PRELIM

Teacher
A person who helps students to
acquire knowledge, competence or virtue.
Informally the role of teacher may be taken
on by anyone.

Community
A social unit with commonality such
as norms, religion, values, customs, or
identity.

School
An educational institution designed to
provide learning spaces and learning
environments for the teaching of students
under the direction of teachers

Culture
An umbrella term which
encompasses the social behavior and norms
found in human societies, as well as the
knowledge, beliefs, arts, laws, customs,
capabilities, and habits of the individuals in
these groups.

Organizational Leadership LESSON 1: PHILOSOPHICAL

A dual focused management THOUGHTS ON EDUCATION
approach that works towards what is best for
individuals and what is best for a group as a Summaries of thoughts of education
whole simultaneously. It is also an attitude philosophers on what should be taught and
and a work ethic that empowers an individual how learners should be taught
in any role to lead from the top, middle, or John Locke (1632-1704): The
bottom of an organization. Empiricist Educator
 Acquire knowledge through the senses-  From the social dimension, education is subjects that helped human kind
learning by doing and by interacting seeing citizens participate actively and master the environment.
with the environment. intelligently in establishing their
government and in choosing who will  Was not inclined to rote learning
 Simple ideas become more complex govern them from among themselves schooling must be related to life and
through comparison, reflection and because they are convinced that no one to the activities needed to earn a
generalization - the inductive method person is destined to be ruler forever. living.

 Questioned the long traditional view that Herbert Spencer (1820-1903):  Curriculum must be arranged
knowledge came exclusively from Utilitarian Education according to their contribution to
literary sources, particularly the Greek human survival and progress.
and Latin classics  Spencer's concept of survival of the
fittest” means that human
 Science and other subjects that
 Opposed he divine right of kings" theory development had gone through an
sustained human life and prosperity
which held that the monarch had the evolutionary series of stages from the
should have circular priority since it
right to be an unquestioned and absolute simple to complex and from the
aids in the performance of life
ruler over his subjects. uniform to the more specialized kind
activities.
 Political order should be based upon a of activity.
contract- between the people and the
government.  Social development had taken place  Individual competition leads to social
according to an evolutionary process progress. He who is fittest survives.
 Aristocrats are not destined by birth to by which simple homogeneous (Ornstein, 1894)
be rulers. People were to establish their societies had evolved to more
own government and select their own complex societal systems  Specialized Education of Spencer vs.
political leaders from among characterized with humanistic and General Education
themselves: civic education is necessary classical education.
 To survive in a complex society,
 People should be educated to govern  Industrialized society require Spencer favors specialized
themselves intelligently and responsibly vocational and professional education education over that of general
(Ornstein, 1984) based on scientific and practical education. We are in need of social
objectives rather than on the very engineers who can combine
 For John Locke education is not general educational goals associated harmoniously the findings of
acquisition of knowledge in great books. with humanistic and classical specialized knowledge. This is
It is learners interacting with concrete education. particularly true in the field of
experience, comparing and reflecting on medicine.
the same concrete experience,  Curriculum should emphasize the
comparing. The learner is an active not a  The expert who concentrates on a
practical, utilitarian and scientific
passive agent of his/her own learning limited field is useful concentrates
on a limited field is useful, but if
 he loves sight of interdependence  Education is a social process by material for dealing with problems.
of things he become a man who which the immature members of the This accumulated wisdom of cultural
knows more and more about less group, especially the children, are heritage has to be tested. If it served
and less. We must be warned of brought to participate in the society. human purposes, it becomes part of a
the deadly peril of over specialism. reconstructed experience.
Of course we do not prefer the  The school is a special environment
other extreme, the superficial established by members of society,  The school is social, scientific and
person who knows less and less for the purpose of simplifying, democratic. The school introduces
about more and more. purifying, and integrating the social children to society and their heritage.
experience of the group so that it can The school as a miniature society is a
 Spencer's Survival of the Fittest be understood, examined and used by means of bringing children into social
its children follows. participation.
 He who is fittest survives.
Individual competition leads to  The learner has a "genuine situation  The school is scientific in the sense
social progress. The competition in of experience"-involvement in an that it is a social laboratory in which
class is what advocates of whole activity in which he/she is interested. children and youth could test their
child approach and Socio- motional ideas and values. In here, the learner
learning atmosphere negate. The acquires the disposition and
 Within this experience the learner has
whole child approach a powerful procedures associated with scientific
a "genuine problem" that stimulates
tool for SELF-focused schools has or reflective thinking and acting.
thinking
as tenets- each student learns in an
environment that is physically and
 The learner possesses the information  The school is democratic because the
emotionally safe for students and
or does research to acquire the learner is free to test all ideas, beliefs,
adults" and "each student has access
information needed to solve the and values. Cultural heritage, customs
to personalized learning and is
problem. and institutions are all subject to
supported by qualified and caring
critical inquiry, investigation and
adults
 The learner develops possible and reconstruction.
John Dewey (1859-1952): Learning tentative solutions that may solve the
through Experience problem  School should be used by all, it being
a democratic institution. No barrier of
 Education is a social process and so  The learner tests the solutions by custom or prejudice segregate people.
school is intimately related to the applying them to the problem. In this People ought to work together to
society that it serves. one way one discovers their validity solve common problems.
for oneself.
 Children are socially active human  The authoritarian or coercive style of
beings who want to explore their  The fund of knowledge of the human administration and teaching is out of
environment and gain control over it. race-past ideas, discoveries, and place because they block genuine
inventions was to be used as the inquiry and dialogue.
  Teachers should lead society rather
 Education is a social activity and the than follow it. Teachers are agents of  Education is a right that all citizens
school is a social agency that helps change. regardless of race and social status
shape human character and behavior. must enjoy.
 Teachers are called on to make
 Values are relative but sharing, important choices in the controversial Paulo Freire (1921-1997)- Critical
cooperation, and democracy are areas of economics, politics and Pedagogy
significant human values that should morality because if they failed to do
be encouraged by schools. (Ornstein, so, others would make the decisions  Paulo Freire, a critical theorist, like
A. 1984) for them. social reconstructionists, believed
that systems must be changed
 Schools ought to provide an overcome oppression and improve
George Counts (1889-1974): Building education that afford equal learning and improve human conditions.
a New Social Order opportunities to all students.
(Ornstein, 1984)  Rather than "teaching as banking” in
 Education is not based on eternal which the educator deposits
truths but is relative to a particular Theodore Brameld (1904-1987): Social information into students' heads,
society living at given time and place. Reconstructionism Freire saw teaching and learning as
a process of inquiry in which the
 By allying themselves with groups  Social reconstructionism is a child must invent and reinvent the
that want to change society, schools philosophy that emphasizes the world.
should cope with social change that reformation of society.
arises from technology  Teachers must not see themselves as
 Technological era is an era of the sole processors of knowledge
 There is a cultural lag between interdependence and so education and their students as empty
material progress and social must be international in scope for receptacles. He calls this
institutions and ethical values. global citizenship. pedagogical approach the banking
method” of education.
 Instruction should incorporate a  For the social reconstructionists,
content of a socially useful nature and education is designed to awaken  A democratic relationship between
a problem-solving methodology. students' consciousness about social the teacher and her students is
Students are encouraged to work on problems and to engage them actively necessary in order for the
problems that have social in problem solving.” (Ornstein, 1984) conscientization process to take
significance. place.
 Social reconstructionists are
 School become instrument for social convinced that education is not a  Freire's critical pedagogy is
improvement rather than an agency privilege of the few but a right to be problem-posing education.
for preserving the status quo. enjoyed by all.
  A central element of his pedagogy is
dialogue.

 Dialogue means the presence of

equality, mutual recognition,
affirmation of people, a sense of
solidarity with people, and
remaining open to questions.

 Dialogue is the basis for critical and

problem-posing pedagogy, as
opposed to banking education,
where there is no discussion, only
the imposition of the teacher's ideas
on the students.(Oinstein 1984)

Comment:
All of these education philosophers,
point to the need of interacting with others
and of creating a "community of inquiry" as
Charles Sanders Pierce put it. The
community of inquiry is "a group of persons
involved in inquiry, investing more or less
the same question or problem, and
developing through their exchanges a better
understanding both of the question as well as
the probable solutions.” (Lee, 2010) A
community of inquiry will engage learners in
active problem solving.
  Educational decree of 1863 - required
 1946-present the establishment of one primary
Education under the Philippine Republic school for girls and one for boys in
each major town of the country.
Pre- Hispanic (Pre-Spanish Period)
Education  Establishment of the normal school for
the training of teachers.

LESSON 2: HISTORICAL  No formal schools

 Spanish Language - medium of
FOUNDATION OF EDUCATION IN  Learning began at home
instruction in all schools.
THE PHILIPPINES  Oral, practical, hands on
 Reading, ‘riting, 'rithmetic (3r's) Problems faced during the period
Timeline  The objective was basically to promote
reverence for, and adoration of  Absence of systematic government
 Before 1521 supervision of the schools.
Education before the coming of Bathala, respect for laws, customs, and
Spaniards authorities represented by parents and
 Over emphasis on religion.
elders.
 1521-1896  Limited and Irrelevant Curriculum
Education during the Spanish Regime Education During the Spanish Regime
 Lack of trained teachers
 1896-1899 - establishment of schools in the country (150 teacher-missionaries to instruct
Education during the Philippine over half a million inhabitants)
Revolution  Friars - established parochial schools
linked with churches to teach  Obsolete Teaching Methods.
 1898-1935 catechism to the natives.
Education during the American
Occupation - goal is to spread
Christianity.
 1935-1941
Education during the Philippine  Religion (Christian Doctrine) – was a
Commonwealth compulsory subject at all levels.
Because of need, higher level schools were
 1941-1944  Education was privileged only to established much later by virtue of royal
Education during the Japanese Spanish students. decrees.
Occupation
 19th century - public education for the •Colegios
 1944-1946 natives. •Beaterios
Education after the World War II
 1. Disproportionate focus on religion.
Subjects: Based on the Royal Decree of 2. Discourage the attempt of Filipino American Occupation
1863 students to speak in Spanish.
3. Lack of pedagogical skills.  The Americans used education as a
 Languages (Latin, Spanish grammar 4. Irrelevant courses in the curriculum. vehicle for its program benevolent
and literature, elementary Greek, assimilation.
Curriculum
French and English)
To improve the existing curriculum,  Restore damaged school houses, build
 History (Universal, Spanish) Rizal considered the ff. Subjects as required new ones and conduct classes.
courses in secondary schools.
 Mathematics (Arithmetic, Algebra,  Science  American teachers infused their
Trigonometry, Geometry)  Math students the spirit of democracy and
 History Philosophy progress as well as fair play.
 Philosophy (Rhetoric, Logic, Ethics)  Law
 Language  January 1901 – Taft Commission Act
 Geography  P.E No. 74
 Religion
 Psychology  Music  Act no. 74 - established the Philippine
 Social Sciences Public School System.
Philippine Revolution
Education
 Ilustrados - spearheaded the Propaganda Philippine Revolution
Movement.  Volunteer American Soldiers
 Education - priority during the Malolos
 Thomasites - USS Thomas
Republic.
 Curricular reforms  August 23, 1901
 365 males and 165 females.
 August 29, 1898 - schools were re-
1. Secularization of education. opened by the Secretary of the Interior.
2. Instruction of Spanish.  3 levels of Education during the American
3. Greater attention to natural science. Established: Period
4. The design of a relevant curriculum.  Elementary
 Free and compulsory primary
5. Improvement of higher center of  Secondary
education
learning  College
6. Improvement of educational system.  Secondary Education - Burgos
Institute in Malolos.  English language
 Filipino Pensionados
Jose Rizal - criticized unequivocally the
friars' method of instruction in his two novels  Tertiary Education - Literary
Noli Me Tangere and El Filibusterismo. University in the Philippines.
(October 1898).
Most important Colleges during American  Hygiene and sanitation
rule  Intensive teaching of geography
Japanese Regime
Public School 6 basic principles of japanese
Education
 Philippine Normal
 University Philippines  Government established NORMAL 1. Realization of NEW ORDER and
SCHOOL for future teachers. promote friendly relations between
Japan and the Philippines to the farthest
 Courses include extent
Private School  Methods of teaching 2. Foster a new Filipino culture based
 Practice teaching 3. Endeavor to elevate the morals of
 Siliman University School people, giving up over emphasis of
 Psychology
 Centro Escolar de Señoritas materialism
 Mathematics
 Philippine Women's University 4. Diffusion of the Japanese language in
 Language
the Philippines
 Americans discarded the religious bias.  Science
5. Promotion of VOCATIONAL course
 Educational Act of 1901- Separation of  History and government 6. To inspire people with the spirit of love
Church and State in education.  Social sciences and labor
 Encourage Filipino in the field of  P.E
teaching.
Curriculum
 Outstanding Filipino scholars were sent to
Philippine Commonwealth  School calendar became longer
US to train as teachers.
 All schools should develop moral  No summer vacation for students
character, personal discipline, civic  Class size increased to 60
Curriculum conscience and vocational efficiency.  Deleted anti-asian opinions, banned the
 Promote effective participation of the singing of american songs, deleted
Primary Education citizens in the processes of a american symbols, poems and pictures
 GMRC democratic society.  Nihongo as a means of introducing and
 Civics  1935 Constitution cultivating love for Japanese culture
 Hygiene and Sanitation  National Council of Education  Social Studies
 Geography (1936)
 Educational Act of 1940
Intermediate Curriculum
After World War II
 Grammar and composition
 Reading, spelling In 1947, by the virtue of Executive
 Science courses Order No. 94, the Department of Instruction
 Physiology was changed to "Department of Education."
During this period, the regulation and
supervision of public and private schools other library materials Library equipment problems affecting public education by
belonged to the Bureau of Public and Private and permanent features 2010.
Schools.
Martial Law Period  Private schools are able to offer better
Education after 1940 facilities and education, but are also much
 The Department of Education became the more expensive. There is a wide variety of
 The objective of the Philippine Education Department of Education and Culture in private schools, including all-boys' and
was to established "integrated, 1972, the Ministry of Education and all-girls' schools, religious schools, non-
nationalistic, and democracy-inspired Culture in 1978, and with the Education sectarian schools, Chinese schools, special
educational system" included the ff. Act of 1982, the Ministry of Education, schools, and international schools. Due to
Culture, and Sports economic difficulties, there has been a
1. Inculcate moral and spiritual values  A bilingual education scheme was recent increase in the popularity of home
inspired by an abiding faith in God established in 1974, requiring Filipino and schooling and open universities in the
2. To develop an enlighten, patriotic, English to be used in schools. Philippines.
useful and upright citizenry in a  Science and math subjects as well as
democratic society English language and literature classes
3. Conservation of the national resources were taught in English while the rest were Enhance Basic Education Act of 2013
4. Perpetuation of our desirable values taught in Filipino. (K to 12)
5. Promote the science, arts and letters
From 1986 to the present  PRO'S OF K to 12
 Great experiments in the community  The bilingual policy in education was
school and the use of vernacular in the reiterated in the 1987 Constitution of the  At par with international 12 year basic
first two grades of the primary schools as Philippines. education
the medium of instruction were some of  Pursue protective employment,
them.  (EDCOM), Congress passed Republic Act entrepreneurship and higher
 An experiment worth mentioning that led 7722 and Republic Act 7796 in 1994, educational studies
to a change in the Philippine Educational creating the Commission on Higher  Graduates is expected to be equipped
Philosophy was that of school and Education (CHED) and the Technical with 21st century skills.
community collaboration pioneered by Education and Skills Development
Jose V. Aguilar. Authority (TESDA). The institute
 CON'S OF K to 12
Schools are increasingly using instructional governing basic education was thus
materials that are Philippine-oriented. renamed in 2001 as the Department of
 See's as a burden for average filipino
Education (DepEd).
Memorandum No. 30, 1966 sets the order of family.
priority in the purchase of books for use in  It does not address the basic problems
the schools were as follows:  The quality of public school education is
of education(classrooms, chairs, books
generally considered to have declined
Books which are contributions to Phil. etc)
since the post-war years, mainly due to
Literature Books on character education and insufficient funds. The Department of
Education aims to address the major The K to 12 Curriculum
  Learn-centered, inclusive and
developmentally appropriate

 Relevant responsive and Reseach

based. CURRICULUM TRACKS
The students after ongoing Senior
 Culture sensitive
High School can choose among four tracks:
 Contextualized and global  Academic
 Use of pedagogical approaches that  Technical-Vocational Livelihood
are constructivist, inquiry based,  Sports track
reflective collaborative and  Arts and Design track
integrative.
ACADEMIC TRACK
 Adhere the principle of MOTHER
Academic track includes the
TOUGUEBASED MULTILINGUAL
following strands:
EDUCATION(MTB-MLE)
 Business, Accountancy, Management
(BAM)
MOTHER TOUGUE-BASED  Humanities and Social Sciences
MULTILINGUAL EDUCATION (MTB- (HUMSS)
MLE)  Science, technology, engineering,
mathematics (STEM)
It starts from where the learners are  General Academic Strand (GAS)
and from what they already knew proceeding
from the known to the unknown;
instructional materials and capable teachers
to implement the MTB-MLE curriculum
shall be available
 Use of spiral progression approach to
ensure mastery of knowledge and skills in
every level
 Flexible enough to enable and allow
schools to localize, indigenize, and
enhance the same based on their
respective educational and social context.
 Conflict Theory their part in bringing forth children,
The symbolic Interactionalist Theory nurturing and socializing them;
Perspective
 If education or schools effectively
Structural-functional Theory transmit knowledge, skills and values;

 Herbert Spencer is the proponent of  If politics govern citizens well;

structural functional.
 If economics takes care of food
 He views society as "a of production, distribution of goods and
interconnected parts each with a unique services
function. The parts have to work
together for stability and balance of
society.”  And if religion strengthens the moral
fiber of the members of the society.
 Society is compared to the human body
with different but interrelated parts  Failure of one social institution to do
performing different functions. Just as its part means disruption of stability in
the human body has many parts, society.
society has different but interrelated (the rise of single parent and dual
components such as family, state, earner families means families have
school, church, mass media, less time or sometimes no more time
economics. These must coordinate and left for the supervision of children in
collaborate for society to function well. their homework which may result to an
increase of non-performing students in
school.
 If one part of human body does not
function well, the whole body is
affected. In the same way, when one  The functionalist theory of education
component of society does not do its focuses on how education serve the
part, the society will not function well. need of society through the
development of skills encouraging
The exact message of the song, Dem Bone social cohesion.
LESSON 3: SOCIAL SCIENCE – The bones are interconnected. Each
THEORIES AND THEIR has a unique function.  The role of the schools is to prepare
IMPLICATIONS TO EDUCATION students for participation in the
 There is peace, stability, equilibrium institutions of society.
Three Social Theories and harmony in society if families do
Structural-functional Theory
 Education is concerned with  Economic purposes - prepare competition between group forms the
transmission of core values for social students for later work roles, select basis for the ever-changing nature of
control and train the labor force needed by the society.
society.
 Education is concerned with (the factory workers want change- better
socializing people by bringing together  Social purposes - promote a sense of working conditions, higher salaries. The
people from different backgrounds. social and moral responsibility, serve factory owners naturally are opposed to
as a site for the solution or resolution such. The resolution of the conflict,
 The functionalist theory is focused on of social problems; supplement the however, leads to a compromise, a change
social stability and solidarity. efforts of other institutions of in a way the factory is managed where
socialization such as the family and both workers and owners are happy.)
 Functionslists see education as a the church.
beneficial contribution to an ordered
The Symbolic Interactionalist Theory
society.
Conflict Theory Perspective

 Functionalism does not encourage  According to Conflict Theory, there Three tenets of symbolic interactionist
people to take an active role in are always two opposing sides in a theory are:
changing their social environment, conflict situation.
even when such change may benefit 1. An individual's action depends
them. Instead, functionalism sees on meaning. We act based on the
 People takes sides between maintaining
active social change as undesirable meaning we give to symbols.
the status quo and introducing change
because the various parts of society Symbols can be action, objects or
then arrive at an agreement.
will compensate naturally for any words. If a student understands that
problems that may arise. teacher believes in his/her ability
 Conflict Theory welcomes conflict for
he/she tries his/her best prove that
Purposes of Schooling according to that is the way to the
indeed he/she is able. If teacher
Functionalists establishment of a new society.
does otherwise, a student tends to
behave in accordance with teacher's
 Intellectual purposes - acquisition of  Conflict Theorist find potential
poor perception.
cognitive skills, inquiry skills conflict between any groups where
inequality exists: racial, gender,
 Political Purposes - educate future religious, political, economic, and so
2. Different people may give
citizens; promote patriotism; promote on.
different meanings to the same
assimilation of immigrants; ensure things. When teachers are strict,
order, public civility and conformity  Conflict Theorists note that unequal some students see it as an
to laws. groups usually have conflicting values expression of care. Others may
and agendas, causing them to compete rebel because they perceive
against one another. This constant
 teacher's behavior as limiting their interpretation of these symbols. individual acts according to their
moves and desires. Verbal conversations, in which interpretation of the meaning of their
A businessman may look at a spoken words serve as the world.
tree and starts estimating how predominant symbols, make this
much money he can get if he has subjective interpretation especially  George Mead, American
the tree cut down for lumber. A evident. The words have a certain philosopher, introduced their
philosopher or a poet may look at it meaning for the sender and, during perspective to American sociology in
with the thought, "they also serve effective communication, they the 1920s.
who only stand and wait" like John hopefully have the same meaning for
Milton's from his poem "On His the receiver MIDTERM
Blindness"
 Words are not static things. They CHAPTER 4: The strengths and
3. Meanings change as individuals require intention and interpretation. weaknesses of the filipino character: a
interact with one another. A
socio-cultural issue
negative meaning that you used to  Conversation is an interaction of
associate with hospital when you symbols between individuals who
went to a hospital which looked constantly interpret the world around Schools are there for society. Their
more as a hotel than the usual them. To ensure mutual relevance is proven by their ability to address
hospital you know is changed. understanding, the sender of the socio-cultural problems. What are these
After you have taught well, your symbol and the receiver must give the social issues or problems that schools should
first impression of teaching as same meaning to the symbols or run help address? We have a number of them but
boring is changed to teaching is the risk of misunderstanding, let's focus on the weaknesses of the Filipino
exciting. character. The strenghts of the Filipino
Weakness of Symbolic Interaction character will also cited for a balaced
Theory presentation. Besides, schools can capitalize
Implications of Teaching on the srenghts of the Filipino character to
 Critics claim that symbolic eliminate the weaknesses.
 The symbolic interactionist interactionism neglects the macro Below is an excerpt of the Report "A Moral
perspective, is also known as level of social interpretation - the big Recovery Program: Building a People,
symbolic interactionism, directs picture. In other words, symbolic Building a Nation" submitted on April 27,
sociologists to consider the symbols interactionists may miss the larger 1998 by the Task Force to President Corazon
and details of everyday life, what issues of society by focusing too Aquino, the Senate amd the members of the
these symbols mean, and how people closely on the trees or by restricting press by then Senator Leficia Shahani, the
interact with each other. themselves to small or individual moving spirit behind the program. The
interactions. weaknesses of the Filipino character as cited
 According to symbolic interactionist in the Report as follows:
perspective, people attach meanings  Symbolic interactionism traces its
to symbols, and then they act 1. Extreme family centeredness-
origin to Max Weber's assertion that Exercise concern for family means
according to their subjective
 using one's office and power to complacence, lack of a sense of educational system that is more from
promote family interests and thus urgency. There is high tolerance of than substance.
factionalism patronagé, political inefficiency, poor service, and even
dynasties and the protection of erring violations of one's basic right. Too
family members. It results in lack of patient and matiisin, to easily resigned There is so much good in the Filipino
concern for the common goood, and to his fate, the Filipino is easily but so much needs to be changed, too. Many
acts as a block to natinal concoiusness. oppressed and exploited. of our strengths as a people are also sources
of our weakness. Shahani's report (1998)
2. Extreme personalism- Takes things 5. Colonial mentally - Lack of explains that family orientation becomes in-
personally, cannot separate objective patriotism, or of an active awareness, group orientation that prevents us from
task from emotional involvement, appreciation and love of the reaching out beyond. The family to the larger
Because of this Filipino is Philippines and an actual preference community and the nation. In our
uncomfortable with bureaucracy, with for things foreign. personalism, we are warm and caring but this
rules and regulations and with standard leads us to lack of objectivity.
procedures, He uses personal contacts, 6. Kanya-kanya syndrome, talangka We are concerned with people we
and gives preference to family and mentally - Done by tsismis, intriga, know but unfair to people we don't know. In
friends in hiring, services and even unconstructive criticism... It is evident our flexibility, we compromise precision and
voting. Extreme personalism leads to in the personal ambition that is discipline. We are joyful people with a sense
the graft and corruption evident in completely insensitive to the common of humor but we can't take things with humor
Philippine society. good, the lack of a sense of service all the time for serious problems needs
among people in the government serious analysis. Our faith in God is our
3. Lack of discipline - A casual attitude bureaucracy. This results in the source of strength but this makes us
toward time and space, manifested in dampening of cooperative and dependent on forces outside us, do nothing
lack of precision and compulsiveness, community spirit, and in the trampling that makes us submissive to God's will. We
in poor time management and upon other's rights. are good at pakikipagkapwa-tao and so we
procastination. Aversion to following can easily emphatize but we can at the same
procedures strictly results in lack of 7. Lack of self - analysis and self- time to envious of others. We can be
standardization and equality control. reflection - The tendency to be hardworking and yet can be lazy and passive
Impatience results in short cuts, superficial and some what flighty. In in the workplace.
palusots, nigas cugon. Lack of the dace of serious personal and social
discipline often results to innefficient problems, there is lack of analysis or
work systems, the violation of rules Value Education in Schools
reflection, and instead satisfaction
and a casual work ethic lacking follow which superficial explanations and Senator Shahani's Report was given
through. solutions. in 1998. But its findings as reported may still
be true today. The Department of Education
4. Passivity and lack of initiative - 8. Emphasis on porma rather that has as its vision to help develop... "Filipinos
Waiting to be told what to do, reliance substance - This lack of analysis and who passionately love their country and
on others (leaders and government), emphasis on form is reinforced by an whose values and competencies enable them
to realize their full potential and contribute CHAPTER 5: TOP TEN GLOBAL been an issue for longer than necessary.
meaningfully to building nation." It has as its ISSUES AND HOW THEY CAN BE Here are various forms of violence:
core values- maka-Diyos, maka-tao, ADDRESSED
makakalikasan and makabansa. VARIOUS FORM OF VIOLENCE
So that it will be "more form than CLIMATE CHANGE  PHYSICAL VIOLENCE - Occurs when
substance" as described in Senator Shahan's  The Global temperatures are rising, and someone uses a pat of their body or an
Report, Philippine schools have to intensify are estimated to increase from 2.6 degrees object to control a person's action.
values education in the curriculum. In fact, in Celsius to 4.8 degrees Celsius by 2100.  SEXUAL VIOLENCE - Occurs when a
response to this Report, Values Education This would cause more severe weather, person is forced to unwillingly take part in
now Edukasyon sa Pagpapakatao in K to 12 crises with food and resources and the sexual activity.
Curriculum, was introduced as a separate spread of diseases. The reduction of  EMOTIONAL VIOLENCE - Occurs
subject in the basic education curriculum greenhouse emissions and the spreading when someone says or does something
under the Values Education Framework of education on the importance of going make a person feel stupid or worthless.
program of Dr. Lourdes Quisumbing, then green can help make a big difference.  PSYCHOLOGICAL VIOLENCE -
Department of Education, Culture, and Lobbying governments and discussing Occurs when someone uses threats and
Sports Secretary in 1988-1990. policies to reduce carbon emissions and causes fear in an individual to gain
encouraging reforestation is an effective control.
The Values Education Framework way of making progress with climate
was conceptualized in 1987. In 2002, the  SPIRITUAL VIOLENCE - Occurs
change. when someone uses an individual's
Basic Education Curriculum (Grade 1-6, and
First-Fourth Year High School) integrated spiritual beliefs to manipulate, dominate
POLLUTION or control that person.
values in the major learning areas of  Pollution includes ocean litter, pesticides
subjects. Beginning with the k to 12  CULTURAL VIOLENCE - Occurs
and fertilizers, air, light and noise when an individual is harmed as a result
Curriculum in 2013, Values Education was pollution. Clean water is essential for
renamed Edukasyon sa Pagpapakatao (ESP) of practices that are part of her or his
humans and animals, but more than one culture, religion or tradition.
for grades 1-10. In the Senior High billion people don't have access to clean
Curriculum (Grades 11-12), there is no water due to pollution from toxic
course with the title, Values Education or SECURITY AND WELL BEING
substances, sewage or industrial waste.  The U.N is a perfect example of what
Edukasyon sa Pagpapakatao but core courses
such as Introduction to the Philosophy of the should be done to prevent the lack of
VIOLENCE security and well being a serious global
Human Person and Personal Development,
 Violence can be found in the social, issue: Through its efforts with regional
are in essence, Values Education subjects
cultural and economic aspects of the organizations and representatives that are
themselves.
world. Whether it is conflict that has skilled in security, the U.N is working
broken out in a city, hatred targeted at a toward increasing the well being of people
certain group of people or sexual throughout the world.
harassment occurring on the street,
violence is a preventable problem that has LACK OF EDUCATION
 More than 72 million children throughout  Corruption is a major cause of poverty of 15 were consuming drugs globally. The
the globe that are of the age to be in considering how it affects the poor the drugs most commonly used are marijuana,
primary education are not enrolled in most, eroding political and economic cocaine, alcohol, amphetamine stimulants,
school. This can be attributed to inequality development, democracy and more. opiates and volatile solvents.
and marginalization as well as poverty.  Corruption can be detrimental to the
Fortunately, there are many organizations safety and well-being of citizen living
that work directly with the issue of within the corrupted vicinity, and can TERRORISM
education in providing the proper tools cause an increase in violence and physical  Terrorism is an issue throughout the world
and resources to aid schools. threats without as much regulation in the that causes fear and insecurity, violence
 The Philippines has consistently made a government. and death. Across the globe, terrorists
significant stride in its functional literacy  The Philippines ranked 94th out of 177 attack innocent people, often without
rate. Functional literacy, as defined by the countries in Transparency International's warning. This makes civilians feel
National Statistics Authority is the level 2013 corruption index. defenseless in their everyday lives.
of literacy which includes not only MALNOURISHMENT AND HUNGER Making national security a higher priority
reading and writing but also numeracy  Currently there are 795 million people is key in combating terrorism, as well as
skills that would help people cope with who do not have enough to eat. Long-term promoting justice in wrongdoings to
the daily demands of life. Based on the success to ending world hunger starts with illustrate the enforcement of the law and
2013 Functional Literacy, Education and ending poverty. By fighting poverty the serious punishments for terror crimes.
Mass Media Survey (FLEMSS), the through proper training for employment
country registered a 90.3% rate, which education and the teaching of cooking and THE 17 SDGS
means that nine out of every 10 Filipinos gardening skills, people who are suffering  UN Secretary-General, Ban Ki-moon,
aged 10-64 were functionally literate. more likely to get jobs, earn enough said: "The seventeen Sustainable
money to buy food and even learn how to Development Goals are our shared vision
UNEMPLOYMENT make their own food to save money. of humanity and a social contract between
 Without the necessary education and skills  Malnutrition, in all its forms, includes the world's leaders and the people. They
for employment, many people, under nutrition (wasting' stunting, are a todo list for people and planet and a
particularly 15- to 24-years old, struggle underweight), inadequate vitamins or blueprint for success."
to find jobs and create a proper living for minerals, overweight obesity, and  After Millennium Development Goals of
themselves and their families. This leads resulting diet-related non-communicable 2015, here comes another todo list for the
to a lack of necessary resources, such as diseases. sake of the entire humanity. Refer to the
enough food clothing, transportation and 17 Sustainable Development Goals,
proper living conditions. SUBSTANCE ABUSE 2015-2030 in the first part of this
 Hazardous use of psychoactive Chapter.
GOVERNMENT CORRUPTION substances, including alcohol and illicit
 Means of corruption include graft, drugs" (World Health Organization) The
bribery, embezzlement, backdoor deals, United Nations reports that, by the
nepotism, and patronage. beginning of the 21st century, an
estimated 185 million people over the age
CHAPTER 6: THE WHY AND HOW OF 3. Work experience programs - Business students and the community at the same time
SCHOOL AND COMMUNITY establishments and offices in the fulfilling the requirement of a curriculum.
PARTNERSHIP community can serve as training ground
for learners. A concrete example is the 4. Remediation and enrichment classes -
Opportunities for School-Community Work Immersion required of Senior High Parents and retired teachers may be
Partnership School students. In this Work Immersion, involved in the School Reading
Partnership implies two parties students are given the opportunity to remediation and Learning Enrichment
helping each other. Both parties benefit. This opportunity to work in relevant Programs.
means that if a school - community establishments or offices in the
partnership exists, both parties benefit from community to help develop in them “the 5. Youth Development Programs - The
the relationship. Thus in the following competencies, work ethics, and values young may involve themselves in youth
paragraphs we shall present what relevant to pursuing further education the development programs and develop their
communities can do for schools and what world of work... Partner offices for skills and talents, learn how to deal
schools can do for communities. immersion provide Senior High School positively with peers and adults and serve
students with opportunities: "1) to become as resources in their communities.
What can the community do for schools? familiar with work place; 2) for
Here are examples of what a community employment simulation, and 3) to apply 6. Community Service - Examples of
can do for schools: their competencies in areas of community service are students
specialization/applied subjects in participating in tutorial programs,
1. Brigada Eskwela - This program engages authentic work environments [Enclosure community reforestation programs, clean
all education stakeholders to contribute to DepEd Order No. 30. 3. 2017). up drive for a river, assisting in medical
their time, effort and resources in ensuring mission; school head involved in planning
that public school facilities are set in time In this school-community local celebrations, teachers managing
for the forthcoming school opening. It partnership, the school can fulfill what programs, projects, activities; school band
takes place more or less two weeks before curriculum requires and may improve on playing in fiesta parade
classes begin in June. This is a school their curriculum based on community
maintenance program that has been feedback, enables the students to undergo What can schools do for communities in
institutionalized since 2009 when DepEd hands-on work experience, while community return?
issued DepEd Order # 100. establishment contribute to the formation of Schools may allow the community to
graduates who are more ready and more use school resources. Here are concrete
2. Curriculum development - This can equipped for the world of work. Business examples enumerated by the DepEd Primer
mean use of community resources for establishments or any world of work in the on School Community Partnership:
learning. e.g. museum, elders of the community are the ultimate beneficiaries of
community as key informants in research these graduates who have been more  Classroom used by community
or resource persons in the study of local prepared through work immersion organizations for meetings
history Some schools call this service  School used as a polling place and venue
learning since it actively involves students in for medical mission which it may co-
a wide range of experiences which benefits sponsor with the Rural Health Unit
 School used by the Rural Health Unit for Per Elementary School, 23rd in rank in
mothers' class on child care Pembo Angels Magic Spot (PAMS) the Division Achievement Test zoomed
 School used as an evacuation center were the volunteer environmental up to rank 9 and six years later rank 1.
 School facilities used for community steward-students of Pembo Elementary (near-2 drop out rate), ad Kid
assemblies School while magic spots were the small
 School basketball court used for local dumpsites or empty lots in the barangay Urbanidad kids were ideal students
celebrations and barangay sports league which were converted by the students into who acted as role models for the students
 Schools conduct livelihood skills-training vegetable gardens from which members of and the PEMBO community. They were
programs for parents and out-of-school the barangay could harvest for home the cleanest, most well-mannered and
youths by using school resources supply, the school for their feeding most diligent in class.
 Livelihood skills-training for parents and program or sold them for cash for the
out-of-school youths by teachers purchase of seedlings and planting of BOWLS means Brain Operates Well
themselves more vegetables. on Loaded Stomach. Every recess,
children who were selected by the school
PAMS brought together students, as BOWLS beneficiaries due to
Learning from the Experiences of Schools
teachers, school head, parents barangay malnutrition were provided a free bowl of
and Community Partners
officials and other members of the lugaw.
community clean up little nooks for
Here are concrete examples:
garbage and converted them into green Pera sa Panapon was a weekly trash
areas with vegetables shared by all. It also market where students, their parents and
1. Dumingaga Central School, Dumingag,
taught gardening skills and positive other members of the community were
Zamboanga del Sur
attitude toward work to students and invited to bring their recyclable garbage.
Strong school community partnership
supplemented the feeding program for the The project helped the school purchase
- Feeding program was maintained by
underweight and the malnourished in the the necessary supplies and was able to
community donors - Mother Butler
school, Project BOWLS (Brain Operates support two students to a 2010 math
Mission Guild, barangay councils, office
Well on Loaded Stomachs). competition in Singapore.
of the mayor parents who budgeted,
cooked, purchased.
Another effective practice was
"Kiddie Cop" classes - Cops lectures Sociological Basis of School Community
Project Revitalize Enthusiasm for
on good manners and right conduct, drug Partnership?
Assistance to Children of Humanity
addiction, child abuse, child welfare
(REACH where each teacher adopted one
Municipal Welfare and Development The functionalist theory states that
student and acted as her mentor for the
Office - Municipal Health Office institutions must perform their respective
entire school year. The teacher gave
conducted special classes on health and functions for the stability of society. Other
tutorial to the adopted student during
nutrition, rights of the child. institutions must come in if one institution
his/her free time, the student's family
every now and in some instances gave fails to do its part for the sake of society.
2. Angels Magic Spot and Project
student a daily allowance of ten pesos
REACH, etc. - Pembo Elementary The school cannot do it all. "It takes a
from the teacher's o pocket. This
School, Makati village to educate a child", so goes the
contributed to improved performance of
African proverb. It has to work in partnership of information not necessarily favorable for subgroup of the educational community shall
with other institutions in the community such their development. So families, schools and sit and participate in each these bodies, the
as the church government organizations and other social institutions need to work rules and procedures of which must be
non-government organizations. With the together to save the youth. approved by them and duly published.
breakdown of families, schools face greater
challenge in educating the young. Another law, RA. 8525, Adopt-A-
School Program Act, also provides for
The rearing and education of the Legal Bases for Parents and Community school-community partnership. It allows
child is the primary obligation of parents. Involvement entities to assist a public school, whether
The school, the Church and other social element or tertiary.... in, but not limited to,
institutions come in to assist parents and It is no wonder why even our laws the following faculty development for
families to fulfill their irreplaceable support school-community partnership. RA training and further education; construction
obligation. The breakdown of marriages, the 9155, Governance of Basic Education Act, of facilities; upgrading of existing facilities,
demand for both mother and father to work Section E (10) explicitly states that one of provision of books, publications and other
to meet the demands of a rising cost of living the responsibilities of school heads is instructional materials; and modernization of
resulting to less or practically no more time "establishing school and community instructional technologies."
for parents to spend time with their children networks and encouraging the active
have, however, attacked the stability of participation of teachers organizations, Even the Philippine Education for All
families and have adversely affected families nonacademic personnel of public schools, (EFA) 2015 vision and a holistic program of
in the performance of their irreplaceable duty and parents-teachers-community reforms that aimed to quality of basic
to educate children. Added to these is the associations." education for every Filipino by end states:
increasing number of families composed of "Schools shall continue to harness i facilitate
single mothers to raise a family. With the Section 3 (f) of the same Act involvement of every sector of the
burden of earning lodged solely on the encourages "local initiatives for the community improvement process."
shoulders of one parent, single parents improvement of schools and learning centers This EFA 2015 Plan was extended in
struggle to earn enough to provide for their and to provide the means by which... Education for All Beyond 2015-Agenda
families. Consequently, this responsibility improvements may be achieved and 2030. Agenda 2030 has 7 new educational
leads to their having a limited amount of sustained." Batas Pambansa Blg. 232, targets from 2015 to 2030 that must involve
time to spend for and with growing and otherwise known as the Education Act of education stakeholders which in essence is
developing children who, unfortunately 1982, Section 7 states that: school-community partnership. UNESCO
become more likely single-parent families Assistant Director General for Education, Dr.
themselves. The cycle goes on. Every educational institution shall
Qian Tang, himself admits that Agenda 2030
provide for the establishment of appropriate
cannot be realized without schools partnering
This is not to mention the negative bodies through which the members of the
with community. He said: "Our vision must
effect of uncontrolled and unregulated use of educational community may discuss relevant
be more aggressive, more committed not just
technology on the young. While the use of issues and communicate information and
involving government, non-government
technology has brought a lot of convenience suggestions for assistance and support of the
agencies but all stakeholders."
its uncontrolled and unregulated use by the school and for the promotion of their
tech-savvy kids expose these kids to all sorts common interest. Representatives from
 RA 9155, states that partnership definitely means to participate in the life of To facilitate learning, a conducive
between school and community also that community. What is that community learning environment is necessary. It has
ensures... that: 1) educational programs, referred to here? The 8 Sections of Article III been proven that learners learn best in a
projects and services take into account the of the Code of Ethics refers to the pleasant environment. A pleasant
interests of all members of the community community within the school and the environment is where the learners can be
(Sec 3, d); 2) the schools and learning centers community outside the school. How can themselves because teachers are caring. No
reflect the values of the community by teachers be a part of the community? The need to put best self forward because
allowing teachers/learning facilitators and various Sections of Article III give more teachers and classmates truly care and take
other staff to have the flexibility to serve the details. you for who you are. All forms of bullying
needs of all learners (Sec 3, e); and 3) local has no place in a conducive learning
initiatives for the improvement of schools environment. A conducive learning
and learning centers are encouraged and the environment makes learners believe they can
means by which these improvements may be Teacher as Facilitator of Learning do the work and they feel accepted. A
achieved and sustained are provided (Sec 3, favorable learning climate is not competitive
f). So schools and communities function Article III, Section1 states that the where everyone is tense.
better when they work as a team. teacher is a facilitator of learning and the
development of the youth... therefore shall The teacher who believes that "Every
render the best service by providing an child deserves a champion, an adult who will
environment conducive for such learning and never give up on them, who understands the
growth. power of connection and insists they become
the best they can possibly be like Teacher
Facilitator comes from the word Rita Pierson in TED Talk is a facilitator of
"facilitate" which means to make something learning.
easy or easier. You as, the professional
teacher, facilitate learning or make learning
SEMI FINALS easier. Learning is a difficult task and is Teacher Leadership and Initiative for
made easier when you make dry lesson Community Participation
CHAPTER 7: The Teacher and the interesting, exciting and enjoyable. As a
Community: Teacher's Ethical and professional teacher, you make learning Section 2 refers to the "leadership and
Professional Behavior easier when you simplify the complex and initiative of the professional teacher to
concretize the abstract. This is what is ethical participate in community movements for
for every professional teacher like you ought moral, social, economic and civic betterment
Code of Ethics for Professional Teachers, to do. This you can do after four long years of the community." As professional teachers
Article III of academic preparation. you do not live in an ivory tower, meaning
you are not supposed to be removed nor
The very title of this Unit indicates What happens sometimes, however, aloof from community life. Schools are at the
that teachers are expected to be part of the is teachers complicate the simple and teaches heart of communities and you as professional
community. To be part of the community only at the abstract level. teachers are expected to be be-in-the-world
and to be-in-the-world-with-others and for professional efforts affect the fate of the
others (borrowing the words of Heidegger). earth."
Teacher's Attitude toward Local Customs
The words in Section 2 of Article III Professional Teacher with Honor and and Traditions
are "provide leadership and initiative..." This Dignity
implies that as a professional teacher you Section 4 expects every teacher to
have not to wait for community to ask for Section 3 states: "Every teacher shall live for and with the community and shall,
help. Section 6 further explicitates how you merit reasonable social recognition for which therefore study and understand local customs
can show your professional leadership, to purpose he shall behave with honor and and traditions in order to have a sympathetic
wit: "Every teacher is an intellectual leader in dignity at all times and refrain from such attitude, therefore, refrain from disparaging
the community, especially in the barangay, activities as gambling, smoking, the community." The professional teacher is
and shall welcome the opportunity to provide drunkenness, and other excesses much less neither ethnocentric nor xenocentric. He/she
such leadership when needed, to extend illicit relations." Obviously, if as a is not ethnocentric and so does not look
counseling services, as appropriate, and to be professional teacher, you are an inveterate down on community's culture because of the
actively involved in matters affecting the gambler chain smoker and alcoholic or if it is thought that his/her culture is superior to the
welfare of people." common knowledge that you are engaged in culture of the community. Neither is he/she
an illicit relationship, how can you have xenocentric and so looks at his/her culture as
You do not just welcome the moral authority? Who will listen to you when inferior in to other community's culture.
opportunity to lead. Section 2, states that you advise your class not to smoke, not to
you, the professional teacher ought to take drink alcoholic drinks, not to gamble, etc? Fortunate and happy is the
the initiative to offer your help for the Your audience will say “Look, who is community that has teachers who live with
improvement of the community. Many a talking!" It is a matter of "do what I say not them, exert effort to understand their local
time, you can be a guidance counselor, a what customs and traditions and consequently
prayer leader, commentator or reader in appreciate the same. This author sees no
religious celebrations, fiesta coordinator, Society expects so much of teachers culture as perfect. Every culture including
judge in or coach for a contest, financial that when they fai live up to the challenge to hers has its positive and negative aspects.
adviser, a nurse, a doctor, commentator, behave or model good behavior, the What we need to pass on are the positive
prayer rolled into one. "condemned without trial!" It is no wonder aspects of the culture. We need to purify,
why many are afra answer the call to teach however, the negative aspects with teacher
Providing leadership and initiative Society seems to expect much more fi pointing them out tactfully and sincerely.
also means working with the community. professional teachers than from any other
This means getting the parents and other professional and so look teachers with
members of the community participate in scrutinizing eyes.
school activities. The Professional Teacher and Information
The quotation states "The influence Update
Teachers, as they participate in of a good teacher can never be erased" but
community affairs prove that they "are the the influence of a dishonorable teacher is as Section 5 states that the teacher "shall
most responsible and most important lasting." help the school inform the community about
members of society because their the school's work, accomplishments, nec and
problems. Community here refers to internal Other than the PTA is the School As a professional teacher, you cannot afford
as well as external stakeholders. Internal Governing Council. The SGC has different not to be in pleasant relations with others
stakeholders include the students, the parents membership and functions. A School especially those with whom you work with
of the students and the teachers. The external Governing Council as a policy-making body like other professional teachers. It is always
stakeholders are other parents in the has the school head as Chief Executive best to be in good terms with everyone else
community without children enrolled in Officer, Manager and Chief Operations in the community.
school barangay officials and other Officer. The formation of SGC in every
government officials, non-governo school is a proof of school head sharing
organizations, government organizations, his/her leadership with members of the
alumni / alumnae retirees. community. Desiderata gives this advice: "As far
as possible, with surrender, be on good terms
Why do these stakeholders have to be It determines general policies on with all persons. Speak your to quietly and
informed? The school is there for the student welfare, discipline, wellbeing: it is clearly, and listen to others, ven the dull and
community and so the community has the concerned with the development and the ignorant they too have their story."
right to be informed about its activities, implementation, monitoring and evaluation
accomplishments, needs and problems. of the School Improvement Plan (SIP), and The Professional Teacher Does not Use
Informing them about the school's projects, reporting of the progress of the SIP Position to Proselyte
needs and problems give them a sense of implementation to the Schools Division
ownership. Having a sense of ownership, Superintendent and the community. Finally, Section 8, says: "A teacher
these stakeholders will participate more possesses freedom to attend church and
actively in the resolution of school's In addition to PTAs are the School worship as appropriate, but shall not use his
problems and needs. Governing Council in every public school. position and influence to proselyte others.
This School Governing Council shares in the "To be in a position means to have power or
The Parents-Teachers Association management of the school with School Head influence for a purpose, i.e. for you to use
as Chair. This School Council is another that position to perform your job as a
We have Parents' and Teachers' opportunity for communities to participate in professional teacher. It is highly
Associations (PTA) in place in every school. school activities. unprofessional for a teacher like you to use
Some private schools call it Home School your position of influence to proselyte.
Association or Family Advisory Council. Besides freedom of religion is guaranteed by
This is for internal stakeholders only. A PTA the 1987 Philippine Constitution. "No law
is an association of teachers and parents with The Professional Teacher and shall be made respecting an establishment of
children who are enrolled in a school. It is a Government Officials and Other religion, or prohibiting the free exercise
forum for discussions on school problems Professionals thereof. The free exercise and enjoyment of
and how they can be solved. religious profession and worship, without
Section 7 states: "Every teacher shall discrimination or preference, shall forever be
maintain harmonious an pleasant personal allowed." (Article II, Section 6).
and official relations with other
The School Governing Council professionals, with government officials and
with the people individually or collectively."
 In organizational leadership, leaders manager a leader? If I am a good leader it
help set strategic goals for the organization follow that I am also a good manager? Or if I
while motivating individuals within the am a good ma am I at the same time a good
organization to successfully carry out leader? Not necessarily.
assignments in order to realize those goals.
In the school setting, the school leader helps School Head Must be Both a Leader and a
set the goals/targets for the school and Manager
motivates teachers, parents, learners, non-
teaching personnel and other members of the A school head must be both a leader and a
community to do their task to realize the manager. Study the Figure below.
CHAPTER 8: ORGANIZATIONAL school goals.
LEADERSHIP A school head leads the school and
Organizational leadership works community to formulate the vision, mission,
towards what is best for individual members goals, and school improvement plan. This is
and what is best for the organization as a a leadership function. S/he sees to it that this
Introduction group at the same time. Organizational plan gets well implemented on time and so
leadership does not sacrifice the individual ensures that the resources needed are there,
Expected of professional teachers members for the sake of the people nor the persons to do the job are qualified and
who care for and embark on continuing sacrifice the welfare of the group for the sake available. This is a management function.
professional development is a promotion of individual members. Both individual and Imagine if the school head is only a leader.
along the way. With this in mind, this course group are necessary. You have the vision, mission, goals and
wont be complete without a discussion of an school plan but no implementation. The plan
effective leader and manager for which you Organizational leadership is also an is good only in paper. If you do the task of a
will be in the future. But should you refuse attitude and a wo ethic that empowers an manager only, you will be focusing on the
offer for a managerial or leadership position individual in any role to lead from the details of the day-of-day implementation
in school or in the bigger educational middle, or bottom of an organization. without the big picture, the vision and
organization because of the love for teaching Applied to the SC setting, the school leader mission. So it big picture for connect and
and learners, this lesson on organizational helps anyone from the organization meaning. This means that it is best that a
leadership wont be laid to waste because necessarily from the top to lead others. An school leader is both a leader and a manager.
even as teacher you are ready a leader and a example of leadership which does not
manager. You are a teacher and a class or necessarily come from the top of
classroom manager. organization is teacher leadership.

Organizational Leadership Leadership Versus Management

Are leadership and management

synonymous? Is a lea manager or is a
  laissez faire democratic leadership style are the only ones
that allow participation of the members of
Autocratic leaders do decision the organization. Between consultative and
making by themselves. Consultative leaders democratic styles of leadership, the
allow participation of the members of the democratic is genuinely participative because
organization by consulting them but make it abides by the rule of the major
the decision themselves. This is what
happens in consultation meetings called by The Situational Leadership Model
schools when they increase tuition fees.
Sometimes education stakeholders get In situational leadership, effective
disappointed that their suggestions are not leaders adapt their leadership style to the
carried after school leaders have consulted situation of the members of the
them. They do not understand that organization,.e., to the readiness and
consultation does not necessarily mean willingness of group members. Paul Hersey
approval of stakeholders suggestions. and Kenneth H. Blanchard (1996)
characterized leadership style in terms of the
Democratic leaders allow the amount of task behavior and relationship
members of the organization to fully behavior that the leader provides to their
participate in decision making. Decisions are followers. They categorized all leadership
arrived at by way of consensus. This is styles into four behavior styles, which they
Types of Skills Demanded of Leaders genuine participation of the members of the named S1 to $4.
organization which is in keeping with school
Leaders use 3 broad types of skills: 1) empowerment.
technical, 2) human and 3) conceptual. In laissez faire or free-rein leadership
Technical skills refers to any type of process style, leaders avoid responsibility and leave
or technique like sending e-mail, preparing a the members of the organization to establish
power point presentation. Human skill is the their own work. This leadership style leads to
ability to work effectively with people and to the kanya-kanya mentality, one weaknesses
wild teamwork. This is also referred to as of the Filipino character. There will be to
people skills or soft skills. problem if the situation is deal, i.e. each If the group member is able, willing
member of the organization has reached a and confident (high readiness), the leader
level of maturity and so if members are left uses a delegating leadership style The leader
themselves they will do only what is good turns over the responsibility for decisions
Leadership styles Here are leadership for the organization. On the other hand, it and implementation to the members.. On the
styles:  will be chaos If each member will do as he/ other hand, if the group members have low
please even if it is against the common good. readiness, i.e.. unable and unwilling, the
 Autocratic  leader resort to telling the group members
 consultative  Which leadership styles are what to do..
 democratic  participative? The consultative and
 In short, competent members of the Then conscious choice brings one to "... and whoever wants to be first
organization require less specific direction aspire to cad. The best test is: do those among you must be your slave." (Matthew
than less competent members. Less served grow as persons: do they, while 20:27)
competent people need more specific being served, become healthier, wiser,
direction than more competent people. For a freer, more autonomous, more likely "The greatest among you shall be
graphic presentation of the Situational themselves to become servants And, your servant." (Matthew 23:11)
Leadership Model, visit what is the effect on the least
privileged in society; will they benefit, "If anyone wants to be first, he must
https://teachthem.files.wordpress.com2012/1 or, at least, not be further deprived? be the last of all and the servant of all" (Mark
1/situational leadership-model.pg  (Greenleaf 1977/2002, p. 27) 9:35)

"You know how the pagan rulers

make their powers felt. But it shall not be
Among these leadership styles, no The first desire of the servant leader this way among you. Instead, whoever wants
one style is considered best for all leaders to is to serve. How? By leading. The greatest to become great among you must be your
use all the time. Effective leaders need to be teacher of humankind, Jesus Christ. was a servant (Mark 10:43)
flexible, and must adapt themselves servant - leader. He taught his disciples "he
according to the situation, the readiness and who wants to great must be the servant of His whole life was a life of service. In
must adapt them willingness of the members all". The life of the Greatest Teacher was a fact, he wanted to impress this idea of
of the organization. life of total service to all. servant leadership by doing something
dramatic in his last days on earth. He washed
We often hear the term "public the feet of his apostles. Washing the feet was
servants" to refer to appointed and elected the work of a servant in his time.
officials of the government to emphasize the
fact that they indeed are servants of the He wanted to etch in the memories of
Servant Leadership people. Their first duty is to serve and in his apostles the idea that leaders are
serving, they lead. They don't think of their supposed to be "footwashers". Leaders are
Robert K. Greenleaf (1977) coined power as leaders first. If they do, they tend to supposed to be servants of all.
the paradoxical term servanthip. How can become more conscious of their importance
one be a leader when he/she is servant? felt over their conscious of their power over Servant leadership seeks to involve
That's the common thinking. But the paradox their constituents and tend to impose that others in decision making is strongly based
is Greenleafs deliberate and meaningful way power or make their importance felt over in ethical and caring behavior, and enhances
of emphasizing the qualities of a servant their constituents and forget that if ever they the growth of workers while improving the
leader. He describes the servant are given power it is to serve their people, caring and quality of organizational life.
Someone said "power corrupts". And i need
it does, when leaders think first of their The school head who acts as a servant
power and forget the very reason why such leader forever remembers that he/she is there
...servant first. It begins with the power was given, i.e. to serve. The greatest to serve his/her teachers, the students, the
natural feeling that one wants to serve. teacher said:
parents etc. and NOT the teachers, learners, has transformed the organization is that the asserts: "The change envisioned must
parents to serve him/her. result or effect of that change persists or cascade downwards to the last lesson
ripples even when the transformative leader plan and ripple sidewards to winthe
is gone or is transferred in another school or support of major stakeholders". 
Transformational Leadership gets promoted in the organization. 4. ensure that the innovation is
Robert Kennedy once said: "Some We feel most comfortable with our understood by all - The benefits and
men see things as they are, and ask why. I old pair or shoes. We like to live in our costs must be appreciated and
dream of things that never were, and ask why comfort zones and so sometimes we don’t weighed carefully
not." Those who dream of things that never welcome change. And yet if we want 5. consider timing and phasing - These
were and ask "why not" are not improvement in the way we do things in our are highly critical; missteps might
transformational leaders. The organization in our school or if we want to backfire and lack of sensitivity to
transformational leader is not content with improve in life we must be willing to change. stakeholders might lead to resistance.
status qou and sees the need to transform the The transformational leader ought to deal
way the organization thinks, relates and does with resistance to change to succeed. There Morato described the successful
things. The transformational school leaders will always be resisters to  change. To ensure innovations in several schools
sees school culture as it could be and should that the innovation he/she introduces leads to innovations in the Philippines. Refer
be, not as it is and so plays his/her role as the transformation of the organization, to ______.
visionary, engager, learner, collaborator, and Morato of Bayan ABS-CBN, 2011) gives the
instructional leader. As a transformational following advice. 
leader he/she makes positive changes in the
organization by collaboratively developing 1. seek the support of the stakeholders -
new vision for the organization and The leaders must build a strong
mobilizing members to work towards that coalition of allies in order to push for
vision. any meaningful change that would
yield results. Innovations cannot be
To do this the transformational leader forced upon the teachers, the
combines charisma, inspirational leadership students, the parents, the community
and intellectual stimulation to introduce without serious consequences." 
innovation for the transformation of the
organization. 2. get people involved early and often -
Resistance drops off in proportion to
the involvement of participants. You
Sustaining Change may not to expect 100-percent
support from any individual who was
For reforms to transform, the
not personally involved in a change
innovations introduced by the
that affected his/her work. It is best to
transformational leader must be institutional
set up networks to reach out to as
and sustained. Or else that innovation is
many people as possible. 
simply a passing fad that loses its flavor after
3. plan a communications campaign to
a time. A proof that an innovation introduced
"sell" the innovation - Morata (2011)
 challenges in implementing SBM especially
on the part of the school head.

The Meaning of School-Based

Management (SBM)

Ms. Ligaya, the school head, is smart.

She knew she couldn't solve the problems all
alone so she involved the teachers, the
parents, the student leaders and leaders of the
community. She knew That by involving
them these members of the school
community will feel a sense of importance
and a sense of ownership. Because they were
the ones directly involved with the problems,
they themselves are in the best position to
solve the problem. The actions that Ms.
Ligaya took are all in accordance with
CHAPTER 9: THE SCHOOL HEAD IN School-Based Management.
SCHOOL-BASED MANAGEMENT
(SBM) What is school-based management?
School based-management is a decentralized
Introduction management initiative by developing power
or authority to school heads, teachers,
The Local Governance Code of 1991 parents and students. (SBM) is a strategy to
(RA 7160) provided for a more responsive improve education by transferring significant
local government structure through a system decision making authority from the DepEd
of decentralization where local governments Central Office, regional offices, division
are given more power, authority, offices to individual schools. SBM provides
responsibilities and resources. Likewise with principals, teachers, students, and parents
the introduction of School-Based greater control over the education process by
Management in Philippine schools, schools giving them responsibility for decisions
are given more power to direct their affairs about the budget, personnel, and the
with the learning and development of curriculum. Through the involvement of
learners as ultimate goal. In this chapter, you teachers, parents, and other community
are expected to learn the rewards and members in these key decisions, SBM can
create more effective learning environments  Allow competent individuals in the described in the Chapter on The School and
for children. schools to make decisions that will the Community.
improve learning;
 Give the entire school community a Through SBM, problems and needs at
voice in key decisions; the school level get solved faster and specific
 Focus accountability for decisions; personalities and cultures are taken into
 Lead to greater creativity in the design consideration. These personalities and
of programs; cultures are usually ignored in multi-layered
 Redirect resources to support the goals in hierarchical organization like DepEd. In a
developed in each school; hierarchical organization, straight jacket
 Lead to realistic budgeting as parents rules, procedures and allocation norms are
SBM and the Principle of Subsidiarity and teachers become more aware of the given and apply to all. It takes time to solve
school's financial status, spending problems if schools have to wait for answers
SBM is in keeping with the principle limitations, and the cost of its programs; from above. As a result, teachers, parents and
of subsidiarity which states that it is the and, students are frustrated due to delays.
people at the lowest level who will know  Improve morale of teachers and nurture
best their problems and so are in the best new leadership at all levels. In SBM, schools take the
position to address the same. This tenet holds responsibility to plan and implement their
that "nothing should be done by a larger and School Improvement Plans (SIP). ( The table
Through SBM, decision making
more complex organization which can be that you scrutinized in the Activity phase of
authority is devolved to school heads,
done as well by a smaller and simpler the lesson is a of a part of a School
teachers, parents and students. This is school
organization. In other words, any activity Improvement Plan). It is the schools
empowerment. This reduces bureaucratic
which can be performed by a more themselves, not DepEd higher offices that
controls on schools and encourage school
decentralized entity should be done by that know best their problems and the solutions to
heads, teachers and parents to use greater
more decentralized entity." these problems. It is the schools that
initiative in meeting the needs of students
https://action.org/pub/religion- determine the number and kind of teachers
and community. This results in a sense of
liberty/volume-6-number-4/principle- they need, the kind of learning materials and
community school ownership which makes
subsidiarity) Those in the higher echelon are resources they need.
the school realize its vision and mission.
far removed from the scene and are therefore
not as Involved and as informed as those Since schools are given more power
Involving stakeholders - parents,
from those below. to direct themselves, they are made
teachers, students and other members of the
accountable for results, SBM makes schools
community - is also helpful in the
accountable to the stakeholders.
mobilization of local resources to
Advantages of SBM The following are complement public resources. Concrete proof
strengths of SBM: of this is the number of classrooms built as a
result of the strong partnership between
schools and communities and successful Legal Basis of SBM
school-community programs like those
 The Philippine Constitution provides  Stakeholders must participate in the
that Congress shall enact a local government development of a School Improvement
code that will institutionalize a system of Plan. They must have a say on resource
decentralization (Article 10, Sec. 3) allocation to meet specific needs. 
whereby local government units shall be  Higher authorities must actively
extended more power, authority.... The Local encourage thoughtful experimentation
Government Code in 1991 is a fulfillment of and innovation in an atmosphere where
this Constitutional provision. mistakes are viewed as learning
experiences. They must be willing to
This means that long before the share their authority with the academic
Department of Education (DepEd) legally and the larger community. 
introduced decentralization in schools  Teachers must develop reflection,
through School-Based Management (SBM) problem solving.
in 2001 through the enactment of RA 9155,
local government units were already
empowered for local governance. RA 9155,
Basic Governance Act transfers the power In addition based on international
and authority as well as the resources to the experience, the follow It be present for SBM
school level. School empowerment is based to succeed in schools: 
on the assumption that the school heads
including teachers, key leaders in the Factors of School Effectiveness Based on
 have basic resources; Research
community, parents know best the root and  have developed an effective school
solution to the problem. support system;  Effective practices need to be
 are provided with regular information institutionalized for them to beco rt of the
on their performance  school culture. To build professional
 are given advice on how they may capacity and establish that supports the
improve; and  continuing quality improvement schools is an
 emphasize the motivational element assurance that effective schools even become
Conditions for the Success of SBM 
in the management work of the more effective. School-Based Management
principal (SBM) is the mechanism introduced by the
 Teachers, school heads must be given
the opportunity to make choices. They Department of Education in the Philippines
must actively participate in school to continuously work on effective schools.
improvement planning.  As the term implies, in SBM, schools are
The success of SBM very much given greater autonomy to make decisions
 The involvement of parents and teachers depends on the school head. Below are regarding education of children.
must be strongly encouraged and highly his/her functions: 
welcomed.
There research finding of OECD
confirms that school autonomy has a positive
relationship with student performance when personnel, and the curriculum. Through the understood, implemented, maintained, and
accountability measures are in place and/or involvement of teachers, parents, and other continuous improvement of learner outcomes
when school principals and teachers community members in these key decisions, (DepEd DO 20, s. 2013 - The Philippine
collaborate in school management" (OECD, SBM can create more effective learning Accreditation System for Basic Education
2012). China and Singapore have been environments for children. (Source: Office of (PASBE) Supplemental Guidelines to DepEd
"devolving more responsibility to the school Research Education/Consumer Guide). To Order No. 83, S. 2012). Source:
level" (Stewart, 2008). In Finland, further strengthen the School-Based http://www.teacherph.com/a-comprehensive-
accountability rests on the trust placed by Management (SBM) practice and re- guide-to-school-based-
families and government in the professional emphasize the centrality of the learners and managementsbm/Accessed 9-2-2016
competence of teachers (Stewart, 2008). the involvement of relevant community in
basic education service delivery. the The agreed upon standards of quality
In the Philippines, the devolving of Department of Education (Deped) embarked or effective schools are grounded on the four
more responsibility the schools on revisiting the SBM process and tool to principles of A Child-and-Community -
improve on already recognized successful sp Centered Education Systems (ACCESs),
to was done through the School-Based practices across the regions (DO 83, S. namely: (1) principle of collective leadership
Management (SBM). SBM was introduced 2012). To institutional: decentralization (2) principle of community-based learning
during the implementation of the Third efforts at the school level and in line with (3) principle of accountability for
Elementary Education Project (TEEP), 1999- Republic Act No. 9155 also known as performance and results and (4) principle of
2005. In 2005, TEEP conducted a study to Governance of Basic Education Act 2001, convergence to harness resources for
determine the effect of school-based the Department of Education (DepEd) education. All of these four principles also
management on student performance in the provided School-Based Management (SBM) apply to SBM.
Philippines using the administrative dataset Grants as additional funds to public
of all public schools in 23 school districts elementary and secondary schools,... to The school's level of SBM practice
over a 3-year period, 2003-2005. The results augment the school fund on Maintenance and can either be Level I, Developing; Level II,
showed that the introduction of SBM had a Other Operating Expenses (DO 45, s. 2015). Maturing and Level III. Advanced. A school
statistically significant, although small, that reaches the highest level of SBM
overall positive effect on average school- practice qualifies for an accredited status.
level test scores in 23 school districts in the
Philippines. (Source: Philippine Accreditation System for Basic
http://elibrary.worldbank.org/doi/abs/10.159 Education (PASBE)
6/1813-94505248). Accessed 9-1-16)
The institutionalization of SBM was
With SBM, significant decision- strengthened with the introduction of the
making authority was transferred from state Philippine Accreditation System for Basic
and district offices to individual schools. Education (PASBE) which was launched
SBM provided principals, teachers, students, through DepED Order No. 64, s. 2012.
and parents greater control over the Accreditation is a process of self-evaluation
education process by giving them and peer-review to ensure that quality
responsibility for decisions about the budget, standards agreed upon by stakeholders are
 2. Non- human factors, processes - These come forth only with a dynamic and a
refer to clear and shared vision-mission transformational school leader.
(focus), high expectations/ ambitious
standards, emphasis on accountability,
A school in Level I, developing, aligned curriculum instruction and
means that the school is developing assessment with state / DepEd standards TAKEAWAYS
structures and mechanisms with acceptable efficiency or optimal utilization of
level and extent of community participation resources and facilities, collaboration  SBM means school-based management.
and impact on learning. A school in Level II, and communication, focused It is the empower schools to direct their
described as Maturing, means that the school professional development, and global own affairs for high performance. 
is introducing and sustaining continuous and future orientation.  It involves the school he head leading
improvement process that integrates wider his/her teachers, parents and other
community participation and significantly members of the community to address
improve performance and learning outcomes. probe and concerns with the ultimate
Level III, Advanced (Accredited) means that These factors are exemplified by high goal of improving school perform It is
the school is ensuring the production of performing schools the Philippines and based on the principle of subsidiarity
intended outputs/outcomes and meeting all abroad and by the best education performing which states that it is the who are most
standards of a system fully integrated in the countries in the world. involved at the lowest level of the
local community and is self-renewing and organization who can best solve their
self-sustaining problems.

In conclusion, PASBE is a means to In the Philippines, the practice of

institutionalize SBM, the granting of more School-Based Management gave greater
autonomy to schools for them to chart their autonomy to schools to make decisions in The advantages of SBM include:
destiny to grow in effectiveness collaboration with parents and community
continuously. towards greater school effectiveness. The  Allows competent individuals in the
SBM Assessment Tool is an instrument used schools to make decisions that will
Factors that contribute to School to assess schools effectiveness and its use for improve learning;
Effectiveness accreditation of schools is an assurance that  Gives the entire school community a
effective practices get institutionalized to voice in key decisions;
Research findings point to the following build the school's culture of excellence. A  Practices focuses accountability for
factors that spell school effectiveness: copy of this SBM Assessment Tool is in decisions;
Appendix A.  Demands greater creativity in the design
1. Human factors - These include a of programs
dynamic school head, highly selected The heart of all these elements, both
 Redirects resources to support the goals
competent and committed teachers, human and non-human is the school head,
developed in each school
highly motivated pupils with high the school leader. This means that all these
 Leads to realistic budgeting as parents
expectations, and a supportive factors that contribute to school effectiveness
and teachers become more aware of the
community.
 school's financial status, spending
limitations, and the cost of its programs;
 Improves morale of teachers and
nurtures new leadership at all levels. 

Disadvantage of SBM
 Participatory decision-making needs
time and may slow down process 
Demands of SBM
 Active and intelligent participation of
stakeholders
 Democratic and transformative
leadership of school head
 Support and openness of higher
authorities to schools 

Roles of school head

 Visionary leader, planner, implementer,
evaluator
 Fiscal resource manager
 Curriculum developer