A Multiple Case Study on the Implementation of Brigada Eskwela Implementing Guidelines among Elementary Stakeholders           

Daisy Vee B. Juanillo

Researcher, Institute of Teacher Education, Kapalong College of Agriculture, Sciences and Technology, Kapalong, Philippines

Benjie F. Salcedo

Instructor, Institute of Teacher Education, Kapalong College of Agriculture, Sciences and Technology, Kapalong, Philippines  

Abstract

The study delved into the cases of four stakeholders in the implementation of DepEd Order No. 21 Series of 2023. This study used a qualitative research design in a multiple case approach in order to further understand the challenges, coping mechanisms from those challenges, and insights from the particular phenomenon they have experienced. Utilizing thematic analysis and cross-case analysis, major findings disclosed what stakeholders experienced in which they had the emotional turmoil on classroom changes, inability to focus and engage in learning, enhanced learning environment, and adherence to authority directives and orders. In response to these challenges, stakeholders employed coping mechanisms, including establishing community engagements in school initiatives, securing communication and collaboration of stakeholders for implementation, relying to internal and external supports and resources, shifting focus to individualized learning, and becoming adaptive and compliant with educational policies. Along with the realization of stakeholders, the study highlighted the call for intensified teaching practices, proactive approach in dealing with new classroom design, enhancing stakeholders’ engagement through public forum, social support system, and positive effects on classroom dynamics.  

Keywords: implementation, classroom environment, case study, DO No. 21 Series of 2023, stakeholders, Philippines

How to cite:

Juanillo, D. & Salcedo, B. (2024). A Multiple Case Study on the Implementation of Brigada Eskwela Implementing Guidelines among Elementary Stakeholders. International Journal of Multidisciplinary Educational Research and Innovation. 2(4), 82-96. https://doi.org/10.17613/8bc21-rkw66.

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