lOMoARcPSD|28570291

Module in The Teacher and The Community School Culture

and Organizational Leadership
Bachelor of secondary education (University of Eastern Philippines)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Lovely Salango ([email protected])
 lOMoARcPSD|28570291

Modules
In
The Teacher and the Community School
Culture and Organizational Leadership

Dr. Caridad M. Delmonte

University of Eastern Philippines

Laoang Campus
Laoang, Northern Samar
Effectivity Date: July 20, 2018 Document Code: UEP-T-04ODFI-I-001 Version No.: v1 Page 1 of 88
This document is a sole property of the UNIVERSITY OF EASTERN PHILIPPINES (UEP).
The original copy of this document is with the Documented Information Controller/Records Office.
Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
Downloaded by Lovely Salango ([email protected])
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
2
OVERVIEW OF THE MODULE
This modules will focus on the partnership of the school and community which is founded on the concept that the school is a
creation of society and so the school must in turn serve society. School and community partnership is a shared responsibility and a
reciprocal process. This school and community partnership is geared towards the building of a positive school culture. A positive school
culture is a function of the relationship among internal as well as external education stakeholders which is influenced to a great extent by
the leadership and management style of the school head.
Education or school is an institution created by society. Education is a function of society and as such arises from the nature and
character of society itself. Society seeks to preserve itself and to do this it maintains its functions and institution, one of which is education,
to assure its survival, stability and convenience
The school is scientific in the sense that it is a social laboratory in which the youth could test their ideas and values. In here, the
learner acquires the disposition and procedures associated with scientific or reflective thinking and acting. The school is 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.
This module covers a wide variety, or perhaps the entire selection of necessary information to guarantee the success of our would-
be teachers on their careers. This information ranges from the historical foundation of education or the proper and professional behavior,
to the positivity of a school-based culture or organizational leadership based on the philosophical thoughts of various proponents.

PURPOSE OF THE MODULE

The modules are intended to sow “you” - would-be teachers to become professional and ethical in your behavior and in your
relationship with school and community. You would eventually become school leaders and managers and so must be prepared for a
leadership and management style that supports the building of a positive school culture. It is expected further that upon the completion of
these modules the learner will be able to understand the nested relationships between school and community and how to capitalize on
these relationships to enhance student achievement. Appreciate the nature of the nested relationships between school and community for
enhancing student achievement. This theme will expose Student Teachers to the theoretical bases and practical importance of
communication and interaction between and among stakeholders. Exposed students to the concepts of culture within a school and outside
school (i.e. in the community) and the interaction of these two cultures as they impact the relationships between and among stakeholders.
Student will be able to identify how the teacher’s role is influenced by social and cultural factors that affect education in schools and
their communities. Understand a school’s identity as a social institution that makes it more than just a place for learning the three Re –
reading, writing, and arithmetic. Exposed to the interrelated and interdependent nature of the beliefs and practices that tie schools,

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
3 families and religious institutions. Identify prerequisites for promoting collaborative working conditions in order to promote a culture of
inclusion in schools and in the community through conceptualizing their own role as a change agent. Distinguished between teachers’
traditional roles within the classroom from non-traditional roles outside the classroom, such as the teacher as a community mobilizer, as a
social activist, or in a formal and informal leadership role and conducted an outreach program to a certain community as their practical
experience

MODULE TITLE AND DESCRIPTION

This course focuses on the development of the 21 st century teacher who can respond to the demands of the K to 12 Basic
education Curriculum which the Department of Education began implementing in SY 2012- 2013. It’s aligned to the current trends in
education such as constructivist, integrative, interactive, collaborative, inquiry-based, brain based and reflective teaching-learning. it is
also on the philosophical, technological, and socio-economic foundation of the technical and vocational education and training (TVET) in
the Philippines. It also covers the principles underlying competency-based training, competency standards, program registration,
assessment and certification. Discussions will also focus on TVET as a component of the Philippine Qualifications Framework and the
effect of the globalization.

MODULE OUTCOMES:
1. Analyze and describe relationships between teachers, the school, and the families and communities that support the school.
2. Identify how teacher’s role is influenced by social and cultural factors that affect education in school and their communities.
3. Recognize and value diverse cultural, traditional, and religious values and their student’s learning needs in school and in the community.
4. List the social factors affecting education and how they can support the development of education nationally and locally.
5. Explain the teacher’s role as role models for students and the community in general
6. Describe the ideal teacher as an agent of change.
7. Characterize a teacher’s traditional role in the classroom and non-traditional role outside the classroom.

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
4

LEARNING PLAN
Teaching Assessment
Intended Learning Course Content/subject Matter, Suggested Textbooks and
Learning Tasks and
Outcomes Number of Hours/Meeting References
Activities Outputs

1. Discuss at least 6 Chapter 1 - Educational Omstein, A.(1984) Introduction to Research, Table Summary of
Philosophical thoughts on philosophies the Foundations of Education Reflection the philosophies
Activity of education;
John Locke
H. Spencer Research Output
J. Dewey on additional
G. Counts philosophies
T. Brameld
P. Freire - 6 hours Written work

2. State the relationship of Chapter 2 – The Relationship of Brinkerhoff, David. (1989) Reflections Written work
society and schools School and Society; 30 min. Essentials of Sociology

*Prove that school transmit Chapter 2 – Education in Brinkerhoff, David. (1989) News and Table comparison
cultural values by stating primitive society ; Emphasis of Essentials of Sociology; Omstein, article analysis, of points of
facts from Philippine and education on key periods of world Allan (1985) An Introduction to Research; emphasis in key
world history of education and Philippine history – 5 hours the Foundation of Education Reflection periods of
activity educational
history in the
Philippines and
the world

*Explain the meaning of Chapter 2- Meaning of Brinkerhoff, David. (1989) Research Written Work
socialization as a function socialization; home as the first Essentials of Sociology
of schools agent of socialization; school as
another agent - 30 minutes
3. Explain social science Chapter 3 – Structural functional Brinkerhoff, David. (1989) research Reflection on

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
theories
5 and their theory; conflict theory; symbolic Essentials of Sociology paper research
implication to education interaction theory – 1 and a half out put
hours.

4. Discuss the strengths Chapter 4 – The Strengths and Shahani, L. “ A Moral Recovery Report analysis, Reflection Paper,
and weaknesses of the Weaknesses of the Filipino Program; Building a People; research Research output
Filipino character; Character; a socio-cultural issue Building a Nation,” 1988 reflection
– 1 and a half hours

*Cite ways by which Chapter 4 – Using Strength to Shahani, L. “ A Moral Recovery Research
schools can counteract the Counteract Weaknesses 30 min. Program; Building a People; reflection
weaknesses of the Filipino Building a Nation,” 1988
character

5. Global Issues that Chapter 5 – Discuss at least 2 Top 10 World Issues; 17 Table of
Concern Schools global issues and explain Sustainable Development Goals, Curriculum
proposed solution to the same – 2015-2030 integration of top
3 hours 10 global issues
and 17 SDGs,
2015-2030;
Written work
Reflection Paper
6. Explain what school and Chapter 6 – The Why and How DepEd Order # 100 s. 2009; Research Reflection Journal;
community partnership the School Partnership - 2 and DepEd Order # 30,s. 2017 research Output
means; cite examples of half hours DepEd Primer on School-
community partnership Community Partnership

*Explain the legal and Chapter 6- Legal and sociological RA 9155; RA 8525; EFA 2015 Research Research Output
sociological bases of bases of school and community Plan
school and community partnership -1 hour DepEd Order #100,s.
partnership 2009;DepEd Order # 30,s. 2017
7. Elaborate Community’s Chapter 7- the teacher and the The Code of ethics for Reflection Reflection journal
expectation from teachers Community: Teacher’s Ethical Professional Teachers
and on teacher’ and Professional Behavior – 30
expectations from min
communities

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
*Describe
6 teacher’s ethical Chapter 7 – Code of Ethics for The Code of ethics for Reflection, Reflection journal
and professional behavior Professional Teachers, Article III- Professional Teachers; video of Power point
in the community by giving 3 hours Sabrina Ongkiko presentation;
concrete examples video viewing –
Sabrina
Ongkiko
8. Explain what Durbin, Andrew. (2006). Drawing of Research output;
organizational leadership Essentials of Management symbols of reflection journal
leadership;
Chapter 8 – meaning of
video viewing
Organizational Leadership – 30
(TED Talks);
min
research
reflection

Unit 1: Society, Community and Education

Chapter 1: Philosophical Thoughts of Education

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
7 Intended Learning Outcomes:

At the end of this Chapter, you should be able to

discuss at least 6 philosophical thoughts on
education.

Activity - Let’s Read These

A. Read this conversation then answer the question in the ANALYSIS phase of this Lesson.

In a Grade 3 Science class: Teacher: What is the function of the mouth?

See the Educational Philosophies of: Student: To break the food into smaller pieces.
John Locke Teacher: Very good! What about the stomach?
H. Spencer
Student: To digest the food.
J. Dewey
G. Counts Teacher: Very good! Perfect! And the small intestines?
T. Brameld You can see their
Student: To absorb the food nutrients.
P. Freire Assessment:
philosophies in the
following content below.

Assessment:

Analysis – Let’s Analyze

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
8

What classroom scenario is/are being depicted the comic strip and the teacher-student question and answer?

Answer:

Abstraction – Let’s Conceptualize

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
9

Depicted in the question and answer proceeding in class are a common classroom scenario. Most lessons are devoted to teacher asking low-
level questions and students answering with what they memorized the night before. Teacher deposited these facts a day before and withdraws
them the next day. A perfect example of the banking system of education that Paulo Freire is very much against as it does not make the learner
reflect and connect what he/she was taught to real life.
We have nothing against facts. But isolated facts make no sense but become meaningful when seen in relation to other facts. These facts when
combined with other facts (with further questioning from the teacher) help the learner see meaning and connection to his/her life.
Example: The pupil learned that food is broken down into small pieces, which is digested by the stomach and is absorbed by the intestine. To
connect the facts, teacher should ask more questions like: What if the food is not chewed in the mouth, what happens to food in the stomach and
to the stomach itself? What if the stomach fails to digest food from the mouth, what happens to the food in the small intestines? Will the small
intestines be able to absorb food, etc.?...
Below are summaries of thoughts of education philosophers on what should be taught and how learners should be taught.

A. 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 among themselves; civic education is necessary
 People should be educated to govern themselves intelligently and responsibly (Ornstein, 1984)

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
10

Comments:
o For John Locke education is not acquisition of knowledge contained in the Great Books. It is learners interacting with concrete
experience, comparing and reflecting on the same concrete experience, comparing. The learner is an active not a passive
agent of his/her own learning.
o From the social dimension, education is seeing citizens participate actively and intelligently in establishing their government and
in choosing who will govern them from among themselves because they are convinced that no one person is destined to be
ruler forever.

B. Herbert Spencer (1820-1903): Utilitarian Education

 Spencer’s concept of “survival of the fittest” means that human development had gone through an evolutionary series of stages
from the simple to the complex and from the uniform to the more specialized kind of activity.
 Social development had taken place according to an evolutionary process by which simple homogeneous societies had evolved to
more complex and societal systems characterized with humanistic and classical education.
 Industrialized society require vocational and professional education based on scientific and practical (Utilitarian) objectives rather
than on the very general educational goals associated with humanistic and classical education.
 Curriculum should emphasize the practical, utilitarian and scientific subjects that helped 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. (Ornstein, 1984)
Comments:
Specialized Education of Spencer vs. General Education

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
11 o To survive in a complex society, Spencer favors specialized education over that of general education. We are in need of
social engineers who can combine harmoniously the findings of specialized knowledge. This is particularly true in the field of
medicine
o The expert who concentrates on a limited field is useful, but if he loses sight of the interdependence of things he becomes a
man who knows more and more about less and less. We must be warned of the deadly peril of over specialism. Of course
we do not prefer the other extreme, the superficial person who knows less and less about more and more.
Spencer’s Survival of the Fittest
o He who is fittest survives. Individual competition leads to social progress. The competition in class is what advocates of
whole-child approach and socio-emotional learning (SEL) atmosphere negate. The whole child approach a powerful tool for
SELF-focused schools has as tenets – “each student learns in an environment that is physically and emotionally safe for
students and adults” and “each student has access to personalized learning and is supported by qualified and caring
adults…” (Frey, N. 2019)
The highlighted words point to no competition for competition works against an emotionally safe environment.

C. 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 are socially active human beings who want to explore their environment and gain control over it.
 Education is a social process by which the immature members of the group, especially the children, are brought to participate in the
society.
 The school is a special environment established by members of society, for the purpose of simplifying, purifying and integrating the
social experience of the group so that it can be understood, examined and used by its children.
 The sole purpose of education is to contribute to the personal and social growth of individuals
 The steps of the scientific or reflective method which are extremely important in Dewey’s educational theory are as follows.
 The Learner has a “genuine situation of experience”- involvement in an activity in which he/she is interested.
 Within this experience the learner has a “genuine problem” that stimulates thinking
 The learner possesses the information or does research to acquire the information needed to solve the problem.

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
12  The learned develops possible and tentative solutions that may solve the problem.
 The learner tests the solutions by applying them to the problem. In this one way one discovers their validity for
oneself.
 The fund of knowledge of the human race-past ideas, discoveries and inventions was to be used as the material for dealing with
problems. This accumulated wisdom of cultural heritage has to be tested. If it served human purposes, it becomes part of a
reconstructed experience.
 The school is social, scientific and democratic. The school introduces children to society and their heritage. The school as a
miniature society is a means of bringing children into social participation.
 The school is scientific in the sense that it is a social laboratory in which children and youth could test their ideas and values. In
here, the learner acquires the disposition and procedures associated with scientific or reflective thinking and acting.
 The school is democratic because the learner is free to test all ideas, beliefs and values. Cultural heritage, customs and institutions
are all subject to critical inquiry, investigation and reconstruction.
 School should be used by all, it being a democratic institution. No barrier of custom or prejudice segregate people. People ought to
work together to solve common problems.
 The authoritarian or coercive style of administration and teaching is out of place because they block genuine inquiry and dialogue.
 Education is a social activity and the school is a social agency that helps shape human character and behavior.
 Values are relative but sharing, cooperation, and democracy are significant human values that should be encouraged by schools
(Ornstein, A. 1984)
Comments:
The Fund of Knowledge of the Human Race
o Dewey does not disregard the accumulated wisdom of the past. These past ideas, discoveries and inventions, our cultural
heritage, will be used as the material for dealing with problems and so will be tested. If they are of help, they become part of
a reconstructed experience. If they are not totally accurate, they will still be part of a reconstructed experience. This means
that the ideal learner for Dewey is not just one who can learn by doing, e.g., conduct an experiment but one who can
connect accumulated wisdom of the past to the present
Schools are For the People and By the People

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
13 o Schools are democratic institutions where everyone regardless of age, ethnicity, and social status is welcome and is
encouraged to participate in the democratic process of decision-making. Learners and stakeholders practice and experience
democracy in schools.

D. 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 become instrument for social improvement 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 decisions for them.
 Schools ought to provide an education that afford equal learning opportunities to all students (Ornstein, A. 1984)
Comments:
Schools and Teachers as Agents of Change
o For George Counts, schools and teachers should be agents of change. Schools are considered as instruments for social
improvement rather than as agencies for preserving the status quo. Whatever change we work for should always be change
for the better not just change for the sake of change.
o Teachers are called to make decisions on controversial issues. Not to make a decision is to actually making a decision.

o Like Dewey, problem solving, should be the dominant method for instruction.

Lag Between Material Progress and Ethical Values

Counts asserts that “there is a cultural lag between material progress and social institutions and ethical values.” Material
progress of humankind is very evident but moral and ethical development seem to have lagged behind. A friend once wrote: “The
Egyptians had their horses. Modern man has his jets but today it is still the same moral problems that plague humankind.” Indeed with

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
14 science and technology, we have become very powerful and yet powerless. We have conquered a number of diseases and even
postponed death for many, we have conquered aging, the planets, the seas but we have not conquered ourselves.

E. Theodore Brameld (1904-1987) – Social Reconstructionism

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

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
15 o Social reconstructionists are convinced that education is not a privilege of the few but a right to be enjoyed by all.

o Education is a right that all citizens regardless of race and social status should enjoy.

F. Paulo Freire (1921-1997) – Critical Pedagogy

Critical Pedagogy and Dialogue vs. the Banking Model of Education
 Paulo Freire, a critical theorist, like social reconstructionists, believed that systems must be changed to overcome oppression and
improve human conditions.
 Education and literacy are the vehicle for social change. In his view, humans must learn to resist oppression and not become its
victims, nor oppress others. To do so requires dialogue and critical consciousness, the development of awareness to overcome
domination and oppression.
 Rather than “teaching as banking” in which the educator deposits information into students’ heads, Freire saw teaching and
learning as a process of inquiry in which the child must invent and reinvent the world.
 Teachers must not see themselves as the sole possessors of knowledge and their students as empty receptacles. He calls this
pedagogical approach the “banking method” of education.
 A democratic relationship between the teacher and his/her students is necessary in order for the conscientization process to take
place.
 Freire’s 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. By its nature, dialogue is not something that can be imposed. Instead,
genuine dialogue is characterized by respect of the parties involved toward one another. We develop a tolerant sensibility during
the dialogue process, and it is only when we come to tolerate the points of view and ways of being of others that we might be able
to learn from them and about ourselves in the process. Dialogue means the presence of equality, mutual recognition, affirmation of
people, and a sense of solidarity with people and remaining open to questions.
 Dialogue is the basis for critical and problem-posing pedagogy, as opposed to banking education, where there is no discussion,
only the imposition of the teacher’s ideas on the students. (Ornstein, 1984)
Comments:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
16 o All of these education philosophers, point to the need of interacting with others and of creating a “community of inquiry” as
Charles Sanders Peirce put it. The community of inquiry is “a group of persons involved in inquiry, investigating more or less
the same question or problem, and developing through their exchanges a better understanding both of the question as well
as the probable solutions.” (Lee, 2010) A community of inquiry will engage learners in active problem solving.

Assessment:

A pplication – Let’s Apply

1. The modern explosion of knowledge has led to an age of specialization with this concomitant quip:
A specialist knows more and more about less and less.
An expert knows more and more about less and less
until he or she knows everything about nothing.
A related joke cleverly twists this saying:
 A generalist knows less and less about more and more until he knows nothing about everything
Should schools produce generalists or specialists? Defend your answer.

Answer:

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

Learning is not a competition: No more 1st, 2nd or last in class for Answer:
primary and secondary students
With whom do
SINGAPORE – Whether a child finishes first orModules
last
Downloaded
in the
will
by Lovely noTeacher
Salango longerand bethe Community School
([email protected])
Culture and Organizational
you agree with?
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
17

3. “If you cannot bring the learners to the world, bring the world to the classroom.” Will this go with John Dewey’s philosophy of education?
Explain your answer.

Answer:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
18

4. Considering DepEd mission statement “to protect and promote the right of every Filipino to quality, equitable, culture-based, and complete
basic education” can we say that Philippine educational system is in a sense equitable? What actions and what recent legislations are proofs that
the Philippines gives equal access to quality education to its citizens?

Answer:

5. Is free tertiary education really pro-poor in the sense that it is the poor who are indeed benefited? Justify your answer.

6. Freire opposed the method of education and favored critical pedagogy. Why? The banking method is characterized as a vertical relationship
while critical pedagogy is characterized by a horizontal type of relationship. Be guided by the figure below (bottom left). Answer
Teacher
Teacher Student
Student

Assessment:

Let’s Reflect

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
19 Two Things I Learned from this Chapter My Thought/s or Reaction/s

Feedback:
1. Are these theories easy to grasp?
A:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
20

2. Can these thoughts’ philosophies improve our current status of education?

A:

3. Can these philosophies improve not only our schools, but also our daily lives?
A:

4. Which philosophical thought do you like the most and why?

A:

Suggested Textbooks and References:

Ornstein, A. (1984) Introduction to the Foundations of Education
Summary - Takeaways The Teacher and the Community School Culture and Organizational
Leadership – Nelia G. Prieto, LPT, PhD. - Clotilde N. Arcangel, LPT,
John Locke – The Empiricist PhD. - Brenda B. Corpuz, LPT, PhD

 Education is not acquisition of knowledge contained in the Classis. it is learners interacting with concrete experience. The learner is an active not a passive
agent of his/her own learning.
 From the social dimension, education is seeing citizens participate actively and intelligently in establishing their government and in choosing who will govern
them from among themselves. They are of the thinking
Modules
that no
in theisTeacher and the Community School Culture and Organizational
Downloaded byone person
Lovely destined to rule forever.
Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
21
Spencer – The Utilitarianist

 To survive in a complex society, Spencer favors specialized education over that of general education.
 “The expert who concentrates on a limited field is useful, but if he loses sight of the interdependence of things he becomes a man who knows more and more
about less and less. We must be warned of the early peril over-specialism. Of course we do not prefer the other extreme, the superficial person who every day
knows less and less about more and more.
 Who is fittest survives. Individual competition leads to social progress.
John Dewey – Experience
 Dewey does not disregard the accumulated wisdom of the past. These past ideas, discoveries and inventions, our cultural heritage, will be used as the material
for dealing with problems and so will be tested. If they are of help, they become part of a reconstructed experience. If they are not totally accurate, they will still
be part of the reconstructed experience. This means that the ideal learner for Dewey is not just one who can learn by doing, e.g. conduct an experiment but one
who can connect accumulated wisdom of the past to the present.
George Counts – Building a new social order

 Schools and teachers should be agents of change. Schools are considered instruments for social improvement rather than as
agencies for preserving the status quo. Whatever change we work for should always be for the better not just change for the sake of
change

Unit 2: Understanding Social Interaction in School and Communities

Chapter 2: Historical Foundation of Education

Intended Learning Outcomes:

At the end of this Chapter,

Modulesyou should
in the Teacherbe
andable to:
the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
22

Activity – Let’s Read These

Read the quote from the famous John Dewey then answer the question the following questions:
“When a school introduces and trains each child of society into membership within such a little community,
saturating him with the spirit of service, and providing him with the instruments of effective self-direction,
we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious.”

- John Dewey
Assessment:

Analysis – Let’s Analyze

Answer the following questions:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
23 1. What is the function of schools according to John Dewey’s statement?
Answer:

2. Who creates schools?

Answer:

3. What is the relationship between schools and society?

Answer:

Abstraction – Let’s Conceptualize

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
24

Education or school is an institutions created by society. Education is a function of society and as such arises from the
nature and character of society itself. Society seeks to preserve itself. Society seeks to preserve itself and to do this it maintains its functions and
institutions, one of which is education, to assure its survival, stability and convenience.
As John Dewey claimed, it is the school that “introduces and trains each child of society into membership within such a little community,
saturating him with the spirit of service, and providing him with the instruments of effective self-direction . . .” When schools succeed to do this, in
the words of Dewey “we shall have the deepest and best guaranty of a larger society which is worthy, harmonious and lovely.
This is called the socialization process. Socialization is the “process of learning the roles, statuses and values necessary for participation in
social institutions. . . .” (Brinkerhoff, D., 1989)
Socialization is a lifelong process. It occurs primarily during early childhood but as we progress from infancy to old age we shed old roles and
adopt new ones. Role learning that prepares us for future roles is termed anticipatory socialization. (Brinkerhoff, D., 1989) Because of
anticipatory socialization most of us are more of less prepared for our future roles like spouse, parent, and professional teacher.
The family is the most important agent of socialization. Psychology tells us that the self-concept formed during childhood has lasting
consequences. Besides, “the parents” religion, social class and ethnicity influence the child’s social roles and self-concept which In turn influence
the expectations that others have for the child, and they determine the groups with which the child will interact outside the family”. (Brinkerhoff,
D., 1989)
The school is also an important agent of socialization, it is an institution charged by society to impart specific knowledge and skills necessary for
functioning in a society. They are also charged with the task of transmitting society’s cultural values. The next part of this Chapter is devoted to
how schools (formal or informal) did their task as agents of socialization in different periods of history.
Education in Primitive Society
Brinkerhoof (1989) explains further:
In primitive societies, preliterate persons faced the problem of survival in an environment that pitted them against natural forces and wild
animals. To survive, human beings needed food, shelter, warmth and clothing. To transform a hostile environment into one that is life-sustaining,
humankind developed life skills that eventually became cultural patterns.
These life skills included 1) tool or instrument making, 2) adherence to the moral behavior code of group life and 3) language.
Early humankind found security in group life based on kinship and tribal patterns. Life in human group was educational as children observed and
learned from the elders and as they were deliberately taught by their parents and elders. For these cultural patterns to continue, the adults had to

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
teach
25 these skills and values to their children. This is Socialization, a function of education in society. Socialization is the process by which
individuals internalize the norms and values of society and so social and cultural continuity are attained. This is also informal education in action.
As abstract thinkers, human beings could create, use and manipulate symbols. They could communicate with one another through gestures,
sounds and words. These symbols were expressed in signs, pictographs, and letters. The creation and introduction of oral and written language
made a great leap on literacy which in turn had tremendous educational consequences which citizens of a civilized society line netizens of the
21st century now enjoy.
In primitive societies survival against natural forces was the need and so what were
thought were survival skills and values to cultivate group cohesiveness.

To see the Key Periods in Educational History, go to Page 21 of The Teacher and the Community School Culture and Organizational leadership

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

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
26

The History of the Philippine Educational System

Let us also see how the nature and character of Philippine society are reflected in the education process in different periods of Philippine
history.

As you study the summary of the Philippine educational system, just remember this sociological concept, which is the focus of this
Chapter – that education is a function of society and as such of society itself. What society considers important is what schools
teach. Be ready to answer this question at the end: What was/were the focus / foci of education or schools during the: 1) pre-colonial
period, 2) Spanish period, 3) American period, 4) Japanese occupation and 5) Post-colonial period.

Education during the Pre-colonial period

Education was informal and unstructured decentralized. Fathers taught their sons how to look for food and other means of livelihood.
Mothers taught their girls to do the household chores. This education basically prepared their children to become good husbands and
wives. Children were provided more vocational training but lesser academics. Teachers were tribal tutors (Babaylan or Katalonan)

Education during the Spanish Era

Education was formal and organized. It was authoritarian in nature. Tribal tutors of the pre-Spanish period were replaced by Spanish
Missionaries. Pupils attended formal schooling in the parochial school. Instruction was religion-oriented. Christian doctrines, sacred songs
and music and prayers were taught because they were required for confession and communion. There was a separate school for boys
and girls. Wealthy Filipinos or Ilustrados were accommodated in the schools.

The Educational Decree of 1863

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
 This law gave Filipinos a complete system of education from elementary to collegiate level. The law provided for the establishment of the
27
elementary schools in all municipalities in the country. Although religion was the core of the curriculum, the curriculum included subjects
reading, writing, arithmetic, history, Christian Doctrine, Spanish language, vocal music, agriculture for the boys and needlework for the
girls. Attendance in school was compulsory between the ages of seven and twelve.

Education during the American Regime 1898-1946

The Americans promoted democratic ideals and the democratic way of life. The schools maintained by the Spaniards for more than three
centuries were closed but were reopened on August 29, 1898 by the Secretary of the Interior. A system of free and compulsory elementary
education was established by the Malolos Constitution.

(Political Constitution of 1899) In May 1989, the first American school was established in Corregidor, and shortly after the capture of
Manila in 1899, seven schools were opened in the city. Training was done through the schools both public and secular manned by
Chaplains and Military Officers of the US Army. Thomasites arrived in the Philippines on August 23, 1901. – The University of the
Philippines was founded in 1908. UP was the first state school of university status.

The Department of Public Instruction set up a three level school system. The first level considered a four-year primary and three-year
intermediate or seven-year elementary curriculum. The second level was a four-year junior college and later a four year program.

The Commonwealth Period (1935-1942)

- Free education in public schools was provided all over the country, in accordance with the 1935 Constitution

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
28 - Vocational education and some household activities like sewing, cooking, and farming were also given importance.
- Education also emphasized nationalism so the students were taught about the life of the Filipino heroes.
- Vocational education and some household activities were also given importance. Good manners and discipline were also
taught to the students.
- The institute of private education was established in order to observe private schools.
- Formal adult education was also given.
Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating Tagalog as our National Language.
- Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in schools.
- Executive Order No. 263 in (1940) required the teaching of the Filipino, national language in the senior year of all high
schools and in all years in the normal schools.
The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7, 1940, which provided for the following:
- Reduction of the 7 year elementary course to 6 years
- Fixing the school entrance age at 7
- National support for elementary education
- Compulsory attendance of primary children enrolled in Grade 1
- Adoption of double-single sessions in the primary grade with one teacher one class assignment of intermediate teachers.
The Japanese Occupation
Aims of education during Japanese occupation:
- Make the people understand the position of the Philippines as a member of the East Asia Co-Prosperity Sphere
- Eradication of the idea of reliance upon Western States particularly the US and Great Britain
- Fostering a new Filipino culture based on the consciousness of the people as Orientals
- Elevating the moral of the people giving up over-emphasis on materialism
- Diffusion of elementary education and promotion of vocation education

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
29 - Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of English in schools
- Developing in people the love of labor
Post-colonial Philippines
- Education aimed at the full of realization of the democratic ideals and way of life.
- The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079 in June 15, 1954.
- A daily flag ceremony was made compulsory in all schools including the singing of the National Anthem pursuant to R.A.
1265 approved on June 11, 1955.
- Curricular offerings in all schools, the life, the works and writings of Jose Rizal especially the Noli Me Tangere and El
Filibusterismo shall be included in all levels.
- Elementary education was nationalized and matriculation fees were abolished.
- Magna Carta for teachers was passed into law by virtue of R.A. 4670
The fundamental aims of education in the 1973 Constitution are: - foster love of country – teach the duties of citizenship - develop moral
character, self-discipline and scientific, technological and vocational efficiency.
Other Developments
- Integration of values in all learning areas
- emphasis on mastery learning
- YDT and CAT introduced as new courses Media of Instruction-Bilingual Education Policy: Mandates the use of English and
Filipino separately as media of instruction in schools.
- Education act of 1982 – created the Ministry of Education, Culture and Sports.
- NCEE – National College Entrance Examination Introduced
- Executive Order No. 117 – President Corazon C. Aquino renamed Ministry of Education, Culture and Sports (DECS) in 1987
- Creation of the Board for Professional Teachers composed of 5 under PRC
- Replacement of PBET (Professional Board Examination for Teachers) by LET (Licensure Examination for Teachers)
- Transfer of authority of administering the LET from CSC and DECS to the Board of Professional Teachers under PRC

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
30 - Trifocalization of the Education System
- The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary, and non-
formal education, including culture and sports.TESDA now administers the post-secondary, middle-level manpower training
and development R.A. 7796 – Technical Education and Skills Development Act of 1994
- CHED is responsible for higher education. R.A. 7722 – Higher Education Act of 19994

- In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed. Transforming the
name Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role
of field officers (regional offices, division offices, district offices and schools). RA 9155 provides the overall framework for
school head empowerment by strengthening their leadership roles and school-based management within the context of
transparency and local accountability. The goal of basic education is to provide the school age population and young adults
with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens.

- Governance of Basic education Act (R.A. 9155); was passed renaming the DECS to DepEd and redefining the role of field
offices which include regional offices, division offices, district office and schools
- Values Education is offered as a separate subject in NSEC and integrated in all subjects areas in both curricular –
Implementation of New Secondary Education Curriculum (NSEC
- R.A. 10157, Jan 20, 2012 – Kindergarten Act, an act institutionalizing the kindergarten education into the basic education
system
- K to 12 Program (R.A. 10533), May 15, 2013 - The K to 12 Program covers the Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High School, and two years of Senior High (SHS) to provide
sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship.

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
31

The Varied Goals of Education in Different Periods of Philippine History

What was considered as important in each historical period of our country
was also the focus or direction of the education of the Filipino

During the pre-colonial period, students were given vocational training but lesser academics for them to be good
fathers and mothers. During the Spanish period, schools focused on religious formation to help them live the Christian
faith. The American regime educated the Filipinos to become good citizens of a democratic country while the Japanese
See page
regime taught them the love of labor. The post-colonial period educational system was devoted to the following goals: 1)
23-28 for
foster love of country; 2) teach the duties of citizenship; 3) develop moral character self-discipline; 4) scientific and
the history
technological and vocational efficiency. The present DepEd vision and mission statement and core values and the fourth
of both
mission of the Commission on Higher Education add light to the present goals of Philippine education.
Education
and They are given below:
Philippine
Education To produce thoughtful graduates imbued with 1) values reflective of a humanist orientation (e.g. fundamental respect for
others as human beings with intrinsic rights, cultural rootedness, avocation to serve;) 2) analytical and problem solving skills;
3) the ability to think things through the ethical and social implication of a given source of action; and 4) the competency to
learn continuously throughout life – that will enable them to live meaningfully in a complex, rapidly changing and globalized
world while engaging (in) their community and the nation’s development issues and concern. – Commission on Higher
Education

The Department of Education has the following vision, mission and core values:

The DepEd Vision

We dream of Filipinos
Who passionately love their country
And whose values and competencies
Enable them to realize their full potential
And contribute meaningfully to building this nation. . .
Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
32

The DepEd Mission

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

Our Core Values

Maka-Diyos Maka-tao Makakalikasan Makabans

The Importance of Studying the History of Education

Why do we have to bother with the educational goals of the past which is past and so we can no longer undo? Dewey
explains why a study of the history of education is valuable
1. Educational issues and problems are often rooted in the past; the study of one’s educational history can help us to
understand and solve today’s problems.

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
33 2. Realistic effort to reform education begin with present conditions which are products of our past, we can shape the future.
3. The study of education’s past provides a perspective that explains and illuminates our present activities as teachers.

Assessment:

A pplication – Let’s Apply

1. Why was the focus of education different for different groups of people in different places and at different
periods in world history? What does this point to regarding relationship of schools and society?

Answer:

2. Given the different characteristics of the different periods in Philippine history, what were the goals of education/schools during the:
Write your answers in a separate document/paper if necessary.
a) Pre-colonial -
b) Spanish period -
c) American regime -
d) Japanese regime -
e) Post-colonial period -
3. Was equal access to quality education met during the:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
a) Pre-colonial
34 -
b) Spanish period -
c) American regime -
d) Japanese regime -
e) Post-colonial period –
4. DepEd’s mission is “to protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education.”
Has the Philippine educational system from pre-colonial to present given equal access to quality, culture-based and complete basic education?
Or was it a privilege of a few? Explain your answer.

Answer:

5. Education is a function of society. Considering the positive and negative elements of the 21 st Century society:

Do NOT  State the educational goals that 21st Century schools should pursue;
Answer  Describe the idea 21st Century graduate
these:
 Describe the education delivery mode.
Will the survival skills taught in primitive societies suffice for the citizens of a 21 st century world?

Will the survival skills taught in primitive societies suffice for the citizens of a 21 st
century world?

Answer:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
35

Assessment:

Let’s Check for Understanding

1. In not more than two sentences, state the relationship of society and schools.

Answer:

2. What is meant by socialization as a function of schools?

Answer:

3. Can school change the socialization effect of family, the primary agent of socialization? Can an excellent school undo the socializing effect of
an extremely deprived home?

Answer:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
36

4. In the Philippines, was education a privilege enjoyed by all Filipinos since the pre-colonial period? Why or why not?
Answer:

5. Was the National College Entrance Examination (NCEE) in support of equal access to quality education? Why was it abolished when it did
exactly what Filipinos wanted?

Answer:

Assessment:

Let’s Reflect

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
37

1. Should college education be for all? Or should it be given only to those who are intellectually capable of college education?
Those who are not should be directed to technical education. Isn’t giving access to college education for one who is not
intellectually capable a waste of time and resources?
Was that not the very purpose of the National College Entrance Examination then – to redirect to techvoc courses those who were
not capable of a college courses?
Write your reflections.

Answer:

2. Should we bring back the NCEE? Why or why not?

Answer:

3. Of the developments in Philippine education in the post-colonial period, which to you is most important?

Answer:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
38

Feedback:
1. Do schools influence culture?

2. Do you socialize in school?

3. Does society need schools?

4. Does school prepare you for society?

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
39

Summary - Takeaways

 Education and school are a function and creation of society.

 Goals in education reflect what society considers as necessary for survival,
stability and convenience.
 A study of the history of education in the world and in the Philippines helps us
see what societies in the past considered important and enables us to
appreciate the present which is a product of the past.
 Schools are agents of socialization. They prepare individuals for their varied
roles in society.

Suggested Textbooks and References:

Brinkerhoff, David. (1989) Essentials of Sociology; Ornstein. Allan (1985)

An Introduction to the Foundations of Education

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
40
The Teacher and the Community School Culture and
Organizational Leadership – Nelia G. Prieto, LPT, PhD. -
Clotilde N. Arcangel, LPT, PhD. - Brenda B. Corpuz,
LPT, PhD.
Unit 3: School and Culture

Chapter 3: Social Science Theories and Their

Implications to Education

Intended Learning Outcomes

At the end of the Chapter, the students must be able to explain three social
science theories and their implications to education.

Introduction

Socialists today employ three primary theoretical perspectives: the functionalist perspective. The conflict perspective and the
symbolic interactionist perspective. These perspectives offer sociologists theoretical paradigms for explaining how society
influences people, and how people influence society. Each perspective uniquely conceptualizes society, social forces and human
behavior

Sing this song: Dem Bones Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership
(Refer to https://www.youtube.com/watch?v=for the melody) (Don’t Click it casually, Dr. Caridad M. the
copy Delmonte
entirety of the link in-between
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
41

Dem bones, dem bones, dem dry bones,

Dem bones, dem bones, dem dry bones,
Dem bones, dem bones, dem dry bones,
Now shake dem skeleton bones!

The toe bone’s connected to the foot bone,

The foot bone’s connected to the ankle bone,
The ankle bone’s connected to the leg bone,
Now shake dem skeleton bones!

The leg bone’s connected to the knee bone,

The knee bone’s connected to the thigh bone,
The thigh bone’s connected to the hip bone,
Now shake dem skeleton bones!

Dem bones, dem bones, dem dry bones,

Dem bones, dem bones, dem dry bones,
Dem bones, dem bones, dem dry bones,
Now shake dem skeleton bones!

The hip bone’s connected to the back bone,

The back bone’s connected to the neck bone,
The neck bone’s connected to the head bone,
Now shake dem skeleton bones!

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
42
The finger bone’s connected to the hand bone,
The hand bone’s connected to the arm bone,
The arm bone’s connected to the shoulder bone,
Now shake dem skeleton bones!

Assessment:

Analysis- Let’s Analyze the Song

1. According to the song, what are connected?

Answer:

2. What do you expect if these bones are connected? Does malfunctioning of one bone affect the other?

Answer:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
43

Abstraction – Let’s Conceptualize

The Dem Bones song introduces us to one of the 3 social theories we shall learn in the Chapter, the functionalist theory.
Three Social Theories
1) Structural-functional theory
Herbert Spencer, the proponent of structural-functional views society as “a system of interconnected parts each with a unique
function. The parts have to work together for stability and balance of society.” Society is compared to the human body with different but
interrelated parts performing different functions. Just as the human body has many parts, society has different but interrelated components such
as family, the state, the school, the Church, mass media, economics. These must coordinate and collaborate for society to function well. If one
part of the human body does not function well, the whole body is affected. In the same way, when one component of society does not do its part,
society will not function well. The overall health of the organism (society) depends upon the health of each structure.
This is exactly the message of the song, Dem Bone. The bones are interconnected. Each has a unique function. For instance, there is peace,
stability, equilibrium and harmony in society if families do their part in bringing forth children, nurturing and socializing them; if education or
schools effectively transmit knowledge, skills and values; if politics governs citizens well; if economics takes care of food production, distribution
of goods and services and if religion strengthens the moral fiber of the members of society. Failure of one social institution to do its part means
disruption of stability in society. For example, the rise of single parent and dual earner families means families have less time or sometimes no
more time left for the supervision of children in their homework which may result to an increase of non-performing students in school.
In a high tech world, educational institution must teach adults the new skills to relate to the teach-savvy young and the world and to be more
effective in the workplace. With more women in the workplace, policies against sexual harassment and discrimination were formulated. The
Cybercrime Act of 2012 came about to address the legal issues concerning online interactions and the internet in the Philippines.

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
The44functionalist theory of education focuses on how education serves the need of society through the development of skills encouraging social
cohesion. The role of schools is to prepare students for participation in the institutions of society. Education is concerned with transmission of
core values for social control. Education is concerned with socializing people by bringing together people from different backgrounds. The
functionalist theory is focused on social stability and solidarity. Functionalists see education as a beneficial contribution to an ordered society.
Functionalism does not encourage people to take an active role in changing their social environment, even when such change may benefit them.
Instead, functionalism sees active social change as undesirable because the various parts of society will compensate naturally for any problems
that may arise. For example, schools can compensate for the lack of time and the lack of parental advice from home.
Purposes of Schooling according to Functionalists
The purposes of schooling according to functionalists’ theory are:
1. Intellectual purposes – acquisition of cognitive skills, inquiry skills
2. Political purposes – educate future citizens; promote patriotism; promote assimilation of immigrants; ensure order, public civility and
conformity to laws
3. Economic purposes – prepare students for later work roles; select and train the labor force needed by society
4. Social purposes – promote a sense of social and moral responsibility; serve as a site for the solution or resolution of social
problems; supplement the efforts of other institutions of socialization such as the family and the church
An examination of the present curricula in basic and in tertiary education shows that these 4 functions are given attention to.

2. Conflict Theory
According to this theory, there are always two opposing sides in a conflict situation. People take sides between maintaining the
status quo and introducing change then arrive at an agreement. Conflict theory welcomes conflict for that is the way to the establishment of a
new society. Conflict theorists find potential conflict between any groups where inequality exists: racial, gender, religious, political, economic and
so on. Conflict theorists note that unequal groups usually have conflicting values and agendas, causing them to compete against one another.
This constant competition between groups forms the basis for the ever-changing nature of society.
The factory workers want change – better working conditions, higher salaries. The factory owners naturally are opposed to such. The resolution
of the conflict, however, leads to a compromise, a change in the way the factory is managed where both workers and owners are happy.
3. The symbolic interactionist’s theory perspective
Three tenets of symbolic interactionists theory are:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
45 1.) An individual’s action depends on the meaning. We act based on the meaning we give to symbols. Symbols can’t be
actions, objects or words. If a student understands that teacher believes in his/her ability he/she tries his/her best prove that indeed
he/she is able. If a teacher does otherwise, a student tends to behave in accordance with teacher’s poor perception.
2.) Different people may give different meanings to the same things. When teachers are strict, some students see it as an
expression of care. Others may rebel because they perceive teacher’s behavior as limiting their moves and desires. A businessman
may look at a tree and starts estimating how much money he can get if he has the tree cut down for lumber. A philosopher or a poet
may look at it with the thought, “they also serve who only stand and wait” like John Milton’s from his poem “On his Blindness”.
3.) Meanings change as individuals interact with one another. A negative meaning that you used to associate with hospital
when you went to a hospital which looked more as a hotel than the usual hospital you know is changed. After you have taught well, your
first impression of teaching as boring is changed to teaching is exciting.
How Proponents of Conflict Theory Regard Education
According to the conflict theory, education is not truly a social benefit or opportunity as seen by the functionalists. Rather, education
is a powerful means of maintaining power structures and creating a docile work force for capitalism. The purpose of education is to maintain
social inequality and to preserve the power of those who dominate society and teach those in the working class to accept their position as a
lower class worker of society. Conflict theorists call this the “hidden curriculum”. The “hidden” curriculum socializes young people into obedience
and conformity for them to be developed as docile workers.
Functionalists disagree strongly. They assert that if schools teach adherence to policies, obedience to rules, and respect for persons including
authorities, punctuality and honesty, civil right it is because they are the very principles dear to a democratic way of life. It is now because they
want to make the workers remain docile, unquestioning and subservient forever while those in power remain in power.
Implications to Teaching
Let us continue to teach for meaning. Let us promote and create opportunities for genuine interaction among our students and
teachers. Interaction does not only mean dealing with warm bodies. Interaction includes reading, listening and viewing. Other people’s views and
meanings are conveyed in what they have written, in speeches and lectures they have delivered.
Let us use positive symbols – in the form of gestures, words, actions, and appearances – to express our trust, belief in our student’s abilities, and
an affirmation of their being. In fact, our belief in our students also has positive effects in us, we find ourselves more prepared in class, more
caring, truly professional.
The symbolic interactionist perspective, also known as symbolic interactionism, directs sociologists to consider the symbols and details of
everyday life, what these symbols mean, and how people interact with each other. As the term implies, symbolic interactionist theory states that
people interact with one another through symbols. Language is a predominant symbol among people. According to the symbolic interactionist

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
perspective,
46 people attach meanings to symbols, and then they act according to their subjective interpretation of these symbols. Verbal
conversations, in which spoken words serve as the predominant symbols, make this subjective interpretation especially evident.
The words have a certain meaning for the “sender”, and, during effective communication, they hopefully have the same meaning for the
“receiver.” In other terms, words are not static “things”; they require intention and interpretation. Conversation is an interaction of symbols
between individuals who constantly interpret the world around them. To ensure mutual understanding, the sender of the symbol and the receiver
of the symbol must give the same meaning to the symbol or run the risk of misunderstanding.
Faulty communication can result from differences in the perception of the same events and symbols. Did you experience this in your
activity of giving symbols of caring? While you looked at your symbol as something expressing your love and care, your partner may
have not understood it that way at all. This happens in real life.
It is important that our symbols are understood by others in the way they were intended to be. Sometimes it happens in the language (which is a
symbol) we speak. Often we are misunderstood or we misunderstand others. So let’s keep on communicating.
Weakness of Symbolic Interaction Theory
Critics claim that symbolic interactionism neglects the macro level of social-interpretation-the “big picture.” In other words, symbolic
interactionists may miss the larger issues of society by focusing too closely on the “trees” or by restricting themselves to small individual
interactions.
Symbolic interactionism traces its origins to Max Weber’s assertion that individuals act according to their interpretation of the meaning of their
world. However, it was the American philosopher George H. Mead (1863-1931) who introduced this perspective to American sociology in the
1920s.

Assessment:

A pplication – Let’s Apply

1.) The purposes of schooling according to the functionalist theory are:

1. Intellectual purposes – acquisition of cognitive skills, inquiry skills

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
47 2. Political purposes – educate future citizens; promote patriotism; promote assimilation of immigrants; ensure order, public
civility and conformity to laws
3. Economic purposes – prepare students for later work roles; select and train the labor force needed by society
4. Social purposes – promote a sense of social and moral responsibility; serve as a site for the solution or resolution of social
problems; supplement the efforts of other institutions of socialization such as the family and the church

Cite how schools at present are working on the realization of these 4 purposes as cited by the functionalists.

Answer:

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

Answer:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
48

3.) Individuals act based on meaning. This meaning is based on individuals’ experiences. Meanings change. Give two implications of
these symbolic interactionists thoughts to education.

Answer:

Assessment:

Let’s Check for Understanding Choices: Symbolic-interactionist Theory

Functionalism Conflict Theory

Which social science theory is referred to? A: = Answer:

1. The overall health of society depends upon the healthy functioning of its institutions.

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
49 A:
2. Meanings that individuals give to symbols change over time.
A:
3. Faulty communication can result from differences in perception of the same events and symbols.
A:

4. Schools teach humanitarian attitude, altruism, democracy, civil rights, and other positive aspects of society to preserve
society and social order.
A:
5. When one institution fails to function another institution ought to come in to perform the function for the stability of society.
A:
6. A new society comes as a result of the resolution of clash between the powers that be and the workers.
A:
7. Two opposing sides are welcomed. This paves the way to change.
A:
8: When one institution fails to perform its function, the other institutions showed come in for the preservation of society.
A:
9. One weakness of this theory is this is focused on small interactions.
A:
10. Differences in meaning of symbols for both sender and receiver result to misunderstanding.

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
50
Taking it to the Net

Research on more school practices based on the functionalist theory, conflict theory and
symbolic interactionist theory. Write them on a whole sheet of paper to be passed in class.

Feedback:
1. In what way do these social theories affect education?
A:

2. Do you agree with one of these theories? Why?

A:

3. Would you apply these ideas to your life?

A:

4. Do you think that education is important for society?

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
A: 51

Summary - Takeaways

 Functionalism is a theory of society that focuses on the structures that create the society and on
how the society is able to remain stable.
 Functionalists are for stability and a state of balance in society.
 To maintain this state of stability, various institutions are expected to do their part.
 For the functionalists, change is necessary only when things get unstable.
 Conflict theory welcomes conflict for conflict paves the way to change, to the establishment of a
new society.
 Symbolic-interactionists theory is focused on individuals who act based on meaning which is
based on the individuals’ experience. These meanings are not permanent. They change over
time as the individual continues to interact with others and with symbols.

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
52

Suggested Textbooks and References:

Brinkerhoff, David. (1989) Essentials of Sociology
The Teacher and the Community School Culture and
Organizational Leadership – Nelia G. Prieto, LPT, PhD.-
Clotilde N. Arcangel, LPT, PhD. - Brenda B. Corpuz, LPT, PhD
Unit 4: Relations between School and Community

Chapter 4: The Strengths and Weaknesses of the

Filipino Character: A Socio-Cultural Issue

Intended Learning Outcomes

At the end of this Chapter, you should be able to:
 discuss the strengths and weaknesses of the Filipino character; and
 Cite ways by which schools can counteract the weaknesses of the Filipino
character

Introduction
Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
53

Schools are there for society. Their relevance is proven by their ability to address socio-
cultural problems. What are these social issues or problems that schools should help
address? We have a number of them but let’s focus on the weaknesses of the Filipino
character will also be cited for a balanced presentation. Besides, schools can capitalize on the
strengths of the Filipino character to eliminate the weaknesses

Assessment:

Activity – Let’s Read These

Below is an excerpt of the Report “A Moral Recovery Program: Building a People, Building a Nation” submitted on April 27, 1988 by the Task
Force to President Corazon Aquino, the Senate and the members of the press by then Senator Leticia Shahani, the moving spirit behind the
program.
Read then answer the given questions in the ANALYSIS phase of the lesson.
The weaknesses of the Filipino character as cited in the Report are as follows
1. Extreme family centeredness – Excessive concern for family means using one’s office and power to promote family
interests and thus factionalism patronage, political dynasties and the protection of erring family members. It results In lack of
concern for the common good, and acts as a block to national consciousness
2. Extreme personalism – Takes things personally, cannot separate objective task from emotional involvement, Because of
this the Filipino is uncomfortable with bureaucracy, with rules and regulations and with standard procedures. He uses

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
54 personal contacts, and gives preference to family and friends in hiring services and even voting. Extreme personalism leads
to the graft and corruption evident in Philippine society.
3. Lack of discipline – A casual attitude toward time and space, manifested in lack of precision and compulsiveness, in poor
time management and procrastination. Aversion to the following procedures strictly results in lack of standardization and
equality control. Impatience results in short cuts, palusot, and ningas cogon. Lack of discipline often results to inefficient
work systems, the violation of rules and a casual work ethic lacking follow through.
4. Passivity and lack of initiative – Waiting to be told what to do, reliance on others (leaders and government) complacence,
lack of a sense of urgency, There is high tolerance of inefficiency, poor service, and even violation of one’s basic right. Too
patient and Matiisin, too easily resigned to his fate, the Filipino is easily oppressed and exploited.
5. Colonial Mentality – Lack of patriotism, or an active awareness, appreciation and love of the Philippines and an actual
preference for things foreign.
6. Kanya-kanya syndrome, talangka mentality – Done by tsismis, intriga unconstructive criticism. . . it is evident in the
personal ambition that is completely insensitive to the common good, e.g., the lack of a sense of service among people in
the government bureaucracy, This results in the dampening of cooperative and community spirit, and in the trampling upon
other’s right
7. Lack of self-analysis and self-reflection – The tendency to be superficial and somewhat flighty. In the dace of serious
personal and social problems, there is lack of analysis or reflection, and instead satisfaction with superficial explanations and
solutions.
8. Emphasis on porma rather than substance – This lack of analysis and emphasis on form is reinforced by an educational
system that is more form than substance.
These weaknesses are rooted in many factors: home, social, and economic environment; culture and language; history; religion; educational
system; mass media; leadership and role models. Change is possible, however, and the following goals are proposed to develop in the Filipino:
(1) a sense of patriotism and national pride; (2) a sense of the common good; (3) a sense of integrity and accountability, (4) the values and
habits of discipline and hard work; (5) the value and habits of self-reflection and analysis; the internalization of spiritual values and the emphasis
on essence rather than on form (Shahani, Leticia. (1988). A Moral Recovery Program; Building a People, Building a Nation.

Assessment:

Analysis – Let’s Analyze

Modules in the Teacher and the Community School Culture and Organizational
Leadership Downloaded by Lovely Salango ([email protected])
Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
55

1. Do you agree with the findings? Why or why not? Explain your answer.

Answer:

2. According to the report, one weakness of the Filipino character is lack of analysis and emphasis of form (porma). The report states that this
lack of analysis and emphasis on form are reinforced by an educational system that is more form than substance
 What is meant by an educational system that is more form than substance?
 Do you agree that the Philippine education system is more form than substance? If yes, why? If not, Why not?

Answer:

Answer:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
56

Abstraction – Let’s Conceptualize

The Filipino Character: Strengths and Weaknesses

In 1998 Senator Leticia Shahani submitted to the Senate this Report titled “A Moral Recovery Program: Building a People, Building
a Nation”. This report cites the strengths and weaknesses of the Filipino character. The strengths of the Filipino character are: 1)
pakikipagkapwa-tao, 2) family orientation, 3) joy and humor, 4) flexibility, adaptability and creativity, 5) hard work and industry, 6) faith and
religiosity and 7) ability to survive.
The Filipino character also has weaknesses: 1) extreme family centeredness, 2) extreme personalism, 3) lack of discipline, 4) passivity and lack
of initiative, 5) colonial mentality, 6) kanya-kanya syndrome, talangka mentality, 7) lack of self-analysis and self-reflection, and 8) emphasis on
porma rather than substance.
There is so much good in the Filipino but so much needs to be changed, too. Many of our strengths as a people are also the sources of our
weaknesses. Shahani’s report (1988) explains that family orientation becomes in-group orientation that prevents us from reaching out beyond the
Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
family
57 to the larger community and the nation. In our personalism, we are warm and caring but this leads us lack to objectivity. We are concerned
with people we know but unfair to people we don’t know. In our flexibility, we compromise precision and discipline. We are a joyful people with a
sense of humor but we can’t take things with humor all the time for serious problems require serious analysis. Our faith in God is our source of
strength but this makes us submissive to God’s will. We are good at pakikipagkapwa-tao and so we can easily empathize but we can at the same
time be envious of others. We can be hardworking and yet can be lazy and passive in the workplace.
Which of the weaknesses of the Filipino character applies to you? Have schools helped you to counteract such a weakness?

Answer:

Feedback:
1. Do you think the Filipino’s strength outweighs their weaknesses?
A:

2. Do you agree that Filipinos have weaknesses?

A:

3. Did you have some of these weaknesses?

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
A: 58

4. Are you proud of your identity as a Filipino despite of your weaknesses?

A:

Summary - Takeaways

 There is so much good in the Filipino but so much needs to be changed.

 Many of our strengths as a people are also the sources for our weaknesses
 We are warm and caring but this leads us to objectivity
 we are concerned with people we know but are unfair to people we don’t know, In our
flexibility, we compromise precision and discipline

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
59  We are a joyful people with a sense of humor but we can’t take things with humor all the
time for serious problems need serious analysis
 Our faith in God is our source of strength but this makes us dependent on forces outside
us, do nothing that makes us submissive to God’s will

Suggested Textbooks and References:

Shahani, L. “A Moral Recovery Program: Building a People: Building a Nation

The Teacher and the Community School Culture and Organizational

Leadership – Nelia G. Prieto, LPT, PhD. Clotilde N. Arcangel, LPT, PhD Brenda
B. Corpuz, LPT, PhD
Unit 5: Social Institutions

Chapter 5: Global Issues that Concern Schools and

Society

Intended Learning Outcomes:

At the end of this Chapter, you should be able to:
 discuss at least two global issues in society; and
 explain proposedModules
solutions
in theto the social
Teacher and theproblems
Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
60

Introduction

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

Assessment:

Activity – Let’s Read These

1. Below are top 10 world issues from two sources. Compare them.
2. You are also given the 17 Sustainable Development Goals (SGD) for the period 2015-2030. After comparing the top 10 world
issues, match the 17 SDGs with the 10 world issues to determine if these top 10 world issues correspond to the 17 SDGs of 2015-
2030. Use the Table for comparison.
Here are the top-10 world issues, according to millennials based on World Economic Forum’s Global Shapers Survey on 2017.
1. Climate change / Destruction of nature (48.8%)

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
61 2. Large scale conflict / Wars (38.9%)
3. Inequality (Income, discrimination) (30.8%)
4. Poverty (29.2%)
5. Religious conflicts (23.9%)
6. Government accountability and transparency/corruption (22.7%)
7. Food and water security (18.2%)
8. Lack of education (15.9%)
9. Safety/security/well-being (14.1%)
10. Lack of economic opportunity and employment (12.1%)
Here are the Top 10 Current Global Issues according to Chloe Turner.
1. Climate change
2. Pollution
3. Violence
4. Security and Well being
5. Lack of education
6. Unemployment
7. Government Corruption
8. Malnourishment & Hunger
9. Substance Abuse
10. Terrorism
The 17 Sustainable Development Goals for the period 2015-2030
1. End poverty in all its forms everywhere

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
62 2. End hunger, achieve food security and improved nutrition, and promote sustainable agriculture
3. Ensure healthy lives and promote well-being for all at all ages
4. Ensure inclusive and equitable quality education and promote life-long 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, inclusive and sustainable, and modern energy for all
8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
10. Reduce inequality within and among countries
11. Make cities and human settlements inclusive, safe, resilient and sustainable
12. Ensure sustainable consumption and production patterns
13. Take urgent action to combat climate change and its impacts (in line with the United Nations Frameworks Convention on Climate
Change)
14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development
15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and
halt the reverse land degradation and half biodiversity loss
16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective,
accountable and inclusive institutions at all levels
17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Instruction - You are also given the 17 Sustainable Development Goals (SGD) for the period 2015-2030. After comparing the top 10 world
issues, match the 17 SDGs with the 10 world issues to determine if these top 10 world issues correspond to the 17 SDGs of 2015-2030. Use
the Table for comparison. Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership
List Dr. CaridadList
M. Delmonte
63# 1 Top 10 World Issues # 2 Top 10 World issues 17 SDGs 2015-2030

Assessment:

1. Are the current global issues in both lists similar?

A: ______________________________________
2. Are the current global issues ranked similarly?
A: ______________________________________
3. Do these top ten global issues correspond to the 17 SDGs 2015-2030?
A: ______________________________________

Analysis – Let’s Analyze

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
64
Feedback:
1. Does these Global Issues make you feel scared in a way?
A:

2. Do you think you can help with these issues?

A:

3. Is it possible to solve all of these problems?

A:

4. Do you think these problems affect you in anyway?

A:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
65

Summary - Takeaways

 Top global issues today are:

1. Large scale conflict/wars/violence/terrorism;
2. Inequality (income, discrimination)
3. poverty, unemployment;
4. religious conflicts;
5. graft and corruption;
6. food and water security/malnourishment, hunger;
7. lack of education;
8. Safety, security and well-being; and
9. Lack of economic opportunity and employment;
10. Pollution.

 The 17 Sustainable Development Goals are the blueprint to achieve a better and more
sustainable future for all. They address the global challenges we face, including those related to
poverty, inequality, climate, environmental degradation, prosperity, and peace and justice.
Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
66
Top 10 World Issues: 17 Sustainable Development Goals.
Suggested Textbooks and References: 2015-2030

The Teacher and the Community School Culture and Organizational Leadership – Nelia G.
Prieto, LPT, PhD. Clotilde N. Arcangel, LPT, PhD Brenda B. Corpuz, LPT, PhD
Unit 6: The Teacher’s Role in the School and Community

Chapter 6: The Why and How of School and

Community Partnership

Legal and Socio-logical bases of school and community partnership

Intended Learning Outcome:

At the end of this Chapter, you should be able to:

 Explain what school and partnership means;

 Explain the legal and sociological bases of school and; community
partnership; and
 Cite examples of school-community partnerships.

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
67

Abstraction – Let’s Conceptualize

Opportunities for School-Community Partnership

Partnership implies two parties are helping each other. Both parties benefit. This means that if a school – community partnership
exists, both parties benefit from the relationship. Thus in the following paragraphs we shall present what communities can do for schools and
what schools can do for communities.
What can the community do for schools?
Here are examples of what a community can do for schools:
1. Brigada Eskwela – This program engages all education stakeholders to contribute their time, effort and resources in ensuring that
public school facilities are set in time for the forthcoming school opening. It takes place more or less two weeks before classes begin in
June. This is a school maintenance program that has been institutionalized since 2009 when DepEd issued DepEd Order # 100.
2. Curriculum development – This can mean the use of community resources for learning e.g. museum, elders of the community as key
informants in research or resource persons in the study of local history.
3. Work experience programs – Business establishments and offices in the community can serve as training ground for learners. A
concrete example is the Work immersion require of Senior High School students. In this Work immersion, students are given the
opportunity to work in relevant establishments or offices in the community to help develop them “the competencies, work ethics, and
values relevant to pursuing further education and/or joining the world of work. . . Partner offices for immersion provide Senior High
School students with opportunities: “1) to become familiar with the work place; 2) for employment simulation; and 3) to apply their
competencies in areas of specialization / applied subjects in authentic work environments (Enclosure to DepEd Order No. 30. 3. 2017).

In this school-community partnership, the school can fulfill what curriculum requires and may improve on their curriculum based on
community feedback, enables the students to undergo hands-on work experience, while community establishments contribute to the

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
68 formation of graduates who are more ready for life and more equipped for the world of work. Business establishments or any world
of work in the community are the ultimate beneficiaries of these graduates who have been more prepared through work immersion.

Some schools call this service learning since it actively involves students in a wide range of experiences which benefits students
and the community at the same time fulfilling the requirement of a curriculum.
4. Remediation and enrichment classes – Parents and retired teachers may be involved in the School Reading remediation and Learning
Enrichment Programs.
5. Youth Development Programs – The young may involve themselves in youth development programs and develop their skills and
talents, learn how to deal positively with peers and adults and serve as resources in their communities.
6. Community Service – Examples of community service are students participating in tutorial programs, clean up drive for a river,
assisting in medical mission; school head involved in planning local celebrations, teachers managing programs, projects, activities;
school band playing in fiesta parade.
What can schools do for communities in return?
Schools may allow the community to use school resources. Here are concrete examples enumerated by the DepEd Primer on School-
Community Partnership:
 Classroom used by community organizations for meetings
 School used as a polling place and venue for medical mission which it may co-sponsor with the Rural Health Unit.
 School used by Rural Health Unit or mothers’ class on child care\
 Schools used as an evacuation center
 School facilities used for community assemblies
 School basketball court used for local celebrations and barangay sports league
 Schools conduct livelihood skills-training programs for parents and out-of-school youths by using school resources
 Livelihood skills-training for parents and out-of-school youths by teachers themselves
Sociological Basis of School-Community Partnership?

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
The69functionalist theory states that institutions must perform their respective functions for the stability of society. Other institutions must come in if
one institution fails to do its part for society.
The school cannot do it all. “It takes a village to educate a child”, so goes the African proverb. It has to work in partnership with other institutions
in the community such as the church, government organizations and non-government organizations. With the breakdown of families, schools
face greater challenge in educating the young.
The rearing and education of the child is the primary obligation of parents. The school, the Church and other social institutions come in to assist
parents and families to fulfill their irreplaceable obligation. The breakdown of marriages, the demand for both mother and father to work to meet
the demands of a rising cost of living resulting to less or practically no time for parents to spend time with their children have, however, attacked
the stability of families and have adversely affected families in the performance of their irreplaceable duty to educate children. Added to these is
the increasing number of families composed of single mothers struggling to raise a family. With the burden of earning lodged solely on the
shoulders of one parent, single parents struggle to earn enough to provide for their families. Consequently, this responsibility leads to their having
a limited amount of time to spend for and with growing and developing children who, unfortunately become more likely single-parent families
themselves. The cycle goes on.
This is not to mention the negative effect of uncontrolled and unregulated use of technology on the young. While the use of technology has
brought a lot of convenience its uncontrolled and unregulated use by the tech-savvy kids expose their kids to all sorts of information not
necessarily favorable for their development. So families, schools and other social institutions need to work together to save the youth.

Assessment:

Let’s Reflect

In what way am involved in school and community partnership?

What good have I done to school and community? What else can I
do? Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
70

Answer:

Feedback:
1. Can the Communities thrive without Schools?
A:

2. Do you help at some of the School-Community activities?

A:

LET Clinchers
Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
3. Do
71 you think the partnership between Schools and Communities are important?
A:

4. Do you think both School and Community benefit from such a partnership?
A:

Summary - Takeaways

 School and Community partnership means school head, teachers, learners, parents of
learners and non-teaching personnel working together with civic and religious leaders,
alumni, other parents, non-government organizations, government organizations for the
good of children.
 The upbringing of children is the main and irreplaceable duty and responsibility of the
family. But with the weakening influence of the family on the upbringing of children and
with children’s unlimited exposure to modern technology like the internet, the challenge
for schools to teach the youngDownloaded
hasModules
become in theeven
Teachergreater. Si schools
and the Community
by Lovely Salango ([email protected])
Schoolcannot do
Culture and it all. They
Organizational
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
72

Suggested Textbooks and References:

DepEd Order # 100, s. 2009; DepEd Order # 30, s. 2017. RA 9155; BP 232; RA 8525; EFA2015 Plan
DepEd Primer on School-Community Partnership
The Teacher and the Community School Culture and Organizational Leadership – Nelia
G. Prieto, LPT, PhD. - Clotilde N. Arcangel, LPT, PhD. - Brenda B. Corpuz, LPT, PhD
Unit 7: The Working Context of Philippine Teachers

Chapter 7: The Teacher and the Community: Teacher’s

Ethical and Professional Behavior

Intended Learning Outcomes

At the end of this Chapter, you should be able to:

 elaborate on community’s expectations from teachers and on teacher’s

expectation from communities
 describe teacher’s ethical and
Modules
Downloaded professional
by Lovely
Leadership
in the Teacher andbehavior the Community
Salango ([email protected]) inSchool
the Culture
community
Dr. Caridad M. Delmonte
by
and Organizational
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
73

Abstraction – Let’s Conceptualize

Code of Ethics for Professional Teachers, Article III

The very title of this Unit indicates that teachers are expected to be part of the community. To be part of the community definitely means to
participate in the life of that community. What is that community referred to here? The 8 Sections of Article III of the Code of Ethics refer to the
community within the school and the community outside the school. How can teachers be a part of the community? The various Sections of
Article III will give more details
Teacher as Facilitator of Learning
Article III, Section 1 states that the teacher is a facilitator of learning and the development of youth . . . therefore shall render the best
service by providing an environment conductive for such learning and growth.
Facilitator comes from the word “facilitate” which means to make something easy or easier. You as, the professional teacher, facilitate learning or
make learning easier. Learning is difficult task and is made easier when you make dry lesson interesting, exciting and enjoyable. As a
professional teachers, you make learning is easier when you simplify the complex and concretize the abstract. This is what is ethical for every
professional teacher like you ought to do. This you can do after four long years of academic preparation.
What happens sometimes, however, is teachers complicate the simple and teaches only at the abstract level.
To facilitate learning, a conductive learning environment is necessary. It has been proven that learners learn best in a pleasant environment. A
pleasant environment is where the learners can be themselves because teachers are caring. No need to put best self forward because teachers
and classmates truly care and take you for who you are. All forms of bullying has no place in a conducive learning environment. A conductive
learning environment makes learners believe they can do the work and they feel accepted. A favorable learning climate is not competitive where
everyone is tense.
The teacher who believes that “Every child deserves a champion, an adult who will never give up on them, who understands the power of
connection and insists they become the best they can possibly be” like Teacher Rita Pierson in TED Talk is a facilitator of learning.

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
Teacher
74 Leadership and Initiative for Community Participation
Section 2 refers to the “leadership and initiative of the professional teacher to participate in community movements for moral, social,
economic and civic betterment of the community.” As professional teachers you do not live in an ivory tower, meaning you are not supposed to be
removed nor aloof from community life. Schools are at the heart of communities and you as professional teachers are expected to be be-in-the-
world and to be-in-the-world-with-others and for others (borrowing the words of Heidegger)
The words in Section 2 of Article III are “provide leadership and initiative. . .” This implies that as a professional teacher you have not to wait for
community to ask for help. Section 6 further explicates how you can show your professional leadership, to wit: “Every teacher is an intellectual
leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend the
counseling services, as appropriate, and to be actively involved in matters affecting the welfare of people.”
You do not just welcome the opportunity to lead. Section 2, states that you, the professional teacher ought to take the initiative to offer your help
for the improvement of the community. Many a time, you can be a guidance counselor, a prayer leader, commentator or reader in religious
celebrations, fiesta coordinator, judge in or coach for a contest, financial adviser, a nurse, a doctor, commentator, prayer rolled into one.
Providing leadership and initiative also means working with the community. This means getting the parents and other members of the community
participate in school activities.
Teachers, as they participate in community affairs prove that they “are the most responsible and most important members of society because
their professional efforts affect the fate of the earth.
Professional Teacher with Honor and Dignity
Section 3 states: “Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all
times and refrain from such activities as gambling, smoking, drunkenness, and other excesses much less illicit relations.” Obviously, if as a
professional teacher, you are an inveterate gamble, chain smoker, and alcoholic or if it is common knowledge that you are engaged in an illicit
relationship, how can you have moral authority? Who will listen to you when you advise your class not to smoke, not to drink alcoholic drinks, not
to gamble, etc.? Your audience will say “Look, who is talking!” It is a matter of “do what I say not what I do.”
Society expects so much of teachers that when they fail to live up to the challenge to behave or model good behavior, they are “condemned
without trial!” It is no wonder why many are afraid to answer the call to teach. Society seems to expect much more from professional teachers
than from any other professional and so look at teachers with scrutinizing eyes.
The quotation states “The influence of a good teacher can never be erased” but the influence of a dishonorable teacher is as lasting.”
Teacher’s Attitude Toward Local Customs and Traditions

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
75 Section 4 expects every teacher to live for and with the community and shall, therefore study and understand local customs and traditions
in order to have a sympathetic attitude, therefore, refrain from disparaging the community.” The professional teacher is neither ethnocentric nor
xenocentric. He/she is not ethnocentric and so does not look down on community’s culture because of the thought that his/her culture is superior
to the culture of the community. Neither is he/she xenocentric and so looks at his/her culture as inferior in to other’s community’s culture.
Fortunate and happy is the community that has the teachers who live with them, exert effort to understand their local customs and traditions and
consequently appreciate the same. This author sees no culture as perfect. Every culture including hers has its positive and negative aspects.
What we need to pass on are the positive aspects of the culture. We need to purify, however, the negative aspects with teacher pointing them out
tactfully and sincerely.
The Professional Teacher and Information Update
Section 5 states that the teacher “shall help the school inform the community about the school’s work, accomplishments, needs and
problems. Community here refers to the internal as well as external stakeholders. Internal stakeholders include the students, the parents of the
students and the teachers. The external stakeholders are the other parents in the community without children enrolled in school, barangay
officials and other government officials, non-government organizations, government organizations, alumni/alumnae and retirees.
Why do these stakeholders have to be informed? The school is there for the community and so the community has the right to be informed about
its activities, accomplishments, needs and problems. Informing them about the school’s projects, needs and problems give them a sense of
ownership. Having a sense of ownership, these stakeholders will participate more actively in the resolution of school’s problems and needs.
The Parents-Teachers Association
We have Parents’ and Teacher’ Associations (PTA) in place in every school. Some private schools call it Home School Association or
Family Advisory Council. This is for internal stakeholders only. A PTA is an association of teachers and parents with children who are enrolled in a
school. It is a forum for discussions on school problems and how they can be solved.
The School Governing Council
Other than the PTA is the School Governing Council. The SGC has different membership and functions. A School Governing Council as a
policy-making body has the school head as Chief Executive Officer. The formation of SGC in every school is a proof of school head sharing
his/her leadership with the community.
It determines general policies on student welfare, discipline, well-being; it is concerned with the development and implementation, monitoring and
evaluation of the School Improvement Plan (SIP), and reporting of the progress of the SIP implementation to the Schools Division
Superintendent and the community.
In addition to PTAs are the School Governing Council in every public school. This School Governing Council shares in the management of the
school with School Head as Chair. This School Council is another opportunity for communities to participate in school activities.

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
76

The Professional Teacher and Government Officials and Other Professionals

Section 7 states: “Every teacher shall maintain harmonious a pleasant personal and official relations with other professionals, with
government officials and with the people individually or collectively.” As a professional teacher, you cannot afford not to be in pleasant relations
with others especially with whom you work with like other professional teachers. It is always best to be in good terms with everyone else in the
community.
Desiderata gives this advice: “As far as possible, without surrender, be on good terms with all persons. Speak your truth quietly and clearly; and
listen to others, even the dull and the ignorant; they too have their story.”
The Professional Teacher Does not use Position to Proselyte
Finally, Section 8, says: “A teacher possesses freedom to attend church and worship as appropriate, but shall not use his position and
influence to proselyte others.” To be in a position means to have power or influence for a purpose, i.e. for you to use that position to perform your
job as a professional teacher. It is highly unprofessional for a teacher like you to use your position of influence to proselyte. Besides freedom of
religion is guaranteed by the 1987 Philippine Constitution. “No law shall be made respecting an establishment of religion, or prohibiting the free
exercise and enjoyment of religious profession and worship, without discrimination or preference, shall forever be allowed.” (Article II, Section 6).

Assessment:

Let’s Check for Understanding

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

A. _________________________________________________
B. _________________________________________________
C. _________________________________________________

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
77

Feedback:
1. Does being a Professional Teacher sound hard?
A:

2. Do you still want to be a Teacher despite of the difficulties?

A:

3. There is a lot of expectations for a teacher, do you think you can satisfy those expectations?
A:

4. Are teachers important in both school and community?

A:

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
78

Summary - Takeaways

 Article III of the Code of Ethics for Professional Teachers states that a professional teacher shall
live for and with the community.
 For the learners, you facilitate learning and the development of the youth. To do this, you have
to create a nurturing, positive learning environment.

 For the community, you are a leader. You take the initiative and leadership to actively
participate in community affairs and movements and in turn to involve the community in
school activities for the upliftment of both school and community. This can readily happen if
you are in a harmonious relations with all people in the community.
 To keep parent and community involvement in school, they must be updated with happenings
in the school-accomplishment, achievements, problems and projects.

Suggested Textbooks and References: The Code of Ethics for Professional Teachers

The Teacher and the Community School Culture and Organizational Leadership – Nelia
G. Prieto, LPT, PhD. - Clotilde N. Arcangel, LPT, PhD. - Brenda B. Corpuz, LPT, PhD

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
79

Unit 8: Leadership and Management

Chapter 8: Organizational Leadership

Intended Learning Outcomes

At the end of this Chapter, you should be able to:

 Explain what organizational leadership is;
 Distinguish between leadership and management;
 Describe different organizational leadership styles;
 Explain what situational leadership, servant leadership are;
Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Introduction
Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
80  Discuss how to sustain change in an organization.

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

Abstraction – Let’s Conceptualize

Organizational Leadership
In organizational leadership, leaders help set strategic goals for the organization while motivating individuals within the organization to
successfully carry out assignments in order to realize those goals. In the school setting, the school leader helps set the goals/targets for the
school and motivates the teachers, non-teaching personnel and other members of the community to do their task to realize the school goals
Organizational Leadership works towards what is best for individual members and what is best for the organization as a group at the same
time. Organizational leadership does not sacrifice the individual members for the sake of the people no sacrifice the welfare of the group for the
sake of individual members. Both individual and group are necessary.
Organizational leadership is also an attitude and a work ethic that empowers an individual in any role to lead from the top, middle, or bottom of
an organization. Applied to the school setting, the school leader helps anyone from the organization not necessarily from the top to lead others.
An example of this leadership which does not necessarily come from the top of the organization is teacher leadership
Leadership versus Management

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
81 Are leadership and management synonymous? Is a leader a manager or is a manager a leader? If I am a good leader, does it follow that I
am also a good manager? Or if I am a good manager, am I at the same time a good leader? Not necessarily.
School Head Must be Both a Leader and a Manager
A school head must be both a leader and a manager.
A school head leads the school and community to formulate the vision, mission, goals, and school improvement plan. This is a leadership
function. She/he sees to it that this plan gets well implemented on time and so ensures that the resources needed are there, the persons to do
the job are qualified and available. This is a management function. Imagine if the school head is only a leader. You have the vision, mission,
goals and school plan but no implementation. The plan is only good in paper. If you do the task of a manager only, you will be focusing on the
details of the day-of-day implementation without the big picture, the vision and mission. So it big picture for connect and meaning. This means
that it is best that a school leader is both a leader and a manager.

Types of Skills Demanded of Leaders

Leaders use 3 broad types of skills: 1) technical, 2) human and 3) conceptual. Technical skills refer to any type of process or technique
like sending e-mail, preparing a power point presentation. Human skill is the ability to work efficiently with people and to build teamwork. This is
also referred to as people skills or soft skills.
Conceptual skill is the ability to think in terms of models, frameworks and broad relationships such as long range plans. In short, conceptual skills
deal with ideas while human skill concerns relationship with people and technical skills involve psychomotor skills and things. The ideal school
leader possesses all three.
Leadership styles
Here are leadership styles:
Autocratic Consultative Democratic Laissez Faire

Autocratic leaders do decision making by themselves. Consultative leaders allow participation of the members of the organization by
consulting them but make the decision themselves. This is what happens in consultation meetings called by schools when they increase tuition
fees. Sometimes education stakeholders get disappointed that their suggestions are not carried after school leaders have consulted them. They
do not understand that consultation does not necessarily mean approval of stakeholders’ suggestions.
Democratic leaders allow the members of the organization to fully participate in decision making. Decisions are arrived at by way of consensus.
This is genuine participation of the members of the organization which is in keeping with social empowerment. In laissez faire or free-rein
leadership style, leaders avoid responsibility and leave the members of the organization to establish their own work. This leadership style leads

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
to the
82 Kanya-kanya mentality, one weaknesses of the Filipino character. There will be no problem if the situation is deal, i.e. each member of the
organization has reached a level of maturity and so if the members are left to themselves they will do only what is good for the organization. On
the other hand, it will be chaos if each member will do as he/she please even if it is against the common good.
Which leadership styles are participative? The consultative and democratic leadership style are the only ones that allow for participation of the
members of the organization. Between the consultative and democratic style is genuinely participative because it abides by the rule of the
majority.

Assessment:

LET Clinchers

1. Which is the essence of servant-leadership?

A. Leading is serving
B. Leading is making your subordinates feel your power over them.
C. Leading is ensuring that yourself is first.
D. Leading is changing.
2. What is the message of situational leadership?
A. A leader is first a servant
B. A leader must fit leadership style to the follower’s level of readiness and willingness
C. A leader can choose the leadership style that fits him the most.
D. Authoritarian leadership is best because organization accomplishes much
3. Who is most interested in improving the present status of an organization?
A. The authoritarian leader

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
83 B. The laissez faire type of leader
C. The transformational leader
D. The servant leader
4. What must a leader do if wants an innovation to affect substantially and positively school culture?
A. Sustain the innovation
B. Introduce innovation one after another
C. Ensure that the innovation is welcomed my all, no exception
D. School head is the origin of the innovation
5. Is a manager also a good leader?
A. Yes.
B. It depends on the person
C. Not necessarily
D. It depends on the type of organization

Assessment:

Let’s Reflect

What kind of leader am I? What should I do to become an effective leader?

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
84

Feedback:
1. Do you think being a leader is hard?
A:

2. Are you fit to be a leader?

A:

3. What kind of leader are you?

A:

4. Are you the shepherd (leader) or the sheep? (follower)

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
A: 85

Summary - Takeaways

 Organizational leadership is also an attitude and work ethic that empowers an individual in any
role to lead from the top, middle, or bottom of an organization.
 Leadership and management are not synonymous but are related to each other.
 Leadership is focused more on the vision. The future state of the organization, while
management is concerned with daily operations.

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
 An effective school head is both a leader and a manager.
86

 There are various leadership styles – from autocratic, consultative, democratic and laissez faire
(free rein) style.

Suggested Textbooks and References:

Dubrin, Andrew. (2006) Essentials of Management. Hersey Paul and Kenneth Blanchard (1996). The
Situational Leader

The Teacher and the Community School Culture and Organizational Leadership – Nelia
G. Prieto, LPT, PhD. - Clotilde N. Arcangel, LPT, PhD. - Brenda B. Corpuz, LPT, PhD

COURSE POST TEST

MULTIPLE CHOICE; DIRECTION; CHOOSE THE BEST ANSWER AND WRITE THE LETTER OF YOUR CHOICE.

1. 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.
a. School c. School and Community
b. Community d. NOTA
2. Education is not acquisition of knowledge contained in the classics. It is learners interacting with concrete experience.
a. John Locke c. John Dewey
b. Spencer d. George Count
3. “Who is fittest survives, individual competition leads to social progress.
a. Spencer c. John Locke

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
87 b. John Dewey d. George Count
4. Ideal learner is not just one who can learn by doing but who can connect accumulated wisdom of the past to the
present.
a. John Dewey c. Spencer
b. George Count d. John Locke
5. Schools and Teachers should be the agents of change.
a. George Count c. John Locke
b. John Dewey d. Spencer
6. In education, a process by which individuals internalize the norms and values of the society and so social and cultural
continuity are attained.
a. Socialization c. School and Community relations
b. Collaboration d. AOTA
7. It is the most important agent in socialization.
a) Family b) student c) Teacher d.) Stakeholders
8. A role learning that prepare student and learners as well for future roles.
a) anticipatory socialization c. group tasking
b) collaboration d. experimental research tasking
9. It is a function of society and as such what are taught in school arise from the nature and character of society itself.
a) Education b) socialization c) community and school relations
10 . One that is associated with the conflict theory?
a) Weber c. Dewey
b) Marx d. Durkhiem

SUGGESTED READINGS:

Suggested Readings

Keeffe, M. & Carrington, S. (eds.) (2007). Schools and diversity (2nd ed.). Sydney: Pearson Education Australia.
Ruddock, J. & Flutter, J. (2004). How to improve your school. London: Continuum
Reference Books/Suggested Readings:

1. Moore, E. H., & Gallagher, D. (2012). The School Community Relations (10 th Ed.)
2. Upper Saddle NJ: Pearson. ISBN-13: 9780137072538
3. S.B. Carrington, Home, School and Community Relationships; in A. Ashman and J. Elkind, Education for Inclusive and Diversity, French

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte
 lOMoARcPSD|28570291

Modules in the Teacher and the Community School Culture and Organizational
Leadership Dr. Caridad M. Delmonte
Forest, NSW: Pearson Education Australia, 2008
88
4. Carrington, S. & Robinson, ‘S. (2006). Inclusive School Community: Why Is It So Complex?’ The International Journal of Inclusive
Education, 10, 323-334.
Online Resources:
 http://www.deakin,edu.com current-students/study-support//.study skills/handouts/relationships
 M. A. Buzdar and A. Ali, ‘Teacher as Community Mobilizer: Case of Primary School Teachers in Punjab Pakistan’, International Online
Journal of Educational Sciences, 3 (2011), 448–60.

The Teacher and the Community School Culture and Organizational Leadership – Nelia G. Prieto, LPT, PhD. - Clotilde N. Arcangel, LPT, PhD. -
Brenda B. Corpuz, LPT, PhD. The Code of Ethics for Professional Teachers. Dubrin, Andrew. (2006) Essentials of Management. Hersey Paul and
Kenneth Blanchard (1996). The Situational Leader. DepEd Order # 100, s. 2009; DepEd Order # 30, s. 2017. RA 9155; BP 232; RA 8525; EFA2015
Plan DepEd Primer on School-Community Partnership. Top 10 World Issues: 17 Sustainable Development Goals. 2015-2030. Shahani, L. “A
Moral Recovery Program: Building a People: Building a Nation. Brinkerhoff, David. (1989) Essentials of Sociology. Ornstein, A. (1984)
Introduction to the Foundations of Education

Modules in the Teacher and the Community School Culture and Organizational
Downloaded by Lovely Salango ([email protected])
Leadership Dr. Caridad M. Delmonte