The Teacher and the Community, School Culture and Organizational Leadership

Mary Ann A. Bantilo, MA

1 The School as an Agent of Social Change

OVERVIEW

As part of the educational workforce in the future, what

specific instance can you say that school can serve as an agent of
change? How about in the area of promoting supportive
environments, most especially, in affecting positive social change in
the society?

This module lets you explore into a variety of concepts on

school as an agent of social change. It includes significant literatures
and theories in understanding the significant role of the school in
imparting positive social transformation. It allows you to critically
reflect on relevant practices and issues of teachers. And, how they will help you understand the information you ought
to impart to your future students.

LEARNING OUTCOMES:

After learning the module, you are expected to:

▪ Discuss how the school can serve as an agent of change;

▪ Discuss how teachers, students, administrators and other personnel could contribute in affecting positive
social change in the society; and
▪ Observe how innovative schools serve as agents of social change.

1.1 Introduction

Schools play an important role in the development of individuals and societies. They serve as vital sources of
knowledge and innovations, contributors to economic development, agents of social and cultural development, and
warehouses of information.

They also develop the manpower needs of the society honing the necessary skills, values, and knowledge needed in
everyday life particularly in the industry. Furthermore, schools are national and regional symbols serving as repository
of the people’s history and culture.

In a nutshell, school is a dynamic social organization that develops every learner for various social roles. It is
influenced by a system anchored on a philosophy, mission, and vision.

• School as an organization - It has its own system of governance influenced by a fixed organizational structure
or bureaucracy.

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The Teacher and the Community, School Culture and Organizational Leadership
Mary Ann A. Bantilo, MA

In basic education, the Department of Education determines the bureaucratic structure of schools from
national, regional, division, district, and the local school level. In the national level, the DepEd Secretary acts
as the head of the whole bureaucracy supported by Undersecretaries and Assistant Secretaries.

The Central Office is composed of 4 Bureaus, namely: (1) Bureau of Curriculum Development, (2) Bureau of
Learning Delivery, (3) Bureau of Learning Resources, and (4) Bureau of Educational Assessment. The regional
offices are headed by Regional Directors supported by different education supervisors. The Division Offices
are headed by the Superintendent and also supported by the educational supervisors. The District Offices are
headed by the District Supervisor and supported by educational supervisors. Lastly, at the school level, the
principal serves as the chief administrative and academic officer of the school. Master teachers and classroom
teachers support the principal in accomplishing various tasks.

• School as a learning organization - Its main function is to help learners develop knowledge, skills, and values
essential for every individual and implement the curriculum prescribed by the Department of Education. Guided
by the different principles and theories of teaching and learning,
the school carries this function by molding the minds and
characters of students.

- Values – provides a framework for organizational culture

and behavior of the entire school;
- Leadership – provides administrative and management
support for the day-to-day activities and functions of the
school; and
- Culture – pertains to shared values and behaviors of
students, teachers, staff, and administration.

The school as a social organization aims to respond to the different changes and challenges in the society
brought by the different social and natural forces. It plays an important role in shaping the future of the society it belongs.
The schools’ working mechanism has a strong effect not only on the delivery of quality education but also on the
development of human resources needed by the society.

1.2 School as a Social Organization

Schools are important organizations that prepare young children of their future roles as productive citizens in
the country. The way schools fulfill this function has a strong effect on the quality of education they provide. There are
several theories that try to explain the nature of the school organization. Under the systems theory, it is best to examine
some of the characteristics of schools including structure, culture, climate, leadership, decision-making, and the
relationships among personnel.

• Structure: As social systems, schools’ structures have characteristics of rational, natural, and open systems.
They have hierarchies of authority, goals, and role expectations similar to bureaucratic organizations.
Individual needs affect employee behavior, organizational goals are not firm, informal organizations derive
from interactions among individuals, and schools.

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The Teacher and the Community, School Culture and Organizational Leadership
Mary Ann A. Bantilo, MA

A school is structured in a seamless bureaucracy that includes positions and offices based on the
type of programs and services offered by the school. The size or the population of the school determines the
structure of the school.

Not only that school is an integral part of the bigger education system from district, division, region,
and national level. The line of authorities and responsibilities are clearly defined.

• Culture and Climate: School culture is preserved and transferred to new members by the socialization
process. New teachers learn shared values, beliefs, and norms when they interact and build relationships with
their colleagues. The school culture is influenced by the philosophy and core values of the school. It is also
continuously shaped by the culture of every individual members of the school.

Climate, on the other hand, represents an organization’s distinguishing characteristics, feelings, and
behavior that can be presented with a framework which consists of four elements: (1) physical frame is the
physical factors of a school like equipment, classrooms; (2) social frame is the social factor; (3) environment
mostly related to social behavior of individuals within a school; and (4) structural frame represents factors
such as hierarchy, authority, role, and symbolic frame is the parts of culture like believes, norms, and values.

• Leadership and Decision Making: In social systems of schools as an important aspect of leadership is the
quality and systematic effects of functions and behaviors of principals as leaders.

The Governance of Basic Education Act provided a way to enhance the system of leadership and
decision-making process in the school. Currently, principals are now the local executives in their schools. They
help to develop the vision and plans for improving the school and for helping students improve their scholastic
performance. Annually, the schools are mandated to submit their annual school improvement plan (SIP), which
serves as the basis for their budget and for evaluating their performance. Likewise, the teachers are now
empowered to develop innovations that will improve students’ achievement and performance.

• Relationships: Social organizations like schools are stemmed from interaction among people both within and
outside of the organization. Relationships within the school building and with the community are essential
elements of socialization and have a significant impact on many vital processes.

1.3 Social Change and its Effect in the Educational System

Social change is a broad term and every society develops and

evolves in a unique way as influenced by various social factors and events.
Change is always happening in every aspect of the society and it is inevitable.
The physical features of the society are always changing as a result of
economic developments. Human relationships and interactions and cultures
also have changed as a result of various social forces and events.

In general, sociologists define social change as changes in the human interactions and relationships that
transform cultural and social transformation. These changes occur over time and often have profound and long-term

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The Teacher and the Community, School Culture and Organizational Leadership
Mary Ann A. Bantilo, MA

effects for the society. The Financial Institutions 2025 Risk Index identified six megatrends that continues to shape and
influence our society.

• Digitization and technological advances – Technological advancement is impacting the finance industry as new
challengers are emerging and growing customer expectations drive significant IT infrastructure investment.

• Demographic and behavioral changes – The changing demographics, geographical, and behavioral profile of
customers are forcing financial institutions to deal with divergent customer expectations, and new customer
bases and workforces.

• Global talent and skills race – Talent capable of navigating a rapidly evolving financial landscape will be required
to respond to increasing regulatory pressures, a changing approach to risk management and the emergence
of new markets.

• Business Operating Model pressures – Regulation and the increasing cost of capital is exerting pressure on
business operating structures, driving segmentation, and wholesale banking.

• Regulatory changes and complexity – Regulatory pressures arising from the financial crisis have increased
the cost of capital, prompted large-scale divestment, reshaped attitudes toward risk, and redrawn the
boundary between retail and wholesale banking.

• Changes in investment, capital sources and returns – Non-bank financial institutions, fintech companies, and
new investors are bringing fresh capital into the sector while banks meet capital requirements, manage stress
tests, and spend on compliance upgrades.

These social changes, among others, demand that all educational institutions at any level must not only respond
to these changes but they must also evolve and be changed.

1. New ways of teaching and learning must be developed and

introduced.
2. Instruction must focus on the holistic development of every
learner.
3. Technology must be utilized to improved access to quality
education.
4. Curriculum must be progressive and innovative.
5. Alternative learning system must be harnessed.
6. New literacies and skills must be developed.
7. Teachers must be equipped with high level of technological,
pedagogical, content knowledge (TPCK).
8. Classroom must be equipped with technology.
9. New subjects and courses must be developed to respond to the needs of the society.
10. Old disciplines must evolve to embrace new research and developments in the field.
11. Critical thinking, creativity, and innovation must be developed among students.
12. Industry-school partnerships must be developed.

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The Teacher and the Community, School Culture and Organizational Leadership
Mary Ann A. Bantilo, MA

1.4 Social Changes and Challenges Brought by the 4 th Industrial Revolution

The Fourth Industrial Revolution brought significant social transformation that created a new world economy
characterized by:

a. Wider employment opportunities

b. Demand for quality, competitive, and flexible workers
c. Globalization
d. Millennial workforce
e. Mobility
f. Technological advancement
g. New behaviors

Education should adjust itself to different social challenges and demands. There are three literation that needs
to be developed to prepare graduates for this 4th Industrial
Revolution:

1. Data Literation – the ability to read, to analyze, and to

use information in the digital world.
2. Technology Literation – the ability to understand
mechanical (system) work, to use the application of
technology like Coding, Artificial Intelligence, and
Engineering Principles.
3. Human Literation – Humanities, Communication, and
Design. This calls for development of leadership skills,
social competence, collaboration and teamwork, professionalism, and new sets of values to be developed
among students.

With the changes and challenges of the 4 th Industrial Revolution, schools need to revisit their academic
programs and focus on what are essentials skills that need to be learned for human beings to become productive and
enjoy the fullness of life. The World Economic Forum in 2016 identified examples of these skills:

▪ Complex problem solving

▪ Innovation skills
▪ Critical thinking
▪ Creativity
▪ People management
▪ Collaboration
▪ Emotional quotient
▪ Decision making
▪ Negotiation skills
▪ Entrepreneurship
▪ Cognitive fluency

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The Teacher and the Community, School Culture and Organizational Leadership
Mary Ann A. Bantilo, MA

1.5 Change Forces

Sergiovanni (2000, pp. 154-155) identified six forces affecting changes in schools: bureaucratic, personal,
market, professional, cultural, and democratic. Each of these forces is influential in implementing changes in schools:

▪ Bureaucratic forces are rules, mandates, and other requirements intended to provide direct supervision,
standardized work process, or standardized outcomes that are used to prescribed change.
▪ Personal forces are personalities, leadership styles, and interpersonal skills of change agents that could push
for changes to happen in school.
▪ Market forces are competition, incentives, and individual choice that are used to motivate change.
▪ Professional forces are standards of expertise, codes of conduct, collegiality, felt obligations, and other
professional norms intended to build professional community to compel change.
▪ Cultural forces are shared values, goals, and ideas about pedagogy, relationships, and politics intended to build
covenantal community that is used to compel change.
▪ Democratic forces are democratic social contacts and shared commitments to the common good intended to
build a community that is used to compel change.

Due to these change forces, schools need to build internal commitment to change and positive social
transformation. Internal commitment is an essential contributor to school effectiveness. It means all faculty,
administrators, and staff experience a high degree of ownership and a feeling of responsibility on the changes that they
wish to happen. Responding to these change forces requires empowerment of every member of the school community.
It also requires ethical and moral leadership from school managers and administrators. Furthermore, all the members
of the school must possess innovative behaviors and creativity.

1.6 Characteristics of a Good School as an Agent of Social Change

To effectively serve as an agent of social change, schools need to evolve and be a model of a good social
institution. Reviewing the current literatures on the characteristics of a good school makes us conclude that good
schools are generally described as being learner-centered. Good schools make an effort to serve all types of students
by providing a good physical and socio-emotional environment for all students. They provide instructional support system
to help students to learn effectively and to develop curricular program to further enrich the knowledge and skills of the
students. They respect the ethnic and linguistic differences among students.

Based on the study of MacBeath, Boyd, Rand, and Bell (1995), there are six indicators of an effective school that
were also affirmed by Sergiovanni (2000):

Table 1: Indicators of a Good School from Six Composite Perspectives

Pupil
▪ Pupils are nice to each other.
▪ Everyone is treated fairly.
▪ There is a friendly atmosphere.
▪ Teachers control the classes but not too strict.
▪ Teachers help you with things you are not good at.

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The Teacher and the Community, School Culture and Organizational Leadership
Mary Ann A. Bantilo, MA

Teacher
▪ Communication is good among all members.
▪ Staff development is good.
▪ The environment is good to work in.
▪ Pupils are happy and well-motivated.
▪ All pupils are helped to achieve what they are capable of.
Parent
▪ There is welcoming friendly atmosphere.
▪ Staff are caring and communicate well with pupils.
▪ Discipline is good.
▪ Extra time is spent with children who learn less quickly.
▪ Relationships are good between teachers and parents.
Management
▪ Pupils are safe.
▪ All members of the school community work toward clear objectives.
▪ A high quality of information is given to parents and visitors.
▪ Rules are applied evenly and fairly.
▪ All pupils are helped to achieve what they are capable of.
Support Staff
▪ Resources are good and up to date.
▪ Classrooms are clean, warm, and comfortable.
▪ Support staff are given credit for their competence and contribution.
▪ The environment is friendly and welcoming.
▪ Staff development involves all staff.
Board Member, Trustee
▪ Excellent reputation with the local community.
▪ Strong leadership from senior management.
▪ A happy and welcoming environment.
▪ Pupils being helped to reach their individual potential.
▪ A safe place for pupils

1.7 Responding to the Needs of the Country and Local Communities

In the Philippines, the genesis of community schools during the American period planted the seed for the
development of a good school-community partnership and the development of a functionally literate citizenry. Community
schools were expected to contribute to the economic and cultural development of the people and the communities where
they served. They are shrines of knowledge and wisdom when there are only few basic education schools in the country.
They are concrete reflections of the state’s commitments to ensure equity and access to quality education.

All schools under the K-12 Education Program are expected to function as agents of social change and
transformation. They are expected to contribute to nation-building by developing holistically developed and functionally
literate learners characterized by:

▪ A healthy mind and body;

▪ Solid moral and spiritual groundings;
▪ Essential knowledge and skills to continuously develop the students to the fullest;

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The Teacher and the Community, School Culture and Organizational Leadership
Mary Ann A. Bantilo, MA

▪ Engagement in critical and creative problem solving;

▪ Contribution to the development of a progressive and humane society; and
▪ Appreciation of the beauty of the world and cares for the environment for a sustainable future.

1.8 Responding to the Needs of a Culturally Diverse Global Community

We are witness to the fact that various countries in the world are becoming more and more interconnected
due to the growing influence of politics, technology, economic cooperation, educational collaborations, and tourism
activities.

In the study of Ball (2000), the enormous complexities of today’s world require a new vision for schooling that
responds to the needs of the global and multicultural society in which we live. There is a need to prepare students who
possess high level of knowledge and skills that include high level of cultural literacy. To be culturally literate according
to Hirsch (1987) is to possess the basic information extending over the major domains of human activity from arts,
sports, and science, needed to thrive in the modern world.

Certain provisions in the school curriculum should allow students to immerse to different cultures. The thrust
of the school curriculum should be focused on the development of learners who appreciate various cultures and ideas
among different countries (Pawilen, et al., 2009).

In the same note, Tilghman (2007) emphasized that instilling a global perspective among students; exposing
them to the histories, languages, religious traditions, and cultures of countries other than their own; and building
academic bridges between schools and colleges is today a scholarly imperative, rather than a luxury. It suffices to say
that internationalization of education, which is a global concern among educators and governments, is the key in
addressing various needs, challenges and problems posed by cultural diversity.

1.9 Roles of Administrators, Teachers, and Students in Promoting Schools as Agents of Social Change and
Transformation

Leadership and collaboration are essential elements to ensuring success in all education endeavors. The kind
of leadership that school administrators provides could inspire teachers, staff, and other school personnel to pursue
important education goals, which could be translated in the successful achievements of students in their studies. When
we speak of leadership, we mean effective leadership that pushes more innovations in a creative organizational
environment. And when we talk of collaboration, it should be meaningful and constructive that allows creativity, critical
thinking, problem solving, and decision-making. Thus, it is important to understand what drives effective leadership and
meaningful collaboration in schools.

Fullan (2000) identified several strategies that leaders in schools could do to be effective in complex times:

1. Educational leaders must be guided by moral purpose. Moral purpose is about making a positive difference in
the lives of students and striving to improve the quality of working relationship in the school.
2. It is essential for leaders to understand the change process. Any form of change in school or in the whole
education system is not easy. All stakeholders must understand the change that is going to happen and be

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The Teacher and the Community, School Culture and Organizational Leadership
Mary Ann A. Bantilo, MA

guided in the process. It is essential to understand that opposition, discontentment, discouragement, negative
feedbacks, is natural when undergoing some changes. An effective leader is a coach, a mentor, and a teacher
in the change process.
3. It is essential to build relationships. If relationships are improved, things will surely get better. Thus, leaders
must be consummate relationship builder within the school with teachers, staff, and students, and between the
school and with all stakeholders. Effective leaders constantly foster purposeful interactions and
communication.
4. Leaders must commit to knowledge creation and sharing. Schools leaders should commit themselves
constantly in generating and increasing knowledge inside and outside the school organization. They also share
vital information to all teachers, staff, and stakeholders.
5. Effective leaders seek coherence in everything they do. Ensuring coherence is important by constantly following
logic and rationale thinking in making decisions, and being guided by the school values and philosophy.

There are other strategies that administrators, teachers, and other personnel can do to ensure success of the
school.
1. Strong principal leadership
2. Setting high expectations for students’ achievement
3. Empowerment and providing positive support to teachers
4. Creating a clear vision and mission
5. Monitoring students’ progress and teachers’ performance
6. Establishing a positive school climate
7. Establishing linkages and collaboration with parents, community, and stakeholders.

ACTIVITY:

Conduct a simple interview with a school administrator or a teacher of a basic education school
near your area. And, solicit ideas based on the following questions. Please stay up-to-date in the class GC,
Fb private group, and Google Classroom for the link of this activity.

1. Examine the school, may it be elementary or secondary school, near you. Identify its specific
projects and programs that are beneficial to the society or community where it belongs;
2. Identify at least three (3) challenges that pose problems in the implementation of the project;
3. Determine the means to win or at least abate the challenges faced by the school administrators,
teachers, and other personnel; and
4. Identify the effects of the said project to the following aspects:
a. Social
b. Political, and
c. Economic.

FEEDBACK

Congratulations, my dear students, you have already finished learning Module 1 of our subject!

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The Teacher and the Community, School Culture and Organizational Leadership
Mary Ann A. Bantilo, MA

In this module, you were exposed to the role of school as an agent of social change. This will be of help as you
face your students in the future.

SUMMARY

The role of the school as an agent of social change is important. Schools mold the minds and character of
the students. Some important principles in this chapter are the following:

✓ A school is not just a place for learning. It is a community of people committed to develop human potentials
with a goal of attaining positive social transformation.
✓ The school as a community is characterized by formal and informal systems.
✓ Schools need to respond to various challenges and social changes.
✓ Every member of the school community plays an essential role in attaining the goals of the school.
✓ Commitment to academic excellence coupled with deep devotion to contribute to the development of the
community is essential for schools.
✓ Operational excellence and organizational excellence are essential in attaining the goals of schools.
✓ Schools need to be relevant and responsive to the needs of the society.
✓ The school curriculum and all educational programs need to evolve with the different changes and challenges
happening to the society.
✓ Effective principal leadership is needed.
✓ Teacher leadership is essential in schools.
✓ Empowerment of administrators and teachers is important in developing innovations.
✓ Innovative behavior and creativity are essential in fulfilling the role of schools as agents of social change and
transformation.
✓ The school culture must be positive.
✓ A school’s bureaucratic structure must be rationalized to serve the interest of the whole school.

REFERENCES

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The Teacher and the Community, School Culture and Organizational Leadership
Mary Ann A. Bantilo, MA

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Pawilen, GT and JA Rivera. (2019). The School and the Community, School Culture, and Organizational Leadership.
Quezon City: Rex Printing Company, Inc.

Prieto NG, CN Archangel, and BB Corpuz. (2019). The Teacher and the Community, School Culture and Organizational
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