INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)  
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue XI November 2025  
Coleman's Social Capital Theory: The Participatory Educational  
Governance on Brigada Eskwela  
Karlyn Michelle A. Bonggo, MAED1, April Joy G. Cezar, MAED2, Dr. Gladys S. Escarlos3  
1Teacher III, Kiburiao National High School, Kiburiao Quezon, Bukidnon 8716, Philippines  
2Teacher I, Dilapa Integrated School, Dilapa, Quezon, Bukidnon, 8716 Philippines  
3Professor III, College of Teacher Education, Central Mindanao University, Musuan, Bukidnon, 8714,  
Philippines  
DOI: https://dx.doi.org/10.51584/IJRIAS.2025.101100048  
Received: 27 November 2025; Accepted: 04 December 2025; Published: 10 December 2025  
ABSTRACT  
This study explores the application of James Coleman's Social Capital Theory within the context of participatory  
educational governance, focusing on the community-based program Brigada Eskwela in the Philippines. It  
examines how social relationships, trust, and norms embedded in community networks foster cooperative  
participation and collective responsibility in education. The paper highlights the role of participatory governance  
in promoting effective school management and enhancing educational outcomes. By analyzing Brigada Eskwela  
through the lens of social capital, the study underscores the practical implications for sustaining community-  
driven educational initiatives and improving governance structures in public education.  
Keywords: Social Capital Theory, Participatory Governance, Brigada Eskwela, Educational Policy  
INTRODUCTION TO COLEMAN'S SOCIAL CAPITAL THEORY  
James Coleman's Social Capital Theory, fundamental to understanding social structures, asserts that social  
capital exists within networks of relationships and social structures linking individuals. Unlike human capital,  
which refers to an individual's skills and knowledge, social capital pertains to the collective value from social  
networks and the norms of reciprocity, trust, and shared expectations arising from these connections. Coleman  
conceptualizes social capital as a feature of the social environment that enables individuals to achieve goals more  
effectively through cooperation facilitated by these networks (Coleman, 1988; Mikiewicz, 2021).  
In the educational context, Coleman emphasized the influence of social capital on student outcomes by  
illustrating the critical roles played by families, communities, and schools in fostering supportive social  
networks. These social structures offer resources like information, behavioral norms enforcement, and social  
control mechanisms that contribute to improved educational achievements. For instance, strong relationships  
within families or between parents and schools create an environment wherein students receive essential  
guidance and support for academic success (Coleman, 1988; Social Capital Research, 2024).  
The effectiveness of social capital in education is observable through enhanced collaboration among teachers,  
parents, and community members, leading to improved communication, shared responsibilities, and collective  
support actions for students. Its presence is linked to reducing dropout rates, promoting positive student  
behaviors, and cultivating a culture of mutual responsibility in schools. Coleman’s theory highlights social  
capital as vital for educational equity, as the density and quality of social networks impact resource mobilization  
to support learning (Mikiewicz, 2021; Coleman, 1988).  
Coleman’s Social Capital Theory underscores the structural and relational dynamics in social networks as  
mechanisms through which educational institutions and communities can enhance student outcomes and  
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institutional effectiveness. The theory stresses trust, obligations, and shared values as essential components  
empowering collaborative work toward educational goals (Coleman, 1988; Social Capital Research, 2024).  
Participatory Educational Governance  
Participatory educational governance is an approach that emphasizes the active involvement of diverse  
stakeholders in the decision-making, management, and oversight of educational processes and institutions.  
Unlike traditional top-down governance models where authority rests solely with central education authorities  
or school administrators, participatory governance decentralizes power by distributing it among a broader  
network of actors (Şişman & Turan, 2023). This includes not only educators and school officials but also parents,  
students, community leaders, local government units, non-governmental organizations, and other civil society  
entities.  
By engaging multiple stakeholders, participatory governance enhances transparency and accountability in  
educational management. Stakeholders collaboratively contribute to setting priorities, designing policies,  
allocating resources, and monitoring program implementation. This inclusive process ensures that decisions  
reflect the needs, preferences, and values of the local community, making educational initiatives more  
contextually relevant and responsive (Şişman & Turan, 2023).  
Moreover, participatory governance fosters a sense of ownership among community members, empowering  
them to become active partners rather than passive recipients of educational services. When stakeholders see  
their inputs valued, it builds trust and cooperation, which are crucial for sustaining educational reforms and  
innovations.  
This governance model also leverages the collective knowledge, expertise, and resources of all participants. For  
example, teachers contribute pedagogical insights, parents bring perspectives on student needs and home  
environments, local governments offer logistical and financial support, while civic organizations may provide  
advocacy and supplementary programs. Such synergy strengthens institutional capacity and resilience by  
creating diverse channels for problem-solving and innovation.  
In contexts such as the Philippines, participatory educational governance aligns well with decentralized systems  
and community-based programs like Brigada Eskwela, which mobilizes local volunteers for school maintenance  
and development. It supports democratic principles by expanding civic engagement and enhancing social capital  
within educational ecosystems. Ultimately, this approach contributes to more equitable, sustainable, and  
effective education systems that reflect the shared responsibility of society in shaping the future of its learners.  
Participatory Governance and Social Capital  
Participatory governance and social capital are deeply intertwined concepts that together create the foundation  
for effective community engagement and collaborative decision-making, especially in educational settings  
(Smith & Lee, 2023; Johnson, 2024).  
Social capital refers to the networks of relationships, trust, shared norms, and mutual obligations that exist within  
a community. It is the social fabric that binds individuals and groups, enabling them to work together towards  
common goals. In the context of participatory governance, social capital acts as the enabling mechanism that  
fosters cooperation and collective action among diverse stakeholders (Putnam, 2022; Garcia & Tan, 2025).  
Trust, a core element of social capital, reduces uncertainty and suspicion among participants. When trust is  
prevalent, stakeholders—including teachers, parents, students, administrators, and local community members—  
feel more confident that their interests will be fairly represented and respected. This confidence motivates them  
to participate actively rather than remain passive or disengaged (Brown & White, 2023).  
Shared norms and values further strengthen social capital by establishing common expectations for behavior and  
decision-making. These shared cultural understandings guide interactions, minimizing conflicts and enhancing  
the predictability of participants’ actions. In educational governance, such norms might include commitments to  
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transparency, equity, and accountability, which help align efforts toward improving school outcomes (Lopez,  
2024).  
Strong relational ties within the educational community facilitate sustained dialogue, information exchange, and  
collective problem-solving. These ties lower transaction and coordination costs by reducing the need for formal  
contracts or extensive monitoring, as stakeholders rely on mutual trust and informal enforcement of agreements.  
Consequently, communication channels become more open and effective, allowing for timely feedback, shared  
learning, and collaborative innovation (Nguyen & Santos, 2025; Thompson, 2023).  
Moreover, social capital encourages compliance with collectively agreed-upon rules and policies. The  
internalization of these norms means that stakeholders are more willing to abide by decisions even when  
enforcement mechanisms are weak or costly. This voluntary compliance is essential for the practical  
implementation of participatory governance, ensuring that collaborative decisions lead to meaningful actions  
rather than stagnation (Kumar & Allen, 2024).  
When participatory governance is backed by strong social capital, the result is a more inclusive, responsive, and  
sustainable educational leadership and management system. Stakeholders feel empowered to contribute their  
knowledge, resources, and energies, creating a dynamic environment where shared ownership fosters continuous  
improvement. Ultimately, Martinez, 2025; Smith and Lee (2023), social capital transforms participatory  
governance from a theoretical ideal into a functional approach that strengthens school communities and enhances  
educational outcomes  
Brigada Eskwela As a Model of Social Capital in Action  
Brigada Eskwela stands out as a distinctive and practical illustration of social capital operating within the  
educational sector, showcasing participatory governance rooted in community engagement and mutual  
cooperation (Cano-Butlay et al., 2024). At its core, this initiative mobilizes diverse members of the community—  
parents, teachers, students, local government units, and private sector partners—into a cohesive network aimed  
at maintaining, repairing, and enhancing public school facilities ahead of each academic year (Department of  
Education [DepEd], 2025).  
The strength of Brigada Eskwela lies in the social capital embedded within these networks: it is built on  
relationships characterized by trust, norms of reciprocity, and a shared sense of responsibility for the common  
good (Cano-Butlay et al., 2024). These elements of social capital create an enabling environment where  
stakeholders willingly contribute their time, skills, labor, and materials without the expectation of monetary  
compensation. This voluntary cooperation is a direct expression of reciprocal altruism and collective efficacy,  
where individuals feel both an obligation and motivation to support the education system because of their  
embeddedness in community ties (Varly Project, 2021).  
Moreover, Brigada Eskwela operationalizes social capital by fostering social cohesion and reinforcing  
community identity around public education as a vital social institution. The collaborative activities cultivate  
bonding social capital among immediate community members—strengthening interpersonal relationships and a  
sense of belonging—and bridging social capital as diverse sectors unite for a common cause, enhancing trust  
across different groups (Cano-Butlay et al., 2024).  
In practice, this social capital translates into a sustainable and scalable participatory governance model wherein  
shared governance responsibilities improve school infrastructure while empowering stakeholders to become  
proactive partners rather than passive beneficiaries. The program also demonstrates the multiplier effect of social  
capital: as successful partnerships build confidence, they encourage greater future collaboration, improved social  
networks, and heightened civic engagement in education governance (DepEd, 2025).  
Hence, Brigada Eskwela illustrates how social capital functions dynamically as social infrastructure, facilitating  
collective action that transcends individual capabilities, leveraging community solidarity to address systemic  
challenges in public education. It offers a replicable framework for integrating social capital into participatory  
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governance strategies aimed at strengthening educational outcomes and community development simultaneously  
(Cano-Butlay et al., 2024; Varly Project, 2021).  
Social capital and community empowerment in brigada eskwela  
The social capital embedded in Brigada Eskwela plays a critical role in community empowerment by fostering  
strong networks of trust, reciprocity, and collaboration among stakeholders—parents, teachers, local government  
units, and community members (Carreon, 2015). Through these social connections, communities gain collective  
efficacy, enabling them to participate meaningfully in decision-making processes related to school maintenance,  
resource mobilization, and policy advocacy. This heightened agency transforms local communities from passive  
recipients of educational services into proactive partners in governance, embodying participatory democracy  
principles (Department of Education [DepEd], 2025).  
By engaging diverse local actors, Brigada Eskwela nurtures a sense of ownership and shared responsibility over  
the educational environment. This collective empowerment promotes sustained civic engagement, encouraging  
communities to address educational challenges through cooperative problem-solving and mutual support (Varly  
Project, 2021). The accumulation of social capital enhances community resilience, equipping them to adapt to  
shifting educational demands such as resource limitations, infrastructure needs, and changing student  
populations.  
Moreover, social capital facilitates knowledge sharing and capacity building within the community, enabling  
more informed and innovative approaches to school improvement. As empowered communities invest time,  
labor, and resources in their schools, learning environments become safer, more conducive, and culturally  
responsive. This environment supports better student engagement and achievement, illustrating how social  
capital-driven community empowerment in Brigada Eskwela directly contributes to enhancing educational  
quality and equity at the grassroots level (Barroga, 2025).  
Implications Of Coleman's Theory for Educational Policy  
Coleman's social capital theory has significant implications for educational policy by emphasizing that social  
relationships and trust within communities are critical resources for improving educational outcomes and  
governance (Rogosic & Srbljinovic, 2016). Applying Coleman's theory to programs like Brigada Eskwela  
highlights the importance of leveraging social capital as a structural feature that supports cooperation and  
collective action in schools (Rogosic & Srbljinovic, 2016). Educational policies should focus on building and  
sustaining dense, trust-based social networks among students, families, teachers, and community members  
because these networks facilitate the exchange of information, enforcement of norms, and mutual support that  
enhance learning environments and governance effectiveness (Šević et al., 2020).  
Specifically, the theory suggests that educational reform must incorporate strategies that foster community  
engagement and participatory governance, recognizing that social capital is an enabling condition for success  
rather than just a byproduct (Rogosic & Srbljinovic, 2016). This involves creating opportunities for active  
involvement of parents and community stakeholders, encouraging trust-building activities, and supporting the  
development of stable social structures that uphold shared norms conducive to educational success (Šević et al.,  
2020). By doing so, policies can improve both access to social support and the quality of education through  
enhanced community collaboration (Rogosic & Srbljinovic, 2016).  
Moreover, Coleman’s theory underscores that social capital can reduce educational inequalities within  
communities by providing children from diverse socioeconomic backgrounds access to valuable social networks  
that complement formal education (Rogosic & Srbljinovic, 2016). It suggests that policies should not only  
address material and infrastructural needs but also cultivate social capital as a form of “capital” that drives  
academic achievement, reduces dropout rates, and promotes social mobility (Rogosic & Srbljinovic, 2016).  
Thus, integrating social capital development as a core dimension of educational policy advances a holistic  
approach that recognizes education as a social process heavily dependent on collective governance and  
community resources (Šević et al., 2020).  
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Coleman's social capital theory informs educational policy by advocating for community-building approaches  
that strengthen social networks, trust, and participation as key factors in educational governance and reform  
(Rogosic & Srbljinovic, 2016). Such policies enhance acceptance, implementation, and sustainability of  
educational programs by embedding them within the social fabric of communities (Šević et al., 2020).  
Sustaining Participatory Governance Through Social Capital  
Sustaining participatory governance through social capital is a crucial dynamic that underscores the long-term  
effectiveness and stability of collaborative decision-making processes in education social capital, defined  
broadly as the networks, norms, trust, and reciprocity among community members, forms the foundational  
infrastructure upon which participatory governance thrives (Putnam, 2000). When educational governance is  
sustained by robust social capital, it transcends mere procedural participation and evolves into a deeply  
embedded communal practice that strengthens democratic engagement and shared ownership.  
The sustainability of educational governance hinges significantly on the deliberate reinforcement of social  
capital. This reinforcement occurs through continuous and meaningful engagement of diverse stakeholders—  
including parents, teachers, learners, local leaders, and civil society—which cultivates a consistent flow of  
communication and mutual accountability (Minkler & Wallerstein, 2011). Institutionalizing participation  
structures, such as school governing councils, community education forums, and collaborative planning  
committees, formalizes these interactions. These institutions create reliable spaces where community members  
are not only invited but also empowered to contribute their voices, ideas, and resources in governance activities  
(Pretty & Ward, 2001).  
Moreover, recognizing and valuing the contributions of all participants nurtures a culture of respect and  
motivation. Positive feedback loops generated through acknowledgment reinforce individuals’ willingness to  
stay involved and share their expertise and time, thereby deepening trust within the community. Trust, a core  
component of social capital, facilitates cooperation by reducing uncertainty and perceived risks among  
stakeholders (Lin, 2021). This trust encourages members to invest in collective goals without fear of exploitation  
or disregard.  
Social capital thus acts as the adhesive that maintains the cohesion of participatory governance frameworks. It  
creates a self-reinforcing cycle where ongoing collaboration strengthens social networks, which in turn enhance  
the capacity for collective action and problem-solving. This cycle promotes resilience in governance, enabling  
educational institutions to adapt to challenges and changes while maintaining legitimacy and community support  
Social capital is not merely a byproduct of participatory governance—it is an essential driver. It nurtures  
participation beyond compliance, transforming governance from a top-down mandate into a shared, dynamic  
process embedded in community relationships. By prioritizing social capital development, educational systems  
can ensure participatory governance remains vibrant, inclusive, and sustainable in the long.  
Challenges And Considerations  
The dynamics between social capital and participatory governance in educational settings reveal both  
opportunities and significant challenges that demand careful attention. Although social capital—defined as the  
networks, norms, and trust facilitating collective action—can enhance participatory governance by fostering  
cooperation and shared decision-making among stakeholders, disparities in access to these social networks can  
hinder truly inclusive engagement (Mikiewicz, 2021). For instance, marginalized groups, whether due to  
socioeconomic status, geographic location, language barriers, or cultural differences, often find themselves  
excluded from influential networks. This exclusion perpetuates existing inequalities, restricting their ability to  
contribute meaningfully to policy discussions or governance processes (Mikiewicz, 2021).  
Power imbalances further complicate participation. Stakeholders with more resources, institutional authority, or  
social influence may dominate the decision-making arena, overshadowing less powerful voices such as parents,  
grassroots community members, or frontline educators (Dryzek, 2012). This concentration of power can skew  
priorities and limit the responsiveness of governance structures to diverse community needs.  
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To address these limitations, deliberate strategies are essential. Bridging social capital gaps requires creating  
platforms that intentionally connect disparate groups, fostering interactions that transcend traditional boundaries.  
Facilitating equitable voice and representation involves actively engaging underrepresented stakeholders  
through inclusive dialogue formats and participatory mechanisms that empower all participants (Dryzek, 2012).  
Capacity-building efforts are crucial in equipping stakeholders with the knowledge, skills, and confidence  
needed to navigate governance processes effectively. This includes training on governance structures,  
communication skills, rights awareness, and collaborative problem-solving. Awareness initiatives can raise  
consciousness on the importance of diverse contributions, cultivating a culture that values pluralism and mutual  
respect (Dryzek, 2012).  
Ultimately, confronting these challenges transforms participatory governance from a theoretical ideal into a  
practical reality. When efforts successfully mitigate disparities and power asymmetries, educational governance  
becomes more democratic, reflective, and responsive—creating an environment where collective ownership and  
community-driven improvements thrive (Mikiewicz, 2021; Dryzek, 2012).  
DISCUSSION AND CONCLUSION  
This article undertakes a comprehensive integration of social capital theory, as articulated by James Coleman,  
with established participatory governance frameworks to critically examine Brigada Eskwela—a community-  
based program in the Philippine educational system recognized for its collaborative approach. Through this  
synthesis, the study highlights how Brigada Eskwela exemplifies a dynamic model where theoretical concepts  
of social capital and participatory governance intersect and manifest in practical, impactful educational  
governance.  
James Coleman's Social Capital Theory offers a robust analytical framework for understanding the essential role  
of social networks, interpersonal trust, and shared norms within communities. In the context of Brigada Eskwela,  
these elements of social capital materialize through the active involvement of diverse stakeholders—including  
parents, teachers, local government units, and private sector volunteers—who collectively contribute resources,  
labor, and expertise to improve school infrastructure and learning environments. This collective action is not  
merely transactional but deeply rooted in mutual trust and reciprocity, which enhance cooperation and reduce  
collective action problems typically encountered in public service delivery.  
Participatory governance, as a complementary framework, emphasizes inclusive decision-making processes,  
transparency, and accountability in managing educational resources and policies. Brigada Eskwela  
operationalizes these principles by institutionalizing community participation as a structural mechanism for  
governance, empowering local actors to share responsibility and influence over how schools are maintained and  
developed. This approach fosters a sense of ownership and collective efficacy among stakeholders, which is  
critical for the sustainability and continuous improvement of the educational system.  
The convergence of social capital and participatory governance within Brigada Eskwela demonstrates how social  
resources—such as cognitive bonds within networks, norms of reciprocity, and civic engagement—can be  
harnessed to create resilient and adaptive governance structures. These structures not only improve physical  
school conditions but also enhance educational equity by mobilizing marginalized groups and increasing access  
to supportive resources.  
The article argues that recognizing and strategically cultivating social capital within participatory governance  
frameworks is pivotal for advancing quality education governance in the Philippines. By doing so, programs like  
Brigada Eskwela reveal how community-based collaboration can overcome institutional limitations, bridge gaps  
in public service provision, and foster a more inclusive and equitable educational landscape. This theoretical and  
practical synergy underscores community participation as both a foundational principle and an operational  
strategy essential for effective, participatory educational governance.  
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