Culture and Organizational Leadership
Culture and Organizational Leadership
Culture and Organizational Leadership
II. COURSE OVERVIEW: This course focuses on society as a context upon which
the schools have been established. Educational policies that are related to
society as a foundation of schools and schooling shall be emphasized. Further,
principles and theories on school culture and organizational leadership shall be
included to prepare prospective teachers to become school leaders and
managers.
There are 12 modules that have been developed in order to align to the current
trends in education such as constructivist, integrative, interactive, collaborative, inquiry-
based, brain-based, research-based and reflective teaching-learning.
Module 1. Philosophical thoughts on Education
Module 2. Historical Foundation of Education
Module 3. Social Science Theories and Their Implications to Education
Module 4. The Strengths and Weaknesses of the Filipino Character : A Socio-Cultural
Issue
Module 5. Global Issues that Concern Schools and Society
Module 6. The Why and How of School and Community Partnership
Module 7. The Teacher and the Community
Module 8. Organizational Leadership
Module 9. The School Head in School-Based Management (SBM)
Module 10. Creating a Positive School Culture
Module 11. School Policies and Their Functions
Module 12. Roles and Competencies of School Heads
1. Manage your time well. A course study schedule is prepared for you to help
you study the modules in this course. The productive use of your time and
energy will help you a lot in finishing the scheduled activities.
2. Focus your attention. The key element for better understanding is having
the focus on the things to be done.
3. Give your best. Always remember that success will be attained in
everything you do by giving extra effort in the things you are doing. Giving
your best also means observing Honesty in doing the assigned tasks you
are asked to do in this module. Never let someone do the task for you or
copy the work of your classmates.
4. Submit on time. Work diligently. Do not procrastinate. Remember time is
gold. Work immediately on the task at hand in order for you to follow
scheduled time for submission.
5. Be patient, Motivate yourself. Patience equates success. Always think of
the bright future ahead. And to get there, start moving now.
6. Answer confidently. Study hard, surf the internet, read and read and read
more. The more you know, the more confident you become.
7. Work independently. You can do it! Your future lies in your own hands and
your own decisions. So, practice working independently, trust yourself, be
independent.
8. Contact me. If you have any questions, don’t hesitate to ask me through my
email [email protected] or the group chat created for this
class.
The following schedule is given as a guide for you to do the modules in EDUC109-
The Teacher and the Community, School Culture and Organizational Leadership.
V. COURSE EVALUATION:
To pass the course, you must:
This tells you of the study guide for you to work upon.
THE MODULE
TITLE: MODULE I- PHILOSOPHICAL THOUGHTS ON EDUCATION
LEARNING CONTENTS:
THOUGHTS OF EDUCATION PHILOSOPHERS ON WHAT SHOULD BE TAUGHT
AND HOW LEARNERS SHOULD BE TAUGHT:
Pre-test:
Direction: Choose the letter of the correct answer then write your answer on your
answer sheet.
1. Acquire knowledge about the world through the senses-learning by doing and by
interacting with the environment.
2. Simple ideas become more complex through comparison, reflection and
generalization-the inductive method.
3. Questioned the long traditional view that knowledge came exclusively from literary
sources, particularly the Greek and Latin classics.
4. Opposed he “divine right of kings” theory which held that the monarch had the right to
be an unquestioned and absolute ruler over his subjects.
5. Political order should be based upon a contract between the people and the
government.
6. Aristocrats are not destined by birth to be rulers. People were to establish their own
government and select their own political leaders from among themselves; civic
education is necessary.
7. People should be educated to govern themselves intelligently and responsively)
Ornstein, (1984)
EXPLANATION/COMMENTS:
1. For John Locke education is not acquisition of knowledge contained in the Great
Books. It is learners interacting with concrete experience, comparing and reflecting on
the same concrete experience, comparing and reflecting on the same concrete
experience, and comparing. The learner is an active not a passive agent of his/her own
learning.
2. From the social dimension, education is seeing citizens participate actively and
intelligently in establishing their government and in choosing who will govern them from
among themselves because they are convinced that no one person is destined to be
ruler forever.
1.Spencer’s concept of “survival of the fittest” means that human development had gone
through an evolutionary series of stages from the simple to the complex and from the
uniform to the more specialized kind of activity.
2. Social development had taken place according to an evolutionary process by which
simple homogeneous societies had evolved to more complex societal systems
characterized with humanistic and classical education.
3.Industrialized society require vocational and professional education based on
scientific and practical (utilitarian) objectives rather than on the very general
educational goals associated with humanistic and classical education.
4. Curriculum should emphasize the practical, utilitarian and scientific subjects that
helped human kind master the environment.
5. Was not inclined to rote learning; schooling must be related to life and to the activities
needed to earn a living.
6. Curriculum must be arranged according to their contribution to human survival and
progress.
7. Science and other subjects that sustained human life and prosperity should have
curricular priority since it aids in the performance of life activities.
8. Individual competition leads to social progress. He who is fittest survives. (Ornstein,
1984)
EXPLANATIONS/COMMENTS
Specialized Education of Spencer vs. General Education
COMMENTS/ EXPLANATIONS:
The Fund of Knowledge of the Human Race
1. Dewey does not regard the accumulated wisdom of the past. These past ideas,
discoveries and inventions, our cultural heritage, will be used as the material for dealing
with problems and so he will be tested. If they are of help, they become part of a
reconstructed experience. If they are not totally accurate, they will still be part of a
reconstructed experience. This means that the ideal learner for Dewey is not just one
who can learn by doing, e.g... Conduct an experiment but one who can connect
accumulated wisdom of the past to the present
Schools are democratic institutions where everyone regardless of age, ethnicity, and
social status is welcome and is encouraged to participate in the democratic process of
decision-making. Learners and stakeholders practice and experience democracy in
schools.
1. Education is not based on eternal truths bu tis relative to a particular society living at
a given time and place.
2. By allying themselves with groups that want to change society, schools should cope
with social change that arises from technology.
3. There is a cultural lag between material progress and social institutions and ethical
values.
4. Instruction should incorporate a content of a socially useful nature and a problem-
solving methodology. Students are encouraged to work on problems that have social
significance.
5. Schools become instrument for social improvement rather than an agency for
preserving the status quo.
6. Teachers should lead society rather than follow it. Teachers are agents of change.
7. Teachers are called on to make important choices in the controversial areas of
economics, politics and morality because if they failed to do so, others would make the
decisions for them.
8. Schools ought to provide an education that affords equal learning opportunities to all
students. (Ornstein, A. 1984)
COMMENTS/EXPLANATIONS:
Schools and Teachers as Agents of Change
1. For George Counts, schools and teachers should be agents of change. Schools are
considered instruments for social improvement rather than as agencies for preserving
the status quo. Whatever change we work for should always be change for the better
not just change for the sake of change.
2. Teachers are called to make decisions on controversial issues. Not to make a
decision is to actually making a decision.
3. Like Dewey, problem solving, should be the dominant method for instruction.
Counts assert that “there is a cultural lag between material progress and social
institutions and ethical values, “Material progress of humankind is very evident but
moral and ethical developments seem to have lagged behind. A friend once wrote: “The
Egyptians had their horses. Modern man has his jets but today it is still the same moral
problems that plague humankind. Indeed with science and technology, we have
become very powerful and yet powerless. We have conquered a number of diseases
and event postponed death for many, we have conquered aging, the planets, the seas,
but we have not conquered ourselves.
5. Social reconstructionists are firmly committed to equality or equity in both society and
education. Barriers of socio-economic class and racial discrimination should be
eradicated.
6. They also emphasize the idea of an interdependent world. The quality of life needs to
be considered and enhanced on a global basis. (Ornstein, A. 1984)
COMMENTS/EXPLANATIONS:
2. Social reconstructionists are convinced that education is not a privilege of the few but
a right to be enjoyed by all.
3. Education is a right that all citizens regardless of race and social status must enjoy:
1. Paulo Freire, a critical theorist, like social reconstructionists, believed that systems
must be changed to overcome oppression and improve human conditions.
2. Education and literacy are the vehicle for social change. In his view, humans must
learn to resist oppression and not become its victims, nor oppress others. To do
requires dialogue and critical consciousness, the development of awareness to
overcome domination and oppression.
3.Rather than “teaching as banking, “ in which the educator deposits information into
students’ heads, Freire saw teaching and learning as a process of inquiry in which the
child must invent and reinvent the world.
4. Teachers must not see themselves as the sole possessors of pedagogical approach
the “banking method” of education.
5. A democratic relationship between the teacher and her students is necessary in order
for the conscientization process to take place.
7. A central element of Freire’s pedagogy is dialogue. It is love and respect that allow us
to engage people in dialogue and to discover ourselves in the process and learn from
one another. By its nature, dialogue is not something that can be imposed. Instead,
genuine dialogue is characterized by respect of the parties involved toward one another,
we develop a tolerant sensibility during the dialogue process, and it is only when we
come to tolerate the points of view and ways of being of others that we might be able to
learn from them and about ourselves in the process. Dialogue means the presence of
equality, mutual recognition, affirmation of people, a sense of solidarity with people and
remaining open to questions.
COMMENTS/EXPLANATIONS:
All of these education philosophies, point to the need of interacting with others and of
creating a “community of inquiry” as Charles Sanders Peirce put it. The community of
inquiry is “a group of persons involved in inquiry, investigating more or less the same
question or problem, and developing through their exchanges a better understanding
both of the question as well as the probable solutions.” (Lee, 2010) A community of
inquiry will engage learners in active problem solving.
1. Explain in a sentence, why each education philosopher was associated with these
given words:
1.
2.
3.
4.
5.
6.
ASSESSMENT TASKS:
STUDY GUIDE: Answer the following questions, write your answers on your
notebook then pass them after finishing module 1.
1. Considering DepEd mission statement “to protect and promote the right citizenship of
every Filipino to quality, equitable, culture-based, and complete education “can we say
that Philippine educational system is in a sense equitable?
What actions and what recent legislations are proofs that the Philippines gives equal
access to quality education to its citizens?
2. Is free tertiary education really pro-poor in the sense that it is the poor who are
indeed benefited? Justify your answer.
3. Freire opposed the Banking method of education and favoured critical pedagogy.
Why? The Banking method is characterized as a vertical relationship while critical
pedagogy is characterized by a horizontal type relationship. Be guided by the FIGURE
BELOW:
TEACHER--------- STUDENT------------TEACHER…STUDENT
Assignment:
Using your assignment notebooks, react on the following:
1. The modern explosion of knowledge has led to an age of specialization with this
concomitant quip:
2. “If you cannot bring the learners to the world, bring the world to the classroom. Will
this go with John Dewey’s philosophy of education: Explain your answer.
John Dewey-experience
Dewey does not disregard the accumulated wisdom of the past. These past ideas,
discoveries and inventions, our cultural heritage, will be used as the material for
dealing with problems and so will be tested. If they are of help, they become part of
a reconstructed experience. If they are not totally accurate, they will still be part of a
reconstructed experience. This means that the ideal learner for Dewey is not just
one who can learn by doing, e.g. conduct an experiment but one who can connect
accumulated wisdom of the past to the present.
Schools are for the people and by the people. Schools are a democratic institution
where everyone regardless of age, ethnicity, social status is welcome and is
encouraged to participate in the democratic process of decision-making. Learners
and stakeholders practice and experience democracy in schools.
Problem- solving, like Dewey, should be the dominant method for instruction.
.“There is a cultural lag between material progress and social institutions and
ethical values.” Material progress of humankind is very evident but moral and
ethical development seem to have lagged behind. It is very evident but moral and
ethical developments seem to have lagged behind.
REFERENCE:
Prieto, N.G. et. Al. (2019) the Teacher and the Community School Culture and
Organizational Leadership: Lorimar Publishing, Inc.