The school and the Community, School Culture, and Organizational Leadership is one of
the new courses in the new teacher education curriculum. This course aims to help pre-
service teachers understand the relationship between the school and the communities
where they belong, analyze how school culture is developed, and examine the important
role of organizational leadership in successfully implementing educational reform policies
and programs. 

          This also aims to guide pre-service teachers in studying the bureaucratic structure of
the Philippine education system and to reflect on innovation that could introduced to
improve the existing education system, especially in facing the challenges brought by the K
to 12 education system.

          Understanding theories and principles of good leadership in school setting will also be
discuss. The lesson and activities are designed to meet the demands and requirements of
the new teacher education curriculum following the outcomes-based education paradigm
prescribed by the Commission on Higher Education (CHED). This course is also aligned to
the requirements of CMO 74, 75, 76, and 77, series of 2017 and the new Philippine
Professional Standards for Teachers (PPST)

CHAPTER 1 SOCIETY, COMMUNITY, AND EDUCATION

This chapter discusses society, community, and education. It also includes the structure and
functions of community and schools. The basic structure of education in the Philippines and the impact
of education in the society. At the end of the chapter, it explains the role of education in strengthening
communities. The objectives of this chapter are the following:

discuss the definition of society, community and education;

explain the structure and functions of community and school; and

determine the role of education in strengthening communities.

Society, Community and Education

Society

A society is a group of individuals involved in persistent social interaction, or a large social

group sharing the same spatial or social territory, typically subject to the same political
authority and dominant cultural expectations.    The term "society" came from the Latin
word societas, which in turn was derived from the noun socius ("comrade, friend, ally";
adjectival form socialis) used to describe a bond or interaction between parties that are
friendly, or at least civil.

Community

       A community is a social unit (a group of living things) with commonality such as

norms, religion, values, customs, or identity. Communities may share a sense of place
situated in a given geographical area (e.g. a country, village, town, or neighbourhood) or in
virtual space through communication platforms. The English-language word
"community" derives from the Old French comuneté (currently "Communauté").  It is also
comes from the Latin communitas "community", "public spirit" (from Latin communis,
"common").

Education

       Education is the process of facilitating learning, or the acquisition of knowledge, skills,

values, beliefs, and habits. Educational methods include teaching, training, storytelling,
discussion and directed research.  Education is derived from Latin word educare which
means to "leads out".  Derivation denotes growth from the within.  The word educare also
means "bring up", "to train" or "to mold".

Structures and Functions of Community and Schools

Community structure

       Community structure means the internal structure of an employment area, town, city,

neighborhood, or another urban area. It includes the population and housing, jobs and
production, service, and leisure time areas, along with transport routes and technical
networks, their location and relationships. Community structure development is controlled
with land use planning and building permission schemes.

Community and its Five Functions

        A community is a group of people in the same geographic area, under common laws,
that has a sense of fellowship, belonging, and obligation to the group. Types of communities
are a neighborhood, church, a mom's group, a town, girl scouts etc. 

       The community has five functions: production-distribution-consumption, socialization,

social control, social participation, and mutual support.
 1. Production, Distribution, Consumption: The community provides its members
with the means to make a living. This may be agriculture, industry, or services.
2. Socialization: The community has means by which it instills its norms and values in
its members. This may be tradition, modeling, and/or formal education.
3. Social Control: The community has the means to enforce adherence to community
values. This may be group pressure to conform and/or formal laws.
4. Social Participation: The community fulfills the need for companionship. This may
occur in a neighborhood, church, business, or other group.
5. Mutual Support: The community enables its members to cooperate to accomplish
tasks too large or too urgent to be handled by a single person. Supporting a
community hospital with tax peso and donations is an example of people cooperating
to accomplish the task of health care.

Structure of Education in the Philippines

Functions of School

       If I were to ask you "What did you learn in school? What would you say? Would you tell
me about the subject knowledge you gained and the classes you attended? Would you talk
about the time you spent with friends and your participation in extracurricular activities?
Schools certainly act as a transmitter of knowledge and academic skills like reading, writing,
and arithmetic. But they also serve other functions in our society as well, and these can be
categorized as manifest or latent functions.

       A manifest function of school is a function that people believe is the obvious purpose
of school and education. Manifest functions of education are those that are intended and
that most people think about. For example, in elementary school, parents expect their
children to learn new information but also how to 'get along' with other children and begin to
understand how society works. So, two of the most significant manifest functions of schools
beyond teaching subject knowledge are socialization and the transmission of cultural
norms and values.

        Latent functions are unrecognized and unintended functions. These are the

unforeseen consequences of institutions. For example, schools not only educate young they
also provide mass entertainment.  Latent functions of an institution or partial structure may
support the manifest functions for example the latent functions of religious institutions in the
modern society include offering recreational activities and courtship opportunities to young
people. Latent functions may be irrelevant to manifest functions for example the big
functions organized by schools may not impact the purpose of the education.

Impact of Education on Society

       Societal and natural conditions determine the role and the function of education. Within
the relationship between education and society, the most salient feature of education is its
communial side. The social context is imperative for education to function well. Society and
education complete each other. Society cannot carry on without education and vice versa.
Education affects not only the person being educated but also the whole community by
starting from his/her family. In other words, raising enough efficient people for more
prosperous society is the duty of education and educational institutions which have certain
functions in the community. Each educational institution establishes relationships
throughout mutual interactions.

       Education, as a phenomenon, is both a social foundation and a process occurring in

the society. If established a prior and hierarchical sequence, society can be regarded as the
objective and the education can be considered as the indispensable means of this
objective. In this respect, to research into the functional relationship between education and
society and its other institutions is of great importance for community development.

Role of Education in Strengthening Communities

      Education involves all experiences that an individual acquires inside or outside the
school. In this respect, education is a quite significant process generating the basic
foundations of socio-economic development. It is not sufficient to evaluate the value of
education in terms of vocational knowledge and skill. The economic value of education
relies upon attitudes, values, social and communicative skills rather than productive norms
and technical knowledge. No matter whether it is national or local, any project regarding
social development is to be considered within the framework of social relationships.

       Resource budgeted for education is not an expenditure but a crucial and profitable
investment. All developed countries in today’s world try their best to attract well-qualified
labour force. Undoubtedly, carrying societal development provided with education to a more
advanced level is possible by creating an attraction center for educated people.

       Education does not contribute to economic development and productivity. The most
important contribution of education is not only to upgrade the living standards of citizens but
also to enable them to become better citizens. In addition to being a human right, education
today is a prerequisite for development and also an effective means for both taking
knowledge-based decisions and improving democracy. Education improves and
strengthens developmental capacities of individuals, communities, groups, institutions, and
countries. However, as Roosevelt's saying ‘trying to educate a person mentally without
educating morally is to bring a menace into the society’ indicated, this is possible via
educating people to become supporters of each other but not enemies at all. In this vein,
education can create a safer, healthier, and more prosperous world and enhance the living
standards by changing the visions and perspectives of individuals.

Introduction
 School as an Organization – it has its own system of governance influenced by a
fixed organizational structure or bureaucracy.  In basic education, the Department of
 Education determines the bureaucratic structure of schools from national, regional,
division, district, and local school level.  At the national level, the DepEd Secretary
acts as the head of the whole bureaucracy supported by Undersecretaries and
Assistant Secretaries. The Central Offices composed of 4 Bureaus namely:

(1) Bureau of Curriculum Development,

(2) Bureau of Learning Delivery,
(3) Bureau of Learning Resources, and
(4) Bureau of Educational Assessment.

The Regional Offices are headed by Regional Directors supported different education
supervisors. The Division Offices are headed by the Superintendent and also supported by
educational supervisors.  The District Offices are headed by the District Supervisor and
supported by educational supervisors. Lastly, at the school level, the principal serves as the
chief administrative and academic officer of the school. Master teachers and classroom
teachers support the principal in accomplishing various tasks.

 School as a learning organization – its main function is to help learners to learn and
develop knowledge, skills, and values essential for every individual. Its main function
is to implement the curriculum prescribed by the Department of Education. Guided
by the different principles and theories of teaching and learning, the school carries
this function by helping to mold the minds and character of students. Students in
school with the help of teachers develop much knowledge and skills.

 School as a community- it is composed of teachers, administrators, students, staff,

and other stakeholders united in one purpose and guided by common values and
culture. As a community, the school is guided by the following essential element:
 Vision- a sense of direction of what the school hopes to accomplish
for itself, for the people, and for the society;
 Values - provides a framework for organizational culture and behavior
of the entire school;
 Leadership - provides administrative and management support for the
day-to-day activities and functions of the school; and
 Culture - pertains to shared values and behaviors of students,
teacher, staff, and administration.

The school as a social organization aims to respond to the different changes challenges in
the society brought by different social and natural forces. It plays an important role in
shaping the future of the society it belongs. The schools' working mechanism has a strong
effect not only on the delivery of quality education but also on the development of human
resources needed by the society.

School as a Social Organization

     Schools are important organizations that prepare young children of their future roles as
productive citizens in the country. The way schools fulfill this function has a strong effect the
quality of education they provide. There are several theories that try to explain the nature of
the school organizations. The systems theory is best to explain the nature of schools as a
social organization. Under the systems theory, it is best to examine some of the
characteristics of schools including structure, culture and climate, leadership and
decision-making, and the relationships among personnel (Bozkus, 2014).

  Structure: As social systems, schools' structures have characteristics

of rational, natural, and open systems. They have hierarchies of
authority, goals, and role expectations similar to bureaucratic
organizations. Individual needs affect employee behavior,
organizational goals are not firm, informal organizations derive from
interactions among individuals, and schools (Bozkus, 2014).

A school is structured in a seamless bureaucracy that includes positions and offices based
on the type of programs and services offered by the school. The size or the population of
the school also determines the structure of the school.
Not only that the school is an integral part of the bigger education system from district,
division, region, and national level. The line of authorities and responsibilities are clearly
defined.

This bureaucratic structure of the school has received much criticism from the public
especially among the teachers and local school administrators. There was a clamor for
empowering teachers and principals in making classroom-based and school-based
decisions. There is a need to strengthen their positions in soliciting public support for their
schools. They need to develop innovative programs that are truly relevant and responsive to
the context of the school.  School principals need more freedom to make decisions
concerning their schools, and teachers need to be empowered to make instructional
innovation and decisions concerning their classes and students.

  Culture and Climate: School culture is preserved and transferred to

new members by the socialization process (Kowalsk,2010). New
teachers learn shared values, beliefs, and norms when they interact
and build relationships with their colleagues. The school culture is
influenced by the philosophy and core values of the school. It is also
continuously shaped by the culture of every individual members of the
school. Private schools especially sectarian schools are famous for
their ability to Sustain their institutional norms and culture especially
among students.
Norms are influential in shaping students’ character and values system. Oftentimes, the
norms or school culture create a sense of place among students.  School has become not
only a place for learning but also a home for them.  Much of who they are as a person
including their views on various issues are influenced by the hidden curriculum they got
from the school. The institutional culture is the thread that binds all teachers, students, staff,
and alumni. It is their identity as a school.
Climate on the other hand represents an organization's distinguishing characteristics,
feelings, and behavior that can be presented with a framework which consists of four
elements: (1) physical frame is the physical factors of a school like equipment, classrooms;
(2) social frame is the social factor; (3)environment mostly related to social behavior of
individuals within a school; and (4) structural frame represents factors Such as hierarchy,
authority, role, and symbolic frame is the parts of culture like believes, norms, values
(Kowalk, 2010).

 Leadership and Decision Making: In social systems of schools an

important aspect of leadership is the quality and systematic effects of
functions and behaviors of principals as leaders (Bozkus, 2014).

The Governance of Basic Education Act provided a way to enhance the system of
leadership and decision-making process in the school. Currently, principals are now the
local executives in their schools. They help to develop the vision and plans for improving the
school and for helping students improve their scholastic performance. Annually, the schools
are mandated to submit their annual school improvement plan (SIP), which serves as the
basis for their budget and for evaluating their performance. Likewise, the teachers are now
empowered to develop innovations that will improve students' achievement and
performance.

 Relationships: Social organizations lie Schools are stemmed from

interaction among people both within and outside of the organization.
Relationships within school building and with the community are
essential elements of socialization and have a significant impact on
many vital processes (Bozkus, 2014).

Social Change and its Effect in the Educational System

          Social change is a broad term and every society develops and evolves in a unique
way as influenced by various social factors and events. Change is always happening in
every aspect of the society and it is inevitable. The physical features of the society are
always changing as a result of economic developments. Human relationships and
interactions and cultures also have changed as a result of various social forces and events.
Many can observe that with the influence of technology and advancements in science, we
expect more change to happen in the coming years. The future remains unpredictable due
these social change forces.

           In general, sociologists define social change as changes in the human interactions
and relationships that transform cultural and social transformation. These changes occur
over time and often have profound and long-term effects for the society. The Financial
Institutions 2025 Risk Index identified six megatrends that continues to shape and
influences our society.

  Digitalization and technological advances – Technological advancement is

impacting the finance industry as new challengers are emerging and growing
customer expectations drives significant IT infrastructure investment.
 Demographic and behavioral changes – The changing demographics,
geographical, and behavioral profile of customers are forcing financial institutions to
deal with divergent customer expectations, and new customer bases and
workforces.
 Global talent and skills race – Talent capable of navigating a rapidly evolving
financial landscape will be required to respond to increasing regulatory pressures, a
changing approach to risk management and the emergence of new markets.
 Business Operating Model pressures - Regulation and the increasing cost of
capital is exerting pressure on business operating structures, driving segmentation,
and disintermediation in the financial sector.
 Regulatory changes and complexity - Regulatory pressures arising from the
financial crisis have increased the cost of capital, prompted large-scale divestment,
reshaped attitudes toward risk, and redrawn the boundary between retail and
wholesale banking.
 Changes in investment, capital sources and returns - Non-bank financial
institutions, fintech companies, and new investors are bringing fresh capital into the
sector while banks meet capital requirements, manage stress tests, and spend on
compliance upgrades.

These social changes, among others, demands that all educational institutions at any level
must not only respond to these changes but they must also evolve and be changed.

1.  New ways of teaching and learning must be developed and introduced

2. Instruction must focus on the holistic development of every learners

3. Technology must be utilized to improve access to quality education

4.  Curriculum must be progressive and innovative

5. Alternative learning system must be harnessed

6.  New literacies and skills must be developed

7.  Teachers must be equipped with high level of technological, pedagogical, content
knowledge (TPCK)

8.  Classrooms must be equipped with technology

9.  New subjects and courses must be developed to respond to the needs of the society

10. Old disciplines must evolve to embrace new research and developments in the field

11.  Critical thinking, creativity, and innovation must be developed among students

12.   Industry-school partnerships must be developed

Social changes and Challenges Brought by the 4th

Industrial Revolution
          The concept of Fourth Industrial Revolution, according to Davis (2016) builds on the
Digital Revolution with cyber-physical systems providing new mechanisms and allowing
technology to be embedded within societies and even the human body. It is marked by
emerging technology breakthroughs in a number of fields including robotics, artificial
intelligence, nanotechnology, quantum computing, biotechnology, internet of things, printing
and autonomous vehicles (Bernard et al. 2016).

          Schwab (2016) describes how the 4th lndustrial Revolution is fundamentally different

from the previous three industrial revolutions. Accordingly, these new and emerging
technologies have great potential to continue to connect billions more people to the web,
drastically improve the efficiency of business and organizations, and help regenerate the
natural environment through better asset management. We are facing a world transformed
by technology, in which the Internet, cloud computing, and social media create different
opportunities and challenges in all social institutions and particularly for the global education
systems. Bernard (2016) posits that the 4th Industrial Revolution provides various
opportunities to improve human communication and conflict resolution.

          The Fourth Industrial Revolution brought significant social transformation that created
a new world economy characterized by:

a.      Wider Employment Opportunities

b.      Demand for Quality, Competitive and Flexible Workers

c.      Globalization

d.      Millennial Workforce

e.      Mobility

f.       Technological Advancement

g.      New Behaviors
           The 4th Industrial Revolution calls for the educational system to develop graduates
who are equipped with knowledge and new skills and prepared for responding to the
various social challenges that may come. In order to produce qualified graduates, the
curriculum needs a new orientation. The old literacies (reading, writing and math), have to
be strengthened as well as by adding the new and emerging literacies, to produce qualified
human who can thrive in digital era.

          Education should adjust itself to different social challenges and demands. There are
three literation that needs to be developed to prepare graduates for this 4th Industrial
Revolution:

1. Data Literation - the ability to read, to analyze, and to use information in the digital
world.
2. Technology Literation -The ability to understand mechanical(system) work, to use
the application of technology like (Coding, Artificial Intelligence, and Engineering
Principles).
3. Human Literation - Humanities, Communication, and Design. This calls for
development of leadership skills, social competence, collaboration and teamwork,
professionalism, and new sets of values to be developed among students.

          The school or the education system cannot isolate itself from the demands and needs
of the changing society. Schools and the education system should be at the forefront of
these social changes. People should see Schools as innovation hubs to solve human and
social issues. Schools should ignite peoples' imagination to be more creative and innovative
in creating a desired future for all the people.

          With the changes and challenges of the 4th industrial Revolution, schools need to
revisit their academic programs and focus on what are essentials skills that need to be
learned for human beings to become productive and enjoy the fullness of life. The World
Economic Forum in 2016 identified examples of these skills:

 Complex Problem Solving

 Innovation Skills
 Critical Thinking Creativity
 People Management
 Collaboration
 Emotional Quotient
 Decision Making
 Negotiation Skills
 Entrepreneurship
 Cognitive Fluency