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Abstract
A thorough examination of the lived experiences of Brigada Eskwela Coordinators in the post-pandemic era was necessitated by the significant challenges and transformations experienced by the program. In this qualitative phenomenological study, the CIPP Process Evaluation framework examines the essence of Brigada Eskwela Program coordinators' roles, responsibilities, and challenges within the changing landscape. This study employs a phenomenological research design to uncover the universal essence of Brigada Eskwela Coordinators' experiences. The study examines three pivotal stages of the journey of six Outstanding Brigada Eskwela Coordinators through in-depth, face-to-face interviews: (1) Genesis of Execution, which emphasizes preparations and planning; (2) Implementation Midway, which emphasizes program activities; and (3) Monitoring and Feedbacking, which documents and reports progress. This study utilizes Stufflebeam's CIPP Model of Evaluation for Process Evaluation, emphasizing the activities performed, strategies utilized for preparation, and program results. As a result of the profound dedication, bayanihan spirit, and volunteerism exhibited by diverse stakeholders, the school is regarded as a place of unity by diverse stakeholders, as reflected in their narratives. Through this study, Brigada Eskwela Coordinators have embraced their traditional roles beyond the classroom to extend their reach to the home and wider community. Their experiences underscore the crucial importance of partnerships, community outreach, and holistic engagement in the aftermath of the pandemic, creating a new narrative for the Brigada Eskwela Program.
