The Teacher and The Community School Culture and Organizational Leadership

Title: The Teacher and the Community School Culture and Organizational Leadership

Units: 3 units

Course Description:

This course focuses on society as a context upon which the schools have been established. Educational
philosophies that are related to the society as a foundation of schools and schooling shall be emphasized.
Further, principles and theories on school culture, social, and organizational leadership shall be included
to prepare prospective teachers to become school leaders and managers.

Learning Outcomes:

At the end of this module, students are expected to:

Knowledge

 Articulate the rootedness of education in the philosophical, socio-cultural, historical, legal and
political context.

 Explain how cultural and global issues affect communication.

 Establish school-community partnerships to enrich the learning environment and to strengthen

community’s engagement in the educative process.

Skills

 Link teaching-learning to the experiences, interests and aspirations of the wider school
community and other stakeholders

 Create clear, coherent, and effective communication materials.

 Demonstrate fulfillment of the professional obligation to uphold professional ethics,

accountability and transparency

 Write and present academic papers using appropriate tone, style, conventions, and reference
styles.

Values

 Promote professional and harmonious relationships with internal (learners, parents, fellow
teachers and school head) as well as external stakeholders (local officials, NGOs, alumni, and all
others in the wider community);

 To discuss leadership and management styles that establish positive school culture for effective
school performance.
LESSON I - PHILOSOPHICAL THOUGHTS ON EDUCATION (Intended Learning Outcomes)

Discuss the philosophical thought on education

Learning Activities

The school as an agent of social change that focuses on the significant literatures and theories in
understanding the significant role of the school in imparting social transformation. The development of
individuals and societies, sources of knowledge and innovations, contributors to economic development,
and the development of manpower needs of the society’s skills, values, and knowledge needed in
everyday life, particularly in the industry. The system is anchored on a philosophy, mission, and vision. A
school is a dynamic social organization that develops every learner for various social roles.

THE 6 PHILOSOPHICAL THOUGHTS ON EDUCATION

A. John Locke (1632-1704): The Empiricist Educator

For John Locke education is not acquisition of knowledge contained in the Great Books, but learners do
interact with concrete experiences, comparing and reflecting on the same concrete experience.

 Learning comes primarily through the senses.

 Simple ideas become more complex through comparison, reflection and generalization – the
inductive method.
 Questioned the traditional view that knowledge came exclusively from literary sources,
particularly the Greek and Italian classics.
 Opposed to “divine right of kings”
 Political order should be upon government and people; civic education is necessary.
 People should be educated to govern themselves intelligently and responsibly.

B. Herbert Spencer (1820-1903): Utilitarian Education

Spencer’s educational theory is called “Social Darwism”. His concept of “survival of the fittest,” that
human development had gone through an evolutionary series of stages. He introduced the concept of
“Survival of the fittest” social development had taken to an evolutionary process by which simple
societies had evolved to a more complex societal systems characterize with humanistic and classical
education. Individualized society requires vocational and professional education. It was based on
scientific and practical objectives rather than on very general educational goals associated with
humanistic and classical education. Utilitarian education was not inclined to rote learning; schooling must
be related to life and to activities related to earn a living.

C. John Dewey (1859-1952): The Constructivist Education

According to him schools are for the people and by the people.

 Education is a social process; school is related to the society that it serves.

 Children are socially active who want to explore their environment and gain control over it.
 Education is a social process where children are brought to participate in society.
  The school is a special environment established by the society for the purpose of simplifying,
purifying and integrating social experience of the group so that it can be understood, examined
and used by the children.
 Past ideas, discoveries and inventions were to be used as materials for dealing with problems. The
accumulated wisdom of cultural heritage need to be tested. If they serve human purposes, they
become part of reconstructed experience.
 The school should be democratic because the learners are free to test all ideas, beliefs and values.
 Education is a social activity and the school is the agency that helps shape human character and
behavior.

D. George Counts (1889-1974): Building a New Social Order

Education is not based on eternal truths but is relative to a particular society living at gicen time
and place. For any societal change, instrument for these is the schools and teachers whose tasks for the
implementation for school improvement. Teachers are called to make choices in areas of economics,
politics and morality to avoid failure. Furthermore, schools ought to provide education that affords equal
learning opportunities to all students. (Ornstein, A.1984).

 Schools should cope with social change that arises from technology
 There is a cultural lag between material progress and social institutions and ethical values.
 Instruction should incorporate a content of socially useful nature and problem solving
methodology. Students are encouraged to work on problems that have social significance.
 Teachers should lead the society rather than follow it.
 Teachers are called on to make important choices in the controversial areas of economics, politics
and morality because if they failed, others would make decisions for them.
 Schools should provide education that affords equal learning opportunities to all students.

E. Theodore Brameld (1904-1987): Social Reconstruction

Like John Dewey and George Counts, social reconstructionist are convinced that education is not
a privilege but a right to be enjoyed by all.

 Social Reconstruction emphasizes the reformation of the society.

 It contends that humankind has moved from agricultural and rural society to an urban and
technological society.
 It asserts that schools should critically examine present culture and revolve inconsistencies and
conflicts to build a new society not just change society.
 Technological era is an era of interdependence and so education must be international in scope
for global citizenship.
 Education is designed “to awaken student’s consciousness about social problems and to engage
them actively in problem solving”.
 He emphasized the idea of an interdependent world. The quality of life needs to be considered
and enhanced on a global basis.

F. Paulo Freire ( 1921 – 1997 ): Critical Pedagogy

 He believed that systems should be changed to overcome oppression and improved human
conditions.
  Education and literacy are the vehicles for social change. In this view, humans must learn to resist
oppression and not to become its victims, nor oppress others.
 Freire saw teaching and learning as a process of inquiry in which the child must invent and
reinvent the world.
 Teachers must not see themselves as the solo possessors of knowledge and their students as
empty receptacles.

Let’s Apply
In the six philosophies mentioned, what do you think are the contributions of each philosophy to
the educational practices in your institution?

6 Philosophies Contributions to your Institution

1.
2.
3.
4.
5.
6.

Reflection
Write a three paragraph reflection on how the philosophies of education influence the present
educational practices in the Philippines.

LESSON II - HISTORICAL FOUNDATION OF EDUCATION

Why study the historical foundation???

Historical foundations of education from the ancient period, medieval era up to the
contemporary period and our present educational system hinges from the profound thoughts and ideas
of the great philosophical thinkers of the world.

A.SUMMARY OF CONTENTS

HISTORICAL FOUNDATION OF EDUCATION

According to the book “history of Education: What is the importance of studying history of education in
the 21st century?” The study of the past development of educational systems, theories, practices and
institutions within the general historical framework of political, social, economic, scientific, technological
and cultural changes that different societies have gone through over time.

EDUCATION DURING ANCIENT TIMES.

In the ancient states the education and teaching were carried out mainly in the family. In the transition era
from the communal to the slave system the old traditions of family education are kept and changed in the
Ancient civilizations of the East. Pedagogical prerogatives of the patriarchal family have been fixed in the
literary monuments of the Ancient East, as the Laws of the Babylonian King Hammurabi (1750BC), The
book of Proverbs of Jewish King Solomon (early 1st millennium BC), The Indian Bhagavad Gita (the
middle 1st millennium BC), etc.

A. to teach for survival skills and group harmony and as instructional methods the children imitates the
adult and so it means that the parents itself even the tribal elders or Religious leaders as the official
teachers and educator for the youngsters.

B. there are no formal grading systems as it is informal education.

C. Culture was passed on and preserved for generation. Tribal people were able to adjust and adapt to
political and social life.

D. Liberal education was integrated in the curriculum.

E. The complimentary development of the person became vital for his cultural development and for the
social transformation of the state. The concept of educational ladder was introduced.

EDUCATION DURING MEDIEVAL CONCEPTION

History The fall of Rome in 476 A.D. is considered as the end of ancient times and the start of
medieval history. In this period, four educational systems or movements emerged namely: Monasticism,
Scholasticism, Chivalry, and the Guild system of education. Each educational system bears different
features and characteristics that greatly influence our today’s Philippine Educational system. The
medieval concept of education is centered on spiritual, intellectual, political, and economic development.
Much of the period is marked by the influence of Christianity and many of the philosophers of the period
were greatly concerned with proving the existence of God and reconciling Christianity with classical
philosophy.

A. Equality before God was expounded in education.

B. Society became revolutionized through a system of morality with fullerrecognition of the integrity of
the human personality.

C. The individual formed bondage to authorities and conventions of the church.

EDUCATION IN THE MODERN CONCEPTIONS

Education in the modern period is signified by many developments. With the advent of the
British rule, there were many developments taking place in the system of education. Though the system
of education was more developed in urban areas as compared to rural areas. During this period, there
were introduction of subjects such as, arts, sciences, philosophy and literature. The education policy of
the British government put more emphasis upon higher education. During the modern period, primary
education was not much considered. During this period, the system of education was developed to take
into consideration the needs and requirements of the individuals.

A. Education became person-oriented in approach. The development of the mind, body and moral was
enhanced.
B. The principal of freedom of thought and creativity became the basis of education. Learning starts from
concrete to abstract. The natural interests and the characteristics of the learners were considered.

C. Education emphasized the process of learning and not on the things learned. The principles of human
growth and development were considered for teaching and learning effects.

D. Education became an agency for citizenship involvement for national development and progress
sciences were included in the curriculum.

E. To determine the suitability and effectiveness of the curriculum materials, systematic, and objective
analysis was done. Learning objectives and subject matter were scientifically determined.

THE PHILIPPINE EDUCATION

Pre-Spanish

Filipinos had an elaborate civilization prior to Western contact. The indices are effective
technology, predictive sciences, art and religion, system of writing, etc.

Spanish

Introduced the parochial school concept practiced in Europe during the Dark Ages. Subjects,
other than the Doctrine, were arithmetic, music, and various arts and trades. The vernacular was the
primary medium of instruction. Academic institutions higher than the parochial schools were established.

 These were the colegios for the boys and the beaterios for the girls. These were equivalent to
present day high schools.

 Produced the first grammars and dictionaries that led to the development of Filipino languages.

 Provisions for the training of teachers through a normal school.

American

 The Educational Act of 1901, also known as act. No. 74 of the Philippine Commission was
promulgated.

 Set up a three-level school system. The first level consisted of a four year primary and a three
year intermediate or seven-year elementary school. The second level was a four-year program.

 In 1925, the Monroe Survey commission, headed by Paul Monroe, was created to evaluate the
entire school system the Americans set up.

Commonwealth

The Education Act of 1940 (C.A. 586) provided for the following: )Reduction of the 7-year elementary
course to 6 years) Fixing the school entrance age at 7 years) National support for elementary education)
Compulsory attendance of primary children enrolled in grade 1e)Introduction of double-single session.

Japanese
  Gives importance to the diffusion of elementary education and promotion of vocational
education.

 Third Republic

 Elementary education was nationalized and abolished matriculation fees.

 The Magna Carta for Publlic School Teachers (R.A. 4670) was enacted.

 Special Education Fund and local school boards were created. Rise of Barrio High Schools.

 Created the Presidential Commission to Study Philippine Education (PCSPE).

New Society

 Issuance of P.D. 6-A (Educational Decree of 1972)

 The fundamental aims of education in the 1973 Constitution are: to foster loveof country, teach
the duties of citizenship, develop moral character, self-discipline, and scientific, technological,
and vocational efficiency.

 Bilingual Education Program mandates the use of English and Filipinoseparately as media of
instruction in school.

 Education Act of 1982 was formulated.

In the book “Philosophical Basis for Teaching and Learning Model: Ornstein and Hunskins”. The
philosophical foundation of curriculum helps determine the driving purpose of education, as well as the
roles of the various participants. While all foundations propose to set goals of curriculum, philosophy
presents the manner of thinking from which those goals are created. One’s driving philosophy suggests if
education should develop the individual or enforce group norms (Ornstein & Hunkins,pp. 34-36); if it is
to enforce group norms, it further defines if that should be the norms of the current set or a move towards
changing those norms. Philosophies vary in perception of truth, ranging from absolute to relative, and
from moralistic to scientific(34-37).

WHAT IS PHILOSOPHY?-

 The science that seeks to organize and systemize all fields of knowledge as a means of
understanding and interpreting the totality of reality.

 The systematic and logical explanation of the nature, existence, purpose and relationships of
things, including human beings in the universe

MAIN BRANCHES OF PHILOSOPHY

Metaphysics – deals with the first principles, the origin an essence of things,the causes and end of things.

Epistemology – deals with knowledge and with ways of knowing.

Axiology – deals with purposes and values.

Logic – deals with the correct way of thinking.

FUNCTIONS of the PHILOSOPHIES OF EDUCATION

 Provide direction toward which all educational effort should be exerted.

 Provide guidelines in the formulation of the educational policies and programs and in the
construction of curricula.

 Provide theories and hypothesis which may be tested for their effectivenessand efficiency.

 Provide norms or standards for evaluation purposes.

IMPORTANCE OF PHILOSOPHY OF EDUCATION TO THE TEACHER -

 Provides the teacher with basis for making his decision concerning his work.

 Help the teacher develop a wide range of interest, attitudes, and values on comitant to his
professional life as teacher.

 Makes a teacher more aware of his own life and work, and makes him more dynamic,
discriminating, and critical and mentally alert.

 Philosophy of education saves time, money and effort.

NEED OF PHILOSOPHY OF EDUCATION IN MODERN TIMES-

 Every behavior or action has its own principles.

 The principles underlying all educational behavior are derived from philosophy of education.

 It is only through a philosophy of education that one determines the curriculum, the textbooks,
the methods of teaching, methods and standards of evaluation, the methods of maintaining
discipline, etc.

KNOWLEDGE AND TEACHING–LEARNING STRATEGY

 Learning would be regarded as conformity to what is outwardly true. The mind of the pupil
would be repeatedly impressed with the nature of external things. Drill, memorization of well-
established information, careful observation, and constant checking of facts would be some of the
means of molding the understanding to conform to what is objectively so.

 Here the teacher would be given a place of position and importance. Interest, effort, discipline,
self-study, self-education, freedom of will, etc., would constitute the main features of learning
process.
  The idealist would not make the pupil a devotee of any one particular method, but rather would
like him/her to be a creator of method.

 Foregoing considerations is that from every angle of the educational problem, there comes a
demand for a philosophical basis of education. The art of education will never attain complete
clearness in itself without this basis. In subsequent chapters, these points are dealt with in detail.

Answer the following questions:

1. What is the function of the schools according to John Dewey?

2. Who creates schools?
3. How is the relationship between schools and society?
4. Identify issues related to educational evaluation in the modern era in relation to historical,
political and sociological events.
5. Describe a historical event that influenced public education in the Philippines.

Activity 2. Given the different characteristics of the different periods in Philippine history, what were the
goals of education/schools during the:
a. Pre-colonial
b. Spanish period
c. American regime
d. Japanese regime
e. Post-colonial period

Activity 3. Reflection. Write a reflection paper basing from the given questions below: ( at least 3
paragraph )
1. How do teachers teach students to learn in thinking and problem solving?
2. What is the importance of studying historical foundations of education?

LESSON 3. SOCIAL SCIENCE THEORIES AND THEIR IMPLICATIONS TO EDUCATION

Three Social Theories

CHAPTER 3SOCIAL SCIENCE THEORIES AND THEIR IMPLICATIONS

Structural-functional Theory

Herbert Spencer, the proponent of structural-functional views society as “a system of

interconnected parts each with a unique function. The parts have to work together for stability and
balance of society.” Society is compared to the human body with different but interrelated parts
performing different functions. Just as the human body has many parts, society has different but
interrelated components such as the family, state, the school, the Church, mass media,
economics. These must coordinate and collaborate for society to function well. If one part of the human
body does not function well, the whole body is affected. In the same way, when one component of society
does not do its part, society will not function well. The overall health of the organism (society) depends
upon the health of each structure.

Functionalist theory of education focus on how education serves the need of society through the
developments of skills encouraging social cohesion. The role of schools is to prepare students for
participation in the institutions of society. Education is concerned with transmission of core
values first social control. Education is concerned with socializing people by bringing together people
from different backgrounds. The functionalist theory is focus on social stability and solidarity.
functionalists see education as a beneficial contribution to an ordered society. Functionalism does not
encourage people the take active role in changing their social environment, even when such change
may benefit them. Instead, functionalism sees active social change as undesirable because the various
parts of society will compensate naturally, for any problems that may arise.

Purposes of Schooling according to Functionalist

The purposes of schooling according to the functionalist are:

1) Intellectual purposes- acquisition of cognitive skills, inquiry skills

2) Political purposes- educate future citizens; promote patriotism; promote assimilation of

immigrants; ensure order, public civility, and conformity to laws.

3) Economic purposes- prepare students for later work role; select and train the labor force needed by
society

4) Social purposes- promote a sense of social and moral responsibility; serve as a site for the
solution or resolution of social problems; supplement the efforts of other institutions of
socialization such as the family and the church. An examination of the present curricula in basic and in
tertiary education shows that these 4 functions are given attention to.

Conflict Theory

According to this theory, there are always two opposing sides in a conflict
situation. People take sides between maintaining the status quo and introducing change then arrive at an
agreement. Conflict theory welcomes conflict for that is the way to the establishment of a new society.
Conflict theorists find potential conflict between any groups where inequality exists; racial, gender,
religious, political, economic, and so on. Conflict theorists note that unequal groups usually have
conflicting values and agendas, causing them to compete against one another. This constant
competition between groups forms the basis for the ever-changing nature of society. The factory workers
want change – better working conditions, higher salaries. The factory owners naturally are opposed to
such. The resolution of the conflict, however, leads to a compromise, a change in the way the factory is
managed where both workers and owners are happy.

How Proponents of Conflict Theory Regard Education

According to the conflict theory, education is not truly a social benefit or

opportunity as seen by the functionalists. Rather, education is a powerful means of maintaining power
structures and creating a docile work force for capitalism. The purpose of education is to maintain social
inequality and to preserve the power of those who dominate society and teach those in the working class
to accept their position as a lower-class worker of society. Conflict theorists call this the “hidden
curriculum”. The “hidden” curriculum socializes young people into obedience and conformity for them to
be developed as docile workers. Functionalists disagree strongly. They assert that if schools teach
adherence to politics, obedience to rules, respect for persons including authorities, punctuality and
honesty, civil right it is because they are the very principles dear to a democratic way of
life. It is not because they want to make the workers remain docile, unquestioning, and subservient
forever while those in power remain in power.

The symbolic interactionist theory perspective

Three tenets of symbolic interactionist theory are:

1) An individual’s action depends on meaning. We act based on the meaning we give to symbols.
Symbols can be actions, objects, or words. Ifa student understands that teacher believes in his/her ability
he/she tries his/her best prove that indeed he/she is able. If a teacher does otherwise, a student tends to
behave in accordance with teacher’s poor perception.

2) Different people may give different meanings to the same thing. When teachers are strict, some
students see it as an expression of care. Others may rebel because they perceive teacher’s behavior as
limiting their moves and desires. A businessman may look at a tree and starts estimating how much
money he can get if he has the tree cut down forlumber. A philosopher or a poet may look at it with the
thought, “they also serve who only stand and wait” like John Milton’s from his poem “On his Blindness”

.3) Meanings change as individuals interact with one another. A negative meaning that you used
to associate with hospital when you went to a hospital which looked more as a hotel than the usual
hospital you know is changed. After you have taught well, your fist impression ofteaching
as boring is changed to teaching is exciting.

The symbolic interactionist perspective, also known as symbolic interactionism, directs sociologists to
consider the symbols and details of everyday life, what these symbols mean, and how people interact with
each other. As the term implies, symbolic interactionist theory states that people interact with one another
through symbols. Language is a predominant symbol among people. According to the symbolic
interactionist perspective, people attach meanings to symbols, and then they act according to
their subjective interpretation of these symbols. Verbal conversations, in which spoken words
serve as the predominant symbols, make this subjective interpretation especially evident. The words has a
certain meaning for the “sender,” and, during effective communication, they hopefully have the same
meaning for the “receiver.” In other terms, words are not static “things”; they require intention and
interpretation. Conversation is an interaction of symbols between individuals who constantly interpret
the world around them. To ensure mutual understanding, the sender of the symbol and the
receiver of the symbol must give the same meaning to the symbol or run the risk of misunderstanding.

Weakness of Symbolic Interaction Theory

Critics claim that symbolic interactionism neglects the macro level of social interpretation-
the “big picture.” In other words, symbolic interactionists may miss the larger issues of society by
focusing too closely on the “trees” or by restricting themselves to small or individual
interactions. Symbolic interactionism traces its origins to Max Weber’s assertion that individuals act
according to their interpretation of the meaning of their world. However, it was the American
philosopher George H. Mead (1863-1931) who introduced this perspective to American sociology in the
1920s.

REFLECTION!!! Social Science theories and their implications to education

 Write a reflection on how the three social sciences theories explain the nature of society and their
influence and implications to Philippine education.
 Identify the 3 Social Science theories that influence Philippine education.

Activity 2. Give at least 3 situation showing a symbolic interaction.

LESSON 4.

THE SCHOOL AS A CULTURAL INSTITUTIONB. THE STRENGTHS AND WEAKNESSES

OF THE FILIPINO CHARACTER C. CREATING A POSITIVE SCHOOL CULTURE

THE SCHOOL AS A CULTURAL INSTITUTION

Selznick (1957) claimed that culture is a distinctive identity of a school from the other schools.
Some school cultures the twentieth century. Edward Tyler, a well-known anthropologist defined culture
as a complex whole which includes knowledge, belief, arts, morals, laws, custom and any other
capabilities and habits acquired but man as a member of society.

Definition of Culture

Culture evolved in the twentieth century. Edward Tyler, a well-known anthropologist defined
culture as a complex whole which includes Knowledge, belief, arts, morals, laws, custom and any other
capabilities and habits acquired by man as a member of society. Culture is an ordered system of meaning
and symbols in terms of which social interaction take place (Tharp,2009).Deal and Peterson (2002)
claimed that culture denotes the complex elements of values, traditions, language and purpose in a setting.
It comprises on beliefs from which a group’s norm, practices, rituals, and meaning emerge Wiencek
1995).School culture is characterized by deeply rooted traditions, values, and beliefs, some of which are
common across schools embedded in the school’s history and location. It is a complex web of traditions
and rituals that have built up over time as teachers, students, parents, and administrators work together
and deal with accomplishments and crises (Schein,1995).

Activity 1

Define school culture by thinking of an adjective that starts with each letter of the term. Write your
answer below.

S-
C-
H-
O-
O-
L–

C-
U-
L-
T-
U-
R-
E-
OTHER CULTURES IN A SCHOOL

In a school series and various cultures are existing. Like the parent cultures, teacher cultures,
students/pupil cultures, stakeholders and staff members. However, the teachers have received more
attention to the needs and for the improvement of the school. There are four teaching cultures highlighted
by(Hargreaves,1994)

 Individualism

 Collaboration

 Contrived collegiality

 Balkanization

There are some tangible changes that may give an initial indication as (Starrat,1993):

 School’s statement of purpose

 School management plan

 School policies such as the student welfare policy

 School’s prospectus

 School’s motto

 Information booklet for casual teachers

 Information/induction booklet for newly appointed staff

 School’s newsletter

 Interactions between teachers and students

TYPOLOGY OF SCHOOL CULTURES

School’s culture varies. However, schools with similar contextual characteristics have different
idealized types of school culture. School culture can be determined through model type that may focused
on effectiveness and pace of change. So, it be on concepts dimension as effectiveness-ineffectiveness and
improving-declining.

A Typology of School Cultures

 Improving
 Declining
 Effective Ineffective
Moving refers on the following:

 Boosting pupils’ progress and development

 Know where they are going

 Possess norms of improving schools

 Working together to respond to changing context

Cruising focuses on the following:

 Appear to be effective

 Usually in more affluent areas

 Pupils achieve despite teaching quality

 Not preparing pupils for changing world

 Possess powerful norms that inhibit change

SCHOOL MISSION, VISION, AND VALUES

The mission and vision mirror what the school wishes hopes to eventually become and accomplished
(Peterson & Deal,2009). They are embodied by all the values, beliefs, norms, and assumption that school
hold. (Confed,2016).Internet activity: Research on the Department of Education’s Mission, Vision, and
Core Values.

Ten cultural norms that influenced school improvement (Stool & Fink,1996)

 Shared goals – “we know where we ‘re going”

 Responsibility for success - “we must succeed”

 Collegiality- “we’re working on this together”

 Continuous improvement - “we can get better”

 Lifelong learning – “learning is for everyone”

 Risk taking – “learn by trying something new”

 Support - “there’s always someone there to help”

 Mutual respect - “everyone has something to offer”

 Openness – “we can discuss our differences”

 Celebration and humor - “we fill good to ourselves”

SCHOOL HISTORY AND STORIES

Discussing the history and stories the past is a reference to consider. Every story has a different
purpose to consider.

SCHOOL ARTIFACTS, ARCHITECTURE, AND SYMBOLS

There are three -school artifacts, architecture, and symbols to create and sustain a positive school culture.
The artifacts and symbols are the tangible objects that represent the intangible values and beliefs of the
school (Peterson & Deal,2009). To refresh your loyalty, draw and explain the meaning of the logo of your
school where you graduated in secondary level.

Levels of School Culture

Starrat (1993) crafted a diagram representing the level of school life being comprised of layers
resembling an onion. The outer layers represent the operational level of the school. Underneath that layer
is the organizational level of the school. Beneath that layer are the goals and purposes level. Nearing the
center or core of the onion, level of beliefs and assumptions. The list of beliefs and assumptions is
potentially infinite for they include beliefs about the most basic matters in life. At the core of the diagram,
is the myth, meaning, and belief that leaders find the grounding for their vision of what school might or
ought to become. It is a myth of heroism, human destiny and of the nature of human society. These are
embodied in story, in poems, or in highly symbolic literature.

Assessing School Culture

To assess the culture within your school you may use the instrument by Gruenert& Valentine (2015)

The twelve key aspects are:

 Student achievement
 Collegial Awareness
 Shared Values
 Decision Making
 Risk Taking
 Trust
 Openness
 Parent Relations
 Leadership
 Communication
 Socialization
 Organization History

The six types of school cultures:

 Toxic
 Fragmented
 Balkanized
 Contrived-Collegial
  Comfortable-Collaborative
 Collaborative

Toxic School Cultures

Toxic cultures lack a mission and vision, value laziness and apathy, appreciate separateness and
exclusivity, and have a negative peer relationships(Peterson,2002).These cultures focus on failures and
use as an excuse to remain stagnant.(Gruenert & Whitaker,2015).

Creating a Positive School Culture

To create a new culture of change, school principals, and teacher leaders must focuson some of
the following practices.

 Defining the role of the school principal, teacher, and school community throughopen
communication and academic growth activities that can best serve the needsof a particular school
community.

 Scheduling effective communication mechanisms, as staff lunchroom visits,department forums,

staff meeting pop-ins, and all district rallies.

 Sharing successes through employee union newsletters, internal correspondence,and community

relations that breed further successes for diverse student populations.

 Visualizing school wide and classroom goals that support the goals of a schoolsite and district to
generate key results and offering staff development trainingthat support these results.

The eight attributes of effective schools with strong cultures: Deal (1985)

 Shared values and a consensus on “how we get things done around here.”

 The principal as a hero or heroine who embodies core values.

 Distinctive rituals that embody widely shared beliefs.

 Employees as a situational heroes or heroine.

 Rituals of acculturation and cultural renewal.

 Significant rituals to celebrate and transform core values.

 Balance between innovation and tradition and between autonomy and control.

 Widespread and participation in cultural rituals.

Activity 1. Assessment and Strategies

1. How does school affect school culture? Explain briefly.

Activity 2. In a table format, enumerate any of the school tradition, and ceremonies you’ve join or
participate as extracurricular activities. Explain each for their purpose.

Activity 3. Choose four among the eight attributes of effective schools according to Deal(1995). Give
examples of each.

Activity 4. Assess your schools’ by checking the right statement for your school. Toxic or positive?

Activity 5. Suggest 5 concrete ways to establish a positive school culture.

Activity 6. Choose a school. Determine the presence of any of the 12 practices of a positive school
culture in that school by noting down conversations, comments, activities that you hear/observe in that
school of your choice.

LESSON 5. GLOBAL ISSUES THAT CONCERN SCHOOLS AND SOCIETY

Top 10 world issues according to millennial based

CLIMATE CHANGE

The global temperatures are rising, and are estimated to increase from 2.6 degrees Celsius to 4.8
degrees Celsius by 2001. This would cause more severe weather, crisis with food and resources and the
spread of diseases. The reduction of greenhouse emissions and the spreading of education on the
importance of going green can help make a big difference. Lobbying governments and discussing policies
to reduce carbon emissions and encouraging reforestation is an effective way of making progress with
climate change.

Increased heat, drought and insect outbreaks, all linked to climate change, have increased
wildfires. Declining water supplies, reduced agricultural yields, health impacts in cities due to heat, and
flooding and erosion in coastal areas are additional concerns. • Climate Change is the defining issue of
our time and we are at a defining moment. • From shifting weather patterns that threaten food production,
to rising sea levels that increase the risk of catastrophic flooding, the impacts of climate change are global
in scope and unprecedented in scale.

POLLUTION

Pollution includes ocean litter, pesticides and fertilizers, air, light and noise pollution. Clean
water is essential for humans and animals , but more than one billion people don’t have access to clean
water due to pollution from toxic substances , sewage or industrial waste.
Pollution is one of the greatest problems that the world is facing today, which is causing grave irreparable
damage to the natural world and human society with about 40% of deaths worldwide caused by water, air
and soil pollution.

VIOLENCE

Violence can be found in the social, cultural and economic aspects of the world. Whether it is
conflict that has broken out in a city, hatred at a certain group of people or sexual harassment occurring
on the street, violence is a preventable problem that has been an issue for longer than necessary. Those
who experience or witness violence may develop a variety of problems, including anxiety, depression,
insecurity, anger, poor anger management, poor social skills, pathological lying, manipulative behaviour,
impulsiveness, and lack of empathy.

VARIOUS FORMS OF VIOLENCE PHYSICAL VIOLENCE

 Physical violence occurs when someone uses a part of their body or an object to control a
person’s actions.

 Sexual violence occurs when a person is forced to unwillingly take part in sexual activity.

 Emotional Violence occurs when someone says or does something make a person stupid or
worthless.

 Psychological violence occurs when someone uses threats and causes fear in an individual to gain
control.

 Spiritual (or religious) violence occurs when someone uses an individual’s spiritual beliefs to
manipulate, dominate or control that person.

 Cultural violence occurs when an individual is harmed as a result of practices that are part of her
or his culture, religion or tradition.

SECURITY AND WELL BEING

The U.N is a perfect example of what should be done to prevent the lack of security and well-
being a serious global issue. Through its efforts with regional organizations and representatives that
are skilled in security, the U.N is working toward increasing the well- being of people throughout the
world.

LACK OF EDUCATION

More than 72 million children throughout the globe that are the age to be in primary education
are not enrolled in school. Fortunately, there are many organizations that work directly with the issue of
education in providing the proper tools and resources to aid schools. This can be attributed to inequality
and marginalization as well poverty.

UNEMPLOYMENT
 Unemployment rate in Philippines averaged 8.34 percent from 1994 until 2019, reaching an all
time high of 13.90 percent in first quarter of 2000 and a record low of 4.70 percent in the fourth quarter of
2016. Without the necessary education and skills for employment, many people, particularly 15 to 24
years old , struggle to find jobs and create a proper living for themselves and their families. This leads to
a lack of necessary resources, such as enough food, clothing, transportation and proper living conditions.
The unemployment rate in the Philippines inched lower to 5.2 percent in the March quarter of 2019 from
5.3 percent a year ago.

GOVERNMENT CORRUPTION

Means of corruption include graft, bribery, embezzlement, backdoor deals, nepotism, and
patronage. Corruption is a major cause of poverty considering how it affects the poor the most, eroding
political and economic development, democracy and more. Corruption can be detrimental to the safety
and well-being of citizens living within the corrupted vicinity, and can cause an increase in violence and
physical threats without as much regulation in the government. The Philippines ranked 94th out of 177
countries in Transparency International’s 2013 corruption index.

MALNOURISHMENT AND HUNGER

Currently there are 795 million people who do not have enough to eat. Long-term success to
ending world hunger starts with ending poverty. Fighting poverty through proper training for
employment, education and the teaching of cooking and gardening skills, people who are suffering will be
more likely to get jobs, earn enough money to buy food and even learn how to make their own food to
save money. By Malnutrition, in all its forms, includes under nutrition, inadequate vitamins or minerals,
overweight, obesity, and resulting diet-related non- communicable disease. .

Malnutrition is not the same thing as hunger, although they often go together. People who are chronically
malnourished lack the nutrients needed for proper health and development. Someone can be malnourished
for a long or short period of time, and the condition may be mild or severe.

SUBSTANCE ABUSE

Substance abuse is the “ the harmful or hazardous use of psychoactive substances, including
alcohol and illicit drugs” (WORLD HEALTH ORGANIZATION). The United Nations reports that, by
the beginning of the 21st century, an estimated 185 million people over the age of 15 were consuming
drugs globally. The drugs most commonly used are marijuana, cocaine, alcohol, amphetamine stimulants,
opiates and volatile solvents. Different classes of people, both poor and rich, partake in substance abuse,
and it is a persistent issue throughout the world, marginalized groups and communities are the most
vulnerable to this reality. The Philippines faces this huge problem on substance abuse.

TERRORISM

Terrorism is an issue throughout the world that causes fear and insecurity, violence and death.
Across the globe, terrorists attack innocent people, often without warning. This makes civilians feel
defenseless in their everyday lives. Making national security a higher priority is key in combating
terrorism, as well as promoting justice in wrongdoings to illustrate the enforcement of the law and the
serious punishments for terror crimes
 Terrorism is, in the broadest sense, the use of intentional violence to achieve political aims. It is
used in this regard primarily to refer to violence during peacetime or in the context of war against non-
combatants (mostly civilians and neutral military personnel). It's a unlawful use of force or violence
against persons or property to intimidate or coerce a government or its citizens to further certain political
or social objectives.

Answer the following questions with at least 3-5 sentences.

a) What can be called a global issue? Can you name any?

b) What do you think are the three most serious issues the world / our country is facing at the moment?

c) Why do you think so many people become involved in crime? Is there a way to prevent them from
doing it?

d) Do you think drug dealing and prostitution should be legal? What would change?

e) What social problems is this country facing now? Can anything be done about them?

f) What wars and conflicts are going on in the world? What are their causes? Do you think such problems
can be solved peacefully?

g) Do you know any countries where human rights are violated? In what way?

h) How does the growth in population affect the environment?

i) Do you remember any natural disasters that have happened recently?

j) What can everyone do to help protect the environment?

k) Do you separate rubbish?

l) What does it mean when something is environmentally friendly?

m) What can cause global warming? Is there a way to reduce it?

n) Have you ever experienced floods or fire? What did you do? Can you do anything to protect yourself
from them? What would you do if a flood was endangering your home?

o) Should we help people from other countries facing their own social issues or natural disasters? Why /
why not? If yes, how could we help them?

p) Do you think we should clone animals and children? Why? Why not?

q) Should animals be kept in zoos?

2. Write an essay on one of the following topics. Write 200–250 words.

a) Nuclear Energy: Good or Bad?

b) Animal Experiments

c) Helping the Poor: Does it make any sense?

LESSON 6. THE WHY AND HOW OF SCHOOL AND COMMUNITY PARTNERSHIP

School as an Organization

It is a system of governance influenced by a fixed organizational structure or bureaucracy. For

basic education, the Department of Education determines the school structure from national, regional,
division, district and the local school level. For national level, it’s the Department of Education Secretary
supported by Undersecretaries and Assistant Secretaries.

There are 4 Bureaus for Central Office:

1. Bureau of Curriculum Development

2. Bureau of Learning Resources

3. Bureau of Delivery

4. Bureau of Educational Assessment

The Regional Directors are from Regional Offices, Then Division Offices which are headed by
Superintendent with their respective educational supervisors.

Then District Supervisor and educational supervisors in a District Offices. For school level, the principal
as the chief administrative and academic officer. Students’ knowledge and skills are the tasks of the
classroom teachers and qualified master teachers together with the principal.

School as a Learning Organization

Main function of which to implement the curriculum prescribe by the Department of Education,
guided by the principles and theories of teaching and learning

School as a Community

It is a one purpose and guided by common values and culture, which include the teachers,
administrator, students, staff/personnel and stakeholders. As a community, the school is guided by the
following elements “

 Vision
 Values
 Leadership
 Culture
The school as a community is tasks for shaping the future of the society based on the delivery of quality
education.
School as a Social Organization

Schools are organizations molding young learner of their roles as productive citizens for the
future. Several theories explain the nature of the school organizations. System theory is the best which
includes the characteristics of schools including structure, culture, climate, leadership, decision-making
and the relationship among personnel (Bozkus, 2014)

SOCIAL CHANGE AND ITS EFFECT IN THE EDUCATIONAL SYSTEM

Social change is a broad term and every society develops and devolves in a unique way as
influenced by different social factors and events. Social changes occur due to economic development,
technology, physical features etc. However, sociologists view of social change, as changes in the human
interactions and relationships that transform cultural and social transformation. The financial Institutions
2025 Risk Index identified six mega trends that continue to shape and influence our society.

SOCIAL CHANGES AND CHALLENGES BROUGHT BY THE 4TH INDUSTRIAL REVOLUTION

The concept of Fourth Industrial Revolution, according to Davis (2016) builds on the Digital
Revolution with cyber-physical systems providing new mechanisms and allowing technology to be
embedded within societies and even the human body. Bernard(2016) posits that the 4th Industrial
Revolution provides various opportunities to improve human communication and conflict resolution. The
Fourth Industrial Revolution brought significant social transformation that created a new world economy
characterized by:

 Wider Employment Opportunities

 Demand for Quality, Competitive and Flexible Workers
 Globalization and Millennial
 Workforce
 Technological Advancement
 New Behaviors
The 4th industrial Revolution calls for the education system to develop graduates who are equipped with
knowledge and new skills and prepared for responding to the various social challenges that may come. In
order to produce qualified graduates, the curriculum needs a new orientation. The old literacies (reading,
writing, and math), must be strengthened as well as by adding the new and emerging literacies, to produce
qualified human who can thrive in digital era. There are three literation that needs to be developed to
prepare graduate for this 4th Industrial Revolution:

 Data Literation
 Technology Literation
 Human Literation
THE SCHOOL IS AN ORGANIZATION AND ORGANIZATIONALLEADERSHIP

The school is established and organized to pursue a collective goal and meet specific objectives.

Organizational Theories

The term organization differs according to approaches and characteristics defined by different
theorist. According to an article “Organization theory:( n.d), organization is basically defined as an
assembly of people working together to achieve a common objective through division of labor.
McNamara (n.d) also defined organization as group of people intentionally organized to accomplish
overall, common goal or set of goals which have major subsystems that functions with other subsystems
in order to achieve the overall goal of the organization. For the structure of the organization, classical and
modern organizational theories deal with formal organizational concepts.

Rules can easily be respected based on established methods. Weber lays down the basic principles of
bureaucracy and emphasis on the division of labor, hierarchy, rules and impersonal relationship.

Salient features of Max Weber’s Bureaucratic Theory highlighted by Mulder (2017).

1. Task Specialization
2. Hierarchical of authority
3. Formal selection
4. Rules and Requirements
5. Impersonal
6. Career Orientation
The works of Taylor, Weber, and Fayol are theories that have significantly contributed in the
management of organizations.

THE SCHOOL AS AN EDUCATIONAL ORGANIZATION

As a future teacher and educational leader, it is important to understand what constitutes a school
and how it functions. The establishment of a basic education school in the Philippines requires a School
Principal/ Administrator, Academic, Non-teaching Personnel( registrar, librarian, school physician,
school dentist, school nurse, school office staff, guidance counselor, support staff, etc.) and teaching staff
as embodied in DECS Order No. 12, series of 1991).

REFORMS IN THE DEPARTMENT OF EDUCATION

Department of Education has initiated many reforms that have significantly contributed in the
improvement of the Philippines education system to provide every Filipinos with education they need to
compete in global context.

•Enhanced Basic Education

•Institutionalization of Kindergarten
•Mother Tongue-Based Multilingual Education
•Contextualized Curriculum
•Senior High School
The additional two years of Senior High School is one of the most relevant reforms that may be
considered. The 2 years of senior high school was made to provide students sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level
skills development, employment, and entrepreneurship.

Activity 1. Answer the following questions.

1. What do you understand about school community partnerships?
2. How can school and community work together? Cite one example.
Activity 2. Make a diagram showing how the 4th Industrial Revolution is related to education.

Activity 3. REFLECTION!!! How do you build and develop partnership between your school and your
community? ( at least 3 paragraph)

LESSON 7. THE TEACHER AS A LEADER OF EDUCATIONAL REFORMS( ROLES AND

COMPETENCIES OF SCHOOL)

The recent reforms of the Philippine educational system bring to the light the importance of the
role of teachers in ensuring the initiatives to improve the teaching learning process effectively and
efficiently. Educators play an important role in the development of people and communities. Jan and Ed
Philpot (1994) concretized the idea by encouraging and initiating a stronger link between home, school,
and community through effective programs developed and implemented by teachers. First, teachers are in
close coordination with the student. Secondly, teachers are the ones who implement the reforms in the
classroom and aware how these new initiatives directly influence or affect the way they teach. Third,
teachers are in direct communication with stakeholder, with colleagues, parents and the community.
Interest in teacher leadership has been growing because studies reveal that it has a great impact in
improving schools, student achievement and teacher retention.

TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT

When schools encounter problems/issues they rely on an expert without considering the
knowledge about the culture of the school or its people. Teacher leaders can address such issues, because
they are aware of the reasons of such issues/concerns why it happened and how it happened. Having
directly experience the concerns and this sense of familiarity with the school community allow teacher
leaders to address specific needs and issues affecting the school.

TEACHER LEADERSHIP AND TEACHER RETENTION

Teachers are truly satisfied with the work that they do, they stay. A study reveals that teachers
leave because of various reasons, as low pay, personal circumstances, stress, working conditions and
isolation (Borman and Dowling,2008). Some other profession, novice teachers feel isolated if left on their
own most of the time. Doing some activities other than teaching, managing classroom environment and
assessing students’ activities. Seclusion has been identified as one of the main reasons why teachers leave
the profession. It is imperative that they have someone whom they can discuss and collaborate with in
order to help them get through with challenging issues/concerns(Basich,2018). Teacher leadership
contributes a lot in making teachers stay. They provide with other teacher with assistance, and a role in
influencing the work environment to change and to make an ideal for collaboration and growth. Teacher
leadership does not always refer to formal administrative roles. Teachers become leaders because of
certain qualities or actions they do (Danielson,2006).

TEACHERS LEADERSHIP INVOLVES COLLABORATION

Teacher leaders collaborates with others. They listen to others’ and students’ experiences, explore
others’ and students ‘understanding and facilitate students’ ideas. When teachers collaborate, students and
stakeholders will be benefited to come-up to a bases of decisions. Through collaboration, the high school
teachers, specifically were able to do more than merely training the pre-service teachers and developed
themselves as teachers.

TEACHER LEADERSHIP INVOLVES TAKING ACTION

Teachers see the value of further studies and attending professional development programs to
instill skill and knowledge. In a study conducted to determine how teacher leaders emerge, it was
revealed that teachers initially take action to pursue further studies to improve their quality of teaching
and improve student learning. They are committed to engage in collaborative work, a commitment to
improve them and bringing about significant changes in school.

TEACHER LEADERSHIP INCLUDES ROLE-MODELING

Teachers can become role-models in the following areas:

 sharing of resources and instructional expertise with others

 specializing in curriculum
 facilitating learning
 leading the school
 coaching using data
 mentoring
 instigating change
 learning

ATTRIBUTES OF TEACHER LEADERS IN THE PHILIPPINE

The concept of teacher leadership can be best understood within the context of the culture.

There are seven attributes associated with teacher leadership (Oracio in2014)

Teachers are:

 self-motivated
 possess positive outlook
 service oriented
 responsible and dedicated
 have high expectations
  humble
 trustworthy

The characteristics of teacher leaders are definitions attributed to teachers who have shown propensity to
lead others. These enable the teacher leaders to contribute to effecting reforms for the betterment of the
school and students.

TEACHER LEADERSHIP AND EDUCATIONAL REFORMS

Champions of Learning

To improve educational system, the school attempt to influence the curricula and instruction. These
reforms are meant to improve the way the students learn. The teachers will ensure that all reforms or
innovations which emanate from external sources aligned with the existing practices. Three leadership
practices to promote student learning (Leithwood, Louis,Anderson and Wahlstrom,2010)

 Setting Directions

 Developing people

 Redesigning the organization

TEACHER LEADERS AS AGENTS OF INNOVATION

Any form of innovation that will benefit students, is welcomed by teachers. Aside from trying
out these innovations, teacher leaders see the value of having a support they can get from colleagues,
administrators and students (Butkevika and Zobena,2017).Butkevika and Zobena (2017) further suggest
that teacher leaders also provide other teachers a safe space to experiment and try innovative approaches.
These are important in a sense that teachers need to be in an environment where they can rejoice over
successes and support in times of failures.

CHALLENGES OF TEACHER LEADERS

Teachers who have been in the field four to ten years of their careers have already gained enough
experiences and expertise which could be shared and to help other teachers. Teachers who are ready to
move on to leadership roles see this as an opportunity to grow. Teachers are sometime confronted with
issues that revolve around the norms of school culture as autonomy, egalitarianism and defense to
seniority.(Johnson and Donaldson,2007).

In autonomy teacher leaders find it difficult to work with others, being in-charge of their own
class not to welcome other teachers who are willing to help, defeating the purpose of teachers working
together to improve the teaching process.

Teacher leaders are to be in constant communication with school administrators/supervisors to coordinate

plans with them.

Finally, teacher leaders find it difficult to share their expertise, because their age is being equated
with qualification. To older teachers find it hard to accept that the younger teachers are more qualified to
share their knowledge and expertise, thus lead to resentment .There are various reasons why teachers are
deterred from assuming leadership roles. The “principal-oriented” nature of leadership is so entrenched in
the Philippine Educational System. Meaning, the concept of leadership is attributed to formal roles as:

 Principals are loaded with work and responsibilities, do not have time to teach students.

 Many teachers do not want to give up teaching, either to assume a leadership role and stay in the
classroom.

 Lack of leadership training, which prevents teachers from assuming leadership roles.

 Teacher classification hinders teachers from becoming leaders. Classification would resolve
teaching positions which is based on qualifications rather than functions. (Alegado,2018).

PAVING THE WAY FOR TEACHERS TO BECOME LEADERS

The impact that the teachers have in the teaching-learning process makes it vital to have a
deliberate and systematic approach that will pave the way for the teachers to become leaders. Various
ways for schools to develop leaders:

 It is imperative to first and foremost have a solid definition of teacher leadership and the desired
outcomes in order to determine the roles and responsibilities of teacher leaders

 a healthy work environment would require a culture of acceptance and supportive structures.
Culture in the work place would refer to the beliefs, practice, norms, and values of the people
(Killon et,al.,2016)

 It is vital to cultivate appropriate dispositions for teachers leadership (Killon et.al.,2016, p.12)It is
necessary to develop teachers to have a set of dispositions that all leaders should possess
regardless of functions, that include passion and commitment for student learning to possess a
broader perspective, humble, courageous and willing to take risks, confident, flexible and
possesses enthusiasm for continuous learning. All teachers have the students’ best interest at heart
thus:

 Teacher leaders will support anyone who is determined to improve the way students learn.

 Teacher leaders have the humility to work with others.

 Teacher leaders willing to take risks

 Teacher leaders value their own professional development. It is also important to assess the
impact of the teacher leadership program (Killion et,al.,2016, p.12)1.examining the teacher
leadership program2.performance of the teacher leaders using identified performance indicators
which are aligned with the function of the leader.
Activity 1. Personal and collaborative reflection of ones’ own practice. Points to Ponder: Do you think it
is possible for schools in the Philippines to have a leadership plan? Why? Why not?

TRANSITIONING INTO TEACHER LEADERS

The provision of structures and deliberate programs for teacher leadership gives teachers an opportunity
to assume leadership roles.

Six Stages according to Sanocki (2013).

1. First stage of the teachers’ journey toward transitioning into leadership role is that they all start as
classroom teachers (Sanocki, 2013, p.136)

2. Second stage is characterized by the teachers’ own reflection of the journey as he or she
experiences distributed leadership. Through reflection, the teacher begins to assess her/his own
values and beliefs on leadership (Sanocki,2013,p.137)

3. Third stage is described as overcoming fears on leadership. This is brought about by constantly
reflecting as one own practice (Sanocki.2013, p.137)

4. Fourth stage, teacher leaders gain confidence in doing their roles as they work with others while
giving utmost respect to the more experienced and senior teachers and recognizing that they need
to operate within the confines of the hierarchical leadership structures(Sanocki,2013, o.137)

5. Fifth stage, the teacher continues to perform her role in improving the community by
collaborating and working with various stakeholders to improve the curriculum, pedagogy and
assessment serving as a link between the administration and teachers(Sanocki,2013,p.137)

6. Sixth stage, teacher leaders continue to perform their function as they seek ways on how to
implement positive and essential reforms within the school.

Activity 2. Reflection: As a future teacher, do you think that you will be able to accept leadership
responsibilities? Why? Why not?

Activity 3. Points for Reflection: (1 paragraph each)

 Are teacher leaders important? Why? Why not?

 List 5 characteristics or traits that you consider making them teacher leaders and explain why.

 How can teacher best adopt innovative practices in teaching?

 Can teacher maximize students’ learning? How?

 Do schools should support teachers to become leader? How?

Activity 4. Interview two teachers. Ask them what traits/qualities do you think teacher leader should
possess? Summarize their answers and reflect it in your own understanding.

Activity 5. Compare your findings with the definitions given on teacher leadership. Write your own
definition of teacher leadership based on your findings.

Activity 6. As a future educator, ask these following questions on yourself. Answer it with at least 3-5
sentences.

1. What are some innovative practices that you like to try?

2. What factors prompted would you like to do?

Activity 7. Interview your fellow classmate

1. Ask the following questions: As future teacher, what are the steps that you are going to take that
will contribute much to the development of your student and for the community?

2. Do you think the present educational system support the development of teacher leaders? If yes,
why? If no, why not? (5-8 sentences).

LESSON 8. ORGANIZATIONAL LEADERSHIP

Types of Skills Demanded of Leaders

 Technical
 Human
 Conceptual
 Leadership Styles:
 Autocratic
 Consultative
 Democratic
 Laissez Faire

SITUATIONAL LEADERSHIP MODEL

In situational leadership effective leaders adapt their leadership style to the situation of the
members of the organization. to the readiness and willingness of group members. Paul Hersey and
Kenneth H. Blanchard (1996) characterized leadership style in terms of the amount of task behavior and
relationship behavior that the leader provides to their follower.
There are 4 behavioral styles in Situational Leadership

 Selling/Directing
 Telling/Coaching
 Participating/ Supporting
 Delegating

TRANSFORMATIONAL LEADERSHIP

Robert Kennedy once said, “Some men see things as they are, and ask why. I dream of things that
never were and ask why not. “Those who dream of things that never were and ask “why not” are not
transformational leaders. Hence, they are:

 Not content in the status quo

 Sees school culture as it could be and should be,

 Makes positive changes in the organization by collaboratively developing new vision for the
organization

 Mobilizing members to work towards that vision

Activity 1. Identify a successful school in your community. What are the contributions of that school in
the community.

Activity 2. Identify the school traditions as well as the culture in your own school. (3-5 sentences)

Activity 3. In your own school, what noble activities, programs, and projects that has brought positive
changes in the community. ( 5-8 sentences)

Activity 4. What activities and projects that aims to respond to the needs and demands of culturally
diverse global community. ( 5-8 sentences)

Activity 5. Explain how students will benefit from the reforms initiated by the government in the
Department of Education. (Ex. Senior High School.) ( 5-8 sentences)

Activity 6. In a concept map, identify Strategies that school can adopt to respond to the needs of the
society.

Activity 7. Define the 4 behavioral styles in Situational Leadership

 Selling/Directing
 Telling/Coaching
 Participating/ Supporting
 Delegating
LESSON 9. CREATING A POSITIVE SCHOOL CULTURE

Meaning of School Culture

School culture is one of the most complex and important concepts in Education(Schein,1985). It
refers to the beliefs, perceptions, relationships, attitudes, unwritten and written rules that shape and
influence every aspect of how a school functions(https://www.edg./school culture) It concern on physical
and emotional safety of students, orderliness of classrooms and space to which a school embraces racial,
ethnic, linguistic and cultural diversity.

School Climate and School Culture

School climate refers to the school’s effects on students, including teaching practices, diversity
and the relationships among administrators, teachers, parents, and students. It is driven by and reflected in
daily interactions of staff and outside community.(https://www/ slides share.net/module)Elements of a
Positive School Climate as the following characteristics:

 Collegiality
 Experimentation
 High Expectations

Traditions

A school culture is not characterized by the absence of gangs, violence or any form of unrolled
discipline problems, but by the presence of norms and values focus by school community’s attention, this
will serve motivation to work hard for a purpose.

Honest and Open Communication

This is possible only when there is trust and confidence in each other in the school community.

Activity 1. Answer the following questions.

1. Give at least 3 ways by which you as a future teacher can contribute to a positive school culture.
2. What do you think is your role in creating a positive school culture?
3. How do you create a positive school culture and climate?

Activity 2. Make a diagram!!! What are the three levels of school culture? Explain each.
Activity 3. REFLECT ME!!! how can schools improve culture and climate?