MODULE 5: SCHOOL AS AN AGENT OF SOCIAL behaviors of students, teachers, staff,

CHANGE and administration.

➢ Schools are dynamic organizations that School as social organization

prepare learners for different societal
➢ Under the systems theory, it is best to
roles, guided by a philosophy, mission,
examine some characteristics of schools
and vision.
including structure, culture, climate,
School as an organization leadership and decision making, and the
relationships among personnel (Bozkus,
➢ it has its own system of governance 2014).
influenced by a fixed organizational ➢ STRUCTURE
structure or bureaucracy. In basic • Schools operate as intricate social
education, the Department of systems blending rational, natural, and
Education determines the bureaucratic open system characteristics. They have
structure of schools from national, hierarchies like bureaucracies, organic
regional, division, district, and the local interactions among individuals, and
school level. flexible goals with informal networks.
School as a learning organization These dynamics shape employee
behavior and organizational functions
➢ its main function is to help learners to (Bozkus, 2014).
learn and develop knowledge, skills, ➢ CULTURE AND CLIMATE
and values essential for every •School culture is preserved and
individual. transferred to new members by the
socialization process (Kowalski, 2010).
School as a community
•Climate on the other hand represents
➢ it is composed of teachers, an organization’s distinguishing
administrators, students, staff, and characteristics, feelings; and behavior
other stakeholders united in one that can be presented with a
purpose and guided by common framework which consists of four
values and culture. elements
➢ Vision - sense of direction of what the ➢ LEADERSHIP AND DECISION MAKING
school hopes to accomplish for itself, •In social systems of schools an
for the people, and for the society; important aspect of leadership is the
Values - provides a framework for quality and systematic effects of
organizational culture and behavior of functions and behaviors of principals as
the entire school; leaders (Bozkus, 2014).
Leadership - provides administrative •The Governance of Basic Education Act
and management 'support for the day- (Republic Act 9155) provided a way to
to-day activities and functions of the enhance the system of leadership and
school; and decision making process in the school
Culture - pertains to shared values and
 by providing overall framework for institutions to deal with divergent
principal empowerment. customer expectations, and new
➢ RELATIONSHIP customer bases and workforces.
•Social organizations like schools are 3. Global talent and skills race
stemmed from interaction among •Talent capable of navigating a rapidly
people both within and outside of the evolving financial landscape will 'be
organization. Relationships within 'required to respond to increasing
school building and with the community regulatory pressures, a changing
are essential elements of socialization approach to risk management and the
and have a significant impact on many emergence of new markets
vital processes (Bozkus, 2014). 4. Business Operating Model pressures
•Regulation and the increasing cost of
SOCIAL CHANGE AND ITS EFFECT IN THE capitalist exerting .pressure on business
EDUCATIONAL SYSTEM operating structures, driving
➢ Social change segmentation and disintermediation in
• is a broad term and every society the financial sector
develops and evolves in a unique way 5. Regulatory changes and complexity
as influenced by various social factors •Regulatory pressures arising from the
and events. Change is always happening financial crisis have increased the cost
in every aspect of the society and it is of capital, prompted large-Scale
inevitable. divestment; reshaped attitudes toward
➢ Sociologist risk, and redrawn the boundary
•defines social change as changes in the between retail and wholesale banking.
human 6. Changes in investment, capital sources
interactions and relationships that and returns
transform cultural and social •Non-bank financial institutions,
transformation. technical companies, and new investors
are bringing fresh capital into the sector
Six mega tends that continues to shape and while banks meet capital requirements,
influences our society manage stress tests, and spend on
compliance upgrades.
1. Digitalization and technological
advances SOCIAL CHANGE AND CHALLENGES BROUGHT
•Technological advancement is BY THE 4TH INDUSTRIAL REVOLUTION
impacting the finance industry as new
challengers 'are emerging and growing ➢ THE FOURTH INDUSTRIAL REVOLUTION
customer expectations drives significant 1st - Mechanisation, water power,
IT infrastructure investment. steam power
2. Demographic and behavioral changes 2nd - Mass production assembly line,
•The changing demographics, electricity
geographical, and behavioral profile of 3rd - Computer and automation
customers are forcing financial 4th - Cyber physical systems
 ➢ Persistent risks to digital rights through •Leadership styles, interpersonal skills,
the sheer interconnectedness of new and personalities of change agents
technologies. (About AI) pushing for school changes.
➢ High-powered propaganda tools in the ➢ Market Forces
attention economy • Competition, incentives, and
➢ Navigating the relationship with new individual choice motivating change
digital social movements within the educational landscape.
➢ Threats to transparency and ➢ Professional Forces
accountability ( fake news) • Expertise standards, codes of conduct,
➢ New context for questions on the ethics collegiality, and professional norms
of innovations that take us beyond the fostering change within the profession.
level of humanity. ➢ Cultural Forces
• Shared values, goals, and ideas
THREE LITERATION THAT NEEDS TO BE fostering covenantal community and
DEVELOPED TO PREPARE GRADUATES FOR compelling change.
THIS 4TH INDUSTRIAL REVOLUTION ➢ Democratic Forces
➢ DATA LITERATION •Social contracts and shared
•The ability to read, to analyze, and to commitments to the common good,
use information in the digital world building a community to drive change
➢ TECHNOLOGY LITERATION -To navigate change forces, schools must
•The ability to understand mechanical cultivate internal commitment among faculty,
(system) work, to use the application of administrators, and staff, fostering a sense of
technology like (Coding, Artificial
ownership and responsibility. Essential factors
Intelligence, & Engineering Principles). include cooperation, collaboration, open
➢ HUMAN LITERATION HUMANITIES, communication, and promoting innovative
COMMUNICATION, AND DESIGN behaviors and creativity across the school
•This calls for development of community.
leadership skills, social competence, RESPONDING TO THE NEEDS OF THE
collaboration and teamwork, CULTURALLY DIVERSE GLOBAL COMMUNITY
professionalism, and new sets of values
to be developed among student. Each race encompasses a multitude of different
ethnic groups. An ethnic group refers to people
CHANGE FORCES who are closely related to each other through
Sergiovanni (2000) outlined six influential characteristics such as culture, language, and
forces driving changes in schools: religion. There are many ethnic groups and our
country is one of the most diverse nations in
➢ Bureaucratic Forces terms of culture.
•Rules and mandates shaping
standardized processes and outcomes, CULTURALLY DIVERSE
guiding prescribed changes. The term “culturally diverse” is often used
➢ Personal Forces interchangeably with the concept of
“multiculturalism.” Multiculturalism is defined HOW CAN YOU SUPPORT CULTURAL
as: DIVERSITY?
“...a system of beliefs and behaviors that
recognizes and respects the presence of all •Increase your level of understanding about
other cultures by interacting with people
diverse groups in an organization or society,
outside of your own culture—meaningful
acknowledges and values their socio-cultural
relationships may never develop simply due to
differences, and encourages and enables their
continued contribution within an inclusive a lack of understanding.
cultural context which empowers all within the •Intervene in an appropriate manner when you
organization or society.” observe others engaging in behaviors that show
cultural insensitivity, bias, or prejudice.
Sociologist Dr. Caleb Rosado, who specializes
in diversity and multiculturalism, described •Be proactive in listening, accepting, and
welcoming people and ideas that are different
seven important actions involved in the
from your own.
definition of multiculturalism:
CULTURAL DIVERSITY
1. recognition of the abundant diversity of Cultural diversity encourages individuals to
cultures; contribute positively to society by
2. respect for the differences; acknowledging and valuing various cultural
3. acknowledging the validity of different ideas, encouraging diverse contributions,
cultural expressions and contributions; empowering individuals to reach their full
4. valuing what other cultures offer; potential, and celebrating differences.
5. encouraging the contribution of diverse
groups; MULTICULTURAL EDUCATION

6. empowering people to strengthen Aiming to remove barriers to educational

themselves and and others to achieve their opportunities and success for students from
maximum potential by being critical of their diverse cultural backgrounds. It values and
own biases; and recognizes the impact of cultural identity and
7. celebrating rather than just tolerating the heritage on students' learning and thinking,
differences in order to bring about unity aiming to improve the learning and success of
through diversity. historically underrepresented or lower-
achieving students.
WHY CULTURAL DIVERSITY A GOOD THING?
➢ Learning content: Texts and learning
Cultural diversity is important because our materials may include multiple cultural
country, workplaces, and schools increasingly perspectives and references.
consist of various cultural, racial, and ethnic ➢ Student cultures: Teachers and other
groups. We can learn from one another, but educators may learn about the cultural
first we must have a level of understanding backgrounds of students in a school,
about each other in order to facilitate and then intentionally incorporate
collaboration and cooperation. learning experiences and content
 relevant to their personal cultural not producing teachers who are internationally
perspectives and heritage. adept.
➢ Critical analysis: Both educators and Brodin (2010) also observed that the need for
students might analyze their own educating all citizens and providing them with
cultural assumptions, and then discuss information about other cultures and countries
how learning materials, teaching has become imperative.
practices, or schools policies reflect
cultural bias, and how they could be Tilghman (2007) emphasized that instilling a
global perspective among students; exposing
changed to eliminate bias.
them to the histories, languages, religious
➢ Resource allocation: Multicultural
traditions, and cultures of countries other than
education is generally predicated on the
principle of equity—i.e., that the their own; and building academic bridges
between schools and colleges and their
allocation and distribution of
educational resources, programs, and respective faculties around the world is today a
scholarly imperative, rather than a luxury.
learning experiences should be based
Diokno (2010) observed that
on need and fairness, rather than strict
equality. internationalization has opened the door for
many countries to improve their educational
In the study of Ball (2000), the enormous systems, especially in higher education.
complexities of today’s world require a new
APPROACHES TO MULTICULTURAL EDUCATION
vision for schooling that responds to the needs
of the global and multicultural society in which ➢ CONTRIBUTIONS APPROACH
we live. •1. Multicultural education often begins
with the contributions approach, in
To be culturally literate according to Hirsch
which the study of ethnic heroes is
(1987) is to possess the basic information
extending over the major domains of human included in the curriculum. At this
superficial contributions level, one
activity from arts, sports, and science, needed
might also find “food and festivals”
to thrive in the modern world.
being featured or holidays
Certain provisions in the school curriculum ➢ ADAPTIVE APPROACH
should allow students to immerse to different • a unit or course is incorporated, often
cultures. The thrust-of the school curriculum but not always during a “special” week
should be focused on the development of or month.
learners who appreciate various cultures and ➢ TRANSFORMATION APPROACH
ideas among different countries (Pawllen et al., • the entire nature of the curriculum is
2009). changed. Students are taught to view
Our classrooms too are becoming more events and issues from diverse ethnic
complex and diverse (Shim, 2011). and cultural perspectives.
Merryiield (2000) also noted that despite the ➢ SOCIAL ACTION
increasing demands for teachers to teach for •goes beyond the transformation
equity, diversity, and 'global approach
interconnectedness, colleges of education are
WHAT DO EFFECTIVE LEADERS DO?

Fullan (2001) identified several strategies that

lead in schools could do to be effective in
complex times:

1. Educational leaders must be guided by

moral purpose
2. It is essential for leaders to understand
the change process
3. It is essential to build relationships
4. Leaders must 'commit to knowledge
creation and sharing
5. Effective leaders seek coherence in
everything they do

STRATEGIES THAT ADMINISTRATORS,

TEACHERS, AND OTHER PERSONNEL CAN DO
ENSURE SUCCESS OF THE SCHOOL.
1. Strong Principal Leadership

2. Setting high expectations for students’

achievement

3. Empowerment and providing positive

support to teachers

4. Creating a clear vision and mission

5. Monitoring students’ progress and teachers’

performance

6.Empowerment and providing positive support

to teachers

7.Establishing linkages and collaboration with

parents, community, and all stakeholders