Chapter 3 Social Science Theories to

Education
1. Functionalism

Functionalists view education as one of the more important social institutions in a society.
They contend that education contributes two kinds of functions: manifest (or primary) functions,
which are the intended and visible functions of education; and latent (or secondary) functions,
which are the hidden and unintended functions.

Manifest and Latent functions of Education

Manifest: Openly stated functions with Latent: hidden, unstated functions with
intended goals sometimes unintended consequences
1. Socialization Courtship
2. Transmission of culture Social networks
3. Social control Group work
4. Social placement Creation of Generation gap
5. Cultural innovation Political and social integration

According to functionalist theory, education contributes both manifest and latent functions.

Manifest Functions

Socialization

Beginning in preschool and kindergarten, students are taught to practice various societal
roles. The French sociologist Émile Durkheim (1858–1917), who established the academic
discipline of sociology, characterized schools as “socialization agencies that teach children how to
get along with others and prepare them for adult economic roles” (Durkheim 1898).

Transmission of culture

This socialization also involves learning the rules and norms of society as a whole. In the
early days of compulsory education, students learned the dominant culture. Today, culture is
increasingly diverse. Students may learn a variety of cultural norms, not only those of the
dominant culture.

Social Control

School systems transmit the core values of the nation through manifest functions like
social control. One of the roles of schools is to teach students conformity to law and respect for
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authority. Obviously, such respect, given to teachers and administrators, will help a student
navigate the school environment. This function also prepares students to enter the workplace and
the world at large, where they will continue to be subject to people who have authority over them.
Fulfillment of this function rests primarily with classroom teachers and instructors who are with
students all day.

Social Placement

Education also provides one of the major methods used by people for upward social
mobility. College and graduate schools are viewed as vehicles for moving students closer to the
careers that will give them the financial freedom and security they seek. As a result, college
students are often more motivated to study areas that they believe will be advantageous on the
social ladder.

Latent Functions

Courtship

Education also fulfills latent functions. As you well know, much goes on in a school that
has little to do with formal education. For example, you might notice an attractive fellow student
when he gives a particularly interesting answer in class—catching up with him and making a date
speaks to the latent function of courtship fulfilled by exposure to a peer group in the educational
setting.

Social Networks

The educational setting introduces students to social networks that might last for years
and can help people find jobs after their schooling is complete. Of course, with social media such
as Facebook and LinkedIn, these networks are easier than ever to maintain.

Group Works

Another latent function is the ability to work with others in small groups, a skill that is
transferable to a workplace and that might not be learned in a homeschool setting.

Creation of Generation Gap and Political and Social Integration

The educational system has always given a venue for students to learn about many social
issues, particularly on university campuses. There are several chances for social and political
activism, as well as the development of tolerance for the diverse viewpoints represented on
campus.

According to functionalist theory, schools also have the job of sorting or classifying
students based on intellectual merit or potential. Early in school, the most capable pupils are
identified through testing and classroom successes. These students are placed in accelerated
programs in the hopes of succeeding in college.

School, according to functionalists, is increasingly taking over some of the responsibilities

that were previously performed by the family, particularly in recent years. Schools are now used
to teach about human sexuality as well as basic skills like budgeting and job applications, which
were once handled by the family.

2. Conflict Theory
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 Conflict theorists do not believe that public schools reduce social inequality. Rather, they
believe that the educational system reinforces and perpetuates social inequalities that arise from
differences in class, gender, race, and ethnicity. Where functionalists see education as serving a
beneficial role, conflict theorists view it more negatively. To them, educational systems preserve
the status quo and push people of lower status into obedience.

The fulfillment of one’s education is closely linked to social class. Students of low
socioeconomic status are generally not afforded the same opportunities as students of higher
status, no matter how great their academic ability or desire to learn. Picture

Conflict theorists point to tracking, a formalized sorting system that places students on
“tracks” (advanced versus low achievers) that perpetuate inequalities. While educators may
believe that students do better in tracked classes because they are with students of similar ability
and may have access to more individual attention from teachers, conflict theorists feel that
tracking leads to self-fulfilling prophecies in which students live up (or down) to teacher and
societal expectations (Education Week 2004).

To conflict theorists, schools play the role of training working class students to accept and
retain their position as lower members of society. They argue that this role is fulfilled through the
disparity of resources available to students in richer and poorer neighborhoods as well as through
testing (Lauen and Tyson 2008).

IQ tests have been attacked for being biased—for testing cultural knowledge rather than
actual intelligence. For example, a test item may ask students what instruments belong in an
orchestra. To correctly answer this question requires certain cultural knowledge—knowledge most
often held by more affluent people who typically have more exposure to orchestral music. Though
experts in testing claim that bias has been eliminated from tests, conflict theorists maintain that
this is impossible. These tests, to conflict theorists, are another way in which education does not
provide opportunities, but instead maintains an established configuration of power.

3. Feminist Theory

Feminist theory aims to understand the mechanisms and roots of gender inequality in
education, as well as their societal repercussions. Like many other institutions of society,
educational systems are characterized by unequal treatment and opportunity for women.

4. Symbolic Interactionism

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 student understands that teacher believes
in his/her ability he/she tries his/her best prove that indeed he/she is able. If a teacher does
otherwise, a student tends to behave in accordance with teacher’s poor perception.

Different people may give different meanings to the same thing. When teacher
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 poet may look at it with the thought; “they also serve who only stand and wait”
like John Milton’s from his poem “on his blindness”

Meanings change as individuals interact with one another. A negative meaning

that you used to associate with hospital when you went to a hospital which locked more as a hotel

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than the usual hospital you know is changed. After you have taught well, your first impression of
teaching as boring is changed to teaching is exciting.

The Strength and Weaknesses of the Filipino Character: A Socio- Cultural Issues
There are different socio-cultural problems but the main focus is the weaknesses of the
Filipino character. We can discover our strengths through our weaknesses.

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 the protection of erring family members.

Extreme Personalism

Take things personally, cannot separate objective task from emotional involvement. This can lead
to graft and corruption evident in Philippine society

Lack of Discipline

A casual attitude toward time and space, manifested in lack of precision and compulsiveness, in
poor time management and procrastination. It will result in lack of standardization and equality
control. Impatience results in short cuts, palusot, ningas cogon. Lack of discipline often results to
inefficient work systems, the violation of rules and a casual work ethic lacking follow through.

Passivity and Lack of initiative

Waiting to be told what to do, reliance on others (leaders and government), complacence, and
lack of sense of urgency. There is high tolerance of inefficiency, poor service and even violations
of one’s basic right.

Colonial Mentality

Lack of patriotism, or of an active awareness, appreciation and love of the Philippines and an
actual preference for thing foreign.

Kanya-kanya Syndrome, Talangka Mentality

Done by tsismis, intriga, unconstructive criticism… this results in the dampening of cooperative
and community spirit, and in the trampeling upon other’s rights.

Lack of self-analysis and self-reflection

The tendency to be superficial and somewhat flighty. In the dace of serious personal and social
problems, there is lack of analysis or reflection, and instead satisfaction with superficial
explanations and solutions.

Emphasis on porma rather than substance

This lack of analysis and emphasis on form is reinforced by an educational system that is more
from than substance.

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These weaknesses are rooted in many factors:

• Home

• Social

• Economic Environment

• Culture and Language

• History

• Religion

• Educational System

• Mass media

• Leadership

• Role Models

Following Goals that proposed to develop in the Filipino:

1. A sense of patriotism and national pride

2. A sense of the common good

3. A sense of integrity and accountability

4. The values and habits of discipline and hard work

5. The value and habits of self-reflection and analysis

Based on the report titled “A Moral Recovery Program: Building a People, building a
Nation” of Senator Leticia Shahani submitted to the senate, these are the strengths of
the Filipino character:

• Pakikipagkapwa-Tao

• Family Orientation

• Joy and Humor

• Flexibility, Adaptability and Creativity

• Hard work and Industry

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• Faith and Religiosity

• Ability to survive

Values Education in School

The department of education has its vision to develop “Filipino who passionately love their country
and whose values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation. “

The Core Values:

1. Maka-Diyos

2. Maka- tao

3. Maka- kalikasan

4. Maka- bansa

This core values can be uphill battle for Philippine school to realize these
considering…

• Extreme family centeredness

• Extreme personalism

• Lack of discipline

• Passively and lack of iniative

• Colonial mentality

• Kanya – Kanya syndrome

• Talangka Mentality

• Lack of self-analysis and self-reflection

• Emphasis on porma rather than substance.

Philippine schools have to intensify values education in curriculum, in fact K – 12 is the response
to this report in Values Education now Dikaryon sa Pagpapakatao in K to 12 curriculum was
introduced as a separate subject in the basic program of Dr. Lourdes Quisumbing the Department
of Education, Culture and Sports Secretary in 1988 – 1990.

• Values Education Frame work conceptualize at year 1987

• Basic Education or the Grade 1 – 6 and 1st to 4th year high school curriculum in 2002

• Integrated values in major curriculum in @013

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The values education was renamed Dikaryon sa Pagpapakatao (EsP) for Grades 1-10 with title,
Values Education or (EsP) but core courses such as Introduction to the Philosophy of the Human
Person and Personal Development, are in essence, Values Education subjects themselves.

Activity 1

Matrix Completion. List the Filipino qualities, and then explain when that strength
becomes a weakness in a sentence or clause.

Strength It becomes a weakness when…

1.

2.

3.

4.

5.

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7.

Global Issues that Concern Schools and Society

Here are the Top Ten Global Issues and How They can be Addressed

#1 Climate Change
Global temperatures are rising, and by 2100, they are expected to rise from 2.6 to 4.8 degrees
Celsius. This would result in more severe weather, food and resource shortages, and disease
transmission. Reduced greenhouse gas emissions and increased awareness of the necessity of
turning green can make a significant difference. Making progress on climate change can be
accomplished through lobbying governments and proposing strategies to minimize carbon
emissions and stimulate reforestation.

#2 Pollution
Ocean debris, pesticides and fertilizers, as well as air, light, and noise pollution, are all examples
of pollution. Clean water is necessary for humans and animals, but owing to pollution from
hazardous substances, sewage, and industrial waste, more than one billion people do not have
access to it.

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#3 Violence
Violence exists throughout the world's social, cultural, and economic dimensions. Whether it's a
city-wide war, hatred directed at a specific group of people, or sexual harassment on the street,
violence is an avoidable problem that has gone unaddressed for far too long. Here are some
examples of different types of violence:

Table 2. Various Forms of Violence

Various Forms of Violence
Physical Violence Sexual Violence Emotional Violence
Occurs when someone uses a occurs when someone uses Occurs when someone says or
part of their body or an object when a person is forced to do something make a person
to control a person’s actions unwillingly take part in sexual feel stupid or worthless
activity
Psychological Violence Spiritual Violence (or Cultural Violence
occurs when someone religious) Occurs when an individual
uses threats and causes occurs when is harmed as a result of
fear in an individual to someone uses practices that are part of
gain control an her or his culture, religion
individual's spiritual or tradition.
beliefs to manipulate,
dominate or control that
person.

Source: https://www.hov.nl.ca/VPI/types/

#4 Security and Well Being

The United Nations is a global organization. It is a fantastic illustration of what should be done
to prevent a significant global issue of lack of security and well-being. The United Nations works
with regional organizations and security experts to achieve its goals. It's dedicated to improving
the well-being of people all across the world.

#5 Lack of Education

More than 72 million children throughout the globe who 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 on the issue of education, providing the proper tools
and resources to aid schools. (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 that
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.
(hhtps://www.worldvision.org.ph/stories/improving-functional- literacy-in-the Philippines/)

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#6 Unemployment
Without the necessary education and skills for employment, many people, particularly those
aged 15 to 24, struggle to find jobs and create a proper living for themselves and their families.
This leads to a lack of necessary resources, such as enough food, clothing, transportation, and
proper living conditions.
The unemployment rate in the Philippines inched lower to 5.2 percent in the March quarter of
2019 from 5.3 percent a year ago. From 1994 to 2019, the Philippines' unemployment rate
averaged 8.34 percent, with a high of 13.90 percent in the first quarter of 2000 and a low of
4.70 percent in the fourth quarter of 2016.
(https://www.tradingeconomics.com/philippines/unemployment-rate, Retrieved 4-9-19)

#7 Government Corruption
Graft, bribery, embezzlement, backdoor deals, nepotism, and favoritism are all examples of
corruption. Corruption is a primary source of poverty, especially because it disproportionately
affects the poor, degrading political and economic progress, democracy, and other factors.
Corruption can jeopardize the safety and well-being of citizens living in corrupted areas, and it
can lead to an increase in violence and physical threats in the absence of government
regulation.

The Philippines was placed 94th out of 177 nations in Transparency International's 2013
corruption index. (Source: Trefor Moss, Wall Street Journal, May 29, 2014)

#8 Malnourishment and Hunger

There are 795 million individuals in the world who do not have enough to eat right now.
Ending poverty is the first step toward ending world hunger in the long run. People who are
suffering will be more likely to find jobs, earn enough money to buy food, and even learn
how to create their own food to save money if they receive suitable training for work,
education, and the teaching of culinary and gardening skills.

Undernutrition (wasting, stunting, and being underweight), insufficient vitamins or minerals,

being overweight or obese, and the associated diet-related noncommunicable diseases are
all examples of undernutrition.

There is more than enough food on the globe to meet everyone's requirements. However,
millions of people around the world are still starving. (https://www.who.int/news-room/fact-
sheets/detail/malnutrition)

#9 Substance Abuse
Substance abuse is defined as "the detrimental or hazardous use of psychoactive chemicals,
including alcohol and illicit drugs" (World Health Organization). According to the United Nations,
an estimated 185 million individuals over the age of 15 were using drugs at the start of the
twenty-first century. Marijuana, cocaine, and alcohol are the most commonly used drugs, and
individuals of all classes, rich and poor, use them. In the developing world, underprivileged
groups and communities are the most vulnerable to this reality. Substance abuse is a big
concern in the Philippines. (https://issues.tigweb.org/substance)

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#10 Terrorism
Terrorism is an issue throughout the world that causes fear, 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 critical in
combating terrorism and promoting justice in wrongdoings to demonstrate the application of
the law and the severity of the penalties for terrorist crimes. (Source:
https://borgenproject.org/top-10-current-global-issues)

The 17 SDGs

The UN Secretary-General, Ban Ki-moon, said: "The seventeen Sustainable Development Goals
are our shared vision of humanity and a social contract between the world’s leaders and the
people. They are to-do lists for the people and planet, and a blueprint for success. "For the sake
of humanity, after the Millennium Development Goals of 2015, here comes another to-do list for
the sake of humanity.

Refer to the 17 Sustainable Development Goals (2015–2030) in the first part of this chapter.

Global Issues, SDGs 2015-2030 and Education

In September 2015, the General Assembly adopted the 2030 Agenda for Sustainable
Development, which 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 intentionally taught in schools because
they are made part of the curriculum.

Activity 1

Matrix Completion. Complete me through answering the questions below.

1. Identify at least two major global issues in the society and discuss.

2. What possible resolution can you propose on the major issues.

Global Issues Resolution Proposal

1.

2.

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The Why and How of the School and Community Partnership

What can the community do for schools?

When parents are involved in their child’s education, that child does better on arange
of measures. They behave better, attend school more often, are at lower risk of exclusion,
are
keener to learn and achieve better results. Strong links with the community can make a
particular contribution to the work of schoolsserving disadvantaged communities. They have
been shown to help raise educational standards and close the achievement gap between rich and
poor children. In such contexts schools are often keento raise aspirations of their children and
parents, which can work when you take a 'neighborhood' approach. It is therefore
necessary to mobilize schools’ external communities in order to engender positive attitudes
towards education (Iqbal, 2018).

Consistent community involvement and engagement at all levels of the school have been
shown time and time again to have significant short and long term benefits. According to a
recent policy brief from the National Education Association (NEA), “whe nschools, parents,
families, and communities work together to support learning, students tend to earn higher
grades, attend school more regularly, stay in school longer, and enroll in higher level
programs” . With these important benefits in mind, it’s clear that a focus on increasing
community involvement programs and opportunities should be a consistent goal for your
school.
In a 2002 research review by Anne T. Henderson and Karen L. Mapp – A New Wave of
Evidence: The Impact of School, Family, and Community Connections on Student
Achievement – the researchers concluded that there is a significant positive correlation
between school, family, and community involvement and student success.

Here are examples of what community can do for schools:

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 two weeks before classes begin in June. This is a
school maintenance program that has been institutionalized since2009 when DepEd issued
DepEd Order # 100.

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.

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Work experience programs- Business establishments and offices in the community can serve as
training ground for learners. A concrete example is the Work Immersion required of Senior High
School students. In this Work Immersion, 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 employments simulation; and 3) to apply their
competencies in areas of specialization/ applied subjects in authentic work
environments (Enclosure to DepEd Order No. 30. 3. 2017).

In this school-community partnership, the school can fulfill what curriculum requires and may
improve on their curriculum base 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 more equipped for the world of work. Business
establishments or any world of work in the community are the ultimate beneficiaries of these
graduates who have been more prepared through workimmersion.

Some schools call this service learning since it actively involves students in a wide range of
experiences which benefits students and the community at the same time fulfilling the
requirement of a curriculum.
• Remediation and enrichment classes - Parents and retired teachers may
be
involved in the School Reading remediation and Learning
Enrichment
Program.
• 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.
• Community Service - Examples of community service are
students
participating in tutorial programs, community reforestation programs,
clean
up drive for a river, assisting in medical mission; 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 concreteexamples
enumerated by the DepEd Primer on School-Community Partnership:

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 Classroom used by community organizations for meetings
School used as a polling place and venue for medical mission 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 conducted 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, Dumingaga, Zamboanga del Sur
Strong school community partnership- Feeding program was maintained by community
donors- Mother Butler Mission Guild, barangay councils, office of the mayor, parents who
budgeted, cooked, purchased.

“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,rights of the child.

2. Angels Magic Spot and Project REACH, etc. – Pembo Elementary School, Makati
Pembo Angels Magic Spot (PAMS) were the volunteer environmental steward-students of
Pembo elementary school while magic spots were the small dumpsites or empty lots in the
barangay which were converted by the students into vegetables gardensfrom which members of
the barangay could harvest more home supply, the school for their feeding program or sold them
for cash for the purchase of seeding’s and planting ofmore vegetables.

PAMS brought together students, teachers, school heads, parent’s barangay officials and
other members of the community clean up little nooks for garbage and converted them into
green areas with vegetables shared by all. It also taught gardening skill and positive attitudes
toward work to students and supplemented the feeding program for the underweight and the
malnourished in the school, Project BOWLS (BrainOperates Well on Loaded Stomachs).

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 to the adopted student during his/her free
time, visits the students family every now and in some instancegave the student a daily
allowance of ten pesos from the teachers own pocket. This contributed to improve

15
performance of Pembo Elementary School, 23rd in rank in the Division Achievement Test
zoomed up to rank 9 and six years later rank 1. (Near-zero dropout rate), as Kid

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

BOWLS means Brain Operates Well on Loaded Stomach. Every recess, childrenwho were
selected by the school as BOWLS beneficiaries due to malnutrition were provided a free bowl of
lugaw.

Pera sa Panahon was a weekly trash market where students, their parents and other
members of the community were invited to bring their recyclable garbage. The 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 come in if one institution failsto do its part of the
sake of society.

The school cannot do it all. “It takes a village to educate a child”, so goes the African Proverb. It
has to work in partnership with other institutions in the community such as the church,
government organizations and non-government organizations. With the breakdown of the
families, schools face greater challenge in educating the young.
The rearing and the 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 of both mother and father
to work to meet the demands of a rising cost of living resulting to less or practically no more
time for parents to spend time with their children have, however, attacked the stability the
families and have adversely affected families in the performance of their irreplaceable duty to
educate children. Added to this is the increasing number of families composed of single
mothers struggling to raise a family. With the burden of the earning lodged solely on the
shoulders of one parent, single parents struggle to earn enough to provide for their families.
Consequent ly, this responsibility leads to their having limited amount of time to spend for
and with growing and developing children who, unfortunately become more likely single-
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 these kids to all sorts if 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 Parents and Community Involvement

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It is no wonder why even our laws support school-community partnership. RA 9155,
Governance of Basic Education Act, Section E (10) explicitly states that one of the
responsibilities of school heads is “establishing school and community networks and
encouraging the active participation of teacher’s organizations, nonacademic 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.”

Batas Pambansa Blg. 232, otherwise known as the Education Act of 1982, Section 7states
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 subgroup of the
educational community shall sit and participate in these bodies, the rulesand procedures of
which must be appropriate 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; upgradingof existing
facilities; provision of books, publication and other institutional materials; and
modernization of instructional technologies.”

Even the Philippine Education for all (EFA) 2015 Plan, then a vision and 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 partnership. UNESCO Assistant
Director General for Education, Dr. Qian Tang, himself admits that Agenda 2030cannot 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. ”

RA 9155, states that partnership between school and community also ensures … that: 1)
educational programs, projects and services take into account the interest 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 improvements 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 are communities function
better when they work as a team.

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Activity 1. Essay Writing

In this essay writing, you are asked to write about the importance school and
community involvement in achieving the development in the school. Share your experiences
about your involvement and the development it contributes to the school to justify your
claim. The following questions may guide you:

1. Is school and community partnership important? Why?

2. Did you experience participating in any school and community partnership activity?
Give
the background of the activity and how did it help the school as a whole.

The Teacher and the Community: Teacher’s Ethical and Professional Behavior
Code of Ethics for Professional Teachers, Article III
The very title of this unit 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 that community referred to here? The 8 sections of the article III 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

Articles 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 lesson 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 years of academic preparation.

What happens sometimes, however, is teachers complicate the simple and teaches only at the
abstract level.

To facilitate learning, learning environment must conducive. It has been proven that learners
learn best in a pleasant environment. A pleasant environment is where the learners can be
themselves because teachers can care. No need to put best self forwardbecause teachers and

18
classmates truly care and take you for who you are. All forms of bullying has no place on
conducive learning environment. Conducive learning environment makes learners believe they
can do the work and they feel accepted. A favorable learning climate is not competitive where
everyone in tense.

The teachers who believe that,”Every child deserves a champion, an adult who willnever give up
on them, who understand the power of connection and insists they becomethe 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 ofthe community.” As
professional teachers you do not live in an ivory towe r, meaning youare not supposed to be
removed nor aloof from community life. Schools are at the heart of communities and you as
professional teachers are expected to be be-in-the-world andto 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 have not to wait for community to ask for help.Section 6 further
explicates how you can show your professional leadership, to wit: “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 be actively involved in matters affecting the welfare of
people.”

You do not just welcome the opportunity to lead. Section 2, states the professionalteacher
ought to take the initiative to offer your help for the improvement of the community. Many a
time, you can be a guidance counselor, a player leader, commentatoror leader in religious
celebrations, fiesta coordinator, judge in or coach for a contest, financial adviser, a nurse, a
doctor, commentator, prayer rolled into one.

Providing leadership and initiative also means working with the community. This means
getting the parents and others members of the community participate in school activities.

Teachers, as they participate in community affairs 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 activitiesas gambling,
smoking, drunkenness and other excesses much less illicit relations.” Obviously, if as
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 advise your class not to smoke, not to drink

19
alcoholic drinks, not to gamble, etc.? Your audience will say “Look, istalking!” 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 challengeto behave or
model good behavior, they are “condemned without trial!” It is no wander why many who are
afraid to answer the call to teach. Society seems to expect much morefrom professional
teachers than from any other professional and so look at teachers withscrutinizing 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 towards Local Customs and Traditions

Section 4 experts every teacher is 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, exerteffort 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 positiveand 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 tactfullyand sincerely.

The Professional Teacher and Information Update

Section 5 states that the teacher “shall help the school inform the community aboutthe 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 othergovernment 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, thesestakeholders will participate more actively in
the resolution of school’s problems and needs.

The Parents- Teachers Association

We have Parents and Teachers Association (PTA) in place in every school. Some private
schools call them 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

20
enrolled in a school. It is a forum for discussions on school problems and how they can be
solved.

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 theschool head as Chief
Executive Officer, Manager and Chief Operations Officer. The formation of SGC in every
school is a proof school head sharing his/her leadership with members of the
community.

It determines general policies on students’ welfare, discipline, 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 implementationto the school’s division
superintendent and the community.
In addition to PTAs are the School Governing Council in every public school. ThisSchool
Governing Council shares in the management of the school with School Head as
Chair. This School Council is another opportunity for communities to participate in school
activities.

The Professional Teacher and Government Officials and Other Professionals

Section 7 states: “Every teacher shall maintain harmonious and pleasant personaland 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 everyone else in the community.

Desiderata give 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 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 like you to
use your position of influence to proselyte. Besides, freedom of religion is guaranteed by the
1987 Philippines 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).are communities function better when they work as a team.
Activity 1. Aligning Learning
You were asked during the beginning of this class to identify your expected attitudes or
behaviors as would-be teachers. In this activity, re-write the attitudes you wrote and identify
the code of ethics for teachers observed based on the lesson.

21
Your expected attitudes Code of Ethics for Professional Teachers
1.
2.
3.
4.
5.
6
7.
8.
9.
10.

Organizational Leadership
Organizational leadership works toward 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.

Leadership versus Management

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

School Head Must be both a Leader and a Manager

A school head must be both a leader and a manager.

Study the table below.

A school head leads the school and community to formulate the vision, mission, goals
and school improvement plan. This is a leadership function. S/he sees to it that thisplan
gets well implemented on time and so ensures that the resources needed are there,the
person to do the job are qualified and available. This is a management function. Imagine if
the school head is only a leader. You have the vision, mission, goals and schoolplant but
no implementation. The plan is good only in paper. If you do the task of a manager only,
you will be focusing on the details of the day-of-day implementation withoutthe big picture,

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the vision and mission. So, it needs a big picture for connect and meaning.This means that
it is best that a school leader is both a leader and a manager.

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Table 3.

Comparison of Manager and Leader

MANAGERSVERSUS
LEADERS

MANAGERS LEADERS
Administer Innovate
Their process is transactional; meet Their process is transformational; develop a
objectives and delegate task. vision and find a way forward.
Work Focused People Focused
The goal is to get things done. They are The goals include both people and results.
skilled at allocating work. They care about you and want you to
succeed.
Have Subordinates Have Followers
They create circles of power and lead by They create circles of influence and lead by
authority. inspiring.
Do Things Right Do The Right Thing
Managers enact the existing culture and Leaders shape the culture and drive
maintain status quo. integrity.

Types of Skills Demanded of Leaders

Leaders use three broad types of skills: 1) technical, 2) human and, 3) conceptual.Technical skills
refer to any type of process or technique like sending e-mail, preparing apower point presentation.
A human skill is the ability to work effectively with people and to build teamwork. This is also referred
to as people skills or soft skills. A conceptual skill is the ability to think in terms of models,
frameworks and broad relationships such as long range plans. In relationship with people and
technical skills involves psychomotor skills and things. The ideal school leader possesses all
three.

Leadership styles

Here are leadership styles:

• Autocratic
• consultative
• democratic
• laissez faire

Autocratic leaders do decision making by themselves. 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

24
understand that consultation does not necessarily mean approval of stakeholder’s suggestions.

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.

In Leissez Faire or free-rein leadership style, 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 deal, 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 goodfor the organization. On the other
hand, it will be chaos if each member will do as he/sheplease even if it is against the common
good.

Which leadership styles are participative? The consultative and democratic leadership styles 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.

The Situational Leadership Model

In situational leadership, effective leaders adapt their leadership style to the situation of the
members of the organization, .e. , to the readiness and willingness of group members. Paul
Hersey and Kenneth H. Blanchard (1996) characterized leadership style in terms of the
amount of task behavior and relationship behavior that the leader provides to their followers.
They categorized all leadership styles into four behavior styles,which they named S1 to S4.

Table 4.
Behavior Styles in Situational Leadership

S1 S2 S3 S4
Selling/Directing Telling/Coaching Participating/Supporting Delegating
Individuals lackthe Individuals are Individuals are Individuals are
specific skills more able to do the experienced and able todo experienced at
required for the job task; however,they the task but lack the the task, and
in hand and theyare are confidence or the comfortable with
willing to work at the demotivated forthis willingness to take on their own ability
task. They are job or responsibility. to do it well. They
novice but task. Unwilling to are able and
enthusiastic. do the task. willing to not only
do the task,but to
take
responsibility for
the task.

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 If the group member is able, willing and confident (high readiness), the leader
uses a delegating leadership style the leader turns over the responsibility for
decisions and implementations to the members. On the other hand, if the group
members have low readiness, i.e.. Unable and unwilling, the leader resort to telling the
group members whatto do.

In short, competent members of the organization require less specific direction than less
competent members. Less competent people need more specific direction than more
competent people.

Among these leadership styles, no one styles is considered best for all leaders to use all the
time. Effective learners need to be flexible, and must adapt themselves according to the
situation, the readiness and willingness of the members of the organization.

Servant Leadership

Robert K. Gree nleaf (1977) coined the paradoxical term servant-leadership. How can one be
a leader when he/she is servant? That’s the common thinking. 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 privilegedin 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 greater 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 lifeof total service at
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 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 I need it does, when leaders thin k first of their
powerand forget the very reason why such power was given, i.e. to serve. The greatest
teachersaid:

“ … 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.”

26
(Mark 10:43)

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

Servant leadership seeks to involve others in decision making is strongly based inethical and
caring behavior, and enhances the growth of workers while improving the caring and quality of
organizational life.

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 neverwere and ask “why
not” are not transformational leaders. The transformational leaders is not content with status
quo and sees the need to transform the way the organization thinks, relates and does things.
The transformational school leaders see 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.

Sustaining Change

For reforms to transform, the innovations introduced by the transformational leadermust 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 persist or 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 comfortzones and so
sometimes we don’t 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 ensure that the innovation he/she introduces leads to the
transformation of the organization, Morato of Bayan ABS-CBN, (2011) gives the following advice.

27
 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, and 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 to 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 “self” the innovation- Morata (2011) asserts:
“The change envisioned must cascade downwards to the last lesson plan and
ripple sideward 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.

Activity 1. Aligning Learning

You identified a problem and how you solve it at the beginning of this lesson. In this activity,
assess yourself what leadership style did you observe. Use the table below to present your
ideas.

Problem: Leadership style:

How did you solve it? Brief discussion:

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 The School Head and School Based Management
The Meaning of School-Based Management (SBM)

What is School-Based Management? School-Based Management is a

decentralized management initiative by developing power or authority to school
heads, teachers, parents and students. (SBM) 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 parent’s greater control over the education process by giving
them responsibility for decisions about the budget, personnel, and their curriculum.
Through the involvement of teachers, parents, and other community members in
these key decisions, SBM can create more effective learning environments for
children.

SBM and the Principle of Subsidiarity

SBM 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
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.”
https://action.org/pub/religion-liberty/volume-6-number-4/principles-
subsidiarity) 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.

Advantages in SBM

The following are strength 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 all levels.

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 Through SBM, decision making authority is developed to school heads,
teachers, parents and students. This is school empowerment. This reduces
bureaucratic control on schools and encourages school heads, teachers and parents
to use greater initiative in meeting the needs of students and community. This result
in a sense of community school ownership which makes the school realizes its vision
and mission.

Involving stakeholders – parents, teachers, students and other

members of the community – is also helpful in the mobilizing of local resources to
complement public resources. Concrete proof of this is the number of classroom built
as a result of the strong partnership between schools and communities and
successful school-community programs like those described in the Chapter on The
School and the Community.

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 in hierarchical
organization like 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). (The table that you scrutinized in the Activity phase of the
lesson is a part of a School Improvement Plan). It is the schools themselves, not
DepEd higher offices that know best their problems and the solutions to these
problems. It is the schools that determine the number and kind of teachers they
need, 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.

Legal Basis of SBM

The Philippine Constitution provides that Congress shall enact a local

government code that will institutionalize a system of decentralization (Article 10,
Sec. 3) whereby local government units shall be extended more power, authority….
The Local Government Code in 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, Basic Governance Act transfers
the power and authority as well as the assumption that the school heads including
teachers, key leaders in the community, parents know best the root and solution to
the problem.

Conditions for the Success of SBM

• Teachers, school heads must be given the opportunity to make

choices. They must actively participate in school improvement planning.

30
 • 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 academic and the larger
community.

• Teachers must develop reflection, problem solving.

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

for SBM to succeed 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.

The success of SBM very much depends on the school head.

Below are his/her functions:

Roles Functions Knowledge/Skills/Attitudes

Required
Visionary Leads in setting the vision, mission Change and future orientation.
principal, and goals of the school.
motivator,
advocate and
planner.
Builder of Organize/expand school, community Networking, organizing, social
networks and and local government networks and mobilization, advocacy.
support systems groups that will actively participate in
school improvement.
Lead in developing the school Development of teamwork,
improvement plan with the building consensus and skills in
participation of the staff and the negotiation and conflict
community. resolution.
Lead in developing and maintaining Participatory planning and
the school management information administrative management
system.
Generation and use of data and

31
 information as basis for planning
and management
Curriculum Create a physical and psychological Development of collective
developer climate conducive to teaching and accountability for school and
learning student performance
Localize and implement school Designing of the curriculum to
curriculum address both national goals, local
needs and aspirations
Encourage development and use of Creation of an Participatory
innovative instructional methods open learning and peer-
focused on improving learning system based on based
outcomes, increasing access to basic several resource instructional
education, improving the holding materials rather supervision.
power of schools and addressing than on single
specific local problems textbooks.

Fiscal Resource Administer and manage all personnel, Fund management

Manager physical and fiscal resources of the
school

Encourage and accept donations, Serving as model for

gifts, bequests and grants for transparency and accountability
educational purposes and report all especially in financial
such donations to the appropriate management.
offices.

Factors of School Effectiveness Based on Research

Effective practices need to be institutionalized for them to become

part of the school culture. To build professional capacity and establish mechanism
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.

Their research finding of OECD confirms “that autonomy has a

positive relationship with student performance when accountability measures are in
school management” (OECD, 2012). China and Singapore have been “devolving
more responsibility to the school level” (Stewart, 2008). In Finland, accountability
rest 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), 199-2005. In

32
2005, TEEP conducted a study to determine the effect of School-Based Management
on student performance in Philippines using the administrative dataset of all public
schools in 23 schools district 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.

With SBM, significant decision making authority was transferred from

state and district offices to individual schools. SBM provided 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. (Source:
Office of Research Education/Consumer Guide). 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, the
Department of Education (DepEd) embarked on revising the SBM framework,
assessment process and tool to improve on already recognized successful SBM
practices across the regions (DO 83,s. 2012). 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, the Department of Education (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) Supplemental Guidelines to DepEd
Order No. 83, S. 2012).

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 level 1, Developing;

Level II, Maturing and Level III, Advanced. A school that reaches the highest level of
SBM practice qualifies for an accredited status.

Accreditatio Leadership and

Governance
Curriculum
&Learning
Accountability&
Continuous
Management of
resources
n Status improvement

Autonomous
(Re- Level III
Accredited Advanced (Accredited)
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Status)
 Accredited
(Initial
Accreditation
) Level II
(Maturing)
Candidate
Status
Level I
(Developing)

Level of Practice

Figure 1. SBM-PASBE Operational Framework

(Source: Deped Order # 64, s. 2012)

School - Level I (developing) means that the school is developing structures

and mechanisms with acceptable level and extent of community participation and
impact on learning. A school under Level II, described as (Maturing) means that
the school is introducing and sustaining continuous improvement process that
integrates wider community participation and significantly improve performance and
learning outcomes. Level III, Advanced (Accredited) means that the school is
ensuring the production of intended outputs/outcomes and meeting all standards of
a system fully integrated in the local community and is self-renewing and self-
sustaining.

In conclusion, PASBE is a means to institutionalize SBM, the granting

of more autonomy to schools for them to chart their destiny to grow in effectiveness
continuously.

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/ ambitions standards, emphasis on
accountability, aligned curriculum, instruction and assessment with state / DepEd
standards, efficiency or optimal utilization of resources and facilities, collaboration

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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. The SBM Assessment Tool is an
instrument used to assess school’s effectiveness and its use for accreditation of
schools is an assurance that effective practices get institutionalized to build the
school’s culture of excellence, a copy of this SBM Assessment Tool is an Appendix A.

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.

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