EDUC.

52
The Teacher and Society, School Culture
and Organizational Leadership

Module 1
 Basic Concept of Teacher and the
Community
 Social Stratification

INTRODUCTION

This module is design to ensure the continuity of education despite the threat
brought about by COVID-19. This course focuses on society as a context upon which
the schools have been established. Educational philosophies that are related to the
society as a foundation of schools and schooling shall be emphasized. Further,
principles and theories on School Culture, and Organizational Leadership shall be
included to prepare prospective teachers to become school leaders and managers.
This Module is based on appropriate content and methods, and one of the
important ways to build capacity to future teachers. It is designed to be used as a full
and continuous learning course of one full semester. The design is meant for students
to know or use; the skill for students to perform or demonstrate, and the value or feeling
for students to experience. Furthermore, it provides opportunities for the learners
interact actively in their own pace of learning for it is systematically to facilitate student’s
learning. The main topic/s subtopics/c are organized in a manner that learners will find
them easy to understand. Aside from that, it has appropriate media and learning
strategies and give remedial and enrichment activities.

At the end of the module, the students must have:

 demonstrated content knowledge of social stratification, role of teachers, social

sciences, social theories, and social problems
    6 hours

1. What does the picture/image depicts? 10points

In general, teachers' roles are to assist students in learning
by transferring knowledge and creating an environment in
which students can and will learn efficiently. The educational
environment isn`t confined to the classroom but, instead,
extends into the home and the community, and around the
world. Information isn't bound primarily in books; it's
available everywhere in bits and bytes. Instruction doesn't
consist primarily of lecturing to students who sit in rows at
desks, dutifully listening and recording what they hear, but,
rather, offers every child a rich, rewarding, and unique
learning experience. The essential job of a teacher is to
convey homeroom guidance that assists students with
learning. To achieve this, teachers should plan powerful
illustrations, grade students' work and proposition input,
oversee study hall materials, beneficially explore the
educational program, and team up with other staff.
2. Watch the video about the teacher and community. Kindly open this video link.
https://youtu.be/SaYXEhV0tc0. Give a short reflection after watching use the “WORD” method
in making your reflection. 20 points
W ord- state the word/words that strikes you the most
O rder- based on the word/words that strikes you the most, what is the order/task that you need
to do in your current situation.
R eality- what is the reality nowadays that relates to the word/words that you have chosen
D irection- based on the above considerations, what will be your course of action as a future
educator
A teacher's dignity, a teacher is acknowledged in society as someone of the utmost
integrity. Teachers must treat all students with dignity and respect, regardless of
gender, sexual orientation, gender diversity, appearance, age, religion, social
position, origin, opinions, abilities, or achievements. Teachers must maintain a
dignified demeanor at all times, even when they are not in the classroom. The
teacher must act with integrity. Nowadays other teachers did not follow of being
dignified outside the school others get drunk and smoke and can view pupils. And,
as a future educator, I will provide dignity as a teacher, and I will be a good role
model for children who look up to me as a teacher.
  How will you define the word “TEACHER” based on the image given above and
the video that you have seen? 10 pts.

Evaluate ethical concerns carefully and cultivate a critical understanding of values that inform the
decisions of others, including yourself, when confronted with such questions. It enables you to
determine what is right from your current point of view, accept responsibility for your decision, and
stand firm in your conclusion. Teacher leaders are masters at putting this strategy into action to
create school reform for the benefit of all students. Teachers facilitate the learning and development
of youth. As a result, teachers must provide the greatest service possible by providing an
environment in which students can learn and improve. All instructors are entitled to proper social
acknowledgment and must always conduct themselves with honor and decency.

 LESSON 1: Basic Concept of Teacher and the Community

 
 The role of the teacher in the society is both significant and valuable. It has far-reaching
influence on the society he lives in, and no other personality can have an influence more
profound than that of a teacher (Shiben Raina, 2007).
Many educationists describe the teacher in different ways. Some describe him as a
dispenser of knowledge, while others see him as a leader, a counsel or coach, facilitator and a
role model. Whatever description one would want to use, the underlying issue still remains that
the teacher plays a lead role in determining the future of students and society.
A good and visionary teacher can play a prominent role in making of his students’ future
responsibilities towards their respective community. Thus, the teacher is an architect of any
future generation of society. To assume the responsibility of a teacher, one has to be
competent to demonstrate an understanding of knowledge of learning environments that is
responsive to community context, and understanding of school culture and organizational
leadership to foster harmonious relationship with the wider school community.
Teachers play varied roles and functions in teaching –learning process. It is a moral
obligation for the teachers to be involved in the community. As stated in Article III, Section 6 of
the Code of Ethics for Professional Teachers;
“Every teacher is an intellectual leader in the community especially in the barangay, and shall
welcome the opportunity to provide such leadership when needed, to extend counseling
services, as appropriate, and to actively be involved in matters affecting the welfare of the
people.”
For the school community to get the sympathy and cooperation of the public, immersion,
diversity, and a part of its time must be programmed to promote teacher – community relation.
Regardless of the size of the school, its program for public relation must always be addressed.
Members of the school community must cooperate to carry out such sound programs that will in
turn give satisfactory results for the benefit of all in the community, i.e, the pupils, the parents,
the community people, and the school teachers and administrators alike.
 The role of the teacher in a positive school community relationship is extremely important
since it is the teacher who is the backbone of the educational system (Nebor, 2011). The role of
teacher in community relation states that teacher must also be prepared to make the most
favorable impressions possible in even the most innocent of circumstances in order to maintain
public support. The community perception of the teacher affects their perceptions of the school
and subsequently students morale, school resources and support for their school in general.
Bilbao, P.P. et.al., (2012) claimed that school and its community, in collaboration with
public and private institutions and organizations are indeed inseparable if they are to create an
impact on the lives of the students and members of the community they are committed to serve.
The school can enjoy linkages and networking activities with international, national, and local
organizations in the community for mutual benefits and assistance needed.
Rygus, E. (2017) stated on her article about the parental involvement in our schools the
five strategies to build better relationship:
1. Create an open and friendly school in which parents feel comfortable.
2. Establish an open-door policy and be available to hear concerns.
3. Be visible in the hallways
4. Ensure that parents feel valued.
5. Schedule regular special events at the school and involve students
Meador (2017) postulated that true school reform will always begin with an increase in
parental involvement in education. It has been proven time and time again that parents who
invest time and place value on their child’s education will have children who are more
successful in school. Schools, parents, and the community should work together to promote the
health, well-being, and learning of all students.
Source: http://www.ijsrp.org/research-paper-1018/ijsrp-p8258.pdf

LESSON 2: Social Stratification

Social stratification refers to a society's categorization of its people into groups based

on socioeconomic factorslike wealth, income, race, education, ethnicity, gender, occupation, so
cial status, or derived power (social and political). As such, stratification is the relative social
position of persons within a social group, category, geographic region, or social unit.
In modern Western societies, social stratification is typically defined in terms of
three social classes: the upper class, the middle class, and the lower class; in turn, each class
can be subdivided into the upper-stratum, the middle-stratum, and the lower stratum. Moreover,
a social stratum can be formed upon the bases of kinship, clan, tribe, or caste, or all four.
The categorization of people by social stratum occurs most clearly in complex state-
based, polycentric, or feudal societies, the latter being based upon socio-economic relations
among classes of nobility and classes of peasants. Historically, whether or not hunter-
gatherer, tribal, and band societies can be defined as socially stratified, or if social stratification
otherwise began with agriculture and large-scale means of social exchange, remains a debated
matter in the social sciences. Determining the structures of social stratification arises from
inequalities of status among persons, therefore, the degree of social inequality determines a
person's social stratum. Generally, the greater the social complexity of a society, the more
social stratification exists, by way of social differentiation.
The three-component theory of stratification, more widely known as Weberian
stratification or the three class system, was developed by German sociologist Max
Weber with class, status and power as distinct ideal types. Weber developed a
multidimensional approach to social stratification that reflects the interplay among wealth,
prestige and power.
Weber argued that power can take a variety of forms. A person's power can be shown in the
social order through their status, in the economic order through their class, and in the political order
through their party. Thus, class, status and party are each aspects of the distribution of power within a
community.
Class, status and power have not only a great deal of effect within their individual areas but
also a great deal of influence over the other areas.

 Wealth: includes property such as buildings, lands, farms, houses, factories and as well as other
assets – Economic Situation
 Prestige: the respect with which a person or status position is regarded by others – Status
Situation
 Power: the ability of people or groups to achieve their goals despite opposition from others
– Parties

According to Weber, there are two basic dimensions of power: the possession of power
and the exercising of power.

Social science 
Social science is the branch of science devoted to the study of societies and
the relationships among individuals within those societies. The term was formerly used to
refer to the field of sociology, the original "science of society", established in the 19th
century. In addition to sociology, it now encompasses a wide array of academic disciplines,
including anthropology, archaeology, economics, human
geography, linguistics, management science, media studies, political science, psychology,
and history.

WHAT IS SOCIAL THEORY?

Broadly speaking, social theories are analytical frameworks or paradigms used
to examine social phenomena. The term ‘social theory’ encompasses ideas about ‘how
societies change and develop, about methods of explaining social behaviour, about
power and social structure, gender and ethnicity, modernity and ‘civilisation’, revolutions
and utopias’ (Harrington 2000). In contemporary social theory, certain core themes take
precedence over others, themes such as the nature of social life, the relationship
between self and society, the structure of social institutions, the role and possibility of
social transformation, as well as themes such as gender, race and class (Elliot 2008).
Social theory addresses the social context of human actions, arguing that the ways in
which we act and our beliefs are generated partly by social structure but also
in communication between individuals and in social groups. Apparently there are three
types of social theories have come to dominate sociological thinking, as they provide
useful explanations: structural functionalism, conflict theory, and symbolic
interactionism.

Structural functionalism, in sociology and other social sciences, a school of

thought according to which each of the institutions, relationships, roles, and norms that
together constitute a society serves a purpose, and each is indispensable for the
continued existence of the others and of society as a whole. In
structural functionalism, social change is regarded as an adaptive response to some
tension within the social system. When some part of an integrated social system
changes, a tension between this and other parts of the system is created, which will be
resolved by the adaptive change of the other parts.

The origin of contemporary references to social structure can be traced to the

French social scientist Émile Durkheim, who argued that parts of society are
interdependent and that this interdependency imposes structure on the behaviour of
institutions and their members. To Durkheim, the interrelations between the parts of
society contributed to social unity—an integrated system with life characteristics of its
own, exterior to individuals yet driving their behaviour. Durkheim pointed out that
groups can be held together on two contrasting bases: mechanical solidarity, a
sentimental attraction of social units or groups that perform the same or similar
functions, such as preindustrial self-sufficient farmers; or organic solidarity, an
interdependence based on differentiated functions and specialization, as seen in a
factory, the military, government, or other complex organizations. Other theorists of
Durkheim’s period, notably Henry Maine and Ferdinand Tönnies, made similar
distinctions.
A.R. Radcliffe-Brown, a British social anthropologist, gave the concept of social
structure a central place in his approach and connected it to the concept of function. In
his view, the components of the social structure have indispensable functions for one
another—the continued existence of the one component is dependent on that of the
others—and for society as a whole, which is seen as an integrated organic entity. His
comparative studies of preliterate societies demonstrated that the interdependence of
institutions regulated much of social and individual life. Radcliffe-Brown defined social
structure empirically as patterned, or “normal,” social relations—i.e., those aspects of
social activities that conform to accepted social rules or norms. These rules bind
society’s members to socially useful activities.
Structural functionalism underwent some modification when the American
sociologist Talcott Parsons enunciated the “functional prerequisites” that any social
system must meet in order to survive: developing routinized interpersonal
arrangements (structures), defining relations to the external environment, fixing
boundaries, and recruiting and controlling members. Along with Robert K. Merton and
others, Parsons classified such structures on the basis of their functions. This
approach, called structural-functional analysis (and also known as systems theory), was
applied so broadly that some sociologists took it to be synonymous with the scientific
study of social organization.
The preeminence of structural functionalism came to an end in the 1960s, however,
with new challenges to the functionalist notion that a society’s survival depended on
institutional practices. This belief, along with the notion that the stratification system
selected the most talented and meritorious individuals to meet society’s needs, was
seen by some as a conservative ideology that legitimated the status quo and thereby
prevented social reform. It also ignored the potential of the individual within society. In
light of such criticism of structural functionalism, some sociologists proposed a “conflict
sociology,” which held that dominant institutions repress weaker groups and that
conflict pervades all of society, including the family, the economy, polity, and education.
This neo-Marxist perspective gained prominence in the United States with the social
turmoil of the civil rights movement and the antiwar movement of the 1960s and ’70s,
influencing many younger sociologists.
Other criticisms leveled at structural functionalism from a variety of theoretical
perspectives were that it was based on faulty analogies between societies and
biological organisms; that it was tautological, teleological, or excessively abstract; that
its conception of social change as an adaptive response was inadequate; and that it
lackeda methodology for empirical confirmation.https://www.britannica.com/topic/
structural-functionalism
Before proceeding to the rest of the lesson, do the activity below.

1. Make an e-collage depicting the relationship of Teacher and Community in the

context of education and values formation. 20 points.

a. What are the ideas, conditions and situations that you associate with “The
teacher and the community, social stratification, social sciences and
theories?” Draw a web chart on a paper and write your ideas on the web
chart. ( web chart example https://www.pinterest.ph/pin/8585055517796727/

b. Reflective/persuasive essay
Go back to the ideas that you have written and identify which of these ideas
speak of the good and bad effects of social stratification? Of which social
theory best predicts a harmonious society? And of in what way a teacher
could address the society’s issues and problems brought by social
stratification?
1. DeLapp (2010). Metaethics. Retrieved. From www. Iep.utm.edu/metaethi/
2. Zeiger, S. (2008) The Role of the Teacher in Education? Retrieved from
work.chron.com/role-teachers-education-8807.html
3. https://youtu.be/QDVECWcYtjc
4. https://youtu.be/SaYXEhV0tc0
5. https://youtu.be/6zvI2fcSnFY
6. https://youtu.be/7ObqrxgHXDQ
7. https://youtu.be/DSIdaTSG2Gg
8. https://youtu.be/lLjQqEoyVyc
9. https://youtu.be/LPYTndFFTko