M = 2.69) also
ecei ed mode a e a ings. The o e all mean
sco e o 2.72 con i ms ha school leade s a e
mode a ely in ol ed in B igada Eskwela, e-
lec ing a isible bu no ye op imal le el o
leade ship commi men o collabo a i e school
imp o emen e o s.
Table 4. Classi ica ion o School Leade ship based on Le el o In ol emen in
School-Communi y Ac i i ies
No
Le el o In ol emen in School-Communi y
Ac i i ies
n Mean Desc ip i e
In e p e a ion
1
Ac i e in ol emen o school leade s in B igada
Eskwela ini ia i es is essen ial o os e ing com-
muni y suppo
116 2.73 Mode a e
2
School leade s pa icipa e di ec ly in planning
and execu ing B igada Eskwela ac i i ies
116 2.73 Mode a e
3
The p esence o school leade s a communi y
e en s ela ed o B igada Eskwela encou ages
g ea e communi y pa icipa ion
116 2.82 Mode a e
4
In ol emen o school leade s in olun ee
e o s signi ican ly enhances he impac o
B igada Eskwela ini ia i es
116 2.69 Mode a e
5
School leade s demons a e commi men o
B igada Eskwela by ac i ely engaging wi h com-
muni y membe s du ing he ini ia i es
116 2.66 Mode a e
Mean
A e -
age
116 2.72 Mode a e
This mode a e le el o in ol emen is con-
sis en wi h ecen schola ly discussions on dis-
ibu ed and pa icipa o y leade ship p ac ices.
Acco ding o Lei hwood e al. (2020), he e ec-
i eness o school ini ia i es inc eases signi i-
can ly when school leade s a e isibly engaged
in communi y pa ne ships, as his s eng hens
s akeholde us and alignmen o goals. Simi-
la ly, a s udy by Pa do and Kewley (2023) em-
phasized ha school-communi y engagemen
lou ishes when p incipals and school heads ac-
i ely pa icipa e in ci ic, cul u al, o educa-
ional e en s, signaling genuine in es men in
inclusi e educa ion. Mo eo e , he Philippine
Depa men o Educa ion (2020) h ough he
Philippine P o essional S anda ds o School
Heads (PPSSH) highligh s ha isible leade -
ship engagemen in school-communi y pa ne -
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ships is essen ial in mobilizing suppo and os-
e ing sha ed owne ship o school p og ams.
Thus, he indings om Table 4 suppo he ex-
is ing li e a u e and unde sco e he impo ance
o enhancing school leade s’ ac i e and s a egic
pa icipa ion in communi y-based educa ional
ini ia i es, such as B igada Eskwela.
3.3. B igada Eskwela Ini ia i es—B igada
Eskwela, o icially known as he Na ional
Schools Main enance Week, is a lagship p o-
g am o he Depa men o Educa ion (DepEd)
in he Philippines ha exempli ies he essence
o bayanihan o communi y spi i in he edu-
ca ion sec o . I was ins i u ionalized h ough
DepEd Memo andum No. 24, s. 2008, wi h he
p ima y goal o mobilizing a ious s akehold-
e s—pa en s, eache s, alumni, p i a e o gani-
za ions, local go e nmen uni s, and o he mem-
be s o he communi y— o con ibu e hei ime,
e o , expe ise, and esou ces in p epa ing pub-
lic school acili ies o he opening o classes.
A i s co e, B igada Eskwela ope a es on he phi-
losophy ha educa ion is a sha ed esponsibil-
i y. This ini ia i e p omo es ci ic engagemen ,
olun ee ism, and mul isec o al coope a ion o
enhance he lea ning en i onmen and physical
condi ions o schools wi hou elying solely on
go e nmen unding. Ac i i ies o en include
class oom epai s, epain ing, landscaping, san-
i a ion, ins alla ion o lea ning ools, and dona-
ion o supplies and ma e ials. B igada Eskwela
has e ol ed o e he yea s o go beyond me e
physical main enance. I now se es as a pla -
o m o p omo ing disas e p epa edness, child
p o ec ion, en i onmen al s ewa dship, heal h
and wellness, and inclusi e educa ion h ough
communi y-based ac ion (DepEd, 2022). The
inclusion o non- adi ional pa ne s such as
ci il socie y g oups, businesses, and ai h-based
o ganiza ions e lec s a b oade push owa ds
social accoun abili y and inclusi e go e nance
in educa ion. Empi ical s udies suppo he el-
e ance and e ec i eness o B igada Eskwela.
Fo ins ance, Manlapig and Ocampo (2021)
ound ha schools wi h high s akeholde pa ic-
ipa ion in B igada Eskwela ini ia i es end o e-
po be e school-communi y ela ionships and
mo e sus ainable school de elopmen p ojec s.
Likewise, Alon and Gascon (2022) emphasized
ha he ini ia i e os e s social cohesion and em-
powe s local communi ies by ans o ming hem
in o co-educa o s and co-manage s o school e-
sou ces.
3.3.1. Imp o emen o School Facili ies—
Table 5 p esen s he desc ip i e da a on he ex-
en o which B igada Eskwela ini ia i es ha e
con ibu ed o he imp o emen o school acil-
i ies, based on he pe cep ions o 116 espon-
den s. All i e indica o s e alua ed we e consis-
en ly in e p e ed as “less ex ensi e,” wi h mean
sco es anging om 2.44 o 2.62. The highes -
a ed i em, “Reno a ions and main enance ca -
ied ou du ing B igada Eskwela ha e posi i ely
impac ed he lea ning en i onmen o s uden s,”
ecei ed a mean o 2.62, indica ing ha while
he enhancemen s a e limi ed, hey a e no ice-
able. O he indica o s, such as imp o emen s
in in as uc u e due o communi y olun ee
in ol emen (M = 2.44), u iliza ion o acili ies
o educa ional ac i i ies (M = 2.51), and eed-
back om s akeholde s ega ding adequacy (M
= 2.49), all e lec a less ex ensi e impac . The
o e all mean sco e o 2.52 con i ms his gene al
pe cep ion.
These indings sugges ha while B igada
Eskwela has made some con ibu ions o im-
p o ing physical acili ies, he impac emains
modes and may no ye ully add ess he in-
as uc u al needs o schools. This aligns
wi h he indings o Ga cia (2021), who no ed
ha he physical imp o emen s esul ing om
B igada Eskwela in Ba angas schools we e is-
ible bu mode a e in scope, o en cons ained
by limi ed communi y esou ces and logis ical
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Table 5. Le el o B igada Eskwela Ini ia i es in e ms o Imp o emen o School
Facili ies
No Imp o emen o School Facili ies n Mean Desc ip i e
In e p e a ion
1
B igada Eskwela ini ia i es ha e led o signi -
ican enhancemen s in he o e all condi ion o
school acili ies
116 2.53 Less Ex ensi e
2
The in ol emen o communi y olun ee s du -
ing B igada Eskwela has esul ed in no iceable
imp o emen s in school in as uc u e
116 2.44 Less Ex ensi e
3
Reno a ions and main enance ca ied ou du ing
B igada Eskwela ha e posi i ely impac ed he
lea ning en i onmen o s uden s
116 2.62 Less Ex ensi e
4
Feedback om eache s and s uden s indica es
ha acili ies imp o ed h ough B igada Es-
kwela ini ia i es mee hei educa ional needs
116 2.49 Less Ex ensi e
5
The ou comes o B igada Eskwela ini ia i es
ha e led o be e u iliza ion o school acili ies
o educa ional ac i i ies
116 2.51 Less Ex ensi e
Mean
A e -
age
116 2.52 Less Ex ensi e
challenges. Ansano and Melcho (2024) sim-
ila ly concluded ha he success o school a-
cili y imp o emen s is s ongly in luenced by
school heads’ leade ship and capaci y o mobi-
lize s akeholde s. Addi ionally, a s udy pub-
lished in he In e na ional Jou nal o Mul i-
disciplina y Resea ch (2025) emphasized ha
while B igada Eskwela os e s collabo a i e en-
gagemen , he angible ou comes in e ms o
s uc u al imp o emen s depend hea ily on he
dep h o pa ne ships and suppo om local
s akeholde s. In ligh o his, he indings ein-
o ce he need o sus ained planning, esou ce
alloca ion, and s onge pa ne ships o maxi-
mize he physical impac o B igada Eskwela
on school acili ies.
3.3.2. Feedback—Table 6 p esen s he de-
sc ip i e analysis o B igada Eskwela ini ia i es
conce ning he eedback mechanisms and hei
e ec i eness, based on esponses om 116 pa -
icipan s. The da a indica ed ha all i e indi-
ca o s we e consis en ly in e p e ed as ”Less
Ex ensi e,” wi h mean sco es anging om 2.35
o 2.51. Speci ically, he highes - a ed i em was
he e ec i e u iliza ion o eedback o in o m
u u e planning and implemen a ion (M = 2.51),
while he lowes was he egula assessmen o
eedback con ibu ing o con inuous imp o e-
men (M = 2.35). The o e all mean sco e o
2.44 sugges s ha he esponden s pe cei e he
eedback mechanisms wi hin B igada Eskwela
ini ia i es as less ex ensi e.
These indings highligh a c i ical a ea o
imp o emen in he B igada Eskwela p og am.
E ec i e eedback mechanisms a e c ucial o
he ongoing imp o emen o any ini ia i e. The
limi ed ex en o eedback in eg a ion sugges s
po en ial gaps in s akeholde engagemen and
communica ion. Colonia e al. (2024) empha-
sized he signi icance o s akeholde pa icipa-
ion in he implemen a ion o B igada Eskwela,
no ing ha he ac i e in ol emen o eache s,
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Table 6. Le el o B igada Eskwela Ini ia i es in e ms o Feedback
No Feedback n Mean Desc ip i e
In e p e a ion
1
Feedback om s uden s and pa en s demon-
s a es a posi i e pe cep ion o he ou comes o
B igada Eskwela ini ia i es
116 2.46 Less Ex ensi e
2
Communi y membe s equen ly p o ide inpu
ega ding he e ec i eness o B igada Eskwela
ini ia i es
116 2.46 Less Ex ensi e
3
The eedback mechanism es ablished du ing
B igada Eskwela allows o meaning ul sugges-
ions and imp o emen s
116 2.42 Less Ex ensi e
4
Regula assessmen o eedback con ibu es o
he con inuous imp o emen o B igada Eskwela
ini ia i es
116 2.35 Less Ex ensi e
5
Feedback ecei ed du ing B igada Eskwela is
u ilized e ec i ely o in o m u u e planning and
implemen a ion o ini ia i es
116 2.51 Less Ex ensi e
Mean
A e -
age
116 2.44 Less Ex ensi e
pa en s, and communi y membe s is c ucial o
he p og am’s success. Thei s udy ound ha
while eache s and communi y membe s pa -
icipa ed o a g ea ex en , pa en s’ pa icipa-
ion was only o some ex en , indica ing a need
o mo e inclusi e eedback s a egies. Fu -
he mo e, he s udy by Fe e as and Fo manes
(2024) on bes p ac ices in B igada Eskwela
highligh ed he impo ance o con inuous e alu-
a ion and s akeholde engagemen . They iden-
i ied ha e ec i e communica ion and egula
assessmen a e key componen s in sus aining
he success o B igada Eskwela ini ia i es. The
less ex ensi e eedback mechanisms obse ed
in Table 6 may hinde he p og am’s abili y o
adap and imp o e based on s akeholde inpu .
In conclusion, he da a om Table 6 unde sco es
he necessi y o B igada Eskwela p og ams o
s eng hen hei eedback mechanisms. By os-
e ing mo e obus channels o s akeholde in-
pu and ensu ing ha eedback is sys ema ically
collec ed and u ilized, schools can enhance he
e ec i eness and sus ainabili y o B igada Es-
kwela ini ia i es.
3.3.3. S uden s’ A endance and Pa icipa-
ion—Table 7 p esen s he desc ip i e s a is ics
conce ning he le el o B igada Eskwela ini ia-
i es as pe cei ed h ough s uden a endance
and pa icipa ion. Based on esponses om 116
pa icipan s, all i e indica o s yielded mean
sco es anging om 2.36 o 2.53, alling un-
de he “Less Ex ensi e” ca ego y. The highes -
a ed i em “S uden s show inc eased a endance
a es du ing B igada Eskwela ini ia i es com-
pa ed o egula school days”— ecei ed a mean
sco e o 2.53, indica ing a sligh imp o emen in
a endance, albei no subs an ial. Meanwhile,
s uden pa icipa ion in ac i i ies (M = 2.37),
s uden mo i a ion (M = 2.37), and eache -
epo ed in ol emen (M = 2.36) we e all in-
e p e ed as less ex ensi e. The p omo ion o
esponsibili y h ough pa icipa ion also sco ed
modes ly (M = 2.45). O e all, he compu ed
a e age mean sco e was 2.42, con i ming ha
s uden engagemen du ing B igada Eskwela
ini ia i es is pe cei ed as limi ed.
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Table 7. Le el o B igada Eskwela Ini ia i es in e ms o S uden s’ A endance and
Pa icipa ion
No S uden s’ A endance and Pa icipa ion n Mean Desc ip i e
In e p e a ion
1
S uden s show inc eased a endance a es du ing
B igada Eskwela ini ia i es compa ed o egula
school days
116 2.53 Less Ex ensi e
2
Pa icipa ion le els o s uden s in B igada Es-
kwela ac i i ies a e no iceably highe han in
o he school p og ams
116 2.37 Less Ex ensi e
3
Engagemen o s uden s du ing B igada Eskwela
ini ia i es con ibu es o hei o e all mo i a ion
o school
116 2.37 Less Ex ensi e
4
Feedback om eache s indica es ha s uden s
a e mo e in ol ed in school ac i i ies du ing
B igada Eskwela
116 2.36 Less Ex ensi e
5
B igada Eskwela ini ia i es p omo e a sense o
esponsibili y among s uden s, leading o highe
pa icipa ion a es
116 2.45 Less Ex ensi e
Mean
A e -
age
116 2.42 Less Ex ensi e
This sugges s ha while s uden s a e in-
ol ed in B igada Eskwela, hei pa icipa-
ion and a endance do no signi ican ly ex-
ceed le els obse ed in egula academic o co-
cu icula p og ams. The limi ed engagemen
may be a ibu ed o se e al ac o s, such as a
lack o s uc u ed oles o s uden s, minimal
s uden - ocused ac i i ies, o insu icien o ien-
a ion on he impo ance o hei pa icipa ion.
This aligns wi h he indings o Fe e as and
Fo manes (2024), who no ed ha while B igada
Eskwela is highly e ec i e in communi y mo-
biliza ion, s uden in ol emen emains pe iph-
e al unless in en ionally designed wi hin he p o-
g am amewo k. Addi ionally, Colonia e al.
(2024) emphasized he ole o s akeholde in-
clusi i y, asse ing ha p og ams ha do no
explici ly ou line s uden oles end o expe i-
ence weake you h pa icipa ion ou comes. The
da a om Table 7 unde sco es he impo ance
o in eg a ing s uden -cen e ed s a egies wi hin
B igada Eskwela planning and implemen a ion.
P omo ing you h leade ship, assigning speci ic
asks o s uden o ganiza ions, and p o iding
incen i es o pa icipa ion can enhance bo h a -
endance and engagemen du ing he ini ia i e’s
implemen a ion.
3.4. De e mining he Signi ican In e ac-
ion E ec Be ween Communi y Con ibu ions
and School Leade ship on he E ec i eness
o B igada Eskwela Ini ia i es —A wo-way
ANOVA was conduc ed o examine he in e -
ac ion e ec be ween Communi y Con ibu-
ions (IV
1
) and School Leade ship (IV
2
) on
he E ec i eness o B igada Eskwela Ini ia i es
(DV
BSI AVE
). Resul s e ealed ha bo h inde-
penden a iables had s a is ically signi ican
main e ec s on he dependen a iable.
Fo Communi y Con ibu ions, he e ec
was signi ican ,
F(2,113) = 11.89
,
p<.001
,
η2=.174
,
ω2=.158
, indica ing a mode a e o
la ge e ec size. The desc ip i e means showed
ha he LOW le el (
M=2.356
,
SD =0.245
)
had signi ican ly lowe e ec i eness a ings
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compa ed o he HIGH (
M=2.571
,
SD =
0.183
) and MODERATE (
M=2.549
,
SD =
0.210) g oups.
Simila ly, o School Leade ship, a signi i-
can main e ec was ound,
F(2,113) = 13.166
,
p<.001
,
η2=.189
,
ω2=.173
. The MODER-
ATE leade ship g oup (
M=2.623
,
SD =0.218
)
sco ed highe in e ec i eness han bo h LOW
(
M=2.380
,
SD =0.223
) and HIGH (
M=
2.547
,
SD =0.214
), al hough only he LOW
s. MODERATE compa ison was s a is ically
signi ican (p<.001).
Table 8. Two-Way ANOVA Resul s o Communi y Con ibu ions and School
Leade ship
Sou ce Sum o Squa es d Mean Squa e F p η2ω2
Communi y Con ibu ions (IV1) 1.180 2 0.590 11.890 <.001 .174 .158
School Leade ship (IV2) 1.282 2 0.641 13.166 <.001 .189 .173
Residuals 5.605 / 5.503 113 0.050 / 0.049 — — — —
No e. Values ep esen Type I / Type III esiduals. E ec sizes a e epo ed as pa ial e a squa ed (η2) and omega squa ed
(ω2).
Howe e , he in e ac ion e ec be ween
Communi y Con ibu ions and School Leade -
ship on he e ec i eness o B igada Eskwela Ini-
ia i es was no explici ly es ed o epo ed in
he gi en esul s. Thus, u he analysis includ-
ing an in e ac ion e m in he ANOVA model
would be equi ed o espond o his esea ch
ques ion ully. Based on he cu en da a, we
can conclude ha bo h communi y con ibu ions
and school leade ship indi idually ha e signi i-
can e ec s on B igada Eskwela e ec i eness,
bu no e idence o an in e ac ion e ec can be
es ablished om he cu en ou pu .
3.5. Assessing he Indi idual E ec s o
Communi y Con ibu ions and School Lead-
e ship on he E ec i eness o B igada Es-
kwela Ini ia i es —The esul s o he wo-way
ANOVA analysis indica e ha bo h communi y
con ibu ions and school leade ship, when con-
side ed indi idually, exe s a is ically signi i-
can main e ec s on he e ec i eness o B igada
Eskwela Ini ia i es. Fo communi y con ibu-
ions, he e ec was s a is ically signi ican , F(2,
113) = 11.89, p
<
.001, wi h a pa ial e a squa ed
(²) alue o 0.174, indica ing a mode a e e -
ec size. This sugges s ha di e ences in he
le el o communi y con ibu ions (low, mode -
a e, high) a e associa ed wi h meaning ul a i-
a ions in how e ec i e B igada Eskwela ini ia-
i es a e pe cei ed o be. Pos hoc analysis using
Tukey’s HSD e ealed ha schools wi h high (M
= 2.571, SD = 0.183) and mode a e (M = 2.549,
SD = 0.210) communi y con ibu ions epo ed
signi ican ly highe e ec i eness sco es han
hose wi h low con ibu ions (M = 2.356, SD =
0.245), p
<
.001. Simila ly, o school leade -
ship, a signi ican main e ec was also obse ed,
F(2, 113) = 13.166, p
<
.001, ² = 0.189, also
indica ing a mode a e e ec size. Pos hoc com-
pa isons e ealed ha he mode a e leade ship
g oup (M = 2.623, SD = 0.218) epo ed signi i-
can ly highe e ec i eness sco es han he low
leade ship g oup (M = 2.380, SD = 0.223), p
<
.001. This sugges s ha he le el o leade ship
in ol emen independen ly con ibu es o he e -
ec i eness o B igada Eskwela implemen a ion.
Taken oge he , hese esul s a i m ha bo h in-
dependen a iables—communi y con ibu ions
and school leade ship—each ha e signi ican
and meaning ul main e ec s on B igada Es-
kwela e ec i eness when examined sepa a ely.
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Table 9. Two-Way ANOVA Summa y o Main E ec s o Communi y Con ibu ions
and School Leade ship on B igada Eskwela E ec i eness
Sou ce Sum o Squa es d Mean Squa e F p η2ω2
Communi y Con ibu ions 1.180 2 0.590 11.890 <.001 .174 .158
School Leade ship 1.282 2 0.641 13.166 <.001 .189 .173
Residual (E o ) 5.605 / 5.503 113 0.050 / 0.049 — — — —
No e. Type III Sum o Squa es used. η2= pa ial e a squa ed; ω2= omega squa ed.
Desc ip i e S a is ics o B igada Eskwela E ec i eness by Le els o Communi y
Con ibu ions and School Leade ship
Independen Va iable G oup N Mean SD SE
Communi y Con ibu ions High 23 2.571 0.183 0.038
Mode a e 38 2.549 0.210 0.034
Low 55 2.356 0.245 0.033
School Leade ship High 19 2.547 0.214 0.049
Mode a e 26 2.623 0.218 0.043
Low 71 2.380 0.223 0.027
No e. SD = s anda d de ia ion; SE = s anda d e o .
Tukey’s HSD Pos Hoc Compa isons o Main E ec s
Va iable G oup Compa ison Mean Di SE p Cohen’s d
Communi y Con ibu ions High s. Low 0.215 0.055 3.890 <.001 0.966
Mode a e s. Low 0.193 0.047 4.109 <.001 0.867
High s. Mode a e 0.022 0.059 0.375 .925 0.099
School Leade ship Mode a e s. Low 0.242 0.051 4.789 <.001 1.098
High s. Low 0.167 0.057 2.929 .011 0.757
Mode a e s. High 0.075 0.067 1.131 .497 0.341
No e. Mean Di = Mean Di e ence; SE = S anda d E o . E ec size epo ed as Cohen’s d.
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A wo-way Analysis o Va iance (ANOVA)
was conduc ed o examine he e ec s o commu-
ni y con ibu ions and school leade ship on he
pe cei ed e ec i eness o B igada Eskwela Ini-
ia i es. The ollowing hypo heses we e es ed
a he 0.05 le el o signi icance:
a icle book abs h eepa able a ay [ma gin=1in]geome y
Summa y o Hypo hesis Tes ing Resul s
Hypo hesis S a is ical Resul p- alue Decision
H01 (In e ac ion) No es ed — No decision
H02 (IV1 Main E ec ) F(2,113)=11.89 <.001 Rejec H02
H03 (IV2 Main E ec ) F(2,113)=13.17 <.001 Rejec H03
No e. IV1 = Communi y Con ibu ions; IV2 = School Leade ship.
Null Hypo hesis 1 (H): The e is no signi i-
can in e ac ion e ec be ween communi y con-
ibu ions and school leade ship on he e ec-
i eness o B igada Eskwela Ini ia i es. Deci-
sion: Canno be es ed based on a ailable esul s.
In e p e a ion: The in e ac ion e ec be ween
communi y con ibu ions and school leade ship
was no explici ly epo ed in he ou pu . Wi h-
ou he in e ac ion e m in he ANOVA summa y
able, no conclusion can be d awn abou his hy-
po hesis. To p ope ly e alua e H, an addi ional
ANOVA model including he in e ac ion (IV1
IV2) would be equi ed. The e o e, no decision
is made ega ding H a his s age. Null Hypo h-
esis 2 (H): The e is no signi ican main e ec o
communi y con ibu ions on he e ec i eness
o B igada Eskwela Ini ia i es. Decision: Re-
jec H S a is ical E idence: The main e ec o
communi y con ibu ions was s a is ically sig-
ni ican , F(2, 113) = 11.890, p
<
.001, wi h a
pa ial e a squa ed (²) = .174, indica ing a mod-
e a e o la ge e ec size. In e p e a ion: The e
is a signi ican di e ence in he e ec i eness o
B igada Eskwela Ini ia i es ac oss di e en le -
els o communi y con ibu ions. Pos hoc analy-
sis e ealed ha bo h he high (M = 2.571, SD
= 0.183) and mode a e (M = 2.549, SD = 0.210)
con ibu ion g oups had signi ican ly highe e -
ec i eness sco es compa ed o he low con i-
bu ion g oup (M = 2.356, SD = 0.245), p
<
.001.
Null Hypo hesis 3 (H): The e is no signi ican
main e ec o school leade ship on he e ec i e-
ness o B igada Eskwela Ini ia i es. Decision:
Rejec H S a is ical E idence: The main e ec
o school leade ship was s a is ically signi ican ,
F(2, 113) = 13.166, p
<
.001, wi h a pa ial e a-
squa ed (²) o .189, indica ing a mode a e o
la ge e ec size. In e p e a ion: Di e en le els
o school leade ship a e associa ed wi h a ying
deg ees o e ec i eness in B igada Eskwela Ini-
ia i es. Speci ically, he mode a e leade ship
g oup (M = 2.623, SD = 0.218) demons a ed
signi ican ly highe pe cei ed e ec i eness han
he low leade ship g oup (M = 2.380, SD =
0.223), p
<
.001. The di e ence be ween he
mode a e and high g oups was no s a is ically
signi ican .
4. Conclusions and Recommenda ions
This chap e p esen s he conclusions d awn om he indings o he s udy on he impac o
communi y con ibu ions and school leade ship on he e ec i eness o B igada Eskwela Ini ia i es.
The conclusions a e ancho ed on he esul s o he s a is ical analyses and a e aligned wi h he
esea ch objec i es and hypo heses. Based on hese insigh s, ac ionable ecommenda ions a e
p oposed o in o m policy decisions, enhance p og am implemen a ion, and guide u u e school-
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communi y pa ne ships in suppo o B igada Eskwela.
4.1. Findings o he S udy—Communi y
con ibu ions based on olun ee ism we e ound
o be a a mode a e le el o e all. While he e
was ecogni ion o he impo ance and po en ial
impac o olun ee e o s, ac ual pa icipa ion
emained limi ed, pa icula ly in e ms o ac-
i e encou agemen and ini ia i e- aking among
communi y membe s. Simila ly, communi y
con ibu ions based on s akeholde engagemen
also egis e ed a a mode a e le el; al hough
communi y membe s and local o ganiza ions
we e engaged o some ex en in planning and
implemen a ion, deepe collabo a ion and mo e
s uc u ed pa icipa ion mechanisms we e s ill
needed. School leade ship in e ms o com-
munica ion was a ed as low, wi h da a indi-
ca ing ha communica ion s a egies employed
by school heads we e nei he su icien ly clea
no consis en , no we e hey ecip ocal enough
o ully engage he communi y in B igada Es-
kwela ini ia i es. Con e sely, school leade ship
based on in ol emen in school-communi y ac-
i i ies was e alua ed as mode a e. Al hough
school leade s we e isible in B igada Eskwela
p og ams and demons a ed commi men , hei
p esence and ac i e engagemen in olun ee
e o s and communi y e en s could s ill be en-
hanced o achie e g ea e p og am impac . The
e ec i eness o B igada Eskwela ini ia i es, pa -
icula ly ega ding he imp o emen o school
acili ies, was pe cei ed as less ex ensi e. While
he e we e isible physical imp o emen s, hese
we e no maximized due o esou ce cons ain s
and a ying deg ees o s akeholde in ol emen .
Feedback mechanisms wi hin he B igada Es-
kwela ini ia i es we e also seen as less ex en-
si e, wi h mechanisms o collec ing and u iliz-
ing eedback om s uden s, pa en s, and com-
muni y membe s unde u ilized and lacking con-
inui y. S uden a endance and pa icipa ion
we e epo ed as less ex ensi e as well; al hough
some deg ee o s uden in ol emen exis ed,
he le el o engagemen was minimal and o en
no sus ained ac oss ac i i ies. S a is ical analy-
sis using Two-Way ANOVA e ealed ha bo h
communi y con ibu ions and school leade ship,
when conside ed indi idually, had signi ican
main e ec s on he e ec i eness o B igada Es-
kwela ini ia i es (p
<
.001 o bo h). Howe e ,
he in e ac ion e ec be ween hese wo a i-
ables was no epo ed, and hus no conclusion
was d awn ega ding hei combined ela ion-
ship.
4.2. Conclusions—The in eg a ion o So-
cial Capi al Theo y and T ans o ma ional Lead-
e ship Theo y is accep ed wi hin he B igada
Eskwela amewo k, which implies a need o
balanced in es men in bo h communi y engage-
men and school leade ship. This app oach can
enhance p og am design, encou age inclusi e
planning, and suppo sus ainable s akeholde
pa icipa ion. I calls o imp o ed eedback sys-
ems, capaci y-building ini ia i es, and leade -
ship aining o s eng hen collabo a ion and ac-
coun abili y. Recognizing he po en ial syne gy
be ween s ong social ne wo ks and ans o ma-
ional leade ship may lead o mo e impac ul
and las ing ou comes in educa ional ini ia i es.
In conclusion, he in eg a ion o Social Cap-
i al Theo y and T ans o ma ional Leade ship
Theo y wi hin he B igada Eskwela amewo k
o e s a comp ehensi e lens o enhancing edu-
ca ional ini ia i es. By ecognizing communi y
engagemen and school leade ship as equally i-
al and in e connec ed elemen s, his app oach
p omo es a mo e inclusi e, collabo a i e, and
sus ainable model o school imp o emen . De-
libe a e in es men in s eng hening social ne -
wo ks and empowe ing school leade s can lead
o mo e e ec i e s akeholde pa icipa ion, im-
p o ed planning, and g ea e accoun abili y. Ul-
ima ely, his syne gy holds he po en ial o no
only ele a e B igada Eskwela’s impac bu also
o inspi e b oade communi y in ol emen in
25 ISSN 3028-1261
10.5281/zenodo.17308760/NIJSE.2025
