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Learning Module
in
The Teacher, the Community, School
Culture and Organizational Leadership

Compiled by:
ABE JOYNA C. ROQUE, MA

The compiler does not own any of the contents of this learning module. Due credits and
acknowledgment are given to the authors, internet sources, and researchers listed on the
reference page. Such sources are reserved to further explain concepts and cannot be credited to
the compiler and the school. All diagrams, charts, and images are used for educational purposes
only. The sole objective of this instructional material is to facilitate independent learning and
not for monetary gains because this is NOT FOR SALE.

2020 Revision
 LESSON 1
PHILOSOPICAL THOUGHTS ON EDUCATION

TOPICS1in
Thoughts of the Educational Philosophers: of Curriculum
1. John Locke: The Empiricist Educator
2. Herbert Spencer: The Utilitarian Education
3. John Dewey: Learning through Experience
4. George Counts: Building a New Social Order
5. Theodore Brameld: Social Reconstructionism
6. Paulo Freire: Critical Pedagogy

LEARNING OUTCOMES
At the end of the lesson, you should be able to discuss the six
philosophical thoughts on education.

TOPIC 1. JOHN LOCKE: THE EMPIRICIST EDUCATOR

John Locke (1632-1704) was among the most famous

philosophers and political theorists of the 17 th century. He is
often regarded as the founder of a school of thought known as
British Empiricism, and he made foundational contributions to
modern theories of limited, liberal government. He was also
influential in the areas of theology, religious toleration, and
educational theory. In his most important work, the Essay Concerning Human Understanding,
Locke set out to offer an analysis of the human mind and its acquisition of knowledge. He
offered an empiricist theory according to which we acquire ideas through our experience of
the world. The mind is then able to examine, compare, and combine these ideas in numerous
different ways.
Philosophical Thoughts of John Locke:
 Acquire knowledge about the world through the
senses-learning doing and by interacting with the
environment
 Simple ideas become more complex through
comparison, reflection and generalization – the inductive
method
 Questioned the long traditional view that knowledge came exclusively from
literary sources, particularly the Greek and Latin classics
 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
 Political order should be based upon a contract between the people and the
government
 Political order should be based upon a contract between the people and the
government
 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
  People should be educated to govern themselves intelligently and responsibly
(Ornstein, 1984)

Comments:
 For John Locke education is not acquisition of knowledge contained in the
Great Books. It is learners interaction with concrete experience, comparing and
reflecting on the same concrete experience, comparing. The learner is an
active not a passive agent of his/her own learning.
 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.

Activity
Task/Activity
A. Below are some empiricism philosophies, do you agree or not? Explain your answer by
providing educational situations on the space provided.

Empiricism Philosophy Explanation

1. Knowledge is based on
experience and
experimentation.
2. Experimental science is
the paradigm of
knowledge.
3. Experience and
experiment rarely, if
ever produce certainty.
4. Some empiricist believe
that mathematics can
be certain.

TOPIC 2. HERBERT SPENCER: THE UTILITARIAN EDUCATION

Herbert Spencer, (born April 27, 1820, Derby, Derbyshire, England—

died December 8, 1903, Brighton, Sussex), English sociologist and
philosopher, an early advocate of the theory of evolution, who
achieved an influential synthesis of knowledge, advocating the pre-
eminence of the individual over society and of science over religion. His
magnum opus was The Synthetic Philosophy (1896),
a comprehensive work containing volumes on the principles of biology, psychology, morality,
and sociology. He is best remembered for his doctrine of social Darwinism, according to which
the principles of evolution, including natural selection, apply to human societies, social
classes, and individuals as well as to biological species developing over geologic time. In
Spencer’s day social Darwinism was invoked to justify laissez-faire economics and the minimal
state, which were thought to best promote unfettered competition between individuals and
the gradual improvement of society through the “survival of the fittest,” a term that Spencer
himself introduced.
Philosophical Thoughts of Herbert Spencer:
 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.
 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.
  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.
 Curriculum should emphasize the practical, utilitarian and scientific subjects
that helped human master the environment.
 Was not inclined to rote learning; schooling must be related to life and to the
activities needed to earn a living.
 Curriculum must be arranged according to their contribution to human survival
and progress.
 Science and other subjects that sustained human life and prosperity should
have curricular priority since it aids in the performance of life activities.
 Individual competition leads to social progress. He who is fittest survives.
(Ornstein, 1984).

Comments:
Specialized Education of Spencer vs. General Education
 To survive in a complex society, Spencer favors specialized education over that
of general education. We are in need of social engineers who can combine
harmoniously the findings of specialized knowledge. This is particularly true in
the field of medicine.
 The expert who concentrates on a limited field is useful. But if he loses sight of
the interdependence of things he becomes a man who knows more and more
about less and less. We must be warned of the deadly peril of over specialism.
Of course we do not prefer the other extreme, the superficial person who
knows less and less about more and more.

Spencer’s Survival of the Fittest

 He who fittest survives. Individual competition leads to social progress. The
competition in class is what advocates of whole-child approach and Socio-
economical Learning (SEL) atmosphere negate. The whole child approach a
powerful tool for SELF-focused schools has as tenets – “each student learns in
an environment that is physically and emotionally safe for students and adults”
and “each student has access to personalized learning and is supported by
qualified and caring adults…” (Frey, 2019).

Task/Activity
A. Explain the famous educational quotes from Philosopher Herbert Spencer. Submit
your written answers online.
1. “The great aim of education is not knowledge, but action.”
2. “Education has for its object the formation of character.”
3. “When a man's knowledge is not in order, the more of it he has, the greater will be
his confusion.”

TOPIC 3. JOHN DEWEY: LEARNING THROUGH EXPERIENCE

John Dewey, (born Oct. 20, 1859, Burlington, Vt., U.S.—died June 1,
1952, New York, N.Y.), American philosopher and educator who was a
founder of the philosophical movement known as pragmatism, a pioneer
in functional psychology, and a leader of the progressive movement
in education in the United States. Dewey graduated with a bachelor’s degree
from the University of Vermont in 1879. After receiving a doctorate in
philosophy from Johns Hopkins University in 1884, he began
teaching philosophy and psychology at the University of Michigan. There his interests
gradually shifted from the philosophy of Georg Wilhelm Friedrich Hegel to the
new experimental psychology being advanced in the United States by G. Stanley Hall and the
pragmatist philosopher and psychologist William James. Further study of child
psychology prompted Dewey to develop a philosophy of education that would meet the needs
of a changing democratic society. His subsequent writing, which included articles in popular
periodicals, treated topics in aesthetics, politics, and religion. The common theme underlying
Dewey’s philosophy was his belief that a democratic society of informed and engaged
inquirers was the best means of promoting human interests.
Philosophical Thoughts of John Dewy:
 Education is a social process and so school is intimately related to the society
that it serves.
 Children are socially active human beings who want to explore their
environment and gain control over it.
 Education is a social process by which the immature members of the group,
especially the children, are brought to participate in the society.
 The school is a special environment established by members of the society, for
the purpose of simplifying, purifying and integrating the social experience of
the group so that it can be understood, examined and used by its children.
 The sole purpose of education is to contribute to the personal and social
growth of individuals.

 The steps of the scientific or reflective method which are extremely important
in Dewey’s educational theory are as follows:
 The learner has a “genuine situation of experience” –
involvement in an activity in which he/she is
interested.
 Within this experience the learner has a “genuine
problem” that stimulate thinking.
 The learner possesses the information or does research to
acquire the information needed to solve the problem.
 The learner develops possible and tentative solutions that
may solve the problem.
 The learner tests the solutions by applying them to the
problem. In this one way one discovers their validity for
oneself.
 The fund of knowledge of the human race-past ideas, discoveries and
inventions was to be used as the material for dealing with problems. This
accumulated wisdom of cultural heritage has to be tested. If it served human
purposes, it becomes part of a reconstructed experience.
 The school is social, scientific and democratic. The school introduces children to
society and their heritage. The school as a miniature society is a means of
bringing children into social participation.
 The school is scientific in the sense that it is a social laboratory in which
children and youth could test their ideas and values. In here, the learner
acquires the disposition and procedures associated with scientific or reflective
thinking and acting.
 The school is democratic because the learner is free to test all ideas, beliefs and
values. Cultural heritage, customs and institutions are all subject to critical
inquiry, investigation and reconstruction.
 School should be used by all, it being a democratic institution. No barrier of
custom or prejudice segregate people. People ought to work together to solve
common problems.
  The authoritarian or coercive style of administration and teaching is out of
place because they block genuine inquiry and dialogue.
 Education is a social activity and the school is a social agency that helps shape
human character and behavior.
 Values are relative but sharing, cooperation, and democracy are significant
human values that should be encouraged by schools. (Ornstein, 1984)

Comments:
The Fund of Knowledge of the Human Race
 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.
School are For the People and By the People
 Schools are democratic institutions 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.

Task/Activity
A. Brainstorming Activity: In a group of four, discuss the Educational Theories of
John Dewey that significantly affects the learning of students. Present
consolidated output in the google class.

TOPIC 4. GEORGE COUNTS: BUILDING A NEW SOCIAL ORDER

George Sylvester Counts was born on December 9, 1889 in Baldwin City,
Kansas. He received his A.B. degree in 1911 and his Ph.D. degree from the
University of Chicago in 1916. He began his professional career in 1916 at
the University of Delaware as Head of the Department of Education and
Director of summer school. Between 1918 and 1926, he also taught at
Harris College in Missouri, the University of Washington, Yale University
and the University of Chicago. He spent the major portion of his professional career at
Teachers College, Columbia University, from 1927 to 1956. After retirement from Teachers
College, he served as a visiting professor at the University of Pittsburgh, Michigan State
University and Southern Illinois University.
Philosophical Thoughts of George Counts:
 Education is not based on eternal truths but is relative to a particular society
living at a given time and place.
 By allying themselves with groups that want to change society, schools should
cope with social change that arises from technology.
 There is a cultural lag between material progress and social institutions and
ethical values.
 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.
  Schools become instrument for social improvement rather than an agency for
preserving the status quo.
 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.
 Schools ought to provide an education that afford equal learning opportunities
to all students. (Ornstein, A. 1984)

Comments:
Schools and Teachers as Agents of Change
 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.
 Teachers are called to make decisions on controversial issues.
Not to make a decision is to actually making a decision.
 Like Dewey, problem solving, should be the dominant method for instruction.

Lag Between Material Progress and Ethical Values

Counts asserts 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 development 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 even postponed death for many, we have
conquered aging, the planets, the seas but we have not conquered ourselves.

TOPIC 5. THEODORE BRAMELD: SOCIAL RECONSTRUCTIONISM

Theodore Burghard Hurt Brameld (1904-1987) was a leading

educational philosopher of the 20th century. As an American educator
and educational philosopher, Brameld was best known as the founder
of Social Reconstructionism. In reaction to the realities of World War
II, he recognized the potential for either human annihilation through
technology and human cruelty or the capacity to create a beneficent
society using technology and human compassion (Philosophical
Perspectives). Brameld dedicated his efforts to employing schools as
agents for social change. Brameld’s works include: Ends and Means in Education (1950),
Patterns of Educational Philosophy (1955), Philosophies of Education in Cultural Perspective
(1955), Toward a Reconstructed Philosophy of Education (1956), Cultural Foundations of
Education (1957), Education and the Emerging Age (1961), Education as Power (1965), The
Use of Explosive Ideas in Education (1965), The Climactic Decades (1970), Patterns of
Educational Philosophy (1971), The Teacher as World Citizen (1976), and Tourism as Cultural
Learning (1977).

Philosophical Thoughts of Theodore Brameld:

 As the name implies, social reconstructionism is a philosophy that emphasizes
the reformation of society. The social reconstructionists contend that:
….humankind has moved from an agricultural and rural society to an urban and
technological society… there is a serious lag in cultural adaptation to the realities of a
 technological society. Humankind has yet to reconstruct its values in order to catch up
with the changes in the technological order, and organized education has a major role
to play in reducing the gap between the values of the culture and technology.
(Ornstein, 1984)
 So the social reconstructionist asserts that schools should: critically examine
present culture and resolve inconsistencies, controversies and conflicts to build
a new society not just change society… do more than reform the social and
educational status quo. It should seek to create a new society… Humankind is in
a state of profound cultural crisis. If schools reflect the dominant social values…
then organized education will merely transmit the social ills that are symptoms
of the pervasive problems and afflictions that beset humankind… The only
legitimate goal of a truly human education is to create a world order in which
people are in control of their own destiny. In an era of nuclear weapons, the
social reconstructionists see an urgent need for society to reconstruct itself
before it destroys itself. (Ornstein, A. 1984)
 Technological era is an era of interdependence and so education must be
international is scope for global citizenship.
 For the social reconstructionists, education is designed “to awaken students’
consciousness about social problems and to engage them actively in problem
solving”. (Ornstein, 1984)
 Social reconstructionists are firmly committed to equality or equity in both
society and education. Barrier of socio-economic class and racial discrimination
should be eradicated.
 They also emphasize the idea of an interdependent world. The quality of life
needs to be considered and enhance on a global basis. (Ornstein. A. 1983)

Comments:
 Like John Dewey and George Counts, social reconstructionist Brameld believe in
active problem- solving as the method of teaching and learning.
 Social reconstructionists are convinced that education is not a privilege of the
few but a right to be enjoyed by all.
 Education is a right that all citizens regardless of race and social status must
enjoy.

Task/Activity

A. Examine the statement of Theodore Brameld, analyze how this affects the
adaptation of school system into technological era.
“I have never been comfortable in the inner sanctums of pure scholarship for
too long a period. The air is not sufficiently saturated with the oxygen of
everyday human life. So all the way through my professional years, I have
found time both to study philosophy and to relate theory to practice.”

TOPIC 6. PAULO FREIRE: CRITICAL PEDAGOGY

Paulo Freire was born in 1921 in Recife, Brazil. In 1947 he began work with adult illiterates in
North-East Brazil and gradually evolved a method of work with which the
word conscientization has been associated. Until 1964 he was Professor
of History and Philosophy of Education in the University of Recife and in
the 1960s he was involved with a popular education movement to deal
with massive illiteracy. From 1962 there were widespread experiments with his method and
the movement was extended under the patronage of the federal government. In 1963-4 there
were courses for co-ordinators in all Brazilian states and a plan was drawn up for the
establishment of 2000 cultural circles to reach 2,000,000 illiterates. Freire was imprisoned
following the 1964 coup d’etat for what the new regime considered to be subversive elements
in his teaching. He next appeared in exile in Chile where his method was used and the UN
School of Political Sciences held seminars on his work. In 1969-70 he was Visiting Professor at
the Centre for the Study of Development and Social Change at Harvard University.

Paulo Freire was one of the most influential philosophers of education of the twentieth
century. He worked wholeheartedly to help people both through his philosophy and his
practice of critical pedagogy. A native of Brazil, Freire’s goal was to eradicate illiteracy among
people from previously colonized countries and continents. His insights were rooted in the
social and political realities of the children and grandchildren of former slaves. His ideas, life,
and work served to ameliorate the living conditions of oppressed people.

Critical Pedagogy and Dialogue vs. the Banking Model of Education

 Paulo Freire, a critical theorist, like social reconstructionists, believed that
systems must be changed to overcome oppression and improve human
conditions.
 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 so requires dialogue and critical consciousness, the development of
awareness to overcome domination and oppression.
 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.
 Teachers must not see themselves as the sole possessors of knowledge and
their students as empty receptacles. He calls this pedagogy approach the
“banking method” of education.
 A democratic relationship between the teacher and her students is necessary in
order for the conscientization process to take place.
 Freire’s critical pedagogy is problem-posting education.
 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 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.
 Dialogue is the basis for critical and problem-posing pedagogy, as opposed to
banking education, where there is no discussion, only the imposition of the
teacher’s ideas on the students (Ornstein, 1984)

Comment:
 All of these education philosophers, point to the need of interacting with
others and of creating a “community of inquiry” as Charles Sander 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 solution.” (Lee, 2010) A community of inquiry will engage
learners in active problem solving.
 Task/Activity
A. Reflect on the readings of Paulo Freire in Moacir Gadotti’s book, “I didn’t
understand anything because of my hunger. I wasn’t dumb. It wasn’t lack of
interest. My social condition didn’t allow me to have an education. Experience
showed me once again the relationship between social class and knowledge”.

ASSESSMENT:

PART I. Read and analyze the statements. Answer the questions in a separate short
bond paper.
1. The modern explosion of knowledge has led to an age of specialization with this
concomitant quip:
A specialist knows more and more about less and less.
An expert knows more and more about less and less
until he or she knows everything about nothing.
A related joke cleverly twists this saying:
A generalist knows less and less about more and more
Until he or she knows nothing about everything.
Should schools produce generalists or specialist? Defend your answer.

2. Spencer is convinced that he who is most fit survives and so encouraged individual
competition. Read this article about Singaporean education today and find out
with whom you agree – Spencer’s individual competition or Singaporean
educational system where competition is not encouraged.

Learning is not a competition: No more 1st, 2nd or last

in class for primary and secondary students
SINGAPORE - Whether a child finishes first or last will no longer be indicate in primary and
secondary school report books from next year - a move which Education Minister Ong Ye
Kung hopes will show students that "learning is not a competition". Report books will not
just stop showing a student's position in relation to class or cohort.
The information to be dropped includes:
 Class and level mean; Minimum and maximum marks
 Underlining and/or colouring of failing marks; Pass/fail for end-of-year result
 Mean subject grades; Overall total marks
 L1R5 (English plus five relevant subjects), L1R4, EMB3 (English, maths, best three
subjects) and EMB1 for lower secondary levels
The Ministry of Education (MOE) said on Friday (Sept 28) that the change is to allow each
students to focus on his or her learning progress and discourage them from being overly
concerned about comparisons.
From next year all examinations for Primary 1 and 2 pupils will also be removed, and
whatever forms of assessment they have will not count towards an overall grade.

Amelia Teng
Education Correspondent
FacebookTwitterEmail Sep 28, 2018, 2:00 pm SGT

3. "If you cannot bring the learners to the world, bring the world to the classroom."
Will this go with this go with John Dewey's philosophy of education? Explain your
answer.
4. Considering DepEd mission statement “to protect and promote the right of every
Filipino to quality, equitable, culture-based, and complete basic 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?
5. Is free tertiary education really pro-poor in the sense that it is the poor who are
indeed benefited? Justify your answer.
6. Freire opposed the banking method of education and favored critical pedagogy.
Why? The banking method is characterized as a vertical relationship while critical
pedagogy is characterized by a horizontal type of relationship. Be guided by the
Figure below.
teacher

student
teacher student

7. Discuss why each education philosopher was associated with these given words.
a. John Locke – the empiricist
b. Herbert Spencer - the utilitarianist
c. John Dewey – experience
d. George Counts – building a new social order
e. Theodore Brameld – the Social Reconstructionist
f. Paulo Freire - Critical Pedagody vs Banking Method

8. Make a table summary of philosophies of education

Philosopher Philosophy on Aims and Classroom/School Application
Methods of Education
 LESSON 2
HISTORICAL FOUNDATION OF EDUCATION

TOPICS
1. The Relationship of School and Society
2. Education in Primitive Society
3. Education on Key Periods of the World and in the Philippine History

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. state the relationship of school and society; and
2. prove that schools transmit cultural values by stating facts from
education history in the world and in the Philippines.

A school is an educational institution designed to provide learning spaces and

learning environments
3. for the teaching of students under the direction of teachers.
Most countries
4. have systems of formal education, which is commonly compulsory. In
5. students progress through a series of schools. The names for these
these systems,
schools vary6. by country but generally include primary school for young children
7. discuss
and secondary schooldifferent curriculum
for teenagers whosources
have and influences;
completed primary education. An
8. analyze different levels of curriculum planning; and
institution where higher education is taught, is commonly called a university
9. identify different roles of teachers and school administrators in
college or university, but these
curriculum higher education institutions are usually not compulsory.
planning.
A society is a group of people living according to a shared culture. Society refers
to a group of persons who share a culture, government, institutions, land, or a set of
social relationships. A person can belong to several societies at a time religious,

TOPIC 1. RELATIONSHIP OF SCHOOL AND SOCIETY

professional, and social. The thing that makes a group of people a society is that they
share a common culture.

Education or school is an institution created by society.

Education is a function of society and as such arises from the
nature and character of society itself. Society seeks to preserve
itself and to do this it maintains its functions and institutions, one
of which is education, to assure its survival, stability and
convenience.
As John Dewey claimed, it is the school that " introduces and trains each child of
society into membership within such a little community, saturating him with the spirit of
service, and providing him with the instruments of effective self-direction...," When
schools succeed to do this, in the words of Dewey "we shall have the deepest and best
guaranty of a larger society which is worthy, harmonious, and lovely.
Society and the schools are inextricably linked. The schools reflect society, and
society reflects the schools. That linkage contains the dynamics for improving the lot of
arts education. Arts education is not only part and parcel of those schools in which it is
offered but also of the society that gave it birth. In interacting with society, one alters its
culture and, in the process, changes destiny. Schools are one of the mainstays of the
culture. By passing on to the younger generation the knowledge and understanding one
has accumulated, one preserves the level of civilization. This is the process of
enculturation, teaching students how to adapt to the prevailing cultural patterns of their
society. Arts education is part of this process of enculturation, passing along the existing
culture to the next generation, (Fowler, 2001).
The socialization is the "process of learning the roles, statuses and values
necessary for participation in social institutions. ..." (Brinkerhoff, 1989). Socialization is
a lifelong process. It occurs primarily during early childhood but as we progress from
infancy to old age we held old roles and adopt new ones. Role learning that prepares us
for future role is termed anticipatory socialization. Because of anticipatory socialization
most of us are more or less prepared for our future roles like spouse, parent,
professional teacher.
The family is the most important agent of socialization.
Psychology tells us that the self-concept formed during childhood
has lasting consequences. Besides, "the parents" religion, social
class and ethnicity influence the child's social roles and self-
concept which in turn influence the expectations that others have
for the child, and they determine the groups with which the child
will interact outside the family". (Brinkerhoff, 1989)
The school is also an important agent of socialization. It is an institution charged
by society to impart specific knowledge and skills necessary for functioning in a society.
They are also charged with the task of transmitting society's cultural values. The next
part of this Chapter is devoted to how schools (formal or informal) did their task as
agents of socialization in different periods of history.

Task/Activity

A. Discuss comprehensively.
1. Can school change the socializing effect of family, the primary agent of
socialization?
2. Can and excellent school undo the socializing effect of an extremely
deprived home?

TOPIC 2. EDUCATION IN PRIMITIVE SOCIETY

Brinkerhoff (1989) explains further: In primitive societies, preliterate persons

faced the problem of survival in an environment that pitted them against natural
forces and wild animals. To survive, human beings needed food, shelter, warmth and
clothing. To transform a hostile environment into one that is life sustaining,
humankind developed life skills that eventually became cultural patterns.
These life skills included 1) tool or instrument making, 2) adherence to the
moral behavior code of group life and 3) language.
Early humankind found security in group life based on kinship and tribal
patterns. Life in the human group was educational as children observed and learned
from the elders and as they were deliberately taught by their parents and elders. For
these cultural patterns to continue, the adults had to teach these skills and values to
their children. This is socialization, a function of education in society. Socialization is
the process by which individuals internalize the norms and values of society and so
social and cultural continuity are attained. This is also informal education in action.
As abstract thinkers, human beings could create, use and manipulate symbols.
They could communicate with one another through gestures, sounds and words.
These symbols were expressed in signs, pictographs, and letters. The creation and
introduction of oral and written language made a great leap on literacy which in turn
had tremendous educational consequences which citizens of a civilized society like
netizens of the 21st century now enjoy.

Key Periods in Educational History

Below are key periods in educational history from 7000 B.C to AD 1600. Study the
table thoroughly. The notes should make you see that education and school are a
function of society and schools reflect the nature and character of society itself.
What society considers important is what education focuses on to preserve society.
Table 1. Points of Emphasis on Education in History
Key Periods in Educational History, 1000 BC to A.D. 1600
Historical Group Educational Goals Curriculum Agents Influences on Western
of Period Education
Primitive To teach group survival Practical skills of Parents, tribal elders, Emphasis on the role of
societies 7000 skills; to cultivate group hunting, fishing, food and priest informal education in
B.C.------5000 cohesiveness gathering stories, transmission of skills and
B.C. myths, songs, poems, values
dances
Greek 1600 B.C. To cultivate civic Athenian: reading, Athens: private Athens: The concept of
---- 300 B.C. responsibility and writing, arithmetic, teachers and schools; the well-rounded,
identity with city-state; drama, music, Sophists: philosopher liberally educated person
Athenian: to develop physical education, Spartan: military Spartan: The concept of
well-rounded person literature, poetry teachers, drill sergeant the military state
Spartan: to develop Spartan: drill, military
soldiers and military songs and tactics
leaders.
Roman 750 B.C To develop sense of Reading, writing, Private schools and Emphasis on ability to
-- A.D.450 civic responsibility for arithmetic, Laws of teachers, schools of use education for
republic and then Twelve Tables law, rhetoric practical administrative
empire, to develop philosophy skills: relating education
administrative and to civic responsibility
military skills
Arotic To cultivate religious Reading, writing, Mosques; court Arabic numerals and
A.D. 700--- commitment to Islamic mathematics, schools computation, re-entry of
A.D. 1350 beliefs; to develop religious, literature; classical materials on
expertise In scientific studies science and medicine
mathematics, medicine,
and science
Medieval To develop religious Reading, writing, Parish, chantry, and Establishing the
A.D. 500---- commitment, arithmetic, liberal cathedral schools; structure, content, and
A.D. 1400 knowledge, and ritual; arts; philosophy, universities; organization of the
to re-establish social theology; crafts; apprenticeship; university as a major
order; to prepare military tactics and knighthood institution of higher
persons for appropriate chivalry education; the
roles institutionalization and
preservation of
knowledge
Renaissance To cultivate a humanist Latin, Greek, classical Classical humanist An emphasis on literary
A.D. 1340--- who was expert in the literature, poetry, art educators and schools knowledge, excellence,
A.D. 1500 classic---Greek and such as lycee, and style as expressed in
Latin; to prepare gymnasium, Latin classical literature, a two-
courtiers for services to grammar school track system of schools
dynastic leaders
Reformation To cultivate a sense of Reading, writing, Vernacular elementary A commitment to
A.D. 1500--- commitment to a arithmetic, catechism, school for the masses; universal education to
A.D. 1600 particular religious religious concepts and classical schools for provide literacy to the
denomination; to ritual; Latin and the upper classes masses; the origins of
cultivate general Greek; theology schools systems with
literacy supervision to ensure
doctrinal conformity

In primitive societies survival against natural forces was the need and so what
were taught were survival skills and values to cultivate group cohesiveness. For the
Athenian in ancient Greece, what mattered most in education was the rounded
development of every individual while for the Spartan it was the development of
soldiers and military leaders. For the early Romans, schools needed to develop a
sense of civic responsibility and to develop administrative and military skills as
citizens of the Roman Empire. For the ancient Arabic world where Islam rose the
most important concern of education was to cultivate religious commitment to
Islamic beliefs.
 During the Medieval period, schools were concerned with the development of
religious commitment, knowledge and ritual to establish order. Renaissance period
was a fervent period of European cultural, artistic, political and economic "rebirth"
following the Middle Ages. Education was focused on the rediscovery of classical
philosophy, literature and art. The Reformation period had as for its educational
goals the cultivation of a sense of commitment to a particular religious denomination
and general literacy.

Task/Activity
A. Discuss comprehensively.
1. Life skills were taught to primitive society. Are these, life skills for primitive
society the same life skills for the 21st Century?
2. Which among these key periods has a great impact on the educational
system of the world today?

TOPIC 3. THE HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM

Let us also see how the nature and character of the Philippines society are
reflected in the education process in different periods of Philippines history. As you
study the summary of the Philippines Educational System, just remember this
sociological concept, which is the focus of this Chapter - that education is a function
of society and as such what are taught in schools arise from the nature and character
of society itself. What society considers important is what schools teach. Be ready to
answer this question at the end: What was/were the focus/foci of education or
schools during the: 1) pre-colonial period, 2) Spanish period, 3) American regime, 4)
Japanese occupation and 5) post-colonial period?
Education during the Pre-colonial period
Education was informal and unstructured, decentralized. Father's taught their
sons how to look for food and other means of livelihood. Mother's taught their girls
to do the household chores. This education basically prepared their children to
become good husband and wives. Children were provided more vocational training
but lesser academics. Teachers were tribal tutors (Babaylan or Katalonan).
Education During the Spanish Era
Education was formal and organized. It was authoritarian in nature. Tribal tutors
of the pre-Spanish period were replaced by Spanish
missionaries. Pupils attended formal schooling in the
parochial school. Instruction was Religion-oriented
Christian doctrines, sacred songs and music and
prayers were taught because they were required for
confession and communion. There was a separate
school for boys and girls. Wealthy Filipinos or the ilustrados were accommodated in
the schools.
The Educational Decree of 1863
• This law gave Filipinos a complete system of education from elementary to the
collegiate level. The law provided for the establishment of the elementary schools in
all municipalities in the country. Although religion was the core of the curriculum, the
curriculum included subjects reading, writing, arithmetic, history Christian doctrine,
Spanish language, vocal music, agriculture for the boys and needlework for the girls.
Attendance in school was compulsory between the ages of seven and twelve.
 Education During the American Regime 1898-1946
The Americans promoted democratic ideals and the democratic way of life. The
schools maintained by the Spaniards for more than three centuries were closed but
were reopened on August 29, 1898 by the Secretary of the Interior. A system of free
and compulsory elementary education was established by the Malolos Constitution.
(Political Constitution of 1899). In May 1898, the first American school was
established in Corregidor, and shortly after the capture of Manila in 1899, seven
schools were opened in the city.
Training was done through the schools both public and secular manned by
Chaplain and Military Officers of the US Army. Thomasites arrived in the Philippines
on August 23, 1901. The University of the Philippines was founded in 1908. UP was
the first state school of university status. The Department of Public Instruction set up
a three level school system. The first level considered a four-year primary and three-
year intermediate or seven-year elementary curriculum. The second level was a four-
year junior college and later a four year program.
The Commonwealth Period (1935-1942)
 Free education in public schools was provided all
over the country, in accordance with the 1935
Constitution.
 Vocational education and some household
activities like sewing, cooking, and farming were
also given importance.
 Education also emphasized nationalism so the
students were taught about the life of the Filipinos
heroes.
 Vocational education and some household activities were also given
importance. Good manners and discipline were also taught to the students.
 The institute of private education was established in order to observe private
schools.
 Formal adult education was also given.
Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating
Tagalog as our National Language.
 Executive Order No. 217 otherwise known as the Quezon Code of Ethics was
taught in schools.
 Executive Order No. 263 in (1940) required the teaching of the Filipinos
national language in the senior year of all high schools and in all year in the
normal schools.
The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on
August 7, 1940, which provided for the following:
 Reduction of the 7 year elementary course to 6 years
 Fixing the school entrance age at 7
 National support for elementary education
 Compulsory attendance of primary children enrolled in Grade 1
 Adoption of double-single sessions in the primary grade with one teacher one
class assignment of intermediate teachers.
The Japanese Occupation
Aims of education during Japanese occupation:
  Make the people understand the position of the Philippines as a member of the
East Asia Co-Prosperity Sphere
 Eradication of the idea of reliance upon Western States particularly the US and
Great Britain
 Fostering a new Filipino culture based on the consciousness of the people as
Orientals
 Elevating the moral of the people giving up over-emphasis on materialism
 Diffusion of elementary education and promotion of vocation education
 Striving for the diffusion of the Japanese language in the Philippines and the
termination of the use of English in schools
 Developing in people the love of labor
Post-colonial Philippines
 Education aimed at the full of realization of the democratic ideals and way of
life.
 The Civil Service Eligibility of teachers was made permanent pursuant to R.A.
1079 in June 15, 1954.
 A daily flag ceremony was made compulsory in all schools including the singing
of the National Anthem pursuant to R.A. 1265 approved on June 11, 1955.
 Curricular offering in all schools, the life, the works and writings of Jose Rizal
especially the Noli Me Tangere and El Filibusterismo shall be included in all
levels.
 Elementary education was nationalized and matriculation fees were abolished.
 Magna Carta for Teachers was passed into law by virtue of R.A. 4670
 The fundamental aims of education in the 1973 Constitution are: - foster love
of country - teach the duties of citizenship - develop moral character, self-
discipline and scientific, technological and vocational efficiency.

Other Developments
 integration of values in all learning areas
 emphasis on mastery learning
 YDT and CAT introduced as new courses Media of instruction- Bilingual
Education Policy: Mandates the use of English and Filipino separately as Media
of instruction in schools
 Education Act of 1982 - created the Ministry of Education Culture and sports.
 NCEE - National Collage Entrance Examination introduced - Executive order No.
117 - President Corazon C. Aquino renamed Ministry of Education, Culture and
Sports (DECS) in 1987
 Creation of the Board for Professional Teachers composed of 5 under PRC
 Replacement of PBET (Professional Board Examination for Teacher) by LET
(Licensure Examination for Teachers)
 Transfer of authority of administering the LET from CSC and DECS to the Board
of Professional Teachers under PRC
 Trifocalization of
Education System - The trifocal education system
refocused DECS mandate to basic education which
covers elementary, secondary and informal
education, including culture and sports. TESDA
now administers the post-secondary, middle-level
manpower training and development R.A 7796 -
Technical Education and Skills Development R.A
 1994 - CHED is responsible for higher education R.A 7722 -
Higher Education Act of 1994
 In August 2001, Republic Act 9155, otherwise called the Governance of Basic
Education Act, was passed transforming the name Department of Education,
Culture and Sports (DECS) to the Department of Education (DepEd) and
redefining the role of field offices (regional offices, division offices, district
offices and schools). R.A 9155 provide the overall framework for schools head
empowerment by strengthening their leadership roles and school-based
management within the context of transparency and local accountability. The
goal of Basic education is to provide the school age population and young
adults with skills, knowledge, and values to become caring, self-reliant,
productive and patriotic citizens.
 Governance of Basic Education Act (R.A. 9155); was passed renaming the DECS
to DepEd and redefining the role of field officers which include the regional
officers, division offices, district offices and schools.
 Values Education is offered as a separate subject in NSEC and integrated in all
subject areas both curricula - Implementation of New Secondary Education
Curriculum (NSEC).
 R.A. 10157, Jan 20, 2012 - Kindergarten Act, an act institutionalizing the
kindergarten education into the basic education system.
 K to 12 Program (R.A. 10533), MAY 15, 2013 - The K to 12 Program covers
Kindergarten and 12 years of Basic Education (six years of primary education,
four years of Junior High Schools, and two years of Senior Hugh School (SHS)) to
provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship.

The Varied Goals of Education in Different Historical Periods of Philippine

history. What was considered important in each historical period of the country
was also the focus or direction of the education of the Filipino.
During the pre-colonial period, students were given vocational training but lesser
academics for them to be good fathers and mothers. During the Spanish period,
schools focused on religious formation to help them live the Christian faith. The
American regime educated the Filipinos to become good citizens of a democratic
country while the Japanese regime, taught them love of labor. The post-colonial
period educational system was devoted to the following goals: 1) foster love of
country; 2) teach the duties of citizenship; 3) develop moral character self-discipline;
and 4) scientific, technological and vocational efficiency. The present DepEd vision
and mission statement and core values and the fourth mission of the Commission on
Higher Education and light to the present goals of Philippine education. They are
given below:
To produce thoughtful graduates imbued with 1) values reflective of a humanist
orientation (e.g fundamental respect for others as human beings with intrinsic rights,
cultural rootedness avocation to serve); 2) analytical and problem solving skills; 3) the
ability to think things through the ethical and social implication of a given source of
action and 4) the competency to learn continuously throughout life - that will enable
them to live meaningfully in a complex rapidly changing and globalized world while
engaging (in) their community and the nation development issues and concern -
Commission on Higher Education.
 `
The DepEd Vision
We dream of Filipinos
who passionately love their
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based and
complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment
Teachers facilitate learning and constantly nurture every learner
Administrators and staff as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen
Family, community and other stakeholders are actively engaged and share responsibility for
developing life-long learners.

Our Core Values

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

The Importance of Studying History of Education

Why do we have to bother with the educational goals of the past which is past and
so we can no longer undo? Dewey explains why a study of the history of
Education is valuable:
A. Educational issues and problems are often rooted in the past; the study of
educational history can help us to understand and solve today's problems,
B. Realistic effort to reform education begin with present conditions which are
a product of our past, by using our past, we can shape the future.
C. The study of education's past provides a perspective that explains and
illuminates our present activities as teachers.

Task/Activity

A. Individual Activity. Discuss comprehensively.

1. Why was the focus of education different for different groups of people in
different place and at different periods in world history? What does this point
to regarding relationship of schools and society?
2. DepEd's mission is "to protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education." Has the Philippines
educational system from pre-colonial to present given equal access to quality,
culture-based and complete basic education? Or was it a privilege of a few?
Explain your answer.
3. Should college education be for all? Or should it be given only to those who are
intellectually capable of college education? Those who are not should be
directed to technical education. Isn't giving access to college education for one
who is not intellectually capable a waste of time and resources?

B. Research Work. Share your findings in our online class.

 1. In the Philippines, education from elementary to secondary is free. What law
made tertiary education free? Research on the tertiary education of other
countries, is it free or “only in the Philippines?

ASSESSMENT:

PART I. Explain briefly each statements.

1. In not more than two sentences, state the relationship of society and schools.
2. What is meant by socialization as a function of schools?
3. Given the different characteristics of the different periods in Philippine history,
what were the goals of education/schools during the:
a. Pre-colonial,
b. Spanish period
c. American regime,
d. Japanese regime, and
e. Post-colonial period?
4. Was equal access to quality education met during the:
a. Pre-colonial,
b. Spanish period
c. American regime,
d. Japanese regime, and
e. Post-colonial period up to the present?
5. Read the article below. What does job-skills mismatch imply about the
relevance of schools to present society? Are schools effective agents of
socialization in preparing Filipino graduates for their job roles?

DOLE urged to address job-skills mismatch

Published June 19, 2018, by Vanne Ellaine Terrazola

Senator Joel Villanueva on Tuesday prodded the Department of Labor and

Employment (DOLE) and other concerned agencies to report on the status of its
programs aimed at addressing job-skills mismatch. Sen. Joel Villanueva (Senate
of the Philippines Facebook page / Manila Bulletin). Villanueva, the
Chairperson of the Senate Committee on Labor, Employment, and Human
Resources development, made the appeal as he called anew on the
government to make sure that the workers who will be employed under the
"Build, Build, Build" infrastructure program are skills-ready. "It has been our
consistent call on the concerned government agencies - Commission on Higher
Education (CHED), Department of Labor and Employment (DOLE), Department
of Education (DepEd), and Technical Education and Skills Development
Authority (TESDA) - to up skill our workers and address the problem of job-skills
mismatch which becomes imperative with the implementation of the
administration's Build-Build-Build program," Villanueva said in a statement.

6. Education is a function of society. Considering the positive and negative

elements of 21st century society:
 state the educational Goals that 21st century schools should pursue;
 describe the ideal 21st Century graduate; and
 describe the education delivery mode.
 7. Was the National Collage Entrance Examination (NCEE) in support of equal
access to quality education? Why was it abolished, and when? Did it exactly
what Filipinos then wanted?

LESSON 3
SOCIAL SCIENCE THEORIES AND
THEIR IMPLICATIONS TO EDUCATION

TOPICS
1. Structural-Functional Theory
2. Conflict Theory
3. The Symbolic Interactionist Theory

LEARNING OUTCOMES
At the end of the lesson, you should be able to explain the three social
science theories and their implications to education.

Sociologists today employ three primary theoretical perspective: the functionalist

perspective, the conflict perspective and the symbolic interactionist perspective. These
perspective offer sociologist theoretical paradigms for explaining how society. Each
perspective uniquely conceptualize society, social forces, and human behavior.

Functionalism, also called structural-functional theory, sees society as a structure

with interrelated parts designed to meet the biological and social needs of the
individuals in that society. Functionalism grew out of the writings of English

TOPIC 1. STRUCTURAL-FUNCTIONAL THEORY

philosopher and biologist, Hebert Spencer
(1820–1903), who saw similarities between
society and the human body; he argued that
just as the various organs of the body work
together to keep the body functioning, the
various parts of society work together to keep
society functioning (Spencer 1898). The parts
of society that Spencer referred to were the social institutions, or patterns of beliefs
and behaviors focused on meeting social needs, such as government, education,
family, healthcare, religion, and the economy.

Émile Durkheim, another early sociologist, applied Spencer’s theory to explain

how societies change and survive over time. Durkheim believed that society is a
complex system of interrelated and interdependent parts that work together to
maintain stability (Durkheim 1893), and that society is held together by shared
values, languages, and symbols. He believed that to study society, a sociologist must
look beyond individuals to social facts such as laws, morals, values, religious beliefs,
customs, fashion, and rituals, which all serve to govern social life. Alfred Radcliff-
Brown (1881–1955) defined the function of any recurrent activity as the part it
played in social life as a whole, and therefore the contribution it makes to social
stability and continuity (Radcliff-Brown 1952). In a healthy society, all parts work
together to maintain stability, a state called dynamic equilibrium by later sociologists
such as Parsons (1961).
Durkheim believed that individuals may make up society, but in order to study
society, sociologists have to look beyond individuals to social facts. Social facts are
the laws, morals, values, religious beliefs, customs, fashions, rituals, and all of the
cultural rules that govern social life (Durkheim 1895). Each of these social facts serves
one or more functions within a society. For example, one function of a society’s laws
may be to protect society from violence, while another is to punish criminal behavior,
while another is to preserve public health.

Another noted structural functionalist, Robert Merton (1910–2003), pointed out

that social processes often have many functions. Manifest functions are the
consequences of a social process that are sought or anticipated, while latent
functions are the unsought consequences of a social process. A manifest function of
college education, for example, includes gaining knowledge, preparing for a career,
and finding a good job that utilizes that education. Latent functions of your college
years include meeting new people, participating in extracurricular activities, or even
finding a spouse or partner. Another latent function of education is creating a
hierarchy of employment based on the level of education attained. Latent functions
can be beneficial, neutral, or harmful. Social processes that have undesirable
consequences for the operation of society are called dysfunctions. In education,
examples of dysfunction include getting bad grades, truancy, dropping out, not
graduating, and not finding suitable employment.

For instance, there is peace, stability, equilibrium and harmony in society if

families do their part in bringing forth children, nurturing and socializing them; if
education or schools effectively transmit
knowledge, skills and values; if politics
governs citizens well; if economics takes care
of food production, distribution of goods
and services and if religion strengthens
the moral fiber of the members of the
society. Failure of the one social institution
to do its part means disruption of stability
in society. For example, the rise of single
parent and dual earner families means families have less time or sometimes no more
time left for the supervision of children in their homework which may result to an
increase of non- performing students in school.

In a high tech world, educational institution must teach adults the new skills to
relate to the tech – savvy young and the world and to be more effective in the
workplace. With more women in the workplace, policies against sexual harassment
and discrimination were formulated. The Cybercrime Act of 2012 came about to
address legal issues concerning online interactions and the internet in the
Philippines.

The functionalist theory of education focuses on how education serves the need of
society through the development of skills encouraging social cohesion. The role of
schools is to prepare students for the participation in the institutions of society.
Education is concerned with transmission of core values for social control. Education
is concerned with socializing people by bringing together people from different
backgrounds. The functionalist theory is focused on social stability and solidarity.
Functionalists see education as a beneficial contribution to an ordered society.
Functionalism does not encourage people to take an active role in changing their
social environment, even when such change may benefit them. Instead,
functionalism sees active social change as undesirable because the various parts of
society will compensate naturally for any problems that may arise. For example,
schools can compensate for the lack of time and the lack of parental advice from
home.

Purposes of schooling according to functionalists

The purposes of schooling according to the functionalist theory are:
1. Intellectual purposes – acquisition of cognitive skills, inquiry skills
2. Political purposes – educate future citizens;
3. Economic purposes – prepare students for later work roles select and train the
labor force needed by society.
4. Social purposes – promote a sense of social and moral responsibility; serve as a
site for the solution or resolution of social problems; supplement the efforts of
other institutions of socialization such as the family and the church.
An examination of the present curricula in basic and in tertiary education shows
that these 4 functions are given attention to.

Task/Activity

A. Brainstorming. Discuss with your fellow student how schools at present are
working on the realization of the four purposes indicated below as cited by the
functionalists.

Level Intellectual Political Economic Social Purposes

Purposes Purposes Purposes
Basic
Education

Junior
High
School
Senior
High
School
Vocational
Courses

Tertiary
Education
 TOPIC 2. CONFLICT THEORY

The perspective of conflict theory, contrary to the structural functionalist

perspective, believes that society is full of vying social groups who have different
aspirations, different access to life chances and gain different social rewards.
Relations in society, in this view, are mainly based on exploitation, oppression,
domination and subordination. This is considerably more cynical picture of society
than the previous idea that most people accept continuing inequality. Some conflict
theorists believe education is controlled by the state which is controlled by those
with the power, and its purpose is to
reproduce the inequalities already existing
in society as well as legitimize ‘acceptable'
ideas which actually work to reinforce the
privileged positions of the dominant group.
Connell and White state that the education
system is as much an arbiter of
social privilege as a transmitter
of knowledge.

Education achieves its purpose by maintaining the status quo, where lower
class children become lower class adults, and middle and upper class children
become middle and upper class adults. This cycle occurs because the dominant group
has, over time, closely aligned education with middle class values and aspirations,
thus alienating people of other classes. Many teachers assume that students will
have particular middle class experiences at home, and for some children this
assumption is not necessarily true. Some children are expected to help their parents
after school and carry considerable domestic responsibilities in their often single-
parent home. The demands of this domestic labor often make it difficult for them to
find time to do all their homework and thus affects their performance at school.

Where teachers have reduced the formality of regular study and integrated
student's preferred way of working into the curriculum, they noted that particular
students displayed strengths they had not been aware of before. However few
teacher deviate from the traditional curriculum, and the curriculum conveys what
constitutes knowledge as determined by the state - and those in power. This
knowledge is not a very meaningful to many of the students, who do not see it
serving any purpose. Wilson & Wyn state that the students realize there is little or no
direct link between the subjects they are doing and their perceived future in the
labor market. Anti-school values displayed by these children are often derived from
their consciousness of their real interests. Sargent believes that for working class
students, striving to succeed and absorbing the middle class values of school, is
accepting their inferior social position in society as much as if they determined to
fail. Fitzgerald states that "irrespective of their academic ability or desire to learn,
students from poor families have relatively little chance of securing success". On the
other hand, for middle and especially upper class children, maintaining their superior
position in society requires little effort. The federal government subsidizes
‘independent' private schools enabling the rich to obtain ‘good education' by paying
for it. With this ‘good education', rich children perform better, achieve higher and
obtain greater rewards. In this way, the continuation of privilege and wealth for
the elite is made possible.

Conflict theorists believe this social reproduction continues to occur because the
whole education system is overlain with ideology provided by the dominant group. In
effect, they perpetuate the myth that education is available to all to provide a means
of achieving wealth and status. Anyone who fails to achieve this goal, continues the
myth, has only themself to blame. Wright agrees, stating that "the effect of the myth
is to...stop them from seeing that their personal troubles are part of major social
issues". The duplicity is so successful that many parents endure appalling jobs for
many years, believing that this sacrifice will enable their children to have
opportunities in life that they did not have themselves. These people who are poor
and disadvantaged are victims of a societal confidence trick. They have been
encouraged to believe that a major goal of schooling is to increase equality while, in
reality, schools reflect society's intention to maintain the previous unequal
distribution of status and power.
This perspective has been criticized for being deterministic, pessimistic and
allowing no room for the agency of individuals to improve their situation. People who
employ the Conflict perspective focus on those forces in society that promote
competition and change. Following in the tradition of Karl Marx, conflict theorists are
interested in how those who possess more power in society exercise control over
those with less power. Conflict theorists do not limit their attention to acts of violent
conflict. They also are interested in non-violent competition between various groups
in society, such as men and women or people of different ages, racial or national
backgrounds. Some of the research topics that Conflict sociologists pursue include
decision making in the family, relationships among racial groups in a society, and
labor disputes between workers and employers.
According to Conflict theorists, competition
over scarce resources is at basis of social conflict.
Because resources such as power and wealth are
in limited supply, people must compete with one
another for them. Once particular groups gain
control of society's resources, they tend to
establish rules and procedures that protect their
interests at the expense of other groups. This
inequality between groups leads to social conflict
as those with less power attempt to gain access
to desired resources and those with power
attempt to keep it. Conflict, in turn, leads to social change. Thus Conflict theorists see
social change as an inevitable feature of society.
Further, there are always two opposing sides in a conflict situation. People take
sides between maintaining the status quo and introducing change then arrive at an
agreement. Conflict theory welcomes conflict for that is the way to the establishment
of a new society. Conflict theorist finds potential conflict between any groups where
inequality exists: racial, gender, religious, political, economic, and so on. Conflict
theorists note that unequal groups usually have conflicting values and agendas,
causing them to complete against one another. This constant competition between
groups forms the basis for the ever-changing nature of society.
The factory workers want change- better working conditions, higher salaries. The
factory owners naturally are opposed to such. The resolution of the conflict,
however, leads to a compromise, a change in the way the factory is managed where
both workers and owners are happy.

How Proponents of Conflict Theory Regard Education

According to the conflict theory, education is not truly a social benefit or
opportunity as seen by the functionalists. Rather, education is a powerful means of
maintaining power structures and creating a docile work force for capitalism. The
purpose of education is to maintain social inequality and to preserve the power of
those who dominate society and teach those in the working class to accept their
position as a lower class worker of society. Conflict theorists call this “hidden
curriculum”. The “hidden” curriculum socializes young people into obedience and
conformity for them to be developed as docile workers.
Functionalists disagree strongly. They assert that if schools teach adherence to
policies, obedience to rules, and respect for
persons including authorities, punctuality
and honesty, civil right it is because they are
the very principles dear to a democratic
way of life. It is not because they want to
make the workers remain docile,
unquestioning and subservient forever
while those in power remain in power.

Conflict theory assumes that the ideas held by a society are the ideas of the ruling
class. The ruling class uses schools, along with the media and other means of
communication, to disseminate ideas that will support its continued rule. Given this
assumption, the conflict perspective often focuses on the role school systems may
play in influencing public opinion, or implementing social control.
Social control refers generally to societal and political mechanisms or processes
that regulate individual and group behavior, leading to conformity and compliance to
the rules of a given society, state, or social group. Schools can further goals of social
control by socializing students into behaving in socially acceptable ways. Some may
consider this type of socialization a form of indoctrination. In any case, the social
values that are present in individuals are products of informal social control. It is
exercised by a society without explicitly stating these rules and is expressed through
customs, norms, and mores. Individuals are socialized consciously or subconsciously.

Enforcement
Social control may be enforced using informal sanctions, which may include
shame, ridicule, sarcasm, criticism and disapproval. In extreme cases sanctions may
include social discrimination and exclusion. For example, schoolmates may enforce
gender norms by ridiculing boys who undertake actions considered feminine, such as
writing poetry or dancing. Informal sanctions can have a powerful effect; individuals
internalize the norm, which becomes an aspect of personality. Social control may
also be enforced using formal sanctions. Formal sanctions may be used in a large
group in which an individual can choose to ignore the sanctions of other individuals.
This form of control usually takes the form of government action. Government and
organizations use law enforcement mechanisms and other formal sanctions, such as
fines and imprisonment. In schools, formal sanctions may include detention,
suspension, or other formal punishments. By means of social control, students are
taught the boundaries of acceptable behavior. They carry these lessons with them
into everyday life and, later, into careers. Thus, the social control lessons learned in
school may prepare students, for example, to be a docile proletariat in a capitalist
economy.
From the conflict perspective, schools play a role in screening and allocating
people and their abilities. Advanced capitalist economies require that many students
be trained to join the working class while a few must be trained to join the ruling
capitalist class. One way schools may begin to sort and differently train classes of
students is by sorting them into different tracks. Tracking sorts and separates
students by academic ability. In a tracking system, the entire school population is
assigned to classes according to whether the students’ overall achievement is above,
at, or below what is average. Students attend academic classes only with students
whose overall academic achievement is the same as their own. Tracking is one of the
predominant organizing practices of American public schools, and has been an
accepted feature in the country’s schools for nearly a century.
Characteristics
Defined tracks often mirror class divisions in society. Thus, traditionally, students
were tracked into academic, general, and vocational tracks. Academic tracks prepare
students for advanced study and professions such as medicine or law, whereas
general and vocational tracks were meant to prepare students for middle or working
class life. Students in academically advanced tracks study higher mathematics, more
foreign languages, and literature. Students in less academic tracks acquire vocational
skills such as welding or cosmetology, or business skills, such as typing or
bookkeeping. Students are usually not offered the opportunity to take classes
deemed more appropriate for another track, even if the student has a demonstrated
interest and ability in the subject. Today, few schools use tracking systems that so
overtly differentiate upper, middle, and working class skills. Instead, many secondary
schools now base track levels on course difficulty, with tracks such as basic, honors,
or college-prep.
Tracking systems vary widely in their characteristics. Some may extend to the
entire school system so that students follow a track that begins in elementary school
and continues until high school graduation. Other schools may use tracking only for
certain classes or subjects. Systems may also vary in their flexibility and the
opportunities for mobility given to students. In some cases, placement is based
entirely on student preferences. In other cases, test scores may be used to determine
a student’s track. Counselors may also work with students to choose a particular class
that in turn puts them on a given track. Parents and peers may influence academic
choices even more than guidance counselors by encouraging students with similar
backgrounds (academic, vocational, ethnic, religious, or racial) to stay together.
Other times, students are placed into tracks without any knowledge or input into the
process.
Advantages
Proponents of tracking say that tracking allows teachers to better direct lessons
toward the specific ability level of the students in each class. Research suggests that
tracking produces substantial gains for gifted students in tracks specially designed for
the gifted and talented, meeting the need for highly gifted students to be with their
intellectual peers in order to be appropriately challenged. However, average and low
achieving students may benefit more from being in a mixed ability classroom.
Since tracking separates students by ability, students’ work is only compared to
that of similar-ability peers. Thus, tracking may have emotional benefits for students:
it may prevent damage to self-esteem that could result from comparisons with the
work of higher ability students or inflating the egos of the high-ability students when
compared to low-ability students. Tracking can also encourage low-ability students to
participate in class. Since high self-esteem is correlated with high academic
achievement, tracking should, theoretically, promote academic success. However,
the awareness by the student of being placed into a low track might lower self-
esteem, counteracting this benefit.
Disadvantages
From the conflict perspective, tracking’s primary function is not necessarily to
promote learning; it is the allocation of students into specific areas of the labor
market. Although track assignment is theoretically based on academic ability, other
factors often influence placement. When tracking is based not on ability but instead
on student background, it becomes a form of segregation and discrimination.
Students in lower tracks may receive poorer quality instruction, with less-
experienced teachers being assigned to low-track classes. Lessons taught in low-track
classes often lack the engagement and comprehensiveness of the high-track lessons,
putting low-track students at a disadvantage for college because they do not gain the
knowledge and skills of the upper-track students.
Tracking can also result in a stigmatization of low-track students. This
stigmatization can have a negative impact on
students’ academic performance; for example,
students placed in low tracks may lose
confidence in their abilities, and their low
confidence may be reinforced by teachers’ low
expectations and their stigmatization by peers.
Some research suggests that students in lower
vocational track in carpentry
tracks are more likely to drop out of school or
participate in criminal activities.

Task/Activity

A. Reflection. Adherent to the conflict theory claim that schools teach loyalty so that
those in power remain in power and those below will forever be at the bottom. Do
you agree? Why or why not?

TOPIC 3. SYMBOLIC INTERACTIONIST THEORY

Three tenets of symbolic interactionist theory are:

1. 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 a 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’s poor perception.
2. Different people may give different meanings to the same thing.
When teachers 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 a
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”.
3. 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
looked more as a hotel 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.

Implications to Teaching
Let us continue to teach for meaning. Let us promote and create opportunities for
genuine interaction among our students, teachers, between students and teachers.
Interaction does not only mean dealing with warm bodies. Interaction includes
reading, listening, and viewing. Other people’s views and meanings are conveyed in
what they have written, in speeches and lectures they have delivered.
Let us use positive symbols – in the form of gestures, words, actions, and
appearances – to express our trust, belief in our students’ abilities, and affirmation to
their being. In fact, our belief in our students also has positive effect in us. We find
ourselves more prepared in class, more caring, truly professional.
The symbolic interactionist perspective, also known as symbolic interactionism,
directs sociologists to consider the symbols and detailed of everyday life, what these
symbols mean, and how people interact with each other.
As the term implies, symbolic interactionist theory states that people interact with
one another through symbols. Language is a predominant symbol among people.
According to the symbolic interactionist perspective, people attach meanings to
symbols, and then they act according to their subjective interpretation especially
evident. The words have a certain meaning for the “sender,” and, during effective
communication, they hopefully have the same meaning for the “receiver.” In other
terms, words are not static “things”; they require intention and interpretation.
Conversation is an interaction of symbol between individuals who constantly
interpret the world around them. To ensure mutual understanding, the sender of the
symbol and the receiver of the symbol must give the same meaning to the symbol or
run the risk of misunderstanding.
Faulty communication can result from differences in the perception of the same
events and symbols. Did you experience this in your activity of giving symbols of
caring? While you looked at your symbol as something expressing your love and care,
your partner may have not understood it that way at all. This happens in real life. It is
important that our symbols are understood by others in the way they were intended
to be. Sometimes it happens in the language (which is a symbol) we speak. Often we
are misunderstood or we misunderstand others. So let’s see on communicating.

Weakness of Symbolic Interaction Theory

Critics claim that symbolic interactionism neglects the macro level of social
interpretation-the “big picture” in other words, symbolic interactionists may miss the
larger issues of society by focusing too closely on the “trees” or by restricting
themselves to small or individual interactions.
Symbolic interactionism traces its origins to Max Weber’s assertion that
individuals act according to their interpretation of the meaning of their world.
However, it was American philosopher George H. Mead (1863-1931) who introduced
this perspective to American sociology in the 1920s.

Task/Activity

A. Research Work.
1. Individuals act based on meaning is based on individuals’ experiences.
Meaning change. Give five implications of these symbolic interactionist
thoughts to education.
 2. Research on more school practices based on the functionalist theory,
conflict theory and symbolic interaction theory.

Social Science Theories School Practices

Structural-Functionalist
Theory

Conflict Theory

Symbolic Interaction
Theory

ASSESSMENT:

PART I. Identification: Which social science theory is referred to? Write your answer on
the space provided.
1. The overall health of society depends upon the healthy functioning of its
institutions. _____________________
2. Meanings that individuals give to symbols change over time.
_____________________
3. Faulty communication can result from differences in the perception of the same
events and symbols. _____________________
4. Schools teach humanitarian attitude, altruism, democracy, civil rights, and other
positive aspects of society to preserve society and social order.
_____________________
5. When one institution fails to function another institution ought to come in to
perform the function for the stability of society. _____________________
6. A new society comes as a result of the resolution of clash between the powers
that be and the workers. _____________________
7. Two opposing sides are welcomed. This paves the way to change.
_____________________
8. When one institution fails to perform its function, the other institutions showed
come in for the preservation of society. _____________________
9. One weakness of this theory is this is focused on small interactions.
_____________________
10. Differences in meaning of symbols for both sender and receiver result to
misunderstanding. _____________________
 LESSON 4
THE STRENGTHS AND WEAKNESSES OF THE FILIPINO CHARACTER: A
SOCIO-CULTURAL ISSUE

TOPICS
1. The Strengths and Weaknesses of Filipino Character
2. The Value Education in Schools

LEARNING OUTCOMES
At the end of the lesson, you should be able to discuss the strengths and
weaknesses of the Filipino character; and explain ways which schools can
counteract the weaknesses of the Filipino character.

Schools are there for society. Their

relevance is proven by their ability to address
socio-cultural problems. What are these socio
issues or problems that schools should help
address? There are numbers of them but let
us focus on the weaknesses of the Filipino
character. The strengths of the Filipino
character will also be cited for a balanced

TOPIC 1. THE STRENGTHS AND WEAKNESSES

OF FILIPINO CHARACTER
presentation. Besides, schools can capitalize on the strengths of the Filipino character
to eliminate the weaknesses.

Below is an excerpt of the Report “A Moral Recovery Program: Building a People,

Building a Nation” submitted on April 27, 1998 by the Task Force to President
Corazon Aquino, the Senate and the members of the press by then Senator Leticia
Shahani, the moving spirit behind the program.

1. 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. It results in lack of concern for the common
good, and acts as a block to national.
2. Extreme personalism – Takes things personally, cannot separate objective task from
emotional involvement.
3. Lack of discipline – A casual attitude toward time and space, manifested in lack of
precision and compulsiveness, in poor time management and procrastination. Aversion to
following procedures strictly results 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 following
through.
 4. Passivity and lack of initiative – Waiting to be told what to do, reliance on other
(lenders and government), complacence, lack of a sense, and even violations of one’s
basic right. Too patient and matiisin, too easily resigned to his fate, the Filipino is easily
oppressed and exploited.
5. Colonial mentality – Lack of patriotism, or of an active awareness, appreciation and
love of the Philippines and an actual preference for things foreign.
6. Kanya-kanya syndrome, talangka mentality – Done by tsismis, intriga, unconstructive
criticism… it is evident in the personal ambition that is completely insensitive to the
common good, e.g., the lack of sense of service among people in the government
bureaucracy. This results in the dampening of cooperative and community spirit, and in
the trampling upon other’s rights.
7. 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.
8. 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.

These weaknesses are rooted in many factors: home, social and economic environment;
culture and language; history; religion; educational system; mass media; leadership and role
models. Change is possible, 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; the
internalization of spiritual values and the emphasis on essence rather than on form. (Shahani,
Leticia (1998). A Moral Recovery Program: Building a People, Building a Nation.

Task/Activity

A. Group Activity. Analyze the statements. Share your answers with your group.
1. Do you agree with the findings? Why or why not? Explain your answer.
2. According to the report, one weakness of the Filipino character is lack of
analysis and emphasis on form (pormal). The report states that this lack of
analysis and emphasis on form are reinforced by an educational system that
is more form than substance.
 What is meant by an educational system that is more form than
substance?
 Do you agree that the Philippine education system is more form than
substance? If yes, why, why not?

The Filipino Character: Strengths and Weaknesses

In 1998 Senator Leticia Shahani submitted to
the Senate this Report titled “A Moral Recovery
Program: Building a People, Building a Nation”.
This report cites the strengths and weaknesses
of the Filipino character. The strengths of the
Filipino character are: 1) pakikipagkapwa-tao, 2)
family orientation, 3) joy and humor, 4)
flexibility, adaptability and creativity, 5) hard
work and industry, 6) faith and religiosity and 7)
ability to survive.

The Filipino character also has weaknesses: 1) extreme family centeredness, 2)

extreme personalism, 3) lack of discipline, 4) passivity and lack of initiative, 5)
colonial mentality, 6) kanya-kanya syndrome, talangka mentality, 7) lack of self-
analysis and self-reflection, and 8) emphasis on porma rather than substance.
There is so much good in the Filipino but so much needs to be changed, too.
Many of our strengths as a people are also sources of our weaknesses. Shahani’s
report (1998) explains that family orientation becomes in-group orientation that
prevents us from reaching out beyond the family to the larger community and the
nation. In our personalism, we are warm and caring but this leads us to lack of
objectivity. We are concerned with people we know but unfair to people we don’t
know. In our flexibility, we compromise precision and discipline. We are a joyful
people with a sense of humor but we can’t take things with humor all the time for
serious problems need serious analysis. Our faith in God is our source of strength but
this makes us dependent on forces outside us, do nothing that makes us submissive
to God’s will. We are good at pakikipagkapwa-tao and so we can easily emphasize
but we can at the same time be envious of others. We can be hardworking and yet
can be lazy and passive in the workplace.

Task/Activity
A. Analyze each statement. Explain your answer on a separate short bond paper.
1. Teachers observe that when students submit report, the more ornate and
artistic the folder is, the less substantial the report. Which weakness in the
Filipino character is pointed to? If you were the teacher how do you
counteract such?
2. Which of the weaknesses of the Filipino does this DepEd Order wish to help
eliminate? In line with the government’s austerity program, DepEd
reiterates the following policies:
a. Graduation rites should be simple but meaningful to encourage civil
rights, a sense of community, and personal responsibility. While these
rites mark a milestone in the life of the learners, these should be
conducted without excessive spending, extravagant attire or
extraordinary venue;
b. Moving Up or Completion Ceremonies should be simple, involving only
the learners, their parents and the school; and
c. Non-academic projects such as attendance to field trips, film showing,
Junior-Senior promenade, and other school events should not be
imposed as requirements for graduation or completion. (DO No. 2, S.
2019)
3. In a post-observation conference, school head cites points for improvement
for the teacher observed. It happens that there are more points for
improvement than positive points. Teacher concludes the school head is
based against her. Which Filipino weakness is revealed? What should be
done?
4. What should be done in the Philippine basic education system so that it is
more substance than form?
5. Cite instances where 1) extreme family centeredness, 2) lack of discipline, 3)
passivity and lack of initiative, 4) colonial mentality, 5) kanya-kanya
syndrome, talangka mentality, 6) lack of self-analysis and self-reflection are
manifested in Philippine society.
6. Explain how schools can help counteract such negative traits.
7. Based on Sen. Shahani’s Report, Chapter IV as written by Patricia B.
Licuanan, once Chair of the Commission on Higher Education of the
 Philippines, schools have contributed to the development of Filipino
passivity and lack of critical thinking:
TOPIC 2. THE VALUE EDUCATION IN SCHOOLS

Senator Shahani’s Report was given in1998. But its findings as reported may still
be true today. The Department of Education has as its vision to help develop…
“Filipinos who passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the
nation” It has as its core values – maka-Diyos, maka-tao, makakalikasan and
makabansa. This can be an uphill battle for Philippine schools to realize these
considering the 1) extreme family centeredness, 2) extreme personalism, 3) lack of
discipline, 4) passivity and lack of iniatiative, 5) colonial mentality, 6) kanya-kanya
syndrome, talangka mentality, 7) lack of self-analysis and self-reflection, and 8)
emphasis on porma rather than substance.

So that it will not be “more form than substance” as described in Senator

Shahani’s Report, Philippine schools have to intensify values education in the
curriculum. In fact, in response to this Report, Values Education now Edukasyon sa
Pagpapakatao in J to 12 Curriculum, was introduced as a separate subject in the basic
education curriculum under the Values Education Framework program of Dr. Lourdes
Quisumbing, then Department of Education, Culture, and Sports Secretary in 1988-
1990. The Values Education Framework was conceptualized in 1987. In 2002, the
Basic Education Curriculum (Grade 1-6, and First-Fourth Year High School) integrated
values in the major learning areas or subjects. Beginning with the K to 12 Curriculum
in 2013, Values Education was renamed Edukasyon sa Pagpapakatao (EsP) for Grades
1- 10. In the Senior High Curriculum (Grade 11 – 12), there is no course with the title,
Values Education or Edukasyon sa Pagpapakatao but core courses such as
Introduction to the Philosophy of the Human Person and Personal Development, are
in essence, Values Education subjects themselves.

Task/Activity

A. Research Activity. Browse the internet and search the following:

1. The Senior High School Curriculum, find out if there are subjects where the
following are intentionally taught: (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; the internalization of spiritual values and the emphasis on
essence rather than on form.
2. DepEd Orders on value education and value integration. Can these DepEd orders
disprove that the Philippine educational system is more form than substance as
claimed in Sen. Shahani’s report?
3. The Curriculum Guide for Edukasyon sa Pagkakatao (ESP) from grade 1 to 10.
Check on the pamantayan (standards) of EsP FROM Grades 1 to 10. Does the
teaching of EsP in the grades help in eliminating the weaknesses of the Filipino
character as given in Sen. Shahani’s Report?
4. The K to 10 Curriculum Guide for Edukasyon sa Pagpapakatao (EsP) and the Grade
11- 12 Curriculum Guide for Philosphy of the Human Person and Personal
Development show that there is an intensive and purposive effort of the
 Philippine educational system to eliminate the weaknesses of the Filipino
character that is more substance than form. Which proofs can you give?

ASSESSMENT:

PART I.
1. List the weaknesses of the Filipino character. Explain each in a sentence.

Weaknesses School Situations/Scenario

1.
2.
3.
4.
5.
6.
7.

2. List the strengths of the Filipino then in a phrase or clause explain when that
strength becomes a weakness.

Strength It becomes a weakness when

1.
2.
3.
4.
5.
6.
7.
 LESSON 5
GLOBAL ISSUES THAT CONCERN SCHOOLS AND SOCIETY

TOPICS1in
Curriculum
1. Global Issues Concerning Schools and Society

LEARNING OUTCOMES
At the end of the lesson, you should be able to discuss at least five global
issues, and explain proposed solutions to social problems.

The world has become a global village. We have become a citizen of a global
community. What takes place in one part of the globe no matter how far affects us. It
is a “small world after all” so goes the song. In this Chapter, we will discuss global
issues that affect schools and us. It is hoped that you are able to propose solutions to
social problems which have become current global issues.

Task/Activity

TOPIC 1. THE GLOBAL ISSUES

A. Pair Activity. With your partner, read the statements below. Write your
answers on a separate coupon bond.
1. Below are top 10 world issues from two sources. Compare them.
2. Given also are the 17 Sustainable Development Goals (SDG) for the period 2015-
2030. After comparing the top 10 world issues, match the 17 SDGs with the 10
world issues to determine if these top 10 world issues correspond to the 17 SDGs
of 2015-2030. Use the table for comparison.
3. Analyze:
a. Are the current global issues in both lists similar?
b. Are the current global issues ranked similarly?
c. Do these top ten global issues correspond to the 17 SDGs 2015-2030?

Here are the top-10 world issues, according to millennials based on World
Economic Forum’s Global Shaper Survey in 2017)
1. Climate change / destruction of nature (48.8%)
2. Large scale conflict / wars (38.9%)
3. Inequality (income, discrimination) (30.8%)
4. Poverty (29.2%)
5. Religious conflicts (23.9%)
6. Government accountability and transparency / corruption (22.7%)
7. Food and water security (18.2%)
8. Lack of education (15.9%)
9. Safety / security / wellbeing (14.1%)
10. Lack of economic opportunity and employment (12.1%)
 Source: hhtps:/www.inc.com/business-insider/world-top-10-problems-according-
mellenials-world-economic-forum-global-shaper-survey-2017.html, Retrieved 4-9-19

The Top-10 Current Global Issues according to Chloe Turner

1. Climate change
2. Pollution
3. Violence
4. Security and Well Being
5. Lack of Education
6. Unemployment
7. Government Corruption
8. Malnourishment & Hunger
9. Substance Abuse
10. Terrorism
Source: https://borgenproject.or/top-10-current-global0issues

The 17 Sustainable Development Goals for the period 2015-2030

1. End poverty in all its forms everywhere.
2. End hunger, achieve food security and improved nutrition, and promote
sustainable agriculture.
3. Ensure healthy lives and promote well-being for all at all ages.
4. Ensure inclusive and equitable quality education and promote life-long
learning opportunities for all.
5. Achieve gender equality and empower all women and girls.
6. Ensure availability and sustainable management of water and sanitation
for all.
7. Ensure access to affordable, reliable, sustainable, and modern energy for
all.
8. Promote sustained, inclusive and sustainable economic growth, full and
productive employment and decent work for all.
9. Build resilient infrastructure, promote inclusive and sustainable
industrialization and foster innovation.
10. Reduce inequality within and among countries.
11. Make cities and human settlements inclusive, safe, resilient and
sustainable.
12. Ensure sustainable consumption and production patterns.
13. Take urgent action to combat climate change and its impacts (in line with
the United Nations Frameworks Convention on Climate Change).
14. Conserve and sustainably use the oceans, seas and marine resources for
sustainable development.
15. Protect, restore and promote sustainable use of terrestrial ecosystems,
sustainably manage forests, combat desertification, and halt and reverse
land degradation and half-biodiversity loss.
16. Promote peaceful and inclusive societies for sustainable development,
provide access to justice for all and build effective, accountable and
inclusive institutions at all levels.
17. Strengthen the means of implementation and revitalize the global
partnership for sustainable development.
List # Top 10 World Issues List # 2 Top World Issues 17 SDGs 2015-2030
1. Climate change
2. Large scale conflict
3.
4.
5.
6.
7.
8.
9.
10.

The Top Ten Global Issues and How They Can be Addressed
1. Climate Change
The global temperatures are rising, and are estimated to increase from 2.6
degrees Celsius to 4.8 degree Celsius by
2100. This would cause more severe
weather, crises with food and resources
and the spread of diseases. The reduction
of greenhouse emissions and the
spreading of education on the
importance of going green can help
make a big difference. Lobbying governments and discussing policies to reduce
carbon emissions and encouraging reforestation is an effective way of making
progress with climate change.

2. Pollution
Pollution includes ocean litter, pesticides and fertilizers, air, light and noise
pollution. Clean water is essential for humans and animals, but more than one
billion people don’t have access to clean water due to pollution from toxic
substances, sewage or industrial waste.

3. Violence
Violence can be found in the social, cultural and economic aspects of the world.
Whether it is conflict that has broken out in a city, hatred targeted at a certain
group of people or sexual harassment occurring on the street, violence is a
preventable problem that has been an issue for longer than necessary. Here are
various forms of violence:
Physical Violence Sexual Violence Emotional Violence
Physical violence occurs Sexual violence occurs Emotional Violence occurs
when someone uses a when a person is forced when someone says or does
part of their body or an to unwillingly take part something make a person
object to control a in sexual activity feel stupid or worthless
person’s actions
Psychological Violence Spiritual Violence Cultural Violence
Physical violence occurs Spiritual (or religious) Cultural violence occurs
when someone uses violence occurs when when an individual is harmed
threats and causes fear in someone uses an as a result of practices that
an individual to gain individual’s spiritual are part of her or his culture,
control beliefs to manipulate, religion or tradition.
dominate or control
 that person.
Source: https://www.hov.n1.ca/VPI/types/

4. Security and Well Being

The U.N is a perfect example of
what should be done to prevent
the lack of security and well-being
a serious global issue. Through its
efforts with regional organizations
and representatives that are skilled
in security, the U.N is working
toward increasing the well-being of
people throughout the world.

5. Lack of Education
More than 72 million children throughout the globe that 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 with issue of education in 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 which 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 Filipino aged 10-64 were functionally literate.
(https://www.worldivision.org.ph/stories/improving-functional-literacy-in-the philippines//)

6. Unemployment
Without the necessary education and skills for employment, many people,
particularly 15- to 24- years old, struggle to find jobs and create a proper living
for themselves and their families. The 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. Unemployment rate in
Philippines averaged 8.34 percent from 1994 until 2019, reaching an all time high
of 13.90 percent in first quarter of 2020 and a record 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
Means of corruption include graft, bribery, embezzlement, backdoor deals,
nepotism, and patronage. Corruption is a major cause of poverty considering
how it affects the poor the most eroding political and economic development,
democracy and more. Corruption can be detrimental to the safety and well-
being of citizens living within the corrupted vicinity, and can cause an increase in
violence and physical threats without as much regulation in the government.
The Philippines ranked 94th out of 177 countries in Transparency International’s
2013 corruption index. (Source: Trefor Moss, Wall Street Journal, May 29, 2014)
 8. Malnourishment and Hunger
Currently there are 795 million people who do not have enough to eat. Long-
term success to ending world hunger starts with ending poverty. By fighting
poverty through proper training for employment, education and the teaching of
cooking and gardening skills, people who are suffering will be more likely to get
jobs, earn enough money to buy food and even learn how to make their own
food to save money. Malnutrition, in all its forms, includes under nutrition
(wasting, stunting, underweight), inadequate vitamins or minerals, overweight,
obesity, and resulting diet-related non-communicable diseases.
(https://www.who.ont/news-room/fact-sheets/detail/malnutrition).
The planet creates more than enough food to meet everyone’s needs. But there
are still millions of hungry people in the world.
Substance Abuse – It is “the harmful or hazardous use of psychoactive
substances, including alcohol and illicit drugs” (World Health Organization)
The United Nations reports that, by the beginning of the 21 st century, an
estimated 185 million people over the age of 15 were consuming drugs
globally. The drugs most commonly used are marijuana, cocaine, alcohol,
amphetamine stimulants, opiates and volatile solvents. Different classes of
people, both poor and rich, partake in substance abuse, and it is a persistent
issue throughout the world but the developing world, marginalized groups
and communities are the most vulnerable to this reality. The Philippines
faces this huge problem on substance abuse. (https://issues.tigweb.org/substance)

9. Terrorism
Terrorism is an issue throughout the world that causes fear and insecurity,
violence and death. Across the globe, terrorist attack innocent people, often
without warning. This makes civilians feel defenceless in their everyday lives.
Making national security a higher priority is key in combating terrorism, as well
as promoting justice in wrongdoings to illustrate the enforcement of the law
and the serious punishments for terror crimes. (Source: https://borgenproject.org/top-10-
current-global-issues)

The 17 SDGs
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 leader and the people. They are a to-do list for people and planet and a
blueprint for success.” After Millennium Development Goals of 2015, here comes
another to-do list for the sake of the entire 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 that 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.
Task/Activity

A. Group Activity. Discuss and analyze the statements/situations with your group
members. Consolidate ideas and present it during online discussion.
1. Based on the top ten global issues and the 17 SDGs, choose one global
issue/SDG and give suggestions on what schools must do to address the issue.
2. What moves has the Philippine government taken to ensure equitable access to
education for all its citizens?
3. Poverty is ranked #4 among the top 10 issues cited by World Economic Forum’s
Global Shapers Survey in 2017. Education is supposed to liberate people from
poverty. The Philippines has a comparatively higher literacy rate. Based on the
Literacy Statistics, Functional Literacy, Education and Mass Media Survey
(FLEMMS) of 2013, 96.5% of Filipinos were literate, an improvement from 95.6
percent in 2008. How come the Philippines has one of the highest number of
educated people and yet we remain to be “islands of affluence amidst a sea of
poverty” meaning poverty abounds? Can this be traced to poor quality of
Philippine education? Why or why not?
4. Go over the K to 12 Curriculum Guide. Find out where these global issues and
SDGs are integrated. If you find one or more not integrated in the K to 12
Curriculum, identify point of integration in the curriculum.

Global Issue/ SDG In what subject and topic can it be

integrated?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

5. Some blame the Philippine’s corruption problem on the merging of Filipino

tradition with American institutions One Filipino political scientist told
Smithsonian magazine, “Americans taught us the idea of honesty and integrity in
civil service but local culture conflicts with the democratic model. With no
tradition of civil service and the prevalence of strong family and community ties,
bribery and nepotism have seeped into the system.
Source:https://factsanddetails.com/southeast-asia/Philippines/sub5_6f/entry-
3906.html) Do you agree?

B. Research Activity. List down at least 5 global issues most applicable to the
Philippines. Research on Philippine laws meant to address the problem.
Problem / Issue Philippine Law meant to Specific Provision/s of
address the problem the Law
1.
 2.
3.
4.

LESSON 6
THE WHY AND HOW OF SCHOOL AND COMMUNITY PARTNERSHIP
5.

TOPICS1in
1. What can the community do for schools?
2. What can schools do for communities?
3. Sociological basis of School-Community Partnership
4. Legal bases for Parents and Community involvement

LEARNING OUTCOMES
At the end of the lesson, you should be able to explain what school and
community partnership mean; discuss the legal and sociological bases of
school and community partnership; and cite example of school-
community partnership.

Opportunities for School – Community Partnership

Partnership implies two parties helping each other. Both parties benefit. This means
that if a school – community partnership exists, both parties benefit from the
relationship. Thus in the following paragraphs we shall present what communities can
do for schools and what schools can do for communities.

Here are examples of what a community can do for schools:

1. 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 since 2009 when DepEd issued DepEd Order No. 100.

TOPIC 1. What can the community do for schools?

2. Curriculum development – this can mean use of the community resources for
learning. e. g. museum, elders for the community as key informants in research or
resources persons in the study of local history.

3. Work experiences 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 in relevant establishments or offices in the community to help
develop in them “the competencies, work ethics, 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 employment 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 based on community feedback, enables the
students to undergo hand – 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 establishment or any world of work in the
community are the ultimate beneficiaries of these graduates who have been more
prepared through work immersion.

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.
4. Remediation and enrichment classes – Parents and retired teachers may be involved
in the School Reading remediation and Learning Enrichment Programs.
5. 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.
6. 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 involve in planning local celebrations,
teachers managing programs, projects, activities; school band playing in fiesta
parade.

TOPIC 2. What can schools do for communities in return?

Schools may allow the community to use school resources. Here are concrete
examples enumerated by the DepEd Primer on School – Community Partnership:
 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 Mother’s 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 conduct 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, Dumingag, Zamboanga del Sur
Strong school community partnership – feeding programs was maintained by
community donors – Mother Butler Mission Guild, barangay councils, office of the
mayor, parents who budgeted, cooked, purchased.

“Kiddie Cop” classes – Cops lectures 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 vegetable
gardens from which members of the barangay could harvest for home supply, the
school for their feeding program or sold them for cash for the purchase of seedlings and
planting of more vegetables.
PAMS brought together students, teachers, school head, parents, 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 skills and
positive attitude toward work to students and supplemented the feeding program for
the underweight and the malnourished in the school, project BOWLS (Brain Operates
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 student’s family every now and in some
instances gave the student a daily allowance of ten pesos from the teacher’s own
pocket. This contributed to improved performance Pembo Elementary School, 23 rd in
rank in the Division Achievement Test zoomed up to rank 9 and six years later rank 1.
(Near- zero dropout rate), ad kid

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

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

Pera sa Panapon 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.

TOPIC 3. Sociological Basis of School-Community Partnership

The functionalist theory states that institutions must perform their respective functions
for the stability of society. Other institution must come in if one institution fails to do its
part for sake of society.

The school cannot do it all. “It take 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 families, schools face greater challenge in educating the young.

The rearing and education of the child is the primary obligation of parents. The school,
the church and other social institutions come in to assists parents and families, to fulfill
their irreplaceable obligation. The breakdown of marriages, the demand for 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 of families and have adversely affected families in the
performance of their irreplaceable duty to educate children. Added to these is the
increasing number of families composed of single mothers struggling to raise a family.
With the burden of earning lodged solely on the shoulders of a one parent, single
parents struggle to earn enough to provide for their families. Consequently, this
responsibility leads to their having a 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 of information not necessarily favorable for their development. So families,
schools and other social institutions need to work together to save the youth.

TOPIC 4. Legal Bases for Parents and Community Involvement

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 the one of the
responsibilities of school heads is “establishing school and community networks and
encouraging the active participation of teachers, organizations, non-academic personnel
of public school, 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 7
states 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 rules and
procedures of which must be approved by them and duly publish.

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;
upgrading of existing facilities, provision of books publications and other instructional
materials; and modernization of instructional technologies.”

Even the Philippine Education for all (EFA) 2015 Plan, then a vision and a 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.”

This 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. UNSECO
Assistant Director General for Education, Dr. Qian Tang, himself admits that Agenda
2030 cannot 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 interests 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 leaners (Sec 3, e); and 3) local initiative for
the improvement 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 and communities function better when they work as a team.
 Task/Activity
1. Illustrate with a cartoon or a diagram the partnership between school and
community.
2. Develop a tool to evaluate the extent and quality of school and community
partnership.
3. Pretend you are an Instructor/Professor in this professional course, The teacher and
the community, school culture and organizational leadership. Your lesson has this
leaning outcome: to explain the sociological and legal bases of school and community
partnership. How will you proceed? Deliver your lecture.
4. School and community partnership enhances sense of ownership and sense of
belonging. What do these mean? How will these impact on schools and
communities?
5. In what way am I involved in school and community partnership? What good have I
done to school and community? What else can I do?

ASSESSMENT:

1. Can schools take the place of families in the rearing of children?

Why or why not?
2. What sociological reality in the Philippines and in the world demands that
schools partner with the community (church, mass media, business
establishments, etc.) for the education of children?
3. State the provisions of law that refer to school – community partnership.
4. Cite additional examples of school – community partnerships that benefit the
young.
5. Research on successful school and partnerships in high performing countries like
Finland, Singapore and Canada.
 LESSON 7
THE TEACHER AND THE COMMUNITY

TOPICS
4. Code of Ethics for Professional Teacher
5. Professional Teachers with Honor and Dignity
6. The School Organizations

LEARNING OUTCOMES
At the end of the lesson, you should be able to: elaborate on
community's expectations from teachers and on teachers’ expectation
from communities; and describe teacher's ethical and professional
behavior in the community by giving concrete examples

The very Tittle 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
10.
that community. What is that community referred to here? The 8 Sections of Article III
11.
of the Code of Ethics refers to the community within the schools and the community
12.
outside the school. How can teachers be a part of the community? The various Sections
13.
of Article III give more details.
14. discuss different curriculum sources and influences;
15. analyze different levels of curriculum planning; and
Teachers as Facilitator of Learning
16. identify different roles of teachers and school administrators in
Article III, Section 1 states that the teacher is a facilitator of learning and the
curriculum planning.
development of the youth... therefore shall render the best service by providing an
environment conductive for such learning and growth.

TOPIC 1. CODE OF ETHICS FOR PROFESSIONAL TEACHERS, ARTICLE III

Facilitator comes from the word "facilitate" which means to make something easy and
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 long years of
academic preparation.

What happens sometimes, however, is teachers complicate the simple and teaches only
at the abstract level. To facilitate learning, a conducive learning environment is
necessary. It has been proven that learners learns best in a pleasant environment. A
pleasant environment is where the learners can be themselves because teachers are
caring. No need to put best self forward because teachers and classmates truly care and
take you for who you are. All forms of bullying has no place in a conducive learning
environment. A conducive learning environment makes learners believe they can do the
work and they feel accepted. A favorable learning climate is not competitive where
everyone is tense.

The teacher who believes that "Every child deserves a champion, an adult who will
never give up on them, who understands the power of connection and insists they
become the 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
of the community" As professional teachers you do not live in an ivory tower, meaning
you are not supposed to be removed not aloof from community life. Schools are at the
heart of communities and you as professional teachers are expected to be in the world
and to 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
counselling services as appropriate, and to be actively involved in matters effecting the
welfare of people."

You do not just welcome the opportunity to lead. Section 2, states that you, the
professional teacher ought to take the initiative to offer your help for the improvement
of the community. Many times you can be a guidance counsellor, a prayer leader,
commentator or reader 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 other 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 date of the earth."

TOPIC 2. PROFESSIONAL TEACHERS 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
activities as gambling smoking, drunkenness, and other excesses much less illicit
relations." Obviously, if as a professional teacher, you are an inveterate gambler, chain
smoker and alcoholic or it is common knowledge that you are engaged in an illicit
relationship, how moral authority? Who will listen to you when you advise your class
not to smoke, not to drink alcoholic drinks, not to gamble, etc? Your audience will say
"Look, who is talking?" 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 challenge to
behave or model good behaviour, they are "condemned without trial". It is no wonder
why many are afraid to answer the call to teach. Society seems to expect to much more
from professional teachers than from any other professional and so look at teachers
with scrutinizing 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 Towed Local Customs and Traditions

Section 4 expects every teacher 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 and do does not look down on community
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, exert
effort 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 positive
and negative aspects. What we need to purify, however, the negative aspects with
teacher pointing them out tactfully and sincerely.

The Professional Teacher and Information Update

Section 5 states that the teacher "shall help the school inform the community about the
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 student is and the teacher s. The external stakeholders are the other
parents in the community without children enrolled in school, barangay officials and
other government officials, non-government organization, other 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 project,
needs and problem give them a sense of ownership. Having a sense of ownership, these
stakeholders will participate more actively in the resolution of schools problems and
needs.

TOPIC 3. THE SCHOOL ORGANIZATION

The Parents and Teachers Association (PTA)

It is in place in every school; some private schools call it 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 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 the school head
as Chief Executive Officer, Manager and Chief Operations Officer. The formation of SGC
in every school in every school is a proof of school head sharing his/her leadership with
members of the community

It determines general policies on student 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 implementation to the
Schools Division Superintendent and the community

In addition PTAs are the School Governing Council in every public school. This School
Governing 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 personal and
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
professionals teachers. It is always best to be in good terms with everyone else in the
community. Desiderata give this advice; "As gas 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 and
establishment of religion, or prohibiting the free exercise and enjoyment of religious
profession and worship, without discrimination or preference, shall forever be allowed"
(Article II, Section 6).

Task/Activity

1. Here is what one Dean of a collage of Education told her freshmen teacher education
students in her Welcome Address on Orientation Day.
2. Believing that you don't learn everything in the classroom, the Collage of Education,
which will be your home for four years has prepared a menu of annual co-curricular
activities for you. All of those that this College and University have envisioned you to
become....
a. What message do you get from the Dean's Welcome Address?
b. In the context of this Welcome Address, what does this statement"... Do more,
learn more, and have more..." (Pope Paul VI, Populorum Progression, 1967)
What message do you get in relation to your pre-service education?
3. A professional teacher creates a conductive learning environment to facilitate
learning. Based on experiences, illustrate with a drawing or comic strip what a
conductive learning environment is. Display your work in class. Conduct a gallery
walk for everyone to see and comment/ask questions about the comic strips.
4. The Bible says: "You are the salt of the earth. Bus if the salt loses it saltiness, how can
it be made salty again? It is no longer good for anything, except to be thrown out and
trampled underfoot. You are the light of the world. A town built on a hill cannot be
hidden. Neither do people light a lamp and put it under a bowl. Instead they put it on
its stand, and it gives light to everyone in the house. In the same way, let your light
shine before others, that they may see your good deeds and glorify your father in
heaven. (Mathew 5:13-16)
5. Based on this Chapter on the teacher as a community leader, how do these biblical
passages apply to the professional teacher? "I don't hear what you are saying
because who you are speaks louder than what you say". How does this quote apply
to the professional teacher as a community leaders? Discuss.
6. A teacher is fully convinced that her religion is the only true religion, the only way to
salvation. As a result, she proselytes. Can her good intention of salvation for all justify
her proselyting? Why or Why not?
7. As a community leader, what will you do if you see something negative in the
community culture? Example.
8. Your mayor has a teacher candidate for a teaching position. Your ranking is over.
Your mayor's candidate was not part of the ranking and is not a licensed teacher. As a
professional teacher, what would you do?
9. Cut at least 3 specific ethical behaviours of a professional teacher based on Article III
of the Code of Ethics for Professional Teachers. Come up with a PowerPoint
presentation or a skit.
 ASSESSMENT:

1. Give at least 3 expectations that community has for teachers.

2. How should a professional teacher regard indigenous people's culture?
3. Reflection: The mother of this author was once a public school teacher. When
this author was in her preschool age her mother taught in the remote barrios of
the town and so where her mother was assigned the family went along. This
author vividly remembers how her mother was dearly loved by the community.
She was teacher, counsellor and consultant to everyone who came. She was
indeed a missionary. Her transfer to another school was always an emotional
one, a mother crying, too. The one most touching etched in my memory was
one community leader had a big rooster. So many wanted to buy that rooster
but refused to sell it. On the eve of our departure, he butchered it for that last
evening meal with them. This author will never forget such act of generosity. In
their poverty, these people can give all.
a. If given the opportunity, would you welcome teaching in the far flung
schools? Why or why not?
b. If you say yes to the cell to teach in a far flung school what should be
doing more in your pre-service education?
 LESSON 8
ORGANIZATIONAL LEADERSHIP

TOPICS
4. Definition of Organizational Leadership
5. Leadership versus Management
6. Different Leadership Styles
7. Sustaining Change in Organization

LEARNING OUTCOMES
At the end of the lesson, you should be able to explain organizational
leadership; distinguish between leadership and management; describe the
different organizational leadership styles; and discuss how to sustain
change in an organization.

TOPIC 1. ORGANIZATIONAL LEADERSHIP DEFINED

Expected of professional teachers who care for and embark on continuing

professional development is promotion along the way. With this mind, this course
would not be complete without discussion of an effective leader and manager for which
you will be in the future. But should you refuse offer for a managerial or leadership
position in school or in the bigger educational organization because for the love of
teaching and learners, this lesson on organizational leadership would not be laid to
waste because even as teacher you are ready a leader and a manager. You are a teacher
and a class or classroom manager.

Activity – Let’s Draw

Present or draw an object that symbolizes a leader of an organization. Explain
your symbol of leadership.

Analysis - Let’s Analyze

Based on the symbols and drawings presented:
1. Who is an organizational leader?
2. What do organizational leaders do?
3. What qualities do they possess?

Organizational Leadership
In organizational leadership, leaders help set strategic goals for the organization while
motivating individuals within the organization to successfully carry out assignments in
order to realize those goals. In the school setting, the school leader helps set the
goals/targets for the school and motivates teachers, parents, learners, non – teaching
personnel and other members of the community to do their task to realize the school
goals.

Organizational leadership works towards 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 and
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.

TOPIC 2. LEADERSHIP VERSUS MANAGEMENT

Leadership versus Management

Are leadership and management synonymous? Is a leader a manager or is a
manager a leader? If am I 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 manager. Study the figure 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 this plan
gets well implemented on time and so ensures that the resources needed are there, the
persons 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
school plan 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
without the big picture, the vision and mission. So it big picture for connect and
meaning. This means that it is best that a school leader is both a leader and a manager.

Table 3. Comparison of Manager and Leader

Managers Versus Leaders

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

Types of Skills Demanded of Leaders

Leaders use 3 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
a PowerPoint presentation. Human skills are the ability to work effectively with people
and to build teamwork. This is also referred to as people skills or soft skills. Conceptual
skill is the ability to think in terms of models, frameworks. And broad relationships such
as long range plans. In short, conceptual skills deal with ideas while human skill concerns
skills and things. The ideal school leader possesses all three.
 TOPIC 3. LEADERSHIP STYLES

Autocratic leaders do decision making by themselves. Consultative leaders allow

participation of the members of the organization by consulting them but make 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 understand that consultation does not necessarily mean approval of
stakeholders’ 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 participation of the members of the organization which is in keeping
with school empowerment.

In laissez 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 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 good
for the organization. On the other hand, it will be chaos if each; member will do as
he/she please even if it is against the common goods.

Which leadership styles are participated? 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.g., to 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 S1 to S4.

Table 4. Behavior Styles in Situational Leadership

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

If this 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
implementation 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
what to 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.
https://teachthem.files.wordpress.com/2012/11situational-leadership-model.jpg

Among these leadership styles, no one style is considered best for all leaders to use all
the time. Effective leaders 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. Greenleaf (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 privileged in 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 greatest teacher
of humankind, Jesus Christ, was a servant – leader. He his disciples “he who wants to
great must be the servant of all”. The life of the Greatest Teacher was a life total service
to 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 as leaders first. If they do, they tend to become more conscious of their
importance felt over their conscious of their power over their constituents and tend to
impose that power or make their importance felt over 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 think first of their power and forget the very reason
why such power was given, i.e. to serve. The greatest teacher said:
“…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.” (Mark 10:43)

His whole life was a life of service. In fact, he wanted to impress this idea of servant
leadership by doing something dramatic in his last days on earth. He washed the feet of
his 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 “footwashers”. Leaders are supposed to be servants of all.

Servant leadership seeks to involve others in decision making, is strongly based in

ethical 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” not transformational leaders. The
transformational leader 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 sees 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 make positive changes in 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.

TOPIC 4. SUSTAINING CHANGE IN ORGANIZATION

Sustaining Change
For reforms to transform, the innovations introduced by the transformational leader
must 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 that the result or effect of that change persist or ripples even when
the transformative leader is gone or 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 comfort
zones 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.
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 yields 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 “sell” the innovations Morato (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.
Morato described the successful innovations in several schools innovations in
the Philippines refers to ______________________.
 Task/Activity

1. Based on this lesson and by means of an acrostic, give qualities or specific

behaviors of good leaders. See example.
L–
E–
A–
D–
E–
R–
S – Servant. He is servant first before a leader.
2. You are assigned as a school head in low – performing school. Students are poorly
motivated, parents and community are not very cooperative, and teachers have
low morale. As a leader, what should you do? Outline your steps.
3. You are introducing an innovation in school. Sociologically, Filipinos are known for
the “ningas – cogon” mentality affect school innovation? As a leader, how will you
counteract it?
4. Two of your teachers are doing very well. Four strongly resist continuing
Professional Development. Two are about to retire are simply waiting to retire. To
make your school perform, as a school head, what moves will you take? Explain.
5. Here are various methods that leaders employ:
 Model the way. Set example.
 Share your vision. Enlist others.
 Challenge the process. Look for ways to grow.
 Enable others to act. Empower others.
 Set goals.
 Build trust.
 Give the direction.
 Encourage the heart. Give positive reinforcement.
Identify the leadership style employed in each method. Explain your
answer.
6. In groups of five, develop a servant leadership assessment instrument.
7. What is meant by CQI? What is Kaizen? How are these related to
transformational leadership?
8. What kind of a leader am I? What should I do to become an effective leader?

ASSESSMENT:

Direction: write T if the statement is true and F if it is false, underline the word or words
that make the sentence false and supply the correct word/s to make statement true.
______ 1. Leadership is interchangeable with management because they mean the
same.
______ 2. A leader cannot be a manager and manager cannot be a leader at the same
time
______ 3. In the laissez faire leadership style, the leader fully interferes in the decision –
making of his/her followers.
______ 4. In the consultative style of leadership, members of the organization arrive at
a decision by way of consensus.
______ 5. In the democratic style of leadership, the members of the organization are
consulted in decision – making.
______ 6. The autocratic leader consults his/her followers.
______ 7. A transformational leader is content with status quo.
______ 8. In situational leadership, if followers are “unwilling and unable” to do the job,
leader must resort to delegating.
______ 9. In situational leadership, if followers are “willing and able” to do the job,
leader must resort to telling.
______ 10. Transformational leadership is focused on innovations.
______ 11. Innovations when relevant do not need to be sustained.

LESSON 9
THE SCHOOL HEAD IN SCHOOL-BASED MANAGEMENT (SBM)

TOPICS1in
1. The Legal Basis of SBM
2. Advantages of School Based Management
3. Factors of School Effectiveness Based on Research
4. Philippine Accreditation System for Basic Education
5. Factors that Contribute to School Effectiveness

LEARNING OUTCOMES
At the end of the lesson, you should be able to explain the meaning,
advantages, disadvantages and demands of SBM; state the practices
aligned to SBM; and explain the roles, functions and competencies of
school heads in SBM.

TOPIC 1. THE LEGAL BASIS OF SBM

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 fulfilment of this Constitutional provision.

The local governance code of 1991 (RA 7160) provided for a more responsive local
government structure through a system of decentralization where local governments
are given more power, authority, responsibilities and resources. Likewise with the
introduction of School – Based Management in Philippine schools, schools are given
more power to direct their affairs with the learning and development of learners as
ultimate goal. In this Chapter, you are expected to learn the rewards and challenges in
implementing SBM especially on the part of the school head.

This means that long before the Department of Education (DepEd) legally introduced
decentralization in school 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 resources to the school level. School empowerment is based on the assumption that
the school heads including teachers, key leaders in the community, parents know best
the root and solution to the problem.

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 parents greater control over the education process by giving them responsibility for
decision 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.
SBM and the Principle of Subsidiarity
SBM is 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 smaller and simpler organization.in
other words, any activity which can be performed by a more decentralized entity should
be done by hat more decentralized entity.” https://action.org/pub/religion-
liberty/volume-6number-4/priciple-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.

TOPIC 2. ADVANTAGES OF SCHOOL-BASED MANAGEMENT

Advantages of SBM
The following are strengths 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 cost of its programs; and,
 Improve morale of teachers and nurture new leadership at all levels.

Through SBM, decision making authority is devolved to school heads, teachers, parents
and students. His is school empowerment. This reduces bureaucratic controls 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 mobilization of local resources to complement public
resources. Concrete proof of this is the number of classrooms 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.

Condition for the Success of SBM

 Teachers, school heads must be given the opportunity to make choices. They must
actively participate in school improvement planning.
  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.

Table 5. Functions of a School Head.

Roles Functions Knowledge/Skills/ Attitudes
Required

Visionary Principal, motivator, Lead in setting the vision, mission Change and future orientation
advocate and planner. and goals of the school.
Builder of networks and support Organize/expand school, Networking, organizing, social
system. community and local government mobilization, advocacy
networks and 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 Participatory planning and
maintaining the School administrative management
Management Information System
Generation and use of data and
information as basis for planning
and management
Curriculum Developer Create a physical and Development of collective
psychological climate conducive accountability for school and
to teaching 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 Creation of an open learning
used of innovative instructional system based on several resource
methods focused on improving materials rather than on single
learning outcomes, increasing textbooks
access to basic education,
improving the holding power of Participatory and peer – based
schools and addressing specific instructional supervision
local problems

Fiscal resource manager Administer and manage all Fund management

personnel, physical and fiscal
resources of the school
Encourage and accept donations, Serving as model for transparency
gifts, bequests and grants for and accountability especially in
educational purposes and report financial management
all such donations to the
appropriate offices
 TOPIC 3. FACTORS OF SCHOOL EFFECTIVENESS BASED ON RESEARCH

Effectiveness 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.

This research finding of OECD confirms “that school autonomy has a positive
relationship with student performance when account-ability measures are in place
and/or when school principals and teachers collaborate in school management” (OECD,
2012). China and Singapore have been “devolving more responsibility to the school
level” (Stewart, 2008). In Finland, accountability rests 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), 1999-2005. In 2005,
TEEP conducted a study to determine the effect of school-based management on
student performance in the Philippines using the administrative dataset of all public
schools in 23 school districts 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. (Source: http://elibrary.worldbank.org/doi/abs/10.1596/1819-9450-5248).
Accessed 9-1-16)

With SBM, significant decision – making authority was transferred from state
and districts officers to individual schools. SBM provided principals, teachers, students,
and parents greater control over the education process by giving them responsibility for
decision 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 leaners and the involvement of
relevant community in basic education service delivery, the Department of Education
(DepEd) embarked on revisiting 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).

TOPIC 4. PHILIPPINE ACCREDITATION SYSTEM FOR BASIC EDUCATION

The institutionalization of SBM was strengthened with the introduction of the

Philippine Accreditation System for Basic Education (PASBE) which was launched
through DepEd Oder 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). Source:
http://www.teacherph.com/a-comprehensive-guide-to-school-based-management-
sbm/Accessed9-2-2016

The agreed upon standards of quality or effective schools are grounded on the
four principles of A Child-and – Community – Centered Education System (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 to
apply SBM.
The school’s level of SBM practice can either be Level 1, Developing; Level II,
Maturing and Level III, Advance. A school that reaches the highest level of SBM practice
qualifies for an accredited status.

Leadership Curriculum Accountabilit Manageme

Accreditation
and and y and nt of
Status Level III
Advanced Governance Learning Continuous Resources
(Accredited) improvement
Autonomous
(Re –
Accredited
Status)
Accredited
(initial
accreditation) Level II
(Maturing)
Candidate Level I
status
(Developing)

A school in Level I, developing, means that the school is developing structures and
mechanism with acceptable level and extent of community participation and impact on
learning. A school Level II 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 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.

TOPIC 5. 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, process – These refer to clear and shared vision – mission
(focus), high expectations/ambitious standards, emphasis on accountability,
aligned curriculum, instruction and assessment with state / DepEd standards,
 efficiency or optimal utilization of resources and facilities, collaboration 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 assurance that effective
practices get institutionalized to build the school’s culture of excellence. A copy of this
SBM Assessment Tool is in 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.

Application – Let’s Apply

1. Form 4 groups. Each group will do a PowerPoint presentation to explain on of
the following: 1) meaning, 2) advantages, 3) disadvantages and 4) demands of
SBM.
2. Divide the class into 2 groups. Each group will simulate a meeting called by the
school head to address the following problems: 1) litter in the school grounds
and classroom, 2) bullying among students, 3) poorly motivated students. Apply
the principles of SBM.

After each simulation, point out which act was/was not in accordance with SBM
principles?

Activity – Let’s Read These

Mabuhay Elementary School head had very low Mean Percentage Score (MPS) in
the last Grade 6 exit examination. Pupil tardiness and absences are rampant. Truancy is
another problem as some pupils cut classes because they spend their time playing video
games in the computer shops nearby. Absences are also very rampant. Children claim
they are told to absent by their parents to do rice planting and harvesting.
Feeling helpless, Ms. Ligaya called on teachers, parents and leaders of the
community for a meeting. In the meeting, she presented the problems of the school and
asked for help to improve school performance. There were many suggestions given. So
these were written down in a simple matrix like the one below.
Problem Cause Objective Activity Person Resources Timeframe Expected
Involved Needed Outcome
1. Late To reduce Talk to parents in PTA PTA Zero
Tardiness rising due tardiness homeroom; Officers; Meeting tardiness
to TV; to zero Teachers; on March
distance Parents to limit School 15
of home TV viewing; head;
to school;
computer PTA to meet with March 30
shop computer shop
owners not to
allow students in
shop from 6:30
AM and during
school hours
2. Games in To reduce Present problem PTA Unexcused
absenteeism computer unexcused and seek officers; absences
shops; absences solutions in PTA Teachers; reduce to
pupils’ to zero meeting; PTA talk School Video zero
lack of to computer head; clips
interest shops’ owners;
to go to
school; Teachers to come Games
work in up with
the farm interesting
lessons to references March 30
 motivate students
to come to school

Analysis – Let’s Analyze

Share your answer with small group.
1. What problems did Mabuhay Elementary school have?
2. What did Ms. Ligaya, the school head, do to address the problem?
3. Could it have been better if she address the problem by herself? What could
have possibly happened if she did it alone?
4. What was the advantage of involving others in addressing the problems?
5. Wasn’t a directive from the office of the superintendent or Regional Director the
fastest solution to the problems? Why or why not?

Abstraction – Let’s Conceptualize

Ms. Ligaya, the school head, is smart. She knew she couldn’t solve the problems
all alone so she involved the teachers, the parents, the student leaders and leaders
of the community. She knew that by involving those members of the school
community will feel a sense of importance and a sense of ownership. Because they
were the ones directly involved with the problem. They themselves are in the best
position to solve the problem. The actions that Ms. Ligaya took are all in accordance
with School – Based Management.
 LESSON 10
CREATING A POSITIVE SCHOOL CULTURE

TOPICS1in
6. The Legal Basis of SBM
7. Advantages of School Based Management
8. Factors of School Effectiveness Based on Research
9. Philippine Accreditation System for Basic Education
10. Factors that Contribute to School Effectiveness

LEARNING OUTCOMES
At the end of the lesson, you should be able to explain the meaning,
advantages, disadvantages and demands of SBM; state the practices
aligned to SBM; and explain the roles, functions and competencies of
school heads in SBM.

Learning Outcomes:
At the end of this chapter, you should be able to:
 Explain the meaning of school culture;
 Discuss how school culture affects learning; and
 Cite ways by which you can contribute to the building of positive culture.
Introduction
Schools culture matters. This influences to a great extent how well student
perform. School culture is a creation of all the people in school and in the
community especially that of the school heads. It can be positive or negative. It can
facilitate or adversely affect learning. A school community must therefore strive to
create a positive culture.
Activity – Let’s Read These
Here are twelve norms of school culture where people and programs improve. Study
them.
1. collegiality 7. Appreciation, recognition
2. experimentation 8. Caring, celebration, humor
3. High Expectations 9. Involvement in decision making
4. Trust and confidence 10. Protection of what is important
5. Tangible support 11. Traditions
6. Reaching out to the knowledge 12. Honest, open communication
base

Read the following episodes then identify which norm of school culture is
illustrated.
1. When high school student arrive for pre – calculus class, they know exactly what
to expect. Projected on the screen are clear instructions for the day’s Success
Starter. Everyone is expected to work on them successfully.
2. You might not reach an answer today. You might not reach an answer tomorrow.
Struggle is okay.” Students know that by the third day, they will be expected to
present their understanding and problem- solving strategy to the class.
3. ‘You have a short memory’, she replies with a kind smile. “You say this every
time we tackle a problem. Remember the last time you struggled and then
overcome your confusion? Remember our norms that we wrote together? One
of them was growth mindset. And remember I am here for you”.
4. I hear some students talking while someone is reciting. I don’t think you will like
that if you are the one reciting. Can we agree on a rule? Give me a rule”. Student
suggests. Let’s keep quiet and listen when someone is reciting. Raise your hand if
you want to recite.” Teacher asks, can we keep this rule?
5. Today you are going to compute your scores for class standing – written quizzes,
seatwork, performance test, homework. These were all corrected and returned
to you. When you are done, compare your total with mine. Should there be
discrepancy; be ready to show your corrected papers.
6. During the first week of school Barb teacher asks her sixth graders two
questions: “What questions do you have about the world?” the students begin
enumerating their questions, “Can they be about silly, little things?” asks one
student. “ If they’re your questions that you really want answered, they’re
neither silly nor little.” Replies the teacher. After the students list their individual
questions, teacher organizes the students into small groups where they share
lists and search for questions they have in common. After much discussion each
group comes up with a priority list of questions, rank – ordering the questions
about themselves and those about the world. Back together in a whole group
session, teacher solicits the groups’ priorities and works toward consensus for
the class’s combined lists of questions. These questions become the basis for
guiding the curriculum in class. One question, “will I live to be 100 years old?”
spawned educational investigations into genetics, family and oral history,
actuarial science, statistics and probability, heart disease, cancer, and
hypertension. The students had the opportunity to seek out information from
family members, friends, experts in various fields, on – line computer services,
and books, as well as from the teacher. She describes what they had to do as
becoming part of a “learning community.” According teacher, “we decide what
the most compelling intellectual issues are, devise ways to investigate those
issues.
7. The sense of community is strong, even palpable. But this sense didn’t just spring
full – blown from being a group of people occupying the same place at the same
time. It was built upon many small and specific moments of learning the same
verses to songs and sharing traditions, memories of times together and stories
often – told…
Some of our traditions are once a year events; some happen every week or even
every day. They give us ways to greet each other, to learn about each other, to
sing and celebrate and say goodbye. These events mark our comings and our
goings and affirm our common interests in the time we spend together.
8. Because they treasure, health, sanitation and self – discipline, St. Bernadette
Catholic School includes the following in their canteen policies.

Foods that will not be sold:

 Full fat pastry items
 Chocolate confectionary/ lollies/potato chips/ cream filled bun
 Soft drinks
 High caffeine drinks – e. g. drinks containing guarana or caffeine
 Deep fried food of any description
CLAYGO – “Clean as you go”
 9. The teacher wrote, “Nice job” on my sketch of an orange. I knew very well that
my smudged mess of an orange wasn’t a nice job. It wasn’t even decent
representation of any fruit known to man. I would have a benefited by her telling
me one thing I could do to make it better. Maybe something like “we are
learning about perspective. Try adding a shadow behind your sketch.” Her “nice
job “ told me little about how to improve. Knowing I received undeserved praise
lessens the impact or praise when it is truly earned.
10. Teacher Paz remark: “I like to attend that CPD seminar. I like to hone my
teaching skills and update my PCK (pedagogical content knowledge)…
11. Good teaching is honored in this school.
12. My school head protects my academics time. She keeps meeting time to the
minimum.

Analysis – Let’s Analyze

1. Which of the twelve elements of a positive culture were illustrated by the given
episodes vignettes? Which element was illustrated by describing the opposites?
2. Is there any element left out? If there is can you as a group supply an episode or
vignette? A vignette is a short description of an episode in school like the 9 given
above.
Abstraction – Let’s conceptualize
Eleven (11) vignettes in the first part of this chapter give a concrete picture of a positive
school culture.
Vignette Norm of School Culture Illustrated
1 High expectation
2 Honest and open communication
3 Tangible support; caring, celebration, humor
4 Involvement it decision making; protection of what is important
5 Trust and confidence traditions
6a Collegiality; honest, open communication
6b Collegiality; experimentation; reaching out to the knowledge bases;
appreciation, recognition.
7 Collegiality; traditions
8 Tangible support; protection of what is important tradition
10 Reaching out to the knowledge base
11 Appreciation and recognition
12 Protection of what is important

Item # 9 does not illustrate positive culture, specifically honest and open
communication.
After having read the vignettes, by this time you have an idea on what school culture is.
All of the vignettes are manifestations of school culture.

The Meaning of School Culture

School culture is one of the most complex and important concepts in education
(Schein, 1985). It generally refers to the beliefs, perceptions, relationships, attitudes and
written and unwritten rules that shape and influence every aspects of how a school
functions (http://www.edglossary.org./school-culture). However, the term also
encompasses more concrete issues such as the physical and emotional safety of
students, the orderliness of classrooms and public spaces or degree to which a school
embraces racial, ethnic, linguistic and cultural diversity.
According to spacey (http://simplicable//new//school/John. Nov. 23, 2017),
school culture consists of the norms and shared experiences that evolve over school’s
history. In fact, Scott and Marzano (2014) state that “school culture is reinforced by
norms, expectations and traditions, including everything from dress codes to discipline
systems to celebrations of achievement. Therefore, it may be described as the character
of a school that gives school qualities beyond its structures, resources and practices.
They are “built through the everyday business of a school life. It is the way business is
handled that both forms and reflects the culture.” (Sophier, J. 1985)
Culture as a Social Construct
Culture is a social construct not a genetic construct. This means that school
culture is, therefore, something that we do not inherit or pass on through the genes.
Rather, it is something that we create and shape. It is shaped by everything that all
people in school see, hear, feel and interact with. It is a creation of the school head,
teachers, parents, non-teaching staff students and community. Sean Slade (2014)
elaborates:
Within a couple of minutes of walking into a school or a classroom, you can
tell, define almost taste the culture that permeates that space. Is it an open, sharing
environment? Or it is a rigid, discipline – defined playing field? It is safe and welcoming,
or intimidating and confronting? Does it welcome all voices, or does it make you want to
shrink? Is it waiting for instruction and leadership or is it self-directed with a common
purpose?

School Climate and School Culture

How does school climate differ from culture? These terms are frequently used
interchangeable but school climate is more relational; it is illustrated by the attitudes
and behaviors of the school staff and is focused on the style of the school’s
organizational system. School climate refers to the school’s effects on the students,
including teaching practices, diversity and the relationships among administrators,
teachers, parents and the students. School climate is driven by and reflected in daily
interactions of staff, administration, faculty, students and support staff and the outside
community. (https://www/slideshare.net/module)
School culture is a deeper level of reflection of shared values, beliefs and
traditions between staff members. School culture refers to the way teachers and other
staff members work together and the set of beliefs, values and assumptions they share.
(www.ascd.org./research). School culture is a boarder term and so is inclusive of school
climate.

The Role of School Culture in Learning

School culture matters. Research confirms the central role of culture to the
success. School culture can be positive or negative or toxic. A positive school culture
fosters improvement, collaborative decision making, professional development and staff
and the student learning. a negative culture fosters the opposite.
Elements of a Positive Culture
As given in the activity phase of this lesson a positive school climate is
characterized by the following:
1. Collegiality – The school atmosphere is friendly. You work in an atmosphere
where responsibility and authority are shared by everyone. You can be yourself.
You have not to put your best forward to impress others. The school head does
not throw his/her weight. He/she does not make his/her authority felt by his/her
colleagues.
2. Experimentation – The atmosphere encourages experimentation and so will
welcome mistakes as part of the learning process. No student, no teacher gets
punished for a mistake. Mistakes are not intended. They give a lot of lesson.
Referring to his 10,000 failed attempts then he was experimenting in the light
bulb. Edison said: “I have not failed. I’ve just found 10,000 ways that won’t
work.”
3. High expectations – It has been said one’s level of achievement is always lower
than one’s level that is aspiration. So set high expectations for high achievement.
Two problems arise here. Robert J. Marzano warns us:
First, expectations are subtle and difficult to change. Teachers may be
unaware that they have low expectations for some students; even when
they become aware, they may have difficulty changing their expectations
because their beliefs and biases have developed over the years.
 Second, what actually communicates expectations to students is teacher
behavior. If teachers consciously work to change their biases but don’t
change their behavior toward those students from whom they have
tended to expect less, their change of attitude will have little effect on
student achievement.
4. Trust and confidence – Students, teachers, school heads and parents relate well
and work well when relationships are solidly built on trust and confidence. In
fact, honest and open communication (# 12 in this list) is possible only when
there is trust and confidence in each other in the school community. I can share
my inner thoughts only when I am confident that I do not get ostracized. When I
do.
5. Tangible support – Everyone in the school community gets concrete support for
the good that they do. Support comes in not just in words but in action. School
head sees to it that LCDs in the classrooms are functioning.
6. Reaching out the knowledge base – Teachers care to grow professionally to
update themselves on content knowledge and pedagogy, the first domain in the
Philippine professional standards for teachers.
7. Appreciation and recognition – Certainly words of appreciation and recognition
make classroom climate highly favorable. A reminder to teachers: “You are not
made less when you praise others. Instead, you become magnanimous. So don’t
be stingy with your sincere praise. The problem sometimes is our eyes are so
quick to see the negative and so we despise them immediately but our eyes are
blinded to the good and so we overlook them and fail to appreciate.
8. Caring, celebration, humor – Kids don’t care what you know until they know that
you care. They don’t listen to teacher when teacher doesn’t care. It may be good
to remind teachers that many of students, especially those who struggle, don’t
receive nearly enough positive feedback in the classroom or in their personal
lives.
“When kids are taught with a proactive, praise – heavy approach, they tend to
do better,” says Erin Green of Boys Town. But be specific. Generic, overly
generalized comments such as “Good Job!” don’t really help. Complementing a
specific behavior (“Thanks for showing respect to our visiting guest”), on the
other hand, reinforces that particular behavior.
9. Involvement in decision making – Involving others who are concerned with
decision to be made enhances sense of ownership. They also feel important.
10. Protect of what is important – What schools consider important must form part
of their tradition and so must be protected by all means. In the activity above,
mention was made on school canteen polices that include “no soft drinks, no
chocolate etc.” and CLAYGO because the school considers nutrition and health
and cleanliness as important.
11. Traditions – a school must have an intentional culture – based program on
shared values, beliefs, and behaviors. This strengthens sense of community. A
truly positive school culture is not characterized simply by the absence of gangs,
violence or discipline problems but also by the presence of a set of norms and
values that focus school community’s attention on what is most important and
motivate them to work hard toward a common purpose.
12. Honest and open communication – No one gets ostracized for speaking up his
mind. The atmosphere is such that everyone is encouraged to speak his mind
without fear of being ostracized. The agreement at every discussion is “agree to
disagree.
Shared Norms: Teachers and Student Norms
Shared norms for both teachers and student contribute to a positive school
culture. Boss and leaner (2018) share teacher norm and student norms to contribute to
a fair and an engaging learning environment, a characteristic of a positive school
culture. They check on the following norms each week.

Table 6.
Teacher Norms Student Norms
 1. Teach in different ways. 1. Have a growth mindset.
2. Call student by their names. a. Believe you can improve.
3. Care about students’ feelings. b. Fail forward.
a. Understanding their situation. c. Keep trying.
4. Have a good attitude. d. Speak positively about your
a. Stay calm abilities to learn.
b. Used kind words 2. Call classmates by their names.
c. Have patience 3. Be responsible for your work.
d. Greet student and say good – a. Have a material ready.
bye b. Advocate for yourself.
5. Help students understand. c. Be a professional
a. Work at a reasonable at peace d. Meet deadlines.
b. Explain clearly e. Participate.
c. Support different learning f. Be on time to class.
styles 4. Listen…
d. Expect the best a. To the teacher.
e. Re – explain if necessary b. To your classmate.
6. Attend school the majority of the c. To guest.
time. d. To the directions.
7. Be respectful. 5. Attend school the majority of the
a. Give everyone what they need time.
b. Use proper language. 6. Be a good team player.
c. Allow space if needed. a. Provide good, helpful feedback.
d. Use supportive words when b. Stay calm.
explaining. c. Encourage others.
e. Call by your name d. Stay on topic.
8. Have a growth mindset e. Be considerate.
f. Use proper language.
g. Communicate clearly to
students and teacher (s).

Application – Let’s Apply

1. Based on experiences, give at least 10 school practices that don’t contribute to
positive culture.
2. Are the following items good tips in building positive culture? Defend your
answer. If it is not so good tip, replace it with good one.
a. “ No talking” as classroom rule #1 imposed by teacher
b. If some students say they need a quite area to work in at times, they make a
sign like, “quite area brains at work.”
c. “We talked about yesterday. Did you forget?” you had this so well yesterday.
I know you can get it today.”
d. Do believe in your own ability to learn and grow? Do you believe it is your
obligation as a teacher to model learning and growing?
e. The teacher wrote, “Nice job” on a student’s sketch of an orange.
f. Come up with a question and answer wall. Here students post the academic
question they want answered within the month with their on it. Anybody can
give an answer with his/her name written.
3. Suggest 5 concrete ways to establish a positive school culture.
4. Choose a school. Determine the presence of any of the 12 practices of a positive
school culture in that school by noting down conversations, comments, activities
that you hear/observe in that school of your choice.
Indicator Conversation/Comment Your
Heard or Activities comments
Observed
1. collegiality
2. Experimentation
3. High expectations
4. Trust and confidence
5. Tangible support
6. Reaching out to the knowledge
bases
7. Appreciation, recognition
8. Caring, celebration, humor
9. Involvement in decision making
10. Protection what is important
11. Traditions
12. Honest, open communication

LESSON 11
SCHOOL POLICIES AND THEIR FUNCTIONS

Learning Outcomes:
At the end of this chapter, you should able to explain the importance of school
policies in school operation.
Introduction
Schools are institutions motivated by a shared vision. Necessarily, schools must
have policies for them to realize their vision and mission. These policies are a reflection
of the values of the people who created them. Whatever policies are formulated must
redound to the improved teaching – learning of leaners which is the very reason of the
existence of schools. In this Chapter, we will focus on school policies that govern school
and community partnership.
Activity – Let’s Read These
1. Group yourselves by 6 then share your answer to this question.
 For groups 1, 2, and 3 – Here is a part of the policy on grading given by
the DepEd Central Office in DepEd Order 8, s. 2015, dated April 1, 2015.
Study the components and the corresponding percentage weights.
Table 7. Weight of Components for Grade 1 – 10

Components Languages, Science MAPEH,

AP, EsP And Math EPP and TLE
Written work 30% 40% 20%
Performance Tasks 50% 40% 60%
Quarterly 20% 20% 20%
Assessment

2. For Groups 4, 5, and 6 – Read this policy on students’ absences and tardiness:

A leaner who incurs absences of more than 20% of the prescribed

number of class or laboratory periods during the school year or semester should
be given a failing grade and not earn credits for the learner area or subjects.
Furthermore, the school head may, at his/her discretion and in the individual
case, exempt a leaner who exceeds the 20% limit for reasons considered valid
and acceptable to the school. The discretionary authority is vested in the school
head and may not be availed of by a student or granted by a faculty member
without the consent of the school head… (DepEd Order 8, s. 2015)
Habitual tardiness, especially during the first period in the morning and in
the afternoon, is discouraged. Teachers shall inform the parents/guardians
through a meeting if a learner has incurred 5 consecutive days of tardiness.
3. For All Students
 Read this excerpt of DepEd Order 54, s. 2009.
 Activities. All PTA activities within the school premises or which involve
the school, its personnel or students shall be with prior consultation and
approval of the School Head.

Financial Matter. Such collections shall be made by the PTA subject to the
following conditions: if collection of the School Publications Fee, Supreme
Student Government (SSG) Developmental Fund and other club
membership fees and contributions is coursed through the PTA as
requested by the concerned organization, the amount collected shall be
remitted immediately to the school, SSG or other student organizations
concerned on the day it was collected. The pertinent organization shall
deposit the funds with a reputable bank on the next banking day under
the organization’s account. No service fee shall be charged against any
student organization by the PTA.

Non – compliance or any violation of the aforementioned conditions shall

be a ground for the cancellation of the PTA’s recognition and/or the
filling of appropriate charges as the case may be.

1. Policy on Collection Of Contributions

Cognizant of the need of an organization for adequate funds to sustain its
operations, a duly recognized PTA may collect voluntary financial
contributions from members and outside sources to enable it to fund and
sustain its operation and the implementation of its program and projects
exclusively for the benefit of the students and the school where it
operates. The PTA’s programs and projects shall be in with the School
Improvement Plan (SIP).
The contributions should be a reasonable amount as may be determined
by the PTA Board of directors;
Non – payment of the contributions by the parent – member shall not be
a basis for non – admission or non – issuance of clearance(S) to the child
by the school concerned;
The contributions shall be collected by the PTA Treasurer on a per parent
– member basis regardless of the number of their children in school;
No collection of PTA contributions shall be done during the enrollment
period; and
No teacher or any school personnel shall be involved in such collection
activities.
Safekeeping of Funds All collections of contributions or proceeds of
fundraising activities shall be deposited in a reputable banking institution
as determined by the Board of Directors. The PTA’s Treasurer or a duly
authorized representative shall undertake the collection and shall any
school official or personnel be entrusted with the safekeeping and
disbursement of collections made by the PTA. All disbursements of funds
shall be in accordance with generally accepted accounting and auditing
rules and regulations.
PTAS are prohibited from:
Interfering in the academic and administrative management and
operations of the school, and of the DepEd, in general;
Engaging in any partisan political activity within school premises;
Operating a canteen/school supplies store, or being a concessionaire
thereof inside the school or nearby premises, or offering these services to the school as
its client either directly or indirectly;
Selling insurance, pre – need plans or similar schemes or programs to
students and/or their parents; and such other acts or circumstances analogous to the
foregoing.
PTA Officers and members of the Board of Directors are prohibited from collecting
salaries, honoraria, emoluments or other forms of compensation from any of the funds
collected or received by the PTA.
PTAs shall have no right to disburse, or any charge any fees as service fees or
percentage against the amount collected pertinent to the School Publication Fee,
Supreme Student Government (SSG) Developmental Fund and other club membership
fees and contributions.
In no case shall a PTA or any of its officers or members of the Board of Directors
call upon students and teachers for purposes of investigation or disciplinary action.
The recognition of any PTA shall be cancelled by the division PTA Affairs
Committee upon the recommendation of the School Head concerned for any violation
of the above – mentioned prohibited activities and these Guidelines. Thereafter, the
School Head may call for a special election to replace the Board of Directors of the PTA
whose recognition was cancelled. Criminal, civil and/or administrative actions may be
taken against any member or officer of the Board of the PTA who may appear
responsible for failure to submit the necessary annual financial statements or for failure
to account the funds of the PTA.

Analysis – Let’s Analyze

For all Groups:
1. How do you feel about the policies? Are you happy about them? Or are you
happier without them? Why?
For all Groups 1 - 3
2. What if schools had no policies on the grading system? What may happen? What
are possible consequences on teaching and learning?
For all Groups 4 – 6
3. What if schools had no policies on the students’ tardiness and absences? What
may happen? What are possible consequences on school atmosphere? On
teaching and learning?
For all Groups
4. Based on the DepEd Order on PTA collections, why are schools very strict with
money collections?
5. The policies given above come from DepEd Central Office. Should all school
policies come from DepEd Central Office? Can school also formulate their own
policies? If yes, why? If no, why not?
6. If schools can formulate their own policies, what conditions must be met for
these policies to be surely implemented?
7. What is an advantage of a policy formulated by the school community over that
policy which comes from above?

Abstraction – Let’s Conceptualize

Importance of Policies
Schools in partnership with their community have their own picture of what they
want to be (vision statement) and so must offer services and must do what they are
supposed to do (mission statement) in order to realize what they envisioned themselves
to be. For these happen, policies must be in place. Observance of these policies ensures
everyone in the school community to tow the line. If conditions are ideal like when all
members of the school community are perfect – school heads, teachers, students,
parents, non – teaching personnel and other members of the outside community –
there may be no need for a policy. The truth is conditions in the school community and
in this world are far from ideal and persons that make the school community are far
from perfect and so the need for polices.
One may as to why the Department of Education has issued very stringent
policies and guidelines for PTAs in matters of collecting contributions. Even engaging in
any partisan political activity within school premises is written as one prohibited activity.
There must a history to that. Perhaps malversation of funds and other forms of abuse
happened in the past.
 Schools’ policy on the regarding system is important for everyone concerned to
know how grades are computed. Both students and parents know how grades are
derived objectively. Percentage weights for each component are clear.
Teachers are guided in their assessment practices. The grading policy ensures
objective assessment practice. Without the grading policy, grading may become highly
subjective.
Similarly, if there are no policies on students’ tardiness and absenteeism,
students may just come in late or absent. The policies on students’ tardiness and
absenteeism certainly will curb tardiness and absenteeism to ensure learning.

Effective Policy Formulation and Implementation in a School Community Partnership.

The policies on grading, student tardiness an absenteeism came from above,
DepEd Central Office. At times there is need for policies from above. But polices do not
need to come from above all the time.
There are times when a school formulates a policy to address a local problem. In
fact, this is how it should be in a school – community partnership. Ideally, a policy must
not be formulated by the school head by himself/herself. The school head must lead in
the policy formulation process. The word “lead” implies that an effective policy
formulation process must be participatory. This means that it is best that the rest of the
school and community be involved. Two good heads are better than one. Besides
participation of school and community develops a sense of ownership of such
formulated policy which ensures more effective implementation. This is school
empowerment in action. Aside from involving the school and community in policy
formulation, a school head must ensure wide dissemination and correct and clear
understanding of the policy.

Application – Let’s Apply

A. Interview a school head on at least one school policy formulated under her
leadership. Ask the following:

1. Why was it formulated?

2. How was it formulated? Was it formulated with the representatives from the
school and community? Why or why not?
3. Does the implementation of policy address the problem for which it was
created? If it doesn’t, what’s next step is being planned?
Report your finding in class.
B. Do a simulation. One of you plays the role of a school head. Three will be teacher
representatives, 4 will be officers of the parent teachers association, 4 are
barangay officials, 4 are other members of the community (alumni, NGO
representatives, Church representatives) and 3 student leaders.

The problem in school is malnutrition. Many kids are sleepy, malnourished and
are underperforming. This is true most especially for kids who walk to school 1
hour from home. They eat their baon upon arrival in school so no more to eat for
lunch. As a result, they are restless and inattentive and so poor performance.
You are the school head. Preside in the meeting. What policy will you formulate
to address the problem?
The other members of the class who are not involved in the simulation are
observers and evaluators. They will be asked to comment on the simulation at
the end of the activity. Here are the specific criteria:
1. Participation of the group – Was there an active participation of the group?
2. School head – How open was the school head, the presider, to ideas or
suggestions shared? What did she do to encourage everyone to participate?
3. Decision – making – Was the decision arrived at by a consensus?
4. Respect – Was respect of ideas and participants evident?
C. If you were to formulate a policy on food items sold at the Cooperative Store of
your school, which would you do as a school head? Why?
Read April 11, 2018, DM 066 s. 2018 – 2018 Brigada Eskwela Implementing Guidelines.
Individually, present a policy that you read in the DepEd Memorandum. Explain what
the policy states and why this policy is necessary.

LESSON 12
SCHOOL POLICIES AND THEIR FUNCTIONS

Roles and Competencies of School Heads

Intended Learning Outcomes:

At the end of this chapter, you should be able to discuss the competencies expected
of schools heads as contained in competency frameworks for Philippines and for
Southern Asia.

Introduction
As stipulated in Chapter 1, Section 5,E of RA 9155 the school head is an
instructional leader. Because the main function of school students’ learning, the school
head must spend more time as an instructional leader. As an instructional leader,
he/she supervises instruction by observing teachers while they teach, conducting post-
observation conferences with individual they teach, conducting post-observation
conferences with individual teachers, mentoring and coaching them, ensuring that
teachers have the needed resources for teaching. While physical improvement and fund
sourcing – the concerns of administrative leadership – help improve schools, the more
important concern is improvement of instruction as this has a direct bearing on learning.
More often than not, however, school heads spend more time soliciting funds for a
flagpole, a stage, a classroom, pathwalk, waiting shed, etc. leaving no time left for
instructional supervision.
Activity - Let’s Read These
Chapter 1, Section 5, E of RA 9155 states that the school head is an
administrative and an instructional leader.
1. List down 2 things that the school head does as an instructional leader and 2 things as
an administrative leader.
2. Based on your observations of schools heads, with which role is the school head
more occupied /prove your answer.

Analysis - Let’s Analyze

Answer the following questions:
1. Based on your lists (in the Activity Phase of this lesson) how does an
administrative leader differ from an instructional leader?
2. In your opinion, which between the two leadership roles – administrative and
instructional – should be given more time by the school head? Why?
Abstraction - Let’s Conceptualize
Competencies for School Heads: The NCBSSH
In the list of competencies expected of school heads, there are competencies for
both instructional leadership and administrative leadership. Let’s take a look at the
competencies expected of school heads as contained in the National Competency-Based
Standards for7 School Heads (NVBSSH) issued in DepEd 32, s. 2010 on April 16. 2010.
Domain

PERSONAL & PROFESSIONAL

ATTRIBUTES AND INTERPERSONAL Domain 1
EFFECTIVENESS
SCHOOL LEADERSHIP
 Professionalism
 Communication  Developing & Communicating Vision, Domain 2
 Interpersonal Sensitivity Mission, Goals, and Objectives
(VMGO) INSTRUCTIONAL LEADERSHIP
 Fairness, honesty and
 Data-Based strategic planning
Integrity
 Problem-solving  Assessment for learning
 Building high Performance Terms  Developing Programs for
 Coordinating with Others adapting Existing Programs
 Leading and Managing Change
 Implementing programs for
Domain 6
Core principle Domain 3improvement
instructional
SCHOOL MANAGEMENT AND  Instructional Supervision
School heads are CREATING A STUDENT CENTERED
OPERATIONS
competent, LEARNING CLIMATE
 Managing School committed and
accountable in  Setting high social &
Operations
providing access to academic expectations
 Fiscal Management
quality and relevant  Creating school
 Use of technology in the
education for all environments focused on
management of
through the learner
operations
transformational
leadership and high
degree of
professional
Domain 4
Domain 7
HR MANAGEMENT AND
PROFESSIONAL DEVELOPMENT
PARENT INVOLVEMENT AND
COMMUNITY PARTNERSHIP
 Creating a professional
Learning Community
 Parental Involvement
 Recruitment and Hiring
 External Community
Partnership  Managing Performance of
teachers and staff
Table 8 the National Competency-Based Standards for School Heads
Domains and Competency Strands
Domain 1 1.A. Developing & Communicating Vision, Mission, Goals,
School Leadership and Objectives (VMGO)
1.B. Data-Based strategic planning
1.C. problem solving
1.D. building high performance team
1.E. coordinating with others
1.F. leading & managing change
Domain 2 2.A. assessment for learning
Instructional Leadership 2.B. Developing Programs &/or adapting existing programs
2.C. implementing programs for instructional improvement
2.D. instructional supervision

Domain 3 3.A. Setting high social & academic expectations

Creating a student centered 3.B. Creating school environments focused on the needs of
learning climate the learner
Domain 4 4.A. Creating a Professional Learning Community
HR Management and 4.B. Recruitment & hiring
Professional Development 4.C. Managing Performance of Teachers and Staff
Domain 5 5.A. Parental Involvement
Parent Involvement and 5.B. External Community Partnership
Community Partnership
Domain 6 6.A. Managing School Operations
School Management and 6.B. Fiscal Management
Operations 6.C. Use of Technology in the Management of Operations
Domain 7 7.A. Professionalism
Personal & Professional 7.B. Communication
Attributes and interpersonal 7.C. Interpersonal Sensitivity
effectiveness 7.D. Fairness, Honesty and Integrity

Study figure 2 side by side with the table 7 on domains and strands. Notice that
there are competencies expected of school heads as instructional leaders and as
administrative leaders. Focused on instructional leadership is domain 2, which is
instructional leadership itself and Domain 3, creating a student-centered learning
climate which is part of instructional leadership. Related to administrative leadership
are domain 1, school leadership; Domain 6, school management and operations; and
Domain 4, human resource management and professional development; Domain 5,
parent involvement and community partnership. Domain 7, personal and professional
attributes and interpersonal effectiveness can relate to both instructional leadership
and administrative leadership since this has something to do a teacher’s person-hood
which cannot detach from what a teacher says and does.

Competency Framework for Southwest Asian School Heads, 2014 Edition

As a member of the association of Southeast Asian Nations (ASEAN), let’s also
take a look at the competencies of school heads for Southeast Asia.

Figure 3 Competency Frameworks for Southeast Asian School Heads, 2014

 Study Figure 3 and the Table 8below:
Table 9 competency Framework for Southeast Asian School Heads
Domain: Stakeholder Engagement (SE)
1. (SE) Promoting shared responsibility for 1.1. Build trust and lead terms
school improvement /communities for school improvement
1.2. Empower the community to work for
enhancements of school performance
2. (SE) Managing education alliances and 2.1. Communicate Effectively with
networks different stakeholder
2.2. Facilitate school community
partnerships and activities
3. (SE) sustaining collaborative 3.1. Support community-based programs
relationships with stakeholders and projects
3.2. Communicate schools performance
report to stakeholders
4. (ML) Managing school resources and 1.1. Manage financial resources
systems 1.2. Manage learning environments
1.3. Manage systems and procedures
5. (ML) Managing staff performance 2.1. Manage school personnel
requirements
2.2. Support professional development of
staff
2.3. Recognize staff performance
6. (ML) Managing sustainable school 3.1. Demonstrate program and project
programs and projects management skills
3.2. Promote school-based programs and
projects that support sustainable
development

Domain: Instructional Leadership (IL)

1. (IL) Leading curriculum implementation 1.1. Manage curriculum implementation
and improvement 1.2. Promote sensitivity of diversity and
differentiated instruction
2. (IL) Creating a learner centered 2.1. Promote learner centered activities
environment 2.2. Promote a healthy, safe, and inclusive
learner environment
2.3. Promote a culture of peace and
respect for diversity
3. (IL) Supervising and evaluating teachers’ 3.1. Apply appropriate models for
performance supervision and evaluation
3.2. Nurture teacher leaders
4. (IL) Delivering Planned learning 4.1. Promote team-based approaches to
outcomes instructional leadership
4.2. Manage assessments to improve
teaching and learning

Domain: Personal excellence (PE)

1. (PE) Managing personal effectiveness 1.1. Lead by example
1.2. Demonstrate transparency and
accountability
1.3. Practice a balanced healthy lifestyle
1.4. Take a pride in one’s profession
1.5. Deliver results
2. (PE) Acting on challenges and 2.1. Manage priorities
possibilities 2.2. Exhibit decisiveness in addressing
challenges
2.3. exhibit an enterprising attitude
3. (PE) Pursuing continuous professional 3.1. Take responsibility for lifelong learning
development 3.2. Advocate ASEAN values and
perspective

Domain: Stakeholder Engagement (SE)

1. (SE) Promoting shared responsibility for 1.1. Build trust and lead teams /
school improvement communities for school improvement
1.2. Empower the community to work for
enhancement of school performance
2. (SE) Managing education alliances and 2.1. Communicate effectively with
networks different stakeholders
2.2. Facilitate school community
partnerships and activities
2.3. Promote consensus-building
2.4. Manage conflict and practice
negotiation skills
3. (SE) Sustaining collaborative 3.1. Support community-based programs
relationships with stakeholders and projects
3.2. Communicate school performance
report to stakeholders
4. (ML) Managing school resources and 1.1. Manage financial resources
systems 1.2. Manage learning environments
1.3. Manage systems and procedures
5. (ML) Managing staff performance 2.1. Manage school personnel
requirements
2.2. Support professional development of
staff
2.3. Recognize staff performance
6. (ML) Managing sustainable school 3.1. Demonstrate program and project
programs and projects management skills
3.2. Promote school-based programs and
projects that support sustainable
development

Domains and competencies for School Heads in Southeast Asia

Instructional Leadership
Like the NCBSSH for Philippines, the competency framework for Southeast Asian
school heads also includes domains for instructional leadership and administrative
leadership. The domain on Instructional Leadership encompasses 4 competencies: 1)
leading curriculum implementation and improvement; 2) creating a learner-centered
environment: 3) supervising and evaluating teacher’s performance; and 4) delivering
planned learning outcomes.
Administrative Leadership
This includes strategic thinking and innovation (Domain1), stakeholders’
engagement (Domain4) and managerial leadership (Domain 5). For enabling
competencies for each domain, refer to the Table above.
Personal excellence, another Domain (Domain 3), relates to both instructional
and administrative leadership. Whatever personal improvement school heads have on
their personal effectiveness by pursuing continuous professional development redounds
to improved administrative and instructional leadership.

School Head and the Community

Like a refrain in a song, the idea that the school and community are partners in
the education of the child has been said repeatedly in this book. Rightly so, to be faithful
to the descriptive title of this courses, The Teacher and the Community, School Culture
and Organizational Leadership. In fact, in this, separate Chapter was devoted to school
and community partnership to emphasize this significant role of teachers and school
heads in relation to communities. In the NCBSSH, several strands and indicators point to
this school and community partnership. The strands are as follows:
 Involves internal and external stakeholders in formulating and achieving school
vision, mission, goals and objectives (Domain 1 A)
 Explains the school vision to the general public (Domain 1 A)
 Aligns the school improvement Plan/Annual Improvement Plan with national,
regional and local education policies and thrusts (Domain 1 B)
 Communicates effectively SIP/AIP to internal and external stakeholders (Domain
1B)
 Involves stakeholders in meetings and deliberations for decision – making
(Domain 1D)
 Provides feedback and updates to stakeholders on the status of progress and
completion of programs and projects
 Creates and manages a school progress to ensure student progress is conveyed
to students and parents/guardians, regularly (Domain 2 C)
 Recognizes high performing learners and teachers and supportive parents and
other stakeholders (Domain 3 A)
 Prepares financial reports and submits/communicates the same to higher
education authorities and other education partners (Domain 6 B)
 Maintains harmonious and pleasant personal and official relations with
superiors, colleagues, subordinates, learners, parents and other stakeholders
(Domain 7 A)
 Listen to stakeholders’ needs and concerns and responds appropriately in
consideration of the political, social, legal and cultural context
In the Southeast Asian Competency Framework, the following competencies
strengthen school and community partnership. 1) Promoting shared
responsibility for school improvement’s 2) managing education alliances and
networks and 3) sustaining collaborative relationships with stakeholders.

Application – Let’s Apply

1. By means of a Venn diagram, compare the Domains of the NCBSSH and Southeast
Asian Competency Framework for School Heads.
2. What competencies for school heads are common to the NCBSSH and the Southeast
Asian Competencies for School Heads?
3. What is/are in the Southeast Asian Competencies for School Heads that is /are not in
the NCBSSH?
4. What is/are in the NCBSSH that is/are not in the Southeast Asian Competencies for
School Heads?
5. Do the competencies for both frameworks emphasize more on instructional
leadership or administrative leadership? Defend your answer.
 LESSON 7
THE TEACHER AND THE COMMUNITY

TOPICS
7. Code of Ethics for Professional Teacher
8. Professional Teachers with Honor and Dignity
9. The School Organizations

LEARNING OUTCOMES
At the end of the lesson, you should be able to: elaborate on
community's expectations from teachers and on teachers’ expectation
from communities; and describe teacher's ethical and professional
behavior in the community by giving concrete examples

The very Tittle 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
17.
that community. What is that community referred to here? The 8 Sections of Article III
18.
of the Code of Ethics refers to the community within the schools and the community
19.
outside the school. How can teachers be a part of the community? The various Sections
20.
of Article III give more details.
21. discuss different curriculum sources and influences;
22. analyze different levels of curriculum planning; and
Teachers as Facilitator of Learning
23. identify different roles of teachers and school administrators in
Article III, Section 1 states that the teacher is a facilitator of learning and the
curriculum planning.
development of the youth... therefore shall render the best service by providing an
environment conductive for such learning and growth.

TOPIC 1. CODE OF ETHICS FOR PROFESSIONAL TEACHERS, ARTICLE III

Facilitator comes from the word "facilitate" which means to make something easy and
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 long years of
academic preparation.

What happens sometimes, however, is teachers complicate the simple and teaches only
at the abstract level. To facilitate learning, a conducive learning environment is
necessary. It has been proven that learners learns best in a pleasant environment. A
pleasant environment is where the learners can be themselves because teachers are
caring. No need to put best self forward because teachers and classmates truly care and
take you for who you are. All forms of bullying has no place in a conducive learning
environment. A conducive learning environment makes learners believe they can do the
work and they feel accepted. A favorable learning climate is not competitive where
everyone is tense.

The teacher who believes that "Every child deserves a champion, an adult who will
never give up on them, who understands the power of connection and insists they
become the 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
of the community" As professional teachers you do not live in an ivory tower, meaning
you are not supposed to be removed not aloof from community life. Schools are at the
heart of communities and you as professional teachers are expected to be in the world
and to 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
counselling services as appropriate, and to be actively involved in matters effecting the
welfare of people."

You do not just welcome the opportunity to lead. Section 2, states that you, the
professional teacher ought to take the initiative to offer your help for the improvement
of the community. Many times you can be a guidance counsellor, a prayer leader,
commentator or reader 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 other 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 date of the earth."

TOPIC 2. PROFESSIONAL TEACHERS 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
activities as gambling smoking, drunkenness, and other excesses much less illicit
relations." Obviously, if as a professional teacher, you are an inveterate gambler, chain
smoker and alcoholic or it is common knowledge that you are engaged in an illicit
relationship, how moral authority? Who will listen to you when you advise your class
not to smoke, not to drink alcoholic drinks, not to gamble, etc? Your audience will say
"Look, who is talking?" 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 challenge to
behave or model good behaviour, they are "condemned without trial". It is no wonder
why many are afraid to answer the call to teach. Society seems to expect to much more
from professional teachers than from any other professional and so look at teachers
with scrutinizing 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 Towed Local Customs and Traditions

Section 4 expects every teacher 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 and do does not look down on community
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, exert
effort 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 positive
and negative aspects. What we need to purify, however, the negative aspects with
teacher pointing them out tactfully and sincerely.

The Professional Teacher and Information Update

Section 5 states that the teacher "shall help the school inform the community about the
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 student is and the teacher s. The external stakeholders are the other
parents in the community without children enrolled in school, barangay officials and
other government officials, non-government organization, other 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 project,
needs and problem give them a sense of ownership. Having a sense of ownership, these
stakeholders will participate more actively in the resolution of schools problems and
needs.

TOPIC 3. THE SCHOOL ORGANIZATION

The Parents and Teachers Association (PTA)

It is in place in every school; some private schools call it 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 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 the school head
as Chief Executive Officer, Manager and Chief Operations Officer. The formation of SGC
in every school in every school is a proof of school head sharing his/her leadership with
members of the community

It determines general policies on student 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 implementation to the
Schools Division Superintendent and the community

In addition PTAs are the School Governing Council in every public school. This School
Governing 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 personal and
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
professionals teachers. It is always best to be in good terms with everyone else in the
community. Desiderata give this advice; "As gas 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 and
establishment of religion, or prohibiting the free exercise and enjoyment of religious
profession and worship, without discrimination or preference, shall forever be allowed"
(Article II, Section 6).

Task/Activity

3. Here is what one Dean of a collage of Education told her freshmen teacher education
students in her Welcome Address on Orientation Day.
4. Believing that you don't learn everything in the classroom, the Collage of Education,
which will be your home for four years has prepared a menu of annual co-curricular
activities for you. All of those that this College and University have envisioned you to
become....
c. What message do you get from the Dean's Welcome Address?
d. In the context of this Welcome Address, what does this statement"... Do more,
learn more, and have more..." (Pope Paul VI, Populorum Progression, 1967)
What message do you get in relation to your pre-service education?
10. A professional teacher creates a conductive learning environment to facilitate
learning. Based on experiences, illustrate with a drawing or comic strip what a
conductive learning environment is. Display your work in class. Conduct a gallery
walk for everyone to see and comment/ask questions about the comic strips.
11. The Bible says: "You are the salt of the earth. Bus if the salt loses it saltiness, how
can it be made salty again? It is no longer good for anything, except to be thrown out
and trampled underfoot. You are the light of the world. A town built on a hill cannot
be hidden. Neither do people light a lamp and put it under a bowl. Instead they put it
on its stand, and it gives light to everyone in the house. In the same way, let your
light shine before others, that they may see your good deeds and glorify your father
in heaven. (Mathew 5:13-16)
12. Based on this Chapter on the teacher as a community leader, how do these
biblical passages apply to the professional teacher? "I don't hear what you are saying
because who you are speaks louder than what you say". How does this quote apply
to the professional teacher as a community leaders? Discuss.
13. A teacher is fully convinced that her religion is the only true religion, the only
way to salvation. As a result, she proselytes. Can her good intention of salvation for
all justify her proselyting? Why or Why not?
14. As a community leader, what will you do if you see something negative in the
community culture? Example.
15. Your mayor has a teacher candidate for a teaching position. Your ranking is over.
Your mayor's candidate was not part of the ranking and is not a licensed teacher. As a
professional teacher, what would you do?
16. Cut at least 3 specific ethical behaviours of a professional teacher based on
Article III of the Code of Ethics for Professional Teachers. Come up with a PowerPoint
presentation or a skit.

ASSESSMENT:

4. Give at least 3 expectations that community has for teachers.

5. How should a professional teacher regard indigenous people's culture?
6. Reflection: The mother of this author was once a public school teacher. When
this author was in her preschool age her mother taught in the remote barrios of
the town and so where her mother was assigned the family went along. This
author vividly remembers how her mother was dearly loved by the community.
She was teacher, counsellor and consultant to everyone who came. She was
indeed a missionary. Her transfer to another school was always an emotional
one, a mother crying, too. The one most touching etched in my memory was
one community leader had a big rooster. So many wanted to buy that rooster
but refused to sell it. On the eve of our departure, he butchered it for that last
evening meal with them. This author will never forget such act of generosity. In
their poverty, these people can give all.
c. If given the opportunity, would you welcome teaching in the far flung
schools? Why or why not?
d. If you say yes to the cell to teach in a far flung school what should be
doing more in your pre-service education?
 LESSON 8
ORGANIZATIONAL LEADERSHIP

TOPICS
8. Definition of Organizational Leadership
9. Leadership versus Management
10. Different Leadership Styles
11. Sustaining Change in Organization

LEARNING OUTCOMES
At the end of the lesson, you should be able to explain organizational
leadership; distinguish between leadership and management; describe the
different organizational leadership styles; and discuss how to sustain
change in an organization.

TOPIC 1. ORGANIZATIONAL LEADERSHIP DEFINED

Expected of professional teachers who care for and embark on continuing

professional development is promotion along the way. With this mind, this course
would not be complete without discussion of an effective leader and manager for which
you will be in the future. But should you refuse offer for a managerial or leadership
position in school or in the bigger educational organization because for the love of
teaching and learners, this lesson on organizational leadership would not be laid to
waste because even as teacher you are ready a leader and a manager. You are a teacher
and a class or classroom manager.

Activity – Let’s Draw

Present or draw an object that symbolizes a leader of an organization. Explain
your symbol of leadership.

Analysis - Let’s Analyze

Based on the symbols and drawings presented:
4. Who is an organizational leader?
5. What do organizational leaders do?
6. What qualities do they possess?

Organizational Leadership
In organizational leadership, leaders help set strategic goals for the organization while
motivating individuals within the organization to successfully carry out assignments in
order to realize those goals. In the school setting, the school leader helps set the
goals/targets for the school and motivates teachers, parents, learners, non – teaching
personnel and other members of the community to do their task to realize the school
goals.

Organizational leadership works towards 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 and
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.

TOPIC 2. LEADERSHIP VERSUS MANAGEMENT

Leadership versus Management

Are leadership and management synonymous? Is a leader a manager or is a
manager a leader? If am I 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 manager. Study the figure 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 this plan
gets well implemented on time and so ensures that the resources needed are there, the
persons 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
school plan 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
without the big picture, the vision and mission. So it big picture for connect and
meaning. This means that it is best that a school leader is both a leader and a manager.

Table 3. Comparison of Manager and Leader

Managers Versus Leaders

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

Types of Skills Demanded of Leaders

Leaders use 3 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
a PowerPoint presentation. Human skills are the ability to work effectively with people
and to build teamwork. This is also referred to as people skills or soft skills. Conceptual
skill is the ability to think in terms of models, frameworks. And broad relationships such
as long range plans. In short, conceptual skills deal with ideas while human skill concerns
skills and things. The ideal school leader possesses all three.
 TOPIC 3. LEADERSHIP STYLES

Autocratic leaders do decision making by themselves. Consultative leaders allow

participation of the members of the organization by consulting them but make 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 understand that consultation does not necessarily mean approval of
stakeholders’ 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 participation of the members of the organization which is in keeping
with school empowerment.

In laissez 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 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 good
for the organization. On the other hand, it will be chaos if each; member will do as
he/she please even if it is against the common goods.

Which leadership styles are participated? 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.g., to 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 S1 to S4.

Table 4. Behavior Styles in Situational Leadership

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

If this 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
implementation 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
what to 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.
https://teachthem.files.wordpress.com/2012/11situational-leadership-model.jpg

Among these leadership styles, no one style is considered best for all leaders to use all
the time. Effective leaders 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. Greenleaf (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 privileged in 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 greatest teacher
of humankind, Jesus Christ, was a servant – leader. He his disciples “he who wants to
great must be the servant of all”. The life of the Greatest Teacher was a life total service
to 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 as leaders first. If they do, they tend to become more conscious of their
importance felt over their conscious of their power over their constituents and tend to
impose that power or make their importance felt over 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 think first of their power and forget the very reason
why such power was given, i.e. to serve. The greatest teacher said:
“…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.” (Mark 10:43)

His whole life was a life of service. In fact, he wanted to impress this idea of servant
leadership by doing something dramatic in his last days on earth. He washed the feet of
his 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 “footwashers”. Leaders are supposed to be servants of all.

Servant leadership seeks to involve others in decision making, is strongly based in

ethical 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” not transformational leaders. The
transformational leader 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 sees 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 make positive changes in 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.

TOPIC 4. SUSTAINING CHANGE IN ORGANIZATION

Sustaining Change
For reforms to transform, the innovations introduced by the transformational leader
must 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 that the result or effect of that change persist or ripples even when
the transformative leader is gone or 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 comfort
zones 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.
6. 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 yields results.
Innovations cannot be forced upon the teachers, the students, the parents, and
the community… without serious consequences.”
7. 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.
8. Plan a communications campaign to “sell” the innovations Morato (2011)
asserts: “The change envisioned must cascade downwards to the last lesson plan
and ripple sideward to win the support of major stakeholders”.
9. Ensure that the innovation is understood by all – The benefits and costs must be
appreciated and weighed carefully.
10. Consider timing and phasing – These are highly critical; missteps might backfire
and lack of sensitivity to stakeholders might lead to resistance.
Morato described the successful innovations in several schools innovations in
the Philippines refers to ______________________.
 Task/Activity

9. Based on this lesson and by means of an acrostic, give qualities or specific

behaviors of good leaders. See example.
L–
E–
A–
D–
E–
R–
S – Servant. He is servant first before a leader.
10. You are assigned as a school head in low – performing school. Students are
poorly motivated, parents and community are not very cooperative, and teachers
have low morale. As a leader, what should you do? Outline your steps.
11. You are introducing an innovation in school. Sociologically, Filipinos are known
for the “ningas – cogon” mentality affect school innovation? As a leader, how will
you counteract it?
12. Two of your teachers are doing very well. Four strongly resist continuing
Professional Development. Two are about to retire are simply waiting to retire. To
make your school perform, as a school head, what moves will you take? Explain.
13. Here are various methods that leaders employ:
 Model the way. Set example.
 Share your vision. Enlist others.
 Challenge the process. Look for ways to grow.
 Enable others to act. Empower others.
 Set goals.
 Build trust.
 Give the direction.
 Encourage the heart. Give positive reinforcement.
Identify the leadership style employed in each method. Explain your
answer.
14. In groups of five, develop a servant leadership assessment instrument.
15. What is meant by CQI? What is Kaizen? How are these related to
transformational leadership?
16. What kind of a leader am I? What should I do to become an effective leader?

ASSESSMENT:

Direction: write T if the statement is true and F if it is false, underline the word or words
that make the sentence false and supply the correct word/s to make statement true.
______ 1. Leadership is interchangeable with management because they mean the
same.
______ 2. A leader cannot be a manager and manager cannot be a leader at the same
time
______ 3. In the laissez faire leadership style, the leader fully interferes in the decision –
making of his/her followers.
______ 4. In the consultative style of leadership, members of the organization arrive at
a decision by way of consensus.
______ 5. In the democratic style of leadership, the members of the organization are
consulted in decision – making.
______ 6. The autocratic leader consults his/her followers.
______ 7. A transformational leader is content with status quo.
______ 8. In situational leadership, if followers are “unwilling and unable” to do the job,
leader must resort to delegating.
______ 9. In situational leadership, if followers are “willing and able” to do the job,
leader must resort to telling.
______ 10. Transformational leadership is focused on innovations.
______ 11. Innovations when relevant do not need to be sustained.

LESSON 9
THE SCHOOL HEAD IN SCHOOL-BASED MANAGEMENT (SBM)

TOPICS1in
11. The Legal Basis of SBM
12. Advantages of School Based Management
13. Factors of School Effectiveness Based on Research
14. Philippine Accreditation System for Basic Education
15. Factors that Contribute to School Effectiveness

LEARNING OUTCOMES
At the end of the lesson, you should be able to explain the meaning,
advantages, disadvantages and demands of SBM; state the practices
aligned to SBM; and explain the roles, functions and competencies of
school heads in SBM.

TOPIC 1. THE LEGAL BASIS OF SBM

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 fulfilment of this Constitutional provision.

The local governance code of 1991 (RA 7160) provided for a more responsive local
government structure through a system of decentralization where local governments
are given more power, authority, responsibilities and resources. Likewise with the
introduction of School – Based Management in Philippine schools, schools are given
more power to direct their affairs with the learning and development of learners as
ultimate goal. In this Chapter, you are expected to learn the rewards and challenges in
implementing SBM especially on the part of the school head.

This means that long before the Department of Education (DepEd) legally introduced
decentralization in school 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 resources to the school level. School empowerment is based on the assumption that
the school heads including teachers, key leaders in the community, parents know best
the root and solution to the problem.

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 parents greater control over the education process by giving them responsibility for
decision 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.
SBM and the Principle of Subsidiarity
SBM is 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 smaller and simpler organization.in
other words, any activity which can be performed by a more decentralized entity should
be done by hat more decentralized entity.” https://action.org/pub/religion-
liberty/volume-6number-4/priciple-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.

TOPIC 2. ADVANTAGES OF SCHOOL-BASED MANAGEMENT

Advantages of SBM
The following are strengths 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 cost of its programs; and,
 Improve morale of teachers and nurture new leadership at all levels.

Through SBM, decision making authority is devolved to school heads, teachers, parents
and students. His is school empowerment. This reduces bureaucratic controls 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 mobilization of local resources to complement public
resources. Concrete proof of this is the number of classrooms 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.

Condition for the Success of SBM

 Teachers, school heads must be given the opportunity to make choices. They must
actively participate in school improvement planning.
  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.

Table 5. Functions of a School Head.

Roles Functions Knowledge/Skills/ Attitudes
Required

Visionary Principal, motivator, Lead in setting the vision, mission Change and future orientation
advocate and planner. and goals of the school.
Builder of networks and support Organize/expand school, Networking, organizing, social
system. community and local government mobilization, advocacy
networks and 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 Participatory planning and
maintaining the School administrative management
Management Information System
Generation and use of data and
information as basis for planning
and management
Curriculum Developer Create a physical and Development of collective
psychological climate conducive accountability for school and
to teaching 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 Creation of an open learning
used of innovative instructional system based on several resource
methods focused on improving materials rather than on single
learning outcomes, increasing textbooks
access to basic education,
improving the holding power of Participatory and peer – based
schools and addressing specific instructional supervision
local problems

Fiscal resource manager Administer and manage all Fund management

personnel, physical and fiscal
resources of the school
Encourage and accept donations, Serving as model for transparency
gifts, bequests and grants for and accountability especially in
educational purposes and report financial management
all such donations to the
appropriate offices
 TOPIC 3. FACTORS OF SCHOOL EFFECTIVENESS BASED ON RESEARCH

Effectiveness 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.

This research finding of OECD confirms “that school autonomy has a positive
relationship with student performance when account-ability measures are in place
and/or when school principals and teachers collaborate in school management” (OECD,
2012). China and Singapore have been “devolving more responsibility to the school
level” (Stewart, 2008). In Finland, accountability rests 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), 1999-2005. In 2005,
TEEP conducted a study to determine the effect of school-based management on
student performance in the Philippines using the administrative dataset of all public
schools in 23 school districts 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. (Source: http://elibrary.worldbank.org/doi/abs/10.1596/1819-9450-5248).
Accessed 9-1-16)

With SBM, significant decision – making authority was transferred from state
and districts officers to individual schools. SBM provided principals, teachers, students,
and parents greater control over the education process by giving them responsibility for
decision 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 leaners and the involvement of
relevant community in basic education service delivery, the Department of Education
(DepEd) embarked on revisiting 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).

TOPIC 4. PHILIPPINE ACCREDITATION SYSTEM FOR BASIC EDUCATION

The institutionalization of SBM was strengthened with the introduction of the

Philippine Accreditation System for Basic Education (PASBE) which was launched
through DepEd Oder 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). Source:
http://www.teacherph.com/a-comprehensive-guide-to-school-based-management-
sbm/Accessed9-2-2016

The agreed upon standards of quality or effective schools are grounded on the
four principles of A Child-and – Community – Centered Education System (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 to
apply SBM.
The school’s level of SBM practice can either be Level 1, Developing; Level II,
Maturing and Level III, Advance. A school that reaches the highest level of SBM practice
qualifies for an accredited status.

Leadership Curriculum Accountabilit Manageme

Accreditation
and and y and nt of
Status Level III
Advanced Governance Learning Continuous Resources
(Accredited) improvement
Autonomous
(Re –
Accredited
Status)
Accredited
(initial
accreditation) Level II
(Maturing)
Candidate Level I
status
(Developing)

A school in Level I, developing, means that the school is developing structures and
mechanism with acceptable level and extent of community participation and impact on
learning. A school Level II 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 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.

TOPIC 5. FACTORS THAT CONTRIBUTE TO SCHOOL EFFECTIVENESS

Research findings point to the following factors that spell school effectiveness:
3. Human factors – These include a dynamic school head, highly selected competent
and committed teachers, highly motivated pupils with high expectations, and a
supportive community.
4. Non – human factors, process – These refer to clear and shared vision – mission
(focus), high expectations/ambitious standards, emphasis on accountability,
aligned curriculum, instruction and assessment with state / DepEd standards,
 efficiency or optimal utilization of resources and facilities, collaboration 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 assurance that effective
practices get institutionalized to build the school’s culture of excellence. A copy of this
SBM Assessment Tool is in 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.

Application – Let’s Apply

3. Form 4 groups. Each group will do a PowerPoint presentation to explain on of
the following: 1) meaning, 2) advantages, 3) disadvantages and 4) demands of
SBM.
4. Divide the class into 2 groups. Each group will simulate a meeting called by the
school head to address the following problems: 1) litter in the school grounds
and classroom, 2) bullying among students, 3) poorly motivated students. Apply
the principles of SBM.

After each simulation, point out which act was/was not in accordance with SBM
principles?

Activity – Let’s Read These

Mabuhay Elementary School head had very low Mean Percentage Score (MPS) in
the last Grade 6 exit examination. Pupil tardiness and absences are rampant. Truancy is
another problem as some pupils cut classes because they spend their time playing video
games in the computer shops nearby. Absences are also very rampant. Children claim
they are told to absent by their parents to do rice planting and harvesting.
Feeling helpless, Ms. Ligaya called on teachers, parents and leaders of the
community for a meeting. In the meeting, she presented the problems of the school and
asked for help to improve school performance. There were many suggestions given. So
these were written down in a simple matrix like the one below.
Problem Cause Objective Activity Person Resources Timeframe Expected
Involved Needed Outcome
1. Late To reduce Talk to parents in PTA PTA Zero
Tardiness rising due tardiness homeroom; Officers; Meeting tardiness
to TV; to zero Teachers; on March
distance Parents to limit School 15
of home TV viewing; head;
to school;
computer PTA to meet with March 30
shop computer shop
owners not to
allow students in
shop from 6:30
AM and during
school hours
2. Games in To reduce Present problem PTA Unexcused
absenteeism computer unexcused and seek officers; absences
shops; absences solutions in PTA Teachers; reduce to
pupils’ to zero meeting; PTA talk School Video zero
lack of to computer head; clips
interest shops’ owners;
to go to
school; Teachers to come Games
work in up with
the farm interesting
lessons to references March 30
 motivate students
to come to school

Analysis – Let’s Analyze

Share your answer with small group.
6. What problems did Mabuhay Elementary school have?
7. What did Ms. Ligaya, the school head, do to address the problem?
8. Could it have been better if she address the problem by herself? What could
have possibly happened if she did it alone?
9. What was the advantage of involving others in addressing the problems?
10. Wasn’t a directive from the office of the superintendent or Regional Director the
fastest solution to the problems? Why or why not?

Abstraction – Let’s Conceptualize

Ms. Ligaya, the school head, is smart. She knew she couldn’t solve the problems
all alone so she involved the teachers, the parents, the student leaders and leaders
of the community. She knew that by involving those members of the school
community will feel a sense of importance and a sense of ownership. Because they
were the ones directly involved with the problem. They themselves are in the best
position to solve the problem. The actions that Ms. Ligaya took are all in accordance
with School – Based Management.
 LESSON 10
CREATING A POSITIVE SCHOOL CULTURE

TOPICS1in
16. The Legal Basis of SBM
17. Advantages of School Based Management
18. Factors of School Effectiveness Based on Research
19. Philippine Accreditation System for Basic Education
20. Factors that Contribute to School Effectiveness

LEARNING OUTCOMES
At the end of the lesson, you should be able to explain the meaning,
advantages, disadvantages and demands of SBM; state the practices
aligned to SBM; and explain the roles, functions and competencies of
school heads in SBM.

Learning Outcomes:
At the end of this chapter, you should be able to:
 Explain the meaning of school culture;
 Discuss how school culture affects learning; and
 Cite ways by which you can contribute to the building of positive culture.
Introduction
Schools culture matters. This influences to a great extent how well student
perform. School culture is a creation of all the people in school and in the
community especially that of the school heads. It can be positive or negative. It can
facilitate or adversely affect learning. A school community must therefore strive to
create a positive culture.
Activity – Let’s Read These
Here are twelve norms of school culture where people and programs improve. Study
them.
7. collegiality 7. Appreciation, recognition
8. experimentation 8. Caring, celebration, humor
9. High Expectations 9. Involvement in decision making
10. Trust and confidence 10. Protection of what is important
11. Tangible support 11. Traditions
12. Reaching out to the knowledge 12. Honest, open communication
base

Read the following episodes then identify which norm of school culture is
illustrated.
13. When high school student arrive for pre – calculus class, they know exactly what
to expect. Projected on the screen are clear instructions for the day’s Success
Starter. Everyone is expected to work on them successfully.
14. You might not reach an answer today. You might not reach an answer tomorrow.
Struggle is okay.” Students know that by the third day, they will be expected to
present their understanding and problem- solving strategy to the class.
15. ‘You have a short memory’, she replies with a kind smile. “You say this every
time we tackle a problem. Remember the last time you struggled and then
overcome your confusion? Remember our norms that we wrote together? One
of them was growth mindset. And remember I am here for you”.
16. I hear some students talking while someone is reciting. I don’t think you will like
that if you are the one reciting. Can we agree on a rule? Give me a rule”. Student
suggests. Let’s keep quiet and listen when someone is reciting. Raise your hand if
you want to recite.” Teacher asks, can we keep this rule?
17. Today you are going to compute your scores for class standing – written quizzes,
seatwork, performance test, homework. These were all corrected and returned
to you. When you are done, compare your total with mine. Should there be
discrepancy; be ready to show your corrected papers.
18. During the first week of school Barb teacher asks her sixth graders two
questions: “What questions do you have about the world?” the students begin
enumerating their questions, “Can they be about silly, little things?” asks one
student. “ If they’re your questions that you really want answered, they’re
neither silly nor little.” Replies the teacher. After the students list their individual
questions, teacher organizes the students into small groups where they share
lists and search for questions they have in common. After much discussion each
group comes up with a priority list of questions, rank – ordering the questions
about themselves and those about the world. Back together in a whole group
session, teacher solicits the groups’ priorities and works toward consensus for
the class’s combined lists of questions. These questions become the basis for
guiding the curriculum in class. One question, “will I live to be 100 years old?”
spawned educational investigations into genetics, family and oral history,
actuarial science, statistics and probability, heart disease, cancer, and
hypertension. The students had the opportunity to seek out information from
family members, friends, experts in various fields, on – line computer services,
and books, as well as from the teacher. She describes what they had to do as
becoming part of a “learning community.” According teacher, “we decide what
the most compelling intellectual issues are, devise ways to investigate those
issues.
19. The sense of community is strong, even palpable. But this sense didn’t just spring
full – blown from being a group of people occupying the same place at the same
time. It was built upon many small and specific moments of learning the same
verses to songs and sharing traditions, memories of times together and stories
often – told…
Some of our traditions are once a year events; some happen every week or even
every day. They give us ways to greet each other, to learn about each other, to
sing and celebrate and say goodbye. These events mark our comings and our
goings and affirm our common interests in the time we spend together.
20. Because they treasure, health, sanitation and self – discipline, St. Bernadette
Catholic School includes the following in their canteen policies.

Foods that will not be sold:

 Full fat pastry items
 Chocolate confectionary/ lollies/potato chips/ cream filled bun
 Soft drinks
 High caffeine drinks – e. g. drinks containing guarana or caffeine
 Deep fried food of any description
CLAYGO – “Clean as you go”
 21. The teacher wrote, “Nice job” on my sketch of an orange. I knew very well that
my smudged mess of an orange wasn’t a nice job. It wasn’t even decent
representation of any fruit known to man. I would have a benefited by her telling
me one thing I could do to make it better. Maybe something like “we are
learning about perspective. Try adding a shadow behind your sketch.” Her “nice
job “ told me little about how to improve. Knowing I received undeserved praise
lessens the impact or praise when it is truly earned.
22. Teacher Paz remark: “I like to attend that CPD seminar. I like to hone my
teaching skills and update my PCK (pedagogical content knowledge)…
23. Good teaching is honored in this school.
24. My school head protects my academics time. She keeps meeting time to the
minimum.

Analysis – Let’s Analyze

3. Which of the twelve elements of a positive culture were illustrated by the given
episodes vignettes? Which element was illustrated by describing the opposites?
4. Is there any element left out? If there is can you as a group supply an episode or
vignette? A vignette is a short description of an episode in school like the 9 given
above.
Abstraction – Let’s conceptualize
Eleven (11) vignettes in the first part of this chapter give a concrete picture of a positive
school culture.
Vignette Norm of School Culture Illustrated
1 High expectation
2 Honest and open communication
3 Tangible support; caring, celebration, humor
4 Involvement it decision making; protection of what is important
5 Trust and confidence traditions
6a Collegiality; honest, open communication
6b Collegiality; experimentation; reaching out to the knowledge bases;
appreciation, recognition.
7 Collegiality; traditions
8 Tangible support; protection of what is important tradition
10 Reaching out to the knowledge base
11 Appreciation and recognition
12 Protection of what is important

Item # 9 does not illustrate positive culture, specifically honest and open
communication.
After having read the vignettes, by this time you have an idea on what school culture is.
All of the vignettes are manifestations of school culture.

The Meaning of School Culture

School culture is one of the most complex and important concepts in education
(Schein, 1985). It generally refers to the beliefs, perceptions, relationships, attitudes and
written and unwritten rules that shape and influence every aspects of how a school
functions (http://www.edglossary.org./school-culture). However, the term also
encompasses more concrete issues such as the physical and emotional safety of
students, the orderliness of classrooms and public spaces or degree to which a school
embraces racial, ethnic, linguistic and cultural diversity.
According to spacey (http://simplicable//new//school/John. Nov. 23, 2017),
school culture consists of the norms and shared experiences that evolve over school’s
history. In fact, Scott and Marzano (2014) state that “school culture is reinforced by
norms, expectations and traditions, including everything from dress codes to discipline
systems to celebrations of achievement. Therefore, it may be described as the character
of a school that gives school qualities beyond its structures, resources and practices.
They are “built through the everyday business of a school life. It is the way business is
handled that both forms and reflects the culture.” (Sophier, J. 1985)
Culture as a Social Construct
Culture is a social construct not a genetic construct. This means that school
culture is, therefore, something that we do not inherit or pass on through the genes.
Rather, it is something that we create and shape. It is shaped by everything that all
people in school see, hear, feel and interact with. It is a creation of the school head,
teachers, parents, non-teaching staff students and community. Sean Slade (2014)
elaborates:
Within a couple of minutes of walking into a school or a classroom, you can
tell, define almost taste the culture that permeates that space. Is it an open, sharing
environment? Or it is a rigid, discipline – defined playing field? It is safe and welcoming,
or intimidating and confronting? Does it welcome all voices, or does it make you want to
shrink? Is it waiting for instruction and leadership or is it self-directed with a common
purpose?

School Climate and School Culture

How does school climate differ from culture? These terms are frequently used
interchangeable but school climate is more relational; it is illustrated by the attitudes
and behaviors of the school staff and is focused on the style of the school’s
organizational system. School climate refers to the school’s effects on the students,
including teaching practices, diversity and the relationships among administrators,
teachers, parents and the students. School climate is driven by and reflected in daily
interactions of staff, administration, faculty, students and support staff and the outside
community. (https://www/slideshare.net/module)
School culture is a deeper level of reflection of shared values, beliefs and
traditions between staff members. School culture refers to the way teachers and other
staff members work together and the set of beliefs, values and assumptions they share.
(www.ascd.org./research). School culture is a boarder term and so is inclusive of school
climate.

The Role of School Culture in Learning

School culture matters. Research confirms the central role of culture to the
success. School culture can be positive or negative or toxic. A positive school culture
fosters improvement, collaborative decision making, professional development and staff
and the student learning. a negative culture fosters the opposite.
Elements of a Positive Culture
As given in the activity phase of this lesson a positive school climate is
characterized by the following:
13. Collegiality – The school atmosphere is friendly. You work in an atmosphere
where responsibility and authority are shared by everyone. You can be yourself.
You have not to put your best forward to impress others. The school head does
not throw his/her weight. He/she does not make his/her authority felt by his/her
colleagues.
14. Experimentation – The atmosphere encourages experimentation and so will
welcome mistakes as part of the learning process. No student, no teacher gets
punished for a mistake. Mistakes are not intended. They give a lot of lesson.
Referring to his 10,000 failed attempts then he was experimenting in the light
bulb. Edison said: “I have not failed. I’ve just found 10,000 ways that won’t
work.”
15. High expectations – It has been said one’s level of achievement is always lower
than one’s level that is aspiration. So set high expectations for high achievement.
Two problems arise here. Robert J. Marzano warns us:
First, expectations are subtle and difficult to change. Teachers may be
unaware that they have low expectations for some students; even when
they become aware, they may have difficulty changing their expectations
because their beliefs and biases have developed over the years.
 Second, what actually communicates expectations to students is teacher
behavior. If teachers consciously work to change their biases but don’t
change their behavior toward those students from whom they have
tended to expect less, their change of attitude will have little effect on
student achievement.
16. Trust and confidence – Students, teachers, school heads and parents relate well
and work well when relationships are solidly built on trust and confidence. In
fact, honest and open communication (# 12 in this list) is possible only when
there is trust and confidence in each other in the school community. I can share
my inner thoughts only when I am confident that I do not get ostracized. When I
do.
17. Tangible support – Everyone in the school community gets concrete support for
the good that they do. Support comes in not just in words but in action. School
head sees to it that LCDs in the classrooms are functioning.
18. Reaching out the knowledge base – Teachers care to grow professionally to
update themselves on content knowledge and pedagogy, the first domain in the
Philippine professional standards for teachers.
19. Appreciation and recognition – Certainly words of appreciation and recognition
make classroom climate highly favorable. A reminder to teachers: “You are not
made less when you praise others. Instead, you become magnanimous. So don’t
be stingy with your sincere praise. The problem sometimes is our eyes are so
quick to see the negative and so we despise them immediately but our eyes are
blinded to the good and so we overlook them and fail to appreciate.
20. Caring, celebration, humor – Kids don’t care what you know until they know that
you care. They don’t listen to teacher when teacher doesn’t care. It may be good
to remind teachers that many of students, especially those who struggle, don’t
receive nearly enough positive feedback in the classroom or in their personal
lives.
“When kids are taught with a proactive, praise – heavy approach, they tend to
do better,” says Erin Green of Boys Town. But be specific. Generic, overly
generalized comments such as “Good Job!” don’t really help. Complementing a
specific behavior (“Thanks for showing respect to our visiting guest”), on the
other hand, reinforces that particular behavior.
21. Involvement in decision making – Involving others who are concerned with
decision to be made enhances sense of ownership. They also feel important.
22. Protect of what is important – What schools consider important must form part
of their tradition and so must be protected by all means. In the activity above,
mention was made on school canteen polices that include “no soft drinks, no
chocolate etc.” and CLAYGO because the school considers nutrition and health
and cleanliness as important.
23. Traditions – a school must have an intentional culture – based program on
shared values, beliefs, and behaviors. This strengthens sense of community. A
truly positive school culture is not characterized simply by the absence of gangs,
violence or discipline problems but also by the presence of a set of norms and
values that focus school community’s attention on what is most important and
motivate them to work hard toward a common purpose.
24. Honest and open communication – No one gets ostracized for speaking up his
mind. The atmosphere is such that everyone is encouraged to speak his mind
without fear of being ostracized. The agreement at every discussion is “agree to
disagree.
Shared Norms: Teachers and Student Norms
Shared norms for both teachers and student contribute to a positive school
culture. Boss and leaner (2018) share teacher norm and student norms to contribute to
a fair and an engaging learning environment, a characteristic of a positive school
culture. They check on the following norms each week.

Table 6.
Teacher Norms Student Norms
 9. Teach in different ways. 7. Have a growth mindset.
10. Call student by their names. e. Believe you can improve.
11. Care about students’ feelings. f. Fail forward.
b. Understanding their situation. g. Keep trying.
12. Have a good attitude. h. Speak positively about your
e. Stay calm abilities to learn.
f. Used kind words 8. Call classmates by their names.
g. Have patience 9. Be responsible for your work.
h. Greet student and say good – g. Have a material ready.
bye h. Advocate for yourself.
13. Help students understand. i. Be a professional
f. Work at a reasonable at peace j. Meet deadlines.
g. Explain clearly k. Participate.
h. Support different learning l. Be on time to class.
styles 10. Listen…
i. Expect the best e. To the teacher.
j. Re – explain if necessary f. To your classmate.
14. Attend school the majority of the g. To guest.
time. h. To the directions.
15. Be respectful. 11. Attend school the majority of the
f. Give everyone what they need time.
g. Use proper language. 12. Be a good team player.
h. Allow space if needed. h. Provide good, helpful feedback.
i. Use supportive words when i. Stay calm.
explaining. j. Encourage others.
j. Call by your name k. Stay on topic.
16. Have a growth mindset l. Be considerate.
m. Use proper language.
n. Communicate clearly to
students and teacher (s).

Application – Let’s Apply

5. Based on experiences, give at least 10 school practices that don’t contribute to
positive culture.
6. Are the following items good tips in building positive culture? Defend your
answer. If it is not so good tip, replace it with good one.
g. “ No talking” as classroom rule #1 imposed by teacher
h. If some students say they need a quite area to work in at times, they make a
sign like, “quite area brains at work.”
i. “We talked about yesterday. Did you forget?” you had this so well yesterday.
I know you can get it today.”
j. Do believe in your own ability to learn and grow? Do you believe it is your
obligation as a teacher to model learning and growing?
k. The teacher wrote, “Nice job” on a student’s sketch of an orange.
l. Come up with a question and answer wall. Here students post the academic
question they want answered within the month with their on it. Anybody can
give an answer with his/her name written.
7. Suggest 5 concrete ways to establish a positive school culture.
8. Choose a school. Determine the presence of any of the 12 practices of a positive
school culture in that school by noting down conversations, comments, activities
that you hear/observe in that school of your choice.
Indicator Conversation/Comment Your
Heard or Activities comments
Observed
1. collegiality
2. Experimentation
3. High expectations
4. Trust and confidence
 5. Tangible support
6. Reaching out to the
knowledge bases
7. Appreciation,
recognition
8. Caring, celebration,
humor
9. Involvement in
decision making
10. Protection what is
important
11. Traditions
12. Honest, open
communication

LESSON 11
SCHOOL POLICIES AND THEIR FUNCTIONS

Learning Outcomes:
At the end of this chapter, you should able to explain the importance of school
policies in school operation.
Introduction
Schools are institutions motivated by a shared vision. Necessarily, schools must
have policies for them to realize their vision and mission. These policies are a reflection
of the values of the people who created them. Whatever policies are formulated must
redound to the improved teaching – learning of leaners which is the very reason of the
existence of schools. In this Chapter, we will focus on school policies that govern school
and community partnership.
Activity – Let’s Read These
4. Group yourselves by 6 then share your answer to this question.
 For groups 1, 2, and 3 – Here is a part of the policy on grading given by
the DepEd Central Office in DepEd Order 8, s. 2015, dated April 1, 2015.
Study the components and the corresponding percentage weights.
Table 7. Weight of Components for Grade 1 – 10

Components Languages, Science MAPEH,

AP, EsP And Math EPP and TLE
Written work 30% 40% 20%
Performance Tasks 50% 40% 60%
 Quarterly 20% 20% 20%
Assessment

5. For Groups 4, 5, and 6 – Read this policy on students’ absences and tardiness:

A leaner who incurs absences of more than 20% of the prescribed

number of class or laboratory periods during the school year or semester should
be given a failing grade and not earn credits for the learner area or subjects.
Furthermore, the school head may, at his/her discretion and in the individual
case, exempt a leaner who exceeds the 20% limit for reasons considered valid
and acceptable to the school. The discretionary authority is vested in the school
head and may not be availed of by a student or granted by a faculty member
without the consent of the school head… (DepEd Order 8, s. 2015)
Habitual tardiness, especially during the first period in the morning and in
the afternoon, is discouraged. Teachers shall inform the parents/guardians
through a meeting if a learner has incurred 5 consecutive days of tardiness.
6. For All Students
 Read this excerpt of DepEd Order 54, s. 2009.
Activities. All PTA activities within the school premises or which involve
the school, its personnel or students shall be with prior consultation and
approval of the School Head.

Financial Matter. Such collections shall be made by the PTA subject to the
following conditions: if collection of the School Publications Fee, Supreme
Student Government (SSG) Developmental Fund and other club
membership fees and contributions is coursed through the PTA as
requested by the concerned organization, the amount collected shall be
remitted immediately to the school, SSG or other student organizations
concerned on the day it was collected. The pertinent organization shall
deposit the funds with a reputable bank on the next banking day under
the organization’s account. No service fee shall be charged against any
student organization by the PTA.

Non – compliance or any violation of the aforementioned conditions shall

be a ground for the cancellation of the PTA’s recognition and/or the
filling of appropriate charges as the case may be.

2. Policy on Collection Of Contributions

Cognizant of the need of an organization for adequate funds to sustain its
operations, a duly recognized PTA may collect voluntary financial
contributions from members and outside sources to enable it to fund and
sustain its operation and the implementation of its program and projects
exclusively for the benefit of the students and the school where it
operates. The PTA’s programs and projects shall be in with the School
Improvement Plan (SIP).
The contributions should be a reasonable amount as may be determined
by the PTA Board of directors;
Non – payment of the contributions by the parent – member shall not be
a basis for non – admission or non – issuance of clearance(S) to the child
by the school concerned;
The contributions shall be collected by the PTA Treasurer on a per parent
– member basis regardless of the number of their children in school;
No collection of PTA contributions shall be done during the enrollment
period; and
No teacher or any school personnel shall be involved in such collection
activities.
Safekeeping of Funds All collections of contributions or proceeds of
fundraising activities shall be deposited in a reputable banking institution
 as determined by the Board of Directors. The PTA’s Treasurer or a duly
authorized representative shall undertake the collection and shall any
school official or personnel be entrusted with the safekeeping and
disbursement of collections made by the PTA. All disbursements of funds
shall be in accordance with generally accepted accounting and auditing
rules and regulations.
PTAS are prohibited from:
Interfering in the academic and administrative management and
operations of the school, and of the DepEd, in general;
Engaging in any partisan political activity within school premises;
Operating a canteen/school supplies store, or being a concessionaire
thereof inside the school or nearby premises, or offering these services to the school as
its client either directly or indirectly;
Selling insurance, pre – need plans or similar schemes or programs to
students and/or their parents; and such other acts or circumstances analogous to the
foregoing.
PTA Officers and members of the Board of Directors are prohibited from collecting
salaries, honoraria, emoluments or other forms of compensation from any of the funds
collected or received by the PTA.
PTAs shall have no right to disburse, or any charge any fees as service fees or
percentage against the amount collected pertinent to the School Publication Fee,
Supreme Student Government (SSG) Developmental Fund and other club membership
fees and contributions.
In no case shall a PTA or any of its officers or members of the Board of Directors
call upon students and teachers for purposes of investigation or disciplinary action.
The recognition of any PTA shall be cancelled by the division PTA Affairs
Committee upon the recommendation of the School Head concerned for any violation
of the above – mentioned prohibited activities and these Guidelines. Thereafter, the
School Head may call for a special election to replace the Board of Directors of the PTA
whose recognition was cancelled. Criminal, civil and/or administrative actions may be
taken against any member or officer of the Board of the PTA who may appear
responsible for failure to submit the necessary annual financial statements or for failure
to account the funds of the PTA.

Analysis – Let’s Analyze

For all Groups:
8. How do you feel about the policies? Are you happy about them? Or are you
happier without them? Why?
For all Groups 1 - 3
9. What if schools had no policies on the grading system? What may happen? What
are possible consequences on teaching and learning?
For all Groups 4 – 6
10. What if schools had no policies on the students’ tardiness and absences? What
may happen? What are possible consequences on school atmosphere? On
teaching and learning?
For all Groups
11. Based on the DepEd Order on PTA collections, why are schools very strict with
money collections?
12. The policies given above come from DepEd Central Office. Should all school
policies come from DepEd Central Office? Can school also formulate their own
policies? If yes, why? If no, why not?
13. If schools can formulate their own policies, what conditions must be met for
these policies to be surely implemented?
14. What is an advantage of a policy formulated by the school community over that
policy which comes from above?
Abstraction – Let’s Conceptualize
Importance of Policies
 Schools in partnership with their community have their own picture of what they
want to be (vision statement) and so must offer services and must do what they are
supposed to do (mission statement) in order to realize what they envisioned themselves
to be. For these happen, policies must be in place. Observance of these policies ensures
everyone in the school community to tow the line. If conditions are ideal like when all
members of the school community are perfect – school heads, teachers, students,
parents, non – teaching personnel and other members of the outside community –
there may be no need for a policy. The truth is conditions in the school community and
in this world are far from ideal and persons that make the school community are far
from perfect and so the need for polices.
One may as to why the Department of Education has issued very stringent
policies and guidelines for PTAs in matters of collecting contributions. Even engaging in
any partisan political activity within school premises is written as one prohibited activity.
There must a history to that. Perhaps malversation of funds and other forms of abuse
happened in the past.
Schools’ policy on the regarding system is important for everyone concerned to
know how grades are computed. Both students and parents know how grades are
derived objectively. Percentage weights for each component are clear.
Teachers are guided in their assessment practices. The grading policy ensures
objective assessment practice. Without the grading policy, grading may become highly
subjective.
Similarly, if there are no policies on students’ tardiness and absenteeism,
students may just come in late or absent. The policies on students’ tardiness and
absenteeism certainly will curb tardiness and absenteeism to ensure learning.
Effective Policy Formulation and Implementation in a School Community Partnership.
The policies on grading, student tardiness an absenteeism came from above,
DepEd Central Office. At times there is need for policies from above. But polices do not
need to come from above all the time.
There are times when a school formulates a policy to address a local problem. In
fact, this is how it should be in a school – community partnership. Ideally, a policy must
not be formulated by the school head by himself/herself. The school head must lead in
the policy formulation process. The word “lead” implies that an effective policy
formulation process must be participatory. This means that it is best that the rest of the
school and community be involved. Two good heads are better than one. Besides
participation of school and community develops a sense of ownership of such
formulated policy which ensures more effective implementation. This is school
empowerment in action. Aside from involving the school and community in policy
formulation, a school head must ensure wide dissemination and correct and clear
understanding of the policy.

Application – Let’s Apply

D. Interview a school head on at least one school policy formulated under her
leadership. Ask the following:

4. Why was it formulated?

5. How was it formulated? Was it formulated with the representatives from the
school and community? Why or why not?
6. Does the implementation of policy address the problem for which it was
created? If it doesn’t, what’s next step is being planned?
Report your finding in class.
E. Do a simulation. One of you plays the role of a school head. Three will be teacher
representatives, 4 will be officers of the parent teachers association, 4 are
barangay officials, 4 are other members of the community (alumni, NGO
representatives, Church representatives) and 3 student leaders.

The problem in school is malnutrition. Many kids are sleepy, malnourished and
are underperforming. This is true most especially for kids who walk to school 1
 hour from home. They eat their baon upon arrival in school so no more to eat for
lunch. As a result, they are restless and inattentive and so poor performance.
You are the school head. Preside in the meeting. What policy will you formulate
to address the problem?
The other members of the class who are not involved in the simulation are
observers and evaluators. They will be asked to comment on the simulation at
the end of the activity. Here are the specific criteria:
5. Participation of the group – Was there an active participation of the group?
6. School head – How open was the school head, the presider, to ideas or
suggestions shared? What did she do to encourage everyone to participate?
7. Decision – making – Was the decision arrived at by a consensus?
8. Respect – Was respect of ideas and participants evident?
F. If you were to formulate a policy on food items sold at the Cooperative Store of
your school, which would you do as a school head? Why?
Read April 11, 2018, DM 066 s. 2018 – 2018 Brigada Eskwela Implementing Guidelines.
Individually, present a policy that you read in the DepEd Memorandum. Explain what
the policy states and why this policy is necessary.

LESSON 12
SCHOOL POLICIES AND THEIR FUNCTIONS

Roles and Competencies of School Heads

Intended Learning Outcomes:

At the end of this chapter, you should be able to discuss the competencies expected
of schools heads as contained in competency frameworks for Philippines and for
Southern Asia.

Introduction
As stipulated in Chapter 1, Section 5,E of RA 9155 the school head is an
instructional leader. Because the main function of school students’ learning, the school
head must spend more time as an instructional leader. As an instructional leader,
he/she supervises instruction by observing teachers while they teach, conducting post-
observation conferences with individual they teach, conducting post-observation
conferences with individual teachers, mentoring and coaching them, ensuring that
teachers have the needed resources for teaching. While physical improvement and fund
sourcing – the concerns of administrative leadership – help improve schools, the more
important concern is improvement of instruction as this has a direct bearing on learning.
More often than not, however, school heads spend more time soliciting funds for a
flagpole, a stage, a classroom, pathwalk, waiting shed, etc. leaving no time left for
instructional supervision.
Activity - Let’s Read These
Chapter 1, Section 5, E of RA 9155 states that the school head is an
administrative and an instructional leader.
1. List down 2 things that the school head does as an instructional leader and 2 things as
an administrative leader.
2. Based on your observations of schools heads, with which role is the school head
more occupied /prove your answer.

Analysis - Let’s Analyze

Answer the following questions:
1. Based on your lists (in the Activity Phase of this lesson) how does an
administrative leader differ from an instructional leader?
2. In your opinion, which between the two leadership roles – administrative and
instructional – should be given more time by the school head? Why?

Abstraction - Let’s Conceptualize

Competencies for School Heads: The NCBSSH
In the list of competencies expected of school heads, there are competencies for
both instructional leadership and administrative leadership. Let’s take a look at the
competencies expected of school heads as contained in the National Competency-Based
Standards for7 School Heads (NVBSSH) issued in DepEd 32, s. 2010 on April 16. 2010.
Domain

PERSONAL & PROFESSIONAL

ATTRIBUTES AND INTERPERSONAL Domain 1
EFFECTIVENESS
SCHOOL LEADERSHIP
 Professionalism
 Communication  Developing & Communicating Vision, Domain 2
 Interpersonal Sensitivity Mission, Goals, and Objectives
(VMGO) INSTRUCTIONAL LEADERSHIP
 Fairness, honesty and
 Data-Based strategic planning
Integrity
 Problem-solving  Assessment for learning
 Building high Performance Terms  Developing Programs for
 Coordinating with Others adapting Existing Programs
 Leading and Managing Change
 Implementing programs for
Domain 6
Core principle instructional
Domain 3improvement
SCHOOL MANAGEMENT AND  Instructional Supervision
School heads are CREATING A STUDENT CENTERED
OPERATIONS
competent, LEARNING CLIMATE
 Managing School committed and
accountable in  Setting high social &
Operations
providing access to academic expectations
 Fiscal Management
quality and relevant  Creating school
 Use of technology in the
education for all environments focused on
management of
through the learner
operations
transformational
leadership and high
degree of
professional
Domain 4
Domain 7
HR MANAGEMENT AND
PROFESSIONAL DEVELOPMENT
PARENT INVOLVEMENT AND
COMMUNITY PARTNERSHIP
 Creating a professional
Learning Community
 Parental Involvement
 Recruitment and Hiring
 External Community
Partnership  Managing Performance of
teachers and staff
Table 8 the National Competency-Based Standards for School Heads
Domains and Competency Strands
Domain 1 1.A. Developing & Communicating Vision, Mission, Goals,
School Leadership and Objectives (VMGO)
1.B. Data-Based strategic planning
1.C. problem solving
1.D. building high performance team
1.E. coordinating with others
1.F. leading & managing change
Domain 2 2.A. assessment for learning
Instructional Leadership 2.B. Developing Programs &/or adapting existing programs
2.C. implementing programs for instructional improvement
2.D. instructional supervision

Domain 3 3.A. Setting high social & academic expectations

Creating a student centered 3.B. Creating school environments focused on the needs of
learning climate the learner
Domain 4 4.A. Creating a Professional Learning Community
HR Management and 4.B. Recruitment & hiring
Professional Development 4.C. Managing Performance of Teachers and Staff
Domain 5 5.A. Parental Involvement
Parent Involvement and 5.B. External Community Partnership
Community Partnership
Domain 6 6.A. Managing School Operations
School Management and 6.B. Fiscal Management
Operations 6.C. Use of Technology in the Management of Operations
Domain 7 7.A. Professionalism
Personal & Professional 7.B. Communication
Attributes and interpersonal 7.C. Interpersonal Sensitivity
effectiveness 7.D. Fairness, Honesty and Integrity

Study figure 2 side by side with the table 7 on domains and strands. Notice that
there are competencies expected of school heads as instructional leaders and as
administrative leaders. Focused on instructional leadership is domain 2, which is
instructional leadership itself and Domain 3, creating a student-centered learning
climate which is part of instructional leadership. Related to administrative leadership
are domain 1, school leadership; Domain 6, school management and operations; and
Domain 4, human resource management and professional development; Domain 5,
parent involvement and community partnership. Domain 7, personal and professional
attributes and interpersonal effectiveness can relate to both instructional leadership
and administrative leadership since this has something to do a teacher’s person-hood
which cannot detach from what a teacher says and does.

Competency Framework for Southwest Asian School Heads, 2014 Edition

As a member of the association of Southeast Asian Nations (ASEAN), let’s also
take a look at the competencies of school heads for Southeast Asia.

Figure 3 Competency Frameworks for Southeast Asian School Heads, 2014

 Study Figure 3 and the Table 8below:
Table 9 competency Framework for Southeast Asian School Heads
Domain: Stakeholder Engagement (SE)
1. (SE) Promoting shared responsibility for 1.1. Build trust and lead terms
school improvement /communities for school improvement
1.2. Empower the community to work for
enhancements of school performance
2. (SE) Managing education alliances and 2.1. Communicate Effectively with
networks different stakeholder
2.2. Facilitate school community
partnerships and activities
3. (SE) sustaining collaborative 3.1. Support community-based programs
relationships with stakeholders and projects
3.2. Communicate schools performance
report to stakeholders
4. (ML) Managing school resources and 1.1. Manage financial resources
systems 1.2. Manage learning environments
1.3. Manage systems and procedures
5. (ML) Managing staff performance 2.1. Manage school personnel
requirements
2.2. Support professional development of
staff
2.3. Recognize staff performance
6. (ML) Managing sustainable school 3.1. Demonstrate program and project
programs and projects management skills
3.2. Promote school-based programs and
projects that support sustainable
development

Domain: Instructional Leadership (IL)

1. (IL) Leading curriculum implementation 1.1. Manage curriculum implementation
and improvement 1.2. Promote sensitivity of diversity and
differentiated instruction
2. (IL) Creating a learner centered 2.1. Promote learner centered activities
environment 2.2. Promote a healthy, safe, and inclusive
learner environment
2.3. Promote a culture of peace and
respect for diversity
3. (IL) Supervising and evaluating teachers’ 3.1. Apply appropriate models for
performance supervision and evaluation
3.2. Nurture teacher leaders
4. (IL) Delivering Planned learning 4.1. Promote team-based approaches to
outcomes instructional leadership
4.2. Manage assessments to improve
teaching and learning

Domain: Personal excellence (PE)

1. (PE) Managing personal effectiveness 1.1. Lead by example
1.2. Demonstrate transparency and
accountability
1.3. Practice a balanced healthy lifestyle
1.4. Take a pride in one’s profession
1.5. Deliver results
2. (PE) Acting on challenges and 2.1. Manage priorities
possibilities 2.2. Exhibit decisiveness in addressing
challenges
2.3. exhibit an enterprising attitude
3. (PE) Pursuing continuous professional 3.1. Take responsibility for lifelong learning
development 3.2. Advocate ASEAN values and
perspective

Domain: Stakeholder Engagement (SE)

1. (SE) Promoting shared responsibility for 1.1. Build trust and lead teams /
school improvement communities for school improvement
1.2. Empower the community to work for
enhancement of school performance
2. (SE) Managing education alliances and 2.1. Communicate effectively with
networks different stakeholders
2.2. Facilitate school community
partnerships and activities
2.3. Promote consensus-building
2.4. Manage conflict and practice
negotiation skills
3. (SE) Sustaining collaborative 3.1. Support community-based programs
relationships with stakeholders and projects
3.2. Communicate school performance
report to stakeholders
4. (ML) Managing school resources and 1.1. Manage financial resources
systems 1.2. Manage learning environments
1.3. Manage systems and procedures
5. (ML) Managing staff performance 2.1. Manage school personnel
requirements
2.2. Support professional development of
staff
2.3. Recognize staff performance
6. (ML) Managing sustainable school 3.1. Demonstrate program and project
programs and projects management skills
3.2. Promote school-based programs and
projects that support sustainable
development

Domains and competencies for School Heads in Southeast Asia

Instructional Leadership
Like the NCBSSH for Philippines, the competency framework for Southeast Asian
school heads also includes domains for instructional leadership and administrative
leadership. The domain on Instructional Leadership encompasses 4 competencies: 1)
leading curriculum implementation and improvement; 2) creating a learner-centered
environment: 3) supervising and evaluating teacher’s performance; and 4) delivering
planned learning outcomes.
Administrative Leadership
This includes strategic thinking and innovation (Domain1), stakeholders’
engagement (Domain4) and managerial leadership (Domain 5). For enabling
competencies for each domain, refer to the Table above.
Personal excellence, another Domain (Domain 3), relates to both instructional
and administrative leadership. Whatever personal improvement school heads have on
their personal effectiveness by pursuing continuous professional development redounds
to improved administrative and instructional leadership.

School Head and the Community

Like a refrain in a song, the idea that the school and community are partners in
the education of the child has been said repeatedly in this book. Rightly so, to be faithful
to the descriptive title of this courses, The Teacher and the Community, School Culture
and Organizational Leadership. In fact, in this, separate Chapter was devoted to school
and community partnership to emphasize this significant role of teachers and school
heads in relation to communities. In the NCBSSH, several strands and indicators point to
this school and community partnership. The strands are as follows:
Involves internal and external stakeholders in formulating and achieving school
vision, mission, goals and objectives (Domain 1 A)
 Explains the school vision to the general public (Domain 1 A)
 Aligns the school improvement Plan/Annual Improvement Plan with national,
regional and local education policies and thrusts (Domain 1 B)
 Communicates effectively SIP/AIP to internal and external stakeholders (Domain
1B)
 Involves stakeholders in meetings and deliberations for decision – making
(Domain 1D)
 Provides feedback and updates to stakeholders on the status of progress and
completion of programs and projects
 Creates and manages a school progress to ensure student progress is conveyed
to students and parents/guardians, regularly (Domain 2 C)
 Recognizes high performing learners and teachers and supportive parents and
other stakeholders (Domain 3 A)
 Prepares financial reports and submits/communicates the same to higher
education authorities and other education partners (Domain 6 B)
 Maintains harmonious and pleasant personal and official relations with
superiors, colleagues, subordinates, learners, parents and other stakeholders
(Domain 7 A)
 Listen to stakeholders’ needs and concerns and responds appropriately in
consideration of the political, social, legal and cultural context
In the Southeast Asian Competency Framework, the following competencies
strengthen school and community partnership. 1) Promoting shared
responsibility for school improvement’s 2) managing education alliances and
networks and 3) sustaining collaborative relationships with stakeholders.

Application – Let’s Apply

1. By means of a Venn diagram, compare the Domains of the NCBSSH and Southeast
Asian Competency Framework for School Heads.
2. What competencies for school heads are common to the NCBSSH and the Southeast
Asian Competencies for School Heads?
3. What is/are in the Southeast Asian Competencies for School Heads that is /are not in
the NCBSSH?
4. What is/are in the NCBSSH that is/are not in the Southeast Asian Competencies for
School Heads?
5. Do the competencies for both frameworks emphasize more on instructional
leadership or administrative leadership? Defend your answer.
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