Characteristics of a Good School as an Agent of Social Changes

To effectively serve as an agent of social change, schools need to evolve and be

a model of a good social institution. Reviewing the current literatures on the
characteristics of a good school makes us conclude that good schools are generally
described as being learner-centered. Good schools make an effort to serve all types of
students by providing a good physical and socio-emotional environment for all students.
They provide instructional support system to help students to learn effectively and to
develop curricular program to further enrich the knowledge and skills of students. They
respect the ethnic and linguistic differences among students.
Based on the study of Macbeth, Boyd, Rand, and Bell (1995), there are six
indicators or an effective school that were also affirmed by Sergiovanni (2000):
TABLE 1: Indicators of Good School from Six Composite Perspectives
Pupil
 Pupils are nice to each other
 Everyone is treated fairly
 There is friendly atmosphere
 Teachers control the classes but not too strict
 Teachers help you with things you are not good at
Teachers
 Communication is good among all members
 Staff development is good
 The environment is good to work in
 Pupils are happy and well-motivated
 All pupils are helped to achieve what they are capable of
Parents
 There is a welcoming friendly atmosphere
 Staff are caring and communicate well with pupils
 Discipline is good
 Extra time is spent with children who learn less quickly
 Relationship are good between teachers and parents

Management
 Pupils are safe
 All members of the school community work toward clear objectives
 A high quality of information is given to parents and visitors

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  Rules are applied evenly and fairly
 All pupils are helped to achieve what they are capable of

Support Staff
 Resources are good and up to date
 Classrooms are clean, warm, and comfortable
 Support staff are given credit for their competence and contribution
 The environment is friendly and welcoming
 Staff development involves all staff

Board Member, Trustee

 Excellent reputation with the local community
 Strong leadership from senior management
 A happy and welcoming environment
 Pupils being helped to reach their individual potential
 A safe place for pupils

As an agent of social change, a school must set an example of a good social

institution Schools need to model dynamic social organization characterized by the
following:
• The social climate must be professional and friendly to all
• There must be a positive relationship among students, faculty, staff,
administrators, and stakeholders;
• The classroom atmosphere must be mentally and emotionally engaging for
learning;
• There is enough and adequate support for learning;
• The teachers and other staff received support for professional and personal
growth;
• The school must be efficient in managing its resources;
• There must be an efficient communication system among teachers, students,
administrators, staff, parents, and other stakeholders;
• The school has a system to recognize good works and other achievements;
• There must be a strong school and home relationship; and
• All members of the school community must be treated with respect.

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 The school as an agent of positive social change and transformation must elicit
support and cooperation from all its constituents and stakeholders. The embers of
school community believe and support its vision and mission. It encourages
collaboration rather than competition. It disassociates itself from unhealthy academic
politics and practices that destroy unity and good relationship among the faculty and
staff.
Schools are guided by a clear vision and a passion to pursue a noble mission.
Schools everywhere are not only centers of learning and knowledge production. They
are the guardians of peoples’ freedom and democratic life. They are shrines of noble
ideas ethical principles. They are the minds and conscience of the field of education.

Responding to the Needs of the Country and Local Communities

In the Philippines, the genesis of community schools during the American period
planted the seed for the development of a good school-community partnership and the
development of a functionally literate citizenry. Community schools were expected to
contribute to economic and cultural development of the people and the communities
where they served. They shrine of knowledge and wisdom when there are only few
basic education schools in the country. They are concrete reflections of the state’s
commitment to ensure equity and access to quality education. Many of these
community schools have evolved into community colleges and they became the pioneer
units of the many state colleges and universities in the country now.
Trade and agricultural schools are also good models of how a school can
influence positive social changes. These schools aim to contribute to the economic
development of the people and the community. Over the years, these schools have
produced professionals and scientist who are helpful in the development of agriculture
and food production in the country. For example, we have the world-renowned
University of the Philippines Los Banos, which famous in the field of research and in
developing a lot of scientists in the field of agriculture, forestry, and other professional
fields in the Philippines and in the Asia Pacific Region. Some outstanding agriculture
schools are Central Luzon State University, Central Mindanao University, Mariano

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Marcos State University, Eastern Visayas State University, and many others agricultural
universities.
The University of the Philippines, Manila also made an outstanding contribution
in developing local doctors who are serving in local communities in the country. Its
satellite campuses in Leyte, Davao, and Aurora are excellent models on how schools
can help serve the people.
Silliman University, a private protestant school established during the time of the
Americans in Dumaguete City is a good example of how a school can influence the
transformation of the society. Silliman did not only produce outstanding leaders and
professionals in various disciplines and fields in the country. It has immensely
influenced the economic and cultural development of Dumaguete City and the whole
island of Negros. Currently, Silliman has a strong research in marine science that
focuses on the conservation of our country’s marine resources.
Other schools have done noble contributions to nation building. The following are
just a few examples:
a) The Up Baguio research on the indigenous people’s culture in the Cordillera
region.
b) Ateneo de Manila University is also known for its contributions in helping the poor
people in various parts of the country and its collaborations with other agencies
and institutions, like Gawad Kalinga, in its mission to end poverty and serve the
poor.
c) Miriam College partnership in developing children’s literacy in poor communities.
d) St. Scholastica’s College program for empowering women and in promoting
gender equity.
e) The UP College of Law, Law Center for providing free legal assistance to poor
people.
f) The Central Visayas Institute of Technology for developing science literacy by
building a good science and mathematics program in a small town of Jagna in
the province of Bohol.
g) Mindanao State University for advancing the education of Muslims and other
indigenous groups in Mindanao.

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 h) Mary Johnston College of Nursing for serving the health needs of poor families in
Tondo, Manila.
i) TESDA Schools all over the country, are helping to develop the vocational and
technical skills of millions of students.

There are also a good number of mission schools established by various catholic
and protestant churches that are good models. The Seventh Day Adventist Church in
the Philippines has pioneered multgrade classes in different local communities in the
Philippines. These schools have contributed a lot in providing access to quality
education in the country.
All schools under the K-12 Education Program are expected to function as agents of
social change and transformation. They are expected to contribute to nation building by
developing holistically developed and functionally literate learners characterized by:
• A healthy mind and body;
• Solid moral and spiritual groundings;
• Essential knowledge and skills to continuously develop himself/herself to the
fullest;
• Engagement in critical and creative problem solving;
• Contribution to the development of a progressive and humane society; and
• Appreciation of the beauty of the world and cares for the environment for
sustainable future.

Responding to the Needs of a Culturally Diverse Global Community

We are witness to the fact that various countries in the world are becoming more
and more interconnected due to the growing influence of politics, technology, economic
cooperation, educational collaborations, and tourism activities. Shim (2011) pointed out
that from a global perspective, people now live in the world wherein entanglement is an
inherent condition of human existence; constant border crossing among cultural and
language boundaries using technology becomes inevitable. As a result, people live in
countries, which are becoming more ethnically, racially, culturally, and linguistically

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diverse every year (Shim, 2011). Thus, the growing case of immigration in various
countries also made the society multicultural.
In the study of Ball (2000), the enormous complexities of today’s world require a
new vision for schooling that responds to needs of the global and multicultural society in
which we live. There is a need to prepare students who possess high level of
knowledge and skills that include high level of cultural literacy. To be culturally literate
according to Hirsch (1987) is to possess the basic information extending over the major
domains of human activity from arts, sports, and science, needed to thrive in the
modern world.
Certain provisions in the school curriculum should allow students to immerse to
different cultures. The thrust of the school curriculum should be focused on the
development of learners who appreciate various cultures and ideas among different
countries (Pawilen et al.,2009).
Schools have great roles in addressing issues and demands of cultural diversity.
Our classrooms too are becoming more complex and diverse (Shim,2011). Teachers
therefore play a significant role in helping the students to become cosmopolitan
members of the society. It is therefore essential to study the preparation of teachers
who will accomplish this task. Merryfield (2000) also noted that despite the increasing
demands for teachers to teach for equity, diversity, and global interconnectedness,
colleges of education are not producing teachers who are internationally adept.
Brodin(2010) also observed that the need for educating all citizens and providing them
with information about other cultures and countries has become imperative.
In the same note, Tilghman (2007) emphasized that instilling a global perspective
among students; exposing them to the histories, languages, religious traditions, and
cultures of countries other than their own; and building academic bridges between
schools and colleges and their respective faculties around the world is today a scholarly
imperative, rather than a luxury. It suffices to say that internationalization of education,
which is a global concern among educators and governments, is the key in addressing
various needs, challenges and problems posed by cultural diversity.
Diokno (2010) observed that internationalization has opened the door for many
countries to improve their educational systems, especially in higher education.

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Specifically, internationalization in education ranges from various activities such as
faculty and student exchange programs, development of offshore campuses or satellite
campuses, establishment of joint research projects and university linkages, among
others. Part of these programs and projects mentioned is the development and
promotion of cultural understanding and respect diversity.

Roles of Administrators, Teachers, and Students in Promoting

Schools as Agents of Social Changes and Transformation
Leadership and collaboration are essential elements to ensuring success in all
education endeavors. The kind of leadership that school administrators provides could
inspire teachers, staffs, and other school personnel to pursue important education
goals, which could be translated in the successful achievements of students in their
studies. When we speak of leadership that pushes more innovations in a creative
organizational environment. And when we talk of collaboration, it should be meaningful
and constructive that allows creativity, critical thinking, problem solving, and decision-
making. Thus, it is important to understand what drives effective leadership and
meaningful collaboration in schools.
What do effective leaders do? Fullan (2001) identified several strategies that
leaders in school could do to be effective in complex times:
1. Educational leaders must be guided by moral purpose is about making a positive
difference in the lives of students and striving to improve the quality of working
relationship in the school.
2. It is essential for leaders to understand the change process. Any form of change
in school or in the whole education system is not easy. All stakeholders must
understand the change that is going to happen and be guided in the process. It is
essential to understand that opposition, discontentment, discouragement, negative
feedbacks, is natural when undergoing some changes. An effective leader is coach, a
mentor, and a teacher in the change process.
3. It is essential to build relationships. If relationship are improved, things will surely
get better. Thus, leaders must be consummate relationship builder within the school

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teachers, staff, and students, and between the school and with all stakeholders.
Effective leaders constantly foster purposeful interaction and communication.
4. Leaders must commit to knowledge creation and sharing. School leaders should
commit themselves constantly in generating and increasing knowledge inside and
outside the school organization. They also share vital information to all teachers, staff,
and stakeholders.
5. Effective leaders seek coherence in everything they do. This is difficult
considering the issues, problems, and demands that schools and the total education
system are facing. However, ensuring coherence is important by constantly following
logic and rationale thinking in making decisions, being guided by the school values and
philosophy, and being scientific and systematic in conducting business in school.

There are other strategies that administrators, teachers, and other personnel
can do to ensure success of the school.
1. Strong principal leadership- the principal plays a vital role in the school. The
principal ensures that all educational goals, targets, and plans set by the school and by
the Department of Education should be implemented effectively.
2. Setting high expectations for student’s achievement- the business of the school
is to ensure that all students should be successful in their students; ensuring that all
curriculum competencies should be mastered by the students and this is measured by
the assessment of their learning performance.
3. Empowerment and providing positive support to teachers- teachers need to be
empowered in making decisions for their classes and in the subjects they teach. Trust
and support for teachers are important morale boasters that drive teachers to do more
innovations in their classes.
4. Creating a clear vision and mission- any administrators should help the school
community to create a clear vision and a great sense of mission. This sets the
foundation of good leadership- a vision and mission that is shared by all members of the
school community.

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 5. Monitoring students’ progress and teachers’ performance- effective school leaders
regularly monitor students’ progress and evaluate teachers’ performance. This means
providing instructional leadership is important.
6. Establishing a positive school climate- ensuring transparency, integrity, and
honesty in all school transactions, establishing clear standards to follow, could do this
exercising fairness, and supporting professional growth of teachers and staff.
7. Establishing linkages and collaboration with parents, community, and all
stakeholders- there is an old African proverb that says “it takes a village to educate a
child” which simply means that ensuring support and participation of all stakeholders in
every school activities and encouraging parents to have active role in the education of
their children are essential.

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