1

TABLE OF CONTENTS and SCHEDULE OF LESSONS

Unit Week Lesson TITLE

No. No. No.
1 Orientation to the Course
1 Philosophical Thoughts on Education
2,3,4
2 Historical Foundations of Education
9
1 3 Social Science Theories and Their Implications for
hours
Education
4 The Strengths and Weaknesses of the Filipino Character:
5,6,7 A Socio-Cultural Issue
2 9 5 The Whys and Hows of School and Community
hours Partnership
6 Global Issues that Concern Schools and Society

8 MIDTERM EXAMINATIONS

9,10 7 The Teacher and the Community = Teachers’ Ethical and

3 6 Professional Behavior and The Philippine Professional
hours Standards for Teachers (PPST)
8 School-Based Management (SBM)
11,12
9 Roles and Competencies of School Heads and
4 6
The Philippine Professional Standards for School Heads
hours
(PPSH)
13,14 10 School Policies and Their Functions and
5 6 The Philippine Professional Standards for Supervisors
hours (PPSS)
15,16 11 Creating a Positive School Culture
6 6 12 Organizational Leadership
hours

17 FINAL EXAMINATIONS
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Polytechnic University of the Philippines

College of Education
Department of Elementary and Secondary Education

COURSE TITLE : The Teacher and the Community, School Culture and Organizational
Leadership
COURSE CODE : EDUC 30043
CREDIT UNITS : 3 Units
COURSE : None
PREREQUISITE
COURSE : The course focuses on society as a context upon which the schools have been
DESCRIPTION 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, and organizational leadership shall be included to prepare prospective teachers
to become school leaders and managers.
Institutional Learning Program Outcomes Course Outcomes
Outcomes
1. Creative and Critical Common to the discipline of Teacher Students in the College of
Thinking Education for Bachelor of Early Education of PUP are expected to
Graduates use their imaginative Childhood Education, Bachelor of develop the following skills,
as well as a rational thinking Elementary Education, generalist, and knowledge and attitudes as a
abilities to life situations in order Bachelor of Secondary Education, result of academic experience from
push boundaries, realize whatever its major. Based on CMO this specific course of study:
possibilities, and deepen their Nos.74, 75 and 76, s. 2017.
interdisciplinary and general a. Articulate the rootedness
understanding of the world. a. Articulate the rootedness of of education in the
2. Effective Communication education in philosophical, philosophical, socio-
Graduates are proficient in the socio-cultural, historical, cultural, legal and
four macro skills in psychological and political political context
communication (reading, contexts b. Establish school-
b. Demonstrate mastery of subject community partnerships
writing, listening, and speaking)
matter/discipline to enrich the learning
and are able to use these skills in
c. Facilitate learning using a wide environment and to
solving problems. Making strengthen community’s
range of teaching
decisions, and articulating methodologies and delivery engagement in the
thoughts when engaging with modes appropriate to specific educative process
people in various circumstances. learners and their c. Link teaching-learning
3. Strong Service Orientation environments to the experiences,
Graduates exemplify the d. Develop innovative curricula, interests and aspirations
instructional plans, teaching of the wider school
potentialities of an efficient, well-
approaches, and resources for community and other
rounded and responsible
diverse learners stakeholders
professional deeply committed to d. Demonstrate fulfillment
e. Apply skills in the development
service excellence. and utilization of ICT to of the professional
4. Community Engagement promote quality, relevant and obligation to uphold
Graduates take an active role in sustainable educational professional ethics,
the promotion and fulfillment of practices accountability and
 4

various advocacies (educational, f. Demonstrate a variety of transparency

social and environmental) for the thinking skills in planning, e. Promote professional
advancement of community monitoring, assessing and and harmonious
reporting learning processes relationships with
welfare.
and outcomes internal (learners,
5. Adeptness in the Responsible
g. Practice professional and parents, fellow teachers
Use of Technology
ethical teaching standards and school head0 as well
Graduates demonstrate
sensitive to the local, national as external stakeholders
optimized use of digital learning and global realities (local officials, NGOs,
abilities, including technical and h. Pursue lifelong learning for alumni, and all others in
numerical skills. personal and professional the wider community)
6. Passion to Lifelong Learning growth through varied f. Be able to discuss
Graduates are enabled to perform experiential and field-based leadership and
and function in the society by opportunities. management styles that
establish positive school
taking responsibility in their
culture for effective
quest to know more about the school performance.
world through lifelong learning.
7. High Level of Leadership and
Organizational Skills
Graduates are developed to
become the best professionals in
their respective disciplines by
manifesting the appropriate skills
and leaderships qualities.
8. Sense of Personal and
Professional Ethics
Graduates show desirable
attitudes and behavior either in
their personal and professional
circumstances.
9. Sense of National and Global
Responsiveness
Graduates’ deep sense of
national compliments the need to
live in a global
village where one’s culture and
other people culture are respected.

Course Plan
Week Topic Learning Outcomes Methodology Resources Assessment
 5

Week 1 General Orientation Students are aware Powerpoint presentation -Powerpoint -Students have a
(3 hours) to the Course of what to expect and facilitated discussion presentations of deeper
-Introduction to the from the course; its PUP’s VMGO appreciation of
course content requirements and circulated to their subject and
-Overview of the classroom students via course.
course syllabus management Share-It App. -Teacher and
-Orientation to PUP’s strategies. -Course Syllabus Learners’
VMGO. expectations
-Expectations articulated and
leveling discussed
-Classroom Rules -Classroom rules
Formulation discussed,
approved
and formulated.
-Students’
individual index
cards collected
and collated.
Articulate the A.Discuss at least 6 -Powerpoint -Powerpoint -Individual
rootedness of educational presentations uploaded presentations student research
education in the philosophies by: to section group chat and of 6 education
philosophical, socio- John Locke, H. shared using Share IT -Teacher- philosophies
cultural, historical, Spencer, J. Dewey, App developed from different
legal and political G. Counts, T. TCSCOL philosophers,
context. Brameld and P. -Interactive lecture and Lessons 1-3 theoristsand
Freire. facilitated discussions eras.
Lesson 1: using Share It App in -TCSCOL Text
Philosophical B.State the class Book -Summary table
Thoughts on relationship of of the
Education society and schools. -Recitation and peer -Web research philosophies of
Unit 1
Prove that schools evaluation of educational education
Weeks
Lesson 2: transmit cultural theories and
2, 3 and 4
Historical Foundation values by stating philosophies -Summary table
(9 hours)
of Education facts from local and comparing key
world-wide history of periods
Lesson 3: education. of educational
3 Social Theories history
and their Implications C.Explain the of the Philippines
to meaning of and
Education socialization as a the world.
function of schools
-30-item unit test
D.Explain social
science theories and
their implications to
education.
Unit 2 Establish school- A.Discuss the -Graded report analysis -Web research -Graded
Weeks community strengths and on the report by recitation on
5, 6, 7 partnerships to weaknesses of the -Graded discussion on L. Shahani on “A the 3 topics
(9 hours) enrich the learning Filipino character. school and community
Moral Recovery
environment to Be able to cite ways partnerships. -30-item unit test
strengthen by which schools Program Building
community’s can counteract the -Graded discussion on a People:
engagement in the weaknesses of the global issues that Building a Nation”
educative process. Filipino character. concern schools 1988.
 6

Lesson 4: B. Explain what -The 17 Sustainable

Strengths and school and Development Goals -Teacher-
weaknesses of the community - developed
Filipino as a Socio- partnership mean.
TCSCOL
cultural Issue Explain the legal and
sociological bases of Lessons 4, 5, 6
Lesson 5: school and
The Whats & Whys community -TCSCOL Text
of School and partnership. Be able Book
Community to give examples of
Partnerships community
partnership.
Lesson 6:
Global Issues that C. Give examples of
Concern Schools and global issues that
Society concern schools.

D. Demonstrate
awareness of the 17
Sustainable
Development Goals

Week 8 MIDTERM EXAMINATIONS

Week Topic Learning Outcomes Methodology Resources Assessment

Unit 3 Promote professional A. Elaborate on -Graded group reporting -Web-based Peer evaluation
and harmonious community’s on these two topics. research on the two
Weeks relationships with expectations from reports.
9 and 10 internal (learners, teachers and vice -Professional Code of -The Law on the
(6 hours) parents, fellow versa. Ethics for Teachers. Professional Reflection paper
teachers and school Code of Ethics combining the
head) as well as B. Describe -Philippine Professional for Teachers PST’s
external stakeholders teachers’ ethical and Standards for Teachers perceptions of
(local officials, professional -The Law on the the two laws
NGOs, alumni and all behavior in the Philippine discussed.
others in the wider community by giving Professional
community) concrete examples. Standards for 20-item Unit Test
Teachers (PPST)
Lesson 7 C. Discuss further
-The Teacher and the Philippine -Teacher-
the Community = Professional developed
Teachers’ Ethical Standards for TCSCOL Lesson
and Professional Teachers (PPST) 7.
Behavior and the rational for
such.
-The Philippine
Professional
Standards for
Teachers (PPST).
Unit 4 Understand current A. Discuss School- Graded group reporting -Web-based Peer evaluation
leadership and Based Management, on these two topics. research on the two
Weeks management styles the law and its IR, its reports.
11 and 12 for effective meaning, -School Policies and -The Law on
(6 hours) individual school advantages and School-based School-Based Reflection paper
performance disadvantages, and Management. Management combining the
requirements for it to PST’s
 7

Lesson 8 succeed. -Philippine Professional -The Law on the perceptions of

School-Based Standards for School Philippine the two laws
Management C. Elaborate on the Heads Professional discussed.
roles and Standards for
Lesson 9 competencies of School Heads 20-item Unit Test
Roles and school heads and (PPSH)
Competencies of the Law of the
School Heads Philippine -Teacher-
and The Philippine Professional developed
Professional Standards for School TCSCOL
Standards for School Heads. Lessons 8 and 9.
Heads (PPSH)
Unit 5 Present districts and A. Explain the Graded group reporting Web-based Peer evaluation
schools’ leadership importance of school on these two topics and research on: on the group
Weeks and management policies and their the need for them. report on the
13-14 styles to establish functions. - Teacher- PPSS.
(6 hours) positive school Facilitated discussion on developed
cultures for effective B. Provide examples the 5Ms/components of TCSCOL Lesson 20-item Unit Test
schools’ performance of school policies, management and how 10
effective policy the school head utilizes
Lesson 10 formulation from each.
-School Policies and school districts to
Their Functions schools and
-The Philippine implementation of
Professional school-community
Standards for partnerships.
Supervisors (PPSS)
C. The roles and
functions of DepEd’s
supervisors.
Unit 6 Demonstrate Explain and Graded group reporting Web-based Peer evaluation
Weeks understanding of the elaborate on the on these two topics and research on: on the two
15-16 broad concepts of following: the need for them. reports.
(6 hours) management of the -Creating a
school and A. Discourse on Facilitated discussion on positive school 10-page essay
leadership styles that desirable school the 5Ms/components of culture on
establish positive cultures: their management and how “Administration
school culture for development, the school head utilizes -The Ms of and Supervision
effective school sustainability and each. Management of Schools –
performance. maintenance. Philippine Style”
-Administration
Lesson 11 B. Meaning of and Supervision 20-item Unit Test
Creating a Positive Organizational of Schools
School Culture Leadership,
Leadership and -Teacher-
Lesson 12 Management, developed
Organizational Leadership styles, TCSCOL
Leadership Situational Lessons 11 and
Leadership, Servant 12
Leadership and
Transformational
Leadership

Week 17 FINAL EXAMINATIONS

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Week 18 SUBMISSION OF FINAL COURSE REQUIREMENTS

Reading and References

The Teacher and the Community, School Culture and Organizational Leadership by Prieto, Arcangel and Corpuz (2018).

Listing of additional course references and reading materials

Web-based research on
1. Educational philosophies, theories, principles and theorists
2. Report by L. Shahani on “A Moral Recovery Program Building a People: Building a Nation” 1988.
3. Laws on School Based Management and its IRR.
4. 17 Sustainable Development Goals.
5. Administration and Supervision of School by Hoy and Miskel.
6. The Philippine Professional Standards for Teachers, School Heads and Supervisors.
7. Teacher-developed TCSCOL lessons 1-12.

Course Grading System

University’s grading system will be applied.

Classroom Policy
Use of technology will be based on section chat groups and Share-it App. No need to rent projectors since students’ mobile
phones will be utilized. University policies will be given priority in
the classroom.
Consultation Time
Schedule of meeting with the teacher to discuss a particular problem with a student in order to provide advice will be based on
teacher’s assigned load for the semester.
Prepared by: Reviewed by:

Daizylyn C. Palillo, DEM

Rosalie A. Corpus, DEM
Chair, DESED
Associate Professor III
1. November 8, 2019
2. November 22, 2020
Noted by:

Associate Prof. Minna L. Comuyog, DEM

Dean, College of Education

PREFACE
This compilation of teaching and learning materials has been prepared to make
it easier for the College of Education 2 nd Year pre-service teachers (PST), who will be
taking this course for the first time in the 2 nd Semester of SY 2019-2020, to
understand and relate to the very important concepts inherent in this course.
 9

The Polytechnic University of the Philippines College of Education has started

implementing the revised curriculum followed by Teacher Education Institutions (TEIs)
in its Department of Elementary and Secondary Education (DESED) in its different
programs under CHED Memorandum Order No. 74 s. 2017 for Bachelor of Elementary
Education (BEEd), CMO No. 75 s. 2017 for Bachelor of Secondary Education (BSEd)
and CMO No. 76 s. 2017 for Bachelor of Early Childhood Education (BECEd).
The PPST-based (2020) OBE Syllabus for ELED 30043, based on CMOs 74, 75
and 76, will be the basis for all activities, quizzes and exams for this course. Likewise
the textbook that will be used will be “The Teacher and the Community, School
Culture, and Organizational Leadership” by N.G. Prieto, C.N. Arcangel, and B.B.
Corpuz. (2019).
With this compilation of instructional materials, it is hoped that the pre-service
teachers in these 3 different programs will learn the course in a uniform manner since
this will be the teaching and learning materials to be used for their classroom
instruction.

Rosalie A. Corpus, LPT, O.D., DEM

AY 2019-2020

LESSON 1
PHILOSOPHICAL THOUGHTS ON EDUCATION
 10

Introduction:

Lesson 1 walks the Pre-Service Teacher (PST) towards an introduction to, or a

review of topics already taken in subjects such as Principles and Strategies of
Teaching 1 and 2, The Child and Adolescent Learner and Learning Principles,
Educational Technology 1 and 2, and The Teaching Profession. The course Teacher
Education makes use of scaffolding all throughout since the end goal is to pass the
Licensure Exam.

This lesson looks at philosophical thoughts on education – what should be

taught for the socialization of the individual and how these should be taught.

Note that this lesson is based on the textbook “The Teacher and the
Community, School Culture and Organizational Leadership” by NG Prieto, CN
Arcangel and BB Corpuz, 2019, and web sources as noted in the Reference section
and the body of this lesson.

Objectives:

By the end of this Unit, the PST should be able to:

1. Articulate the rootedness of education in the philosophical, socio-cultural,

historical, legal and political context.
2. Discuss at least 6 philosophies of education by proponents: John Locke, H.
Spencer, J. Dewey, G. Counts, T. Brameld and P. Freire.

Topics included are:

1. Isolated Facts and the Banking Method

2. John Locke, the Empiricist Educator
3. Herbert Spencer, the Utilitarian Educator
4. John Dewey, Learning through Experience
5. George Counts, Building a New Order
6. Theodore Brameld, Social Reconstructionism
7. Paulo Freire, Critical Pedgagogy

Isolated Facts and the Banking Method

In the common classroom, most lessons involve the teacher asking low-level
questions and learners answering with what facts they had memorized from yesterday
or previous lessons. This is also called the Banking Method, which Paulo Freire is
very much against since it does not make learners reflect and connect what they were
taught to real life. There is nothing wrong with this method; it works in certain
situations especially during the early parts of the school year, and with younger
learners. Isolated facts make no sense but become meaningful when seen in relation
to other facts. These facts when combined with other facts from further questioning
by the teacher, help learners see meaning and connection to their lives.
 11

Summaries of the different thoughts of educational

philosophers on what should be taught and how learners should
be taught may be read in the following pages.

John Locke = the Empiricist Educator

He was an English philosopher and physician widely

regarded as one of the most influential Enlightenment thinkers
and commonly known as the Father of Liberalism. The Age of
Enlightenment was an intellectual and philosophical movement
that dominated the world of ideas in Europe during the 18th century, also called the
“Century of Philosophy.”

Empiricism = at birth the mind was a blank slate or tabula rasa.

Locke maintained that we are born without innate ideas, and that
knowledge is instead determined only by experience derived from
sense perception. Something must be capable of being tested
repeatedly and that nothing is exempt from being disproven. He is
said to have established the method of introspection or the act of
noting and observing one’s own emotions and behaviors. Locke
advocated that:

 Learners should acquire knowledge about the world

through the senses = learning by doing and by interacting
with the environment
 Simple ideas become more complex through comparison, reflection and
generalization = the inductive method
 Questioned the long traditional view that knowledge came exclusively from
literary sources, particularly the Greek and Latin classics
 Opposed the “divine right of kings” theory which held that the monarch had the
right to be an unquestioned and absolute ruler over his subjects
 Political order should be based upon a contract between the people and the
government
 Aristocrats are not designed by birth to be rulers. People were to establish their
own government and select their own political leaders from among themselves.
 Civic education is necessary. People should be educated to govern themselves
intelligently and responsibly.

For John Locke, education is not acquisition of knowledge contained in the

Great Books. It should be learners interacting with concrete experience, comparing
and reflecting on these concrete experience. The learner is an active, not a passive,
agent of his/her own learning. From the social dimension, education is seeing citizens
participate actively and intelligently in establishing their government and in choosing
who will govern them from among themselves because they are convinced that no one
person is destined to be ruler forever.

Herbert Spencer = the Utilitarian Educator

http://www.newfoundations.net/GALLERY/Spencer.html
 12

Spencer’s concept of “survival of the fittest” means that human development

had gone through an evolutionary series of stages from the simple to the
complex, and from the uniform to the more specialized kind of activity

 Social development had taken place according to an evolutionary process by

which simple homogenous societies had evolved to more complex societal
systems characterized by humanistic and classical education.
 Industrialized societies require vocational and professional education based on
scientific and practical (utilitarian) objectives rather than on the very general
educational goals associated with humanistic and classical education.
 Curriculum should emphasize the practical, utilitarian and scientific subjects
that will help mankind master the environment.
 Was not incline to rote learning; schooling must be related to life and to the
activities needed to earn a living.
 Curriculum must be arranged according to the concepts’ contribution to human
survival and progress.
 Science and other subjects that sustained human life and prosperity should
have curricular priority since these aid in the performance of life activities.
 Individual competition leads to social progress. He who is fittest survives.

British philosopher and sociologist, Herbert Spencer was a major figure in the
intellectual life of the Victorian era. He was one of the principal proponents of
Evolutionary Theory in the mid-19th century, and his reputation at the time rivaled
that of Charles Darwin. Spencer was initially best known for developing and applying
evolutionary theory to philosophy, psychology and the study of society -- what he
called his "synthetic philosophy" (see his A System of Synthetic Philosophy, 1862-93).
Today, however, he is usually remembered in philosophical circles for his political
thought, primarily for his defense of natural rights and for criticisms of utilitarian
positivism.

Utilitarian education = focuses on producing students who will be able to fit

into society at an elite level and contribute as productive citizens. The utilitarian
perspective of education has been used for many years around the world as a formal
schooling basis, with the intention of benefiting the elite and wealthy families and
individuals. It is structured around a standardized curriculum, quantifiable testing of
student performance, age-related classes which leads to a certification for those who
can afford the education and succeed, (Haslam. et al, 2012).

The aim of this perspective of education is not to identify individual talents or

interests, but to teach a set of curriculum where students learn and memorize
information, so they can be tested. The utilitarian form of education provided
financial security and social status for the individual and their families if they are
successful. The utilitarian approach is useful in challenging students to memorize
information and be tested on it; however, if a learning space is required that involves
class interaction, hands-on learning and successful teacher/student relationships,
then an alternative perspective of education is preferred.
 13

John Dewey = Learning Through Experience

Source: James S. Gouinlock, 101620
https://www.britannica.com/biography/John-Dewey

 Education is a social process; therefore the school is

intimately related to the society that it serves.
 Children are socially active human beings who want to
explore their environment and gain control over it.
 Education is a social process by which the immature
members of the group, especially the children, are brought
to participate in the society
 The school is a special environment established by
members of society, for the purpose of simplifying,
purifying and integrating the social experience of the group so that it can be
understood, examined and used by its children.
 The sole purpose of education is to contribute to the personal and social growth
of the individual.
 The steps of the scientific or reflective method which is extremely important in
Dewey’s educational theory are as follows.

-The learner has a “genuine situation of experience” or involvement in an

activity in which he/she is interested.
-Within this experience the learner has a genuine problem that
stimulates thinking.
-The learner possesses the information or does research to acquire the
information needed to solve the problem.
-The learner develops possible and tentative solutions that may solve the
problem.
-The learner tests the solutions by applying them to the problem. In this
way, he/she will discover its validity for him/herself.
The common theme underlying Dewey’s philosophy was his belief that a
democratic society of informed and engaged inquirers was the best means of
promoting human interests. He proposed that all things are subject to change and do
change. There is no static being, and there is no changeless nature. Nor is experience
purely subjective, because the human mind is itself part and parcel of nature. Human
experiences are the outcomes of a range of interacting processes and are thus worldly
events. The challenge to human life, therefore, is to determine how to live well with
processes of change, not somehow to transcend them.
Dewey’s particular version of pragmatism, which he called “instrumentalism,” is
the view that knowledge results from the discernment (or seeing) of correlations
between events, or processes of change. Inquiry requires an active participation in
such processes: the inquirer introduces specific variations in them to determine what
differences thereby occur in related processes and measures how a given event
changes in relation to variations in associated events. For example, experimental
inquiry may seek to discern how malignancies in a human organism change in
relation to variations in specific forms of treatment, or how students become better
learners when exposed to particular methods of instruction.
 14

True to the name he gave it, and in keeping with earlier pragmatists, Dewey
held that ideas are instruments, or tools, that humans use to make greater sense of
the world. Specifically, ideas are plans of action and predictors of future events. A
person possesses an idea when he is prepared to use a given object in a manner that
will produce a predictable result. Thus, a person has an idea of a hammer when he is
prepared to use such an object to drive nails into wood. Ideas predict that the
undertaking of a definite line of conduct in specified conditions will produce a
determinate result. Of course, ideas might be mistaken. They must be tested
experimentally to see whether their predictions will happen. Experimentation itself is
fallible, but the chance for error is mitigated by further, more rigorous inquiry.

Instrumentalism’s operating premise is that ideas empower people to direct

natural events, including social processes and institutions, toward human benefit.

Dewey saw democracy as an active process of social planning

and collective action in all spheres of common life. Democracy is also a source of
moral values that may guide the establishment and evolution of social institutions
that promote the flourishing of humans. However, unlike other moral frameworks
(e.g., great religious traditions or political ideologies), democracy as a way of life is
neither absolutist nor relativistic, because its norms and procedures are fallible and
experimental. It is a consciously collaborative process in which individuals consult
with each other to identify and address their common problems; indeed, Dewey spoke
of democracy as “social intelligence.” Within a fully democratic society, Dewey
suggested, people would treat each other with respect and would demonstrate a
willingness to revise their views while maintaining a commitment to cooperative action
and experimental inquiry.

George S. Counts = Building a New Order

Source: Dalton B. Curtis, Jr, 110620
https://www.britannica.com/biography/George-S-Counts

 Education is not based on eternal truths but is relative to a particular society

living at a given time and place.
 By allying themselves with groups that want to change
society, schools should cope with social changes that
arise from technology
 There is a cultural lag between material progress, social
institutions, and ethical values.
 Instruction should incorporate content of a socially useful
nature and problem-solving methodology. Students are
encouraged to work on problems that have social
significance.
 Schools become instruments for social improvement
rather than an agency for preserving the status quo.
 Teachers should lead society rather than follow it. Teachers are agents of
change.
 Teachers are called on to make important choices in the controversial areas of
economics, politics and morality; because if they failed to do so, others would
make the decisions for them.
 15

 Schools should provide an education that provides equal learning opportunities

to all students. (Ornstein, 1984).

An American educator and activist, George S. Counts was a leading proponent

of social reconstructionism and believed that schools should bring about social
change. After graduating (1911) from Baker University, Counts earned a doctorate
(1916) in education with a minor in sociology at the University of Chicago, taught at
various universities before joining the faculty of Teachers College, Columbia
University, in 1927.
Early in his career Counts studied the influence of powerful social and
economic forces in American education. In his books “The Selective Character of
American Secondary Education” (1922) and “The Social Composition of Boards of
Education” (1927), he argued that the interests of upper-class elites dominated high
schools and school boards, thus belying the equality of opportunity, particularly for
immigrant and African-American children. After study tours in the Soviet Union in
1927 and 1929, he published “The Soviet Challenge to America” (1931). Impressed by
Soviet efforts at social planning, he attributed the social and economic devastation of
the Great Depression to the lack of planning in the United States. In 1932 Counts
spoke before the Progressive Education Association and criticized the organization for
not having a social theory to guide education. The controversial speech was later
included in the pamphlet “Dare the School Build a New Social Order?” (1932), in which
he called for schools and teachers to help foster a planned collective economy. He also
argued that teachers should serve as leaders, effecting social change.

Hoping to spread his ideas, Counts and several colleagues launched a journal of
social and educational commentary, “The Social Frontier”, in 1934. Under his
editorship (1934–37) the journal became the voice of the educational theory
called social reconstructionism, which was based on the theory that society can be
reconstructed through education. By that time Counts had also come to admire the
work of historian Charles A. Beard, whose progressive interpretation of history and
emphasis on economics affected Counts’s social and educational theory. Also at this
time he published “The Social Foundations of Education” (1934) and “The Prospects for
American Democracy” (1938).

Counts served as president of the American Federation of Teachers (AFT) from

1939 to 1942. By the late 1930s he had become disenchanted with the Soviet Union
after the revelations of the purge trials initiated by Joseph Stalin, and he led the fight
to keep communists out of the AFT. In 1942 he became the New York state chairman
of the American Labor Party, but he left the group that same year. He subsequently
helped form the Liberal Party, and in 1952 he unsuccessfully ran for the U.S. Senate
from New York.

Progressive educator, sociologist, and political activist, George S. Counts

challenged teachers and teacher educators to use school as a means for critiquing and
transforming the social order. Perhaps best known for his controversial
pamphlet “Dare the School Build a New Social Order?” (1932), Counts authored scores
of scholarly works that advanced the social study of education and emphasized
teaching as a moral and political enterprise. His work on schooling and society
continue to have relevance to contemporary dilemmas in education.
 16

Counts's importance to and impact on American education remain a matter of

debate. His contributions to the evolving discourse on democracy and education are
evident in a great deal of his writing, specifically in his conviction that schools could
be the lever of radical social change. Highly critical of economic and social norms of
selfishness, individualism, and inattention to human suffering, Counts wanted
educators to "engage in the positive task of creating a new tradition in American life"
(1978, p.262). He wanted teachers to go beyond abstract, philosophical conceptions of
democracy and teach explicitly about power and injustice. He wanted teachers and
students to count among their primary goals the building of a better social order.

Theodore Brameld = Social Reconstructionism

Cengage, 112820
https://www.encyclopedia.com/people/social-sciences-and-law/
education-biographies/theodore-burghard-hurt-brameld

 As the name implies, social reconstructionism is a philosophy

that emphasizes the reformation of society. The social
reconstructionists contend that:

….human kind has moved from an agricultural and rural society to an

urban and technological society … there is a serious lag in cultural
adaptation to the realities of a technological society. Human kind has yet
to reconstruct its values in order to catch up with the changes in the
technological order, and organized education systems have a major role
to play in reducing the gap between cultural values and technology.
(Ornstein, 1984).

 Social reconstructionists say that schools should:

o critically examine present culture and resolve inconsistencies,
controversies and conflicts to build a new society, not just to change
society…
o do more than reform the social and educational status quo. It should
seek to create a new society...
o human kind is in a state of profound cultural crisis. If schools reflect the
dominant social values, then organized education will merely transmit
the social ills that are symptoms of the pervasive problems and afflictions
that beset humankind…
o the only legitimate goal of a truly humane education is to create a world
order in which people are in control of their own destiny.

In an era of nuclear weapons, the social reconstructionists see an urgent need

from society to reconstruct itself before it destroys itself (Ornstein, 1984).

 Technological era is an era of interdependence, therefore education must be

international in scope for global citizenship.
 17

 For the social reconstructionists, education is designed to awaken students’

consciousness about social problems, and to engage them actively in problem
solving (Ornstein, 1984).
 Social reconstructionists are firmly committed to equality or equity in both
society and education. Barriers of socio-economic class and racial
discrimination should be eradicated.
 They also emphasized the idea of an interdependent world. The quality of life
needs to be considered and enhanced on a global basis (Ornstein, 1984).

A philosopher and visionary educator who developed the reconstructionist

philosophy of education, Theodore Brameld spent a lifetime working for personal and
cultural transformation through education. Influenced by John Dewey's educational
philosophy, Brameld urged that schools become powerful forces for social and political
change. He welcomed reasoned argument and debate both inside and outside the
classroom. After completing a doctorate in philosophy at the University of Chicago in
1931, Brameld taught at Long Island University and spent much of his career at New
York University and Boston University.

In the 1930s Brameld was drawn to a social activist group of scholars at

Teachers College, Columbia University, including George Counts, Harold Rugg, Merle
Curti, and William Heard Kilpatrick. Counts especially influenced him profoundly.
Writing in “The Social Frontier”, a journal of educational and political critique, Brameld
argued for a radical philosophy that focused analysis on weaknesses in the social,
economic, and political structure. From this analysis came constructive blueprints for
a new social order that challenged social inequities like prejudice, discrimination, and
economic exploitation. These issues were addressed in “Minority Problems in Public
Schools”, published in 1945.

Placing abundant faith in the common person, Brameld considered democracy

the core of his educational philosophy. In 1950 he asserted in “Ends and Means in
Education: A Midcentury Appraisal” that education needed a reconstructed perspective
and suggested reconstructionism as an appropriate label to distinguish this
philosophy. Many of Brameld's ideas grew out of his experience in applying his
philosophical beliefs to a school setting in Floodwood, Minnesota. There he worked
with students and teachers to develop democratic objectives. Insisting that
controversial issues and problems ought to play a central role in education, he
considered no issue out of bounds for discussion and critical analysis.

Brameld never wavered in his conviction that philosophy must be related to

real-life issues. Philosophers as well as educators must act decisively on their values,
he affirmed. Throughout the 1940s and 1950s he remained defiant and courageous in
the face of intimidation and harassment by the forces of McCarthyism that tried to
muffle his resolute voice.

Starting in 1950 with the publication of “Patterns of Educational Philosophy: A

Democratic Interpretation”, Brameld developed his cultural interpretation of four
philosophies of education: essentialism, perennialism, progressivism, and
reconstructionism. He viewed essentialism as an educational philosophy concerned
mainly with the conservation of culture; perennialism as centering on the classical
 18

thought of ancient Greece and medieval Europe; progressivism as the philosophy of

liberal, experimental education; and reconstructionism as a radical philosophy of
education responding to the contemporary crisis. In his writings throughout the
1950s, Brameld maintained that reconstructionists – like progressivists – opposed any
theory that viewed values as absolute or unchanging. Values must be tested by
evidence and grounded in social consensus.

Brameld continued to refine his philosophy in his many publications. In 1965 a

small but influential book, “Education as Power”, appeared in English, Spanish,
Portuguese, Japanese, and Korean editions (and was reissued in 2000). This book
clearly and concisely outlines many of the major tenets of reconstructionism.

Education has two major roles: to transmit culture and to modify culture. When
American culture is in a state of crisis, the second of these roles – that of modifying
and innovating – becomes more important. Reconstructionism, Brameld affirmed, is a
crisis philosophy; the reconstructionist is "very clear as to which road mankind should
take, but he/she is not at all clear as to which road it will take" (2000, p. 75).

Above all, reconstructionism is a philosophy of values, ends, and purposes,

with a democratically empowered world civilization as the central goal of education.
Social self-realization, "the realization of the capacity of the self to measure up to its
fullest, most satisfying powers in cooperative relationship with other selves" (2000, p.
93), is the capstone of reconstructionist theory and practice, but Brameld also pays
attention to politics, human relations, religion, and the arts in his philosophy. A
commitment to existential humanism remains constant. Defensible partiality, a
central concept in reconstructionism, suggests a search for answers to human
problems by exploring alternative approaches and then defending the partialities that
emerge from a dialectic of opposition.

Brameld's abiding interest in the concept of culture led him to write a scholarly
volume, “Cultural Foundations of Education: An Interdisciplinary Exploration” (1957),
that demonstrated his debt to influential anthropologists. Following this came
application of his theoretical framework to Puerto Rican culture and education in “The
Remaking of a Culture” (1959), and application to a study of a Japanese fishing village
and a segregated community in “Japan: Culture, Education, and Change in Two
Communities” (1968).

One of Brameld's last books, “The Teacher As World Citizen: A Scenario of the
21st Century” (1976), provides a visionary outline and culmination of many of his
lifelong hopes and beliefs. Written as if looking back from the eve of the year 2001, the
teacher-narrator recalls global transformations of the preceding quarter century.
Radical changes have occurred, especially establishment of a World Community of
Nations based on a global Declaration of Interdependence.

Brameld's conception of the utopian spirit as a realizable vision of what could

and should be achieved was influenced greatly by scholars like Lewis Mumford whose
comprehensive organic, ecological, and humanistic philosophy had a profound
influence on Brameld's reconstructionism. Some critics found Brameld's educational
philosophy too goal-centered and utopian while others were disturbed by his advocacy
of teachers as social change activists. Still others criticized his early interest in Marx,
 19

as well as his ongoing critique of the capitalist value system. Brameld's unpopular
commitment in intercultural education and education for a world community in the
1950s was more widely embraced as multicultural and global education a half century
later.

After becoming professor emeritus at Boston University in 1969, Brameld

taught at Springfield College in Massachusetts and at the University of Hawaii where
he continued to write, conduct research, and become involved in community change
initiatives. As he did throughout his professional life, Brameld wrote letters to the
editors of newspapers and worked on articles for scholarly journals. Brameld
participated in demonstrations against nuclear power and enjoyed spending time at
his home in Lyme Center, New Hampshire and traveling around the world as an
instructor with World Campus Afloat (a study-abroad program now known as the
Semester at Sea).

Theodore Brameld died in October 1987 in Durham, North Carolina, at the age
of eighty-three. The Society for Educational Reconstruction (SER), founded in the late
1960s by Brameld's former doctoral students and others inspired by his ideas,
continues to sponsor conferences and symposia focusing on various dimensions of the
reconstructionist philosophy of education.

Paulo Freire = Critical Pedagogy

https://www.pfz.at/paulo-freire/paulo-freire-eine-kurzbiographie/

 A critical theorist, just like the social reconstructionists, he

believed that the educational system must be changed to
overcome oppression and improve human conditions.
 Education and literacy are the vehicles for social change. In
this view, humans must learn to resist oppression and not
become its victims, nor oppress others. To do so requires dialogue and critical
consciousness, the development of awareness to overcome domination and
oppression.
 Rather than ”teaching as banking“ in which the educator deposits information
into students’ heads, 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 sole possessors of knowledge and
their students as empty receptacles. He called this pedagogical approach the
“banking method” of education.
 A democratic relationship between the teacher and his/her students is
necessary in order for the conscientization process to take place.
 Freire’s critical pedagogy is problem-posing education.
 A central element of Freire’s pedagogy is dialogue.
o It is love and respect that allow us to engage people in dialogue and to
discover in the process and learn from one another.
o By its nature, dialogue is not something you cannot impose. Instead,
genuine dialogue is characterized by respect between the parties
involved.
o We develop tolerant sensibility during the dialogue process, and it is only
when we come to tolerate the points of view and ways of being of others
 20

that we might be able to learn from them and about ourselves in the
process.
o 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 (Ornstein, 1984).

Paulo Freire was born September 19, 1921 in the provincial capital Recife in the
north-east of Brazil and grew up in a middle-class family. During the Great
Depression in 1929 he got to know poverty and hunger. From then on, Paulo Freire
wanted to devote his life to fighting hunger, and later took up the fight against
oppression. Freire graduated from the Law School of the University of Pernambuco but
decided against a career in this field because he “discovered that the law he had
studied was the right of the owners versus the have-nots”. Rather, his work and his
interest now shifted to the areas of adult education, linguistics, upbringing and
education.

From 1946 to 1956 Freire worked in the Department of Education and

Culture of the Industrial Social Service and began to devote himself increasingly to
adult education. Freire's democratic and dialogue-oriented method called awareness-
raising (conscientizacao), led to disagreements with the employers' association as the
sponsor and ultimately to a break: Freire rejected the charity mentality, a form of help
that wants to help those affected without them as subjects and designers of the ‘to
take your own life’ seriously. They are helped, but precisely and solely according to the
will of the helpers, who want to demonstrate the moral superiority they claim for
themselves.

The literacy method developed by Freire (Paulo Freire received his PhD in adult
literacy from the University of Recife in 1959) managed to literate an adult in just 40
hours and achieved by combining learning to read and write with “reading and writing
reality” as a ‘process of awareness.’ This goal of raising awareness was the focus of
the institutions “Kulturkreis” and “Kulturzentrum” initiated by Freire, which were
based on his experiences in the 1950s. While the cultural center was aimed primarily
at pedagogy students, the participants in the cultural circles were adults without any
school education.

In 1962, the Goulart government in Brazil began a large-scale national literacy

program. The basis of the program was the Paulo Freire method. The goal was to
create 20,000 cultural circles to teach 2 million people to read and write. This had an
essential aspect of democratic politics: being able to read and write meant being able
to exercise the right to vote in the Brazilian context of the 1960s. Illiterate people were
excluded from this.

This political and emancipatory project was violently ended only two years later,
in 1964, when the military took power with a coup. Paulo Freire was jailed for 72
days. After his release, Freire went in exile in Chile. With emigration, his work
changed, he became more theoretical, reflected his experiences in adult education in
several books (the best known is the “Pedagogy of the Oppressed”, 1970) and began
 21

various consulting activities. He taught at the University of Santiago until 1969,

served from 1970 to 1976 in the World Council of Churches in Geneva as an advisor
on educational issues in economically underdeveloped countries and advised
governments in several of these peripheral countries, all with strong socialist
movements: Chile, Nicaragua, Guinea-Bissau, Sao Tomé and Príncipe, Mozambique,
Angola, Cape Verde. The different situations in these countries made him realize that
his method had to be adapted to the respective circumstances of the countries. In
Africa, the application of his method proved to be difficult because there was no
national language in the former Portuguese colonies, as Portuguese was only spoken
by the elite and the urban population.

Freire sympathized with liberation movements and left governments. But his
relationship was not free of tension because he vehemently opposed manipulation and
sectarianism. Instead of being patronized by know-it-all elites, he put the dialogue
between learners and teachers: “The teacher is no longer just the one who teaches, but
one who is taught himself in dialogue with the students, who in turn, while they are
being taught, also teach. In this way they become jointly responsible for a process in
which everyone grows.”

In the 1970s, Paulo Freire was finally noticed more in Europe and worked with
various international organizations (UNESCO , ILO , FAO). He became a pioneer of a
grassroots educational approach that revived the 19th century tradition of popular
education in Europe.

In 1980, with the end of the repression and the beginning of democratization,
Freire returned to Brazil and taught at the University of Campinas and the Catholic
University of Sao Paulo. He devoted himself increasingly to school issues such as
curriculum design. He was a supporter of democratic socialism, sympathized with the
PT workers' party (Partido dos Trabalhadores) and was an education councilor in Sao
Paulo under Luiza Erundina from 1989 to 1991. In the 1990s, his criticism focused on
neoliberalism and its application in education. He had to experience that the banking
method he so vehemently criticized - the misconception that human capital can be
saved in the brain - caught on again around the world. With all power “I never felt as
young as I have since I turned 70. I learned to argue." - he tried to defend his ideas of
popular education against the economization of education decreed by the World Bank.
Paulo Freire died on May 2, 1997 in São Paulo.

-0-

These 6 philosophers provided herein their educational philosophies which have

greatly changed education as we know it. Each one had a great impact that through
the years have taught teachers how to teach and what to teach. As you go on to your
professional lives, handling the learners of generations that I may no longer know
about, it is hoped that you will be better able to address the challenges you will
encounter with the examples given by these philosophers. You will be developing your
own educational teaching and learning philosophy in time; it is my hope that this
lesson will provide you with readings of models that you may emulate or adapt.
 22

REMEMBER THESE POINTS

John Locke - the Empiricist
Education is not acquisition of knowledge contained in the Classics. It is
learners interacting with concrete experience. The learner is an active not a passive
agent of his/her own learning. From the social dimension, education is seeing citizens
participate actively and intelligently in establishing their government and in choosing
who will govern them from among themselves. They are of the thinking that no one
person is destined to be ruler forever. This is in keeping with the Anti-Political Dynasty
Bill.

Spencer - the Utilitarianist

To survive in a complex society, Spencer favors specialized education over that
of general education, "The expert who concentrates on a limited field is useful, but if
he loses sight of the interdependence of things he becomes a man who knows more
and more about less and less.” We must be warned of the early perils of over-
specialism. Of course we do not prefer the other extreme, the superficial person who
every day knows less and less about more and more. Only the fittest survives.

Individual competition leads to social progress. The competition that advocates

whole-child approach, Socio-emotional Learning (SEL) atmosphere approach, and
Socio-emotional Learning (SEL) atmosphere negate. The whole child approach, a
powerful tool for SEL-focused schools has as tenets that each student learns in an
environment that is physically and emotionally safe for students and adults, and each
student has access to personalized learning and is supported by qualified and caring
adults...” (Frey, 2019). The words emotionally safe and caring adults point to no
competition, because competition works against an emotionally safe environment.

John Dewey – Experience

Dewey does not disregard the accumulated wisdom of the past. These past
ideas, discoveries and inventions, our cultural heritage, will be used as the material
for dealing with problems and so will be tested. If they are of help, they become part of
a reconstructed experience. If they are not totally accurate, they will still be part of a
reconstructed experience. This means that the ideal learner for Dewey is not just one
who can learn by doing, e.g., conduct an experiment, but one who can connect
accumulated wisdom of the past to the present. Schools are for the people and by the
people. Schools are a democratic institution where everyone regardless of age,
ethnicity and social status is welcome and is encouraged to participate in the
democratic process of decision-making. Learners and stakeholders practice and
experience democracy in schools.

George Counts - Building a New Social Order

Schools and teachers should be agents of change. Schools are considered
instruments for social improvement rather than just agencies for preserving the status
quo. Whatever change we work for should always be change for the better not just
change for the sake of change. Problem solving should be the dominant method of
instruction.
 23

“There is a cultural lag between material progress and social institutions and
ethical values." Material progress of humankind is very evident but moral and ethical
development seem to have lagged behind.

Theodore Brameld - the Social Reconstructionist

Social reconstructionists critically examine present culture and resolve
inconsistencies, controversies and conflicts to build a new society, not just change
society. The technological era is an era of interdependence; therefore education must
be international in scope for global citizenship.

Paulo Freire - Critical pedagogy vs. Banking method

Employ critical pedagogy and dialogue in contrast to the banking system of
education. Learners are not empty receptacles to be filled.

---endofLesson1---

Quiz and Assessment

Part 1. Explain in a sentence why each education philosopher was associated
with these given words:

a) John Locke - the empiricist ------------------------------------------------------------

------------------------------------------------------------------------------------------------.
b) Spencer - the utilitarianist ------------------------------------------------------------
------------------------------------------------------------------------------------------------.
c) John Dewey – experience --------------------------------------------------------------
------------------------------------------------------------------------------------------------.
d) George Counts - building a new social order----------------------------------------
-------------------------------------------------------------------------------------------------.
e) Theodore Brameld - the social reconstructionist-----------------------------------
-------------------------------------------------------------------------------------------------.
f) Paulo Freire - critical pedagogy vs. banking method--------------------------------
-------------------------------------------------------------------------------------------------.

Part 2. Make a summary table of the philosophies of education.

 24

Philosopher Philosophy on Aim/s and Classroom / school

Method/s of Education Application
Locke

Spencer

Dewey

Counts

Brameld

Freire

Part 3: Define the following terms:

1. Empiricism 2. Inductive Method 3. Utilitarianism
4. Rote learning 5. Evolutionary Theory 6. Synthetic Philosophy
7. Libertanism 8. Utilitarian Education 9. Reflective Method
10. Instrumentalism 11. Pragmatism 12. Social Reconstructionism
13. Social change 14. Essentialism 15. Perennialism
16. Progressivism 17. Utopian 18. Utopian
19. Adult Education 20. Pedagogy

References:

The Teacher and the Community, School Culture and Organizational Leadership
(2019) by NGPrieto, CNArcangel and BBCorpuz, pp. 1-17. Lorimar Publishing Inc.

https://en.wikipedia.org/wiki/John_Locke

http://www.newfoundations.net/GALLERY/Spencer.html
https://www.britannica.com/biography/John-Dewey

https://education.stateuniversity.com/pages/1891/Counts-George-S-1889-
1974.html#ixzz6eoS5pLjB

https://www.encyclopedia.com/people/social-sciences-and-law/education-
biographies/theodore-burghard-hurt-brameld

https://www.pfz.at/paulo-freire/paulo-freire-eine-kurzbiographie/
 25

LESSON 2
HISTORICAL FOUNDATIONS OF EDUCATION

Introduction:

This is Lesson 2 of Unit 1 and discusses the Historical Foundations of

Education. As noted, this lesson makes use of the textbook “The Teacher and the
Community, School Culture and Organizational Leadership” by Prieto, Arcangel and
Corpus (2018). Web researches should also be undertaken by the PST to complement
the material in this lesson.

Objectives:

At the end of this Lesson, the Pre-Service Teacher (PST) should be able to:
1. State the relationship of society and schools.
2. Prove that schools transmit cultural values by stating facts gathered from local and
world-wide history of education.
3. Explain the meaning of socialization as a function of schools

Read this quote and answer the following questions on a separate piece of paper
for discussion in the class and to form part of your e-portfolio:
“When a school introduces and trains each child of society into membership within such
a little community, saturating him with the spirit of service, and providing him with the
instruments of effective self-direction, we shall have the deepest and best guaranty of a
larger society which is worthy, lovely, and harmonious." - John Dewey
1. What is the function of schools according to John Dewey?
2. Who creates schools?
3. What is the relationship between schools and society?

A school is an institution created by society. Education is a function of society

and as such arises from the nature and character of society itself. Society seeks to
preserve itself and to do this it maintains its functions and institutions, one of which
is education, to assure its survival, stability and convenience.

As John Dewey claimed, it is the school that "introduces and trains each child
of society into membership within such a little community, saturating him with the
spirit of service, and providing him with the instruments of effective self-direction..."
When schools succeed in doing this, in the words of Dewey "we shall have the deepest
and best guaranty of a larger society which is worthy, harmonious, and lovely.”
This is called the socialization process. Socialization is the process of learning
the roles, statuses and values necessary for participation in social institutions. ..."
(Brinkerhoff, 1989).
 26

Socialization is a lifelong process. It occurs starting from early childhood. But

as we progress from infancy to old age we shed old roles and adopt new ones. Role
learning that prepares us for future roles is termed anticipatory socialization
(Brinkerhoff, 1989). Because of anticipatory socialization most of us are more or less
prepared for our future roles like spouse, parent, professional teacher.
The family is the most important agent of socialization. Psychology tells us that
the self-concept formed during childhood has lasting consequences. Besides, "the
parents' religion, social class and ethnicity influence the child's social roles and self-
concept which in turn influence the expectations that others have for the child, and
they determine the groups with which the child will interact outside the family"
(Brinkerhoff, 1989).
The school is also an important agent of socialization. It is an institution
charged by society to impart specific knowledge and skills necessary for functioning in
a society. They are also charged with the task of transmitting society's cultural values.
The next part of this Chapter is devoted to how schools (formal or informal) did their
task as agents of socialization in different periods of history.
Education in Primitive Society:

Brinkerhoof (1989) explains further that:

In primitive societies, preliterate persons faced the problem of survival in an
environment that pitted them against natural forces and wild animals. To survive,
human beings needed food, shelter, warmth and clothing. To transform a hostile
environment into one that is life-sustaining, humankind developed life skills that
eventually became cultural patterns. These life skills included:
1) tool or instrument making,
2) adherence to the moral behavior code of group life, and
3) language.
Early humans found security in group life based on kinship and tribal patterns.
Life in the human group was educational as children observed and learned from the
elders, and as they were deliberately taught by their parents and elders. For these
cultural patterns to continue, the adults had to teach these skills and values to their
children. This is socialization, a function of education in society. Socialization is the
process by which individuals internalize the norms and values of society so that social
and cultural continuity are attained. This is also informal education in action.
As abstract thinkers, human beings create, use and manipulate symbols. They
communicate with one another through gestures, sounds and words. These symbols
were expressed in signs, pictographs, and letters. The creation and introduction of oral
and written language made a great leap on literacy which in turn had tremendous
educational consequences which citizens of a civilized society like netizens of the 21st
century now enjoy.
Key Periods in Educational History:
 27

In the following pages are shown key periods in educational history from 7000
B.C. to AD 1600. Study the table thoroughly. The notes should make you see that
education and school are a function of society and schools reflect the nature and
character of society itself. What society considers important is what education focuses
on to preserve society.
Table 1
Key Periods in Educational History, 1000 BC to A.D. 1600

Historical Educational Curriculum Agent Influences

Group or Goal On Western
Period Education

Primitive To teach group Practical skills of Parents, tribal, Emphasis on

Societies survival skills; hunting, fishing, elders and priests the role of
7000 B.C to cultivate group food ,gathering information
5000 B.C cohesiveness stories, myths, education in
songs, poems, transmission of
dances skills and
values
Greeks To cultivate civic Athenians: Athens: private Athens: the
1600 B.C responsibility and reading, writing, teachers and concept of the
300 B.C identify with city- arithmetic, drama schools; sophists; well-bounded,
state; music, physical philosophers. liberally
= Athenian, to education, educated person
develop well- literature, poetry Sparta: military
rounded person. songs and tactics. Sparta: the
= Spartan, to Spartan: military concept of the
develop soldier songs and tactics. military state
and military
leaders.
Romans To develop a Reading, writing, Private school Emphasis on
750 B.C sense of civic arithmetic, laws and teacher ; ability to use
A.D. 450 responsibility for of Twelve tables, school of rhetoric education for
republic and then law, philosophy. practical
empire; to administrative
develop skills; relating
administrative education to
and military civic
skills. responsibility.

In primitive societies survival against natural forces was the need; therefore
what were taught were survival skills and values to cultivate group cohesiveness.

For the Athenian in ancient Greece, what mattered most in education was the
rounded development of every individual, while for the Spartan it was the development
of soldiers and military leaders.

For the early Romans, schools needed to develop a sense of civic responsibility
and to develop administrative and military skills as citizens of the Roman Empire,

For the ancient Arabic world where Islam arose, the most important concern of
education was to cultivate religious commitment to Islamic beliefs.
 28

During the Medieval period, schools were concerned with the development of
religious commitment, knowledge and rituals to establish order.

The Renaissance was a fervent period of European cultural, artistic, political

and economic "rebirth” following the Middle Ages. Education was focused on the
rediscovery of classical philosophy, literature and art.

The Reformation period had for its educational goals the cultivation of a sense
of commitment to a particular religious denomination and general literacy.

The History of the Philippine Educational System:

Let us also see how the nature and character of Philippine society are reflected
in the education processes of different periods of Philippine history.

As you study the summary of the Philippine educational system, just remember
this sociological concept, which is the focus of this Lesson - that education is a
function of society and as such what are taught in schools arise from the nature
and character of society itself. What society considers important is what schools
teach.

Be ready to answer this question at the end: What was/were the focus/foci of
education or schools during the: 1) pre-colonial period, 2) Spanish period, 3) American
regime, 4) Japanese occupation, and 5) post-colonial period.

Education during the Pre-colonial Period:

Education was informal and unstructured, decentralized. Fathers taught their
sons how to look for food and other means of livelihood. Mothers taught their girls to
do the household chores. This education basically prepared their children to become
good husbands and wives. Children were provided more vocational training but lesser
academics. Teachers were tribal tutors (Babaylan or Katalonan).

Education During the Spanish Era:

Education was more formal and organized. It was authoritarian in nature.
Tribal tutors of the pre-Spanish period were replaced by Spanish missionaries. Pupils
attended formal schooling in the parochial school. Instruction was religion-oriented.
Christian doctrines, sacred songs and music and prayers were taught because they
were required for confession and communion. There was a separate school for boys
and girls. Wealthy Filipinos or the ilustrados were accommodated in the schools.

The Educational Decree of 1863:

This law gave Filipinos a complete system of education from elementary to the
collegiate level. The law provided for the establishment of elementary schools in all
municipalities in the country. Although religion was the core of the curriculum, it also
included subjects such as reading, writing, arithmetic, history, Christian doctrine,
Spanish language, vocal music, agriculture for the boys, and needlework for the girls.
Attendance in school was compulsory between the ages of seven and twelve.
 29

Education during the American Regime 1898-1946:

The Americans promoted democratic ideals and the democratic way of life. The
schools maintained by the Spaniards for more than three centuries were closed but
were reopened on August 29, 1898 by the Secretary of the Interior. A system of free
and compulsory elementary education was established by the Malolos Constitution
(Political Constitution of 1899). In May 1898, the first American school was
established in Corregidor, and shortly after the capture Manila in 1899, seven schools
were opened in the city.

Training was done through the schools that were both public and secular
manned by Chaplains and Military Officers of the US Army. Thomasites arrived in the
Philippines on August 23, 1901. The University of the Philippines was founded in
1908. UP was the first state school of university status. The Department of Public
Instruction set up a three level school system. The first level considered a four-year
primary and three-year intermediate or seven-year elementary curriculum. The second
level was a four-year junior college and later a four year program.

The Commonwealth Period (1935-1942):

Free education in public schools was provided all over the country, in
accordance with the 1935 Constitution. Vocational education and some household
activities like sewing, cooking, and farming were also given importance. Education
also emphasized nationalism and students were taught about the life of the Filipino
heroes.

Vocational education and some household activities were also given importance
as well as Good Manners and Right Conduct (GMRC) and discipline. were also taught
the students. The institute of private education was established in order to observe
private schools. Formal adult education was also given.

Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon
designating Tagalog as our National Language. Executive Order No. 217 otherwise
known as the Quezon Code of Ethics was taught in schools. Executive Order No. 263
in (1940) required the teaching of the Filipino national language in the senior year of
all high schools and in all years in the normal schools.

The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly
on August 7, 1940, which provided for the following:
 Reduction of the 7 year elementary course to 6 years
 Fixing the school entrance age at 7
 National support for elementary education
 Compulsory attendance of primary children enrolled in Grade 1
 Adoption of double-single sessions in the primary grade with one teacher one
class assignment of intermediate teachers.

The Japanese Occupation:

 30

Aims of education during Japanese occupation:

 Make the people understand the position of the Philippines as a member of the
East Asia Co-Prosperity Sphere
 Eradication of the idea of reliance upon Western States particularly the US and
Great Britain
 Fostering a new Filipino culture based on the consciousness of the people as
 Orientals
 Elevating the morale of the people giving up over-emphasis on materialism
 Diffusion of elementary education and promotion of vocation education
 Striving for the diffusion of the Japanese language in the Philippines and the
termination of the use of English in schools
 Developing in people the love of labor

Post-colonial Philippines
 Education aimed at the full realization of the democratic ideals and way of life.
 The Civil Service Eligibility of teachers was made permanent pursuant to R.A.
1079 in June 15, 1954.
 A daily flag ceremony was made compulsory in all schools including the singing
of the National Anthem pursuant to R.A. 1265 approved on June 11, 1955.
 Included in curricular offerings in all levels in all schools were the life, the
works and writings of Jose Rizal especially the Noli Me Tangere and El
Filibusterismo.
 Elementary education was nationalized and matriculation fees were abolished.
 Magna Carta for Teachers was passed into law by virtue of R.A. 4670
 The fundamental aims of education in the 1973 Constitution are to:
o foster love of country
o teach the duties of citizenship
o develop moral character, self-discipline and scientific, technological and
vocational efficiency

Other Developments:
 Integration of Values in all learning areas
 Emphasis on mastery learning
 Youth Development Training (YDT) and Citizens’ Army Training (CAT)
introduced as new courses
 Media of Instruction
 Bilingual Education Policy: Mandates the use of English and Filipino separately
as media of instruction in schools.
 Education Act of 1982 - created the Ministry of Education, Culture and Sports.
 The National College Entrance Examination (NCEE) was introduced
 Executive Order No.117 - President Corazon C. Aquino renamed Ministry of
 Education, Culture and Sports (DECS) in 1987
 Creation of the Board for Professional Teachers composed of 5 members under
PRC
 31

 Replacing the Professional Board Examination for Teachers (PBET) by the

Licensure Examination for Teachers (LET)
 Transfer of authority of administering the LET from CSC and DECS to the
Board of Professional Teachers under PRC
 Trifocalization of Education System The trifocal education system refocused
- DECS' mandate to basic education which covers elementary, secondary
and nonformal education, including culture and sports.
- Under R.A. 7796 of 1994, the Technical Education and Skills
Development Act (TESDA) now administers the post-secondary, middle-
level manpower training and development R.A. 7796.
- CHED is responsible for higher education. R.A. 7722 - Higher Education
Act of 1994
 In August 2001, Republic Act 9155, otherwise called the Governance of Basic
Education Act, was passed transforming the name Department of Education,
Culture and Sports (DECS) to the Department of Education (DepEd) and
redefining the role of field offices (regional offices, division offices, district offices
and schools).
 RA 9155 provided the overall framework for school head empowerment by
strengthening their leadership roles; and school-based management within the
context of transparency and local accountability.
 The goal of basic education is to provide the school age population and young
adults with skills, knowledge, and values to become caring, self-reliant,
productive and patriotic citizens.
 Values Education is offered as a separate subject in NSEC and integrated in all
subject areas in both curricula
 Implementation of New Secondary Education Curriculum (NSEC)
 R.A. 10157, Jan 20, 2012 - Kindergarten Act, an act institutionalizing the
kindergarten education into the basic education system
 K to 12 Program (R.A 10533), May 15, 2013 - The K to 12 Program covers
Kindergarten and 12 years of basic education (six years of primary education,
four years of Junior High School, and two years of Senior High School (SHS]) to
provide
 Sufficient time for mastery of concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship

Varied Goals of Education during Different Historical Periods

of Philippine History
What was considered important in each historical period of the country
was also the focus or direction of the education of the Filipino.

During the pre-colonial period, girl students were given vocational training but
lesser academics for them to be good mothers. Schools focused on religious Christian
faith.

During the Spanish period, schools focused formation to help them live the
Christian faith, and for boys to grow up to be good fathers. Girls to be good mothers.
 32

The Japanese regime taught the youth to love labor.

The American regime aimed to form good citizens of a democratic time and to
teach the duties of citizenship, discipline and scientific inquiry.

Post-colonial period educational system was devoted to the following goals:

 foster love of country;
 teach the duties;
 develop moral character self-discipline; and technological and vocational
efficiency.

The present DepEd mission and vision statements aimed to shed light on the
present goals of Philippine educational system.

The Importance of Studying the History of Education:

Why do we have to bother with the educational goals of the past, which is
already in the past and we can no longer undo? Dewey explains why a study of the
history of education is valuable:

 Educational issues and problems are often rooted in the past; the study of
educational history can help us to understand and solve today's problems,
 Realistic efforts to reform education begin with present conditions which are a
product of our past; by using our past, we can shape the future.
 The study of education's past provides a perspective that explains and
illuminates our present activities as teachers.

Application - Let's Apply: Write your answers in a separate piece of paper.

1. Why was the focus of education different for people in different places and at
different periods in world history? What does this point to regarding relations
and society?
2. Given the different characteristics of the different times in Philippine history,
what were the goals of education during the:
a) pre-colonial,
b) Spanish period,
c) American regime.
d) Japanese regime and
e) post-colonial period?
3. Was equal access to quality education met during the:
a) pre-colonial,
b) Spanish period,
c) American regime
d) Japanese regime and
e) post-colonial period up to the present?
4. DepEd's mission is "to protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education." Has the Philippine
educational system from pre-colonial to present given equal access to quality,
culture-based and complete basic education? Or was it a privilege of a few?
 33

Explain your answer.

5. Read the article below. What does job-skills mismatch imply about the
relevance of schools to present society? Are schools effective agents of
socialization in preparing Filipino graduates for their job roles?

DOLE urged to address job-skills mismatch

Published June 19, 2018
By Vanne Ellaine Terrazola
Senator Joel Villanueva prodded the Department of Labor and Employment
(DOLE) and other concerned agencies to report on the status of its programs aimed at
addressing job-skills mismatch. Sen. Villanueva (Senate of the Philippines Facebook
page /MANILA BULLETIN) chairperson of the Senate committee on labor, employment,
and human resources development, made the appeal as he called anew on the
government to make sure that the workers who will be employed under the "Build,
Build, Build" infrastructure program are skills-ready. "It has been our consistent call
on the concerned government agencies - Commission on Higher Education (CHED),
Department of Labor and Employment (DOLE). Department of Education (DepEd), and
Technical Education and Skills Development Authority (TESDA) — to up-skill our
workers and address the problem of job-skills mismatch which becomes imperative
with the implementation of the administration's Build-Build-Build program,"
Villanueva said in a statement.

6. Education is a function of society. Considering the positive and negative elements of

21" Century society:
 state the educational goals that 21st Century schools should pursue;
 describe the ideal 21 Century graduate; and
 describe the most appropriate education delivery mode.

7. Will the survival skills taught in primitive societies suffice for the citizens of a 21st
Century world?

Takeaways:
 Education and schools are functions and creations of society.
 Goals in education reflect what society considers as necessary for survival,
stability and convenience.
 A study of the history of education in the world and in the Philippines helps us
see what societies in the past considered important and enables us to
appreciate the present which is a product of the past.
 Schools are agents of socialization. They prepare individuals for their varied
roles in society.

Let's Check for Understanding: Write your answers in a separate piece of paper.

1. In not more than two sentences, state the relationship of society and schools.
2. What is meant by socialization as a function of schools?
3. Can schools change the socializing effect of family, the primary agent of
socialization? Can an excellent school undo the socializing effect of an extremely
 34

deprived home?
4. In the Philippines, was education a privilege enjoyed by all Filipinos since the pre-
colonial period? Why or why not?
5. Was the National College Entrance Examination (NCEE) in support of equal access
to quality education? Why was it abolished when it did exactly what Filipinos then
wanted?

Let's Reflect: Write your reflections on a separate piece of paper.

1. Should college education be for all? Or should it be given only to those who are
intellectually capable of college education? Those who are not should be
directed to technical education. Isn't giving access to college education for one
who is not intellectually capable a waste of time and resources? Was that not
the very purpose of the National College Entrance Examination then - to
redirect to techvoc courses those who were not capable of a college course?
Write your reflections.
2. Should we bring back the NCEE? Why. or why not?
3. Of the developments in Philippine education in the post-colonial period, which
to you is most important?

Taking it to the Net: Write your answers in a separate piece of paper.

1. In the Philippines, education from elementary to secondary education is free.
What law made tertiary education free? Research on the tertiary education of
other countries. Is it also free, or "only in the Philippines?” Share your findings
in class.
2. Life skills were taught in primitive society. Are these, life skills for primitive
society the same life skills for the 21st Century? Find out and discuss in class.

---endofLesson2---

Reference:

The Teacher and the Community, School Culture and Organizational Leadership
(2019) by NGPrieto, CNArcangel and BBCorpuz, pp. 18-33, Lorimar Publishing Inc.
 35

LESSON 3

SOCIAL SCIENCE THEORIES AND THEIR IMPLICATIONS

TO EDUCATION

Introduction:

Education is one of the major institutions that constitute society . Historically,

the crisis in education systems across nations have been analyzed and measures have
been proposed to address these problems. However, each new era, each new political
administration, economic trend or global crises, brings its own new suggestions for
changes in education processes. To understand how education systems work — or
don't work — social scientists have developed theories providing logical explanations
to better understand educational systems. These theories inform research on
education and provide valuable insights into classroom interactions and methods of
teaching students. Some theories have limited value, but others stand the test of
time and have relevance beyond the immediate circumstances that generated them,
(Ballantine, 2009).

This is Lesson 3, the last part of Unit 1. Herein we will look at the different
Social Science Theories and their implications to education. It is very important that
PSTs have a good grounding on this topic to aid in their teaching and learning process
in their future classrooms, with their future learners.

Objectives:
By the end of this lesson, the PST should be able to:
1. Explain the meaning of socialization as a function of schools.
2. Be able to discuss social science theories and their implications to education.

Three Social Theories:

Education serves both political and economic needs of society, which in turn
dictates the function of the prevalent educational system. Three main theories are
presented herein that illustrates the ongoing debate between educators and
sociologists of the overall functions of education for society.

1. The Structural-Functionalist Theory

2. The Conflict Theory
3. The Symbolic Interactionist Theory
 36

1) Structural-Functional Theory
Herbert Spencer, the proponent of the Structural-Functional Theory, views
society as "a system of interconnected parts each with a unique function. The parts
have to work together for societal stability and balance.” The theory focuses on the
ways that universal education serves the needs of society, seeing education in its
manifest role: conveying basic knowledge and skills to the next generation. Since the
latent role of education is socializing people into society's mainstream, this “moral
education,” helped form a more‐cohesive social structure by bringing together people
from diverse backgrounds,

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, the state, the school, the
Church, mass media, economics, etc. 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.

A relevant analogy can be seen in the body’s bone structure and the social
institutions of the nation. All the bones are interconnected just as all the parts of
society are interconnected too. Each has a unique function. For instance, there is
peace, stability, equilibrium and harmony in society if families do their part in
bringing forth children, nurturing and socializing them; if education or schools
effectively transmit knowledge, skills and values; if politics govern citizens well; if
economics takes care of food production, distribution of goods and services; and if
religion strengthens the moral fiber of the members of society. Failure of one social
institution to do its part means disruption of stability in society. For example, the
increase of single parents and dual earner families mean parents have less time or
sometimes no more time left for the supervision of children in their homework which
may result to an increase of non-performing students in school.

In a high tech world, educational institutions must teach adults the new skills
to relate to the tech-savvy youth and the world and to be more effective in the
workplace. With more women in the workplace, policies against sexual harassment
and discrimination were formulated. The Cybercrime Act of 2012 came about to
address legal issues concerning online interactions and the internet in the Philippines.

The Functionalist Theory of Education focuses on how education serves the

needs of society through the development 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 for social control. Education
is concerned with socializing people by bringing together people from different
backgrounds.

The Functionalist Theory is focused on social stability and solidarity.

Functionalists see education as a beneficial contribution to an ordered society
Functionalism does not encourage people to take an active role in changing their
social environment, even when such change may benefit them. Instead, functionalism
 37

sees active social change as undesirable because the various parts of society will
compensate naturally for any problems that may arise. For example, schools can
compensate for the lack of time and the lack of parental advice from home.

Purposes of Schooling according to Functionalists

The purposes of schooling according to the Functionalist Theory 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 roles; 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.

Functionalists point to the ironic dual role of education in both preserving and
changing culture. Studies show that as students progress through college and beyond,
they usually become increasingly liberal as they encounter a variety of perspectives.
Thus, more educated individuals are generally more liberal, while less educated people
tend toward conservatism. Moreover, the heavy emphasis on research at most
institutions of higher education puts them on the cutting edge of changes in
knowledge, and, in many cases, changes in values as well. Therefore, while the
primary role of education is to preserve and pass on knowledge and skills, education is
also in the business of transforming them.

2. Conflict Theory

Proponents of the Conflict Theory see the purpose of education as maintaining

social inequality and preserving the power of those who dominate society. Conflict
theorists examine the same functions of education as the functionalists. The main
difference is that functionalists see education as a beneficial contribution to an
ordered society; while conflict theorists see the educational system as perpetuating the
status quo by dulling the lower classes into being and remaining obedient workers.

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 as 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. For example,
the factory workers want change - better working conditions, higher salaries. The
 38

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 the 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

policies, obedience to rules, respect for persons including authorities, punctuality and
honesty and civil rights, it is because they are the very principles crucial 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.

3. Symbolic Interactionist Theory

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. If students understand that
the teacher believes in their ability, they try their best to prove that indeed they are
able. If a teacher does otherwise, a student tends to behave in accordance with the
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 for lumber. A philosopher or a poet may look at it with the
thought, "they also serve who only stand and wait" like John Milton's prose from his
poem "On His Blindness".

3.) Meanings change as individuals interact with one another. People tend to have
a negative meaning to hospitals, that it is a place a person who is dying is brought and
may not come out alive. However, when you did get sick and were admitted to a
hospital which looked and felt more like a hotel, then your impression of the usual
hospital is changed for the better. In your first year of teaching, your first impression
of teaching is boring is changed to teaching is exciting.
 39

Implications to Teaching

Let us continue to teach for meaning. Let us promote and create opportunities
for genuine interaction among our students, teachers, between students and teachers.
Interaction does not only mean dealing with warm bodies. Interaction includes
reading, listening, viewing. Other people's views and meanings are conveyed in what
they have written, in speeches and lectures they have delivered.

Let us use positive symbols - in the form of gestures, words, actions, and
appearances - to express our trust, belief in our students' abilities, an affirmation of
their being. In fact, our belief in our students also has positive effect in us. We find
ourselves more prepared in class, more caring, truly professional.

The symbolic interactionists’ 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, the symbolic interactionist theory states that people
interact with one another through symbols. Language is a predominant symbol among
people. According to the symbolic interactionists’ perspective, people attach meanings
to, 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 have 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.

Faulty communication can result from differences in the perception of the same
events and symbols. Did you experience this in your activity of giving symbols of
caring? While you looked at your symbol as something expressing your love and
care, your partner may have not understood it that way at all.

This happens in real life. It is important that our symbols are understood by
others in the way they were intended to be. Sometimes it happens in the language
(which is a symbol) we speak. Often we are misunderstood or we misunderstand
others. So let’s keep on communicating.

Symbolic interactionists tend to limit their analysis of education to what they

directly observe happening in the classroom. They focus on how teacher expectations
influence student performance, perceptions, and attitudes.

Robert Rosenthal and Lenore Jacobson conducted the landmark study for
this approach in 1968. First, they examined a group of students with standard IQ
tests. The researchers then identified a number of students who they said would likely
show a sharp increase in abilities over the coming year. They informed the teachers of
 40

the results, and asked them to watch and see if this increase did occur. When the
researchers repeated the IQ tests at the end of the year, the students earlier identified
by the researchers did indeed show higher IQ scores. The significance of this study lies
in the fact that the researchers had randomly selected a number of average students.
The researchers found that when the teachers expected a particular performance or
growth, it occurred. This phenomenon, where a false assumption actually occurs
because someone predicted it, is called a self‐fulfilling prophesy.

For example, the stock market may be stable with rising values. If investors
become afraid that the market will crash, however, they may suddenly sell their
stocks, which causes the market to crash. The crash occurred simply because
investors feared it would do so.

Ray Rist conducted research similar to the Rosenthal‐Jacobson study in 1970.

In a kindergarten classroom where both students and teacher were African-American,
the teacher assigned students to tables based on ability; the “better” students sat at a
table closer to her, the “average” students sat at the next table, and the “weakest”
students sat at the farthest table. Rist discovered that the teacher assigned the
students to a table based on the teacher's perception of the students' skill levels on
the eighth day of class, without any form of testing to verify the placement. Rist also
found that the students the teacher perceived as “better” learners came from higher
social classes, while the “weak” students were from lower social classes.

Monitoring the students through the year, Rist found that the students closer to
the teacher received the most attention and performed better. The farther from the
teacher a student sat, the weaker that student performed. Rist continued the study
through the next several years and found that the labels assigned to the students on
the eighth day of kindergarten followed them throughout their schooling.

While symbolic‐interactionist sociologists can document this process, they have

yet to define the exact process of how teachers form their expectations or how
students may communicate subtle messages to teachers about intelligence, skill, and
so forth.

Weaknesses of the 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 who introduced this
perspective in American sociology in the 1920s.

Takeaways for Lesson 3

 41

 Functionalism is a theory of society that focuses on the structures that create

the society and on how the society is able to remain stable.
 Functionalists are for stability and a state of equilibrium in society.
 To maintain this state of stability, various institutions are expected to do their
part.
 For the Functionalists, change is necessary only when things get unstable.
 Conflict Theory welcomes conflict because it paves the way to change and to the
establishment of a new society.
 Symbolic-Interactionist Theory is focused on individuals who act based on
meaning which is based on the individual’s experience. These meaning are not
permanent; they tend to change over time as the individual continues to
interact with others and with symbols.

---endofLesson3---

Application - Let's Apply. Write your answers in a separate piece of paper.

1. The purposes of schooling according to the Functionalist Theory are:

 Intellectual purposes - acquisition of cognitive skills, inquiry skills

 Political purposes - educate future citizens; promote patriotism; promote
assimilation of immigrants; ensure order, public civility and conformity to laws;
 Economic purposes - prepare students for later work roles; select and train the
labor force needed by society;
 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.

Explain how schools at present are working on the realization of these 4 purposes
noted by the functionalists.

2. Adherents to the conflict theory claim that schools teach loyalty so that those in
power remain in power and those below will forever be at the bottom. Do you agree?
Why or why not? Explain your answer.

3. Individuals act based on meaning. This meaning is based on individuals'

experiences. Meanings change. Give two implications of these symbolic interactionists’
thoughts to education.

Checks for Understanding: Write your answers on a separate piece of paper.

Which social science theory is referred to?

a. Structured-Functional Theory
b. Conflict Theory
c. Symbolic-Interaction Theory
 42

1. The overall health of society depends upon the healthy functioning of its
institutions. __________.
2. Meanings that individuals give to symbols change over time. __________.
3. Faulty communication can result from differences in the perception of the same
events and symbols. __________.
4. Schools teach humanitarian attitude, altruism, democracy, civil rights, and
other positive aspects of society to preserve society and social order. __________.
5. When one institution fails to function, another institution should come in to
perform the function for the stability of society. __________.
6. A new society comes as a result of the resolution of clash between the powers
that be and the workers. __________.
7. Two opposing sides are welcomes. This paves the way to change. __________.
8. When one institution fails to perform its function, the other institutions should
come in for the preservation of society. __________.
9. One weakness of this theory is its focus on small interactions. __________.
10. Differences in meaning of symbols for both sender and receiver result to
misunderstandings. __________.

References:

N.G. Prieto, C. N. Arcangel, B. B. Corpuz (2019). The teacher and the community,
school culture and organizational leadership. Lorimar Publishing Inc. Pp. 35-44.

Ballantine J.H., Spade J.Z. (2009) Social science theories on teachers, teaching,
and educational systems. In: Saha L.J., Dworkin A.G. (eds) International Handbook
of Research on Teachers and Teaching. Springer International Handbooks of
Education, vol 21. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-
73317-3_6

Source: https://www.cliffsnotes.com/study-guides/sociology/education/theories-of-
education#:~:text=Today%2C%20sociologists%20and%20educators%20debate,and
%20the%20symbolic%20interactionist%20theory.
 43

LESSON 4
THE STRENGTHS AND WEAKNESSES OF THE FILIPINO
CHARACTER: A SOCIO-CULTURAL ISSUE

Introduction:

Lesson 4 is the first of 3 within Unit No.2. In it we will look at the inherent
strengths and weaknesses of the Filipino character, the parents and fore-parents of
the children we have in our classrooms. Schools are social institutions created for
society. They are there for society. Their relevance is proven by their ability to
address socio-cultural problems. What are these social issues or problems that
schools should help address? There are many of them but teachers must focus on the
weaknesses of the Filipino character, to try to minimize if not eliminate them. The
strengths of the Filipino character will also be cited for a balanced presentation.
Besides, schools can capitalize on the strengths of the Filipino character to eliminate
the weaknesses.

Materials in this lesson are based on the textbook “The Teacher and the
Community, School Culture and Organizational Leadership” by NG Prieto, CN
Arcangel and BB Corpus (2019), and various web sources as noted in the Reference
section of this lesson. Answers to assessments should be accomplished in separate
pieces of paper to form part of the e-portfolio for this course.

Objectives:

By the end of this Unit, the Pre-service Teacher (PST) should be able to:

1. Discuss the strengths and weaknesses of the Filipino character; and

2. Cite ways by which schools can counteract the weaknesses of the Filipino
character.

Enumeration of Filipino Values:

1. Family Orientation. The basic and most important unit of a Filipino's life is
the family. Unlike in Western countries, young Filipinos who turn 18 are not
expected to move out of their parents' home. When a Filipino's parents are old
and cannot take care of themselves, they are cared for in their children's homes
and are very rarely brought by their children to Homes for the Aged. The
practice of separating the elderly from the rest of the family, while common in
Western countries, is often looked down upon in Filipino society. The Filipino
 44

puts a great emphasis on the value of family and being close to one's family
members.
2. Joy and Humor. This famous trait is the ability of Filipinos to find humor in
everything. It sheds light on the optimism and positivity of Filipinos in whatever
situation they are in so as to remain determined in going through struggles or
challenges. It also serves as a coping technique.

3. Flexibility, Adaptability and Creativity. Filipinos often have an aversion to a

set of standardized rules or procedures; They are known to follow a "natural
clock" or organic sense of time—doing things in the time they feel is right. They
are present-oriented: which means that one attends to a task or requirement at
the time it is needed and does not worry much about future engagements. This
allows the Filipino to adapt and be flexible in doing the tasks at times not
bound to a particular schedule or time-frame. This allows them think on their
feet and be creative in facing whatever challenge or task they have even when it
is already right in front of them.
4. Religious Adherence. The Philippines is made up of approximately 85%
Christians (mostly Roman Catholic), 10% Muslim, with the remaining 5%
belonging to other religions including Taoism, Buddhism and the Dayawism of
the highlands. The combined percentages of Christian and Muslim faithful are
indicative of the strong or at least nominal faith most Filipinos have in the
existence, agency and power of a creator deity. With regard to the Catholic
majority, it observes numerous Church holidays, notwithstanding the
fewer holy days of obligation compared to the faithful of other countries.
Attendance of Mass is high not only on Sundays but also on national and
regional feast days, and abstention from Communion is almost unheard of.
Catholicism also provides the basis for many citizens' positions on moral,
ethical and everyday issues. Extreme practices, officially frowned upon by the
clergy, take place during Holy Week
5. Ability to Survive. Filipinos having been under the rule of numerous powerful
countries, have developed a sense of resourcefulness or the ability to survive
with whatever they have. They have the extraordinary ability to make something
out of almost nothing.
6. Hard Work and industriousness. With resourcefulness comes hard work.
Filipinos are very determined and persevering in accomplishing whatever they
set their minds to. Filipinos over the years have proven time and time again
that they are a people with an industrious attitude. Sadly, this is seen by others
as useful domestic helpers, working abroad to help their families in the country.
This is also present in the country’s workforce particularly the farmers. Even
with little support, technological weaknesses and the country’s seasonal
typhoons, the Filipino farmer still strives to earn their daily meal.
7. Hospitality. Foreigners who come to visit the Philippines speak of Filipinos
going out of their way to help them when lost, or the heartwarming generosity of
a Filipino family hosting a visitor in their poverty-stricken home. Meanwhile,
most foreigners who attend Filipino gatherings abroad testify to the warmth and
friendliness of Filipinos as they experience that feeling of “belongingness.”
Indeed, the legendary Filipino hospitality is not limited to the Philippines. It is
everywhere wherever there are Filipinos.
 45

Philosophical Basis of Filipino Values

Filipino values are, for the most part, centered at maintaining social harmony,
motivated primarily by the desire to be accepted within a group. The main sanction
against diverging from these values are the concepts of "Hiya", roughly translated as 'a
sense of shame', and "Amor propio" or 'self-esteem'. Social approval, acceptance by a
group, and belonging to a group are major concerns. Caring about what others will
think, say or do, are strong influences on social behavior among Filipinos.
According to the anthropologist Leonardo Mercado, the Filipino worldview is
basically 'nondualistic'. Based on his linguistic analyses of Filipino value terms
like loob, he concludes that Filipinos desire harmony, not only in interpersonal
relationships, but also with nature and religion, while still remaining nondichotomous.

Models of Filipino Values

F. Landa Jocano identified two models of the Filipino value system:

the exogenous or foreign model, and the indigenous or traditional model. The
foreign model is described to be a "legal and formal" model. The indigenous model is
described as a "traditional and non-formal" model or guide but is deeply embedded in
the subconscious of the Filipinos.
The foreign model was inherited by Filipinos from Western cultures, particularly
from the Spaniards and the Americans. An example of a foreign or exogenous
influence is bureaucracy exhibited in the government of the Philippines

The report "A Moral Recovery Program: Building a People, Building a Nation"
submitted on April 27, 1988 by the Task Force to President Corazon Aquino, the
Senate and the members of the press by then Senator Leticia Shahani, the moving
spirit behind the program, noted the weaknesses of the Filipino character as follows:

1. Extreme family centeredness - Excessive concern for family means using

one's office and power to promote family interests and thus factionalism,
patronage, political dynasties and protection of erring family members. It
results in lack of concern for the common good, and acts as a block to national
consciousness.

2. Extreme personalism - Takes things personally, cannot separate objective

tasks from emotional involvement. Because of this the Filipino is uncomfortable
with bureaucracy, with rules and regulations and with standard procedures. He
uses personal contacts, and gives preference to family and friends in hiring,
services and even voting. Extreme personalism leads to the graft and corruption
evident in Philippine society.

3. Lack of discipline - A casual attitude toward time and space, manifested in

lack of precision and compulsiveness, in poor time management and
procrastination. Aversion to following procedures strictly results in lack of
standardization and quality control. Impatience results in short cuts, palusot,
 46

ningas cogon. Lack of discipline often results to inefficient work systems, the
violation of rules and a casual work ethic lacking follow through.

4. Passivity and lack of initiative - Waiting to be told what to do, reliance on

others (leaders and government), complaisance, lack of a sense of urgency.
There is high tolerance of inefficiency, poor service, and even violations of one's
basic right. Too patient and matiisin, too easily resigned to his fate, the Filipino
is easily oppressed and exploited.

5. Colonial mentality - Lack of patriotism, or of an active awareness,

appreciation and love of the Philippines and an actual preference for things
foreign.

6. Kanya-kanya syndrome, talangka mentality - Done by tsismis, intriga,

unconstructive criticism. It is evident in the personal ambition that is
completely insensitive to the common good; e.g., the lack of a sense of service
among people in the government bureaucracy. This results in the dampening of
cooperative and community spirit, and in trampling upon others’ rights.

7. Lack of self-analysis and self-reflection - The tendency to be superficial and

somewhat flighty. In the race of serious personal and social problems, there is
lack of analysis or reflection; instead there is satisfaction with superficial
explanations and solutions.

8. Emphasis on porma rather than substance - This lack of analysis and

emphasis on form is reinforced by an educational system that is more form
than substance.

These weaknesses are rooted in many factors: home, social and economic
environment, culture and language, history; religion; educational system; mass media;
leadership and role models. Change is possible, however, and the following goals are
proposed to be developed in the Filipino: a sense of patriotism and national pride; a
sense of the common good; a sense of integrity and accountability; the values and
habits of discipline and hard work; the value and habits of self-reflection and analysis;
the internalization of spiritual values and the emphasis on essence rather than on
form.

The Filipino Character: Strengths and Weaknesses

The strengths of the Filipino character are:

1. Pakikipag-kapwa tao
2. Family orientation
3. Joy and humor
4. Flexibility, adaptability and creativity
5. Hard work and industry
6. Faith and religiosity and
7. Ability to survive.
 47

There is so much good in the Filipino but so much needs to be changed too.
Many of our strengths as a people are also the sources of our weaknesses. Shahani’s
report explains that family orientation becomes in-group orientation that prevents us
from reaching out beyond the family to the larger community and the nation. In our
personalism we are warm and caring but this leads us to lack of objectivity. We are
concerned with people we know but unfair to people we don’t know. In our flexibility,
we compromise precision and discipline. We are a joyful people with a sense of humor
but we can’t take things with humor all the time for serious problems need serious
analysis. Our faith in God is our source of strength but this makes us dependent on
forces outside us, do nothing that makes us submissive to God’s will. We are good at
pakikipagkapwa tao and so we can easily empathize but we can at the same time be
envious of others. We can be hardworking and yet can be lazy and passive in the
workplace.

Values Education in Schools

The Department of Education has as its vision to help develop “…Filipinos who
passionately love their country and whose values and competencies enable them to
realize their full potential and contribute meaningfully to building the nation.” It has
as its core values: maka-Diyos, maka-tao, maka-kalikasan and maka-bansa. This can
be an uphill battle for Philippine schools to realize these considering the: extreme
family centeredness; extreme personalism; lack of discipline; passivity and lack of
initiative; colonial mentality; kanya-kanya syndrome and talangka mentality; lack of
self-analysis and self-reflection, and emphasis on porma rather than on substance.

So that it will not be ‘more form than substance,’ as described in Senator

Shahani’s report, Philippine schools have to intensify values education in the
curriculum. In fact, in response to this report, Values Education, now Edukasyon sa
Pagpapakatao in K to 12 Curriculum, was introduced as a separate subject in the
basic education curriculum under the Values Education Framework program of Dr.
Lourdes Quisumbing, then Department of Education, Culture and Sports Secretary in
1988-1990. The Values Education Framework was conceptualized in 1987. In 2002,
the Basic Education Curriculum (Grades 1-6, and 1 st-4th Year High School) integrated
values in the major learning areas or subjects. Beginning with the K to 12 Curriculum
in 2013, Values Education was renamed Edukasyon sa Pagpapakatao (EsP) for Grades
1-10. In the Senior High School Curriculum (Grades 11-12), there is no course with
the title, Values Education or Edukasyon sa Pagpapakatao but core courses such as
Introduction to the Philosophy of the Human Person and Personal Development, are in
essence, Values Education subjects themselves.

---endofLesson4---

Analysis - Let's Analyze: Write your answers in a separate piece of paper.

1. Do you agree with the findings of Senator Shahani’s report? Why or why not?
Explain your answer.
 48

2. According to the report, one weakness of the Filipino character is lack of

analysis and emphasis on form (porma). The report states that this lack of
analysis and emphasis on form are reinforced by an educational system that is
more form than substance. Explain your understanding of this concept.

Application - Let's Apply

1. Teachers observe that when students submit report, the more ornate and artistic
the folder is, the less substantial the report. Which weakness in the Filipino character
is pointed to? If you were the teacher how do you counteract this?

2. In line with the government's austerity program, DepEd reiterates the following
policies:
o Graduation rites should be simple but meaningful to encourage civil rights,
a sense of community, and personal responsibility. While these rites mark a
milestone in the life of the learners, these should be conducted without
excessive spending, extravagant attire or extraordinary venue;
o Moving Up or Completion Ceremonies should be simple, involving only the
learners, their parents and the school; and
o Non-academic projects such as attendance to field trips, film showing,
Junior-Senior promenade, and other school events should not be imposed
as requirements for graduation or completion. (D.O. # 02, s. 2019).
Which of the weaknesses of the Filipino does this DepEd Order wish to help
eliminate? Explain your answer.

3. In a post-observation conference, the school head cites points for improvement for
the teacher observed. It happens that there are more points for improvement than
positive points. Teacher concludes the school head is biased against her. Which
Filipino weakness is revealed? What should be done?

4. What should be done in the Philippine basic education system so that it is more
substance than form?

5. Cite instances where:

o extreme family centeredness,
o lack of discipline,
o passivity and lack of initiative,
o colonial mentality,
o kanya-kanya syndrome, talangka mentality,
o lack of self-analysis and self-reflection
are manifested in Philippine society. Explain how schools can help counteract such
negative traits.
 49

Fill out this table: Write your answers on a separate piece of paper.

Strength It becomes a weakness when

References:

N.G.Prieto, C.N. Arcangel, B.B. Corpuz (2019). The teacher and the community,
school culture and organizational leadership, pp. 45-52. Lorimar Publishing
Inc.
Rowthorn, C., Bloom, G. (1988). Philippines. Lonely Planet. ISBN 978-1-74104-289-4.
Shahani, L. (1988). A moral recovery program: building a people, building a nation.
 50

LESSON 5

GLOBAL ISSUES THAT CONCERN SCHOOLS AND SOCIETY

Introduction:

The world has become a global village. We have become a citizen of a global
community. What takes place in one part of the globe no matter how far affects us. It
is a "small world after all" so goes the song. In this Lesson, we will discuss global
issues that affect schools and us. It is hoped that you are able to propose solutions to
social problems which have become current global issues.

Note that this lesson is based on the textbook “The Teacher and the
Community, School Culture and Organizational Leadership” by NG Prieto, CN
Arcangel, and BB Corpuz (2019), and web sources as noted in the Reference section
and the body of the lesson.

Your answers in the Assessment portion should be written in a separate sheet

that will form part of your e-portfolio for the course.

Objectives:

By the end of this lesson, the PST should be able to:

1. Discuss at least two (2) global issues in society; and

2. Explain proposed solutions to the social problems.

Activity - Let's Read These

1. Below are top 10 world issues from two sources. Compare them.
2. The 17 Sustainable Development Goals (SDG) for the period 2015-2030.

After comparing the top 10 world issues, match the 17 SDGs with the 10 world
issues to determine if these top 10 world issues correspond to the 17 SDGs of 2015-
2030. Use the Table for comparison.

In 2017, the World Economic Forum’s Global Shapers distributed a survey

requesting the opinion of millennials in 2017 of what are the top 10 world issues,
herein noted:
1. Climate change / destruction of nature (48.8%)
2. Large scale conflict / wars (38.9%)
3. Inequality (income, discrimination) (30.8%)
4. Poverty (29.2%)
 51

5. Religious conflicts (23.9%)

6. Government accountability and transparency/corruption (22.7%)
7. Food and water security (18.2%)
8. Lack of education (15.9%)
9. Safety/security/well being (14.1%)
10. Lack of economic opportunity and employment (12.1%)

Source: https://www.inc.com/business-insider/world-top-10-problems-according-to
millenials-world-economic-forum-global-shapers-survey-2017.html 04-09-19.

Likewise, here are the Top 10 Current Global Issues according to Chloe Turner
Source: https://www.borgenproject.org/top-10-current-global-issues

1. Climate change
2. Pollution
3. Violence
4. Security and Well Being
5. Lack of Education
6. Unemployment
7. Government Corruption
8. Malnourishment & Hunger
9. Substance Abuse
10. Terrorism

The 17 Sustainable Development Goals for the period 2015-2030

1. End poverty in all its forms everywhere

2. End hunger, achieve food security and improved nutrition, and promote sustainable
agriculture
3. Ensure healthy lives and promote well-being for all at all ages
4. Ensure inclusive and equitable quality education and promote life-long learning
opportunities for all
5. Achieve gender equality and empower all women and girls
6. Ensure availability and sustainable management of water and sanitation for all
7. Ensure access to affordable, reliable, sustainable, and modern energy for all
8. Promote sustained, inclusive and sustainable economic growth, full and productive
employment and decent work for all
9. Build resilient infrastructure, promote inclusive and sustainable industrialization
and foster innovation
10. Reduce inequality within and among countries
11. Make cities and human settlements inclusive, safe, resilient and sustainable
12. Ensure sustainable consumption and production patterns
13. Take urgent action to combat climate change and its impacts in line with the
United Nations Frameworks Convention on Climate Change)
14. Conserve and sustainably use the oceans, seas and marine resources for
sustainable development
 52

15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably
manage forests, combat desertification, and halt and reverse land degradation and
halt biodiversity loss
16. Promote peaceful and inclusive societies for sustainable development, provide
access to justice for all and build effective, accountable and inclusive institutions at
all levels
17. Strengthen the means of implementation and revitalize the global partnership for
sustainable development

Fill out this Table

List # 1: List # 2: 17 SDGs 2015-2030

Top 10 World Issues Top 10 Current World Issues
1. Climate change/ destruction of nature 1. Climate change
2. Large scale conflict/wars 2. Pollution
3. Inequality (income, discrimination) 3. Violence
4. Poverty 4. Security & Well Being
5. Religious conflicts 5. Lack of Education
6. Government accountability & 6. Unemployment
transparency/corruption 7. Government Corruption
7. Food & water security 8. Malnourishment &
8. Lack of education Hunger
9. Safety/security/well being 9. Substance Abuse
10. Lack of economic opportunity & 10. Terrorism
employment

Analysis – Let’s Analyze

1. Are the current global issues in both lists similar?

2. Are the current global issues ranked similarly?
3. Do these top 10 global issues correspond to the 17 SDGs?

Abstraction - Let's Conceptualize

Look at the Top 10 Current World Issues shown in List # 2; below is a

discussion on what they are and how they may be addressed.

Climate Change= the global temperatures are rising, and are estimated to increase
from 2.6 degrees Celsius to 4.8 degrees Celsius by 2100. This would cause more
severe weather, crises with food and resources and the spread of diseases. The
reduction of greenhouse emissions and the spread 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.

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
 53

people do not have access to clean water due to pollution from toxic substances,
sewage or industrial waste.

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 targeted 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. Here are various forms of
violence.

Various Forms of Violence

Physical Violence Sexual Violence Emotional Violence

Occurs when someone uses a part of Occurs when a person is forced to Occurs when someone says or does
their body or an object to control a unwillingly take part in sexual activity. something make a person feel stupid or
person’s actions. worthless.
Psychological Violence Spiritual Violence Cultural Violence

Occurs when someone occurs when Spiritual (or religious) violence occurs Cultural violence occurs when an
someone uses threats and causes fear when someone uses an individual’s individual is harmed as a result of
in an individual to gain control spiritual beliefs to manipulate, dominate practices that are part of her or his
or control that person culture , religion or tradition.
Source: https://www.hov.nl.ca/VPI/types/

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
of the age to be in primary education are not enrolled in school. This can be attributed
to inequality and marginalization as well as poverty. Fortunately, there are many
organizations that work directly with the issue of education in providing the proper
tools and resources to aid schools. Source: https://www.humanium.org/en/right-to-
education/

The Philippines has consistently made a significant stride in its functional

literacy rate. Functional literacy, as defined by the National Statistics Authority is the
level of literacy which includes not only reading and writing but also numeracy skills
that would help people cope with the daily demands of life. Based on the 2013
Functional Literacy, Education and Mass Media Survey (FLEMSS), the country
registered a 90.3% rate, which means that nine out of every 10 Filipinos aged 10-64
were functionally literate. Source: https://www.worldvision.org.ph/stories/improving-
functional-literacy-in-thePhilippines

Unemployment = 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
 54

enough food, clothing, transportation and proper living conditions. The

st
unemployment rate in the Philippines inched lower to 5.2% in the 1 quarter of 2019
from 5.3% a year ago. Unemployment rate in Philippines averaged 8.34% from 1994
until 2019, reaching an all time high of 13.90% in the 1 st first quarter of 2000 and a
record low of 4.70% in the fourth quarter of 2016. Source:
https://www.tradingeconomics.com/
philippines/unemployment-rate

Government Corruption = means of corruption include graft, bribery, embezzlement,

backdoor deals, nepotism, and patronage. Corruption is a major cause of poverty
considerubg 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. Source: Trefor Moss, Wall Street Journal, May 29, 2014.

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. By 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. Malnutrition, in all its forms, includes under nutrition
(wasting. stunting, underweight), inadequate vitamins or minerals, overweight,
obesity, and resulting diet-related non-communicable diseases. Source:
https://www.who.int/news-room/fact-sheets/detail/malnutrition

The planet creates more than enough food to meet everyone's needs. But there
are still millions of hungry people in the world.

Substance Abuse = substance abuse is "the harmful or hazardous use of psychoactive

substances, including alcohol and illicit drugs' (World Health Organization. The United
Nations report 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 but the developing world,
marginalized groups and communities are the most vulnerable to this reality. The
Philippines faces this huge problem on substance abuse. Source:
https://issues.tigweb.org/substance

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
 55

serious punishments for terror crimes. Source: https://www.borgenproject.org/top-

10-current-global-issues

The 17 Sustainable Development Goals

UN Secretary-General, Ban Ki-moon, said: "The 17 Sustainable Development

Goals are our shared vision of humanity and a social contract between the world's
leaders and the people. They are a to-do list for people and planet and a blueprint for
success." After Millennium Development Goals of 2015, here comes another to-do list
for the sake of the entire humanity. The 17 Sustainable Development Goals for the
period 2015-2030 are:

1. End poverty in all its forms everywhere.

2. End hunger, achieve food security and improved nutrition, and promote
sustainable agriculture.
3. Ensure healthy lives and promote well-being for all at all ages.
4. Ensure inclusive and equitable quality education and promote life-long learning
oppotunities for all.
5. Achieve gender equality and empower all women and girls.
6. Ensure availability and sustainable management of water and sanitation for all.
7. Ensure access to affordable, reliable, sustainable, and modern energy for all.
8. Promote sustained, inclusive and sustainable economic growth, full and
productive employment and decent work for all.
9. Build resilient infrastructure, promote inclusive and sustainable
industrialization and foster innovation.
10.Reduce inequality within and among countries.
11.Make cities and human settlements inclusive, safe, resilient and sustainable.
12.Ensure sustainable consumption and production patterns.
13.Take urgent action to combat climate change and its impacts in line with the
United Nations Frameworks Convention on Climate Change).
14.Conserve and sustainably use the oceans, seas and marine resources for
sustainable development.
15.Protect, restore and promote sustainable use of terrestrial ecosystems,
sustainably manage forests, combat desertification, and halt and reverse land
degradation and halt biodiversity loss.
16.Promote peaceful and inclusive societies for sustainable development, provide
access to justice for all and build effective, accountable and inclusive
institutions at all levels.
17.Strengthen the means of implementation and revitalize the global partnership
for sustainable development.

Global Issues, SDGs 2015-2030 and Education

In September 2015, the General Assembly adopted the 2030 Agenda for
 56

Sustainable Development that includes 17 Sustainable Development Goals (SDGs).

Building on the principle of "leaving no one behind", the new Agenda emphasizes a
holistic approach to achieving sustainable development. The realization of the 17
SDGs means solving the top global issues cited by two sources. These global issues
and SDGs 2015-2030 must be intentional taught in schools because they are made
part of the curriculum.

Takeaways from Lesson 5

 Top global issues today are:

1. Large scale conflict/wars/violence/terrorism;
2. Inequality (income, discrimination);
3. Poverty, unemployment;
4. Religious conflicts;
5. Graft and corruption;
6. Food and water security/malnourishment, hunger
7. Lack of education;
8. Safety, security and well-being;
9. Lack of economic opportunity and employment; and
10.Pollution

 The 17 SDGs are the blueprint to achieve a better and more sustainable future
for all. They address the global challenges we face, including those related to
poverty, inequality, climate, environmental degradation, prosperity, and peace
and justice.

---endofLesson5---

Application: Let’s Apply. Write your answers in a separate piece of paper that will
form part of your e-portfolio for this course.

1. Based on the top 10 global issues and the 17 SDGs, choose one global
issue/SDG and give suggestions on what schools must do to address the issue.
2. What moves has the Philippine government taken to ensure equitable access to
education for all its citizens?
3. Poverty is ranked 4th in the top 10 issues cited by World Economic Forum’s
Global Shapers Survey in 2017. Education is supposed to liberate people from
poverty. The Philippines has a comparatively higher literacy rate. Based on the
Literacy Statistics, Functional Literacy, Education and Mass Media Survey
(FLEMMS) of 2013, 96.5% were literate, an improvement from 95.6 in 2008.
How come the Philippines has one of the highest number of educated people
and yet, we remain to be “islands of affluence amidst a sea of poverty” meaning
poverty abounds?
 57

4. Go over the K to 12 Curriculum Guide. Find out where these global issues and
SDGs are integrated. If you find one or more are not integrated in the K to 12
Curriculum Guide, be able to identify points of integration in the curriculum.
Fill out the table below:

Global Issue / SDG In what Subject and Topic can it be

integrated?
1.

2.

5. Some blame the Philippine’s corruption problem on the merging of Filipino

traditions with American institutions. One Filipino political scientist told Smithsonian
magazine, “Americans taught us the idea of honesty and integrity in civil service but
local culture conflicts with the democratic model. With no tradition of civil service and
the prevalence of strong family and community ties, bribery and nepotism have seeped
into the system. Do you agree? Defend your answer.
Source: http://factsanddetails.com/southeast-asia/Philippines/sub5-6f/entry-
3906.html

Let’s Check for Understanding:

1. List down at least 5 global issues most applicable to the Philippines. Research
on Philippine laws meant to address the problem. Fill out the table below:

Position / Issue Philippine Law meant to address the Specific Provision/s of the Law
Problem
1.
2.
3.
4.
5.

2. Do I contribute to any of these global issues? Am I part of the problem? Can

I be part of the solution?

References:

N.G.Prieto, C.N. Arcangel, B.B. Corpuz (2019). The teacher and the community,
school culture and organizational leadership, pp. 53-62. Lorimar Publishing
Inc.
https://www.inc.com/business-insider/world-top-10-problems-according-to
millenials-world-economic-forum-global-shapers-survey-2017.html
 58

https://www.borgenproject.org/top-10-current-global-issues

https://www.tradingeconomics.com/philippines/unemployment-rate

https://www.who.int/news-room/fact-sheets/detail/malnutrition

https://issues.tigweb.org/substance

http://factsanddetails.com/southeast-asia/Philippines/sub5-6f/entry-3906.html
 59

LESSON 6

THE WHYs AND HOWs OF SCHOOL AND COMMUNITY

PARTNERSHIPS

Introduction:

When schools and community organizations work together to support learning,

everyone benefits. Partnerships can serve to strengthen, support, and even transform
individual partners, resulting in improved program quality, more efficient use of
resources, and better alignment of goals and curricula, as per the Harvard Family
Research Project (2010).

Article III of the Code of Ethics for Professional Teachers (1997) lays down the
law with regards to “Teachers and the Community.” Likewise, Domain 6 of the
Philippine Professional Standards for Teachers (2017) covers “Community Linkages
and Professional Engagement.” These will be discussed further in the following pages.

Materials in this lesson are based on the textbook “The Teacher and the
Community, School Culture and Organizational Leadership by NG Prieto, CN Arcangel
and BB Corpus” (2019), and various web sources as noted in the Reference section of
this lesson. Answers to assessments should be accomplished in separate pieces of
paper to form part of the e-portfolio for this course.

Objectives:

At the end of this Lesson, the PST should be able to:

1. Explain what school and community partnership means;

2. Explain the legal and sociological bases of schools and community
partnerships; and
3. Cite examples of school-community partnerships.

Group Activity - Let's Do This. Write your answers on a separate piece of paper.

Based on your school experiences, list down ways by which a community helps
a school, and the ways the school helps the community. Then group yourselves into 3
and compare your lists. Come up with a final list in which a school-and-community
partnership exists and who do you think benefits.
 60

Analysis - Let's Analyze.

Based on your group list, is there a real partnership between school and
community? Or do you find one party (like the school) more favored because it gets
more help than the other? Defend your answer.

Abstraction - Let's Conceptualize.

Opportunities for School-Community Partnership = a partnership implies two

parties helping each other. Both parties benefit. This means that if a school-
community partnership exists, both parties benefit from the relationship. In the
following paragraphs are presented some examples of what communities can do for
schools and what schools can do for communities.

What can the community do for schools?

Here are examples of what a community can do for schools:

1. Brigada Eskwela = This program engages all education stakeholders to

contribute their time, effort and resources in ensuring that public school
facilities are set in time for the forthcoming school opening. It takes place more
or less 2 weeks before classes begin in June. This is a school maintenance
program institutionalized in 2009 through DepEd Order No. 100, s. 2009.

2. Curriculum development = This can mean use of community resources for

learning. e.g. museum, elders of the community as key informants in research
or resource persons in the study of local history.

3. Work experience programs = Business establishments and offices in the

community can serve as training grounds for learners. A concrete example is
the Work Immersion required of Senior High School students. In this program,
students are given the opportunity to work in relevant establishments or offices
in the community to help develop in them "the competencies, work ethics, and
values relevant to pursuing further education and/or joining the world of
work... Partner offices for immersion provide Senior High School students with
opportunities: "1) to become familiar with the work place; 2) for employment
simulation; and 3) to apply their competencies in areas of specialization n
authentic work environments (DepEd Order No. 30, s. 2017).

In this school-community partnership, the school can fulfill what curriculum

requires and may improve on their curriculum based on community feedback, enables
the students to undergo hands-on work experience, while community establishments
contribute to the formation of graduates who are more ready for life and and more
equipped for the world of work Business establishments or any world of work in the
 61

community are the ultimate beneficiaries of these graduates who have been more
prepared through work immersion.

Some schools call this service learning since it actively involves students in a
wide range of experiences which benefit them and the community, while at the same
time fulfilling the requirement of a curriculum

4. Remediation and enrichment classes = Parents and retired teachers may be

involved in the School Reading remediation and Learning Enrichment
Programs.

5. Youth Development Programs = The young may involve themselves in youth

development programs and develop their skills and talents, learn how to deal
positively with peers and adults and serve as resources in their communities.

6. Community Service = Examples of community service are students

participating in tutorial programs, community reforestation programs, clean up
drive for a river, assisting in medical missions; or a school head involved in
planning local celebrations; teachers managing programs, projects, activities;
school band playing in fiesta parade

What can Schools do for Communities in return?

Schools may allow the community to use school resources. Here are concrete
examples enumerated by the DepEd Primer on School-Community Partnership:

 Classroom used by community organizations for meetings

 School used as a polling place
 School used as venue for medical missions which it may co-sponsor with the
Rural Health Unit
 School used by the Rural Health Unit for mothers' class on child care
 School used as an evacuation center
 School facilities used for community assemblies
 School basketball court used for local celebrations and barangay sports league
 Schools conduct livelihood skills-training programs for parents and out-of-
school youths by using school resources
 Livelihood skills-training for parents and out-of-school-youths by teachers
themselves

Learning from the Experiences of Schools and Community Partners

Here are concrete examples:

1. Dumingaga Central School, Dumingag, Zamboanga del Sur

 62

There is a strong school community partnership, such as a Feeding Program

maintained by community donors like the Mother Butler Mission Guild, barangay
councils, office of the Mayor, and the parents who budgeted, purchased and cooked
the meals for the beneficiaries of the program.

"Kiddie Cop" classes - Cops lecture on good manners and right conduct, drug
addiction, child abuse, child welfare.

Municipal Welfare and Development Office - Municipal Health Office conducted

special classes on health and nutrition, and the rights of the child.

2. Pembo Elementary School, Makati

Volunteer students and teachers set up the Pembo Angels Magic Spot (PAMS)
where the volunteer environmental steward-students of the school worked on the
Magic Spots which were the small dumpsites or empty lots in the barangay which the
students converted into vegetable gardens from which members of the barangay could
harvest for home supply, the school for their feeding program, or sold them for cash
for the purchase of seedlings and planting of more vegetables.

PAMS brought together students, teachers, school head, parents barangay

officials and other members of the community to clean up little nooks for garbage and
converted them into green areas with vegetables shared by all. It also taught gardening
skills and positive attitude toward work to students and supplemented the feeding
program “Project BOWLS (Brain Operates Well on Loaded Stomachs” for the
underweight and the malnourished children in the school,

Another effective practice was Project Revitalized Enthusiasm for Assistance

to Children of Humanity (REACH) where each teacher adopted one student and
acted as his/ her mentor for the entire school year. The teacher gave free tutorial
lessons to the adopted student during his/her free time, periodically visited the
student's family, and in some instances gave the student a daily allowance of ten
pesos from the teacher's own pocket. This contributed to the improved performance of
Pembo Elementary School, 23rd in rank in the Division Achievement Test, zoomed up
to rank 9, and to rank 1 or near zero drop-out rate, six years later.

Urbanidad Kids were ideal students who acted as role models for the students
and the PEMBO community. They were the cleanest, most well-mannered and most
diligent in class.

BOWLS means Brains Operate Well on Loaded Stomachs. Every recess,

children who were selected by the school as BOWLS beneficiaries due to malnutrition
were provided a free bowl of lugaw.

Pera Sa Panapon was a weekly trash market where students, their parents and
other members of the community were invited to bring their recyclable garbage. The
 63

project helped the school purchase the necessary supplies and was able to support
two students to a 2010 math competition in Singapore.

Sociological Basis of School Community Partnership

The Functionalist Theory states that institutions must perform their respective
functions for the stability of society. Other institutions must step up if one institution
fails to do its part for the sake of society. An African proverb says “It takes a village to
educate a child” since the school cannot do it all. It has to work in partnership with
other institutions in the community such as the church, government and non-
government organizations. With the breakdown of families, schools face greater
challenge in educating the young.

The rearing and education of the child is the primary obligation of parents. The
school, the Church and other social institutions come in to assist parents and families
to fulfill their irreplaceable obligation. The breakdown of marriages, the demand for
both mother and father to work to meet the demands of a rising cost of living resulting
to less or no time for parents to spend time with their children have, however,
attacked the stability of families and have adversely affected the performance of their
irreplaceable duty to educate children. Added to these is the increasing number of
families composed of solo female parents struggling to raise a family. With the burden
of earning lodged solely on the shoulders of one parent, solo parents struggle to earn
enough to provide for their families. Consequently, this responsibility leads to their
having a limited amount of time to spend for, and with growing and developing
children who, unfortunately become more likely solo-parent families themselves. The
cycle goes on.

This is not to mention the negative effect of uncontrolled and unregulated use of
technology on the young. While the use of technology has brought a lot of convenience
its uncontrolled and unregulated use by the tech-savvy kids expose them to all sorts of
information not necessarily favorable for their development. So families, schools and
other social institutions need to work together to save the youth.

Legal Bases for Teachers’ Involvement in Community Development

Section 16 titled “Teachers’ Obligations” of Republic Act 232 Education

Act of 1982, states that “every teacher shall participate as an agent of constructive
social, economic, moral, intellectual, cultural, and political change in his school and
the community within its context of national policies…”

Article III of the Code of Ethics for Professional Teachers (1997) lays down
the law with regards to “Teachers and the Community.”

o In Section 1, “a teacher is a facilitator of learning and of the development of the

youth; he shall, therefore, render the best service by providing an environment
conducive to such learning and growth.”
 64

o Section 2, “every teacher shall provide leadership and initiative to actively

participate in community movements for moral, social, education, economic
and civic betterment.”

o Section 4, “every teacher shall live for and with the community and shall,
therefore, study and understand local custom and traditions in order to have
sympathetic attitude, therefore, refrain from disparaging the community.”

o Section 5, “every teacher shall help the school keep the people in the
community informed about the school’s work and accomplishments as well as
its needs and problems,” and in

o Section 6, “every teacher is an intellectual leader in the community, especially

in the barangay, and shall welcome the opportunity to provide such leadership
when needed, to extend counseling services, as appropriate, and to actively be
involved in matters affecting the welfare of the people.”

Domain 6 of the Philippine Professional Standards for Teachers (2017) covers

“Community Linkages and Professional Engagement” as seen in the following:

“School and community partnership is essential in ensuring quality learning; a

strong and positive partnership can guarantee success and excellence in learning
among students. Teachers need to work with families and the wider community to
gather their support and cooperation for school and class activities that are designed
to help students enjoy schooling.” Domain 6 consists of 4 strands:

1. Establishment of learning environments that are responsive to community contexts;

2. Engagement of parents and the wider school community in the educative process;
3. Professional ethics; and
4. School policies and procedures

Legal Bases for Parents and Community Involvement

RA 9155, Governance of Basic Education Act, Section E, explicitly states that

one of the responsibilities of school heads is "establishing school and community
networks and encouraging the active participation of teachers’ organizations, non-
academic personnel of public schools, and parents-teachers-community associations.”
Section 3 (f) of the same Act encourages "local initiatives for the improvement of
schools and learning centers and to provide the means by which... improvements may
be achieved and sustained."

RA 9155, states that partnerships between the school and the community also
ensure... that:
 65

1) educational programs, projects and services take into account the interests of
all members of the community (Sec 3, d);
2) the schools and learning centers reflect the values of the community by
allowing teachers/learning facilitators and other staff to have the flexibility to serve
the needs of all learners (Sec 3, e); and
3) local initiatives for the improvement of schools and learning centers are
encouraged and the means by which these improvements may be achieved and
sustained are provided (Sec 3, f). So schools and communities function better when
they work as a team

Batas Pambansa Blg. 232, otherwise known as the Education Act of1982,
Section 7 states that: “Every educational institution shall provide for the
establishment of appropriate bodies through which the members of the educational
community may discuss relevant issues and communicate information and
suggestions for assistance and support of the school and for the promotion of their
common interest. Representatives from each sub-group of the educational community
shall sit and participate in these bodies, the rules and procedures of which must be
approved by them and duly published.

Another law, RA. 8525, Adopt-A-School Program Act, also provides for school-
community partnership. It allows "private entities to assist a public school, whether
elementary, secondary, or tertiary,... in, but not limited to, the following areas: staff
and faculty development for training and further education; construction of facilities;
upgrading of existing facilities; provision of books, publications and other instructional
materials; and modernization of instructional technologies."

Even the Philippine Education for All (EFA) 2015 Plan, a vision and a holistic
program of reforms that aimed to improve the quality of basic education for every
Filipino by end 2015, likewise states: "Schools shall continue to harness local
resources and facilitate involvement of every sector of the community in the school
improvement process."

The EFA 2015 Plan was extended in Education for All Beyond 2015-Agenda
2030. Agenda 2030 has 7 new educational targets from 2015 to 2030 that must
involve education stakeholders which in essence is school-community partnerships.
UNESCO Assistant Director General for Education, Dr. Qian Tang, himself admits that
Agenda 2030 cannot be realized without schools partnering with community. He said:
"Our vision must be more aggressive, more committed not just involving government,
non-government agencies but all stakeholders."

Takeaways from Lesson 6

 School and community partnership means school heads, teachers, learners,

parents of learners, and non-teaching personnel working together with civic and
religious leaders, alumni, other parents, non-government organizations, and
government agencies for the good of children.
 66

 The upbringing of children is the main and irreplaceable duty and responsibility
of the family. But with the weakning influence of the family on the upbringing
of children, and with children’s unlimited exposure to modern technology like
the internet, the challenge for schools to teach the young has become even
greater. Schools cannot do it all; they have to partner with the community.

 RA 9155, also known as the Governance of Basic Education Act; BP 232 or the
Education Act of 1982; RA 8525 or the Adopt-A-School Program Act; and
Agenda 2030; as well as the Code of Ethics of Professional Teachers and the
Philippine Standards for Public School Teachers; stipulate school and
community partnership.

 There are many opportunities for school and community partnership. The
Brigada Eskuela which is now institutionalized in DepEd schools I proof of
school and community partnership. Schools with all its human and material
resources can also offer services to the community in many ways.

---endofLesson6---

Application - Let's Apply write your answers in a separate piece of paper

1. Illustrate with a cartoon or a diagram the partnership between school and

community.

2. Develop a tool to evaluate the extent and quality of school and community
partnership.

3. Pretend you are an Instructor/Professor in this professional course, The Teacher

and the Community, School Culture and Organizational Leadership. Your lesson
has this learning outcome: To explain the sociological and legal bases of school and
community partnership. How will you proceed? Deliver your lecture.

4. School and community partnership enhances sense of ownership and sense of

belonging. What do these mean? How will these impact on schools and
communities?

Let’s Check for Understanding: write your answers in a separate piece of paper

1. Can schools take the place of families in the rearing of children? Why yes, or
why not?
 67

2. What sociological reality in the Philippines and in the world demand that
schools partner with the community (church, mass media, business
establishments, etc.) for the education of children?

3. State the provisions of the law that refer to school-community partnerships.

4. Cite additional examples of school-community partnerships that benefit the

young.

Reflection Paper: write on a separate piece of paper

Provide an essay as your reflection paper to answer this: In what way am I

involved in school and community partnership? What good have I done for the school
and community? What else can I do?

References:

N.G.Prieto, C.N. Arcangel, B.B. Corpuz (2019). The teacher and the community,
school culture and organizational leadership, pp. 53-62. Lorimar Publishing
Inc.

G.T. Pawilen (2019). Teaching profession: passion and mission. Rex Book Store,
Manila, Philippines, 2nd eds. Pp. 41-42, pp 69-70, and 79-80

https://www.expandinglearning.org/expandingminds/article/school-community-
learning-partnerships-essential-expan
 68

LESSON 7
THE TEACHER AND THE COMMUNITY
a. Teachers’ Ethical and Professional Behaviors
b. The Philippine Professional Standards for Teachers

Introduction:
The particular focus of this lesson will be the relevant theories and principles
that underlie the personal traits, values, rights and roles of the teacher in the
community and in the greater society. These will aid in the Pre-Service Teacher’s
(PST) understanding of the vocation and profession that is Teaching.
This compilation of instructional materials is based on the textbooks “The
Teacher and the Community, School Culture and Organizational Leadership” by NG
Prieto, CN Arcangel, and BB Corpuz (2019); “The Teaching Profession: Passion and
Mission” by GT Pawilen (2019); and The Philippine Professional Standards for
Teachers (PPST) (2017), and web sources as noted in the Reference section and the
body of the lesson.
Your answers in the Assessment portion should be written in a separate sheet
that will form part of your e-portfolio for the course.

Objectives:
After participating in this lesson, the PST should be able to:

 Identify several roles performed by teachers in the community;

 Discuss the values of teachers as community leaders;
 Elaborate on community’s expectations from teachers, and teachers
expectations from communities;
 Appreciate the role of teachers in society; and
 Describe teachers’ ethical and professional behavior in the community by giving
concrete examples.

As a result of her research done among 395 teachers during the current
pandemic titled “The ABCs of Teachers’ Roles: An Affirmation,” RA Corpus (2020)
presents this new definition of a Teacher based on the roles they affirm they play in
society:
The 21st Century Teacher is; Adventurous and Aware; Beloved and Big-
hearted; Focused and Friendly; Grateful and Growing; Just and Joyful;
Hardworking and Honest; Inspiring and Interactive; Reflective and Respectful;
Safe and Structured; Determined and Diligent; Kind and Knowledgeable; Modern
 69

and Motivating; Noble and Nurturing; Prepared and Professional; Tactful and
Thoughtful; Collaborative and Creative; and Valuable and Versatile.
All the teacher-respondents came from mostly public basic education schools.
The study was done to find out how the respondents felt about the many challenges
posed by the COVID-19 virus to their families, learners, colleagues, friends,
community and themselves. The respondents rated themselves like these or doing
these “All of the time” on 52 statements, two statements per letter of the alphabet.
The researcher hoped, as the teachers read the statements they would feel positively
affirmed of their very important role in the community. The 10 highest affirmations
are shown above.
The 10 lower rated affirmations garnering responses of “Most of the time” are
shown below. It is recommended that Teacher Education Institutions (TEIs) replicate
this study and possibly add to the alphabetically affirmations to use in their
instruction and discussion with their pre-service teachers. It is also recommended
that Teacher-Educators should pay attention to enhancing the following qualities in
the PSTs we are mentoring and continue to:
We will ensure that 21st Century Teachers will not be Under-appreciated
since they are Unselfish; continue to be Xenodochial and maintain having an X-
factor; be Organized and Original; be Whmsical and Willing; be Yielding and
Youthful; and Zany and Zealous.
Factors that make up a Teacher
The illustration below portrays the factors that make up a teacher. As seen at
the center of the diagram is the Teacher. The three circles that surround him/her are
the Family, the School and the Society.
First, it is important for us to understand that teachers are products of the
Family where they belong. The family values and the home environment that shaped
their beliefs, character and personal values are reflected in their personality, values
and personal teaching philosophy.
Second, we need to recognize that teachers are also shaped by the Society
where they live. The society’s culture, values, norms, religion and environment are
influential in shaping their life as an individual and a professional. Teachers are
servant leaders in their own community serving as beacons of light to all they
encounter.
Third, it is already a fact that the schools they attended are also contributory to
the development of their expertise, talents, knowledge, skills, and educational
philosophy.
 70

Individual Person
Family
Model of Good
Character

Teache
r Professional

Expert
School Society

Community Leader and

Advocate

Here is a creative way to describe the talents and skills of a teacher: The Body Parts
of a Teacher.
a. Brain – to always think critically and creatively
b. Eyes – to see the individual needs, strengths and nature of each student
c. Ears – to listen to students’ ideas and concerns
d. Hands – to guide students and show the right direction
e. Heart – to love all students regardless of who or what they are
f. Mouth – to speak the truth, discuss knowledge, and speak wisdom to students
g. Feet – to walk with students, explore the surroundings, and discover new
knowledge and information
h. Nose – to breathe deeply and relax when feeling tired or pressured.

The figure also shows five outcomes of the interaction of the Family, Society and
the School on the Teacher: as an individual person, as a professional, as a community
leader and advocate, as an expert, and as a model of good character. These shall be
discussed in turn.
A. The Teacher as an Individual Person
1. Teachers have different talents and skills
2. Teachers have different needs
 Teachers have economic needs
 71

 Teachers need security and justice

 Teachers need to be recognized and appreciated
 Teachers need spiritual support
 Teachers need role clarity
 Teachers have social needs
 Teachers need to cope with various challenges and changes

3. Teachers have individual rights

B. The Teacher as a Professional
The 7 Rs of a Professional Teacher
1. Remember = to perform your duties with a high degree of professionalism. A
teacher should not allow his/her integrity to be destroyed due to personal greed
and bad politics. Teachers should avoid cheating their students’ grades and
should not practice favoritism in their classes.
2. Respond = to the needs of each student with utmost concern to the welfare and
well-being of each student.
3. Recognize = that as a professional, you must continuously seek professional
career advancements through joining professional associations, attending
continuing education activities for teachers and doing graduate studies.
4. Reawaken = your passion and sense of mission to serve all types of learners
regardless of their religion, socio-economic status, gender, race, intellectual
ability and learning modalities.
5. Renew = your commitment to help each learner to learn in order to have a
better future. A teacher must believe that each learner can have a good future
if he/she equips each learner with the right knowledge and skills that each
learner may use in the future.
6. Re-evaluate = your attitudes towards students and your work ethics.
7. Relearn, learn and unlearn = many things to keep you updated with new
knowledge and information. A teacher must always be active in the business of
life-long learning.

C. The Teacher as a Community Leader and Social Advocate

The life of a teacher is not confined to the 4 corners of the classroom, nor
limited to the school campus since teachers are active leaders in the community.
Teachers help implement the provisions of RA 7610 or “The Special Protection of
Children Against Abuse, Exploitation and Discrimination Act”. They represent the
local schools in their area to develop an education plan and welfare programs for
young children protected under this law.
D. The Teacher is a Model of Good Character
Historically, teachers are recognized as exemplars of good character, attitude
and values. They are keepers of values and traditions of different cultures around the
 72

world. Currently there are many teachers exemplifying good values and character in
the international scene, with many Nobel Laureates and Pulitzer Award Winners being
teachers in higher education. In the Philippines many recipients of the Ten
Outstanding Young Men (TOYM) and Ten Outstanding Women in Nation’s Service
(TOWNS) are teachers from basic to tertiary education. There are even more teachers
who are exemplars of good character who remain doing their duties with humility and
excellence; neither receiving any award or recognition though excelling in their field.
Many individuals attribute their success in life to the influence and nurturing
character of great teachers who have never stopped serving as models and molders for
students across generations.
E. The Teacher as an Expert
Teachers are recognized as sources of wisdom and information in every society.
Teachers need to be experts in various fields in the academe for the purpose of
preparing students to respond to the many challenges brought by the 21 st Century.
Shulman (1987) organized the domains of knowledge important for teachers:
1. Knowledge in Content = teachers should know the subject matter they teach.
2. Pedagogical Content Knowledge = represents a perfect blend of content and
pedagogy into a framework for understanding how subjects, topics, and lessons
are organized into instruction. It simply means that teachers should master the
subject they are teaching and they should know many strategies to teach it
effectively.
3. Knowledge about Learners = this is how teachers intuit the different learning
styles, thinking styles and educational needs of learners.
4. General Pedagogical Knowledge = includes general theories and principles of
teaching. In addition, these are general pedagogical principles that are
applicable to any classroom situation and in any teaching and learning context.
5. Knowledge of Educational Contexts = educational context may focus on the
cultural, economic, political and educational context that shape and influence
education.
6. Curriculum Knowledge = this is about the knowledge of innovations,
curriculum designs, curriculum materials, assessment, and the curriculum
process.
7. Knowledge of Educational Ends, Purposes and Values = this is the
understanding of the principles, theories and purposes of education to have
deeper appreciation of the enduring values of education.

Likewise, being players in the important role of being within the total
educational system of any country, teachers also need to be able to instill in the minds
of their students knowledge that will always be useful and relevant in their everyday
life. As experts in the different areas, teachers need to have the 4 Cs:
1. Creativity = a cognitive ability to think outside the box, to develop new ideas,
to possess outstanding talent, and to lead effectively. It is also the capacity to
innovate.
 73

2. Critical Thinking = a cognitive ability and capacity to think critically in solving

problems, making decisions, and in processing ideas.
3. Commitment = a passion to make a difference in the lives of each learner.
4. Character = an exemplar of positive values.

Activity 1 - Think, Pair, Share write your answer on a separate piece of paper
1. As you answer this question, have in mind your favorite teacher. Why was
he/she your favorite? What qualities did he/she possess? Is he/she your ideal
teacher? What influence did he/she have in your life? Did he/she act in
accordance with the expectations of the community?

2. Group yourselves by 5. Share your answers to # 1 with the group. Take note of
qualities common among your favorite teachers.

3. Are the traits shared in your small groups the same traits that schools and the
larger community expect of professional teachers?

4. Based on your observation of the answers of your classmates, do all teachers

embody the traits expected of professional teachers?

Abstraction Let's Conceptualize

Code of Ethics for Professional Teachers, Article III

The very title of this portion of the Lesson indicates that teachers are expected
to be part of the community. To be part of the community definitely means to
participate in the life of that community. What is the community referred to here? The
8 Sections of Article Ill of the Code of Ethics refers to the community within the school,
and the community outside the school. How can teachers be a part of the community?
The various Sections of Article III give more details.

Teacher as Facilitator of Learning

Article III, Section 1 states that the teacher is a facilitator of learning and the
development of the youth... therefore shall render the best service by providing an
environment conducive for such learning and growth.

Facilitator comes from the word "facilitate" which means to make something
easy or easier. You, as the professional teacher, facilitate learning or make learning
easier. Learning is a difficult task and is made easier when you make dry lessons
interesting, exciting and enjoyable. As a professional teacher, you make learning
easier when you simplify the complex and concretize the abstract. This is what is
ethical for every professional teacher like you ought to do. This you can do after four
long years of academic preparation.

What sometimes happens though is teachers complicate the simple and teach
only at the abstract level. To facilitate learning, a conducive learning environment is
 74

necessary. Research has proven that learners learn best in a pleasant environment. A
pleasant environment is where the learners can be themselves because teachers are
caring. There is no need for the learner to put his/her best self forward because
teachers and classmates truly care and take you for who you are. All forms of bullying
have no place in a conducive learning environment. A conducive learning environment
makes learners believe they can do the work and they feel accepted. A favorable
learning climate is not competitive where everyone is tense.

The teacher who believes that "Every child deserves a champion, an adult who
will never give up on them, who understands the power of connection and insists they
become the best they can possibly be" like Teacher Rita Pierson in TED Talk, is a
facilitator of learning.

Teacher Leadership and Initiative for Community Participation

Section 2 refers to the leadership and initiative of the professional teacher to

“participate in community movements for moral, social, economic and civic betterment
of the community." As professional teachers you do not live in an ivory tower,
meaning you are not supposed to be removed or aloof from community life. Schools
are at the heart of communities and professional teachers are expected to be-in-the-
world-with-others and for others (borrowing the words of Heidegger).

The words in Section 2 of Article III are "provide leadership and initiative..." This
implies that as a professional teacher you need not wait for the community to ask for
help. Section 6 further explains how teachers can show professional leadership, "…
Every teacher is an intellectual leader in the community, especially in the barangay,
and shall welcome the opportunity to provide such leadership when needed, to extend
counselling services, as appropriate, and to be actively involved in matters affecting
the welfare of people."

Teachers do not just welcome the opportunity to lead. Section 2, states that the
professional teacher ought to take the initiative to offer help for the improvement of
the community. Teachers may be a guidance counsellor, a prayer leader, commentator
or reader in religious celebrations, fiesta coordinator, judge in or coach for a contest,
financial adviser, a nurse, a doctor, commentator, and player rolled into one.

Providing leadership and initiative also means working with the community.
This means getting the parents and other members of the community to participate in
school activities. “Teachers prove that they are the most responsible and most
important members of society because their professional efforts affect the fate of the
earth."

Professional Teacher with Honor and Dignity

Section 3 states: "…Every teacher shall merit reasonable social recognition for
which purpose he shall behave with honor and dignity at all times and refrain from
such activities as gambling, smoking, drunkenness, and other excesses much less
illicit relations." Obviously, if as a professional teacher, you are an inveterate gambler,
chain smoker and alcoholic or if it is common knowledge that you are engaged in an
illicit relationship, how can you have moral authority? Who will listen to you when you
 75

advise your class not to smoke, not to drink alcoholic drinks, not to gamble, etc.
Your audience will say "Look, who is talking!" It is a matter of "do what I say not what
I do."

Society expects so much of teachers that when they fail to live up to the
challenge to behave or model good behavior, they are "condemned without trial." It is
no wonder why many are afraid to answer the call to teach. Society seems to expect
much more from professional teachers than from any other professional and so look at
teachers with scrutinizing eyes. The quotation states "The influence of a good teacher
can never be erased; but the influence of a dishonorable teacher is as lasting."

Teacher's Attitude Toward Local Customs and Traditions

Section 4 expects every teacher to live for and with the community and shall, therefore
study and understand local customs and traditions in order to have a sympathetic
attitude, therefore, refrain from disparaging the community." The professional teacher
is neither ethnocentric nor xenocentric. He/she is not ethnocentric and so does not
look down on community's culture because of the thought that his/her culture is
superior to the culture of the community. Neither is he/she xenocentric and so looks
at his/her culture as inferior in to other community's culture. Fortunate and happy is
the community that has teachers who live with them, exert effort to understand their
local customs and traditions and consequently appreciate the same. This author sees
no culture as perfect. Every culture including hers has its positive and negative
aspects. What we need to pass on are the positive aspects of the culture. We need to
purify, however, the negative aspects with teacher pointing them out tactfully and
sincerely.

The Professional Teacher and Information Update

Section 5 states that the teacher "…shall help the school inform the community
about the school's work, accomplishments, needs and problems. Community here
refers to internal as well as external stakeholders. Internal stakeholders include the
students, the parents of the students, and the teachers. The external stakeholders are
the other parents in the community without children enrolled in school, barangay
officials and other government officials, non-government organizations, government
organizations, alumni /alumnae and retirees. Why do these stakeholders have to be
informed? The school is there for the community and so the community has the right
to be informed about its activities, accomplishments, needs and problems. Informing
them about the school's projects, needs and problems give them a sense of ownership.
Having a sense of ownership, these stakeholders will participate more actively in the
resolution of the school's problems and needs.

The Parents-Teachers Association

We have Parents' and Teachers' Associations (PTA) in place in every school.

Some private schools call it Home School Association or Family Advisory Council. This
is for internal stakeholders only. A PTA is an association of teachers and parents with
children who are enrolled in a school. It is a forum for discussions on school problems
and how they can be solved.
 76

The School Governing Council

Other than the PTA, is the School Governing Council. The SGC has different
membership and functions. A School Governing Council as a policy-making body has
the school head as Chief Executive Officer, Manager and Chief Operations Officer. The
formation of SGC in every school is a proof of school head sharing his/her leadership
with members of the community. It determines general policies on student welfare,
discipline and well-being; it is concerned with the development and implementation,
monitoring and evaluation of the School Improvement Plan (SIP), and reporting of the
progress of the SIP implementation to the Schools Division Superintendent and the
community.

The Professional Teacher and Government Officials and Other Professionals

Section 7 states: "…Every teacher shall maintain harmonious a pleasant

personal and official relations with other professionals, with government officials and
with the people individually or collectively." As a professional teacher, you cannot
afford not to be in pleasant relations with others especially those with whom you work
with like other professional teachers. It is always best to be in good terms with veryone
else in the community. Desiderata gives this advice: "As far as possible, without
surrender, be on good terms with all persons. Speak your truth quietly and clearly,
and listen to others, even the dull and the ignorant; they too have their story."

The Professional Teacher Does not Use Position to Proselyte

Finally, Section 8 says: "A teacher possesses freedom to attend church and
worship as appropriate, but shall not use his/her position and influence to proselyte
others.” "To be in a position” means to have power or influence for a purpose, i.e. for
you to use that position to perform your job as a professional teacher. It is highly
unprofessional for a teacher to use your position of influence to proselyte. Besides
freedom of religion is guaranteed by the 1987 Philippine Constitution. "No law shall be
made respecting an establishment of religion, or prohibiting the free exercise thereof.
The free exercise and enjoyment of religious profession and worship, without
discrimination or preference, shall forever be allowed." (Article II, Section 6).

Application - Let's Apply

1. Here is what one Dean of a College of Education told her freshmen teacher
education students in her Welcome Address on Orientation Day: “…Believing that
you don't learn everything in the classroom, the College of Education, which will be
your home for four years has prepared a menu of annual co-curricular activities for
you. All of these are meant to help you become the true professional teacher that
this College and University have envisioned you to become...” Discuss what
message you got from the Dean’s address.

2. "I don't hear what you are saying because who you are speaks louder than what
you say". How does this quote apply to the professional teacher as a community
leader? Discuss.
 77

3. As a community leader, what will you do if you see something negative in the
community culture? Give an example in your discussion.

Takeaways from Lesson 7

 Article III of the Code of Ethics for Professional Teachers states that a
professional teacher shall live for, and with, the community.
 The community includes internal stakeholders (learners and their
parents/guardians, teachers and the school head) and external stakeholders
(members of the community who have no children enrolled in the school such
as community non-government officials, church leaders, non-government
organizations and government agencies.
 For the learners, you facilitate learning and the development of the youth. To
do this, you have to create a nurturing, positive learning environment.
 For the community you are a leader. You take the initiative and leadership to
actively participate in community affairs and movements and in turn to involve
the community in school activities for the upliftment of both. This can easily
happen if you are in a harmonious relationship with all the people in the
community.
 To keep parent and community involvement in school, they must be updated
with school happenings, accomplishments, achievements, problems and
projects.
 At all times, at all places and for all people, don’t misuse or abuse that
authority or power bestowed upon you as a professional teacher. For you to be
credible as a community leader, you should behave with honor and dignity
twenty-four hours a day, 7 days a week, respect community culture and seek to
understand them or lese lose your “favour” as a community leader.

Let’s Check for Understanding, provide your answer in a separate piece of paper.

1. Give at least 3 expectations that community has for teachers.

2. How should a professional teacher regard indigenous people’s culture?

The Philippine Professional Standards for Teachers

DepEd Order No. 42, s. 2017 titled “National Adoption and Implementation of
the Philippine Professional Standards for Teachers” (PPST) was issued through the
Teacher Education Council (TEC). Because of the many national and global
frameworks being introduced such as the K to 12 Reform, ASEAN integration and
globalization, there was a strong need for the government to improve and develop a
new framework for teacher quality requirements in the country in order to meet the
needs of the industry as well as the 21 st century learners. Hence, they developed PPST
which was based on the National Competency-Based Teacher Standards (NCBTS).
Also anchored on the principle of lifelong learning, the PPST presents four well-
defined career stages that would serve as professional standards for teachers and as a
guide for them to ensure high quality teaching needed for the 21 st century. These
stages are:
 78

(1) Career Stage 1 or Beginning Teachers – The teacher has gained the
qualifications recognized for entry into the teaching profession. They have a strong
understanding of the subjects/areas in which they trained in terms of content
knowledge and pedagogy. They possess the requisite knowledge, skills and values
that support the teaching and learning process;

(2) Career Stage 2 or Proficient Teachers – Teachers are professionally

independent in the application of skills vital to the teaching and learning process.
They provide focused teaching programs that meet curriculum and assessment
requirements. They display skills in planning, implementing, managing learning
programs. They are reflective practitioners who continually consolidate the knowledge,
skills and practices of Career Stage 1 teachers;

(3) Career Stage 3 or Highly Proficient Teachers – Teachers consistently

display a high level of performance in their teaching practice. They manifest an in-
depth and sophisticated understanding of the teaching and learning process. They
have high education-focused situation cognition, are more adept in problem solving
and optimize opportunities gained from experience. Career Stage 3 Teachers work
collaboratively with colleagues and provide them support and mentoring to enhance
their learning and practice; and

(4) Career Stage 4 or Distinguished Teachers – Teachers embody the highest

standard for teaching grounded in global best practices. They exhibit exceptional
capacity to improve their own teaching practice and that of others. They are
recognized as leaders in education, contributors to the profession, and initiators of
collaborations and partnerships. They create lifelong impact in the lives of colleagues,
students and others. They consistently seek professional advancement and relevance
in pursuit of teaching quality and excellence.

The Philippine Professional Standards For Teachers also aimed to deepen the
continuing professional education that teachers need in order to develop a high
standard self-esteem and will lead them to a more advance teaching strategies, thus,
will contribute to a more profound teaching profession.

The PPST’s seven domains are:

1. Content Knowledge and Pedagogy = refers to the teachers’ mastery of the

content in the subjects and courses they are assigned to teach. Pedagogical
knowledge refers to the teachers’ mastery in using effective instructional
strategies and methods to teach their subjects and courses. This domain is
composed of 7 strands.

2. Learning Environment = the learning environment includes not only the

physical environment of the school or classroom but also the emotional
environment of the school and classroom that creates positive and conducive
learning atmosphere to all learners. This domain is composed of 6 strands.

3. Diversity of Learners = includes understanding of their demographic and

socio-economic background. It also includes understanding the different
 79

interests, abilities, talents and learning styles of the students. This domain
consists of 5 strands.

4. Curriculum and Planning = curriculum includes the subjects and learning

experiences planned for all students. It includes the learning competencies and
instructional activities designed for the students. Teachers as curriculum and
instructional leaders need to plan for the implementation of the curriculum.
This domain includes 5 strands.

5. Assessment and Reporting = assessment is an important component of

teaching and learning. It includes gathering the necessary data to measure the
mastery of the subject and courses of the students. It measures the
achievement of every learning outcome. Assessment can be traditional (quizzes,
exams) or authentic (portfolios, performance tasks). It is the duty of the teacher
to assess the learning of the students and report them to the parents. This
domain includes 5 strands.

6. Community Linkages and Professional Engagement = school and community

partnership is essential in ensuring quality learning; a strong and positive
partnership can guarantee success and excellence in learning among students.
Teachers need to work with families and the wide community to solicit their
support and cooperation for school and class activities that are designed to help
students enjoy schooling. This domain consists of 4 strands.

7. Professional Growth and Personal Development = teachers, as professionals,

need to grow personally and professionally. This is essential in sustaining their
sense of mission and passion in the teaching profession. Professional
development activities keep teachers updated in their fields of specialisation
and in the developments in education. Personal growth, meanwhile, helps
teachers develop their maturity in the conduct of their teaching duties and
sustaining their commitment for personal and academic integrity. This domain
contains 5 strands.

It is recommended to the PST to research on and identify the different strands

per domain, and to actively participate in classroom discussion.

References:

“The Teacher and the Community, School Culture and Organizational Leadership” by
NG Prieto, CN Arcangel, and BB Corpuz (2019), pages 72-82.
“The Teaching Profession: Passion and Mission” by GT Pawilen (2019), pages 1-13 and
pages 36-43.
The Philippine Professional Standards for Teachers (PPST) (2017)
https://www.teacherph.com/philippine-professional-standards-for-teachers/
 80

LESSON 8
School-Based Management (SBM)

Introduction:
The Local Governance Code of 1991 (RA 7160) provided for a more responsive
local government structure through a system of decentralization where local
governments are given more power, authority, responsibilities and resources. Likewise
with the introduction of School-Based Management in Philippine schools, schools are
given more power to direct their affairs with the learning and development of learners
as ultimate goal. In this lesson you will learn about the rewards and challenges in
implementing SBM especially on the part of the school head and teachers.

This compilation of instructional materials is based on the textbooks “The

Teacher and the Community, School Culture and Organizational Leadership” by NG
Prieto, CN Arcangel, and BB Corpuz (2019); “The Teaching Profession: Passion and
Mission” by GT Pawilen (2019); School-Based Management, and web sources as noted
in the Reference section and the body of the lesson.
Your answers in the Assessment portion should be written in a separate sheet
that will form part of your e-portfolio for the course.

Objectives:
By the end of this Lesson, the PST should be able to:

1. Explain the meaning, advantages, disadvantages and demands of SBM;

2. State practices aligned to SBM; and
3. Explain the roles, functions and competencies of school heads in SBM.

Abstraction - Let's Conceptualize

The Meaning of School-Based Management (SBM)

Mrs. Peralta, the school head, is smart. She knows she cannot solve the
problems of the school all alone so she involved the teachers, the parents, the student
leaders and leaders of the community. She knew that by involving them, these
stakeholders 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 Mrs. Peralta took are all in accordance
with School-Based Management (SBM).

What is school-based management? School based-management is a

decentralized management initiative of devolving power or authority to school heads,
 81

teachers, parents and students. It is a strategy to improve education by transferring

significant decision-making authority from the DepEd Central Office, regional offices,
and division offices to individual schools. SBM provides principals, teachers, students,
and parents greater control over the education process by giving them responsibility
for decisions about the budget, personnel, and the curriculum. Through the
involvement of teachers, parents, and other community members in these key
decisions, SBM can create more effective learning environments for children.
The figure below shows SBM.

School-based management (SBM) is a decentralized management strategy to

improve education by transferring significant decision-making authority from DepEd’s
regional, division and district offices to individual schools. SBM provides principals,
teachers, students, and parents greater control over the education process by giving
them responsibility for decisions about the budget, personnel, and the curriculum.
Through the involvement of teachers, parents, and other community members in these
key decisions, SBM can create more effective learning environments for learners.

SBM and the Principle of Subsidiarity

SBM is in keeping with the Principle of Subsidiarity which states that it is the
people at the lowest level who will know best their problems and so are in the best
 82

position to address the same. This tenet holds that "nothing should be done by a
larger and more complex organization which can be done as well by a smaller and
simpler organization. In other words, any activity which can be performed by a more
decentralized entity should be done by that more decentralized entity." Those in the
higher echelon are far removed from the scene and are therefore not as involved and
as informed as those from those below.

Legal Basis of SBM

The Philippine Constitution’s Article 10, Section 3, provides that Congress shall
“…enact a local government code that will institutionalize a system of decentralization
whereby local government units shall be extended more power, authority...” The Local
Government Code of 1991 is a fulfillment of this Constitutional provision. This means
that long before the Department of Education (DepEd) legally introduced
decentralization in schools through School-Based Management (SBM) in 2001 through
the enactment of RA 9155, local government units were already empowered for local
governance. RA 9155, or the Basic Governance Act, transfers the power and authority
as well as the resources to the school level. School empowerment is based on the
assumption that the school heads including teachers, key leaders in the community,
and parents know best the root and solution to the problem.

Advantages of SBM:

 Allow competent individuals in the schools to make decisions that will improve
learning;
 Give the entire school community a voice in key decisions;
 Focus accountability for decisions;
 Lead to greater creativity in the design of programs;
 Redirect resources to support the goals developed in each school;
 Lead to realistic budgeting as parents and teachers become more aware of the
school’s financial status, spending limitations, and the cost of its programs;
and,
 Improve morale of teachers and nurture new leadership at all levels.

Through SBM, decision making authority is devolved to school heads, teachers,

parents and students. This is school empowerment. This reduces bureaucratic
controls on schools and encourage school heads, teachers and parents to use greater
initiative in meeting the needs of students and community. This results in a sense of
community school ownership which makes the school realize its vision and mission.

Involving stakeholders - parents, teachers, students and other members of the

community - is also helpful in the mobilization of local resources to complement
public resources. Concrete proof of this is the number of classrooms built as a result
of the strong partnership between schools and communities and successful school-
community programs.

Through SBM, problems and needs at the school level get solved faster and
specific personalities and cultures are taken into consideration. These personalities
and cultures are usually ignored in multi-layered hierarchical organizations like
 83

DepEd. In a hierarchical organization, straight jacket rules, procedures and allocation

norms are given and apply to all. It takes time to solve problems if schools have to wait
for answers from above. As a result, teachers, parents and students are frustrated due
to delays.

In SBM, schools take the responsibility to plan and implement their School
Improvement Plans (SIP). It is the schools themselves, not DepEd’s higher offices that
know best their problems and the best solutions. It is the schools that determine the
number and kind of teachers, the kind of learning materials and resources they need.
Since schools are given more power to direct themselves, they are made accountable
for results. SBM makes schools accountable to the stakeholders.

How are Budget Decisions made in the School?

In most SBM systems, each school is given a “lump sum” that the school can
spend as it sees fit. As outlined by JoAnn Spear (1983), DepEd’s district office
determines the total funds needed by the whole district, determines the district-wide
costs (such as the cost of central administration and transportation), and allocates the
remaining funds to the individual schools. The allocation to each school is determined
by a formula that takes into account the number and type of students at that school.
Each school determines how to spend the lump sum allocated in such areas as
personnel, equipment, supplies, and maintenance. In some districts, surplus funds
can be carried over to the next year or be shifted to a program that needs more funds;
in this way, long-range planning and efficiency are encouraged.

How are Decisions made at the School Level?

Most districts create school management councils at each school that include
the principal, representatives of parents and teachers, and, in some cases, other
citizens, support staff, and–at the secondary level–students. The council conducts a
needs assessment and develops a plan of action that includes statements of goals and
measurable objectives, consistent with school board policies. In some districts, the
management council makes most school-level decisions. In other districts, the council
advises the principal, who then makes the decisions. In both cases, the principal has a
large role in the decision-making process, either as part of a team or as the final
decision-maker.

Requirements for the Implementation of SBM:

From the beginning, the school board and superintendent must be supportive
of school-based management. They must trust the principals and councils to
determine how to implement the district’s goals at the individual schools.

It is important to have a written agreement that specifies the roles and

responsibilities of the school board, superintendent and district office, principal, and
SBM council. The agreement should explicitly state the standards against which each
school will be held accountable. James Guthrie (1986) states that each school should
 84

produce an annual performance and planning report covering “how well the school is
meeting its goals, how it deploys its resources, and what plans it has for the future.”

Training in such areas as decision-making, problem solving, and group

dynamics is necessary for all participating staff and community members, especially
in the early years of implementation. To meet the new challenges of the job, principals
may need additional training in leadership skills.

Conditions for the Success of SBM:

 School heads and Teachers must be given the opportunity to make choices.
They must actively participate in school improvement planning.

 The involvement of parents and teachers must be strongly encouraged and

highly welcomed. Stakeholders must participate in the development of a School
Improvement Plan. They must have a say on resource allocation to meet specific
needs.

 Higher authorities must actively encourage thoughtful experimentation and

innovation in an atmosphere where mistakes are viewed as learning
experiences. They must be willing to share their authority with the academe
and the larger community.

 Teachers must develop reflection and problem solving skills.

In addition, based on international experience, the following must be present for

SBM to success in schools:

 Have basic resources;

 Have developed an effective school support system;
 Are provided with regular information on their performance;
 Are given advice on how they may improve; and
 Emphasize the motivational element in the management work of the
principal.

Factors of School Effectiveness Based on OECD Research:

Effective practices need to be institutionalized to become part of the school

culture. To build professional capacity and establish mechanisms that supports the
continuing quality improvement of schools is an assurance that effective schools even
become more effective. School-Based Management (SBM) is the mechanism introduced
by the Department of Education in the Philippines to continuously work on effective
schools. As the term implies, in SBM. schools are given greater autonomy to make
decisions regarding education of children.

These research findings of OECD confirm that “school autonomy has a positive
relationship with student performance when accountability measures are in place
 85

and/or when school principals and teachers collaborate in school management"

(OECD, 2012). China and Singapore have been "devolving more responsibility to the
school level" (Stewart, 2008). In Finland, accountability rests on the trust placed by
families and government in the professional competence of teachers (Stewart, 2008).

In the Philippines, the devolving of more responsibility to the schools was done
through the School-Based Management (SBM). SBM was introduced during the
implementation of the Third Elementary Education Project (TEEP), 1999-2005. In
2005, TEEP conducted a study to determine the effect of school-based management on
student performance in the Philippines using the administrative dataset of all public
schools in 23 school districts over a 3-year period, 2003-2005. The results showed
that the introduction of SBM had a statistically significant, although small, overall
positive effect on average school-level test scores in 23 school districts in the
Philippines.

To further strengthen the School-Based Management (SBM) practice and re-

emphasize the centrality of the learners and the involvement of relevant community in
basic education service delivery, DepEd embarked on revisiting the SBM framework,
assessment, process and tools to improve on already recognized successful SBM
practices across the regions via Department Order 83, s. 2012, also known as “To
institutionalize decentralization efforts at the school level and in line with Republic Act
No. 9155 also known as Governance of Basic Education Act of 2001,” DepEd provided
School-Based Management (SBM) Grants as additional funds to public elementary and
secondary schools... to augment the school fund on Maintenance and Other Operating
Expenses (DO 45, s. 2015).”

Philippine Accreditation System for Basic Education (PASBE)

The institutionalization of SBM was strengthened with the introduction of the

Philippine Accreditation System for Basic Education (PASBE) which was launched
through DepED Order No. 64, s. 2012. Accreditation is a process of self-evaluation
and peer-review to ensure that quality standards agreed upon by stakeholders are
understood, implemented, maintained, and enhanced for continuous improvement of
learner outcomes (DepEd DO 20, s. 2013 “The Philippine Accreditation System for
Basic Education (PASBE).”

The agreed upon standards of quality or effective schools are grounded on the
four principles of A Child-and-Community-Centered Education Systems (ACCESs),
namely:

(1) principle of collective leadership;

(2) principle of community-based learning;
(3) principle of accountability for performance and results; and
(4) principle of convergence to harness resources for education.

All of these four principles also apply to SBM.

The school's level of SBM practice can either be:

1. Level 1, Developing;
2. Level II, Maturing; and
 86

3. Level III, Advanced.

A school that reaches the highest level of SBM practice qualifies for an accredited
status.

Factors that Contribute to School Effectiveness:

Research findings point to the following factors that spell school effectiveness:

1. Human factors - These include a dynamic school head, highly selected competent
and committed teachers, highly motivated pupils with high expectations, and a
supportive community.

2. Non-human factors, processes - These refer to clear and shared vision-mission

(focus), high expectations/ambitious standards, emphasis on accountability, aligned
curriculum, instruction and assessment with DepEd standards, efficiency or optimal
utilization of resources and facilities, collaboration and communication, focused
professional development, and global and future orientation.

These factors are exemplified by high performing schools in the Philippines and
abroad and by the best education performing countries in the world. In the
Philippines, the practice of School-Based Management, gave greater autonomy to
schools to make decisions in collaboration with parents and community towards
greater school effectiveness.

At the heart of all these elements, both human and non-human, is the school head,
the school leader. This means that all these factors that contribute to school
effectiveness come forth only with a dynamic and a transformational school leader.

Takeaways from Lesson 8

1. SBM means school-based management. It is the empowerment of schools to

direct their own affairs for high performance.

2. It involves the school head leading his/her teachers, students, parents and
other members of the community to address problems and concerns with the
ultimate goal of improving school performance. It is based on the principle of
subsidiarity which states that it is those who are most involved at the lowest
level of the organization who can best solve their problems.

3. SBM must have the strong support of school staff.

4. SBM is more successful if it is implemented gradually. It may take 5 years or

more to implement SBM.

5. School and district staff must be given administrative training, but also must
learn how to adjust to new roles and channels of communication.
 87

6. Financial support must be provided to make training and time for regular staff
meetings available.

7. Central office administrators must transfer authority to principals, and

principals in turn must share this authority with teachers and parents.

---endofLesson8---

Application - Let's Apply

1. Form 4 groups. Each group will do a Powerpoint presentation to explain:

1) meaning,
2) advantages,
3) disadvantages, and
4) demands of SBM.

2. Divide the class into 2 groups. Each group will simulate a meeting called by the
school head to address the following problems, be sure to apply the principles of SBM
in your simulation.
1) litter in the school grounds and classroom,
2) bullying among students,
3) poorly motivated students.
After each simulation, point out which act was/was not in accordance with SBM
principles.

Let's Check for Understanding

Put a check (√) before the statements that apply/ies to SBM and an (X) before those
that don't.
_____ 1. In SBM, only the school head matters.
_____ 2. In SBM, the Schools Division Superintendent is the leader.
_____ 3. Parents who have no children in the school cannot be consulted in SBM.
_____ 4. School empowerment is the essence of SBM.
_____ 5. Students cannot be consulted by the school head because they are not yet
adults.
_____ 6. One advantage of SBM is the development of a sense of school ownership
among members of the academe and larger community.
_____ 7. SBM is aligned with the principle of subsidiarity.
_____ 8. SBM succeeds even if school head is closed to ideas and suggestions.
Anyway, he/she is the head on whom the solution of the problem
depends.
_____ 9. One weakness of SBM is delayed action because there must be consultation
of stakeholders.
_____ 10. SBM has no weakness, only strengths.
_____ 11. SBM is in keeping with the decentralization move as encouraged by the
Philippine Constitution:
_____ 12. SBM is school empowerment.
_____ 13. An authoritarian atmosphere encourages empowerment.
_____ 14. In SBM, experimentation is welcome.
_____ 15. In SBM, schools just wait for approved budget that includes specific items
 88

to spend on.

References:

“A Comprehensive Guide to School-Based Management (SBM)” by MA Llego at

https://www.teacherph.com/a-comprehensive-guide-to-school-based-management-sbm/

OECD Report on SBM.

http://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-5248

Principle of Subsidiarity.
https://action.org/pub/religion-liberty/volume-6-number-4/principle-subsidiarity

Supplemental Guidelines to DepEd Order No. 83, s. 2012.

http://www.teacherph.com/a-comprehensive-guide-to-school-based-management-
sbm/

“The Teacher and the Community, School Culture and Organizational Leadership” by
NG Prieto, CN Arcangel, and BB Corpuz (2019), pages 95-105.
 89

LESSON 9
ROLES AND COMPETENCIES OF SCHOOL HEADS AND THE
PHILIPPINE PROFESSIONAL STANDARDS FOR SCHOOL HEADS

Introduction

There shall be a school head for all public elementary and secondary schools or
a cluster thereof, pursuant to Section 6.1, Rule VI of the Implementing Rules and
Regulations of Republic Act No. 9155 (Governance of Basic Education Act of 2001). A
school head is a person responsible for the administrative and instructional
supervision of the school or cluster of schools. As such, a school head is expected to
possess the following leadership dimensions:

1. Educational Leadership is the ability to craft and pursue a shared school vision
and mission, as well as develop and implement curriculum policies, programs
and projects.

2. People Leadership is the ability to work and develop effective relationships with
stakeholders and exert a positive influence upon people.

3. Strategic Leadership is the ability to explore complex issues from a global

perspective, manage an educational enterprise and maximize the use of
resources.

This compilation of instructional materials is based on the textbook, “The

Teacher and the Community, School Culture and Organizational Leadership” by NG
Prieto, CN Arcangel, and BB Corpuz (2019), and web sources as noted in the reference
section and the body of the lesson.

Your answers in the Assessment portion should be written in a separate sheet

that will form part of your e-portfolio for the course.

Objectives:

By the end of this lesson, the PST should be able to:

1. List down things that the school head does as an instructional leader and as an
administrative leader
 90

2. Compare and contrast the role of a school head as an instructional leader and
as an administrative leader
3. Reflect on the professional standards that constitute a quality school head
based on the stipulated domains

Abstraction – Let’s Conceptualize

Competencies for School Heads: The NCBSSH

In the list of competencies expected of school heads, there are competencies for
both instructional leadership and administrative leadership. As contained in the
National Competency-Based Standards for School Heads (NCBSSH) issued in DepEd
Order 32, s. 2010 on April 16, 2010, it was visually shown on the figure in the next
page.

Figure 1. The National Competency-Based Standards for School Heads

(Enclosure to DepEd Order No. 32, s. 2010)

However, with the changes brought about by various national and global
frameworks such as the K to 12 Basic Education Program, ASEAN Integration,
globalization, and the changing character of the 21 st century learners necessitate a call
for the rethinking of the National Competency – Based Standards for School Heads
(NCBSSH). Thus, the Department of Education issues the DepEd Order No. 024, s.
 91

2020 titled National Adoption and Implementation of the Philippine Standards for
School Heads (PPSSH).

The PPSSH aims to:

a. Set out clear expectations of school heads along well – defined career stages of
professional development from beginning to exemplary practice;
b. Engage school heads to actively embrace a continuing effort to attain high levels
of proficiency; and
c. Provide support for professional learning and development, help identify
development needs and facilitate uniform assessment of performance.

The PPSSH defines professional standards that constitute a quality school

head. It shall serve as a public statement of professional accountability of school
heads. It sets out what school heads are expected to know, be able to do, and value as
they progress in their profession. It provides a common language for high – impact
leadership expected of school heads to guide individual professional reflections, as well
as professional discussions among educational leaders and other stakeholders, and to
inform the provision of professional learning and development for school heads.

The PPSHS Framework depicts the synergy between maximizing school

effectiveness and ensuring people effectiveness through a broad sphere of
instructional and administrative practices stipulated in the five domains of the PPSSH:

a. Leading Strategically,
b. Managing School Operations and Resources,
c. Focusing on Teaching and Learning,
d. Developing Self and Others, and
e. Building Connections.
 92

Figure 2. The Philippine Professional Standards for School Heads (PPSHS) Framework
(DepEd Order No. 024, s. 2020)

The Philippine Professional Standards for School Heads (PPSHS) Framework

Domains and Competency Strands

DOMAINS Competency Strands
Domain 1  Vision, mission and core values
Leading Strategically  School planning and implementation
 Policy implementation and review
 Research and innovation
 Program design and implementation
 Learner voice
 Monitoring and evaluation processes and
tools
Domain 2  Records management
Managing School Operations and  Financial management
Resources  School facilities and equipment
 Management of staff
 School safety for disaster preparedness,
mitigation and resiliency
Domain 3  School-based review, contextualization and
Focusing on Teaching and implementation of learning standards
Learning  Teaching standards and pedagogies
 Teacher performance feedback
 Learner achievement and other performance
indicators
 Learning assessment
 93

 Learning environment
 Career awareness and opportunities
 Learner discipline
Domain 4  Personal professional development
Developing Self and Others  Professional reflection and learning
 Professional networks
 Performance management
 Professional development of school personnel
 Leadership development in individuals and
teams
 General welfare of human resources
 Rewards and recognition mechanism
Domain 5  Management of diverse relationships
Building Connection  Management of school organizations
 Inclusive practice
 Communication
 Community engagement

Roles of School Heads

School heads, as key leaders in the country’s education system, are

indispensable in achieving the government’s aim to provide quality basic education,
Republic Act No. 9155, or the Governance of Basic Education Act of 2001, defines a
school head as “a person responsible for administrative and instructional supervision
of a school or cluster of schools” (Section 4).

School heads have the authority, responsibility and accountability for taking
care of people in schools (people effectiveness) while maximizing organizational
performance and health (school effectiveness) by setting the direction of schools,
managing their systems and processes, promoting quality teaching and learning,
nurturing themselves and others, and engaging stakeholders in initiatives towards the
improvement of school communities.

Professional Standards for School Heads

The Philippine Professional Standards for School Heads, which is aligned with
local and international frameworks, complements the reform initiatives on teacher and
school leader qualities as it addresses career stages for professional development. It
articulates what constitutes school leadership quality through well – defined domains,
strands, and indicators that provide measures of professional learning, competent
practice, and effective leadership and management.

Guiding Principles

1. PPSSH is learner – centered.

2. PPSSH emphasizes on building and strengthening a network of stakeholders for
school and people effectiveness.
 94

3. PPSSH reflects the understanding of problems and issues at the school and the
need to address them.
4. PPSSH focuses on developing high – quality instruction, developing a strong school
culture, and ensuring job-embedded professional development for school
personnel.
5. PPSSH reflects values and concepts important in promoting school success.
6. PPSSH regards supervision as a crucial organizational behavior in school
management.
7. PPSSH highlights the importance of accountability and transparency of school
heads.
8. PPSSH is anchored on the principles of inclusivity.

Competency Framework for Southeast Asian School Heads, 2014 Edition

As a member of the Association of Southeast Asian Nations (ASEAN), the

framework for the competencies of school heads for Southeast Asia is hereby shown as
well.

Figure 3. Competency Framework for Southeast Asian School Heads, 2014

Domain: Stakeholder Engagement (SE)

1. (SE) Promoting shared 1.1. Build trust and lead teams /
responsibility for school communities for school improvement
improvement 1.2. Empower the community to work
for enhancement of school performance
2. (SE) Managing education 2.1. Communicate effectively with
alliances and networks different stakeholders
2.2. Facilitate school community
 95

partnerships and activities

2.3. Promote consensus-building
2.4. Manage conflict and practice
negotiation skills
3. (SE) Sustaining 3.1. Support community-based
collaborative relationships programs and projects
with stakeholders 3.2. Communicate school performance
report to stakeholders
4. (ML) Managing school 4.1. Manage financial resources
resources and systems 4.2. Manage learning environments
4.3. Manage systems and procedures
5. (ML) Managing staff 5.1. Manage school personnel
performance requirements
5.2. Support professional development
of staff
5.3. Recognize staff performance
6. (ML) Managing sustainable 6.1. Demonstrate program and project
school programs and management skills
projects 6.2. Promote school-based programs
and projects that support sustainable
development
Domain: Instructional Leadership (IL)
1. (IL) Leading curriculum 1.1. Manage curriculum
implementation and implementation
improvement 1.2. Promote sensitivity of diversity and
differentiated instruction
2. (IL) Creating a learner 2.1. Promote learner centered activities
centered environment 2.2. Promote a healthy, safe, and
inclusive learning environment
2.3. Promote a culture of peace and
respect for diversity
3. (IL) Supervising and 3.1. Apply appropriate models for
evaluating teachers’ supervision and evaluation
performance 3.2. Nurture teacher leaders
4. (IL) Delivering planned 4.1. Promote team-based approaches to
learning outcomes instructional leadership
4.2. Manage assessments to improve
teaching and learning
Domain: Personal Excellence (PE)
1. (PE) Managing personal 1.1. Lead by example
effectiveness 1.2. Demonstrate transparency and
accountability
1.3. Practice a balanced healthy
lifestyle
1.4. Take pride in one’s profession
1.5. Deliver results
2. (PE) Acting on challenges 2.1. Manage priorities
and possibilities 2.2. Exhibit decisiveness in addressing
challenges
 96

2.3. Exhibit an enterprising attitude

3. (PE) Pursuing continuous 3.1. Take responsibility for lifelong
professional development learning
3.2. Advocate ASEAN values and
perspective
Domain: Stakeholder Engagement (SE)
1. (SE) Promoting shared 1.1. Build trust and lead teams /
responsibility for school communities for school improvement
improvement 1.2. Empower the community to work
for enhancement of school performance
2. (SE) Managing education 2.1. Communicate effectively with
alliances and networks different stakeholders
2.2. Facilitate school community
partnerships and activities
2.3. Promote consensus-building
2.4. Mange conflict and practice
negotiation skills
3. (SE) Sustaining 3.1. Support community-based
collaborative relationships programs and projects
with stakeholders 3.2. Communicate school performance
report to stakeholders
4. (ML) Managing school 4.1. Manage financial resources
resources and systems 4.2. Manage learning environments
4.3. Manage systems and procedures
5. (ML) Managing staff 5.1. Manage school personnel
performance requirements
5.2. Support professional development
of staff
5.3. Recognize staff performance
6. (ML) Managing sustainable 6.1. Demonstrate program and project
school programs and management skills
projects 6.2. Promote school-based programs
and projects that support sustainable
development

Domains and Competencies for School Heads in Southeast Asia

Instructional Leadership

Like the NCBSSH for Philippines, the competency framework for Southeast
Asian school heads also includes domains for instructional leadership and
administrative leadership. The domain on Instructional Leadership encompasses 4
competencies: 1) leading curriculum implementation and improvement; 2) creating a
learner-centered environment; 3) supervising and evaluating teachers’ performance;
and 4) delivering planned learning outcomes.

Administrative Leadership
 97

This includes strategic thinking and innovation (Domain 1), stakeholders’

engagement (Domain 4) and managerial leadership (Domain 5). For the enabling
competencies for each domain, refer to the Table above.

Personal excellence, another Domain (Domain 3), relates to both instructional

and administrative leadership. Whatever personal improvement school heads have on
their personal effectiveness by pursuing continuous professional development
redounds to improved administrative and instructional leadership.

Application – Let’s Apply

1. By means of a Venn diagram, compare the domains of the PPSSH and

Southeast Asian Competency Framework for School Heads.
 What competencies for school heads are common to the PPSSH and the
Southeast Asian Competencies for School Heads?
 What is/are in the Southeast Asian Competencies for School Heads that
is/are not in the PPSSH?

2. Do the competencies for both frameworks emphasize more on instructional

leadership or administrative leadership? Defend your answer by giving
situational examples.

3. If you will become a school head in your community, what plans or programs
will you design in the institution that you will manage? Present your ideas in a
graphical organizer.

References:

“The Teacher and the Community, School Culture and Organizational Leadership” by
NG Prieto, CN Arcangel, and BB Corpuz (2019)

DepEd Order No. 024, s. 2020, “National Adoption and Implementation of the
Philippine Standards for School Heads (PPSSH)”
 98

LESSON 10
SCHOOL POLICIES AND THEIR FUNCTIONS AND
THE PHILIPPINE PROFESSIONAL STANDARDS
FOR SUPERVISORS (PPSS)

Introduction:
Schools are institutions motivated by a shared vision. Necessarily, schools must
have policies for them to realize their vision and mission. These policies are a
reflection of the values of the people who created them. Whatever policies are
formulated must redound to the improved teaching -learning of learners which is the
very reason of the existence of schools.

Objectives:
By the end of this Lesson, the PST should be able to:
1. Explain the importance of school policies in school operation.
2. Gain appreciation on the functions of school policies that govern school and
community partnership, and
3. Discuss the competencies expected of school heads as contained in Philippine
Professional Standards for Supervisors (PPSS).
 99

Abstraction - Let's Conceptualize

Importance of Policies
Schools in partnership with their community have their own picture of what
they want to be (vision statement) and so must offer services and must do what they
are supposed to do (mission statement) in order to realize what they envisioned
themselves to be. For these to happen, policies must be in place. Observance of these
policies ensures everyone in the school community to tow the line. If conditions are
ideal like when all members of the school community are perfect-school heads,
teachers, students, parents, non-teaching personnel and other members of the outside
community-there maybe no need for a policy. The truth is conditions in the school
community and in this world are far ideal and persons that make school community
are far from perfect and so the need for policies.
One may wonder as to why the Department of Education has issued very
stringent policies and guidelines for PTAs in matters of collecting contributions. Even
engaging in any partisan political activity within school premises is written as one
prohibited activity. There must a history to that. Perhaps malversation of funds and
other forms of abuse happened in the past.
Schools’ policy on the grading system is important for everyone concerned to
know how grades are computed. Both students and parents know how grades are
derived objectively. Percentage weights for each component are clear.
Teachers are guided in their assessment practices. The grading policy ensures
objective assessment practice. Without the grading policy, grading may become highly
subjective.
Similarly, if there are no policies on students’ tardiness and absenteeism,
students may just come in late or absent. The policies on students’ tardiness and
absenteeism certainly will curb tardiness and absenteeism to ensure learning.

Effective Policy Formulation and Implementation in a School Community

Partnership
The policies on grading, student tardiness and absenteeism came from above,
DepEd Central Office. At times, there is need for policies from above. But policies do
not need to come from above all the time.
There are times when a school formulates a policy to address a local problem.
In fact, this is how it should be in a school-community partnership. Ideally, a policy
must not be formulated by the school head by himself/herself. The school head must
lead in the policy formulation process. The word ‘lead” implies that an effective policy
formulation process must be participatory. This means that it is best that the rest of
the school and community be involved. Two good heads are better that one. Besides
participation of school and community develops a sense of ownership of such
 100

formulated policy which ensures a more effective implementation. This is school

empowerment in action. Aside from involving the school and community in policy
formulation, a school head must ensure wide dissemination and correct and clear
understanding of the policy.

The Philippine Professional Standards for Supervisors (PPSS)

The role of supervisors in improving teacher quality is now more clearly defined
with the issuance of a landmark on education policy that set professional standards
for the country’s school leaders. The Department of Education issued DO 25, s. 2020
or the National Adoption and Implementation of the Philippine Professional Standards
for Supervisors (PPSS).
The newly-adopted standard, which is consistent with the K to 12 reforms, sets
out clear expectations of supervisors at different career stages, from beginning to
exemplary practice. The standard encourage greater proficiency; provide support for
professional learning and development; help identify development needs; and facilitate
uniform assessment of performance. They also complement the Philippine Professional
Standards for Teachers (PPST) - a major teacher quality reform supported by Australia
and RCTQ - that was adopted as DepEd policy in 2017 and is now used by over
800,000 public school teachers.
The following are the objectives of the PPSS:
1. Setout clear expectations of supervisors along well-defined career stages of
professional development from beginning to exemplary practice;
2. Engage supervisors to actively embrace a continuing effort to attain high levels of
proficiency; and
3. Provide support for professional learning and development, help identify
development needs and facilitate uniform assessment of performance.

Roles and Functions of Supervisors

The primary role of supervisors is to create an enabling and supportive
environment for effective learning by empowering school principals so that they could
in turn create innovative and caring climates where teachers productively execute
their roles in supporting the learners to reach their full potential.
 101

For Supervisors the four Domains are:

Domain 1, Supporting Curriculum Management and Implementation, consists of
six strands:
1. Curriculum Implementation
2. Curriculum Innovation
3. Curriculum Contextualization
 102

4. Learning Resource Development

5. Learning Resource Management
6. Learning Outcomes Assessment
Domain 2, Strengthening Shared Accountability, consists of three strands:
1. Educational Development Plan Operationalization
2. Technical Assistance Provision
3. Policy Review and Recommendation
Domain 3, Fostering a Culture of Continuous Improvement, consists of six
strands:
1. Support for Instructional Leadership
2. ICT-based Innovations
3. Culture of Research
4. Communities of Practice
5. Communication Platforms
6. Partnerships and Linkages
Domain 4, Developing Self and Others, consists of five strands:
1. Rewards and Recognition Mechanism
2. Learning and Development
3. Professional Networks
4. Professional Development

Career Stages
 103

Study the National Adoption and Implementation of the Philippine Professional

Standards for Supervisors (PPSS) Retrieved from: https://www.deped.gov.ph/wp-
content/uploads/2020/09/DO_s2020_025-.pdf

Takeaways from Lesson 10

1. Policies are intended to ensure that schools perform and realize what they have
envisioned for themselves.
2. There are policies that come from authorities above the school since the school is a
member of a bigger organization or system.
3. But schools are also empowered to formulate their own policies to address their
concerns speedily provided they are not contrary to policies that come from above.
4. School policies are effective when they are formulated with the participation of the
members of the school and community as this develops sense of ownership which
ensures implementation of the family.
5. Policies must also be widely disseminated for the information of the entire system -
school and community must be understood correctly and clearly.
6. Policies set to order in schools. The absence of clear- cut policies may court chaos.
7. The Philippine Professional Standards for Supervisors (PPSS) shall provide guidance
to supervisors as regards continuing professional development and advancement
based on the principles of career-long learning and to reflect on and assess their own
practice as they aspire for and pursue professional development.
 104

---endofLesson10---
Application - Let's Apply
A. If you were to formulate a policy on food items sold at the Cooperative Store of your
school, which would you do as a school head? Why?
B. Read April 11, 2018, DM 066, s. 2018 Brigada Eskwela Implementing Guidelines.
Individually, present a policy that you read in the DepEd Memorandum. Explain what
the policy states and why this policy is necessary.

Let's Check for Understanding

1. Why are policies important in a school?
2. List down at least 2 school policies (one from Central Office and another from the
school level) Explain the purpose behind the policy?
3. What are the main roles of the supervisors in the Central Office and in the school
level?
4. What are the basic qualifications of a teacher in order to get the position of a
supervisor?
References:
The Teacher and the Community, School Culture and Organizational Leadership
(2019) by NGPrieto, CNArcangel and BBCorpuz, pp. 120-128. Lorimar Publishing Inc.

National Adoption and Implementation of the Philippine Professional Standards for

Supervisors (PPSS) Retrieved from:
https://www.deped.gov.ph/wp-content/uploads/2020/09/DO_s2020_025-.pdf

LESSON 11
CREATING A POSITIVE SCHOOL CULTURE

Introduction:

School culture matters. This influences to a great extent how well students
perform. School culture is a creation of all the people in school and in the community
especially that of the school heads. It can be positive or negative. It can facilitate or
 105

adversely affect learning. A school community must therefore strive to create a positive
culture.

This compilation of instructional materials is from the textbook “The Teacher

and the Community, School Culture and Organizational Leadership” by NG Prieto, CN
Arcangel, and BB Corpuz (2019), and web sources as noted in the Reference section
and the body of the lesson.

Note that your answers in the Assessment portion should be written in a

separate sheet that will form part of your e-portfolio for the course.

Objectives:

At the end of this Lesson, the PST should be able to:

1. Explain the meaning of school culture;

2. Discuss how school culture affects learning, and
3. Cite ways by which you can contribute to the building of positive culture.

The Meaning of School Culture:

School culture is one of the most complex and important concepts in education
(Schein, 1985). It generally refers to the beliefs, perceptions, relationships, attitudes,
and written and unwritten rules that shape and influence every aspect of how a school
functions https://www.edglossary.org/school-culture

However, the term also encompasses more concrete issues such as the physical
and emotional safety of students, the orderliness of classrooms and public spaces or
the degree to which a school embraces racial, ethnic, linguistic and cultural diversity.
According to Spacey http://simplicable//new/school (2017), school culture consists
of the norms and shared experiences that evolve over a school's history. In fact, Scott
and Marzano (2014) stated that "school culture is reinforced by norms, expectations
and traditions, including everything from dress codes, to discipline systems, to
celebrations of achievement. Therefore, it may be described as the character of a
school that gives it qualities beyond its structures, resources and practices. They are
"built through the everyday business of school life. It is the way business is handled
that both forms and reflects the culture," as per Sophier (1985)

Culture as a Social Construct:

Culture is a social construct, not a genetic construct. This means that school
culture is, therefore, something that we do not inherit or pass on through the genes.
Rather, it is something that we create and shape. It is shaped by everything that all
people in school see, hear, feel and interact with. It is a creation of the school head,
teachers, parents, non-teaching staff, students and community. Slade (2014)
elaborates:

“Within a couple of minutes of walking into a school or a classroom, you can tell,
define, and almost taste the culture that permeates that space. Is it an open, sharing
 106

environment? Or is it a rigid, discipline-defined playing field? It is safe and welcoming,

or intimidating and confronting? Does it welcome all voices, or does it make you want to
shrink? Is it waiting for instruction and leadership or is it self-directed with a common
purpose?”

School Climate and School Culture:

How does school climate differ from culture? These terms are frequently used
interchangeably but school climate is more relational; it is illustrated by the attitudes
and behaviors of the school staff and is focused on the style of the school's
organizational system. School climate refers to the school's effects on students,
including teaching practices, diversity and the relationships among administrators,
teachers, parents and students. School climate is driven by and reflected in daily
interactions of staff, administration, faculty, students support staff and the outside
community https://www/slideshare.net/module

School culture is a deeper level of reflection of shared values, beliefs, and

traditions between staff members. School culture refers to the way teachers and other
staff members work together and the set of beliefs, values and assumptions they share
www.ascd.org./research.

School culture is a broader term and so is inclusive of school climate.

4 Ways to Create a Positive School Culture:

School culture is consistently described as one of the most impactful

contributors to how stakeholders perceive a successful school. The culture of a school
has far-reaching impacts on every aspect of the organization. Student achievement,
teacher effectiveness, teacher retention, community support and student enrolment
are all affected by the explicit and implicit cultural attributes of a school. Below are
four foundational ways to create a positive school culture.

1) Teacher Leadership = it is advisable for the school head to create a teacher

leadership program that recognizes and utilizes the strengths of staff members for
school improvement. Note teachers’ strengths and find creative ways to use those soft
and hard skills as methods to elevating teachers and their roles in the school
environment. Being intentional about teacher leadership opportunities is fundamental
to creating a culture of growth and opportunity. As discussed by Harris (2003),
opportunities that align with true distributive leadership (as opposed to delegated
leadership) are most likely to result in a culture where teachers feel empowered and
receptive to peer feedback. As teachers learn how to unemotionally effectively give and
receive feedback, there will be lasting, systemic effects that will create basis for a
positive school culture.

2) Student Opportunities = when focusing on school culture, student perceptions of

the school can positively and negatively influence everything from student behavior to
teacher motivation. To create a student-centered school culture, the school head can
strategically create opportunities for student leadership and seek out unique ways to
engage students in non-traditional roles. It is suggested that the school head create
 107

clubs that can enhance students’ social skills at the same time. Recruiting students
who need the boost in social skills and peer interactions, and using project-based
service-learning opportunities as a context for social-emotional learning may result in
improved engagement in the school, increased self-reported social-emotional
competence, improved social perception of these students by their peers and a genuine
perception of school pride by those engaged and those they interacted with.

3) Professional Learning = in conjunction with teacher leadership, professional

learning opportunities are a powerful way to boost school culture. To generate a
culture of learning and growth for all, the teaching and learning of adults must be an
integral part of the learning cycle in the school. Parent seminars, teacher training,
student teacher partnerships and mentoring are all powerful examples of adult
learning, which can model the learning cycle for students, as well as how to learn from
mistakes. One specific idea for leaders is to set up Professional Learning Communities
for the different subjects in school. DuFour and Eaker (2009) found that PLCs, when
structured effectively, can be one of the most powerful forms of professional
development. Leaders can create a specific structure for PLCs with a weekly focus on
various aspects of teaching and learning. Use your log of teacher strengths to provide
opportunities for teachers who are particularly skilled with upcoming PLC topics to
serve as discussion leaders. This is a great way to integrate the teacher leadership
program with professional learning.

4) Community Engagement = it is also suggested to go beyond traditional PTA

activities and seek to engage members of the school community that are a diverse
representation of skills, talents and activities. From creating a career day that
celebrates community members to recruiting classroom volunteers from the
community to asking parents to serve on an events committee, there are many ways to
engage the school community. When the community is involved, the culture of the
school shifts to one of inclusive ownership. Building strategic partnerships with
community businesses and organizations, opportunities such as wrap-around services
for students and families in need, financial support and volunteerism can benefit
school culture. Community perception is the undercurrent for school marketing,
school image and student enrolment, and these all have direct impacts on school
culture.

Note that improving school culture is not a finite activity. School heads
should not just complete a school culture activity, check the box and move on to
something else. Every school has a culture – a way of doing, growing and believing
– that is pervasive and perceptible. Ensuring that culture is a positive one involves
an on-going process of developing and utilizing talents, generating creative
opportunities and establishing a clear focus on teaching and learning and growth
for the school head, teachers and non-teaching staff, and stakeholders alike.

The Role of School Culture in Learning:

School culture matters. Research confirms the central role of culture to school
success. School culture can be positive or negative or toxic. A positive school culture
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fosters improvement, collaborative decision making, professional development and

staff and student learning. A negative culture fosters the opposite.

Elements of a Positive Culture:

A positive school climate is characterized by the following:

1. Collegiality - The school atmosphere is friendly. You work in an atmosphere where

responsibility and authority are shared by everyone. You can be yourself. You do not
have to continuously put your best foot forward to impress others. The school head
does not throw his/her weight. He/she does not make his/her authority felt by
his/her colleagues.

2. Experimentation - The atmosphere encourages experimentation and so will

welcome mistakes as part of the learning process. No student, no teacher gets
punished for a mistake. Mistakes are not intended. They give a lot of lessons.
Referring to his 10.000 failed attempts when he was experimenting with the light bulb
Edison said “I have not failed. I’ve just found 10,000 ways that didn’t work.”

3. High Expectations – It has been said one’s level of achievement is always lower
than one’s level of aspiration. So set high expectations for high achievement!

4. Trust and Confidence - Students, teachers, school heads and parents relate well
and work well when relationships are solidly built on trust and confidence. In fact,
honest and open communication is possible only when there is trust and confidence in
each other in the school community.

5. Tangible Support - Everyone in the school community gets concrete support for the
good that they do. Support comes not just in words but in action. For example, the
School head sees to it that LCDs in the classrooms are functioning.

6. Reaching out to the Knowledge Base - Teachers care to grow professionally to

update themselves on content knowledge and pedagogy, the first domain in the
Philippine Professional Standards for Teachers.

7. Appreciation and Recognition - Certainly words of appreciation and recognition

make classroom climate highly favorable. A reminder to teachers: "You are not made
less when you praise others. Instead, you become magnanimous. So don't be stingy
with your sincere praise. The problem sometimes is our eyes are so quick to see the
negative and so we despise them immediately but our eyes are blinded to the good and
so we overlook them and fail to appreciate.”

8. Caring, Celebration, Humor – “Kids don't care what you know until they know that
you care. They don't listen to teacher when teacher doesn't care.” It may be good to
remind teachers that many students, especially those who struggle, don't receive
nearly enough positive feedback in the classroom or in their personal lives. "When
kids are taught with a proactive, praise-heavy approach, they tend to do better," says
Erin Green of Boys Town. But be specific. Generic, overly generalized comments such
as "Good job!" don't really help. Complimenting a specific behaviour, for example
"Thanks for showing respect to our visiting guest." on the other hand, reinforces that
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particular behaviour.

9. Involvement in Decision Making - Involving others who are concerned with

decisions to be made enhances their sense of ownership. They also feel important.

10. Protection of What is Important - What schools consider important must form
part of their tradition and so must be protected by all means.

11. Traditions - A school must have an intentional culture-based program on shared

values, beliefs, and behaviors. This strengthens a sense of community. A truly positive
school culture is not characterized simply by the absence of gangs, violence or
discipline problems but also by the presence of a set of norms and values that focus
the school and community's attention on what is most important and motivate them
to work hard toward a common purpose.

12. Honest and Open Communication - No one gets ostracized for speaking up his
mind. The atmosphere is such that everyone is encouraged to speak their mind
without fear of being ostracized. The agreement at every discussion is to "agree to
disagree."

Shared Norms: Teacher and Student Norms

Shared norms for both teachers and students contribute to a positive school
culture. Boss and Larmer (2018) share the lists of teacher norms and student norms
below to contribute to a fair and an engaging learning environment, a characteristic of
a positive school culture. In their schools, they check on the following norms each
week.

Teacher Norms Student Norms

-Teach in different ways. -Have a growth mindset. Believe you can improve; fall
-Call students by their names. forward; keep trying; speak positively about your abilities to
-Care about students’ feelings. Be able to understand their learn.
situation. -Call classmates by their names.
-Have a good attitude. Stay calm, use kind words, have -Be responsible for your work. Have materials ready;
patience, greet students and say goodbye. advocate for yourself; be a professional; meet deadlines;
-Help students understand. Work at a reasonable pace; participate; be on time to class.
explain clearly; support different learning styles; expect the -Listen. To the teacher; to your classmates; to guests and to
best; and re-explain if necessary. the directions.
-Attend school the majority of the time. -Attend school the majority of the time.
-Be respectful. Give everyone what they need; use proper -Be a good team player: provide good, helpful feedback; stay
language; allow space if needed; use supportive words when calm; encourage others; stay on topic; be considerate; use
explaining; call by your name. proper language; communicate clearly to all students and
-Have a growth mindset. teachers.
Source: Suzie Boss, John Larmer and Bob Lenz (2018). “Project-based teaching: how
to create rigorous and engaging teaching experiences.

Takeaways from Lesson 11

● School culture is the character of a school that gives the school qualities beyond its
structured resources and practices. It is created by all the people in the school. It is
not inherited and so is not passed on through the genes.
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● School culture includes school climate and so school culture is broader than school
climate. School climate is relational while school culture is a deeper level of reflection
of shared values, beliefs and traditions.

● Undoubtedly, school culture affects learning and so schools must, by all means,
build positive not toxic school culture.

---endofLesson11---

Application – Let’s Apply: write your answers in a separate piece of paper.

Have a school in mind; recall the presence of the 12 elements of a positive

school culture in that school by noting down conversations, comments, or activities
that you have heard or observed in that school.

Indicator Conversation/Comment Heard or Your Comments

Activities Observed
Collegiality.
Experimentation.
High expectations.
Trust and confidence.
Tangible support.
Reaching out to the knowledge base.
Appreciation, recognition.
Caring, celebration, humor.
Involvement in decision making.
Protection of what is important.
Traditions.
Honest, open communications.

Let's Check for Understanding: Answer the following questions briefly.

1. What is school culture?

2. Does school culture affect student learning? Explain.

3. Cite at least 3 ways by which you, as future teacher, can contribute to a

positive school culture.

References:

“The Teacher and the Community, School Culture and Organizational Leadership” by
NG Prieto, CN Arcangel, and BB Corpuz (2019), pages 108-119.
“Four Ways to Create a Positive School Culture” by J. Bohn, (2017).
https://inservice.ascd.org/four-ways-to-create-a-positive-school-culture/
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LESSON 12
ORGANIZATIONAL LEADERSHIP

Introduction:
Expected of professional teachers who care for and embark on continuing
professional development is a promotion along the way.
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With this in mind, this course will not be complete without a discussion of what
is an effective leader and manager which you will be in the future. But should you
refuse an offer for a managerial or leadership position in school or in the bigger
educational organization because of your love for teaching and learners, this lesson on
organizational leadership will not be laid to waste because even as a teacher you are
already a leader and a manager. You are a teacher and a class or classroom manager.

This compilation of instructional materials is based on the textbook “The

Teacher and the Community, School Culture and Organizational Leadership” by NG
Prieto, CN Arcangel, and BB Corpuz (2019); and web sources as noted in the
Reference section and the body of the lesson.
Your answers in the Assessment portion should be written in a separate sheet
that will form part of your e-portfolio for the course.

Objectives:

By the end of this Lesson, the Pre-service Teacher (PST) should be able to:

1. Explain what organizational leadership is;

2. Distinguish between leadership and management;
3. Describe different organizational leadership styles;
4. Explain what situational leadership and servant leadership are;and
5. Discuss how to sustain change in an organization.

What is Organizational Leadership?

Gabriel (2005), in his book “How to Thrive as a Teacher Leader” noted that
schools in the last century have functioned in the autocratic style of the line-staff
model: principals are managers and teachers are their employees, often voiceless and
powerless to influence their superiors' quest to improve student achievement. But with
the growing emphasis on high-stakes testing and the advent of No Child Left Behind in
the USA, many school leaders are seeking more effective organizational behavior by
drawing on the leadership potential of all stakeholders, especially teachers.
Schools advocating this change are creating and expanding teachers' roles as
leaders. For principals, this trend is a shift from “relying on the power of the system”
to “seeking to empower others”—or, more specifically, a shift from “seeking to be in
control” to “letting go of control and building a community of relationships that tends
to be self-organizing” (Caine & Caine, 2000, p. 8).

Lending support to the need for transformation, Buchen (2000) argues that “the
only leadership that will make a difference is that of teachers. They alone are
positioned where all ask for change. They alone know what the day-to-day problems
are and what it takes to solve them. They, not the principals, should be the ones to
hire new teachers. They know what is needed.”

A task force report from the School Leadership for the 21st Century Initiative
(2001) echoes these sentiments. It stated that: “Mischaracterized though they often are
as incompetent know-nothings, teachers are, paradoxically, also widely viewed as . . .
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indispensable but unappreciated leaders in the truest meaning of the word. . . . It

would be difficult to find a more authentic but unacknowledged example of leadership
in modern life” (p. 1). The report claims that teachers are essential to reform and that
they possess a body of knowledge yet to be exploited.

But we already knew that. That's common sense. And most especially with
School Based Management implemented in most of the public schools in the country,
the school head, as highest ranking executive in the school, knows he/she cannot
solve all the challenges of the school without teacher leaders.

In organizational leadership, leaders help set strategic goals for the organization
while motivating individuals within the organization to successfully carry out
assignments in order to realize those goals. In the school setting, the school leader
helps set the goals/targets for the school and motivates teachers, parents, learners,
non-teaching personnel and other members of the community to do their task to
realize the school goals.

Organizational leadership works towards what is best for individual members

and what is best for the organization as a group at the same time. Organizational
leadership does not sacrifice the individual members for the sake of the people nor
sacrifice the welfare of the group for the sake of individual members. Both individual
and group are necessary.

Organizational leadership is also an attitude and a work ethic that empowers

an individual in any role to lead from the top, middle, or bottom of an organization.
Applied to the school setting, the school leader helps anyone from the organization not
necessarily from the top to lead others. An example of this leadership which does not
necessarily come from the top of the organization is teacher leadership.

Roles for Teacher Leaders:

As a school head, department chair or master teacher, you probably have

already realized how difficult it is to accomplish everything that your job entails.
Following are some fluid and spontaneous roles are just as essential as the leader to
the success of the team. Ideally, these people are the supporters whom the leader can
trust and turn to for help in a variety of matters. It is also expected that leadership
roles will change, shift, and evolve over time. Leadership roles should not be
determined by seniority. These roles can also be seen as ways for grooming future
leaders. Aside from becoming a department chair, counselor, or administrator, a
teacher has very little opportunity for career advancement within the school system.
Not only can the following roles of teacher leaders showcase leadership possibilities
that can benefit a school or a program, they can also spark interest in pursuing a
position at the district of division or in the collegiate level, where teachers can have an
even greater influence on education.

1. Grade Level / Subject Area Leader = he/she coordinates specific needs by

content area or instructional concerns and strategies regarding specific levels and
learners. Through horizontal alignment, the subject area specialist coordinates
curriculum across the grade level, providing instructional leadership and support to
teachers of a common subject. Monitoring the instruction and assessments of the
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teachers on the grade level is very important since every learner in each subject area is
expected to possess the same set of skills and body of knowledge at the end of the
year.

2. Vertical Leader = similar to the leader above, but works specifically towards
vertical alignment of learners skills and knowledge up and down grade levels, ensuring
that learners have acquired the knowledge and skills in their previous level in the
subject, i.e., math, that they need for success at the benchmark level. If not, they find
ways to tighten the instruction and the curriculum. They also promote collaboration
and share pertinent content literature.

3. Mentor = takes on the responsibility of coaching and advising novice teachers and
those new to the school system. With more and more novice teachers leaving the field
within the first few years of teaching, the mentor is not only concerned with
instructional and organizational needs; he/she also lends emotional and moral
support to alleviate the stress that the job creates. A mentor need not always be the
strongest instructional leader, but he should have a solid grounding in best practices
and his content area. He should be able to suggest ideas and strategies to assist in
classroom instruction. And he must be astute enough to read people.

4. Peer Coach = a peer coach is similar to a mentor except that with this pair, both
teachers—not necessarily novices—function as mentor and as protégé. In this
relationship, the word “peer” is key. Because peer denotes equality, these teachers'
classroom visits are nonthreatening. They are not evaluative and prescriptive; they are
diagnostic and constructive, allowing teachers to experiment and take risks without
fear of judgment. After each has observed the other in class, peer coaches discuss
observed instructional behaviors, actions, and practices, which can include giving
feedback on plans, lessons, instruction, classroom presence, and classroom
management. There is a safe environment among these volunteers that enables them
to converse in a candid manner and learn from each other. This ultimately benefits the
teachers' growth, the team's growth, and the students' growth.

5. Note-Taker / Recorder = it is very important to keep a record of every meeting

because of selective memories. An accurate record of what was discussed and what
was decided can be helpful in case of future disagreement, as well as in bringing
people who missed the meeting up to speed. It is also a good idea to keep the minutes
in a central place so all teachers, regardless of what team they are serving on, have
access to them.

6. Timekeeper = keeps the group on task with the agenda. After a stressful day of
work, it is natural for a meeting to degenerate into a complaint session or, in worse
cases, a complete digression into the social lives of the group's members. The
Timekeeper reminds members that meetings should be productive,

7. School Plan Chair = this role usually does not rotate because consistency and
continuity are extremely important. The school plan chair has an integral position in
coordinating and guiding the school toward achieving its vision.

8. Cooperating Teacher = someone who is willing to sponsor a practicum pre-service

teacher from the local college or university. It should be stressed that hosting a
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student teacher involves much time and can even be quite burdensome, especially if
the person is not as well prepared as he should be. This leader models exemplary
instructional practices, techniques, and strategies for the pre-service teacher to
observe during his stay.

9. Community Leader = all teachers should be involved in their communities not

just because of the obvious reasons but also because of the political ramifications. PR
work is needed to demonstrate the many services that a school provides and the good
things that occur there. Teachers can reach out to the surrounding community by
volunteering to teach courses in their areas of specialty, by attending community
functions to show their support, or by attending community meetings to keep abreast
of concerns. Attending PTA meetings or serving as a liaison between the PTA and the
faculty is another way to build connections. Teachers can also exhibit leadership by
actively engaging the community.

10. Student Activities Coordinator = this teacher leader works for a tighter bond
between students and organization sponsors by finding the best match. A good match
could have a direct influence on student achievement because extracurriculars and
achievement are related. In addition to overseeing student groups, this leader might
encourage teachers to become sponsors or encourage groups to plan joint events.

11. Technology Leader = may not initially need to be the most techie teacher in the
team; but he/she can be trained in this area. He/She coordinates the team's
technological needs and serves as a troubleshooter when glitches arise.

12. Web Page Curator = this position is best suited for a technophile. Many teachers
love technology and crave the opportunity to demonstrate their knowledge of it—and
will jump at the chance to use it. Tap these feelings and abilities by making someone
responsible for creating or monitoring a department or team Web page. This can be a
vital resource for parents and students in addition to being a great PR vehicle. This
person might create links to other helpful Web sites, post bios of your teachers, write
an online newsletter, or work on anything else that would be beneficial to the learning
community.

Leadership Versus Management:

Are leadership and management synonymous? Is a leader a manager or is a

manager a leader? If I am a good leader, does it follow that I am also a good manager?
Or if I am a good manager, am I at the same time a good leader? Not necessarily.
Conceptual skill is the ability to think in terms of models, frameworks and broad
relationships such as long range plans. In short, conceptual skills deal with ideas
while human skill concerns relationship with people and technical skills involves
psychomotor skills and things. The ideal school leader possesses all three.

Leadership Styles:

1. Autocratic = Autocratic leaders do decision making by themselves.

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2. Consultative = Consultative leaders allow participation of the members of

the organization by consulting them but make the decision themselves. This is what
happens in consultation meetings called by schools when they increase tuition fees.
Sometimes education stakeholders get disappointed that their suggestions are not
carried after school leaders have consulted them. They do not understand that
consultation does not necessarily mean approval of stakeholders’ suggestions.

3. Democratic = Democratic leaders allow the members of the organization to

fully participate in decision making. Decisions are arrived at by way of consensus.
This is genuine participation of the members of the organization which is in keeping
with school empowerment.

4. Laissez Faire or Free-rein Leadership = leaders avoid responsibility and

leave the members of the organization to establish their own work. This leadership
style leads to the kanya-kanya mentality, one weaknesses of the Filipino character.
There will be no problem if the situation is ideal, i.e. each member of the organization
has reached a level of maturity and so if members are left to themselves they will do
only what is good for the organization. On the other hand, it will be chaos If each
member will do as he/she please even if it is against the common good.

Which leadership styles are participative? The consultative and democratic

leadership style are the only ones that allow for participation of the members of the
organization. Between the consultative and democratic styles of leadership, the
democratic style is genuinely participative because it abides by the rule of the
majority.

Leadership Qualities:

There are a number of qualities that leaders have in common. Many of these
characteristics are seen in effective teachers, which might be why people gravitate
toward them and why they seek leadership positions.

1. Principled = a political issue is few representatives are willing to take a stand and
fight for what they truly believe in. People become apathetic since they want someone
to believe in, someone who will “fight the good fight” and risk the consequences of
doing so, and teachers are no different. It would seem that tenured teachers have
little to lose because they have job security, but repercussions can take the form of
having their schedules changed, being forced to “float” between rooms, not receiving
administrative support, or being unable to advance in their careers. A teacher who
weighs these risks and still wants his voice heard over the din is a leader whom people
want to work with and to follow. These teachers are student centered and not
motivated by money or how being a leader makes them feel. A principled person is
also trustworthy. Earning the trust of colleagues is no small feat, and maintaining
confidentiality can be difficult sometimes. Those who confide in you expect you to keep
information to yourself, and if you do, you can be rewarded in a variety of ways.

2. Honest and Ethical = By choice or not, people will generally a leader who is honest
and ethical, and respected, which is more important.
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3. Organized = Organized does not mean that every paper is tucked neatly away in a
manila folder or that a workstation is spotless. Being organized means having some
kind of system in place, however foreign it may appear to others, to stay focused and
on track, which facilitates being able to handle the myriad responsibilities necessary
for teaching and leading.

4. Perceptive =. Being sensitive to people's needs and concerns is crucial. It is

essential to be able to discern when your team is overwhelmed, when a meeting ceases
to be productive, and when teachers need assistance or direction but are reluctant to
ask for it. Sensing what people need and when they need it is a key leadership
quality. Successful leaders are able to read people. They mentally note people's
reactions and remember certain situations, and they are able to connect the dots
along the way. They perceive differences between what people say and what they do.
They are observant, as they note the school politics, identify potential threats, and
adjust accordingly so that their actions are not damaging. Trusting their instincts is
another way that these leaders are effective: they know when to go with their gut.

5. Empathetic and Supportive = People are more inclined to follow someone who
understands what they are going through. It is not good enough for a leader to
imagine what it is like to have a class of 35 freshmen; she needs to have had such a
large group herself. This is why administrators who had only a brief tenure in the
classroom, or who never taught, have a tough time leading: they are unable to
convince their constituency that they have “been there, done that.” A lack of direct
experience makes it difficult for them to provide viable and valuable suggestions to
teachers, or for teachers to trust and act on recommendations they receive. An
empathetic and supportive leader assists others emotionally, socially, and
instructionally, and forges connections with them. Without being judgmental, she
finds ways to help people recognize and learn from their mistakes. She is not intent on
punishing people but instead on helping them.

6. Altruistic = Those who put the needs of others ahead of their own have a solid
understanding of what true leadership entails. The sacrifice may involve waiting until
everyone else receives supplies or taking on an unappealing task. Leaders sacrifice
their planning periods, their free time, and sometimes even their personal lives for the
benefit of others.

7. Accessible = The concept of having an “open-door policy” has lost almost all its
cachet. Some profess it but don't practice it, whereas some preach it but make others
feel awkward for taking advantage of it. We obviously should be accessible during
contract hours. But because the nature of the job demands that we often take our
work home, we should be accessible after hours as well. But of course, a good leader
knows how to set limits.

8. Resourceful = People are inspired to work with a leader who can circumvent
roadblocks, devise creative solutions, and use the network. For example, a resourceful
teacher does not accept a shortage of funds as the bottom line; he knows whose
pockets to pick or finds people to subsidize the team's needs.

9. Fair = Being professional means putting aside personal prejudices for the good of
the students. A fair leader hears all voices, does not play favorites (although she may
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have them), and is not self-serving. Treating everyone fairly is more important than
treating everyone equally, and a fair leader is an impartial leader. She does not allow
friendships or rivalries to impede the group's progress, especially when moving toward
improved achievement. She understands that she walks a fine line, expresses that to
her teachers, and practices fairness toward all whenever possible.

10. Accepting = Accepting people for who and what they are shows leadership.
Although placing blame may make a leader feel more secure, it is better for the group
if he/she accepts people's flaws and shortcomings and learns how to work with them
(or around them). Also, rather than passing the buck, accepting the blame for a
problem demonstrates responsibility. Teachers respect and want to work with leaders
who are willing to be accountable.

11. Vulnerable = Leaders who own up to mistakes or share their errors with their
colleagues, with an explanation of what they learned from the experience, are valued.
Leaders who admit mistakes show a willingness to grow. They are perceived as
human, not as unapproachable academics in an ivory tower or arrogant know-it-alls.
Not afraid to admit when they do not know an answer, they are willing to learn and
ask others for the answers. And humility can be refreshingly disarming.

12. Forward-Thinking = Some people have a knack for anticipating what might
happen next. Leaders can save their group time and growing pains by suggesting
change and giving choices rather than mandates, which are always less palatable.
Futurists are often risk-takers and tend to seize the initiative instead of waiting for
others to act. They recognize the far-reaching effects of a good idea and get the ball
rolling.

13. Global = Seeing the bigger picture is a skill that facilitates problem solving. A
teacher leader is not always able to understand why decisions are made and how they
affect the entire organizational structure, but she does comprehend the consequences
for her team. She is able to see beyond her classroom and deals in what is best for all
students and teachers.

14. Decisive and Incisive = Leadership demands an action-oriented, decisive person:

those leaders who get things done are the most appreciated. They take the initiative
and make things happen. Getting immediately to the heart of an issue shows a keen
and quick mind—and it can save time. In a profession where time is limited and
people spend an inordinate amount of time discussing, debating, and deliberating
issues, respect belongs to the person who, without making a rushed decision, can
consider all angles and decide accordingly.

15. Intelligent = Intelligence as a key quality may sound obvious. Students, and
similarly, Teachers, resent leaders who simply give an answer because they are
expected to have one. Students can sense when adults fake their way through an
explanation, but adults can be more perceptive and unforgiving. Even though it seems
that anti-intellectualism is rampant in our society, educators value intelligence and
crave an intelligent leader.

Servant Leadership:
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Robert K. Greenleaf (1977) coined the paradoxical term servant-leadership. How

can one be a leader when he/she is servant? That is the common question. But the
paradox is Greenleaf’s deliberate and meaningful way of emphasizing the qualities of a
servant leader. He describes the servant

...servant first. It begins with the natural feeling that one wants to serve. Then conscious choice brings one
to aspire to lead. The best test is: do those served grow as persons: do they, while being served, become healthier,
wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least
privileged in society, will they benefit, or, at least, not be further deprived? (Greenleaf.1977/2002, p. 27)

The first desire of the servant leader is to serve. How? By leading. The greatest
teacher of humankind, Jesus Christ. was a servant - leader. He taught his disciples
"he who wants to great must be the servant of all". The life of the Greatest Teacher was
a life of total service to all.

We often hear the term "public servants" to refer to appointed and elected
officials of the government to emphasize the fact that they indeed are servants of the
people. Their first duty is to serve and in serving, they lead. They don't think of their
power as leaders first. If they do, they tend to become more conscious of their
importance felt over their consciousness of their power over their constituents and
tend to impose that power or make their importance felt over their constituents and
forget that if ever they are given power it is to serve their people. Someone said "power
corrupts". And indeed it does, when leaders think first of their power and forget the
very reason why such power was given, i.e. to serve. The greatest teacher said:

"... and whoever wants to be first among you must be your slave." (Matthew
20:27)

"The greatest among you shall be your servant.” (Matthew 23:11)

"If anyone wants to be first, he must be the last of all and the servant of all”
(Mark 9:35)

"You know how the pagan rulers make their powers felt. But it shall not be this
way among you. Instead, whoever wants to become great among you must be your
servant." (Mark 10:43)

His whole life was a life of service. In fact, he wanted to impress this idea of
servant leadership by doing something dramatic in his last days on earth. He washed
the feet of his apostles, Washing the feet was the work of a servant in his
time.

He wanted to etch in the memories of his apostles the idea that leaders are
supposed to be "footwashers". Leaders are supposed to be servants of all.

Servant leadership seeks to involve others in decision making, is strongly based

in ethical and caring behavior and enhances the growth of workers while improving
the caring and quality of organizational life.
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The school head who acts as a servant leader forever remembers that he/she is
there to serve his/her teachers, the students, the parents, etc. and NOT the teachers,
learners parents to serve him/her.

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. The transformational
leader is not content with status qou and sees the need to transform the way the
organization thinks, relates and does things. The transformational. school leaders sees
school culture as it could be and should be not as it is and so plays his/her role as
visionary, engager, learner collaborator, and instructional leader. As a
transformational leader he/she makes positive changes in the organization by
collaboratively developing new vision for the organization and mobilizing members to
work towards that vision. To do this the transformational leader combines charisma
inspirational leadership and intellectual stimulation to introduce innovation for the
transformation of the organization.

In schools where transformational leadership is present, administrators

recognize that the leadership of a department chair or team leader can make a
significant difference to the climate and culture of the school. They are not threatened
by a teacher's influence or exercise of leadership, nor by giving up some control. These
administrators strive to encourage and cultivate leadership and “make better use of
the unique strengths and contributions [that] department heads can bring to school
management and improvement” (Weller, 2001, p. 80). At these schools, teacher leaders
act as coaches and mentors, observe classrooms so that instruction can be refined
and best practices implemented, and attempt to realize a vision or to “reculture” the
environment. With the pressure of high-stakes testing and the need to meet state and
federal benchmarks, administrators rely on these leaders to improve achievement and
even defer to them in certain instances.

Sustaining Change:

For reforms to transform, the innovations introduced by the transformational

leader must be institutional and sustained. Or else that innovation is simply a
passing fad that loses its flavor after a time. A proof that an innovation introduced has
transformed the organization is that the result or effect of that change persists and
ripples even when the transformative leader is gone or is transferred to another school
or gets promoted in the organization.

We feel most comfortable with our old pair of shoes. We like to live in our
comfort zones and so sometimes we do not welcome change. And yet if we want
improvement in the way we do things in our organization, in our school or if we want
to improve in life we must be willing to change. The transformational leader ought to
deal with resistance to change to succeed. There will always be resisters to change. To
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ensure that the innovation he/she introduces leads to the transformation of the
organization, Morato of Bayan ABS-CBN. (2011) gives the following advice:

1. Seek the support of the stakeholders = The leaders must build a "strong
coalition of allies in order to push for any meaningful change that would yield results.
Innovations cannot be forced upon the teachers, the students, the parents, the
community...without serious consequences."

2. Get people involved early and often = Resistance drops off in proportion to
the involvement of participants. You may not expect 100-percent support from any
individual who was not personally involved in a change that affected his/her work. It
is best to set up networks to reach out to as many people as possible

3. Plan a communications campaign to "sell" the innovation = Morato

(2011) asserts: "The change envisioned must cascade downwards to the last lesson
plan and ripple sidewards to win the support of major stakeholders".

4. Ensure that the innovation is understood by all = The benefits and costs
must be appreciated and weighed carefully.

5. Consider timing and phasing - These are highly critical; missteps might
backfire and lack of sensitivity to stakeholders might lead to resistance.

Takeaways from Lesson 12

 Organizational leadership is also an attitude and work ethic that empowers an

individual in any role to lead from the top, middle, or bottom of an organization.

 Leadership and management are not synonymous but are related to each other.

 Leadership is focused more on the vision, the future state of the organization,
while management is concerned with daily operations. An effective school head
is both a leader and a manager. There are various leadership styles - from
autocratic, consultative, democratic and laissez faire (free rein) style.

 The democratic leadership style is the most participative. Decisions are arrived
at by consensus. Consultative style is also participative because it involves
members of the organization but the leader decides. Autocratic leadership is
dictatorial leadership. The members of the organization do not participate in
decision making. In the laissez faire leadership style, the leader does not
interfere with the members of the organization who are left to decide for
themselves.

 In servant leadership, it is most important that the leader sees himself/herself

as a servant first before he/she is a leader.
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 Transformational leadership is concerned with introducing and sustaining

innovations.

 Situational leadership is leading the organization in a way that fits the situation
to the readiness of the followers.

---endofLesson12---

Application – Let’s Apply: Write your answers in a separate piece of paper.

1. Based on this lesson and by means of an acrostic, give qualities or specific

behaviors of good leaders. See example.

L-
E-
A-
D-
E-
R-
S-Servant. He is a servant first before a leader.

2. You are assigned as a school head in a low-performing school. Students are poorly
motivated, parents and community are not very cooperative, and teachers have low
morale. As a leader, what should you do? Outline your steps.

3. You are introducing an innovation in school. Sociologically, Filipinos are known for
the "ningas-cogon" mentality. How does this mentality affect school innovation? As a
leader, how will you counteract it?

4. Two of your teachers are doing very well. Four strongly resist Continuing
Professional Development. Two are about to retire and are simply waiting to retire. To
make your school perform, as a school head, what moves will you take? Explain.

5. Following are various methods that leaders employ. Identify the leadership style
employed in each method. Explain your answer in-depth.

 Model the way. Set the example.

 Share your vision. Enlist others.

 Challenge the process. Look for ways to grow.

 Enable others to act. Empower others.

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 Sct goals.

 Build trust.

 Give the direction.

 Encourage the heart. Give positive reinforcement.

6. In groups of five, develop a servant leadership assessment instrument.

References:

“The Teacher and the Community, School Culture and Organizational Leadership” by
NG Prieto, CN Arcangel, and BB Corpuz (2019), pages 83-93.
“How to Thrive as a Teacher Leader” by JG Gabriel (2005).
http://www.ascd.org/publications/books/104150/chapters/Organizational-
[email protected]#:~:text=For%20nearly%20a
%20century%2C%20schools,quest%20to%20improve%20student%20achievement.