Impact of Community Contributions and School Leadership On the Effectiveness of Brigada Eskwela Initiatives in Lupon West

ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 Impact of Community Contributions and School Leadership On the Effectiveness of Brigada Eskwela Initiatives in Lupon West Mae Ann S. Ramos Abstract. This study examined the individual and potential interaction effects of community contributions and school leadership on the effectiveness of Brigada Eskwela Initiatives in selected public schools. Utilizing a quantitative research design, data were collected from 116 respondents through structured survey instruments and analyzed using Two-Way ANOVA. The results revealed that community contributions, measured in terms of volunteerism and stakeholder engagement, were perceived at a moderate level, while school leadership, assessed through communication and involvement in school-community activities, ranged from low to moderate. In terms of effectiveness, Brigada Eskwela Initiatives were rated as less extensive, particularly in areas such as facility improvement, feedback mechanisms, and student participation. Statistical findings indicated that both community contributions and school leadership had significant main effects on Brigada Eskwela effectiveness, with moderate to large effect sizes. However, the interaction effect between the two variables was not tested. The study concludes that both variables independently contribute to the program’s success and recommends strengthening communication, community mobilization, and participatory planning. Future research is encouraged to investigate the dynamic interactions between leadership and community support in school-based programs. KEY WORDS 1. Brigada Eskwela 2. community contributions 3. school leadership 4. s takeholder engagement 5. s chool-community partnership 6. v olunteerism Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction The effectiveness of Brigada Eskwela initiatives is often hindered by several general challenges related to community contributions and school leadership. One significant challenge is the varying levels of community engagement, where some community members may lack awareness or motivation to participate actively, resulting in inconsistent volunteerism and support. The communication between school leaders and the community can sometimes be insufficient, leading to misunderstandings regarding the objectives and benefits of Brigada Eskwela initiatives. School leadership also plays a critical role; ineffective leadership may result in a lack of organization, direction, and collaboration, diminishing the overall impact of these initiatives. Moreover, resource constraints, whether financial, material, or human, can limit the capacity of both the community and school leadership to implement NIJSE (2025) - comprehensive improvements effectively. In the international context, one of the significant challenges faced by these initiatives is the varying levels of community engagement. Different communities exhibit diverse cultural attitudes toward education and volunteerism, which can affect participation rates. In some regions, community members may be unaware of the initiatives or may not feel a sense of ownership or responsibility towards their local schools. This lack of engagement can lead to a shortage of volunteers during critical periods, ultimately diminishing the effectiveness of the initiatives to improve school facilities and resources (Assefa, 2023). Another challenge is the often ineffective communication between school leadership and the community, which can hinder the success of initiatives. School leaders may struggle to convey the importance of community involvement, the specific needs of the school, and how community contributions can make a difference. Cultural or language barriers can sometimes exacerbate these communication issues, leading to misunderstandings and a lack of clear directives. Moreover, inconsistent messaging from school leaders can create confusion and skepticism within the community, further reducing the likelihood of community members stepping up to support initiatives. Effective communication strategies that are culturally sensitive and inclusive are essential for fostering collaboration and ensuring that both school leaders and community members are aligned in their efforts (Torsdottir et.al., 2024). Resource constraints and limitations in school leadership also pose significant challenges to the effectiveness of initiatives. Many schools, especially in underprivileged areas, may lack the financial, material, and human resources to implement comprehensive improvement programs effectively (Nieva Boza Lleix ` a Arribas, 2023). School leaders often face overwhelming workloads, which detracts from their ability to engage with the community and oversee the initiatives. In some cases, insufficient training and support for school leaders can lead to poor planning and execution of Brigada Eskwela activities, resulting in disorganized efforts that fail to attract community participation. Furthermore, even well-intentioned initiatives may struggle to achieve their desired outcomes without Adequate resources, leading to frustration among community members who wish to contribute but find their efforts ineffective. In the Philippine setting, one of the primary challenges affecting the effectiveness of Brigada Eskwela initiatives is the limited community engagement. While the program aims to mobilize community members to support local schools, varying levels of awareness and commitment often hinder participation. In many rural areas, families may prioritize daily survival over school improvement efforts, leading to low turnout in volunteer activities. Some community members may feel disconnected from the educational system, believing that their involvement will not significantly impact school conditions. This disconnection can result in a lack of motivation to participate in Brigada Eskwela initiatives, ultimately affecting the quality and extent of improvements made to school facilities (Kim Wargo, 2022). Many school leaders may lack the necessary skills or resources to disseminate information about Brigada Eskwela initiatives effectively. This can result in misunderstandings regarding the program’s objectives, expectations, and benefits. In some instances, communication barriers arise due to differences in language, culture, and educational background among community members, which can further complicate outreach efforts. When parents and community stakeholders do not fully understand the purpose and importance of their involvement, participation may be limited or misaligned with the school’s needs (Bildag Pili, 2024). Resource limitations and challenges in school leadership also pose significant obstacles to the effectiveness of Brigada Eskwela initia2ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - tives in the Philippines. Many public schools face financial constraints that limit their ability to undertake comprehensive improvement projects. Some school leaders may lack training in project management and community engagement, hindering their ability to organize and implement successful Brigada Eskwela activities (Tan, 2024). In the locality of Lupon West, the challenges faced in implementing Brigada Eskwela initiatives are particularly pronounced due to a combination of socio-economic factors and community dynamics. Limited community engagement remains a significant barrier, as many residents prioritize economic survival over volunteerism, resulting in low participation rates during school improvement activities. Ineffective communication between school leaders and the community often exacerbates this issue, with school initiatives not reaching all population segments due to language barriers and a lack of outreach. The local school leadership also faces resource constraints, struggling to manage limited budgets while trying to rally community support for infrastructure improvements. It is essential to develop tailored strategies that foster greater community involvement, enhance communication, and strengthen the capacity of school leaders to mobilize resources effectively. Thus, this paper is presented. These challenges highlight the need for context-specific approaches that consider the unique socio-economic conditions of Lupon West. Addressing these issues is vital to ensuring the success of Brigada Eskwela and fostering a more inclusive, community-driven school improvement program. 1.1. Review of Significant Literature— 1.1.1. Community Contributions—Community contributions—through volunteer work, financial aid, in-kind support, and partnerships—play a crucial role in improving schools and fostering student success. Programs like Brigada Eskwela highlight the importance of shared responsibility in enhancing learning environments. Research shows that safe spaces, parental involvement, and strong community ties reduce violence and improve student behavior (Reyneke, 2024; Mtey, 2024). Learning models such as “Learning by Observing and Pitching In” (LOPI) emphasize culturally grounded approaches to community-supported education (Rogoff Mej´ ıa-Arauz, 2022). 1.1.2. Volunteerism—Volunteerism demonstrates community solidarity, sustaining initiatives like E-Tulay and VITA that provide both student support and professional development opportunities (Oribello, 2023; Byrd et al., 2022). Scholarships also increase alumni willingness to give back, further strengthening educational institutions (Ferguson, 2022). 1.1.3. Engagement Levels—High engagement in community-school partnerships fosters holistic student growth and collective accountability. Active participation in decision-making and events builds trust and enhances resources (Wriston Duchesneau, 2024). Teacher engagement in professional development also boosts educational outcomes (Belay et al., 2022). Meanwhile, community engagement initiatives influence social responsibility among students, especially when aligned with academic disciplines or peer networks (Schiff et al., 2024). 1.1.4. School Leadership—Effective leadership sets vision, mobilizes resources, and builds collaboration. Studies highlight how cultural values shape leadership, such as collectivism in Singapore (Tan, 2024), and how innovative, shared, or transformational leadership boosts performance and engagement (Aky ¨ urek et al., 2022, 2024; Gao et al., 2024). Collaborative and communicative leadership styles strengthen school effectiveness and foster inclusivity (Aryawan et al., 2024; Lessy et al., 2024; Bildag Pili, 2024). 1.1.5. Involvement—School leaders’ visibility and direct participation in classrooms and events build trust and strengthen parental engagement. Teachers act as intermediaries, with 3ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - their invitations being key drivers of parental involvement (Yulianti et al., 2021, 2022). Student involvement in extracurriculars also enhances leadership skills and community values (Kim Wargo, 2022). 1.1.6. Brigada Eskwela—This flagship DepEd initiative mobilizes volunteers to improve school facilities and promote accountability. It strengthens school-community bonds and instills civic responsibility in students. Comparable international models, such as Pakistan’s hackathons or New York’s community schools, also demonstrate how collective action can address local educational challenges (Naseem et al., 2023; Coyne, 2024). Feedback loops ensure that Brigada Eskwela remains responsive and sustainable (Cacciamani et al., 2024). 1.1.7. School Facilities—Facility improvements directly impact learning and reflect community investment. Programs like India’s Sarva Shiksha Abhiyan and inclusive reforms highlight the importance of infrastructure and collaboration in addressing equity (Nagaraju, 2024; L ´ opez-Azuaga et al., 2020). Engagement frameworks, such as California’s LCFF, emphasize involving marginalized voices in governance, though challenges in meaningful participation remain (Hendrick, 2022). 1.1.8. Feedback—Systematic feedback from stakeholders ensures accountability and continuous improvement in initiatives like Brigada Eskwela. In both schools and higher education, structured feedback strengthens social cohesion, inclusivity, and learning communities (Nieva Boza Lleix` a Arribas, 2023). 1.1.9. Student Attendance and Participation—Student participation in Brigada Eskwela activities fosters ownership, teamwork, and civic responsibility. Broader evidence shows that initiatives such as feeding programs and student councils enhance attendance, attentiveness, and agency, particularly in disadvantaged contexts (Assefa, 2023; Torsdottir et al., 2024). 1.2. Synthesis—This study examines several important variables, such as community contributions, volunteerism, level of engagement, school leadership, and the effectiveness of Brigada Eskwela initiatives. Community contributions are evidenced by the proactive participation of local individuals and organizations in enhancing educational standards, with volunteerism indicating this active engagement. The engagement level evaluates the extent to which community members are involved in school activities, reflecting their commitment to shared objectives. School leadership plays a vital role in fostering an inclusive atmosphere through effective communication and participation, which in turn impacts the success of initiatives like Brigada Eskwela. Furthermore, the effectiveness of Brigada Eskwela is gauged by improvements in school facilities, stakeholder feedback, and attendance and participation rates of students, which together illustrate the effects of collective efforts on advancing the educational environment. Collectively, these concepts form a framework for analyzing the relationship between community support and school improvement strategies in the context of Brigada Eskwela. Together, these concepts provide a structured lens to examine how community involvement influences the success of Brigada Eskwela initiatives. This framework is essential for identifying effective strategies that strengthen collaboration between schools and their local communities. This synergy not only improves the implementation of Brigada Eskwela but also builds a culture of trust and mutual commitment. It empowers both educators and community members to take active roles in shaping the learning environment. As a result, the program becomes more than just a yearly activity; it evolves into a continuous, community-driven effort toward educational excellence. 1.3. Theoretical and Conceptual Framework—The theoretical framework of the study on the impact of community contributions 4ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - and school leadership on the effectiveness of Brigada Eskwela initiatives encompasses several relevant theories. Social Capital Theory by H ¨ auberer, J. (2011), cited by Schiff et al. (2024), asserts that the relationships and networks among individuals and groups can enable cooperation and collective action for shared benefits. Within the context of Brigada Eskwela, this theory highlights the crucial role of community involvement and partnership in improving educational results. It posits that community members strengthen social connections and cultivate a sense of belonging when they engage in school programs. This networked environment boosts volunteerism and engagement while also enhancing school leadership effectiveness as leaders tap into these relationships to gather resources and support. By fostering social capital, Brigada Eskwela’s efforts can build a more collaborative and supportive educational atmosphere, benefiting students and the broader community. Transformational Leadership Theory (Downtown, 1973; Burn, 1978; Bass, 1985), cited by Belay et al. (2022), centers on leaders’ capacity to inspire and motivate their followers toward achieving greater performance while promoting positive organizational changes. In educational settings, this theory highlights the significance of school leaders in crafting a vision for enhancement and actively involving stakeholders in the journey. Characteristics of transformational leaders include effective communication, community engagement, and the development of strong relationships. By embodying these traits, school leaders can boost the effectiveness of Brigada Eskwela initiatives, ensuring that community contributions are acknowledged and appreciated. This theory illustrates the crucial role of leadership in cultivating a culture of participation and collaboration, which is vital for the success of efforts to enhance school facilities and resources. Community Engagement Theory (Kearsley Shneiderman, 1998), cited by Wriston and Duchesneau (2024), underscores the importance of active involvement and cooperation between schools and their local communities. This theory suggests that substantial engagement with community members can result in improved educational outcomes and more sustainable programs. In the context of Brigada Eskwela, community engagement means leveraging local resources, expertise, and volunteer contributions to enhance school facilities. The theory highlights the significance of building strong connections between school leaders and community stakeholders, advocating for transparent communication, mutual respect, and shared objectives. Effective community engagement not only boosts the resources available for school improvement but also empowers community members to assume ownership of educational initiatives, fostering a greater sense of responsibility and dedication to the local school. Feedback Loop Theory by Kampmann (1996), cited by Byrd et al. (2022), suggests that insights from stakeholders, including students, parents, and community members, can enhance program evaluation and development. In Brigada Eskwela, feedback plays a crucial role in assessing the success of the school. Improvement initiatives. By consistently collecting and analyzing feedback, school leaders can uncover both strengths and weaknesses in their programs, facilitating ongoing refinement and adjustment. This theory emphasizes the need for avenues through which stakeholders can share their views and experiences, resulting in school initiatives that are more attuned to community needs. The feedback loop ensures that these initiatives align with the community’s expectations, thereby enhancing the effectiveness of Brigada Eskwela. The conceptual framework’s Social Capital, Transformational Leadership, Community Engagement, and Feedback Loop theories provide a comprehensive lens through which to examine the interplay between community contributions and school leadership in the context of Brigada Eskwela ini5ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - Fig. 1. Conceptual Framework of the Study tiatives. Social Capital Theory underscores the importance of building strong networks and relationships within the community, which can enhance volunteerism and collaboration in school improvement efforts. Transformational Leadership Theory emphasizes how effective school leaders can inspire and motivate community members to participate actively, thereby fostering a shared vision for educational excellence. Community Engagement Theory highlights the necessity of meaningful partnerships between schools and their communities, advocating for open communication and mutual respect that can enhance collective efforts toward school enhancement. Lastly, Feedback Loop Theory illustrates how incorporating stakeholder feedback into decision-making processes ensures that community contributions are aligned with the actual needs and aspirations of the school. The effectiveness of Brigada Eskwela initiatives is not solely dependent on isolated actions but rather on a dynamic interplay of community engagement and strong leadership that fosters collaboration, responsiveness, and shared ownership of educational outcomes. 1.4. Statement of the Problem—This study aims to determine the impact of Community Contributions and School Leadership on the Effectiveness of Brigada Eskwela Initiatives in Lupon West District. Specifically, it seeks to answer the following questions: (1) How are community contributions categorized based on: (1) Level of volunteerism; (2) Degree of stakeholder engagement? 6ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - (2) How is school leadership classified based on: (1) Mode of communication; (2) Level of involvement in school-community activities? (3) What is the level of Brigada Eskwela Initiatives in terms of (1) Improvement of School Facilities; (2) Feedback, and (3) Students: Attendance and Participation (4) I s there a significant interaction effect between community contributions and school leadership on the effectiveness of Brigada Eskwela Initiatives? (5) D o community contributions and school leadership, when considered individually, have significant main effects on the effectiveness of Brigada Eskwela Initiatives? 1.5. Hypotheses—To test the theoretical claims of the study, the following null hypotheses were formulated and tested at a 0.05 level of significance: (H): There is no significant interaction effect between community contributions and school leadership on the effectiveness of Brigada Eskwela Initiatives. (H) There is no significant main effect of community contributions on the efficacy of Brigada Eskwela Initiatives. (H): There is no significant main effect of school leadership on the effectiveness of Brigada Eskwela Initiatives. This study defined the terms operationally to facilitate a better understanding and reference them when discussing results in the preceding chapters. Community contributions Refer to the active involvement and support of local individuals, organizations, and stakeholders in enhancing the educational environment and resources of a school. This concept encompasses various forms of participation, including volunteerism, financial donations, and collaborative efforts aimed at addressing the needs of the school and its students. This study examines community contributions as a critical factor influencing the effectiveness of Brigada Eskwela initiatives, which aim to mobilize community support for school improvement. By analyzing the extent and nature of these contributions, the study seeks to understand how they interact with school leadership to enhance educational outcomes, foster a sense of ownership among community members, and ultimately create a more supportive and enriched learning environment for students. School leadership Refers to the actions and strategies employed by school leaders, such as principals and administrators, to guide and influence the direction of a school, fostering an environment conducive to teaching and learning. This concept encompasses various responsibilities, including setting a vision, making strategic decisions, promoting collaboration among staff, and engaging with the community to enhance educational outcomes. In this study, school leadership is examined as a pivotal variable that interacts with community contributions to determine the effectiveness of Brigada Eskwela initiatives. By exploring the roles and practices of school leaders in mobilizing community support, the study aims to identify the leadership qualities and strategies that successfully engage stakeholders and drive positive changes in school facilities and resources, ultimately impacting student achievement and community involvement. Brigada Eskwela initiatives Are community-based programs in the Philippines designed to mobilize collective efforts from parents, local organizations, and community members to improve public school facilities and resources in preparation for the upcoming academic year. These initiatives focus on activities such as cleaning, repairing, and enhancing school environments, fostering a spirit of volunteerism and collaboration among stakeholders. In this study, Brigada 7ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - Eskwela initiatives serve as the central framework for examining the impact of community contributions and school leadership on the effectiveness of school improvement efforts. By investigating the dynamics of these initiatives, the study aims to assess how community involvement and effective leadership can enhance the outcomes of Brigada Eskwela, ultimately leading to better educational environments and experiences for students. 2. Methodology This chapter contains the processes and steps for conducting the study. These include selecting the study’s design, the respondents and sampling method, the research instruments for data gathering, the procedure, the ethical considerations, and the data analysis. These steps are essential to ensure appropriateness and correctness and produce sound data collection, analysis, and interpretation. 2.1. Research Design—This study employs a quantitative, causal-comparative research design utilizing a Two-Way Analysis of Variance (ANOVA). Causal-comparative research, or ex post facto research, is a nonexperimental strategy aimed at identifying cause-and-effect relationships by comparing groups based on a specific variable, without any manipulation of those variables (Creswell, 2014). In this study, the researcher examined differences among groups and aimed to identify a cause-and-effect relationship by analyzing how one or more independent variables influence a dependent variable (Cohen Morison, 2018). The Two-Way ANOVA is particularly beneficial in this context, as it allows for the concurrent assessment of two independent variables and their interaction effect on a dependent variable, thus providing a more comprehensive understanding of the underlying relationships. This methodology is frequently employed in educational research to explore the impact of various factors on educational outcomes, making it an excellent choice for investigating complex, multidimensional relationships. Two-way ANOVA (Analysis of Variance) is particularly applicable to the study on the ”Impact of Community Contributions and School Leadership on the Effectiveness of Brigada Eskwela Initiatives in Lupon West” as it allows for the simultaneous examination of two independent variables, community contributions and school leadership, and their interactions on a dependent variable, the effectiveness of the Brigada Eskwela initiatives. This statistical method enables the researcher to analyze how variations in community contributions, such as volunteerism and engagement levels, and variations in school leadership styles, such as communication and involvement, collectively influence the outcomes of the initiatives. Two-Way ANOVA can reveal whether the impact of one independent variable on the effectiveness of Brigada Eskwela differs based on the levels of the other independent variable, thereby uncovering potential interaction effects. For example, it can help determine if schools with high levels of community contributions benefit more from specific leadership approaches compared to those with lower contributions. This comprehensive analysis can provide valuable insights into which combinations of community engagement and leadership practices are most effective in enhancing school facilities and resources, thus guiding future strategies for maximizing the impact of Brigada Eskwela initiatives in Lupon West and similar contexts. Furthermore, by using two-way ANOVA, the study can address potential confounding variables, offering a clearer understanding of the relationships among the variables of interest and contributing to evidence-based recommendations for policy and practice in educational 8ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - management and community involvement. 2.2. Ethical Considerations—The ethical consideration section of this study will address the key principles that ensure the protection and well-being of the teacher-respondents involved. This includes adhering to confidentiality, informed consent, and the voluntary nature of participation, ensuring that the research is conducted with integrity and respect for the rights of all respondents. Informed Consent and Assent The researcher prioritized the principles of informed consent and assent to ensure that all participants were fully aware of their rights and the nature of their involvement. Clear and comprehensive information was provided regarding the purpose of the research, the procedures involved, and any potential risks or benefits associated with participation. For adult participants, such as community members and school staff, informed consent was obtained prior to their involvement in the study, ensuring they understood that their participation was voluntary and could be withdrawn at any time without consequence. Additionally, for younger participants, such as students, assent was sought from them while consent was obtained from their parents or guardians, ensuring that their voices and opinions were respected in a developmentally appropriate manner. This commitment to informed consent and assent reflected the researcher’s dedication to ethical research practices and reinforced the importance of participant autonomy and understanding in the research process. Privacy and Confidentiality In conducting this study, the researcher placed a high priority on the privacy and confidentiality of all participants. The researcher understood that individuals might share sensitive information regarding their experiences and perspectives related to community contributions and school leadership in the context of Brigada Eskwela initiatives. To protect this information, measures such as anonymizing responses, securely storing data, and limiting access to only those directly involved in the research were implemented. The researcher also clearly communicated to participants how their data would be used and reassured them that their identities would not be disclosed in any reports or publications resulting from the study. By prioritizing privacy and confidentiality, the researcher aimed to create a safe space for participants to express their views candidly, ultimately enhancing the integrity and trustworthiness of the research. Additionally, the researcher ensured that all digital files were password-protected and that any physical documents were stored in a locked and secure location. Regular audits of data handling procedures were conducted to maintain compliance with ethical research standards. These efforts demonstrated the researcher’s strong commitment to protecting participant information and upholding the ethical responsibilities of conducting sensitive, community-based research. 2.3. Research Respondents—The participants in this study will be teachers from Lupon West District in Davao Oriental. To determine the sample size for a population of 163 teachers, Slovin’s formula was applied with a margin of error of 5 %. The calculation resulted in a required sample size of 116 respondents. This ensures a representative sample, maintaining statistical reliability and validity for the study. In the context of this study, the qualifications of the respondents are essential to ensure that the findings accurately reflect the diverse perspectives and experiences related to community contributions and school leadership in the context of Brigada Eskwela initiatives. Respondents will include a range of stakeholders, such as community members, parents, teachers, school leaders, and local government officials, each bringing unique insights into the effectiveness of these initiatives. Community members’ and parents’ qualifications may stem from their active involvement in school activities, volunteerism, or their roles in local organizations that support education. Teachers and school leaders will be 9ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - ment of communication channels for collaboration (M = 2.28) were all rated as low. The overall mean score of 2.22, based on the adopted descriptive scale (Low: 1.00–2.33; Moderate: 2.34–3.66; High: 3.67–5.00), suggests that the mode of communication employed by school leaders in this context is generally ineffective. These findings suggest a critical need for school leaders to improve their communication strategies to foster better engagement with the community. Ineffective communication may hinder collaboration and reduce community participation in Brigada Eskwela initiatives, ultimately impacting the success of the program. Addressing these gaps by adopting more transparent, consistent, and inclusive communication methods could significantly enhance stakeholder involvement and support for school improvement efforts. Table 3. Classification of School Leadership based on Mode of Communication No Mode of Communication n Mean Descriptive Interpretation 1 Effective communication between school leaders and the community is crucial for the success of Brigada Eskwela initiatives 116 2.10 Low 2 School leaders regularly share information about Brigada Eskwela activities with community members 116 2.46 Moderate 3 Feedback from the community is actively sought by school leaders during the planning of Brigada Eskwela initiatives 116 2.30 Low 4 Clear and consistent communication from school leadership encourages greater community involvement in Brigada Eskwela 116 1.97 Low 5 Communication channels established by school leaders effectively facilitate collaboration between the school and the community during Brigada Eskwela 116 2.28 Low Mean Average 116 2.22 Low These findings imply a significant gap in the ability of school leaders to foster strong school-community relationships through communication. This is concerning given that effective communication is widely regarded as a cornerstone of successful school leadership. Korumaz (2022) emphasized that principals’ communication competence directly influences school climate, teacher motivation, and organizational performance. Likewise, OECD (2024) reported that open and transparent communication enables educational leaders to build trust and mobilize community involvement, especially in school-based initiatives. Additionally, data from the U.S. Census Bureau and AmeriCorps (2024) showed that increased community volunteering post-pandemic correlated strongly with effective communication strategies adopted by school and civic leaders. In light of these studies, the findings from Table 3 suggest that enhancing communication strategies, particularly in feedback mechanisms and collaborative 16 ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - planning, is critical for improving the effectiveness of Brigada Eskwela through stronger community engagement. 3.2.2. Level of Involvement in School– Community Activities—Table 4 presents the descriptive analysis of school leadership as measured by their level of involvement in schoolcommunity activities related to Brigada Eskwela. Across five key items evaluated by 116 respondents, the responses consistently indicated a moderate level of involvement. Specifically, the highest-rated item was the perceived impact of school leaders’ presence at community events, which was interpreted as encouraging greater community participation (M = 2.82). Similarly, direct participation in planning and execution (M = 2.73), active engagement with community members (M = 2.66), and involvement in volunteer efforts (M = 2.69) also received moderate ratings. The overall mean score of 2.72 confirms that school leaders are moderately involved in Brigada Eskwela, reflecting a visible but not yet optimal level of leadership commitment to collaborative school improvement efforts. Table 4. Classification of School Leadership based on Level of Involvement in School-Community Activities No Level of Involvement in School-Community Activities n Mean Descriptive Interpretation 1 Active involvement of school leaders in Brigada Eskwela initiatives is essential for fostering community support 116 2.73 Moderate 2 School leaders participate directly in planning and executing Brigada Eskwela activities 116 2.73 Moderate 3 The presence of school leaders at community events related to Brigada Eskwela encourages greater community participation 116 2.82 Moderate 4 Involvement of school leaders in volunteer efforts significantly enhances the impact of Brigada Eskwela initiatives 116 2.69 Moderate 5 School leaders demonstrate commitment to Brigada Eskwela by actively engaging with community members during the initiatives 116 2.66 Moderate Mean Average 116 2.72 Moderate This moderate level of involvement is consistent with recent scholarly discussions on distributed and participatory leadership practices. According to Leithwood et al. (2020), the effectiveness of school initiatives increases significantly when school leaders are visibly engaged in community partnerships, as this strengthens stakeholder trust and alignment of goals. Similarly, a study by Pardo and Kewley (2023) emphasized that school-community engagement flourishes when principals and school heads actively participate in civic, cultural, or educational events, signaling genuine investment in inclusive education. Moreover, the Philippine Department of Education (2020) through the Philippine Professional Standards for School Heads (PPSSH) highlights that visible leadership engagement in school-community partner17 ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - ships is essential in mobilizing support and fostering shared ownership of school programs. Thus, the findings from Table 4 support the existing literature and underscore the importance of enhancing school leaders’ active and strategic participation in community-based educational initiatives, such as Brigada Eskwela. 3.3. Brigada Eskwela Initiatives—Brigada Eskwela, officially known as the National Schools Maintenance Week, is a flagship program of the Department of Education (DepEd) in the Philippines that exemplifies the essence of bayanihan or community spirit in the education sector. It was institutionalized through DepEd Memorandum No. 24, s. 2008, with the primary goal of mobilizing various stakeholders—parents, teachers, alumni, private organizations, local government units, and other members of the community—to contribute their time, effort, expertise, and resources in preparing public school facilities for the opening of classes. At its core, Brigada Eskwela operates on the philosophy that education is a shared responsibility. This initiative promotes civic engagement, volunteerism, and multisectoral cooperation to enhance the learning environment and physical conditions of schools without relying solely on government funding. Activities often include classroom repairs, repainting, landscaping, sanitation, installation of learning tools, and donation of supplies and materials. Brigada Eskwela has evolved over the years to go beyond mere physical maintenance. It now serves as a platform for promoting disaster preparedness, child protection, environmental stewardship, health and wellness, and inclusive education through community-based action (DepEd, 2022). The inclusion of non-traditional partners such as civil society groups, businesses, and faith-based organizations reflects a broader push towards social accountability and inclusive governance in education. Empirical studies support the relevance and effectiveness of Brigada Eskwela. For instance, Manlapig and Ocampo (2021) found that schools with high stakeholder participation in Brigada Eskwela initiatives tend to report better school-community relationships and more sustainable school development projects. Likewise, Alon and Gascon (2022) emphasized that the initiative fosters social cohesion and empowers local communities by transforming them into co-educators and co-managers of school resources. 3.3.1. Improvement of School Facilities— Table 5 presents the descriptive data on the extent to which Brigada Eskwela initiatives have contributed to the improvement of school facilities, based on the perceptions of 116 respondents. All five indicators evaluated were consistently interpreted as “less extensive,” with mean scores ranging from 2.44 to 2.62. The highestrated item, “Renovations and maintenance carried out during Brigada Eskwela have positively impacted the learning environment for students,” received a mean of 2.62, indicating that while the enhancements are limited, they are noticeable. Other indicators, such as improvements in infrastructure due to community volunteer involvement (M = 2.44), utilization of facilities for educational activities (M = 2.51), and feedback from stakeholders regarding adequacy (M = 2.49), all reflect a less extensive impact. The overall mean score of 2.52 confirms this general perception. These findings suggest that while Brigada Eskwela has made some contributions to improving physical facilities, the impact remains modest and may not yet fully address the infrastructural needs of schools. This aligns with the findings of Garcia (2021), who noted that the physical improvements resulting from Brigada Eskwela in Batangas schools were visible but moderate in scope, often constrained by limited community resources and logistical 18 ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - Table 5. Level of Brigada Eskwela Initiatives in terms of Improvement of School Facilities No Improvement of School Facilities n Mean Descriptive Interpretation 1 Brigada Eskwela initiatives have led to significant enhancements in the overall condition of school facilities 116 2.53 Less Extensive 2 The involvement of community volunteers during Brigada Eskwela has resulted in noticeable improvements in school infrastructure 116 2.44 Less Extensive 3 Renovations and maintenance carried out during Brigada Eskwela have positively impacted the learning environment for students 116 2.62 Less Extensive 4 Feedback from teachers and students indicates that facilities improved through Brigada Eskwela initiatives meet their educational needs 116 2.49 Less Extensive 5 The outcomes of Brigada Eskwela initiatives have led to better utilization of school facilities for educational activities 116 2.51 Less Extensive Mean Average 116 2.52 Less Extensive challenges. Ansano and Melchor (2024) similarly concluded that the success of school facility improvements is strongly influenced by school heads’ leadership and capacity to mobilize stakeholders. Additionally, a study published in the International Journal for Multidisciplinary Research (2025) emphasized that while Brigada Eskwela fosters collaborative engagement, the tangible outcomes in terms of structural improvements depend heavily on the depth of partnerships and support from local stakeholders. In light of this, the findings reinforce the need for sustained planning, resource allocation, and stronger partnerships to maximize the physical impact of Brigada Eskwela on school facilities. 3.3.2. Feedback—Table 6 presents the descriptive analysis of Brigada Eskwela initiatives concerning the feedback mechanisms and their effectiveness, based on responses from 116 participants. The data indicated that all five indicators were consistently interpreted as ”Less Extensive,” with mean scores ranging from 2.35 to 2.51. Specifically, the highest-rated item was the effective utilization of feedback to inform future planning and implementation (M = 2.51), while the lowest was the regular assessment of feedback contributing to continuous improvement (M = 2.35). The overall mean score of 2.44 suggests that the respondents perceive the feedback mechanisms within Brigada Eskwela initiatives as less extensive. These findings highlight a critical area for improvement in the Brigada Eskwela program. Effective feedback mechanisms are crucial for the ongoing improvement of any initiative. The limited extent of feedback integration suggests potential gaps in stakeholder engagement and communication. Colonia et al. (2024) emphasized the significance of stakeholder participation in the implementation of Brigada Eskwela, noting that the active involvement of teachers, 19 ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - Table 6. Level of Brigada Eskwela Initiatives in terms of Feedback No Feedback n Mean Descriptive Interpretation 1 Feedback from students and parents demonstrates a positive perception of the outcomes of Brigada Eskwela initiatives 116 2.46 Less Extensive 2 Community members frequently provide input regarding the effectiveness of Brigada Eskwela initiatives 116 2.46 Less Extensive 3 The feedback mechanism established during Brigada Eskwela allows for meaningful suggestions and improvements 116 2.42 Less Extensive 4 Regular assessment of feedback contributes to the continuous improvement of Brigada Eskwela initiatives 116 2.35 Less Extensive 5 Feedback received during Brigada Eskwela is utilized effectively to inform future planning and implementation of initiatives 116 2.51 Less Extensive Mean Average 116 2.44 Less Extensive parents, and community members is crucial for the program’s success. Their study found that while teachers and community members participated to a great extent, parents’ participation was only to some extent, indicating a need for more inclusive feedback strategies. Furthermore, the study by Ferreras and Formanes (2024) on best practices in Brigada Eskwela highlighted the importance of continuous evaluation and stakeholder engagement. They identified that effective communication and regular assessment are key components in sustaining the success of Brigada Eskwela initiatives. The less extensive feedback mechanisms observed in Table 6 may hinder the program’s ability to adapt and improve based on stakeholder input. In conclusion, the data from Table 6 underscores the necessity for Brigada Eskwela programs to strengthen their feedback mechanisms. By fostering more robust channels for stakeholder input and ensuring that feedback is systematically collected and utilized, schools can enhance the effectiveness and sustainability of Brigada Eskwela initiatives. 3.3.3. Students’ Attendance and Participation—Table 7 presents the descriptive statistics concerning the level of Brigada Eskwela initiatives as perceived through student attendance and participation. Based on responses from 116 participants, all five indicators yielded mean scores ranging from 2.36 to 2.53, falling under the “Less Extensive” category. The highestrated item “Students show increased attendance rates during Brigada Eskwela initiatives compared to regular school days”—received a mean score of 2.53, indicating a slight improvement in attendance, albeit not substantial. Meanwhile, student participation in activities (M = 2.37), student motivation (M = 2.37), and teacherreported involvement (M = 2.36) were all interpreted as less extensive. The promotion of responsibility through participation also scored modestly (M = 2.45). Overall, the computed average mean score was 2.42, confirming that student engagement during Brigada Eskwela initiatives is perceived as limited. 20 ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - Table 7. Level of Brigada Eskwela Initiatives in terms of Students’ Attendance and Participation No Students’ Attendance and Participation n Mean Descriptive Interpretation 1 Students show increased attendance rates during Brigada Eskwela initiatives compared to regular school days 116 2.53 Less Extensive 2 Participation levels of students in Brigada Eskwela activities are noticeably higher than in other school programs 116 2.37 Less Extensive 3 Engagement of students during Brigada Eskwela initiatives contributes to their overall motivation for school 116 2.37 Less Extensive 4 Feedback from teachers indicates that students are more involved in school activities during Brigada Eskwela 116 2.36 Less Extensive 5 Brigada Eskwela initiatives promote a sense of responsibility among students, leading to higher participation rates 116 2.45 Less Extensive Mean Average 116 2.42 Less Extensive This suggests that while students are involved in Brigada Eskwela, their participation and attendance do not significantly exceed levels observed in regular academic or cocurricular programs. The limited engagement may be attributed to several factors, such as a lack of structured roles for students, minimal student-focused activities, or insufficient orientation on the importance of their participation. This aligns with the findings of Ferreras and Formanes (2024), who noted that while Brigada Eskwela is highly effective in community mobilization, student involvement remains peripheral unless intentionally designed within the program framework. Additionally, Colonia et al. (2024) emphasized the role of stakeholder inclusivity, asserting that programs that do not explicitly outline student roles tend to experience weaker youth participation outcomes. The data from Table 7 underscores the importance of integrating student-centered strategies within Brigada Eskwela planning and implementation. Promoting youth leadership, assigning specific tasks to student organizations, and providing incentives for participation can enhance both attendance and engagement during the initiative’s implementation. 3.4. Determining the Significant Interaction Effect Between Community Contributions and School Leadership on the Effectiveness of Brigada Eskwela Initiatives —A two-way ANOVA was conducted to examine the interaction effect between Community Contributions (IV 1 ) and School Leadership (IV 2 ) on the Effectiveness of Brigada Eskwela Initiatives (DV BSI AVE ). Results revealed that both independent variables had statistically significant main effects on the dependent variable. For Community Contributions, the effect was significant, F(2,113) = 11.89 , p<.001 , η2=.174 , ω2=.158 , indicating a moderate to large effect size. The descriptive means showed that the LOW level ( M=2.356 , SD =0.245 ) had significantly lower effectiveness ratings 21 ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - compared to the HIGH ( M=2.571 , SD = 0.183 ) and MODERATE ( M=2.549 , SD = 0.210) groups. Similarly, for School Leadership, a significant main effect was found, F(2,113) = 13.166 , p<.001 , η2=.189 , ω2=.173 . The MODERATE leadership group ( M=2.623 , SD =0.218 ) scored higher in effectiveness than both LOW ( M=2.380 , SD =0.223 ) and HIGH ( M= 2.547 , SD =0.214 ), although only the LOW vs. MODERATE comparison was statistically significant (p<.001). Table 8. Two-Way ANOVA Results for Community Contributions and School Leadership Source Sum of Squares df Mean Square F p η2ω2 Community Contributions (IV1) 1.180 2 0.590 11.890 <.001 .174 .158 School Leadership (IV2) 1.282 2 0.641 13.166 <.001 .189 .173 Residuals 5.605 / 5.503 113 0.050 / 0.049 — — — — Note. Values represent Type I / Type III residuals. Effect sizes are reported as partial eta squared (η2) and omega squared (ω2). However, the interaction effect between Community Contributions and School Leadership on the effectiveness of Brigada Eskwela Initiatives was not explicitly tested or reported in the given results. Thus, further analysis including an interaction term in the ANOVA model would be required to respond to this research question fully. Based on the current data, we can conclude that both community contributions and school leadership individually have significant effects on Brigada Eskwela effectiveness, but no evidence of an interaction effect can be established from the current output. 3.5. Assessing the Individual Effects of Community Contributions and School Leadership on the Effectiveness of Brigada Eskwela Initiatives —The results of the two-way ANOVA analysis indicate that both community contributions and school leadership, when considered individually, exert statistically significant main effects on the effectiveness of Brigada Eskwela Initiatives. For community contributions, the effect was statistically significant, F(2, 113) = 11.89, p < .001, with a partial eta squared (²) value of 0.174, indicating a moderate effect size. This suggests that differences in the level of community contributions (low, moderate, high) are associated with meaningful variations in how effective Brigada Eskwela initiatives are perceived to be. Post hoc analysis using Tukey’s HSD revealed that schools with high (M = 2.571, SD = 0.183) and moderate (M = 2.549, SD = 0.210) community contributions reported significantly higher effectiveness scores than those with low contributions (M = 2.356, SD = 0.245), p < .001. Similarly, for school leadership, a significant main effect was also observed, F(2, 113) = 13.166, p < .001, ² = 0.189, also indicating a moderate effect size. Post hoc comparisons revealed that the moderate leadership group (M = 2.623, SD = 0.218) reported significantly higher effectiveness scores than the low leadership group (M = 2.380, SD = 0.223), p < .001. This suggests that the level of leadership involvement independently contributes to the effectiveness of Brigada Eskwela implementation. Taken together, these results affirm that both independent variables—community contributions and school leadership—each have significant and meaningful main effects on Brigada Eskwela effectiveness when examined separately. 22 ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - Table 9. Two-Way ANOVA Summary of Main Effects of Community Contributions and School Leadership on Brigada Eskwela Effectiveness Source Sum of Squares df Mean Square F p η2ω2 Community Contributions 1.180 2 0.590 11.890 <.001 .174 .158 School Leadership 1.282 2 0.641 13.166 <.001 .189 .173 Residual (Error) 5.605 / 5.503 113 0.050 / 0.049 — — — — Note. Type III Sum of Squares used. η2= partial eta squared; ω2= omega squared. Descriptive Statistics for Brigada Eskwela Effectiveness by Levels of Community Contributions and School Leadership Independent Variable Group N Mean SD SE Community Contributions High 23 2.571 0.183 0.038 Moderate 38 2.549 0.210 0.034 Low 55 2.356 0.245 0.033 School Leadership High 19 2.547 0.214 0.049 Moderate 26 2.623 0.218 0.043 Low 71 2.380 0.223 0.027 Note. SD = standard deviation; SE = standard error. Tukey’s HSD Post Hoc Comparisons for Main Effects Variable Group Comparison Mean Diff SE t p Cohen’s d Community Contributions High vs. Low 0.215 0.055 3.890 <.001 0.966 Moderate vs. Low 0.193 0.047 4.109 <.001 0.867 High vs. Moderate 0.022 0.059 0.375 .925 0.099 School Leadership Moderate vs. Low 0.242 0.051 4.789 <.001 1.098 High vs. Low 0.167 0.057 2.929 .011 0.757 Moderate vs. High 0.075 0.067 1.131 .497 0.341 Note. Mean Diff = Mean Difference; SE = Standard Error. Effect size reported as Cohen’s d. 23 ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - A two-way Analysis of Variance (ANOVA) was conducted to examine the effects of community contributions and school leadership on the perceived effectiveness of Brigada Eskwela Initiatives. The following hypotheses were tested at the 0.05 level of significance: article booktabs threeparttable array [margin=1in]geometry Summary of Hypothesis Testing Results Hypothesis Statistical Result p-value Decision H01 (Interaction) Not tested — No decision H02 (IV1 Main Effect) F(2,113)=11.89 <.001 Reject H02 H03 (IV2 Main Effect) F(2,113)=13.17 <.001 Reject H03 Note. IV1 = Community Contributions; IV2 = School Leadership. Null Hypothesis 1 (H): There is no significant interaction effect between community contributions and school leadership on the effectiveness of Brigada Eskwela Initiatives. Decision: Cannot be tested based on available results. Interpretation: The interaction effect between community contributions and school leadership was not explicitly reported in the output. Without the interaction term in the ANOVA summary table, no conclusion can be drawn about this hypothesis. To properly evaluate H, an additional ANOVA model including the interaction (IV1 IV2) would be required. Therefore, no decision is made regarding H at this stage. Null Hypothesis 2 (H): There is no significant main effect of community contributions on the effectiveness of Brigada Eskwela Initiatives. Decision: Reject H Statistical Evidence: The main effect of community contributions was statistically significant, F(2, 113) = 11.890, p < .001, with a partial eta squared (²) = .174, indicating a moderate to large effect size. Interpretation: There is a significant difference in the effectiveness of Brigada Eskwela Initiatives across different levels of community contributions. Post hoc analysis revealed that both the high (M = 2.571, SD = 0.183) and moderate (M = 2.549, SD = 0.210) contribution groups had significantly higher effectiveness scores compared to the low contribution group (M = 2.356, SD = 0.245), p < .001. Null Hypothesis 3 (H): There is no significant main effect of school leadership on the effectiveness of Brigada Eskwela Initiatives. Decision: Reject H Statistical Evidence: The main effect of school leadership was statistically significant, F(2, 113) = 13.166, p < .001, with a partial etasquared (²) of .189, indicating a moderate to large effect size. Interpretation: Different levels of school leadership are associated with varying degrees of effectiveness in Brigada Eskwela Initiatives. Specifically, the moderate leadership group (M = 2.623, SD = 0.218) demonstrated significantly higher perceived effectiveness than the low leadership group (M = 2.380, SD = 0.223), p < .001. The difference between the moderate and high groups was not statistically significant. 4. Conclusions and Recommendations This chapter presents the conclusions drawn from the findings of the study on the impact of community contributions and school leadership on the effectiveness of Brigada Eskwela Initiatives. The conclusions are anchored on the results of the statistical analyses and are aligned with the research objectives and hypotheses. Based on these insights, actionable recommendations are proposed to inform policy decisions, enhance program implementation, and guide future school24 ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025 NIJSE (2025) - community partnerships in support of Brigada Eskwela. 4.1. Findings of the Study—Community contributions based on volunteerism were found to be at a moderate level overall. While there was recognition of the importance and potential impact of volunteer efforts, actual participation remained limited, particularly in terms of active encouragement and initiative-taking among community members. Similarly, community contributions based on stakeholder engagement also registered at a moderate level; although community members and local organizations were engaged to some extent in planning and implementation, deeper collaboration and more structured participation mechanisms were still needed. School leadership in terms of communication was rated as low, with data indicating that communication strategies employed by school heads were neither sufficiently clear nor consistent, nor were they reciprocal enough to fully engage the community in Brigada Eskwela initiatives. Conversely, school leadership based on involvement in school-community activities was evaluated as moderate. Although school leaders were visible in Brigada Eskwela programs and demonstrated commitment, their presence and active engagement in volunteer efforts and community events could still be enhanced to achieve greater program impact. The effectiveness of Brigada Eskwela initiatives, particularly regarding the improvement of school facilities, was perceived as less extensive. While there were visible physical improvements, these were not maximized due to resource constraints and varying degrees of stakeholder involvement. Feedback mechanisms within the Brigada Eskwela initiatives were also seen as less extensive, with mechanisms for collecting and utilizing feedback from students, parents, and community members underutilized and lacking continuity. Student attendance and participation were reported as less extensive as well; although some degree of student involvement existed, the level of engagement was minimal and often not sustained across activities. Statistical analysis using Two-Way ANOVA revealed that both community contributions and school leadership, when considered individually, had significant main effects on the effectiveness of Brigada Eskwela initiatives (p < .001 for both). However, the interaction effect between these two variables was not reported, and thus no conclusion was drawn regarding their combined relationship. 4.2. Conclusions—The integration of Social Capital Theory and Transformational Leadership Theory is accepted within the Brigada Eskwela framework, which implies a need for balanced investment in both community engagement and school leadership. This approach can enhance program design, encourage inclusive planning, and support sustainable stakeholder participation. It calls for improved feedback systems, capacity-building initiatives, and leadership training to strengthen collaboration and accountability. Recognizing the potential synergy between strong social networks and transformational leadership may lead to more impactful and lasting outcomes in educational initiatives. In conclusion, the integration of Social Capital Theory and Transformational Leadership Theory within the Brigada Eskwela framework offers a comprehensive lens for enhancing educational initiatives. By recognizing community engagement and school leadership as equally vital and interconnected elements, this approach promotes a more inclusive, collaborative, and sustainable model of school improvement. Deliberate investment in strengthening social networks and empowering school leaders can lead to more effective stakeholder participation, improved planning, and greater accountability. Ultimately, this synergy holds the potential to not only elevate Brigada Eskwela’s impact but also to inspire broader community involvement in 25 ISSN 3028-1261 10.5281/zenodo.17308760/NIJSE.2025