BEED LAS The Teacher and The Community School Culture and Organizational Lea

PRELIM
PORTFOLIO
LAS 1-8
LAS FTC 3 The Teacher and the Community, School Culture, and Organizational Leadership Prepared by: June Rex A. Bombales, LPT
LEARNING ACTIVITY # 1 (PRINT THIS, DO NOT COPY, READ AND ANALYZE)
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Program / Course: BEED / TTCSCOL Class Schedule:
Year & Section: BEED 3 Contact No. / FB Account:
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Type of Activity (check or choose from below)

Concept Notes Laboratory Report Portfolio
Skills: Exercise / Drill Illustration Others:___________________
Activity Title: Empiricist Educator and Utilitarian Educator
Learning Target: Discuss the six philosophical thoughts on education.
Reference: Prieto, G., C. Arcangel, and B. Corpuz (2019). The Teacher and the Community,
School Culture and Organizational Leadership. Quezon City: Lorimar Publishing,
Inc.
1. John Locke (1632-1704): The Empiricist Educator

Acquire knowledge about the world through the senses –learning by 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 the “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
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
For John Locke, education is learners interacting with concrete experience, comparing and reflecting on
the same concrete experience. The learner is an active not a passive agent of his/her own learning.
2. Herbert Spencer (1820-1903): Utilitarian Educator
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 homogenous societies had evolved to more complex societal systems
characterized with humanistic and classical education
Industrialized societies 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 humankind 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
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
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
He who is fittest survives. Individual competition leads to social progress
The whole-child approach advocates competition in class. It is a powerful tool for SELF-focused schools
and it 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…”
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Activity Title: Learning Through Experience and Building a New Social Order
Reference: Prieto, G., C. Arcangel, and B. Corpuz (2019). The Teacher and the Community, School
Culture and Organizational Leadership. Quezon City: Lorimar Publishing, Inc.
3. John Dewey (1859-1952): Learning through Experience
Education is a social process and so school is intimately related to the society that it serves
Children ar e socially active human beings who want to explore their environment and gain
control of 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 sole purpose of education is to contribute to the personal and social growth of
individuals
The school is a special environment established by members of 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 steps of the scientific or reflective method which are extremely important in Dewey’s
educational theory are as follows:
1. The learner has a “genuine situation of experience” - involvement in an activity in which he/she is interested.
2. Within this experience the learner has a “genuine problem” that stimulates thinking.
3. The learner possesses the information or does research to acquire the information needed to solve the problem.
4. The learner develops possible and tentative solutions that may solve the problem.
5. The learner tests the solutions by applying them to the problem. In this way, one discovers 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
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 authoritarian or coercive style of administration and teaching is out of place because they block genuine inquiry
and dialogue
Values are relative but sharing, cooperation, and democracy are significant human values that should be
encouraged by schools
Dewey does not disregard the accumulated wisdom of the past as these will be used as the material for dealing
with problems and so will be tested
The ideal learner for Dewey is not just one who can learn by doing but one who can connect accumulated wisdom
of the past to the present
Schools 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
4. George Counts (1889-1974): Building a New Social Order
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 becomes instruments for social improvement rather than an agency for preserving
the status quo.
Teachers should lead society rather than follow it. Teachers are agents of change.
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 decision for them
Schools ought to provide an education that afford equal learning opportunities to all students
Schools are considered instruments for social improvement rather than as agencies for preserving the status quo.
Change should always be for the better
Teachers are called to make decisions on controversial issues
Like Dewey, problem solving should be the dominant method for instruction
Material progress of humankind is very evident but moral and ethical development seem to have lagged behind.
With science and technology, we have become powerful and yet powerless
Name: Score:

Activity Title: Social Reconstructionism and Critical Pedagogy
Inc.
5. Theodore Brameld (1907-1987): Social Reconstructionism

Social Reconstructionism is a philosophy that emphasizes the reformation of
society. It contends that: 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
role to play in reducing the gap…
The social reconstructionist asserts that schools should critically examine present
culture and resolve inconsistencies, controversies and conflicts to build a new society
and not just change society.
Technological era is not an era of interdependence and so education must be
international in scope for global citizenship.
Education is designed “to awaken students’ consciousness about social problems
and to engage them actively in problem-solving”.
They are firmly committed to equality and equity in both society and education. Barriers of socio-economic
class and racial discrimination must be eliminated
They also emphasize the idea of an interdependent world. The quality of life needs to be considered and
enhanced on a global basis.
Like Dewey and Counts, Brameld believe in active problem-solving as the method of teaching and
learning.
Social reconstructionist are convinced that education is not a privilege of the few but a right to be enjoyed
by all.
Education is aright that all citizens regardless of race and social status must enjoy.
6. Paulo Freire (1921-1997): Critical Pedagogy
Freire, a critical theorist, believed that systems must be changed to overcome
oppression and improve human conditions.
Education and literacy are the vehicles for social change. Dialogue, critical
consciousness, and the development of awareness are required to overcome
domination and oppression
Rather than ‘teaching as banking’, he 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 possessor of knowledge and their
students as empty receptacles.
A democratic relationship between the teacher and her students is necessary in
order for the conscientization process to take place
His critical pedagogy is problem-posing 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. We develop tolerant
sensibility during the dialogue process.
Dialogue means the presence of equality, mutual recognition, affirmation of people, a sense of solidarity
with people, and remaining open to questions.
It 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.
LEARNING ACTIVITY # 4
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Activity Title: Philosophical Thoughts on Education
Inc.
Exercise: Written Response (300 points)

Direction: Answer the questions below based on your understanding on the six philosophical thoughts on
education. Please refer to the given rubric as your basis of answering the questions. (100 points each)
Point(s) Indicator(s)
The answer is fully developed and well organized. The justification was highly evident using
95-100
fascinating language and satisfactory detail.
Just about the answer as mentioned in the score of (95-100) which is developed and organized.
90-94
A couple of aspects may need to be more fully or more interestingly be developed.
Some aspects of the answer are developed and organized, but not as much detail or organization
85-89
as expressed in the score of (90-94).
A few parts of the answer is somewhat developed. Organization and language usage needs
80-84
improvement.
75-79 The answer is addressed without attention to detail or organization.
1. What have you learned about the six philosophical thoughts on education? What specific knowledge did
you learn from each philosophical thought on education?
2. The modern source 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 knows everything about nothing. A related joke cleverly twists this saying: A generalist knows
less and less about more until he or she knows nothing about everything. Should schools produce
generalists or specialists? Defend your answer.
3. Is free tertiary education really pro-poor in the sense that it is the poor who are indeed benefited? Justify
your answer.
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Activity Title: The Relationship between School and Society
Learning Target: State the relationship of society and schools.
What is a school?
The word ‘school’ is normally associated to buildings, students, curriculum and instruction, teachers and
administration.
Oxford English Dictionary definition: an institution for educating children. Any institution at which instruction is given
in a particular subject.
School is a special institution, created to serve specific social needs. It, therefore, not only gets aims and objectives
from society but its contents and methods are also determined in accordance with the activities, carried on in society,
for which the school functions.
Society
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, professional, and social.
The thing that makes a group of people a society is that they share a common culture.
Relation between School & Society
Schools shape children’s perceptions of the world, the values, beliefs, and norms of society are internalized within
children so that they come to think and act like other members of the society. Schools helps in building a nation.
A good society is the product of a good school system and a good school system is the product of a good society.
So there must be intimate relationships between the school and the society.
School is the representative of society:
School are special institution which strives for the fulfillment of the desires of society.
School determines its destination in the light of social objectives.
School is nothing but a reflection of the needs of society.
Society provides a line of action to education (School)
School cannot decide its objectives by itself.
For the realization of the objectives of education, the educational institutions are established in the society.
Effects of school on Society:
Schools have a deep impact on the society. Parent’s school choice decisions are influenced by the groups or
organizations to which they belong. Argues that parent’s decisions not only influence student’s academic
performance but also effect student’s future.
Effects of Community on School:
An effective method of promoting education and ensuring school support is involving the community in school
activities. By inviting community members to join in school festivities, the school administration can improve
effectiveness of the education and raise the likelihood that the school will continue to be supported by the
community.
Impact of Partnership
1. Upgraded school facilities
2. Improved school leadership and staffing
3. Higher quality learning programs for students
4. New resources and programs to improve teaching and curriculum
5. Resources for after-school programs and family supports
6. Increased social and political capital of participants
Agents involve between school and community
1. School administration
2. Teachers
3. Non-teaching staff
4. Students and parents
5. Governing bodies
6. School board
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Activity Title: Education in Primitive Society
Learning Target: Explain the important events in education of primitive society.
Inc.
Primitive Education
Life was very simple
Their means of livelihood were hunting and gathering wild fruits and vegetables
They lived in crude huts
Organization was tribal and usually headed by the oldest or wisest among members
There was no reading or writing
Information was transmitted through word of mouth, songs, gestures, ceremonial rites and the like.
Aims of Primitive Education
Security and survival from dangers that could be inflicted by the following:
1. natural phenomena (typhoons, floods, earthquake, fires, etc.)
2. fierce, wild and poisonous animals and reptiles(lions, tigers, snakes and rats)
3. evil spirits
4. hunger because of scarcity of food
5. other tribes which were hostile to them
Conformity – the interest of one was sacrificed for the interest of the group.
Preservation and transmission of traditions – the ways they were doing things were the best and they
want to preserve it and be transmitted to the incoming generation.
Types of Education
1. Vocational – like hunting, constructing a hut
2. Religious (animistic) – learning how to participate in ritualistic practices to please or appease the unseen
spirits.
Content to be studied
1. Ways of procuring the basic necessities in life and of protecting life from dangers
2. Superstitions- how to worship before the dwelling of an unseen spirit such as big tree, a big rock, a river,
a big bush, etc.
Agencies of Education
1. Home- always the center of learning especially for the young
2. Environment- for instance, if one happened to step on a thorn and got hurt, he now became careful not
to step on thorn.
Organization of Grades
There was none. There was no gradations in instruction; neither were there organized classes.
Methods of Instruction
1. All instruction was done informally- merely enculturation of characteristics, skills, knowledge and attitudes
upon children.
2. Observation and imitation from parents
3. Simple telling and demonstration- this is lecture demonstration nowadays
4. Participation- children participated in the work of their parents and they learned.
Financing
There was no financing involved since there was no teacher to pay, no learning materials to buy, and no
school to construct because education was strictly informal.
Outstanding Contribution to Education
The primitive man started the rudiments of education from which evolved the modern educational
systems of today.
LEARNING ACTIVITY # 7.1
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Activity Title: Key Periods in Educational History
Learning Target: Prove that schools transmit cultural values by stating facts from education history in the
world and in the Philippines.
Pre-Spanish Period
Goal of Education: integration of the individuals into tribes
Aim of Education: For survival, conformity and enculturation
1. The type of education is informal and unstructured
2. The home serves as their school
3. The parents serves as their teachers
4. Girls do domestic chores
5. Boys will look for food and livelihood
The focus is more of the customs and traditions
Characteristics:
1. Not formal
2. Community-based
3. No educational system
Method of Education:
1. “Tell Me” or “Show Me” or demonstration method
2. Alibata (Baybayin )which is composed of 14 consonants and 3 vowels
3. Oral immersion
Spanish Education
Goals: It is to spread Christianity. The focus is more of the religion
Characteristics: Education is:
1. Not prescribed;
2. Flexible; and
3. Non-centralized
General Characteristics:
1. No grade level;
2. church based ; and
3. no educational system
Nature of Education:
1. Education was formal and under the auspices of the Roman Catholic Church
2. There should be at least one primary school for boys and girls in each town under the responsibility of the
municipal government
3. Primary instruction was free
Education:
1. Educational Decree of 1863
a. regulation of private schools
b. establishment of public schools
c. founding of normal school
2. UST
a. Pontifical University by Pope Leo XIII on September 17, 1902
b. The Catholic University of the Philippines in 1947
Roles:
1. The friars controlled the educational system
2. The missionaries took charge in teaching, controlling and maintaining the rules and regulations
3. Parochial schools were led by Dominicans and Jesuits
4. Establishment of normal school for male teachers under the supervision of the Jesuits
Method:
What do they teach?
1. Teaching of Catholic religion- Christian doctrines
2. Latin and Spanish- Promotion of the Spanish language and imposition of Spanish culture
Method of teaching: a. catechetical instruction, b. use of corporal punishment c. rote memorization
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American Period
Goal: to spread Democracy
Foci: academic English language and literature
1. Course of study: a. Prescribed; b. Uniform; and c. Centralized
2. General characteristics:
a. Formal structured;
b. b. Existence of an educational system
Promoting Education:
1. Education Act of 1901 or Act No. 74
a. 600 teachers from the USA are called as Thomasites
b. Establishment of public schools
2. Section 17- Philippine Normal College (now PNU)
3. Act No. 477- Bureau of Public Instruction to Bureau of Education
4. Philippine Legislature approved Act No. 1870 created UP
5. Special educational institutions, school of arts and trades, agricultural school, commerce and marine institutes
were established in 1902 by the Phil Commission
Promoting Democracy: Promote democratic ideas and way of life
1. Malolos Constitution -free and compulsory elementary education
a. Burgos Institute in Malolos
b. Military Academy of Malolos
2. Literary University of the Philippines
Levels of Education:
1. First level -four year primary and three year intermediate or seven-year elementary school
2. Second level -four year high school
3. Third level -two-year junior college and later a four-year program
Commonwealth Period
Goal:
1. Develop moral character, personal discipline, civic conscience and vocational efficiency
2. Emphasize duties of citizenship
3. Educate adults
1. Executive Order of No 134 in 1936: President Quezon designated Tagalog as the basis of a national language
2. Education Act of 1940
a. 7 years to 6 years of elementary education
b. school age entrance - 7 years old
c. national support for elementary education
d. compulsory attendance of primary children in grade 1
e. double-single sessions in the primary grade
f. single class for intermediate
Japanese Era
Goal: Spread of the new Asian Order
Focus: Principles of the new order
Characteristics:
Course of study: a. Prescribed; b. Uniform; and c. Centralized
Propaganda tool: repressively anti-American and anti-British, military backed existence of an educational system
Content:
1. Instill a value to stop depending on US and Great Britain
2. Vocational education, technical and agricultural; love for labor or work; adopt the Nippongo language as a
medium of instruction
3. Tagalog, Philippine History, and Character Education
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Method:
a. Rote memorization;
b. Use of threat; and
c. Punishment
1. Military Order No. 2 in 1942 -establishment of the Commission of Education, Health and Public Welfare
2. Establishment of the Ministry of Education (October 14, 1943)
3. Department of Instruction became part of the Department of Public Instruction (February 27, 1945)
4. Republic (1945-1972)
a. Promote democratic ideals and way of life
b. Apply equal educational opportunity for all
c. Civil service eligibility of teachers
5. RA 1265 -daily flag ceremony and singing of the National Anthem
6. Executive Order No. 94
a. Department of Instruction to Department of Education
b. Bureau of Public and Private Schools
c. regulation and supervision of public and private schools
7. RA 4007 - elementary education was nationalized and abolished matriculation fees
8. RA 4670 (June 18, 1966) -Magna Carta for Public School Teachers
9. PD 6A
a. Educational Decree of 1972
b. National development goals and the aims of the educational system
10. Proclamation 1081 of 1972 - Department of Education became the Department of Education and Culture
11. P.D. No. 1397 of 1978
a. became Ministry of Education and Culture
b. 13 regional offices were created
New Society (1973-present)
Goal: 1973 Constitution:
a. to foster love of country
b. to teach the duties of citizenship
c. to develop moral character, self-discipline and scientific, technological and vocational efficiency
Nature of Education:
a. CAT- Citizenship Army Training
b. mastery learning
c. elective offerings
d. values education
e. bilingual policy – use of English and Filipino
Educational Programs
1. Project IMPACT - Instructional Management of Parents, Community and Teachers
2. ISOSA - In School - Off School Approach
3. CPS - Continuous Progression Scheme
4. NCEE - National College Entrance Exam
5. PRODED - Program for a Decentralized Educational Development
6. NEAT - National Elementary Assessment Test
7. NSAT - National Secondary Assessment Test
Promoting education:
Batas Pambansa Bilang 232
a. Voluntary accreditation for schools, colleges or universities
b. Obligations and qualifications of teachers and administrators
c. Government financial assistance to private schools
Name: Score:

Activity Title: The History of the Philippine Educational System
Learning Target: Discuss the facts from education history in the Philippines.
The Philippine Education System

was patterned to the educational systems of SPAIN and of the UNITED STATES
After the Liberation of the Philippines in1946, Filipinos had moved in various directions of its own
Elementary and high school is compulsory which is administered by the DEPARTMENT OF EDUCATION
Education in the Philippines
Managed and regulated by the: Department of Education (DepEd) Commission on Higher Education (CHED)
Technical Education and Skills Development Authority (TESDA) DepEd is responsible for the K–12 basic education;
it exercises full and exclusive control over public schools and nominal regulation over private schools, and it also
enforces the national curriculum that has been put in place since 2013.
2010 - Senator Benigno Aquino III expressed his desire to implement the K–12 basic education cycle to increase
the number of years of compulsory education to thirteen years.
the K–6–4–2 basic education system
Kindergarten Education Act of 2012 - kindergarten compulsory
Enhanced Basic Education Act of 2013.
SY 2011–2012 DepEd - has already implemented the K–12 Program it was still enacted into law to guarantee its
continuity in the succeeding years.
General Features of K to 12 Education Program
Strengthening Early Childhood Education (Universal Kindergarten)
Making the Curriculum Relevant to Learners (Contextualization and Enhancement)
Ensuring Integrated and Seamless Learning (Spiral Progression)
Building Proficiency through Language (Mother Tongue- Based Multilingual Education)
Gearing Up for the Future (Senior High School)
Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st Century Skills)
Pre-school (Ages 3 to 5)
Students learn the alphabet, numbers, shapes, and colors through games, songs, and dances in their Mother
Tongue.
Pre-school education is optional before entering elementary level since not everyone could afford it
Recent events and activities show a high need for young children to undergo preschool education first before
stepping into formal education
Primary Education (Age of 6 to 11)
consists of compulsory six grades (Grades 1-6)
Primary level (grades 1-3)
Intermediate level (grades 4-6)
Subjects taught: Mathematics, Science, Filipino, English, HEKASI (Heograpiya, Kasaysayan at Sibika) Minor
subjects: Music, Arts, Physical Education and Health Computer Education and HELE are the additional minor
subjects for private schools
Secondary Education (Ages 12-17)
Prerequisite of which is the completion of elementary education
Four years of junior high school and two years of senior high school
Junior high school is composed of grade 7 to grade 10
Senior high school is from grade 11 to grade 12
Tertiary Education/ Higher Education
CHED is responsible in the formulation and implementation of policies, plans and programs for the development
and efficient operation of the higher education system in the country. The delivery of higher education in the
Philippines is provided by private and public higher education institutions (HEIs)
Three Degree Stages of Higher Education
Bachelor Degrees - minimum of 4 years in duration
Master Degrees - typically span 2 years for full-time students, culminating with minor thesis or comprehensive
examination
PhD Degrees - Doctor of Philosophy, involve great deal of coursework, as well as dissertation that may comprise
from 1/5 - 1/3 of the final grade.
MIDTERM
PORTFOLIO
LAS 9-14.2
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Activity Title: Social Science Theories and Their Implications to Education
Learning Target: Explain three social science theories and their implications to education.
Inc.
The sociology of education is a core field of sociology. It is also considered a part of the discipline of education.
Major Sociological Concepts

1. Structural Functionalism- contribution of Emile Durkheim.
2. Conflict Theory- grew out of the work of Karl Marx and Max Weber.
3. Symbolic Interactionism- has its origin in the work of George Mead and Charles Cooley. Erving Goffman
is an influential interactionist theory.
Sociological Concepts and Their Educational Implications
•Education serves several functions for society. These include (a)

socialization, (b) social integration, (c) social placement, and (d)
social and cultural innovation. Latent functions include child care,
Functionalism the establishment of peer relationships, and lowering
unemployment by keeping high school students out of the full-time
labor force. Problems in the educational institution harm society
because all these functions cannot be completely fulfilled.
•Education promotes social inequality through the use of tracking

and standardized testing and the impact of its “hidden curriculum.”
Conflict Theory Schools differ widely in their funding and learning conditions, and
this type of inequality leads to learning disparities that reinforce
social inequality.
•This perspective focuses on social interaction in the classroom, on

the playground, and in other school venues. Specific research finds
that social interaction in schools affects the development of gender
Symbolic Interactionism roles and that teachers’ expectations of pupils’ intellectual abilities
affect how much pupils learn. Certain educational problems have
their basis in social interaction and expectations.
ATTACHMENT #1
(PRINT THIS, DO NOT COPY, READ AND ANALYZE)
Explanation to the Social Science Theories and Their Implications to Education

1. Functionalism
Functional theory stresses the functions that education serves in fulfilling a society’s various
needs. Perhaps the most important function of education is socialization. If children are to learn
the norms, values, and skills they need to function in society, then education is a primary vehicle
for such learning.
Second function of education is social integration. For a society to work, functionalists say, people
must subscribe to a common set of beliefs and values. As we saw, the development of such
common views was a goal of the system of free, compulsory education that developed in the
nineteenth century.
Third function of education is social placement. Beginning in grade school, students are identified
by teachers and other school officials either as bright or motivated or as less bright and even
educationally challenged. Depending on how they are identified, children are taught at the level
that is thought to suit them best. In this way, they are presumably prepared for their later station
in life.
Social and cultural innovation is a fourth function of education. Our scientists cannot make
important scientific discoveries and our artists and thinkers cannot come up with great works of
art, poetry, and prose unless they have first been educated in the many subjects they need to
know for their chosen path.
For education to serve its many functions, various kinds of reforms are needed to make our
schools and the process of education as effective as possible.
2. Conflict Theory
Conflict theory does not dispute the other functions.
It does give some of them a different slant by emphasizing how education also perpetuates social
inequality.
One example of this process involves the function of social placement. When most schools begin
tracking their students in grade school, the students thought by their teachers to be bright are
placed in the faster tracks (especially in reading and arithmetic), while the slower students are
placed in the slower tracks; in senior high school, three common tracks are the college track,
vocational track, and general track.
Such tracking does have its advantages; it helps ensure that bright students learn as much as
their abilities allow them, and it helps ensure that slower students are not taught over their heads.
Conflict theorists say that tracking also helps perpetuate social inequality by locking students into
faster and lower tracks.
Several studies show that students’ social class and race and ethnicity affect the track into which
they are placed, even though their intellectual abilities and potential should be the only things that
matter.
Once they are tracked, students learn more if they are tracked up and less if they are tracked
down.
Conflict theory involves the quality of schools. Schools are unequal, and their very inequality helps
perpetuate inequality in the larger society. Children going to the worst schools in urban areas face
many more obstacles to their learning than those going to well-funded schools in suburban areas.
Their lack of learning helps ensure they remain trapped in poverty and its related problems.
3. Symbolic Interactionism
Symbolic interactionist studies of education examine social interaction in the classroom, on the
playground, and in other school venues
To understand what happens in the schools themselves.
To understand what occurs in school is relevant for the larger society,
For example, show how children’s playground activities reinforce gender-role socialization. Girls
tend to play more cooperative games, while boys play more competitive sports.
Another body of research shows that teachers’ views about students can affect how much the
students learn. When teachers think students are smart, they tend to spend more time with these
students, to call on them, and to praise them when they give the right answer.
These students learn more because of their teachers’ behavior.
When teachers think students are less bright, they tend to spend less time with these students
and to act in a way that leads them to learn less.
Name: Score:

Activity Title: Self-reflect
Learning Target: Explain three social science theories and their implications to education.
Inc.
Exercise: Self-reflection about Social Science Theories and their Implications to Education (100 points)
Direction: Choose one statement only. Reflect on your chosen statement by answering the question: What do
I think and feel about it? Please refer to the given rubric as your basis of doing the activity.
95-100 The answer is fully developed and well organized. The justification was highly evident using
90-94 Just about the answer as mentioned in the score of (95-100) which is developed and organized.
85-89 Some aspects of the answer are developed and organized, but not as much detail or organization
80-84 A few parts of the answer is somewhat developed. Organization and language usage needs
improvement.
Statement #1- “For education to serve its many functions, various kinds of reforms are needed to make our
schools and the process of education as effective as possible.”
Statement #2- “Schools are unequal, and their very inequality helps perpetuate inequality in the larger society.”
Statement #3- “Girls tend to play more cooperative games, while boys play more competitive sports.”
Name: Score:

Activity Title: The Filipino Character (Strengths and Weaknesses)
Learning Target: Discuss the strengths and weakness of the Filipino character.
Inc.
Strengths of the Filipino Character
Flexibility,
Pakikipag Family Joy and Adaptability Hard Work Faith and Ability to
kapwa-tao Orientation Humor and and Industry Religiosity Survive
Creativity
Weaknesses of the Filipino Character
Extreme Lack of Self-

Passivity and Kanya-
Extreme Family Lack of Colonial analysis and
Lack of Kanya
Personalism Centered- Discipline Mentality Self-
Initiative Syndrome
ness reflection
Exercise: Who am I as a Filipino? (100 points)

Direction: Reflect on the Filipino character: strengths and weaknesses (see attachment # 2 on the next page).
Answer the question: Which among the strengths and weaknesses of the Filipino character do I have? Please
refer to the given rubric as your basis of doing the activity.
improvement.
ATTACHMENT #2
Strengths of the Filipino Character

1. Pakikipagkapwa-tao
Filipinos are open to others and feel one with others regard others with dignity and respect deal
with them as fellow human beings.
Pakikipagkapwa-tao means:
 basic sense of justice and fairness  sensitivity to people’s feelings (pakikiramdam)
 concern for others  pagtitiwala or trust
 ability to empathize with others  sense of gratitude or utang na loob
 helpfulness and generosity in times  very dependent on interpersonal
of need (pakikiramay) relationships
 practice of bayanihan or mutual  camaraderie and a feeling of closeness to one
assistance another
 Filipino hospitality  gives sense of security
Pakikipagkapwa-tao is a foundation for unity as well the sense of social justice.
2. Family Orientation
Filipinos possess a genuine and deep love for family, source of personal identity, emotional and
material support, one’s main commitment and responsibility, honor and respect given to parents
and elders, care given to the children, the generosity towards kin in need, and in great sacrifices
one endures for the welfare of the family.
Sense of family results in a feeling of belongingness and rootedness in a basic sense of security.
3. Joy and Humor
Filipinos have a cheerful and fun-loving approach to life and its ups and downs.
A sense of humor and a propensity for happiness that contribute not only to the Filipino charm
but also to the indomitability of the Filipino spirit.
Laughing at ourselves and the mess we are in is an important coping mechanism
Playful, sometimes, disrespectful, we laugh at those we love and at those we hate and we make
jokes about our good and bad fortune.
Manifested in the Filipino’s love for socials and celebrations, to laugh even in the most trying of
time.
The result is a certain emotional balance, optimism, a healthy disrespect for power and office and
the capacity to survive.
4. Flexibility, Adaptability and Creativity
We can adjust and to adapt to circumstances and the surrounding environment, both physical
and social; adjusts to whatever happens even in unplanned or anticipated events.
We possess a tolerance for ambiguity that enables us to remain unfazed by uncertainly or lack of
information.
Creative, resourceful, quick learners; can improvise and make use of whatever is at hand in order
to create and produce.
Accepts change; adapts to life in any part of the world, in the ability to make new things out of old
scraps.
The result is productivity, innovation, entrepreneurship, equanimity and survival.
5. Hard Work and Industry
We have the capacity for hard work given proper conditions;
To raise one’s standard of living and to possess the essentials of a decent life for one’s family,
we are willing to take the risks with jobs abroad and, while there, to work at two or three jobs.
The result is productivity and entrepreneurship for some and survival despite poverty for others.
6. Faith and Religiosity
Filipinos have deep faith in God.
Our innate religiosity enables us to comprehend and genuinely accept reality in the context of
God’s will and plan.
Religious expressions is very tangible expressed everyday; we relate to God like a human being
– threaten, thank, ask forgiveness, appease by pledges.
Tragedy and bad fortune are accepted and some optimism characterizes even the poorest lives.
Related to bahala na which may be considered positively as a reservoir of psychic energy, a
psychological prop on which we can lean during hard times. This pampalakas ng loob allows us
to act despite uncertainty.
Our faith and daring was manifest at EDSA and other times in our history even when it was difficult
to be brave.
Seen in the capacity to accept failure and defeat
We recognize forces external to ourselves as contributing to how events in our lives turn out.
The results of the Filipino’s faith are courage, daring optimism, inner peace, as well as the capacity
to genuinely accept tragedy and death.
7. Ability to Survive
Filipinos have an ability to survive.
Filipinos make do with what is available in the environment
Basic optimism, flexibility and adaptability, hard work and a deep faith in God. It is manifested in
the millions of Filipinos who bravely live through the harshest economic and social circumstances.
Weaknesses of the Filipino Character

1. Extreme Personalism
Filipinos view the world in terms of personal relationship
Filipinos view the world in terms of personal relationships; no separation between an objective
task and emotional involvement.
We tend to give personal interpretations to actions, i.e., “take things personally”. Thus, a sincere
question may be viewed as a challenge to one’s competence or positive feedback may be
interpreted as a sign of special affection.
There is in fact some basis for such interpretations as Filipinos are quite personal in criticism and
praise.
Personalism is also manifested in the necessity for the establishment of personal relationships
before any business or work relationships can be successful.
Because of this personalistic world view, Filipinos have difficulty dealing with all forms of personal
stimuli.
We tend to be uncomfortable with bureaucracy, with rules and regulations and with standard
procedures, all of which tend to be impersonal.
We tend to ignore them or we ask for exceptions.
Personal contacts are involved in any transaction and these are difficult to turn down. Preference
is usually given to family and friends in hiring, delivery of services and even in voting.
Extreme personalism thus leads to the graft and corruption evident in Philippine society.
2. Extreme Family Centeredness
Excessive concern for the family creates an in-group to which the Filipino is fiercely loyal to the
detriment of concern for the larger community or for the common good.
Excessive concern for family manifests itself in the use of one’s office and power as a means of
promoting the interest of the family, factionalism, patronage and political dynasties, and in the
protection of erring family members.
Family centeredness results to a lack of concern for the common good and acts as a block to
national consciousness.
3. Lack of Discipline
The Filipino’s lack of discipline is manifests in a casual and relaxed attitude towards time and
space which manifests itself in lack of precision and compulsiveness, in poor time management
and procrastination.
An aversion for following strictly a set of procedures and this results in lack of standardization and
quality control.
We are impatient and unable to delay gratification or reward, resulting in the use of short-cuts, in
skirting the rules (the palusot syndrome) and in foolhardiness.
We are guilty of ningas cogon, starting out projects with full vigor and interest which abruptly die
down leaving things unfinished.
Our lack of discipline often results in efficient and wasteful work systems violations of rules leading
to more serious transgressions and a casual work ethic leading to carelessness and lack of follow-
through.
4. Passivity and Lack of Initiative
Filipinos are generally passive and lacking in initiative.
There is strong reliance on others (e.g., leaders, government) to do things for us related to our
need for a strong authority.
There is high tolerance for inefficiency, poor service and even violations of one’s basic rights.
In many ways, it can be said that the Filipino is too patient and long suffering (matiisin).
Filipinos tend to be complacent and there rarely is a sense of urgency about any problem.
Too easily resigned to one’s fate.
Filipinos are thus easily oppressed and exploited.
5. Colonial Mentality
Filipinos have a colonial mentality which is made up of two dimensions:
 the first is a lack of patriotism or an active awareness, appreciation and love of the
Philippines;
 the second is an actual preference for things foreign.
Filipino culture is characterized by an openness to the outside—adapting and incorporating the
foreign elements into our image of ourselves - not built around a deep core of Philippine history
and language.
The result is cultural vagueness or weakness that makes Filipinos extraordinarily susceptible to
the wholesale acceptance of modern mass culture which is often Western.
Thus there is preference for foreign fashion, entertainment, lifestyles, technology, consumer
items, etc.
The Filipino colonial mentality is manifested in the alienation of the elite from their roots and from
the masses as well as in the basic feeling of national inferiority that makes it difficult for Filipinos
to relate as equals to Westerners.
6. Kanya-Kanya Syndrome
Filipinos have a selfish, self-serving attitude that generates a feeling of envy and competitiveness
toward others, particularly one’s peers who seem to have gained some status or prestige.
The kanya-kanya syndrome is also evident in the personal ambition and the drive for power and
status that is completely insensitive to the common good.
Personal and in-group interests reign supreme. The public is made to feel that service from these
offices and from these civil servants is an extra perk that is to be paid for.
This characteristic is also evident in the lack of a sense of service among people in the
government bureaucracy.
The kanya-kanya syndrome results in the dampening of cooperative and community spirit and in
the trampling upon the rights of others.
7. Lack of Self-analysis and Self-reflection
There is a tendency in the Filipino to be superficial and even somewhat flighty.
In the face of serious problems, both personal and social, there is lack of analysis or reflection.
We joke about the most serious matters and this prevents looking deeply into the problem.
There is no felt need to validate our hypotheses or explanations of things.
Thus, we are satisfied with superficial explanations and superficial solutions to problems. We tend
to emphasize on form (maporma) rather than on substance; to be satisfied with rhetoric and to
substitute this for reality; rhetoric and endless words are very much part of public discourse.
As long as the right things are said, as long as the proper documents and reports exist, as long
as the proper committees, task forces or offices are firmed, Filipinos are deluded into believing
that what ought to be, actually exists.
The Filipino lack of self-analysis and our emphasis on norms is reinforced
Name: Score:

Activity Title: Values Education in Schools
Learning Target: Discuss the definitions, methodologies, techniques and approaches of values
education in schools.
Inc.
Basic Concepts of Values Education
Values Education is the process by which people transmit values to others. It can be an activity that can
take place in any organization during which people are assisted by others.
Values education can take place at home, as well as in schools, colleges, universities, jails and voluntary
youth organizations.
As used in the area of school education, it refers to the study of development of essential values in pupils
and the practices suggested for the promotion of the same.
In its full range of meaning, value(s) education includes developing the appropriate sensibilities: moral,
cultural, spiritual and the ability to make proper value judgment and internalize them in one's life.
It is an education for `becoming' and involves the total personality of the individual. Value(s) education is
essentially `Man Making' and `Character Building'.
Methodologies and Techniques in Teaching Values Education
1. Classroom Learning Activities Method
2. Practical Activities Method
3. Socialized Techniques
4. Incidental Learning Method
Approaches in Values Education
Douglas Supreka (1976) outlines eight different approaches to Values Education, which may be briefly
stated as under:
1. Evocation Approach (Pagpukaw)
2. Inculcation Approach (Pagtatanim sa Isip)
3. Awareness Approach (Pagkabatid)
4. Moral Reasoning Approach (Moral na Pangangatwiran)
5. Analysis Approach (Pagsusuri)
6. Value Clarification Approach (Paglilinaw)
7. Commitment Approach (Pagtitiwala)
8. Union Approach (Pagkakaisa)
Other Approaches
1. Telling
2. Inculcating
3. Persuading
4. Modeling
5. Role playing
6. Simulating
7. Problem solving
8. Discussing situations, stories, pictures, etc.
9. Studying biographies of great men
10. Moralizing
11. Values clarification
(see attachment # 3 for a more detailed explanation)
ATTACHMENT #3
Basic Concepts of Values Education

Ang Edukasyon sa Pagpapakatao ay asignaturang gagabay at huhubog sa mga kabataan ng wastong
pag-uugali, pagdedesisyon, moral na pagkilos na katanggap-tanggap sa ating lipunan, at pamumuhay
nang ayon sa plano ng Panginoon sa Kanyang mga nilikha.
Hindi lamang talino, kakayahan o talento ang dapat bigyan ng pagpapahalaga. Ang paguugali ng
makabagong henerasyon ay dapat na ituwid dahil sila ang susunod na magpapatakbo ng ating bansa.
Dapat bigyan ng pansin ang pagtuturo ng paggalang sa nakatatanda, pagmamahal at paggalang sa
kapwa, pagiging matatag sa pagsubok ng buhay, paghahanda upang makapaghanap-buhay, tamang
pagdedesisyon, pagkilos ng moral, at pagkilala sa Maykapal.
Methodologies and Techniques in Teaching Values Education

1. Classroom Learning Activities Method
This may include reading, listening, discussions, narration, direct presentation of ideas by the teacher
and other strategies. These strategies should be used with any of the following sources of values
education
a. Biographies
b. Stories
c. Extracts from essays, articles, classics and news paper
d. Parables, proverbs, quotations and poems
e. value/moral dilemmas
f. Classroom incidents/anecdotes/conflicts.
2. Practical Activities Method
Provides the learners with suitable opportunities to practice and live their lives according to the
principles and values they have perceived and understood.
A sound program of value education may include a combination of a few or all activities mentioned
below:
a. School campus/classroom maintenance activities
b. Social forestry/community development activities
c. Work experience related activities
d. Organizing campaigns on community sanitation, literacy, environmental awareness, AIDS
prevention awareness
e. Yoga, meditation and prayer sessions
f. Eradication of social evils campaign activities (gender inequality, dowry, alcoholism)
g. Co- curricular/self-government activities
3. Socialized Techniques
The learner in socialized techniques is involved in activities and experiences which best represent
functions and problems of agents of socialization. They are the simplified versions of real social
experiences and one necessary and useful when the reality is too abstract and obscured.
These include social role playing enacting and modeling. Role playing activities should be
organized based on the life experiences and age level of students. Expected role of an ideal
student, teacher, parent, and patriot should encourage student to take role taking activities
voluntarily. Negative precepts are to be discouraged in role playing.
4. Incidental Learning Method
An incident is an episode or experience in the life of an individual or group. It consists in identifying
the wrong or right actions of an individual or group, either pre-planned to occur or observed by
accident, and reprimanding or rewarding those concerned.
Approaches in Values Education

Douglas Supreka (1976) outlines eight different approaches to value Education, which may be briefly
stated as under:
1. Evocation Approach (Pagpukaw)- The students are encouraged to make spontaneously free, non-
rational choices, without thought or hesitation. It provides an environment which allows maximum
freedom for students, and provide a provocative situation for which spontaneous reactions are elicited.
Real example: The reaction to a picture of starving children.
2. Inculcation Approach (Pagtatanim sa Isip)- Students are forced to act according to specific desired
values. A positive and negative reinforcement by the teacher helps value inculcation. This can be done
by a teacher's natural actions and responses. This time honored method has been notably unsuccessful.
3. Awareness Approach (Pagkabatid)- This approach helps students to become aware and identify their
own values. The students are encouraged to share their experiences. The teacher presents value laden
situations or dilemmas through readings, films, role playing, small group discussions and simulation.
Students thus engage themselves in the process of making inferences about values from the thoughts,
feelings, beliefs or behavior of themselves and others.
4. Moral Reasoning Approach (Moral na Pangangatwiran)- Through placing themselves in a role and
experiencing the process of deciding, students can begin to see moral decisions in a larger framework
than their single point of view. It consists of the students discussing a dilemma and by reasoning they
attain a higher level of knowledge.
5. Analysis Approach (Pagsusuri)- The group or individuals are encouraged to study social value
problems. They are asked to clarify value questions, and identify values in conflict. They are encouraged
to determine the truth and evidence of purported facts, and arrive at value decision, applying analogous
cases, inferring and testing value principles underlying the decision.
6. Value Clarification Approach (Paglilinaw)- It helps students to use both rational thinking and emotional
awareness to examine personal behavior patterns and classify and actualize values. This approach has
been detailed by Raths, et.al. (1966) and Simon, et.al. (1972) where the child is made to jot down a self-
analysis-reaction work sheet, consisting of drawings, questions and activities.
7. Commitment Approach (Pagtitiwala)- It enables the students to perceive themselves not merely as
passive reactors or as free individuals but as inner-relative members of a social group and system.
8. Union Approach (Pagkakaisa)- The purpose is to help students to perceive themselves and act not as
separate egos but as part of a larger inter-related whole-the human race, the world, the cosmos.
Other Approaches
1. Telling: enables a pupil to have a clear picture of a value
2. Inculcating: instilling and internalizing norms into person's own value systems.
3. Persuading: convincing the learner to accept certain values and behave in accordance with what is
acceptable.
4. Modeling: epitomizing desirable/ideal values is presented to the learners as a model.
5. Role playing: taking the role of another person but without the risk of reprisals.
6. Simulating: pretend to be in a certain situation called for by the lesson and then to portray the events and
also by imitating the character's personality.
7. Problem solving: dilemma is presented to the learners asking them what decisions they are going to take.
8. Discussing situations, stories, pictures, etc.: This technique asks the learners to deliberate on and explain
the details in the lesson.
9. Studying biographies of great men: makes use of the lives of great men as the subject matter for trying
to elicit their good needs and thoughts worthy for emulation.
10. Moralizing: working out a sense of morality through active structuring and restructuring of one's social
experiences (e.g. moral reasoning and analysis)
11. Values clarification: Values clarification as a strategy for values development may be considered as
learner-centered. It relies heavily on the pupil’s ability to process his beliefs, behave according to his
beliefs and to make a decision whenever confronted with a value dilemma.
Name: Score:

Activity Title: Global Issues that Concern Schools and Society
Learning Target: Discuss global issues that concern school and society.
Inc.
Global Issues that Concern Schools and Society
Top Ten Global Issues Top Ten Global Issues according to Millennials based on World
according to Chloe Turner Economic Forum’s Global Shapers Survey in 2017
•1. Climate Change •1. Climate Change/destruction of nature (48.8%)
•2. Pollution •2. Large scale conflict/wars (38.9%)
•3. Violence •3. Inequality, income, discrimination (30.8%)
•4. Security and Well Being •4. Poverty (29.2%)
•5. Lack of Education •5. Religious conflict (23.9%)
•6. Unemployment •6. Government corruption (22.7%)
•7. Government Corruption •7. Food and water security (18.2%)
•8. Malnourishment and hunger •8. Lack of education (15.2%)
•9. Substance Abuse •9. Safety/Security/Well-being (14.1%)
•10. Terrorism •10. Lack of economic opportunity and employment (12.1%)
The 17 Sustainable Development Goals for the Period 2015-2030

1. End poverty in all its form everywhere
2. End hunger, achieve food security and improve 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 among countries
11. Make cities and human settlement inclusive, safe, resilient and sustainable
12. Ensure sustainable consumption and production patterns
13. Take urgent action to combat climate change and its impact (in line with the United Nations Frameworks
Convention on Climate Change)
14. Conserve and sustainably use the ocean seas, and marine resources for sustainable development
15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat
desertification, and halt 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 institution at all level
17. Strengthen the means of implementation and revitalize the global partnership for sustainable development
Name: Score:

Activity Title: The Why and How of School and Community Partnership
Learning Targets: Explain what school and community partnership means.
Cite examples of community partnership.
Inc.
School and the Community

Mainsprings of the effective and powerful forces that can create a wholesome climate for mutual gains
and betterment.
Forge a kind of relationship.
Ensuring strong alliance is guaranteed to foster sound academic practices in the school, civic-
mindedness and public accountability in the community.
Positive affiliation – an overwhelming bond that all stakeholders are willing to be part of.
Teachers, Parents, and the Community

1. Parents
first teachers
responsible for the development of values, attitudes and habits
2. Teachers
continue to enrich the students’ experiences at home
strengthen the valuable, personal traits and characteristics initially developed
3. Members of the Community
Highly motivated to participate in school activities and project that will redound to the uplifting of
the moral and quality of life in their own locality
Difficulties
Ability to accomplish assignments
Irregular attendance
Study habits in school
Negative attitudes
Problem with self-discipline
Solutions
Positive attitudes of kind-heartedness and patience are developed through modelling
Regularity in attendance and doing daily assignments need strong motivation and encouragement
Letters and praises to parents for outstanding performances build confidence and strengthen
determination to continue the good work
Interesting lessons never fail to motivate students to be present every day for an enjoyable participation
in them
Extremes of behavior need detailed consideration of past experiences in school and at home.
A calm and friendly face to face exchange of observations could straighten some disturbing interactions
ending with a promise of undertaking remediation.
Values Developed
Respect for elders and for the right of others
Cooperation
Willingness to share
Deep sense of responsibility
Persistence
***Students exhibiting exemplary traits must be given due recognition
Name: Score:

Activity Title: The Why and How of School and Community Partnership
Learning Target: Explain what school and community partnership means.
Cite examples of community partnership.
Inc.
Interests
Special interest and innate talents noticed at a young age such as heightened propensity for music and
drama, athletics and the arts must be attended to by sensitive mentors and guardians.
School and the Community

1. Collaborative Relationships
a. The school officials actively participate in community projects
b. The municipal/city officials are ready to provide help not only in improving the physical facilities of
the school but also in paying the salaries of teachers
c. During historic celebrations in both places, participation by each is easily elicited with such
positive and civic consciousness activities enjoyed by the school and the community
2. Organized Associations
a. PTA (Parent-Teacher Associations)
b. Brigada Eskwela
c. SGC (School Governing Council)
3. Public Safety, Beautification, and Cleanliness
Peace and order, safety in public conveyances and compliance with ordinances afford ample
protection and disciplinary measures deserved by all
4. Values Exhibited
Outstanding school personnel as well as barangay officials are honored
5. Instructional Centers and Materials
The community can serve as rich sources of instructional materials.
Professionals and practitioners form the community can be invited as resource speakers during
observance of significant school rites.
SEMIFINAL
PORTFOLIO
LAS 15-20
Name: Score:

Activity Title: The Teacher and the Community: Teacher’s Ethical and Professional Behavior
Learning Target: Elaborate on community’s expectations from teachers and on teachers’ expectation
from communities.
Inc.
The Code of Ethics for Professional Teachers

The Code of Ethics for Professional Teachers serves as guide for teachers specifically to new teachers
for them to exhibit proper behavior to the learning community at all times. It is imperative that teachers
observe and practice this set of ethical and moral principles, standards, and values.
Teachers have the responsibility to push their learners to their full potential and to develop their
personality.
Teachers have great influence in the lives of their learners. They are expected to be professionally
competent in the practice of their profession. Moreover, they need also to possess good reputation not
only in the school but in the entire community. Having this big responsibility in the learning environment,
teachers must be guided by this document which comprehensively discuss the different expectations
from a teacher.
As mandated in the Code of Ethics for Professional Teachers (see attachment # 4), teachers have the
responsibility to interact positively with parents, community members, and other stakeholders of the
school. Contact with parents must be conducted regularly and be kept professional and free from
arguments. If you have an issue with parents, community members, or stakeholders it must be presented
during meetings and conferences. Being a teacher you must recognize that education is a public service
and strive to keep the public informed of the programs, projects and activities.
In the school you are expected to collaborate with your school administrators, co-teachers, and other
personnel in order to provide a safe, friendly learning experiences for the learners.
Being a teacher, you should consider your co-teachers and other personnel in achieving the goals of
education. They must be treated with courtesy, consideration, and mutual respect. You should also be
punctual in the submission of office reports and other tasks to facilitate the completion of the work by the
support personnel.
Name: Score:

Activity Title: Quiz about the Teacher’s Ethical and Professional Behavior
Learning Target: Describe teacher’s ethical and professional behavior in the community by giving
concrete examples
Inc.
Exercise: Written Response (60 points)

Direction: Study the following cases. Guided by your understanding of the Code of Ethics for Professional
Teachers (see attachment # 4), identify the article and the provision that can guide the teacher to come up with
his/her best action. Write your answers on the space provided in each case. Please refer to the given rubric as
your basis of answering the questions. (30 points each)
21--30 points 11-20 points 1-10 point(s)

Main ideas are clear and well supported Main ideas are somewhat clear. Main ideas are not clear.
by detailed and accurate information.
Case 1
Mrs. Anna Lee A. Amores does not want her student named Joel to be the highest honor awardee but she prefers
Leonard, another student to get the recognition. In order to ensure that Leonard will get the highest honor award,
she gave Joel low grades in recitation and in performance tasks.
Is it right to give Joel low grades just to make
Article in the
Provision statement Leonard the awardee?
Code of Ethics
(Explain based on the provision of the article)
Case 2
Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his principal would ask him to attend
training, he would always decline and would ask another teacher to attend the said training.
Article in the Is this proper?
Provision statement
Code of Ethics (Explain based on the provision of the article)
ATTACHMENT #4
CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e). Article 11, of R. A. No. 7836 otherwise known as the Philippines
Professionalization Act of 1994 and Paragraph (a), section 6. P.D. No. 223 as amended, the Board for
Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.
PREAMBLE
Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well
as technical and professional competence in the practice of their noble profession, they strictly adhere to.
Observe, and practice this set of ethical and moral principles, standards, and values.
ARTICLE I – SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all
competent teachers committed of its full realization. The provision of this Code shall apply, therefore, to all
teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool,
primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The
term “teacher” shall include industrial arts or vocational teachers and all other persons performing supervisory
and /or administrative functions in all school at the aforesaid levels, whether on full time or part-time basis.
ARTICLE II – THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a trustee of the
cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as
well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the
constitution and for all duly constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and
shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own. Every teacher shall be
physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and
shall not directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material
from any person or entity for such purposes
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to coerce any other person to follow
any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of
his researches and investigations: provided that, if the results are inimical to the declared policies of the State,
they shall be brought to the proper authorities for appropriate remedial action.
ARTICLE III – THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall, therefore, render
the best service by providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements
for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor
and dignity at all times and refrain for such activities as gambling, smoking, drunkenness, and other excesses,
much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local
customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed about the school’s
work and accomplishments as well as its needs and problems.
Section 6. Every teacher is 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.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not use his
positions and influence to proselyte others.
ARTICLE IV – THE TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine
enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best
preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the
Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance
the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally
and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make
improper misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning
a decent living.
ARTICLE V – THE TEACHERS AND THE PROFESSION

Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and
faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best
interest of the learners, the school, or the profession is at stake in any controversy, teacher shall support one
another.
Section 2. A teacher is not entitled to claim credit or work not of his own and shall give due credit for the work
of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records
and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and
shall not divulge to anyone documents which has not been officially released, or remove records from the files
without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what he may appear to be an
unprofessional and unethical conduct of any associates. However, this may be done only if there is
incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably
in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified: provided that he respects the
system of selection on the basis of merit and competence: provided, further, that all qualified candidates are
given the opportunity to be considered.
ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS

Section 1. Every teacher shall make it his duties to make an honest effort to understand and support the
legitimate policies of the school and the administration regardless of personal feeling or private opinion and shall
faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors, especially under
anonymity. However, if there are valid charges, he should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when special conditions warrant
a different procedure, such as when special conditions are advocated but are opposed by immediate superiors,
in which case, the teacher shall appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the
administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing
so. they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of
teachers are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming
full knowledge of employment terms and conditions.
ARTICLE VII – SCHOOL OFFICIALS, TEACHERS, AND OTHER PERSONNEL

Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards
teachers and other personnel, such practices being standards of effective school supervision, dignified
administration, responsible leadership and enlighten directions.
Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility
to formulate policies or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers under them such
as recommending them for promotion, giving them due recognition for meritorious performance, and allowing
them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except
for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with
pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions
of their work: provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing
laws.
ARTICLE VIII – THE TEACHERS AND LEARNERS

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in
the subject or grades he handles, such determination shall be in accordance with generally accepted procedures
of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concerns,
and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in
exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is
authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic
performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the
teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the
learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their
scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.
ARTICLE IX – THE TEACHERS AND PARENTS

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself
to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of
learner under him. Exercising utmost candor and tact in pointing out learners deficiencies and in seeking parent’s
cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage
unfair criticism.
ARTICLE X – THE TEACHER AND BUSINESS

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation: provided that
it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the
settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in. any commercial
venture which furnish textbooks and other school commodities in the purchase and disposal of which he can
exercise official influence, except only when his assignment is inherently, related to such purchase and disposal:
provided they shall be in accordance with the existing regulations: provided, further, that members of duly
recognized teachers cooperatives may participate in the distribution and sale of such commodities.
ARTICLE XI – THE TEACHER AS A PERSON

Section 1. A teacher is, above all. A human being endowed with life for which it is the highest obligation to live
with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principles of personal behavior in
all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of
emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies
of men and nations.
ARTICLE XII – DISCIPLINARY ACTIONS
Section 1. Any violation of any provisions of this code shall be sufficient ground for the imposition against the
erring teacher of the disciplinary action consisting of revocation of his Certification of Registration and License
as a Professional Teacher, suspension from the practice of teaching profession, reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23. Article HI or R.A. No. 7836 and under Rule 31.
Article VIII of the Rules and Regulations Implementing R.A. 7836.
ARTICLE XIII – EFFECTIVITY

Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty
(60) days following its publication in the official Gazette or any newspaper of general circulation, whichever is
earlier.
Name: Score:

Skills: Exercise / Drill Illustration Others: ___________________
Activity Title: Organizational Leadership
Learning Targets: Explain what organizational leadership is.
Distinguish between leadership and management.
Describe different organizational leadership styles.
Inc.
Exercise: Self-reflection about Organizational Leadership (100 points)

Direction: Read and analyze Organizational Leadership (see attachment #5). After that, choose one statement
from the given statements below about leadership. Reflect on your chosen statement by answering the question:
What do I think and feel about it? Please refer to the given rubric as your basis of doing the activity.
improvement.
Statement #1 “A good objective of leadership is to help those who are doing poorly to do well and to help those
who are doing well to do even better.”
Statement #2 “If your actions inspire others to dream more, learn more, do more, and become more, you are a
leader.”
Statement #3 “One of the most important leadership lessons is realizing you’re not the most important or the
most intelligent person in the room at all times.”
ATTACHMENT #5
Leadership (Leading and Influencing Others)
Effective leadership has been evaluated as the most important factor in moving organizations forward in
a complex and competitive world. To achieve such ends, effective leadership is needed at all levels from
supervisors to top executive.
The reason leadership is so important can be found in its definition. Leadership is a process of influencing
others to achieve certain objectives. Leadership involves influencing the activities of an individual or
group in efforts toward reaching a goal in a given situation. However, unduly coercive tactics are not part
of leadership. If influence is not exerted, then leadership is not exerted. An employee who performs
satisfactorily with almost no boss contact is not being led.
Leadership, Management, and Supervision.
Leadership is one component of management, working with and through individuals and groups to
accomplish organizational goals.
Management includes the major activities of planning, organizing, controlling, and leading. The
non-leadership aspects of a manager’s job are sometimes referred to as administrative work, while the
interpersonal aspects involve leadership.
Leadership is regarded as a force that inspires and energizes people and brings about change.
The other aspects of management deal more with status quo. Among the leadership aspects of a
manager’s job described in this context are motivation, communication and conflict resolution. Both good
management and effective leadership are important for an organization to run well.
Supervision is first-level management or overseeing of workers. Supervisors plan, organize, control,
and lead as do other managers. However, supervisors spend more time in direct leadership activities
than do higher-level managers.
How Leaders Use Power to Achieve Goals
Leaders influence others to achieve goals through the use of power – the ability to control resources, to
influence important decisions, and to get other people to do things. When power stems from the formal
position you occupy, it is referred to as position power. When it stems from your personal characteristics
and skills, it is referred to as personal power. If you want to be an effective leader, you must be able to
use power in an intelligent and sensitive manner.
Position power can be divided into three sub-types:
1. Legitimate power is the ability to influence others that directly stems from the leader’ position. It is the
easiest type of power to understand and accept. People at higher levels in an organization have more
power than the people below them. However, the culture of an organization helps decide the limits to
anybody’s power. Although employees generally accept their boss’ right to make requests, they do not
like to be given orders in a way that implies they are not as good as the leader. Effective leaders therefore
exercise authority by making polite requests, rather than arrogant demands.
2. Reward power refers to the leader’s control over rewards valued by the subordinates. For example, if a
principal or a department head can directly reward teachers with cash bonuses for good performance,
then that principal or department head has the power to exert control over the teachers who value cash
or financial rewards. Effective leaders do not use rewards as bribes for getting employees to do what
they want. Instead, rewards are used to reinforce desirable behavior after it has already taken place.
3. Coercive power refers to the leader’s control over punishments. It is based on fear and thus may create
anxiety and defensiveness. Effective leaders generally avoid the use of coercive power except when
absolutely necessary because coercion is likely to create resentment and undermine their personal
power. Yet, if skillfully used, coercion can get some people to comply with rules, regulations, and orders.
Personal power has two sub-types
1. Expert power is the ability to control others through knowledge relevant to the job as perceived by
subordinates. You can also exercise expert power when you do not have a formal leadership position
(but perceived as having specialized knowledge or skill). To accumulate expert power, a leader should
cultivate an image of experience and competence. Credibility must be preserved by avoiding careless
statements and rash decisions. It is also important to remain cool. A leader who appears confused,
vacillates, or obviously panicked will quickly lose expert power.
2. Referent power is the ability to control based on loyalty to the leader and subordinates’ desire to please
that person. The charisma (personal charm and magnetism) of the person is the basis of referent power.
Some of the loyalty to the leader is based on identification with the leader’s personality traits and personal
characteristics and charisma, and therefore referent power, are both based on the subjective perception
of the leader’s traits and characteristics. Although both position and personal power are important,
effective leaders rely heavily on personal power to get work done.
Influence Tactics Used by Leaders
1. Leading by example is simple but effective way of influencing members. The ideal approach to leading
by example is to be “Do as I Say and Do manager. This type of manager shows consistency between
actions and words. Also actions and words confirm, support, and often clarify each other. For example,
if the firm has a dress code and the supervisor explains the code and dresses accordingly, a role model
has been provided that is consistent in words and actions. The action of following the dress code provides
an example that supports and clarifies the words used to describe the dress code.
2. Assertiveness refers to being forthright with your demands, expressing both the specifics of what you
want done and the feelings surrounding the demands. An assertive leader might say, “I’m worried about
the backlog of paper works, and late submission of Report of Grades, I want all paper works done and
on my desk by Thursday at 4:00 in the afternoon. A leader might also be assertive by checking frequently
on subordinates.
3. Ingratiation refers to getting somebody else to like you, often using political behaviors. Two specific
ingratiating behaviors: Acted in a friendly manner prior to asking for what I wanted” and” Praised the
subordinate just before asking for what I wanted.” Strong leaders tend not to rely heavily on ingratiating
tactics.
4. Rationality is appealing to reason and logic. It is an influence tactic used frequently by effective leaders.
Pointing out the facts of a situation to a group member in order to prompt that person to act is an example
of rationality.
5. Exchange is the use of reciprocal favors in order to influence others. Leaders with limited personal and
position power tend to emphasize exchanging favors with group members.
6. Upward Appeal means asking for help from a higher authority. The leader exerts influence by getting a
more powerful person to carry out the influence act. More than occasional use of upward appeal weakens
the manager’s stature in the eyes of subordinates and superiors and erodes effectiveness as a leader.
7. Blocking refers to work slowdowns or the threat thereof, thus being used primarily to exert upward rather
than downward influence. However, a leader sometimes use blocking in ways such as: “I ignored him
until he came around to my way of thinking” or “I stopped being friendly until she started listening to me.”
8. Joking and Kidding can be used to influence others. Good-natured ribbing is especially effective when
a straightforward statement might be interpreted as harsh criticism.
9. Charm and appearance. Being charming and creating a positive appearance can influence others to
accomplish a task.
Traits, Motives, and Characteristics of Effective Leaders

Past studies on leadership focused on the traits, motives and characteristics of leaders. Trait approach
to understanding leadership has been downplayed because the emerging belief now is that leadership
can be best understood when the leader, the group members, and the situation in which they are placed.
Effective leadership is not solely and exclusively attributable to the personal traits and characteristics of
the leader. A realistic view is that certain traits and behaviors contribute to effective leadership in a wide
variety of situations.
The following is a sampling of key leadership traits, motives, and characteristics. However, those are not
sufficient to lead effectively. The leader also has to possess key skills and take certain actions. Traits and
motives presented below illustrate in which leaders differ from non-leaders. Note that these are only some
of the many traits, motives, and characteristics.
A. Power Motive. Effective leaders have a strong need to control resources. Leaders with high
power drives have 3 dominant characteristics:
1. They act with vigor and determination to exert their power.
2. They invest much time in thinking about ways to alter the behavior and thinking of others.
3. They care about their personal standing with those around them.
The strong need for power is important because it means that the leader is influencing others.
The power needed to satisfy the power motive can be obtained through acquiring the right position
or through developing personal power.
B. Drive and Achievement Motive. Leaders are noted for high level of effort in achieving work
goals. Drive refers to such aspects of behavior as ambition, energy, tenacity, initiative, and above
all achievement motivation. The achievement motive is reflected in finding joy in accomplishment
for its own sake. High achievers find satisfaction in completing challenging tasks, attaining high
standards, and developing better ways of doing things.
C. Cognitive Ability. Effective leaders have good problem-solving ability. Cognitive Resource
Theory posits that “intelligent and competent leaders make more effective plans, decisions and
action strategies than do leaders with less intelligence or competence.” However, an advanced
cognitive ability can also be disadvantageous. John D. Greary ( in Dubrin, A., 2004) comments:
Sometimes a less than top IQ is an advantage because that person does not see all the problems.
S/he sees the big problem and gets on and gets it solved. But the extremely bright person can
see so many problems that he or she never gets around to solving any of them.
D. Self-confidence. In every setting, it is important for the leader to be self-confident. A leader who
is self-assured without being overbearing instills confidence in subordinates. Aside from being a
psychological trait, self-confidence or self-assurance refers to the behavior exhibited by the
person in a number of situations. It is like being cool under pressure.
E. Courage. Study of 200 US and Japanese managers indicate that courage is an important
leadership attribute in revitalizing an organization. Managerial courage involves a manager giving
voice to ideas that deviate from current thinking because the manager believes they will produce
improved benefits for the organization. Sometimes, the ideas recommend change, at other times
the ideas advocate maintaining the status quo.
F. Internal Locus of Control. Effective leaders believe they are the primary causes of events
happening to them. A study has shown that supervisory leaders with an internal locus of control
are favored by group members. Part of the reason is that an internal person is perceived as more
powerful than an external because that person takes responsibility for things happening.
Behaviors and Skills of Effective Leaders

1. Technical Competence refers to the knowledge of the business. An effective leader has to be technically
competent in some discipline, particularly when leading a group of specialists. It is difficult to establish
rapport with group members when the leader does not understand their work. Group members also have
to respect the leader’s technical skill. At a minimum, the manager of specialists has to be snow proof (not
readily bluffed about technical matters by group members).
2. Credibility and Integrity. Studies show that honesty is the most sought after leadership traits. Group
members however measure honesty by the deeds (behavior) of leaders. Leaders are considered honest
when they follow through on promises. In a related study, it was found that of all the behaviors describing
leadership the most essential was the leader’s display of trust of others.
3. Insight into People and Situation. Insight is a depth of understanding that requires intuition and
common sense. It is a skill associated with cognitive ability and could be classified as a trait or behavior.
A leader with good insight is able to make better work assignments, do a better job of training members,
and be sensitive to people’s feelings. The reason is that such a leader makes a careful assessment of
the strengths and weaknesses of group members. Another advantage of being insightful is that the leader
can size up the situation and adapt his or her leadership approach accordingly.
4. Maintaining High Standards. Effective leaders consistently hold group members to high standards of
performance which raises productivity. Setting high expectations for others becomes self-fulfilling
prophecy. Workers tend to live up to the expectations set for them by supervisors (the Pygmalion Effect).
Setting high expectations might take the form of encouraging team members to establish difficult goals.
5. Stability under Pressure. Effective leaders are steady performers even under heavy workloads and
uncertain conditions. Remaining steady under uncertain conditions contributes to effectiveness because
it helps subordinates cope with the situation. When the leader remains calm, group members are
reassured that things will work out satisfactorily.
6. Recovery Quickly from Setbacks. Effective leaders are resilient, they bounce back quickly from
setbacks. They do not even think about failure and they don’t even use the word. Instead, they use the
word, glitch, mistake, bugle, and setback. In practice, this means that the leader sets an example for
subordinates by not crumbling when something goes wrong. Instead the leader tries to conduct business
as usual.
7. Supportiveness. Supportive behavior towards the subordinates is frequently associated with leadership
effectiveness. A supportive leader is one who gives praise and encouragement to subordinates
increasing morale and productivity. Supportive leadership also contributes to preventing burnout among
group members.
8. Power Sharing. A dominant trend in workplace is for managers to share authority and power with team
members. Power sharing is the basis of empowerment, a manager sharing power with team members to
help them achieve greater confidence in their abilities.
Key Leadership Styles

A leadership style is a leader’s characteristic way of behaving in most situations. The leadership
continuum, or classical approach to understanding leaders, classifies leaders according to how much
authority they retain for themselves versus how much is turned over to the group. Three points on the
continuum are autocratic, participative, ad free-rein leaders.
1. Autocratic Leader attempts to retain most of the authority granted to the group. Autocratic leaders
make all the major decisions and assume subordinates will comply without question. Leaders who
use this style give minimum consideration to what group members are likely to think about an order
or decision. An autocrat is sometimes seen as rigid and demanding by have to be made rapidly or
when group members. Although authoritarian (a synonym for autocratic) style of leadership is not in
vogue, many successful leaders are autocratic. This style of leadership works best in situations where
decisions or when group opinion is not needed.
2. A participative leader is one who shares decision-making authority with the group. Although the
participative style is usually associated with a strong people orientation, one observes that the
participative leader can be tough-minded. This type of leadership has 3 sub-types”:
a. Consultative leaders. A consultative leader solicits opinion from the group before making a
decision yet does not feel obliged to accept the group thinking. Leaders of this type make it
clear they alone have the authority to make the final decisions. A standard way to practice
consultative leadership would be to call a group meeting and discuss an issue before making
a decision.
b. Consensual Leaders. A consensual leader encourages group discussion about an issue
then makes a decision that reflects the consensus of group members. Consensus leaders
thus turn over more authority to the group than do consultative leaders. The consensus style
results in long delays in decision-making because every party involved has to agree.
c. Democratic Leaders. A democratic leader confers final authority on the group. He or she
functions as a collector of opinion and takes a vote before making a decision. Democratic
leaders turn over so much authority to the group that they are sometimes called free-rein
leaders. The group usually achieves its goals when working under a democratic leader.
Democratic leadership has more relevance for community activities than for most work
settings.
3. Free-rein Leadership (The Subordinate-Centered Styles) A free-rein leader is one who turns over
virtually all authority to the group. The free-rein style leadership style is also referred to as laizzes-
faire (allow them to do). They issue general goals and guidelines to the group and then do not get
involved again unless requested. The only limits directly imposed on the group are those specified by
the leader’s boss. Such extreme degree of group freedom is rarely encountered in a work
organization. A real problem with free-rein leadership in practice is that it frustrates many
subordinates. Most people feel a leader is paid to give direction and advice. People often characterize
a free-rein leader as weak and ineffective.
Transformational and Charismatic Leadership

An important development in understanding leaders and leadership is the emphasis on the type of leader
who, through charm and talent, captivates the imagination of others. The transformational leader is one
who helps organization and people make positive changes. Transformational leadership is a combination
of charisma, inspirational leadership, and intellectual stimulation. The transformational leader exerts more
influence on people than a transactional leader, who mainly conducts transactions with group members.
(Transactional leaders trade money, jobs, and security for compliance)
The transformational leader is adept at turning around failing situations, but can also move an
organization to performing adequately to a much higher levels of achievement.
How Transformations Take Place?

Transformation takes place in one or three ways:
1. Transformational leader raises people’s awareness of the importance and value of certain
rewards and how to achieve them. The leader might point out the pride workers would experience
if the firm became number one in its field and the financial rewards associated with such success.
2. The transformational leader gets people to look beyond their self-interests for the sake of the
group and the organization.
3. The transformational leader helps people to go beyond a focus on minor satisfaction as a quest
for self-fulfillment. In this way, people are urged to move to a higher point on the need hierarchy.
The Link between Charisma and Transformational Leadership

Transformational leaders have charisma, the ability to lead others based on personal charm, magnetism,
inspiration, and emotion. Charisma is the basis of referent power. To label a leader as charismatic does
not mean that everybody grants him or her referent power. The best a charismatic leader can hope for is
that the majority of people in the organization grant him/her referent power.
The following are some significant qualities and actions of charismatic leaders:
1. Charismatic leaders have vision. A major requirement of a charismatic leader is that the person
offers the organization an exciting image of where the organization is headed and how to get
there. A vision is more than a forecast. It describes an ideal version of the future organization or
an organizational unit. A sense of vision inspires an organization to perform well.
2. Charismatic leaders are masterful communicators. To inspire people, the charismatic leaders use
colorful language and exciting metaphors and analogies.
3. Charismatic leaders inspire trust. People believe so strongly in the integrity of the charismatic
leaders that they will risk their careers to pursue the chief’s vision.
4. Charismatic leaders help group members feel capable. The charismatic leader recognizes the
importance of effort-to-performance expectancies. One technique used to help people feel more
competent is to let them achieve success on relatively easy projects.
5. Charismatic leaders have energy and an action-oriented leadership style. Most charismatic
leaders are energetic and serve as a model for getting things done on time.
Qualities and Practices of Ethical versus Unethical Charismatic Leaders
Unethical Charismatic Leader Ethical Charismatic Leader

 Uses personal power only for personal gain or impact  Uses power
 Promotes own personal vision  Aligns vision with followers’ needs and
aspirations
 Censures critical or opposing views  Considers and learns from criticisms
 Demands own decisions be accepted without  Stimulates followers to think independently
question and to question the leader’s view
 One-way communication  Open, two-way communication
 Insensitive to followers’ needs  Coaches, develops, and supports followers;
shares recognition with others
 Relies on convenient external moral standards to  Relies on internal moral standards to satisfy
satisfy self-interests organizational and societal interests
Superleadership: Leading Others to Lead Themselves

An important goal for leaders is to become superleader, one who leads others to lead themselves. When
people are self-directing, they require a minimum of external control. A superleader leads others to lead
themselves by acting as a teacher and a coach and not as a director.
The key aspect of superleadership deals with learning the right thought patterns. The Superleadership
Theory contends that the leader must teach team members how to develop productive thinking. The
purpose of productive or constructive thinking is to enable workers to gain control over their own behavior.
A central part of Superleadership is the leader serving as a model of constructive thought patterns.
Name: Score:

Activity Title: The School Leader in the Community
Learning Target: Discuss how to sustain change in an organization.
Inc.
Exercise: Self-reflection about the School Leader in the Community (100 points)
Direction: Read and analyze the school leader in the community (see attachment #6). Afterwards, reflect and
give your thoughts on this question: “Under what conditions, will principal, teachers, and students become
serious, committed, sustained, lifelong, cooperative learners?” Please refer to the given rubric as your
basis of doing the activity.
improvement.
ATTACHMENT #6
The School Leader in the Community
The technological and cultural changes in society affect schools tremendously and its role within it. As
more technological and industrial development materialized and the society’s populations become
increasingly diversified in ethnic, religious, and cultural backgrounds, the work of the school as the
foundation to the community has become increasingly complex and highlighted.
Societal changes have become even more difficult because of the liberalization of beliefs and actions
from outside the institution such as family values and tremendous impact on students of mass media’s
messages in the form of entertainment, they also include the changes that are brought into the school by
the participants – teachers, students, parents, and the principal.
To understand the role of a school leader in the community, one must understand the concept that school
is a part of a large social system and the school is also a system within itself. Social-Cultural changes
happening outside and the changes brought-in by the school participants impact the school. The school
is a community of learners and it is a community for learners. Everyone is a learner in the community
and no one is immune from learning. The more one learns, the more each member is able to contribute
to the development of the school – the better the community becomes.
School Leaders,
Teachers, and
Students
Community
Large Society
School Culture
Discussion of leadership starts with considering the culture where the leadership activity takes place.
Organization’s culture or school’s culture is made up of the beliefs and values which school
participants hold to be meaningful in the actual operation of the system. These values are
manifested in things such as rituals, roles, mores, traditions, and significant artifacts that represent these
values. School culture plays a major influence in the leadership that is provided by the principal because
the beliefs that are present in the school’s culture, actions, of the principal, teachers, students are
somewhat circumscribed by expectations for the goals of th e school.
The Principal as a Steward
The principal, as the formal leader, becomes a
steward of the system and the mission of the
school as well as those individuals who are part of
Family
the school, (Senge in Seifert & Vornberg, 2002,
p.20). S/he protects the system from being
undermined by outside forces that will injure the
community and its purpose. The school leader is
also expected to examine the beliefs and values Mass Media Religion
of the system, weighing them carefully for their

impact on the purpose of the school, and then School
determining those that need to be changed to best
meet the challenges of the larger community in
which the school participates.
The school contributes to the development of Politics /
Economy
society by extending the education of its Government
participants. But the school is very much an

institution that is itself a participant in a larger
environment – that of social institutions. As such, the school is influenced and changed by all of the other
social institutions that participate in this society – family, religion, economy, politics/government, and
mass media.
Expectation for the Leadership of the Principal
Today’s Expectations of Old Model
Leaders -Director of other teachers.
-To meet all challenges in -Coordinator of educational
everyday operations resources.
-To move the entire school -Leadership using somewhat
toward accomplishment of the authoritarian style and often done
established mission in charismatic manner by
-Leadership though collaborative directing all players.
efforts of all stakeholders
-To encourage and empower all
participants to analyze their
situation and improve their
actions to meet the goals
established by the stakeholders
as a group.
While model of leadership has changed from being authoritarian to being collaborative, principals must
also step into a more directive role when the situation calls for immediate action and ensure that
measures are accomplished to protect the educational participants and the overall mission of the school.
The charismatic leader generally appears at times of stress and the state of mind of followers is a powerful
ingredient in explaining. The risk of a school following the charismatic leader is to depend on one
individual to have all of the ideas and to deal with all threats.
In the 21st Century-environment, leaders are no longer viewed as individuals who think the organization’s
way through the problems and assign tasks to those on the front lines in the classrooms. Senge, (in
Seifert & Vornberg, 2002, p.21) refers to the new model as learning organizations – that which
incorporates integrating thinking and acting at all levels. This requires not only adaptive learning in
schools to cope with new challenges, but also focus on generative learning, or creating new strategies
for unknown contingencies and ensuring that processes exist that continually improve those strategies.
Leaders in learning organizations influence their colleagues to focus not on events that occurred
(reactive), but the systemic structure of what is occurring (generative).
Barth’s Assumption about School Change:

1. Schools have the capacity to improve themselves, if the conditions are right. A major responsibility of
those outside the school is to help provide and support these conditions for those inside.
2. When the need the and purpose is there and when the conditions are right, adults and students alike
learn while energizing and contributing to the learning of each other.
3. What needs to be improved about schools is their culture, the quality of interpersonal relationships, and
the nature and quality of learning experiences.
4. School improvement is an effort to determine and provide, from actions inside and outside the school,
conditions under which the adults and youngsters who inhabit school will promote and sustain learning
among participants.
Name: Score:

Activity Title: The School Head in School-Based Management
Learning Target: Explain the roles, functions and competencies of school heads.
Inc.
Exercise: Self-reflection about the School Head (100 points)

Direction: Read and analyze the school head in school-based management (see attachment #7). Afterwards,
answer the questions below. You can research and ask somebody who is knowledgeable enough to help you in
answering the two questions. After you have asked and recorded the information, write all of these in a paragraph
form. Please refer to the given rubric as your basis of doing the activity.
improvement.
1. What are the qualities of a good principal?

2. What are the roles and responsibilities of a principal?
ATTACHMENT #7
The Principal and the Servant Leadership

Principals are responsible for ministering to the needs of the schools they serve. The needs are defined
by the shared values and purposes of the school’s covenant. They minister by furnishing help and being
of service to parents, teachers, and students. They minister by providing leadership in a way that
encourages others to be leaders in their own right. They minister by highlighting and protecting the values
of the school. The principal as minister is one who is devoted to a cause, mission or set of ideas and
accepts the duty and obligation to serve this cause. Ultimately, his/her success is known by the quality
of the followership that emerges. Quality of followership is a barometer that indicates the extent to which
moral authority has replaced bureaucratic and psychological authority. When moral authority drives
leadership practice, the principal is at the same time a leader of leaders, follower of ideas, minister of
values, and servant to the followership.
The Principal and Accountability to the State, Community and Stakeholders

School Heads or Principals are responsible for transforming schools to nurseries of the citizens of the
state, (Article II, Section 1 Code of Ethics). They are accountable to deliver quality education and report
such educational outcomes, not just outputs of the teaching-learning process periodically. This is their
personal accountability to the state, the community and stakeholders. As they perform their role, functions
and responsibilities, they are guided by the Ethical Standards in the Code of Ethic of Professional
Teachers and the provisions of RA 6713 Establishing a Code of Conduct ad Ethical Standards for Public
Officials and Employees to uphold the time-honored principle of “public office being a public trust.
As an instructional/curriculum leader, the school head has the overall responsibility in setting up an
efficient and effective instructional system at the classroom level. Instructional leadership will enhance
the creation of a school environment conducive to learning and develop a synergy in the school
community. With the responsibility as an instructional leader goes the accountability of the school head
to the school community and other stakeholders, (SBM-TEEP, 2000 in Llagas, et al, 2016).
Instructional Leadership and Supervision Models

Model 1. Supervision as Inspection (Pre-1900)
 Supervision of teachers was duly the function of administrators as managerial routines.
 The supervisor’s function is to instruct poorly prepared teachers to conform to standard practice
in the organizational administration.
 The focus of supervision through the school masters who have unlimited powers to establish
criteria for effective instruction.
Model 2. Democracy in Supervision (1900-1960)
 This model used scientific means of supervision.
 Supervisors were specialists and must have the ability to analyze teaching situations.
 The use of data-gathering devices and tools was introduced.
 Teachers must possess certain skills to develop new methods and materials for instruction.
 The influence of John Dewey was very prominent during this period.
Model 3. Supervision as Leadership (1960 to early 1990)
 Leadership was guiding organization.
 Supervision to lead mutually accepted goals, extending democratic methods, improving
classroom instruction, promoting research and professional leadership.
 Use of clinical supervision was premised on the principle that teaching could be improved by a
prescribed formal process of collaboration between teacher and instructional leader.
 Incorporated the cycle of supervision which consisted of as pre-conference, observation and post-
conference.
 Supervision embraced the concepts of being developmental (professional growth plans), teacher
empowerment, peer supervision, transformational instructional leadership.
Model 4. Standard-Based Supervision (2000 - Present)
 Emergence of standard-based reforms to raise academic achievement, new curriculum
standards, teacher standards, school heads standards and high stake tests.
 Supervision focused on teaching-learning standards for improvement of teaching-learning
outcomes.
 Changed the view of supervision from inspection to participation, from bureaucratic to democratic
and from evaluation to support.
With the standard-based supervision, the main goal is to improve both teaching and learner performance.
School heads act as collaborative, supportive instructional leaders that continue to evaluate teacher
performance and mentor teachers to reflect and improve instruction. Thus, the ultimate goal of
supervision is the improvement of teaching-learning, thus, school teachers also become teacher leaders.
Instructional leadership is a joint responsibility of both the school heads and the school teachers. While
the school head is responsible of this role over the school teachers and staff, the teachers assume this
role among their peers and students. To address these responsibilities, the Department of Education
(DepEd) developed the National Competency-Based Standards for School Heads (NCBS-SH) and the
National Competency-Based Standards for Teachers (NCBTS). These two documents are the
foundations upon which the instructional supervision roles of the school heads and classroom teachers
are anchored.
Perspectives for School Heads as Instructional Leaders

Instructional leadership embraces actions that the principal or school head makes or delegates to others
to promote growth in students’ learning which include (a) the clear statement of school’s vision, mission,
and goals, (b) support for learning resources, (c) support for professional development of teachers, and
(d) creation of a Professional Learning Community (PLC). As instructional or curriculum leaders, their
major tasks include:
1. Ensuring curriculum quality and applicability
2. Integrating and aligning the curriculum
3. Implementing the curriculum efficiently and effectively
4. Regularly evaluating, enriching and updating the curriculum
Six (6) Fundamental standards that define what principals should do, (United States of America National
Association of Elementary School Principals, 2001):
1. Lead schools to place student learning at the center.
2. Set high expectations and standards for the academic performance of learners and adults.
3. Demand content and instruction that ensure student achievement on agreed upon academic
achievement.
4. Create a culture of continuous learning for adults connected to student learning.
5. Use multiple sources of data as diagnostic tool to assess, identify, and apply instructional improvement.
6. Actively engage the community to create shared responsibilities for student and school success.
Instructional Leadership is driven by the National Competency-Based Standards for School Heads (NCBS-
SH). DepEd in 2012 through the Basic Education Sector Reform Agenda (BESRA) developed the NCBS-SH as
the common standards for all school heads. The development was guided by the following basic principles.
1. Function-based. The competencies are based on school head functions as stated in RA 9155 or An Act
Instituting a Framework of Governance for Basic Education, Establishing Authority and Accountability,
Renaming the Department of Education, Culture and Sports (DECS) as the Department of Education
(DepEd), related laws and DepEd policies.
2. Responsive. Competencies are applicable in any range of context: big or small school, city or rural
school, culturally divergent groups.
3. Impartial. These are applicable to any school head, regardless of position item, gender, age, experience
and other personal circumstances.
4. Coherent. These are clear and logical.
5. Valid. All performance indicators are research-and-experience-based.
Domains and Descriptions National Competency-Based Standards for School Heads (NCBS-SH)
Domain 1 School Leadership
Domain 2 Instructional Leadership
Domain 3 Creating Student-Centered Learning Climate
Domain 4 HR Management and Professional Development
Domain 5 Parent Involvement and Community Partnership
Domain 6 School Management and Operations
Domain 7 Personal and Professional Attributes and Interpersonal Effectiveness
Competencies and Behavioral Indicators under Domain 2: Instructional Leadership
Competencies Indicators
Assessment for Learning manages the processes and procedures in monitoring student achievement
ensures utilization of a range of assessment processes to assess student
performance
assesses the effectiveness of curricular/co-curricular programs and/or
instructional strategies
utilizes assessment results to improve learning
creates and manages a school process to ensure students’ progress is
conveyed to students/parents/guardians regularly
Developing and Using develops/adopts research-based school programs
Programs/Adopting Existing assists in implementing an existing coherent and responsive school-wide
Programs curriculum
addresses deficiencies ad sustains successes of current programs in
collaboration with teachers and learners
develops a culture of functional literacy
Implementing Programs for manages the introduction of curriculum initiatives in line with DepEd policies
Instructional Improvement works with teachers in curriculum review
enriches curricular offerings based on local needs
manages curriculum innovations and enrichment with the use of technology
organizes teams to champion instructional innovation programs towards
curricular responsiveness
Instructional Supervision prepares and implements an instructional supervisory plan
conducts instructional supervision using appropriate strategy
evaluates lesson plans as well as classroom learning management
provides in a collegial manner timely, accurate and specific feedback to
teachers regarding their performance
provides expert technical assistance
Perspectives for Classroom Teachers as Instructional Leaders

The new view of instructional leadership is no longer limited to the function of school heads. Those who
remain to be in the classroom as classroom teachers or master teachers are also considered as
instructional leaders. Sometimes they are also referred to as teacher leaders and more specifically,
instructional leaders.
Teacher teaching behavior and student learning outcomes are the two main foci of school heads’
instructional leadership. Ideal teaching is defined by a set of standards contained in the National
Competency-Based Teacher Standards (NCBTS).
National Competency-Based Teacher Standards (NCBTS)

Domain 1 Social Regard for Learning
Domain 2 The Learning Environment
Domain 3 The Diversity of Learners
Domain 4 Curriculum
Domain 5 Planning, Assessing, and Reporting
Domain 6 Community Linkages
Domain 7 Personal Growth and Professional Development
Teacher Leaders perform the following roles:

1. Instructional Leader. As an instructional specialist, teacher and master teachers help colleague use
effective teaching strategies. They assist their peers in various aspects of teaching like assessment in
learning, development of instructional materials or doing action research. They become mentors to novice
teachers.
2. Curriculum Leader. As a curriculum specialist, teacher leaders understand
3. Classroom Leader
4. Learning Leader
5. Peer Leader
6. School Leader
Name: Score:

Activity Title: Creating a Positive School Culture
Learning Targets: Explain the meaning of school culture.
Discuss how school culture affects learning.
Cite ways by which you can contribute to the building of positive culture.
Inc.
Exercise: Essay Writing about Creating a Positive School Culture (100 points)
Direction: Read and analyze school culture (see attachment #8). After that, write an essay by means of
answering the question: “What makes a good school culture?” Use the rubric below as your basis of doing
the activity. (Maximum number of words is 300 and minimum number of words is 150).
95-100
90-94
85-89
80-84
improvement.
ATTACHMENT #8
School Culture
School culture has been and can be defined in many ways and in some cases it is described as school
climate, ethos or saga, (Seifert & Vornberg, 2002). In this discussion, school culture is defined as that
which refers to the interaction among the following factors:
1. Attitudes and beliefs held by stakeholders inside and outside the organization
2. Cultural norms of the school
3. Relationships among individuals in the school
School culture is composed of traditions, values, and beliefs that are held in common by the students,
teachers, and principals. Schools are direct reflection of the society from which the students come. As
teachers and principals, are fully aware, many of the conflicts, problems, and concerns that find their way
into the schools are deeply rooted in the community. Students bring to school the conflicts that are
occurring where they reside, whether that be with parents, siblings, or another student. Many times, these
conflicts are manifested outside the school doors only to be brought inside the school in terms of
arguments, fights, harassment, and violence.
The term school culture generally refers to the beliefs, perceptions, relationships, attitudes, and written
and unwritten rules that shape and influence every aspect of how a school functions. The term also
encompasses more concrete issues such as the physical and emotional safety of students, the
orderliness of the classrooms and public spaces, or he degree to which the school embraces and
celebrates, racial, ethnic, linguistic, or cultural diversity.
Like the larger social culture, a school culture results from both conscious and unconscious perspectives,
values, interactions, and practices and it is heavily shaped by a school’s particular institutional history.
Students, parents, teachers, administrators, and other staff members all contribute to their school’s
culture as do other influences such as the community in which the school is located, the policies that
govern how it operates, or the principles upon which the school was founded.
Generally, school culture is divided into two basic forms:
1. Positive cultures
2. Negative cultures
Positive school cultures are conducive to professional satisfaction, morale, and effectiveness, as well as
to student learning, fulfillment, and well-being. Below is a representative list of the characteristics
commonly associated with positive school culture:
1. The individual successes of teachers and students are recognized and celebrated;
2. Relationships and interactions are characterized by openness, trust, respect, and appreciation;
3. Staff relationships are collegial, collaborative and productive and all staff members are held to high
professional standards;
4. Students and staff members feel emotionally and physically safe, and the school’s policies and
facilities promote students’ safety;
5. School leaders, teachers and staff members model positive, healthy behaviors for students;
6. Mistakes not punished as failures, but they are seen as opportunities to learn and grow for both
students and educators;
7. Students are held consistently to high academic expectations and a majority of students meet or
exceed those expectations;
8. Important leadership decisions are made collaboratively with input from staff members, students and
parents;
9. Criticisms, when voice, is constructive and well-intentioned, not antagonistic or self-serving;
10. Educational resources and learning opportunities are equitably distributed to all students including
minorities and students with disabilities;
11. All students have access to the academic support and services they may need to succeed.
School Reforms
School culture has become a central concept in many efforts to change how schools operate and improve
educational results. While a school culture is heavily influenced by its institutional history, culture also
shapes social patterns, habits, and dynamics that influence future behaviors which could become an
obstacle to reform and improvement. For example, if a faculty culture is generally dysfunctional (if
interpersonal tensions and distrust are common, problems are rarely addressed or resolved, or staff
members tend to argue more than they collaborate or engage in productive professional discussion), it
is likely that these cultural factors will significantly complicate or hinder any attempt to change how the
school operates. The simple example illustrates why school culture has become the object of so many
research studies and reform efforts. Without a school culture that is conducive to improvement, reform
becomes exponentially more difficult.
The following describe a few representative examples of common ways that schools may attempt to
improve their culture:
1. Establishing Professional Learning Communities that encourages teachers to communicate, share
expertise, and work together more collegially and productively;
2. Providing presentations, seminars and learning experiences designed to educate staff and students
about bullying and reduce instances of bullying;
3. Creating events and educational experiences that honor and celebrate the racial, ethnic, and linguistic
diversity of the student body, such as hosting cultural events and festivals, exhibiting culturally
relevant materials throughout the school, inviting local cultural leaders to present to students, or
making explicit connections between the diverse cultural backgrounds of students and what is being
taught in History, Social Studies, and Literature courses;
4. Establishing an advisory or assigning an adult advisor to strengthen adult-student relationships and
ensure that students are well-known and supported by at least one adult in the school;
5. Surveying students, parents, and teachers about their experiences in the school, and hosting
community forums that invite participants to share their opinions about and recommendations for the
school and its programs;
6. Creating a leadership team comprising a representative cross-section of school administrators,
teachers, students, parents and community members that oversees and leads school improvement
initiatives.
Debate
Since most members of a school community will benefit from a more positive culture, and cultural factors
tend to contribute significantly to emotional states such as happiness and unhappiness or fulfillment and
dissatisfaction, the concept of a more positive culture, is rarely in itself controversial. For this reason,
debates tend to arise (if they arise at all) in response to specific reform proposals rather than to the
general goal of improving a school culture.
Given that organizational dysfunction is, by nature, an entrenched pattern of often unconscious
behaviors, attitudes, and beliefs that tend to obstruct organizational change and improvement – and
because human beings can become deeply attached to emotions and behaviors that may make them
less happy, fulfilled, productive or successful – attempts to reform school cultures are likely to encounter
resistance, criticisms, or controversy in schools that are most in need of cultural reforms.
In recent years, problems related to school culture are being cited as reasons for why schools should be
closed or why a significant percentage of the teaching faculty should be fired. In these cases, school
culture may become a flashpoint in larger debates about specific school-reform policies and strategies.
Because all school cultures are unique, it is important to investigate and develop an understanding of the
underlying causes of ay debates, including the preexisting cultural conditions that may be contributing to
the debates.
Culture Is Connections
A culture will be strong or weak depending on the interactions between people in the organization. In a
strong culture, there are many, overlapping, and cohesive interactions, so that knowledge about the
organization’s distinctive character – and what it takes to thrive in it – is widely spread. In a weak culture,
sparse interactions make it difficult for people to learn the organization’s culture, so its character is barely
noticeable and the commitment is scarce or sporadic.
Beliefs, values, and actions will spread the farthest and be tightly reinforced when everyone is
communicating with everyone else. In a strong school culture, leaders communicate directly with
teachers, administrators, counselors, and families, who also communicate directly with each other. A
culture is weaker when communications are limited and there are fewer connections. For example, if
certain teachers never hear directly from their principal, an administrator is continually excluded from
communications, or any groups of staff members are operating in isolation from others, it will be difficult
for messages about shared beliefs and commitments to spread.
Within that weak or strong structure, what exactly people believe and how they act depends on the
messages – both direct and indirect – that the leaders and others in the organization send. A good culture
arises from messages that promote traits like collaboration, honesty and hard work.
Shared
Values
Fundamental
Beliefs and Norms
Assumptions
Tangible Patterns and

Evidence Behaviors
Culture is shaped by five interwoven elements, each of which principals have the power to influence.
1. Fundamental beliefs and assumptions, or the things that people at your school consider as true. For
example, “All students have the potential to succeed.” or “Teaching is a team sport.”
2. Shared values, or the judgments people at your school make about those beliefs and assumptions –
whether they are right or wrong, good or bad, just or unjust. For example, “It is wrong that some of our
students may not have the same opportunity to graduate from college.” Or “It is not just for teachers not
to teach well for they deprive students the opportunity to learn and improve their lives.”
3. Norms or how members believe they should act and behave, or what they think is expected of them. For
example, “We should talk often and early to parents of our students about what it will take for their children
to graduate from college.”
4. Patterns and behaviors or the way people actually act and behave in your school.
5. Tangible evidence, or the physical, visual, auditory or other sensory signs that demonstrate the
behaviors of the people in your school. For example, prominently displayed posters showcasing the
school’s enrollment or a full parking lot an hour before school or class sessions start.
Each of these components influences and drives the others, forming a circle of reinforcing beliefs and
actions. Bridwell-Mitchell says, strong connections among every member of the school community
reinforce the circle at every point.
School Culture
Successful schools emerge from the direction of the principals who see the school organization from a
holistic point of view. Seeing the big picture is what principals do when they understand and are able to
communicate and shape the values, beliefs and attitudes of faculty and students. This allows them to
give guidance to the future of the organization.
Culture can affect what teachers discuss in their classroom, in the faculty room, etc.
Cultural beliefs and attitudes impact school improvement to the point that teachers and students
internalize those beliefs and make them personal values.
People new to the school must learn the culture or face sanctions employed by the school.
Students and teachers must not become totally socialized to the culture or else the organization will run
the risk of stagnation.
A deterrent to a positive school culture is teacher and principal mobility. The loss of key members of any
organization always impacts on the improvement of the organization.
It is the principal’s responsibility to provide direction so that the school culture becomes a positive force
in allowing the school to become the best it can be.
1. Principals interested in modifying or changing their school culture must identify and understand
the current culture. Cultural change must be done carefully and with some hesitation
2. Principals must understand that actions support deeply held beliefs. It is important that they
address the beliefs of all the stakeholders is school improvement is to occur.
3. Principals must be open to constructive criticisms and the willingness to confront their own beliefs.
Changing the school culture for school improvement must be the target, not change for change’s sake.
At any point in time, the image of the future will evolve and the principal that can adapt to internal and/or
external threats is the person capable of creating a dynamic school culture, (Senge, in Seinfert &
Vornberg, 2002, p.95).
Bosworth’s Strategies for Changing School Culture (For the School Leaders)
1. Establish a program of rewards for positive behavior
2. Communicate core values by modeling appropriate behavior
3. Celebrate staff, student, and community accomplishments
4. Use staff development for teachers and students that allows for giving and receiving praise
5. Assure that teachers and students learn to optimize the opportunities to demonstrate respectful behavior
6. Communicate expectations in clear and concise manner
7. Provide development in conflict and negotiation skills.
The School Improvement Model of School Culture (Cavanaugh & Dellar, 1997)
The nucleus of the model is composed of the values and norms held by individual teachers. These values
and norms form the elements of the school culture as they are exchanged among all the faculty members.
Should this fail to occur, there will be an absence of school culture. Teachers working in isolation have
no way of solving school-related problems.
The factors that cause schools to improve academically and culturally:
1. Teacher efficacy. It is about the value teachers place on schooling and the level to which they will
work to accomplish the goals of the organization. The teachers’ values are given credence by their
participation in the school community.
2. Collegiality. It is concerned with and among teachers’ interpersonal relationships and their need for
empowerment. With collegiality comes support from principals and other teachers which in turn
provide educational confidence in the teaching and learning process. With this confidence, teachers
become willing participants in classroom research and innovation. Most of all, they trust each other
and the principal to help with problems and listen when mistakes occur.
3. Collaboration. Focuses on teacher-to-teacher discourse in the formal setting of the school
organization. This aspect of school culture provides the consistency in instruction that students must
have to be successful. Moving from class-to-class and teacher-to-teacher, students’ learning
experiences are enhanced by a unified curriculum and a variety of instructional strategies.
4. Shared planning. Assumes that teachers know and understand the school vision and their
willingness to participate and implement the school’s targets. This type of planning provides a unity
of purpose for all stakeholders. Teacher participation in decision-making mandates that teachers
know and understand school policies, procedures, and most of all the school’s future direction. Being
equal partners in decision making provides the motivation for teachers to pull their share of the load.
5. Transformational leadership. Focuses on the principal’s willingness and capacity to support
teachers and programs. Principals must be willing to divest themselves of some leadership
responsibilities to focus on the school and community. This does not mean an abdication of
responsibility by the principal, but it does mean a sharing of that responsibility with the entire school
community. Sharing of responsibility should cause individuals in the school to develop leadership
skills by capturing the energy and expertise of the professionals in the organization.
FINAL
PORTFOLIO
LAS 21-22
Name: Score:

Activity Title: School Policies and Their Function
Learning Targets: Explain the importance of school policies in school operation.
Inc.
Exercise: Essay Writing about School Policies and their Function (100 points)
Direction: Read and analyze school policies and their function (see attachment #9). After that, write an essay
by means of answering the question: “What is the importance of school policies in school operation?” Use
the rubric below as your basis of doing the activity. (Maximum number of words is 300 and minimum number of
words is 150).
95-100
90-94
85-89
80-84
improvement.
ATTACHMENT #9
School as a Social Institution

The basic purpose of education is the transmission of knowledge. While before, education was a family
responsibility, along with the community and the church, industrialization changed it dramatically. Schools
became necessary when cultural complexity created a need for specialized knowledge and skills which
could not be easily acquired in the family, community and church. The complexity of the modern life has
not diminished the function of the family, but it has added the need for many types of instruction which
require specialized educational agencies like the school, college or university.
Functions of Schools
Schools is first and foremost a social institution, an established organization having an identifiable
structure and a set of functions meant to preserve and extend social order, (McNergney & Hebert In
Vega, et al. 2015, p.87). Its primary function is to move young people in the mainstream of society. The
curricula, teaching process of evaluation and relationships among people reinforce a public image to
which young people are expected to aspire. It is concerned with preserving our heritage, adapting to
social change and making change happen where it is needed.
The school is a place for contemplation of reality, and out task as teachers is to show this reality to
students. At home, the family teaches children this reality in personal, informal, and unstructured way. In
school, we teach reality in professional, formal and structured way. Hence in school there is a set of
curriculum which includes knowledge subjects, skills subjects, and enabling subjects. There are also
teachers who facilitate learning, who teach children and youth certain types of acceptable behavior, and
see to it that children develop in all aspects – physically, emotionally, socially, and academically.
The Intellectual Purposes of Schooling:

1. To teach basic cognitive skills such as reading, writing, and mathematics
2. To transmit specific knowledge (in literature, history and the sciences)
3. To help students acquire higher order thinking skills such as analysis, evaluation, and synthesis
The Political Purposes of Schooling:

1. To inculcate allegiance to the existing political order (patriotism)
2. To prepare citizens who will participate in the political order
3. To help assimilate diverse cultural groups into a common political order
4. To teach children the basic laws of society
The Social Purposes of Schooling:

1. To socialize children into various roles, behaviors, and values of society (socialization); a key ingredient
in the stability of society; enables members to help solve social problems
2. By participating in the socialization of children, schools work along with other social institutions such as
the family and the church to ensure social cohesion
The Economic Purposes of Schooling:

1. To prepare students for their later occupational roles
2. To select, train and allocate individuals into the division of labor
The Multiple School Functions (Yin Cheong Cheng In Vega, et al. 2015, p.88)
1. Technical/Economic
2. Human/Social
3. Political
4. Cultural
5. Educational
Technical/Economic Functions. They refer to the contributions of schools to the technical or economic
development and needs of individuals, the institution, the local community, the society and the international
community.
At the individual level, schools can help students acquire knowledge and skills necessary to survival and
to compete in a modern society or a competitive economy and provide job training and opportunity.
At the institutional level, schools are service organizations providing quality service. They serve as life
place or work place of society for clients, employers, and all those concerned.
At the community and society levels, schools serve the economic or instrumental needs of the local
community, supply quality labor forces to the economic system, modify or shape economic behaviors of
students (future customers and citizens), contribute to the development and stability of the manpower
structure of the economy.
At the international level, school education supplies the high quality forces necessary in international
competitions, economic cooperation, earth protection, and technology and information exchange.
Human/Social Functions. They refer to the contributions of schools to human development and social
relationships at different levels of society.
At the individual level, schools help individuals develop themselves, psychologically, socially, and
physically, and help them develop their potential as fully as possible.
At the institutional level, a school is a social entity or social system composed of different social
relationships. The quality of social climate and relationships in it often determines the quality of work life
and learning life for teachers and students. Therefore, one of the important functions is to provide
environment of quality.
At the community and society levels. According to Functionalism, schools serve the social needs or
functions of the local community, support social integration of multiple and diverse constituencies of
society, facilitate the social mobility within the existing social class structure, reinforce social equality for
all people of different backgrounds, select and allocate competent people to appropriate roles and
positions, and contribute to social change and development in the long run.
From the Conflict perspective, it is possible that schools reproduce the existing social class structure and
perpetuate social inequality
Due to growing global consciousness, schools are expected to play an important role in preparing
students for international harmony, social cooperation, global human relationship, and elimination of
national, regional, racial, and gender biases at the international level.
Political Functions. They refer to the contribution of schools to the political development at different levels of
society.
At the individual level, schools help students to develop positive civic attitudes and skills to exercise the
rights and responsibilities of citizenship.
At the community and society levels, schools serve the political needs of the local community, maintain
the stability of the political structure, promote awareness and movement of democracy, and facilitate the
planned political development and changes.
At the international level, schools act as a place for systematically socializing students into a set of
political norms, values, and beliefs, or for critically discussing and reflecting on the existing political
events. Schools often become a political coalition of teachers, parents, and students that can contribute
to the stability of the political power structure.
The growing awareness of international dependence reinforces the needs for the contribution of school
education to international understanding, global common interest, international coalitions, peace
movements against war, and eliminations of conflicts between regions and nations.
Cultural Functions. They refer to the contributions of schools to the cultural transmission and development at
different levels of society.
At the individual level, schools help students to develop their creativity and aesthetic awareness and to
be socialized with the successful norms, values, and beliefs of society.
At the institutional level, schools act as a place for systematic cultural transmission to and reproduction
of the next generation, cultural integration among the multiple and diverse constituencies, and cultural
revitalization of the outdated poor traditions.
At the community and society levels, schools serve as a cultural unit carrying the explicit norms and
expectations of the local community, transmit all the important values and artifacts of society to students,
integrate the diverse subcultures from different backgrounds, and revitalize the strengths of the existing
culture such that the society can reduce internal conflicts and wastage, an build up a unifying force for
the nation.
At the international level, schools can encourage appreciation of cultural diversity, and acceptance of
different norms, traditions, values, and beliefs in different countries and regions, and finally contribute to
the development of global culture through integration of different cultures.
Education functions. They refer to the contributions of schools to the development and maintenance of
education at different levels of society.
At the individual level, it is important for schools to help students to learn how to learn and help teacher
to learn how to teach. Facilitating teachers’ professional development is one of the key functions of
education at this level.
At the institutional level, schools serve as a systematic place for systematic learning, teaching and
disseminating knowledge, and as a center for systematically experimenting and implementing
educational changes and development.
At the community and society levels, schools provide service for different educational needs of the local
community, facilitate development of education professions and education structures, disseminate
knowledge and information to the next generation, and contribute to the formation of a learning society.
At the international level, schools help promote mutual understanding among nations and build up a
global family for the younger generation. Schools can contribute to the development of global education
and international education exchange and cooperation.
The Manifest and Latent Functions of Education

Manifest functions of education are the open and intended goals or consequences of activities within an
organization or institution. The latent functions are the hidden, unstated, and sometimes unintended
consequences of activities within schools.
The Manifest Functions:

1. Social Control. Schools are responsible for teaching values such as discipline, respect, obedience,
punctuality, and perseverance. Schools teach conformity by encouraging young people to be good
students, conscientious future workers and law-abiding citizens.
2. Socialization. From kindergarten through college, schools teach students their various roles in their
family, school, and society in general. Students are also taught specific subject matters.
3. Social Placement. Schools are responsible for identifying the most qualified people to fill available
positions in society.
4. Transmitting Culture. As a social institution, schools perform a conservative function of transmitting the
dominant culture. Young people are exposed to the existing beliefs, norms and values of the society.
5. Promoting Social and Political Integration.
6. Agent of Change
The Latent Functions:

1. Restricting some activities
2. Matchmaking and production of social networks
3. Creation of generation gap
Functions of Schools by Calderon (1998 in Vega, et al. 2015)

1. Conservation Function. The school conserves and preserves through its libraries and other devices
recorded experiences of the past generations such as knowledge, inventions, mathematics-scientific-
historical facts, skills, customs, traditions, language, literature, music, writings and the arts. All these are
preserved for future generations.
2. Instructional Functions. The main concern of the school is to pass on the accumulated experiences of
the past generations to the incoming generations. This is performed by teachers, mentors, instructors, or
professors. Some call such instruction as enculturation, when things of the local culture are taught to the
students. In the performance of this function, school is expected to produce leaders in all fields of
endeavor- politics, education, trade, science, medicine, etc.
3. Research Function. The school conducts research to improve the old ways of doing things or to discover
unknown facts or systems that will improve the quality of human life.
4. Social Service Function. One justification for the existence of schools is for them to perform social
service in the locality where they are located. This can be done through various forms of community
service depending on the need of the
Name: Score:

Activity Title: Roles and Competencies of School Heads
Learning Target: Discuss the competencies expected of school heads.
Inc.
Exercise: What does the principal do all day? (100 points)

Direction: Read and analyze the roles and competencies of school heads (see attachment #10). After that,
answer the activity by means of completing the matrix on the next page. You are going to imagine that you
are in the shoes of a principal for a day. Use the rubric below as your basis of doing the activity.
95-100
90-94
85-89
80-84
improvement.
ATTACHMENT #10
Reinventing the Principalship

This is a review of the functions and competencies of school leaders in basic education: the
principal/school head, head teachers/department heads, and teachers-in-charge.
Under the umbrella of educational leadership, the school head/principal is on the frontline. S/he is a
leader in a learning organization as designer, steward and teacher. As a designer, the principal
encourages building a shared vision/mission on how to deal with critical issues. As a steward, the
principal is committed to and responsible for the vision, manages it over self-interest. As a teacher, the
principal fosters learning for everyone in the organization. As a leader, the principal is a team player,
fosters team learning and collaborative problem-solving as the school culture develops trust, supports
innovation and creativity, (Senge, P. in Llagas, et al. 2016).
Functions, Responsibility and Accountability of School Heads (RA 9155 of 2001, Governing Act of Basic
Education):
1. Setting the mission, vision, goals and objectives of the school;
2. Creating an environment within the school that is conducive to teaching and learning;
3. Implementing the school curriculum and being accountable for higher learning outcomes;
4. Developing the school education program and school improvement plan;
5. Offering educational programs, projects, and services which provide equitable opportunities for all
learners in the community;
6. Introducing new and innovative modes of instruction to achieve higher learning outcomes;
7. Administering and managing all personnel, physical and fiscal resources of the school;
8. Recommending the staffing complement of the school based on its needs;
9. Encouraging staff development;
10. Establishing school and community network and encouraging the active participation of teachers’
organizations, non-academic personnel of public schools, and parents-teachers-community associations;
11. Accepting donations, gifts, bequest and grants for the purpose of upgrading teachers/learning facilitators’
competencies, improving and expanding school facilities and providing instructional materials and
equipment. Such donations or grants must be reported to the appropriate district supervisors and division
superintendent; and
12. Performing such other functions as may be assigned by proper authorities.
Promulgated at the start of the 21st century, policy makers believe that the enumerated functions and
responsibilities need to be reviewed. New perspectives of transformative leadership are emerging aimed
to reinvent/reshape school leadership.
Sergiovanni (in Llagas, et al. 2016) proposes a reflective practice perspective initiating that administering
which includes the principalship is a moral craft with three dimensions: (1) heart, (2) head, and (3) hand.
The Heart, Head, and Hand of Leadership

The heart of leadership has to do with what a person believes, values, dreams about, and is committed
to or that person’s personal vision. The head of leadership has to do with the theories of practice each
of us has developed over time and our ability to reflect on the situations we face in light of these theories.
The process of reflection combined with our personal vision becomes the basis for our strategies and
actions.
Blumberg (in Llagas, et al. 2016) emphasized that bringing together head, heart and hand in practice
would result to transforming the school from being an organization into an institutional culture.
Institutionalization happens in an organization over time, reflecting the organization’s distinctive history,
the people who create and embody interest in developing its own culture.
Selznick (in Llagas, et al. 2016, p.43) explains organization turning into institution as: Organizations
become institutions as they are infused with value, that is, prized not as tools alone but as sources of
direct personal gratification and vehicles of group integrity. This infusion produces a distinct identity for
the organization. Where institutionalization is well-advanced, distinctive outlooks, habits and other
commitments are unified, coloring all aspects of organizational life and lending it social integration that
goes well beyond formal coordination and command.
Institutional Culture
Selznick’s conception of institution is similar to the more familiar conception of school as learning
community. To become wither, the school must move beyond concerns for goals and roles to the task of
building purposes into its structure and embodying these purposes in everything that it does with the
effect of transforming school members from neutral participants to committed followers. The embodiment
of purpose and the development of followership are inescapably moral.
Reinventing principalship accepts the assumption that leadership is not a right but a responsibility. The
test of moral leadership is when the followers and other stakeholders believe in the competence, and
well-being of the leader who encourages and support empowerment of the followers for the benefit of the
school
Sergiovanni (in Llagas, et al. 2016) differentiates a follower from a subordinate. Subordinates respond to
bureaucratic authority and sometimes to personal authority. Followers by contrast, respond to ideas. You
can’t be a follower unless you have something to follow. Zalenick suggests that subordinate may
cooperate with the management system but are rarely committed to it. By contrast, one of the hallmarks
of being a follower is commitment. Kelly suggests that followers are committed to the organization, to a
purpose or principle. They build their competence and focus their efforts for maximum impact.
Subordinates do what they are supposed to do, and they do not tend to do more.
What may a principal do to develop and help emerge followership?
To do these, principals may have to draw from the 4 sources of authority as described by Sergiovanni.
1. Bureaucratic Authority. When principals use bureaucratic authority, they rely on rules, mandates, and
regulations in efforts to direct thought and action.
2. Personal Authority. When principals use personal authority, they rely on their own interpersonal style,
cleverness, guile, political know-how and other forms of managerial and psychological skills in order
to direct thought and action.
3. Professional Authority. When principals rely on professional authority, they appeal to expertise,
expecting everyone to be subordinates to a form of technical rationality that is presumably validated
by craft notions of what constitutes best educational practice or scientific findings from educational
research.
4. Moral Authority. When principals rely on moral authority, they bring to the forefront a form of normative
rationality as discussed above that places every subordinate to a set of ideas, ideals, and shared
values and asks them to respond morally by doing their duty, meeting their obligations, and accepting
their responsibilities.
All are important, but the art of leadership is balancing the four competing sources of authority in such a
way that moral and professional authority flourish without neglecting bureaucratic and personal authority.
In the principalship, the challenge of leadership is anchored on competing imperatives, the management
and the moral imperative. If schools are to survive, they have to be managed effectively and efficiently.
Policies are implemented, resources should be available, and the school should be child-friendly. More
than these imperatives, the school must transform into an institution, a learning community.
Institutionalization is the moral imperative that principals face. Leadership values are internalized such
as empowerment, balance of professional and moral sources of authority making the professional
manager conception of the principalship.
The challenge of leadership would lead to institutionalizing a school culture. Culture influences what is
thought of and done in the school by the principal possessing cultural leadership. The challenge of cultural
with moral leadership in schools is for the principals to engage in the process of decision-making without
thought to self-interest.
The principal leads in developing a school culture that:
 Affects how individuals treat and relate to one another
 Develops slowly and is remarkably resistant to change
 Is shaped by the behavior of everyone in the organization – administration, learners, faculty, staff and
parents
 Shapes teachers’ feeling optimistic and positive about their work and not frustrated that their expertise
and efforts are not being used to best advantage
 Shapes the tone of the organization; a positive culture inspires optimism and hope; a negative culture
promotes cynicism and defeatism
 Enhances respect toward learners which does not happen by itself; it must be cultivated
 Promotes interpersonal relationship with respect, both personal and professional
 Promotes student culture of hard work, responsibility and success
 Enhances ongoing learning and professional inquiry which are regarded as hallmarks of a profession
 Ensures the quality of the initiatives undertaken by the administration, faculty, staff, students, parents
and community (LGUs and NGOs)
 Culminates Total Quality Management (TQM) and Total Quality Education (TQE)

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PRELIM

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1. John Locke (1632-1704): The Empiricist Educator

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5. Theodore Brameld (1907-1987): Social Reconstructionism

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Exercise: Written Response (300 points)

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The Philippine Education System

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Major Sociological Concepts

Sociological Concepts and Their Educational Implications

•Education serves several functions for society. These include (a)

•Education promotes social inequality through the use of tracking

•This perspective focuses on social interaction in the classroom, on

Explanation to the Social Science Theories and Their Implications to Education

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Strengths of the Filipino Character

Weaknesses of the Filipino Character

Extreme Lack of Self-

Exercise: Who am I as a Filipino? (100 points)

Strengths of the Filipino Character

Weaknesses of the Filipino Character

Type of Activity (check or choose from below)

(see attachment # 3 for a more detailed explanation)

Basic Concepts of Values Education

Methodologies and Techniques in Teaching Values Education

Approaches in Values Education

Type of Activity (check or choose from below)

Global Issues that Concern Schools and Society

The 17 Sustainable Development Goals for the Period 2015-2030

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School and the Community

Teachers, Parents, and the Community

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School and the Community

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The Code of Ethics for Professional Teachers

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Exercise: Written Response (60 points)

21--30 points 11-20 points 1-10 point(s)

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

ARTICLE I – SCOPE AND LIMITATIONS

ARTICLE II – THE TEACHER AND THE STATE

ARTICLE III – THE TEACHER AND THE COMMUNITY

ARTICLE V – THE TEACHERS AND THE PROFESSION

ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS

ARTICLE VII – SCHOOL OFFICIALS, TEACHERS, AND OTHER PERSONNEL

ARTICLE VIII – THE TEACHERS AND LEARNERS

ARTICLE IX – THE TEACHERS AND PARENTS

ARTICLE X – THE TEACHER AND BUSINESS

ARTICLE XI – THE TEACHER AS A PERSON