The

TEACHER and
The
COMMUNITY,

SCHOOL
CULTURE and

ORGANIZATIONAL
LEADERSHIP
 TABLE OF CONTENTS
Chapter 1:
Philosophical Thoughts on Education......................................................................9
Chapter 2:
Historical Foundation of Education........................................................................23
Chapter 3:
Social Science Theories and Their Implications to Education.......................37
Chapter 4:
The Strengths and Weaknesses of the Filipino Character:
A Socio- Cultural Issue................................................................................................. 45
Chapter 5:
Global Issues that Concern Schools and Society.................................................52
Chapter 6:
The Why and How of School and Community Partnership.............................61
Chapter 7:
The Teacher and the Community: Teacher’s Ethical and
Professional Behavior................................................................................................. 69
Chapter 8:
Organizational Leadership........................................................................................ 79
Chapter 9:
The School Head in School- Based Management (SBM)...................................89
Chapter 10:
Creating a Positive School Culture........................................................................ 100
Chapter 11:
School Policies and Their Functions....................................................................111
Chapter 12:
Roles and Competencies of School Heads..........................................................119
References......................................................................................................................................... 127
 Syllabus The Teacher and the Community, School Culture, and Organizational Leadership
Course Name The Teacher and the Community, School Culture, and Organizational Leadership
Course Description This course focuses on society as a context upon which the schools have been established. Educational
philosophies that are related to society as a foundation of schools and schooling shall be emphasized. Further,
principles ad theories on school culture and organizational leadership shall be included to prepare
prospective teachers to become school leaders and managers
Contact Hours/ Week 3 hrs/ week
Prerequisite None
Course Outcomes Articulate the rootedness of education in the philosophical, socio- cultural, historical, legal and political
context (CMO 74-83, s. 2017 except CMO 81)
Establish school- community partnerships to enrich the learning environment and to strengthen community’s
engagement in the educative process – Domain 6, PPST
Link teaching- learning to the experiences, interests and aspirations of the wider school community and other
stakeholders – Domain 6, PPST
Demonstrate fulfillment of the professional obligation to uphold professional ethics, accountability and
transparency – Domain 6, PPST and Program Outcome 6.2.g (CMO 75- 82)
Promote professional and harmonious relationships with internal (learners, parents, fellow teachers and
school head) as well as external stakeholders (local officials, NGOs, alumni, and all others in the wider
community). – Domain 6, PPST
To discuss leadership and management styles that establish positive school culture for effective school
performance

Course Outcomes Summative Assessment Tasks Details

Articulate the rootedness of education in
the philosophical, socio- cultural, historical,
legal and political context (CMO 75-82, s.
2017)
Establish school- community partnerships
Written tests including LET- like test,
Performance tasks,
Research Output and Reflective Journals
Written tests including LET- like test,
Discussion on selected philosophies of
education (continuation of the philosophies
of education discussed in the Teaching
Profession course) the relationship of
schools and society illustrated by historical
facts of Philippine and world education; 3
sociological theories that explain the
function of schools; socio- cultural issues
that need to be addressed by schools that
include the strengths and weaknesses of
the Filipino character and global issues
inclusive of SDG 2015- 2030
Discussion on the essence of partnership,
to enrich the learning environment and to
strengthen community’s engagement in the
educative process – Domain 6, PPST
Link teaching- learning to the experiences,
interests and aspirations of the wider
school community and other stakeholders
– Domain 6, PPST
Demonstrate fulfillment of the professional
obligation to uphold professional ethics,
accountability and transparency – Domain
6, PPST and Program Outcome 6.2.g (CMO
75- 82)
Promote professional and harmonious
relationships with internal (learners,
parents, fellow teachers and school head)
as well as external stakeholders (local
officials, NGOs, alumni, and all others in the
wider community). – Domain 6, PPST
To discuss leadership and management
styles that establish positive school culture
for effective school performance
Performance tasks,
Research Output and Reflective Journals
Written tests including LET- like test,
Performance tasks,
Research Output and Reflective Journals
Written tests including LET- like test,
Performance tasks,
Research Output and Reflective Journals
Written tests including LET- like test,
Performance tasks,
Research Output and Reflective Journals
Written tests including LET- like test,
Performance tasks,
Research Output and Reflective Journals
the why of school and community
partnership; the legal and sociological
bases of school and community partnership
Discussion on the what and the how of
school and community partnership
including concrete example of school and
community partnership
Focus is on the Code of Ethics for
Professional Teachers. Article III, The
Teacher and the Community
Discussion on School- Based Management
(SBM) as school empowerment where
stakeholders’ participation is encouraged
This emphasizes the crucial role that the
school head plays in the establishment of a
positive school culture. It includes a
discussion of various leadership and
management styles encouraging servant
leadership, transformational leadership to
sustain change. The roles of the school
head as school administrator and
instructional leader are also discussed. For
effective school leadership, the
competencies expected of school heads in
the Philippines as contained in the
NCBSSHs and the ASEAN Competency
Frameworks are also emphasized.
 LEARNING PLAN/ INSTRUCTIONAL PLAN
Intended Learning Course Content/ Subject Suggested Textbooks
Outcome Matter, Number of
Hours/ Meetings
1. Discuss at least 6 Chapter 1 - Educational
philosophical thoughts philosophies: - John Locke
on H. Spencer
J. Dewey
G. Counts
T. Brameld
P. Freire - 6 hours
2. State the relationship Chapter 2- The relationship
of society and schools of school and society; 30
min
3. Prove that schools Chapter 2 - Education in
transmit cultural primitive society;
values by stating facts Emphasis of education on
from Philippine and key periods of world and
world history of Philippine history — 5 hrs
education
4. Explain the meaning Chapter 2 - Meaning of
of socialization as a socialization; home as the
function of first agent of socialization;
school as another agent —
30 min
5. Explain social Chapter 3 – Structural
science theories and functional theory; conflict
their implications to theory; symbolic
education interaction theory -2 ½
hrs
6. Discuss the strengths Chapter 4 - The Strengths
and weaknesses of the and Weaknesses of the
Filipino character; Filipino character. a
sociocultural issue — 2 ½
hrs
Intended Learning Course Content/ Subject
Teaching-Learning Assessment Tasks
and References and Outputs
Ornstein, A. (1984) Small group discussion; Table summary of the
Introduction to the interactive lecture; double- philosophies of
Foundations of entry journal; research;
Education reflection Research output on
additional philosophies
Written work; LET-like
test Items
Brinkerhoff. David. Small group discussion; Written work
(1989) Essentials of interactive lecture;
Sociology
Brinkerhoff, David. Interactive lecture; small Table comparison of
(1989) Essentials of group discussion; news points of emphasis in
Sociology; Ornstein, article analysis research; key periods of
Allan (1985) An reflection educational history of
Introduction to the the Philippines and
Foundations of
the world
Education
Brinkerhoff, David. Lecturette Written work; LET-like
(1989) Essentials of test Items
Sociology
Brinkerhoff, David. Action song; Small group Quiz
(1989) Essentials of discussion; lecturette; LET-like test items;
Sociology research
Reflection paper
research output
Shahani, L. "A Moral Report analysis - small Reflection paper,
Recovery Program: group discussion; research output; LET-
Building a People: interactive lecture; like test
Building a Nation," research;
1988
Suggested Textbooks Teaching-Learning Assessment Tasks and
 Outcome Matter, Number of and References Outputs
Hours/ Meetings
7. Cite ways by which Chapter 4 - Using Shahani, L, "A Moral Report analysis - small Reflection paper,
schools can Strengths to Counteract Recovery Program: group discussion; research output', LET-
counteract the weaknesses — 30 min Building a People: interactive lecture; like test
weaknesses of the Building a Nation". 1988 research; reflection
Filipino character
8. Global Issues that Chapter 5 - Discuss at Top 10 World Issues; 17 small group discussion; Table of curriculum
Concern Schools least 2 global issues and Sustainable interactive lecture; integration of top
explain proposed Development Goals. research; reflection 1 0 global issues and 17
solutions to the same — 3 2015-2030 SDGs, 20152030;
hrs written work; reflection
paper;
LET-like test
9. Explain what school Chapter 6 - The Why and DepEd Order # 100, s. Lecturette; small group Comic strip, reflection
and community How of School Partnership 2009; DepEd Order discussion Comic strip journal; research output
partnership means; -2 ½ hr #30, s. 2017; making; simulation;
Cite examples of DepEd Primer on research
community School- Community
partnership Partnership
10. Explain the legal and Chapter 6 - Legal and RA 9155; BP 232: M Lecturette; small group LET-like test;
sociological bases of Sociological bases of 8525; EFA 2015 Plan discussion Comic strip Research output
school and school and community DepEd Order # 100, s. making; simulation;
community partnership- 1 hr 2009; DepEd research
partnership Order #30, s. 2017;
11. Elaborate on Chapter 7 — The Teacher The Code of Ethics for Small group discussion; LET-like test; reflection
community's and the Community: Professional Teachers interactive lecture; journal
expectations from Teacher's Ethical and Reflection
teachers and on Professional
teachers' expectations Behavior - 30 min
from communities
12. Describe teacher's Chapter 7 - Code of Ethics The Code of Ethics for Skit: interactive lecture;
ethical and for Professional Teachers, Professional Teachers; reflection; PowerPoint
professional behavior Article Ill - 3 hrs video of Sabrina presentation; video viewing
in the community by Ongkiko — Sabrina Ongkiko
giving concrete
examples
Intended Learning Course Content/ Subject Suggested Textbooks Teaching-Learning Assessment Tasks and
Outcome Matter, Number of and References Outputs
 Hours/ Meetings
13. Explain what Chapter 8 - Meaning of Dubrin, Andrew. (2006). Drawing of symbols of Acrostic making;
organizational organizational leadership Essentials of leadership; group research output;
leadership is - 30 min Management discussion; interactive reflection journal; LET-
lecture; video viewing (TED like test
Talks); research; reflection
14. Distinguish between Leadership and Dubrin, Andrew. (2006). Group discussion; Quiz
leadership and Management — 15 min Essentials of interactive lecture
management Management
15. Describe different Chapter 8 - Leadership Dubrin. Andrew. (2006) PowerPoint presentation Text of PP
organizational styles — autocratic, Essentials of Interactive lecture Quiz
leadership styles consultative, democratic Management
and laizzes faire - 1 ½ hrs
16. Explain what Chapter 8 - Situational Hersey, Paul and Interactive lecture; video Quiz
situational leadership, leadership; servant Kenneth Blanchard presentation of the 3 types Reflection journal, LET-
servant leadership leadership and (1996). The Situational of leadership; small group like test, research
and transformational transformational Leader discussion; research; output
leadership are leadership - 2 hrs reflection
17. Discuss how to Chapter 8 - Sustaining Morato, Eduardo. Interactive lecture; video Reflection journal;
sustain change in an Change — 15min (2012) Excellence in viewing research output
organization Educational
Transformation
18. Explain the meaning, Chapter 9 - SBM: Meaning. https://www.teacherph. Interactive lecture Quiz
advantages, advantages, disadvantage; corn/acomoreguide -to- metaphoric thinking
disadvantages and demands of 'conditions school-based- PowerPoint
demands of SBM; for SBM to succeed -3 ½ management-sbm; presentation
hrs
19. State practices DepEd, Primer on LET-like test
aligned to SBM School Leadership
20. Explain the roles, Chapter 9 Roles, Functions DepEd. Primer on Small group discussion Quiz
functions and and KSAs Required of School Leadership LET-like test
competencies of School Heads for Effective Reflection journal
school heads in SBM SBM implementation —
21. Explain the meaning Chapter IO- The meaning www.ascd.org/ASCD/pd Small group discussion: Observation notes of a
of school culture; of school culture; the role f/journals/ed_lead/el_1 case study; interactive selected school as a
of culture in learning; 98503_saphier.pdf lecture; reflection case; CET-like test;
2. Discuss how culture elements of a positive reflection journal
http://inserviqe.sqd.org
affects learning culture - 6 hrs
/six-tips-for-learning-
environment-in-your-
23. Cite ways to classroom
contribute to the
building of positive Boss, Suzie with John
culture Larmer (2018). Project-
Based Teaching
Chapter 1 Philosophical Thoughts on Education

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 Grade 3 Science Class:

Teacher: what is the function of the mouth?

Student: To break the food into smaller pieces.
Teacher: Very good! What about the stomach?
Student: To digest the food.
Teacher: Very Good! Perfect! And the small intestines?
Student: To absorb the food nutrients.

Analysis- Let’s
Analyze
What classroom scenario is/ are being depicted by the comic strip and the teacher-
student question and answer.

Abstraction: Let’s Conceptualize

Isolated Facts and the Banking Method

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 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 the 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 word 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
literacy sources, particularly the Greek and Latin classics.
 Opposed the “divine right of kings: theory which held that the monarch had the
right to be an unquestioned and absolute ruler over his subjects.
 Political order should be based upon a contract between the people and the
government.
 Aristocrats are not destined by birth to be rulers. People were to establish their
own government and select their own political leaders from among themselves;
civic education is necessary.
 People should be educated to govern themselves intelligently and responsibly
(Ornstein, 1984).
“Like people, like government.” What does this mean? Will John Locke agree? Justify your
answer.

Comments:
 For John Locke education is not acquisition of knowledge contained in 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.
 From the social dimension, education is seeing citizens participate actively and
intelligently in establishing ther 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 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).

“Why is Spencer’s educational theory called “Social Darwinism”

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

Spencer’s Survival of the fittest

 He who 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 personalized learning
and is supported by qualified and caring adults…” (Fray, 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 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.
 The learner develops possible and tentative solutions that may solve the
problem.
 The learner tests the solutions by applying them to the problem. In this
one way one discovers their validity for oneself.

 The fund of knowledge of the human race-past ideas, discoveries and

inventions was to be used as the material for dealing with problems. This
accumulated wisdom of cultural heritage has to be tested. If it served human
purposes, it becomes part of a reconstructed experience.
 The school is social, scientific and democratic. The school introduces children to
society 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
  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 a part of 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
 Schools are democratic institutions where everyone regardless of age, ethnicity,
social status is welcome and is encouraged to participate in the democratic
process of decision-making. Learners and stakeholders practice and experience
democracy in schools.

D. George Counts (1889- 1974): Building the New Social Order

 Education is not 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.
 Technology is a cultural lag between material progress and social institutions
and ethical values.
 Instruction should incorporate a content of a socially useful nature and a
problem-solving methodology. Students are encouraged to work on problems
that have social significance.
 Schools become instrument for social improvement rather than an agency for
preserving the status quo.
 Teachers should lead society rather than follow it. Teachers are agents of
change.
 Teachers are called on to make important choices in the controversial areas in
economics, politics and morality because if they failed to do so, others would
make the decisions for them.
 Schools ought to provide an education that afford equal learning opportunities
to all students. (Ornstein, A. 1984).

Comments:
Schools and Teachers as Agents of Change
 For George Counts, schools and teachers should be agents of change. Schools
are considered instruments for social improvement rather than as agencies for
preserving the status quo. Whatever change we work for should always be
change for the better change for the sake of change.
 Teachers are called to make decisions on controversial issues. Not to make a
decision is to actually making a decision.
 Like Dewey, problem solving, should be the dominant method for instruction.
 Lag Between Material Progress and Ethical Values
Counts asserts that “there is a cultural lag between material progress and
social institutions and ethical values.” Material progress of humankind is very evident but
moral and ethical development seem to have lagged behind. A friend once wrote: “The
Egyptians had their horses. Modern man has his jets but today it is still the same moral
problems that plague humankind.” Indeed, with science and technology, we have become
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

technological society… there is a serious lag in cultural adaptation to the
realities of a technological order, and organized education has a major role to
play in reducing the gap between the values of the culture and technology.
(Ornstein, 1984).

 So, the social reconstructionist asserts that schools should: critically examine
present culture and resolve inconsistencies, controversies and conflicts to
build a new society not just change society… do more than reform the social
and educational status quo. It should seek to create a new society… Humankind
is in a state of profound cultural crisis. If schools reflect the dominant social
values … then organized education will merely transmit the social ills that are
the symptoms of the pervasive problems ad 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 reconstrcutionists see an argument 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 awake student’s
consciousness about social problem solving.” (Ornstein, 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 interdependent world. The quality of life
needs to be considered and enhanced on a global basis. (Ornstein, A. 1984).

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

F. Paulo Freire (1921- 1991)- Clinical Pedagogy

Critical Pedagogy and Dialogue vs. 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 ad 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 her students s 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 process, and it is only when we come to tolerate the
points of view and ways of being of others that we might be able to learn from
them and about ourselves in the process. Dialogue means the presence of equality,
mutual recognition, affirmation of people, a sense of solidarity with people, and
remaining open to questions.
 Dialogue is the basis for critical and problem-posing pedagogy, as opposed to
banking education, where there is no discussion, only the imposition of the
teacher’s ideas on the students. (Ornstein, 1984).

Comment:
 All of these education philosophers, point to the need of interacting with others
and of creating a “community of inquiry” as Charles Sanders Pierce 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.

Application: 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 or she knows nothing about everything.
Should schools produce generalists or specialists? Defend your answer.

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

Learning is not a competition: No more 1 st, 2nd, or last in class for primary and
secondary students
SINGAPORE- Whether a child finishes first or last will no longer be indicated in primary
and secondary school report books from next year – a move which Education Minister Ong
Ye Kung hopes will show students that “learning is not a competition.”
Report books will not just stop showing a student’s position in relation to class or cohort.
The information to be dropped includes:
 Class and level mean
 Minimum and maximum marks
 Underlining and/ or colouring of failing marks
 Pass/ fail for end- of- year result
 Mean subject grades
 Overall total marks
 L1R5 (English plus five relevant subjects), L1R4, EMB3 (English, Math, best three
subjects) and EMB1 for lower secondary school levels
The Ministry of Education (MOE) said on Friday (Sept 28) that the change is to allow each
student to focus on his or her learning progress and discourage them from being overly
concerned about comparisons. From next year all examinations for Primary 1 and 2 pupils
will also be removed, and whatever forms of assessment they have will not count towards
an overall grade. #
Am
elia Teng
Education Correspondent
Facebook Twitter Email
Sep 28, 2018, 2:00 PM SGT
 3. The following is an excerpt of the keynote Address of Senator Shahani before the
National Academy of Science and Technology at its 15 th Annual Scientific Meeting, 7
July 1993, Manila

Read it. Underline those parts that emphasize development in moral and ethical
values as most necessary to effect change. Do you agree with her thoughts in these
underlined sentences?

Keynote Address of Senator Shahani before the National Academy of Science and
Technology at its 15th Annual Scientific Meeting, 7 July 1993, Manila

In essence, the Moral Recovery Program is a movement which aims to mobilize Filipinos for
nation-building through practical exercise of human values in our daily lives as citizens, and
to awaken us to the power of these values in achieving our individual and national goals.
Those values are free of charge; we do not have to borrow, nor to beg regularly and
constantly from the outside world to obtain them; we only have to look inward, internalize
these values for our own self transformation, then externalize them for our individual lives
and for building our nation. To use current terminology, the Moral Recovery Progran1 seeks
to empower people - the poor, the middle-class and the rich - through the sustained
application of human values and virtues to overcome our problems and build our country in
accordance witl1 our collective vision. We can also see the Program as an attempt to
complete the complex picture of nationalism. If nation-building has its political, economic and
cultural dimensions, it also has its moral and ethical imperative. This imperative is a most
compelling dimension of nation-building. It goes beyond mere legislation of anti-graft
measures or Congressional investigations of wrongdoing in the Government. We need to go
back to the basics and ask the fundamental questions: what is our vision of ourselves and of
Filipino society? how do we achieve that vision despite overwhelming odds? what key values
are needed to attain our goals? I submit that this vision and the strategies and political will
needed to realize it should constitute the main framework to build this nation. Nothing less
will do. This combination of vision and action is the key to our national sunrival, rebirth and
renewal. In this context, tl1e Moral Recovery Program becomes a major ingredient of an
alternative strategy for national development.

Ethics and Politics

The close interrelationship between ethics and politics is obvious in our many problems -our
large foreign debt; the state of permanent disrepair of our roads and public toilets; graft and
corruption in Government; the perennial squabbling and intramurals between Government
bodies; and bureaucratic inefficiency. Chronic problems in such vital areas as agriculture and
industry, rural development and land reform could be overcome if some of the values such as
love of country, discipline, honesty, accountability and teamwork were practiced on a daily
basis in Government offices and political circles, as well as by the people themselves.

Vision
The over-all vision I have for our country has the following essential elements: reverence for
all forms of life and the primacy of human values; a priority given to cultivation of the
spiritual and cultural life of the nation; the democratization of power, resources and wealth;
the right combination of a free market economy and Government intervention in appropriate
areas at appropriate stages to provide for the basic needs of its citizens; a Government which
works for the good of the people, the development of our agricultural resources and an
environmentally
conscious industrialization plan; a well-implemented agrarian reform program; respect for
human rights, including the rights of women; and an independent foreign policy within the
framework of global cooperation. In other words, we should have a vision which represents
strong combination of human dignity, sustainable development and appropriate economic
growth; national interest; and global orientation. A tall order indeed, but a vision must
inspire over the long-term, shed light in the midst of darkness and make possible the
seemingly impossible.

Individual and National Transformation

At this point, we come to the question: what is to be transformed or changed - the structures
of society or the individual? In my view, both should be transformed, each dynamically
affecting the other, but the starting point is always the individual, or a group of individuals
within institutions. The empowerment of the poor must come from the poor themselves; the
poor must help themselves; others can only help them to help themselves. There is a welcome
opportunity in this country to help empower the poor, and such empowerment is vital to the
creation of more just social and economic structures.

Human Values: Powerful Building Blocks

It is obvious from what I have said that human values are powerful building blocks in the
development of a nation. Yet the non-economic and non-budgetary dimensions of progress
and growth, i.e., the moral and cultural elements, have been conveniently overlooked or
disregarded by the learned technocrats and theoreticians of development perhaps to make
way for smooth, non-controversial discussions of the development process. The technocratic
and neutral language of development, which has evolved from the agenda of international
institutions, has eclipsed the moral choices which have to be made in the development
process. Terms like equity, social justice, distributive justice when repeated over and over
again without any explanation of the painful ethical choices which have to be made by
individuals and governments in order to achieve them cannot touch the hearts and minds of
the populace - the rich, the middle-class and the poor, on whom the burden of transformation
rests. Development is, after all, a grassroots-oriented process and a challenge in mass
mobilization, for the people and not for political expediency.

4. “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 the answer.

5. Considering DepEd mission statement “to protect and promote the right to 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?
 6. Is free tertiary education really pro-poor in the sense that it is the poor who are
indeed benefited? Justify your answer.

7. Freire opposed the banking method of education and favored critical pedagogy.
Why? The banking method is characterized by a horizontal type of relationship. Be
guide by the Figure below.
Teacher

student

Teacher student

TAKEAWAYS
John Locke- the empiricist
 Education is not acquisition of knowledge contained in the Classics. 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.

 From the social dimension, education is seeing citizens participate actively and
intelligently in establishing ther government and in choosing who will govern them
from among themselves. They are of the thinking that no person is destined to be
ruler forever. This is in keeping with the Anti-Political Dynasty Bill.

Spencer- the utilitarianist

 To survive in a complex society, Spencer specialized education over that of
general education.
 The expert who concentrates on a limited field is useful, but if he loses sight
of 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.
 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 personalized learning
and is supported by qualified and caring adults…” (Fray, N. 2019).
 The highlighted words point to no competition for competition works
against an emotionally safe environment.

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 a part of 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. Schools are democratic
institutions where everyone regardless of age, ethnicity, social status is
welcome and is encouraged to participate in the democratic process of
decision-making. Learners and stakeholders practice and experience
democracy in schools.

George Counts- Building a new social order

 Schools and teachers as agents of change. Schools are considered
instruments for social improvement rather than as agencies for preserving
the status quo. Whatever change we work for should always be change for
the better change for the sake of change.
 Problem solving, like Dewey, should be the dominant method for instruction.
 “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.
 Is very evident and ethical development seem to have lagged behind.

Theodore Brameld- the Social Reconstructionist

 Social reconstructionists critically examine present culture and resolve
inconsistencies, controversies and conflicts to build a new society not just
change society.
 Technological era is an era of interdependence and so education must be
international in sports in scope for global citizenship.

Paulo Freire- Critical Pedagogy vs. Banking method

 Employ critical pedagogy and dialogue in contrast to the banking system of
education.
 Learners are not empty receptacles to be filled.

Let’s Check for Understanding

1. Explain in a sentence why each education philosopher was associated with these
given words:
a. John Locke
b. Spencer- the utilitarianist
c. John Dewey- Experience
 d. George Counts- Building a new social order
e. Theodore Brameld- the Social Reconstructionist
f. Paulo Freire- Critical Pedagogy vs. Banking method

2. Make a table summary of the philosophies of education.

Philosopher Philosophy on Aims and Classroom/ School
Methods of education Application

Let’s Reflect
Double Entry
Two Things I Learned from this Center My Thought/s or Reactions

LET Clinchers
1. Which is NOT TRUE of social reconstructionists?
A. Use of problem solving
B. Study of the Great Books
C. School as an agent of change
D. Introduce a new society

2. Which teaching practice goes with the “banking system” of education which was
contrary to Paulo Freire’s educational thought?
A. Rote memorization
B. Project- based learning
C. Problem- based learning
D. Community inquiry

3. For which teaching will social reconstructionists be?

A. Stress on isolationism
B. Inequality and inequity as normal for an international society
C. Building of an independent world that is international in scope
D. Narrow concept of nationalism
4. Why is Spencer’s educational thought described as utilitarian?
A. He emphasized vocational and professional education based on scientific and
practical.
B. He stressed on general educational goals associated with humanistic and
classical education.
C. He stressed a balance of specialized and general education in the curriculum.
D. He eliminated the vocational and professional education component of the
curriculum.

5. For which educational practice was John Dewey?

A. Problem- solving
B. Banking method
C. Emphasis on Humanities
D. Teaching of the Classics
Chapter 2 Historical Foundation of Education

Intended Learning Outcomes:

At the end of this Chapter, you should be able to:
 State the relationship of society and schools
 Prove that schools transmit cultural values by stating facts from education history in
the world and in the Philippines
 Explain the meaning of socialization as a function of schools

Activity- Let’s Read These

Read the quote from the famous John Dewey then answer 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

Analysis- Let’s Analyze

Answer the following questions:
1. What is the function of schools according to John Dewey’s statement?
2. Who creates schools?
3. What is the relationship between schools and society?
Abstraction- Let’s Conceptualize
Education or school is an institution created by society. Education is a function of
society and as such arises from the nature and character of society itself. Society seeks to
preserve itself and to do this it maintains its functions and institutions, one of which is
education, to assure its survival, stability and convenience.
As John Dewey claimed, it is the school that “introduces and trains each child of
society into membership within such a little community, saturating him with the spirit of
service, and providing him with the instruments of effective self- direction…” when schools
succeed to do this, in the words of Dewey “we shall have the deepest and best guaranty of a
larger society which is worthy, harmonious, and lovely.
 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 the lifelong process. It occurs primarily during early childhood but as
we progress from infancy to old age, we shed old roles is termed anticipatory
socialization. (Brinkerhoff, D., 1989). Because of anticipatory socialization most of us are
more or less prepared for our future roles like spouse, parent, professional teacher.
The family is the most important agent of socialization. Psychology tells us that the
self- concept formed during childhood has lasting consequences. Besides, “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”. (Brinkerhoof, 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

Brinkerhoff (1989) explains further:
In primitive societies, preliterate persons faced the problem of survival in an
environment that pitted them against natural forces and wild animals. To survive, human
beings needed food, shelter, warmth and clothing. To transform hostile environment into
one that is life-sustaining, humankind developed life skills that eventually became cultural
patterns.
These life skills included 1) tool or instrument making, 2) adherence to the moral
behavior code of group life and 3) language.
Early humankind found security in group life based on kinship and tribal patterns.
Life in the human group was educational as children observed and learned from the elders
and as they were deliberately taught by their parents and elders. For these cultural
patterns to continue, the adults had to teach these skills and values to their children. This is
socialization, a function of education in society. Socialization is the process by which
individuals internalize the norms and values of society and so social and cultural
continuity.
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, letters. The creation and introduction of oral and
written language made a great leap on literacy which in turn had tremendous educational
consequences which citizens of a civilized society like netizens of the 21 st century now
enjoy.
Key Periods in Educational History
Below are key periods in educational history from 7000 B.C. to AD 1600. Study the
table thoroughly. The notes should make you see that education and school are a function
of society and schools reflect the nature and character of society itself. What society
considers important is what education focuses on to preserve society.
Table 1. Points of Emphasis on Education in History
Key Periods in Educational History, 1000 BC to A.D. 1600
Historical Educational Curriculum Agents Influences on
Group or Period Goals Western
Education
Primitive To teach group Practical skills of Parents, tribal Emphasis on the
societies survival skills; to hunting, fishing, elders, and role of informal
7000 B.C.— cultivate group food gathering, priests education in
5000 B.C. cohesiveness stories, myths, transmission of
songs, poems, skills and values
dances
Greek To cultivate civic Athenian: Athens: private Athens: The
1600 B.C.— responsibility reading, writing, teachers and concept of well-
300 B.C. and identity with arithmetic, schools; rounded, liberally
city- state; drama, music, Sophists; educated person
physical philosophers
Athenian: to education, Sparta: The
develop well literature, poetry Sparta: military concept of military
rounded person teachers, drill state
sergeants
Spartan: to Spartan: drill,
develop soldiers military songs
and military and tactics
leaders
Roman To develop sense Reading, writing, Private schools Emphasis on
750 B.C.— civic arithmetic, Laws and teachers; ability to use
A.D. 450 responsibility for of Twelve Tables, schools of education for
republic and then law, philosophy rhetoric practical
empire; to administrative
develop skills; relating
administrative education to civic
and military responsibility
skills
Arabic To cultivate Reading, writing, Mosques; court Arabic numerals
A.D. 700— religious mathematics, schools and computation;
A.D. 1350 commitment to religious re-entry of
Islamic beliefs; to literature; classical materials
 develop scientific studies on science and
expertise in medicine
mathematics,
medicine, and
science
Medieval To develop Reading, writing, Parish, chantry, Establishing the
A.D. 500— religious arithmetic, liberal and cathedral structure, content,
A.D. 1400 commitment, arts; philosophy, schools; and organization
knowledge, and theology; crafts; universities; of the university as
ritual; to re- military tactics apprenticeship; a major institution
establish social and chivalry knighthood of higher
order; to prepare education;
persons for institutionalization
appropriate roles and preservation
of knowledge
Renaissance To cultivate a Latin, Greek, Classical An emphasis on
A.D. 1350— humanist who classical humanist literary
A.D. 1500 was an expert in literature, poetry, educators and knowledge,
the Classics— art schools such as excellence, and
Greek and Latin; lycée, style as expressed
to prepare gymnasium, in classical
courtiers for Latin grammar literature; a two-
service to school track system of
dynastic leaders schools
Reformation To cultivate a Reading, writing, Vernacular A commitment to
A.D. 1500— sense of arithmetic, elementary universal
A.D. 1600 commitment to a catechism, schools for the education to
particular religious masses; provide literacy to
religious concepts and classical the masses; the
denomination; to ritual; Latin and schools for the origins of school
cultivate general Greek; theology upper classes systems with
literacy supervision to
ensure doctrinal
conformity

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

The History of the Philippine Educational System

Let us also see how the nature and character of the Philippine society are reflected
in the education process in different periods or 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 what are taught in schools arise from the nature and character of
society itself. What society considers important is what schools teach. Be ready to
answer this question at the end: What was/were the focus/ foci of education or schools
during the: 10 pre-colonial period, 2) Spanish period, 3) American regime, 4) Japanese
occupation and 5) post- colonial period.

Education during the Pre- colonial period

Education was informed 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
husband and wives. Children were provided more vocational training but lesser academics.
Teachers were tribal tutors (Babaylan or Katalonan).

Education During the Spanish Era

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

The Educational Decree of 1863

 This law gave Filipinos a complete system of education from elementary to the
collegiate level. The law provided for the establishment of the elementary schools in all
municipalities in the country. Although religion was the core of the curriculum, the
curriculum included subjects reading, writing, arithmetic, history Christian doctrine,
Spanish language, vocal music, agriculture for the boys and needlework for the girls.
Attendance in school was compulsory between ages of seven and twelve.

Education during the American Regime 1898- 1946

The Americans promoted democratic ideals and the democratic way of life. The
schools maintained by the Spaniards for more than three centuries were closed but were
reopened on August 29, 1898 by the Secretary of the Interior. A system of free and
compulsory elementary education was established by the Malolos Constitution.
(Political Constitution of 1899). In May 1898, the first American school was
established in Corregidor, and shortly after the capture of Manila in 1899, seven schools
were opened in the city.
Training was done through the schools both public and secular manned by
Chaplains and Military Officers of the US Army.
Thomasites arrived in the Philippines on August 23, 1901.—the University of the
Philippines was found 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 secondary level was a four-year junior college and later a four-
year program.

The Commonwealth Period (1935- 1942)

- Free education in public schools was provided all over the country, in
accordance with the 1935 Constitution.
- Vocational education and some household activities like sewing, cooking, and
farming were also given importance.
- Education also emphasized nationalism so the students were taught about the
life of the 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 I
- Adoption of double-single sessions in the primary grade with one teacher one
class assignment of intermediate teachers.

The Japanese Occupation

Aims of education during Japanese occupation:
- Make the people understand the position of the Philippines as a member of the
East Asia Co-Prosperity Sphere
- Eradication of the idea of reliance upon Western States particularly the US and
Great Britain
- Fostering a new Filipino culture based on the consciousness of the people as
Orientals
- Elevating the moral of the people giving up over-emphasis on materialism
- Diffusion of elementary education and promotion of vocation education
- Striving for the diffusion of the Japanese language in the Philippines and the
termination of the use of English in schools
- Developing in people the love of labor

Post-colonial Philippines
- Education aimed at the full of realization of the democratic ideals and way of life.
 - The Civil Service Eligibility of teachers was made permanent pursuant to R.A.
1079 in June 15, 1954.
- A daily flag ceremony was made compulsory in all schools including the singing
of the National Anthem pursuant to R.A. 1265 approved on June 11, 1955.
- Curricular 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 Board of 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
- Trifocalization of Education System
- The trifocal education system refocused DECS’ mandate to basic education which
covers elementary, secondary and nonformal education, including culture and
sports. TESDA 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
1994
- In August 2001, Republic Act 9155, otherwise called the Governance of Basic
Education Act, was passed transforming the name of the Department of
Education, Culture and Sports (DECS) to the Department of Education (DepEd)
and redefining the role of field offices (regional offices, division offices, district
offices ad schools). RA 9155 provide the overall framework for (i) school head
empowerment by strengthening their leadership roles and (ii) 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 DECS to
DepEd and redefining the role of field offices which include the regional offices,
division offices, district offices and schools.
- Values Education is offered as a separate subject in NSEC and integrated in all
subject areas in both curricula- Implementation of New Secondary Education
Curriculum (NSEC).
- R.A. 10157, Jan 20, 2012 – Kindergarten Act, an act institutionalizing the
kindergarten education into the basic education system.
- K to 12 Program (R.A. 10533), May 15, 2013 – The K to 12 Program covers
Kindergarten and 12 years of basic education (six years of primary education,
four years of Junior High School, and two years of Senior High School [SHS]) to
provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle- level skills and
development, employment, and entrepreneurship.

The Varied Goals of Education in Different Historical Periods of Philippine history

What was considered important in each historical period of the country was
also the focus or direction of the education of the Filipino.
During the pre-colonial period, students were given vocational training but lesser
academics for them to be good fathers and mothers. During the Spanish period, schools
focused on religious formation to help them live the Christian faith. The American regime
educated the Filipinos to become good citizens of a democratic country while the Japanese
regime taught them love of labor. The post-colonial period educational system was devoted
to the following goals: 1) foster love of country; 2) teach the duties of citizenship; 3)
develop moral character self-discipline; and 4) scientific technological and vocational
efficiency. The present DepEd vision and mission statements and core values and the
fourth mission of the Commission on Higher Education add light to the present goals of
Philippine constitution. They are given below:
To produce thoughtful graduate 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 the nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.

The DepEd Mission

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

The Importance of Studying History of Education

Why do we have to bother with the educational goals of the past which is past and
so we can no longer undo? Dewey explains why a study of the history of education is
valuable:
1. Educational issues and problems are often rooted in the past the study of educational
history can help us to understand and solve today’s problems,
2. Realistic effort to reform education begins with present conditions which are a
product of our past; by using 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.

Application- Let’s Apply

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

2. Given the different characteristics of the different periods in Philippine history,

what were the goals of education schools during the:
a) Pre-colonial,
b) Spanish period,
c) American regime,
d) Japanese regime and
e) Post- colonial period?

3. Was equal access to quality education met during the:

a) Pre-colonial,
b) Spanish period,
c) American regime,
d) Japanese regime and
e) Post- colonial period up to the present?

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.

5. Read the article below. What does job-skills mismatch imply about the relevance of
schools to present society? Are schools’ effective agents of socialization in preparing
Filipino graduates for their job roles?

DOLE urged to address job-skills mismatch

Published June 19, 2018,
By Vanne Ellaine Terrazola

Senator Joel Villanueva on Tuesday prodded the Department of Labor and

Employment (DOLE) and other concerned agencies to report on the status of its programs
aimed at addressing job-skills mismatch. Sen. Joel Villanueva (Senate of the Philippines
Facebook page/ MANILA BULLETIN)
 Villanueva, chairperson of the Senate committee on labor, employment, and human
resources development, made the appeal as he called anew on the government to make sure
that the workers who will be employed under the “Build, Build, Build” infrastructure program
are skills- ready. “it has been our consistent call on the concerned government agencies –
Commission on Higher Education (CHED), Department of Labor and Employment (DOLE),
Department of Education (DepEd), and Technical Education and Skills Development
Authority (TESDA) – to up-skill our workers and address the problem of job-skills mismatch
which becomes imperative with implementation of the administration’s Build-Build-Build
program,” Villanueva said in a statement.

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

21st Century society:
 State the educational goals that 21st Century schools should pursue;
 Describe the ideal 21st Century graduate; and
 Describe the education delivery mode.
Will the survival skills taught in primitive societies suffice for the citizens of a 21 st Century
world?

TAKEAWAYS

 Education and school are a function and a 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 Philippine 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.

Let’s Check for Understanding

1. In not more than two sentences, state the relationship of society and schools.
2. What is meant by socialization as a function of schools?
3. Can school change the socializing effect of family, the primary agent of socialization?
Can an excellent school undo the socializing effect of an extremely deprived home?
4. In the Philippines, was education a privilege enjoyed by all Filipinos since the pre-
colonial period? Why or why not?
 5. Was the National College Entrance Examination (NCEE) in support of equal access
to quality education? Why was it abolished when it dd exactly what Filipinos then
wanted?
Let’s Reflect
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 of 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 course?
Write your reflections.

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

3. Of the developments in Philippine education in the post- colonial period, which to

you is most important?

Taking it to the Net

1. In the Philippines, education from elementary to secondary education is free. What
law made tertiary education free? Research on the tertiary education of other
countries. Is it also free, or “only in the Philippines?” Share your findings in class.
2. Life skills were taught to primitive society. Are these, life skills for primitive society
the same life skills for the 21st Century? Find out.

LET Clinchers
1. Education is a function of society. What does this imply?
I. Citizens are taught what society considered most important.
II. Society determines curriculum to be taught.
III. Those in education taught what they believed should be taught regardless
of society’s need.
A. I only C. II and III
B. I and II D. III only

2. If education is a function of society the it has to be ______.

A. relevant C. for a selected few
B. complete D. free

3. Complete the analogy. Athenian education: well- rounded development of

individuals Spartan education: _____________________
 A. military training
B. religious formation
C. liberally educated
D. holistically developed person

4. While the Japanese taught the Filipinos love for labor, the Americans taught the
Filipino _________________.
A. citizenship in a democratic country
B. survival skills
C. love for country
D. dignity of labor

5. Schools are tasked for socialization. Which is a CORRECT explanation of

socialization?
A. Developing the young to become socialite
B. Learning the roles, statuses and values necessary for participation in society
C. Developing speaking and relating skills
D. Developing the socialite to remain forever young
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
Sociologists 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
(Refer to https://www.youtube.com/watch?v=for the melody)
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!
 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!

Dem bones, dem bones gonna walk around

Dem bones, dem bones, gonna walk around
Dem bones, dem bones, gonna walk around
Now shake dem skeleton bones!

2. a) Choose any object in the room to symbolize your care for someone. Keep the
meaning to yourself. Give that symbol to someone in class.

b) Ask that someone for the meaning he/ she gave to your symbol. Is it the same
meaning that you originally gave?

Analysis- Let’s Analyze the Song

1. According to the song what are connected?

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

3. In Activity #2 was the meaning that you gave to your symbol the same with the
meaning that the receiver gave? If not, how did this affect you? Do you feel you were
misunderstood?

Abstraction- Let’s Conceptualize

The Dem Bones song introduces us to one of the 3 social theories we shall learn in
this Chapter, the functionalist theory.

Three Social Theories

1) Structural- functionalist 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 the family, the state, the school,
the Church, mass media, economics. These must coordinate and collaborate for society to
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 govern citizens well; if
economics takes care of food production, distribution of goods and services and if religion
strengthens the moral fiber of the members of the society. Failure of one social institution
to do its part means disruption of stability in society. For example, the rise of single parent
and dual earner families means families have less time or sometimes no more time left for
the supervision of children in their homework which may result to an increase of non-
performing students in school.
In a high-tech world, educational institution must teach adults the new skills to
relate to the tech- savvy young and the world and to be more effective in the workplace.
With more women in the workplace, policies against sexual harassment and discrimination
were formulated. The Cybercrime Act 2012 came about to address legal issues concerning
online interactions and the internet in the Philippines.
The functionalist theory of education focuses on how education serves we need pf
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.

Purpose of Schooling according to Functionalists

The purposes of schooling according to the functionalist theory are:
1) Intellectual purposes- acquisition of cognitive skills, inquiry skills
2) Political purposes- educate future citizens; 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 two sides between maintaining the status quo and introducing change the
arrive at an agreement. 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 ad 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 is managed where both
workers and owners are happy.

How Proponents of Conflict Theory Regard Education

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

3) The symbolic interactionist theory perspective

Three tenets of symbolic interactionist theory are:
 1) An individual’s action depends on meaning. We act based on the meaning we
give to symbols. Symbols can be actions, objects or words. If a student
understands that teacher believes in his/ her ability he/she tries his/her best
prove that indeed he/she is able. Is a teacher does otherwise, a student tends to
behave in accordance with teacher’s poor perception.
2) Different people may give different meaning to the same thing. When
teachers are strict, some students see it as an expression of care. Others may
rebel because they perceive teacher’s behavior as limiting their moves and
desires. A businessman may look at a tree and starts estimating how much
money he can get if he has the tree cut down for lumber. A philosopher or a poet
may look at it with the thought, “they also serve who only stand and wait” like
John Milton’s from his poem “On his Blindness”.
3) Meanings change as individuals interact with one another. A negative
meaning that you used to associate with hospital when you went to hospital
which looked more as a hotel than the usual hospital you know is changed. After
you have taught well, your impression of teaching as boring is changed to
teaching is exciting.
Implications to Teaching
Let us continue to teach for meaning. Let us promote and create opportunities for
genuine interaction among our students, teachers, between students and teachers.
Interaction does not only mean dealing with warm bodies. Interaction includes reading,
listening, 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, an affirmation of their
being. In fact, our belief in our students also has positive effect in us. We find ourselves
more prepared in class, more caring, truly professional.
The symbolic interactionist perspective, also known as symbolic
interactionism, directs sociologists to consider the symbols and 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 perspective, 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.
Conservation 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 symbol) we speak. Often, 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 or individual interactions.
Symbolic interactionism traces its origins to Max Weber’s assertion that individuals
act according to their interpretation of the meaning of their world. However, it was the
American philosopher George H. Mead (1863- 1931) who introduced this perspective to
American sociology in the 1920s.

Application- Let’s Apply

1. The purposes of schooling according to the functionalist theory are:
1) Intellectual purposes- acquisition of cognitive skills, inquiry skills
2) Political purposes- educate future citizens; 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.
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?
3. Individuals act based on meaning. This meaning is based on individuals’
experiences. Meanings change. Give implications of these symbolic interactionist
thoughts to education.
 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 equilibrium 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 interactionist theory is focused on individuals who act based on meaning
which is based on the individual’s experiences. These meanings are not permanent.
They change over time as the individual continues to interact with others and with
symbols.
Let’s Check for Understanding
Which social science theory id referred to?
1. The overall health of society depends upon the healthy functioning of its
institutions.
2. Meanings that individuals give to symbols change over time.
3. Faulty communication can result from differences in the perception of the same
events and symbols.
4. Schools teach humanitarian attitude, altruism, democracy, civil rights, and other
positive aspects of society to preserve society and social order.
5. When one institution fails to function, another institution ought to come in to
perform the function for the stability of society.
6. A new society comes as a result of the resolution of clash between the powers that
be and the workers.
7. Two opposing sides are welcomed. This paves the way to change.
8. When one institution fails to perform its function, the other institutions showed
come in for the preservation of society.
9. One weakness of this theory is this is focused on small interactions.
10. Differences in meaning of symbols for both sender and sender and receiver result to
misunderstanding.
Let’s Reflect
1. Based on the lesson on symbolic- interactionist theory and the movie, The Little
Prince, what does this quote mean: “Words are a source of misunderstanding.” Any
personal message? Write it down.
Taking to the Net
 Research on more school practices based on the functionalist theory, conflict theory
and symbolic interaction theory. Write them on a whole sheet of paper to be passed in
class.
LET Clinchers
Direction: Choose the letter of the correct answer.
1. Which is an application of the functionalist theory?
A. Schools must do their part to socialize children or else children will turn out to
be delinquent citizens.
B. Schools must teach students to accept their status in life for there is nothing that
they can do about it.
C. Schools must make learners understand that in life there will always be the
powerful and the powerless.
D. Schools must teach students to speak in clear symbols.

2. Who is associated with the conflict theory?

A. Weber C. Dewey
B. Marx D. Durkheim

3. Which theory states that it is okay to have clashes in society?

A. Functionalism C. Symbolic Interactionism
B. Conflict Theory D. Social Darwinism
4. According to the functionalist theory, what happens when one institution fails to do
its part?
A. Other institutions get paralyzed
B. The non- functioning institution gets eliminated
C. Other institutions take over the function
D. The non- performing institution gets penalized

5. For an ideal interaction in the community what must be observed?

A. The symbol must be contemporary.
B. Don’t use symbols/
C. Those involved must analyze the meaning of the symbol.
D. The symbol must be clear to both giver and receiver.
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
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. The strengths 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.

Activity- Let’s Read These

Below is an excerpt of the Report “A Moral Recovery Program: Building a People,
building 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 given 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 act as a block to national consciousness.

2. Extreme personalism- Takes things personally, cannot separate Filipino is

uncomfortable with bureaucracy, with rules and regulations and with standard
 procedures. He uses personal contacts, and gives preference to family and friends in
hiring, services and even voting. Extreme personalism leads to the graft and
corruption evident 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 following procedures strictly results in lack of standardization and
equality control. Impatience results in short cuts, palusot, ningas cogon. Lack of
discipline often results to inefficient work systems, the violation of rules and a
casual work ethic lacking follow through.

4. Passivity and lack of initiative- Writing 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 violations of one’s basic right. Too
patient and matiisin, too easily resigned to his fate, the Filipino is easily oppressed
and exploited.

5. Colonial mentality- Lack of patriotism, or of an active awareness, appreciation and

love of the Philippines and an actual preference for things foreign.

6. Kanya-kanya syndrome, talangka mentality- Done by tsismis, intriga,

unconstructive criticism… it is evident in the personal ambition that is completely
insensitive to the common good, e.g., the lack of 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 rights.

7. Lack of self-analysis and self-reflection- The tendency to be superficial and

somewhat flighty. In the dace of serious personal and social problems, there is lack
of analysis or reflection, and instead satisfaction with superficial explanations and
solutions.

8. Emphasis on porma rather than substance- This lack of analysis and emphasis on
form is reinforced by an educational system that is more from than substance.

These weaknesses are rooted in any 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).
 Analysis- Let’s Analyze
1. Do you agree with the findings? Why or why not? Explain your answer.
2. Answer to the report, one weakness of the Filipino character is lack of analysis and
emphasis on 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?
3. Share your answers with your group.

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 sources of our weaknesses. Shahani’s report (198)
explains that family orientation becomes in-group orientation that prevents us from
reaching out beyond the family to the larger community and the nation. In our personalism,
we are warm and caring but this leads us to lack of objectivity. We are concerned with
people we know but unfair to people we don’t know. In our flexibility, we compromise
precision and discipline. We are a joyful people with a sense of humor but we can’t take
things with humor all the time for serious problems need serious analysis. Our faith in God
is our source of strength but this makes us dependent on forces outside us, do nothing that
makes us submissive to God’s will. We are good at pakikipagkapwa-tao and so we can easily
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.

Value Education in Schools

Senator Shahani’s Report was given in 1988. But its findings as reported may still be
true today. The Department of Education has as its vision to help develop… “Filipinos who
passionately love their country and values and competencies enable them to realize their
full potential and contribute meaningfully to building the nation.” It has its core values –
maka- Diyos, maka-tao, makakalikasan and makabansa. This can be an uphill battle for
Philippine schools to realize these considering the: 1) extreme family centeredness 2)
extreme personalism, 3) lack of discipline, 4) passivity and lack of 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.
So that it will be “more form than substance” as described in Senator Shahani’s
Report, Philippine schools have to intensify value education in the curriculum. In fact, in
response to this Report, Values Education now Edukasyon sa Pagpapakatao in K to 12
Curriculum, was introduced as a separate subject in the basic education curriculum under
the Values Education Framework program of Dr. Lourdes Quisumbing, then Department of
Education, Culture, and Sports Secretary in 1988- 1990. The Values Education Framework
was conceptualized in 1987. In 2002, the Basic Education Curriculum (Grade 1- 6, and
First- Fourth Year High School) integrated values in the major learning areas or subjects.
Beginning with the K to 12 Curriculum in 2013, Values Education was renamed Edukasyon
sa Pagpapakatao (EsP) for Grades 1-10. In the Senior High Curriculum (Grades 11-12),
there is no course with the title, Values of Education or Edukasyon sa Pagpapakatao but
core courses such as Introduction to the Philosophy of the Human Person and Personal
Development, are in essence, Values Education subjects themselves.

Application- Let’s Apply

1. Teacher observes that when students submit report, the more ornate and artistic
the folder is, the less substantial the report. Which weakness in the Filipino
character is pointed to? If you were the teacher how do you counteract such?

2. In line with the government’s austerity program, DepEd reiterates the following
policies:
a. Graduation rites should be simple but meaningful to encourage civil rights,
a sense of community, and personal responsibility. While these rites mark a
milestone in the life of learners, these should be conducted without
excessive spending, extravagant attire or extraordinary venue;
b. Moving Up or Completion Ceremonies should be simple, involving only the
learners, their parents and the school; and
c. Non-academic projects such as attendance to field trips, film showing,
Junior- Senior promenade, and other school events should not be imposed
as requirements for graduation or completion. (D.O. # 02, s. 2019)
Which of the weaknesses of the Filipino does this DepEd Order wish to help
eliminate? Explain.
3. In a post-observation conference, school head cites points for improvement for the
teacher observed. It happens that there are more points for improvement than
positive points. Teachers concludes the school head is biased against her.

Which Filipino weakness is revealed? What should be done?

4. What should be done in the Philippine basic education system so that it is more
substance than form?
5. Cite instances where 1) extreme family centeredness 2) extreme personalism, 3)
lack of discipline, 4) passivity and lack of initiative, 5) colonial mentality, 6) kanya-
kanya syndrome, talangka mentality are manifested in Philippine society.

Explain how schools can help counteract such negative traits.

6. Based on Sen. Shahani’s Report, Chapter IV as written by Patricia B. Licuanan, once
Chair of the Commission on Higher Education of the Philippines, schools have
contributed to the development of Filipino passivity and lack of critical thinking.

Aside from the influences of the formal education, there are the influences of the
‘hidden curriculum’, i.e., the values taught informally by the Philippine school system.
Schools are highly authoritarian with the teachers as central focus. The Filipino
students taught to be dependent on the teacher, so he attempts to record verbatim
what the teacher says and to give this back in its original form with little processing
during examination.
Teachers reward well-behaved and obedient students and are uncomfortable with
those who ask questions and express different viewpoints… Critical thinking is not
learned in school.

Does this picture still hold true today? Why or why not?

Let’s Check for Understanding

1. List the weaknesses of the Filipino character. Explain each in a sentence.
2. List the strengths of the Filipino then in a phrase or clause explain when that
strength becomes weakness.
Strength It becomes weakness when
1.
 2.
3.
4.
5.

Taking it to Net
1. Research on the Curriculum Guide for the Edukasyon sa Pagpapakatao (ESP) from
Grades 1 to 10. Does pamantayan (standards) of EsP from Grades 1 to 10. Does the
teaching of EsP in the grades help in eliminating the weaknesses of the Filipino
character as a given in Sen. Shahani’s Report? Share your findings.
2. Research on the Senior High School Curriculum. Find out if there are subjects where
the following are intentionally taught: (1) a sense of patriotism and national pride;
(2) a sense of common good; (3) a sense of integrity and accountability, (4) the
values and habits of discipline and hard work; (5) the value and habits on self-
reflection and analysis the internalization of spiritual values and the emphasis on
essence rather on form.
3. Research on DepEd orders on value education and value integration. Can these
DepEd orders disprove that the Philippine educational system is more form than
substance as claimed in Sen. Shahani’s report?
4. The K to 10 Curriculum Guide for Edukasyon sa Pagpapakatao (EsP) and the Grade
11- 12 Curriculum Guide for Philosophy of the Human Person and Personal
Development show that there is an intensive and purposive effort of the Philippine
educational system to eliminate the weaknesses of the Filipino character that is
more form. Which proofs can you give?
Let’s Reflect
Which of the weaknesses of the Filipino character applies to you? Have schools
helped you to counteract such weakness?

LET Clinchers
1. How can schools help fight the Filipino lack of analysis?
A. Do teaching-to-the test.
B. Give out-of-context drills.
C. Make students solve problems.
D. Let students write their observation.

2. When does the Filipino’s faith and religiousity become a weakness?

A. When he does nothing to help himself and waits for God to save him.
B. When he totally submits himself to God’s will after having done all he could.
 C. When he forgives his enemies and so appears weak.
D. When he prays every day and every night.

3. What’s wrong with the Filipino sense of humor?

A. When he is always joyful
B. When even serious things are not taken seriously
C. When he takes things lightly
D. When his jokes are corny

4. Which Filipino weakness is proven in his penchant for diploma?

A. Porma over substance or essence
B. Love for education
C. Desire for upward mobility
D. Fatalism

5. What does teacher encourage when she looks at students’ questions in class as
indicator or inattentiveness?
A. Critical thinking
B. Love for study
C. Passivity
D. Pakikisama
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 the society; and
 Explain proposed solutions to the solutions to the social problems.

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
“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.

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 (SDG17) for the period
2015- 2030. After comparing the 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 the millennials based on World
Economic Forum’s Global Shapers Survey in 2017
1. Climate change/ destruction of nature (48.8%)
2. Large scale conflict/ wars (38.9%)
3. Inequality (income, discriminated) (30.8%)
4. Poverty (29.2%)
5. Religious conflicts (23.9%)
6. Government accountability and transparency/ corruption (22.7)
7. Food and water security (18.2%)
8. Lack of education (15.9%)
9. Safety/ security/ wellbeing (14.1%)
10. Lack of economic opportunity and employment (12.1%)
Source: https://www.inc.com/business-insider/world-top-10-problems-according-millenials-world-economic-forum-
global-shapers-survey-2017.html. Retrieved 4-9- 19
Here are the Top 10 Current Global Issues according to Chloe Turner
(Source: https://borgenproject.org/top-10-current-global-issues)
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
2. End hunger, achieve food security and improved nutrition, and promote
sustainable agriculture
3. Ensure healthy lives and promote well-being for all at all ages
4. Ensure inclusive and equitable quality education and promote life-long learning
opportunities for all
5. Achieve gender equality and empower all women and girls
6. Ensure availability and sustainable management of water and sanitation for all
7. Ensure access to affordable, reliable, sustainable, and modern energy for all
8. Promote sustained, inclusive and sustainable economic growth, full and
productive employment and decent work for all
9. Build resilient infrastructure, promote inclusive and sustainable
industrialization and foster innovation
10. Reduce inequality within and among countries
11. Make cities and human settlements inclusive, safe, resilient and sustainable
12. Ensure sustainable consumption and production patterns
13. Take urgent action to combat climate change and its impacts (in line with the
United Nations Framework Convention on Climate Change)
14. Conserve and sustainably use the oceans, seas and marine resources for
sustainable development
15. Protect, restore and promote sustainable use of terrestrial ecosystems,
sustainably manage forests, combat desertification, and halt and reverse land
degradation and halt biodiversity loss
16. Promote peaceful and inclusive societies for sustainable development, provide
access to justice for all and build effective, accountable and inclusive institutions
at all levels
 17. Strengthen the means of implementation and revitalize the global partnership
for sustainable development
List #1 Top 10 World Issues List #2 Top 10 World Issues 17 SDGs 2015- 2030
1. Climate change
2. Large scale conflict

Analyze- Let’s Analyze

1. Are the current global issues in both lists similar?
2. Are the current global issues ranked similarly?
3. Do these top ten global issues correspond to the 17 SDGs 2015- 2030

Abstraction- Let’s Conceptualize

The Top Ten Global Issues and How They Can be Addressed

Climate Change
The global temperatures are rising, and are estimated to increase from 2.6 degrees
Celsius to 4. 8 degrees Celsius by 2100. This would cause more severe weather, crises with
food and resources and the spread of diseases. This reduction of greenhouse emissions and
the spreading of education on the importance of gong green can help make a big difference.
Lobbying governments and discussing policies to reduce carbon emissions ad encouraging
reforestation is an effective way of making way of making process with climate change.
Pollution
Pollution includes ocean litter, pesticides and fertilizers, air, light and noise
pollution. Clean water is essential for humans and animals, but more than one billion
people don’t have access to clean water due to pollution from toxic substances, sewage or
industrial waste.
Violence
Violence can be found in the social, cultural and economic aspects of the world.
Whether it is conflict that has broken out in a city, hatred targeted at a certain group of
people or sexual harassment occurring on the street, violence is a preventable problem that
has been an issue for longer than necessary. Here are various forms of violence:
Various Forms of Violence
Physical Violence Sexual Violence Emotional Violence
Physical violence occurs Sexual violence occurs Emotional violence occurs
when someone uses a part when a person is forced to when someone says or does
of their body or an object tounwillingly take part in something make a person
control a person’s actions sexual activity feel stupid worthless
Psychological Violence Spiritual Violence Cultural Violence
Psychological violenceSpiritual (or religious) Cultural violence occurs
occurs when someone uses violence occurs when when an individual is
threats and causes fear in someone uses an harmed as a result of
an individual to gain controlindividual’s spiritual beliefs practices that are part of
to manipulate, dominate or her or his culture, religion
control that person. or tradition.
Source: https://www.hov.nl.ca/VPI/types

Security and Well Being

The U.N is a perfect example of what should be done to prevent the lack of security and
well-being a serious global issue. Through its efforts with regional organizations and
representatives that are skilled in security, the UN is working toward increasing the well-
being of people throughout the world.
Lack of Education
More than 72 million children throughout the globe that are of the age to be in
primary education are not enrolled in school. This can be attributed to inequality and
marginalization as well as poverty. Fortunately, there are many organizations that work
directly with the issue of education in providing the proper tools and resources to aid
schools. (http://www.humanium.org/en/right-to-education/)
The Philippines has consistently made a significant stride in its functional literacy
rate. Functional literacy, as defined by the National Statistics Authority is the level of
literacy which includes not only reading and writing but also numeracy skills that would
help people cope with the daily demands of life. Based on the 2013 Functional Literacy,
Education and Mass Media Survey (FLEMMS), the country registered a 90.3% rate,
which means that nine of every 10 Filipinos aged 10-64 were functionally literate.
(http://www.worldivision.org.ph/stories/improving-functional-literacy-in-the-
philippines/)
Unemployment
 Without the necessary education and skills for unemployment, many people,
particularly 15- to 24- years old, struggle to find jobs and create a proper living for
themselves and their families. This leads to a lack of necessary resources, such as enough
food, clothing, transportation and proper living conditions.
The unemployment rate in the Philippines inched lower to 5.2 percent in the March
quarter of 2019 from 5.3 percent a year ago. Unemployment rate in the Philippines
averaged 8.34 percent from 1994 until 2019, reaching an all-time high of 13.90 percent in
first quarter of 2000 and a record low of 4. 70 percent in the fourth quarter of 2016.
(http://www.tradingeconomics.com/philippines/unemployment-rate, Retrieved 4-9-19)
Government Corruption
Means of corruption include graft, bribery, embezzlement, backdoor deals, nepotism,
and patronage. Corruption is a major cause of poverty considering how it affects the poor
the most, eroding political and economic development. Corruption can be detrimental to
the safety and well-being of citizens living the corrupted vicinity, and can cause an increase
in violence and physical threats without as much regulation in the government.
The Philippines ranked 94th out of 177 countries in Transparency International’s
2013 corruption index. (Source: Trefor Moss, Wall Street Journal, May 29, 2014).
Malnourishment and Hunger
Currently, there are 795 million people who do not have enough to eat. Long-term
success to ending world hunger starts with ending poverty. By fighting through proper
training for employment education and the teaching of cooking and gardening skills, people
who are suffering will be more likely to get jobs, earn enough money to buy food and even
learn how to make their own food to save money.
Malnutrition, in all forms includes under nutrition (wasting, stunting, underweight),
inadequate vitamins or minerals, overweight, obesity, and resulting diet- related
noncommunicable diseases. (https://www.who.int/news-room/fact-sheets/detail/
malnutrition)
The planet creates more than enough food to meet everyone’s needs. But there are
still millions of hungry people in the world.
Substance Abuse – Substance abuse is “the harmful or hazardous use of
psychoactive substances, including alcohol and illicit drugs” (World Health Organization).
The United Nations reports that, by the beginning of the 21 st century, an estimated 185
million people over the age of 15 were consuming drugs globally. The drugs most
commonly used are marijuana, cocaine, alcohol, amphetamine stimulants, opiates and
volatile solutions. Different classes of people, both poor and rich, partake in substance
abuse, and it is a persistent issue throughout the world but the developing world,
marginalized groups and communities are the most vulnerable to this reality. The
Philippines faces the huge problems on substance abuse. (http://issues.tigweb.org/substance)
Terrorism
Terrorism is an issue throughout the world that causes fear and insecurity, violence
and death. Across the globe, terrorists attack innocent people, often without warning. This
makes civilians feel defenseless in their everyday lives. Making national security a higher
priority is key in combating terrorism, as well as promoting justice in wrongdoings to
illustrate the enforcement of the law and the serious punishments for terror crimes.
(Source: http://borgenproject.org/top-10-current-global-issues)
The 17 SDGs
UN Secretary- General, Ban Ki-moon, said: “The seventeen; Sustainable
Development Goals are our shared vision of humanity and a social contract between the
world’s leaders and the people. They are a to-do list for people and planet and a blueprint
for success.”
After the Millennium Development Goals of 2015 comes another to-do list for the
sake of the entire humanity. Refer to the 17 Sustainable Development Goals, 2015- 2030 in
the first part of this Chapter.
Global Issues, SDGs 2015- 2030 and Education
In September 2015, the General Assembly adopted the 2030 Agenda for Sustainable
Development that includes 17 Sustainable Development Goals (SDGs). Building on the
principle of “leaving no one behind”, the new Agenda emphasizes a holistic approach to
achieving sustainable development. The realization of the 17 SDGs means solving the top
global issues cited by two sources.
These global issues and SDGs 2015- 2030 must be intentionally taught in schools
because they are made part of the curriculum.

Application- Let’s Apply

1. Based on the top ten global issues and the 17 SDGs, choose one global issue/ SDG
and give suggestions on what schools must do to address the issue.

2. What moves has the Philippine government taken to ensure equitable access to
education for all its citizens?

3. Poverty is ranked #4 among the top 10 issues cited by World Economic Forum’s
Global Shapers Survey in 2017. Education is supposed to liberate people from
poverty. The Philippines has a comparatively higher literacy rate. Based on the
 Literacy Statistics. Functional Literacy, Education and Mass Media Survey (FLEMMS)
of 2013, 96.5 percent of Filipinos were literate, an improvement form 95.6 percent
in 2008. How come the Philippines has one of the highest numbers of educated
people and yet we remain “islands of affluence amidst the sea of poverty” meaning
poverty abounds?

Can this be traced back to poor quality of Philippine education? Why or why not?

4. Go over the Kto12 Curriculum Guide. Find out the where these global issues and
SDGs are integrated. If you find one or more not integrated in the K to 12
Curriculum, identify points of integration in the curriculum.

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

integrated?

1. 1.
2. 2.

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

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

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 ad war 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, posterity, and peace and justice.
Let’s Check for Understanding
1. List down at least 5 global issues most applicable to the Philippines. Research on
Philippine laws meant to address the problem.

Problem/ Issue Philippine Law meant Specific Provision/s of

to address the problem the Law

Let’s Reflect

Do I contribute to any of the global issues? Am I part of the problem? Can I be

part of the solution?

LET Clinchers
1. Which does NOT belong to the group?
A. Noise pollution
B. Water pollution
C. Pesticides and fertilizers
D. Violence

2. Which form of violence occurs when someone uses threats and causes fear in an
individual to gain control?
A. Verbal abuse
B. Psychological Violence
C. Cultural Violence
D. Emotional violence

3. Which is TRUE of the Philippines?

A. Has one of the lowest literacy rates in the world
B. Has the highest literacy rates in the world
C. Has one of the highest literacy rates in the world
D. Has lower literacy rate than Cambodia
4. What does SDG 15-30 mean?
A. Sustainable Development Goals after the MDG of 2015
B. Sustaining and Developing Gross National Product
C. Specific Development Goals for all nations
D. Sustaining Development Led by Giant Nations

5. Which applies to Sustainable Development Goals, 2015- 2030?

A. Adopted by UN member developed nations
B. Adopted by the UN member developing nations
C. Not related to MDG 2015
D. To-do list for the sake of the entire humanity
Chapter 6 The Why and How of School and Community
Partnership

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

 Explain what school and community partnership means;

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

Activity- Let’s Do This

1. Based on your school experiences, list down ways by which a community helps a school and
ways by which a school helps a community. Come up with an exhaustive list.
2. Group yourselves by 6. Compare your lists. Come up with a final list in which communities
help schools and in which schools help communities.

Analysis
Based on the group list, is there real partnership between school and community? Or do you
find one party (like the school) more favored because it gets more help than the other? Defend your
answer.

Abstraction- Let’s Conceptualize

Opportunities for School- Community Partnership
Partnership implies two parties helping each other. Both parties benefit. This means
that is a school – community partnership exists, both parties benefit from the relationship.
This is 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 issues DepEd Order #100.
2. Curriculum development- This can mean 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 ad offices in the community ca

serve as training ground for learners. A concrete example is the Work Immersion
required of Senior High School students. In this Work Immersion, students are given
the opportunity to work in relevant establishments or offices in the community to
help develop in 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 workplace; 2) for employment simulation; and 3)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 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, community reforestation 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 for mothers’ class on child care
 School used as an evacuation center
 School facilities used for community assemblies
 School basketball court used for local celebrations and barangay sports
league
 Schools conduct livelihood skills training programs for parents and out-of-
school youths by using school resources.
 Livelihood skills-training for parents and out-of-school youths by teachers
themselves.
Learning from the Experiences of Schools and Community Partners
Here are concrete examples:
1. Dumingaga Central School, Dumingaga, Zamboaga del Sur
Strong school community partnership- Feeding program was maintained by
community donors- Mother Butler Mission Guild, barangay councils, office of the
mayor, parents who budgeted cooked purchased.
“Kiddie Cop” classes- Cops lectures on good manners and right conduct, drug
addiction, child abuse, child welfare. Municipal Health Office conducted special
classes on health and nutrition, rights of the child.
2. Angels Magic Spot and Project REACH, etc.- Pembo Elementary School, Makati

Pembo Angels Magic Spot (PAMS) were the volunteer environmental

steward-students of Pembo Elementary School while magic spots were the small
dumpsites or empty loss in the barangay which members of the barangay could
harvest for home supply, the school for their feeding program or sold them for cash
for the purchase of seedlings and planting of more vegetables.
PAMS brought together students, teachers, school head, parents barangay
officials and other members of the community clean up little nooks for garbage and
converted them into green areas with vegetables shared by all. It also taught
gardening skills and positive attitude toward work to students and supplemented
the feeding program the underweight and the malnourished in the school, Project
BOWLS (Brain Operates Well on Loaded Stomachs).
Another effective practice was Project Revitalized Enthusiasm for Assistance
to Children of Humanity (REACH) where each teacher adopted one student and
acted as his/ her mentor for the entire school year. The teacher gave free tutorial to
the adopted student during his/her free time. Visit the student’s family every now
 and in some instances gave the student a daily allowance of ten pesos from the
teacher’s own pocket. This contributed to improved performance of Pembo
Elementary School, 23rd in rank in the Division Achievement Test zoomed up to 9
and six years later 1. (near-zero drop-out rate).
Urbanidad Kids were ideals students who acted as role models for the
students and the PEMBO community. They were the cleanest, most well-mannered
and most diligent in class.
BOWLS means Brain Operates Well on Loaded Stomach. Every recess,
children who were selected by the school as BOWLS beneficiaries due to
malnutrition were provided a free bowl of lugaw.
Pera sa Panapon was a weekly trash market where students, their parents
and others members of the community were invited to bring their recyclable
garbage. The project helped the school purchase the necessary supplies and was
able to support two students to a 2010 math competition in Singapore.

Sociological Basis of School-Community Partnership

The functionalist 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 the sake of society.
The school cannot do it all. “It all 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 more time for parents to spend time with their 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 these kids to all sorts of
information not necessarily favorable for their development. So, families, schools and other
social institutions need to work together to save youth.

Legal Bases for Parents and Community Involvement

It is no wonder why even our laws support school-community partnership. RA
9155, Governance of Basic Education Act, Section E (10) explicitly states that one of the
responsibilities of school heads is “establishing school and community networks and
encouraging the active participation of teachers organizations, nonacademic personnel of
public schools, and parents-teachers-community associations.”
Section 3 (f) of the same Act encourages “local initiatives for the improvement of
schools and learning centers and to provide the means by which… improvements may be
achieved and sustained.” Batas Pambansa Blg. 232, otherwise known as the Education Act
of 1982, Section 7 states that:
Every educational institution shall provide for the establishment of appropriate bodies
through which the members of the educational community may discuss relevant issues and
communicate information and suggestions for assistance and support of the school and for
the promotion of their common interest. Representatives from each subgroup of the
educational community shall sit and participate in these bodies, the rules and procedures of
which must be approved by them and duly published.
Another law, RA. 8525, Adopt-A- School Program Act, also provides for school-
community partnership. It allows “private entities to assist a public school, whether
elementary, secondary, or tertiary… in, but not limited to, the following areas: staff and
faculty development for training and further education; construction of facilities;
upgrading of existing facilities, provision of books, instructional technologies.”
Even the Philippine Education for All (EFA) 2015 Plan, then a vision and a holistic
program of reforms that aimed to improve the quality of basic education for every Filipino
by end of 2015 likewise states: “Schools shall continue to harness local resources and
facilitate involvement of every sector of the community in the school improvement
process.”
This EFA 2015 Plan was extended in Education for All Beyond 2015- Agenda 2030.
Agenda 2030 has 7 new educational targets from 2015 to 2030 that must involve education
stakeholders which in essence is school- community partnership. UNESCO Assistant
Director, Dr. Qian Tang, himself admits that Agenda 2030 cannot be realized without
schools partnering with community. He said: “Our vision must be aggressive, more
aggressive, more committed not just involving government, non-government agencies but
all stakeholders.”
RA 9155, states that partnership between school and community also ensures... that:
1) educational programs, projects and services take into the interests of all members of the
community (Sec 3, d); 2) the schools and learning centers reflect the values of the
community by allowing teachers/ learning of all learners (Sec 3, e); and 3) local initiatives
for the improvement of schools and learning centers are encouraged and the means by
which these improvements may be achieved and sustained are provided (Sec 3, f). So,
schools and community function better when they work as a team.

Application- Let’s Apply

1. Illustrate with a carton or a diagram that partnership between school and
community.
2. Develop a tool to evaluate the extent and quality of school and community
partnership.
3. Pretend you are an Instructor/ Professor in this professional course, The Teacher
and the Community, School Culture and Organizational Leadership. Your lesson has
this learning outcome: To explain the sociological and legal bases of school and
community partnership. How will you proceed? Deliver your lecture.
4. School and community partnership enhance sense of ownership and sense of
belonging. What does these mean? How will these impact on schools and
communities?

TAKEAWAYS

 School and community partnership mean 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 young has been even greater. So,
schools cannot do it all. They have to partner with community.
 In this partnership, children, the primary customers of schools, are most benefited
but school and community are likewise mutually benefited.
 RA 9155, also known as the Governance of Basic Education Act, BP 232 which is the
Education Act of 1982, RA. 8525, Adopt- A- School Program Act and Agenda 2030
stipulate school and community partnership.
 There are many opportunities for school and community partnership. The Brigada
Eskwela which is now institutionalized in DepEd Schools is a glaring proof of school
 and community partnership. Schools with all its human and material resources can
offer services also to the community in many ways.

Let’s Check for Understanding

1. Can schools take the place of families in the rearing of children? Why or why not?
2. What sociological reality in the Philippines and in the world demand that school’s
partner with the community (Church, mass media, business establishments etc.) for
the education of children?
3. State the provisions of law that refer to school- community partnership.
4. Cite additional examples of school-community partnerships that benefit the young.

Let’s Reflect
In what way am I involved in school and community partnership? What good have I
done to school and community? What else can I do?

Taking the Net

Research on successful school and partnerships in high performing countries like
Finland, Singapore and Canada.

LET Clinchers
1. Which is TRUE of a school and community partnership?
A. Community helps school.
B. School is a recipient of assistance from community.
C. Both school and community benefit.
D. Both school and community lose.

2. Which program is a proof of school and community partnership where every month
of May education stakeholders contribute their time, talent and treasure to ensure
that school facilities are set in time for the school opening?
A. Parents and Teachers Association Assembly
B. School Governing Council Annual Assembly
C. Brigada Eskwela
D. Palarong Pambansa
3. Which statement is TRUE of school and community partnership?
A. Elders in the community can be key informants of a research in local
history.
B. Parents can help school only in terms of school facilities.
C. Donations from politicians are not accepted to prevent electioneering.
D. Only school benefits from the partnership.

4. “It takes a village to educate a child.” Which does this statement imply?
A. PTA is more than enough partnership.
B. Institutionalize school- community partnership.
C. School can substitute for absentee parents.
D. Children need more models.

5. Adopt- A- School Program allows private entities to assist which schools?

A. Public Elementary Schools
B. Public Secondary Schools
C. Public Tertiary Schools
D. Public Schools in all levels
Chapter 7 The Teacher and the Community: Teacher’s
Ethical and Professional Behavior

Learning Outcomes:
At the end of this Chapter, you should be able to:
 Elaborate on community’s expectations from teachers and on teachers’ expectation
from communities.
 Describe teacher’s ethical and professional behaviour in the community by giving
concrete examples.

Activity- Let’s Read These

Activity 1- Thick, Pair, Share
1. Thick of your favorite teacher. Why is he/ she your favorite? What qualities did he/
she possess? Is he/ she your ideal teacher? What influence did he/ she have in your
life? Did she act in accordance to the expectations of the community?
2. Group yourselves by 5. Share your answers to #1 with the group.
Take note of qualities common among your favorite teachers.

Activity 2
Here are quotes on teachers. Read and understand them. Do you agree with each of
the quotation?

1. “Teachers change the world. One child at a time.”

2. “Teachers, I believe are the most responsible and most important members of the
society because their professional efforts affect the fate of the earth.”

3. “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.” - Rita Pierson

4. “The influence of a good teacher can never be erased.”

 5. “I am a teacher.
I am not in it for the income.
I am in it for the outcome.
I am a teacher.
It’s who I am.
It’s my passion, my calling, and my world.

What is your favorite quote? Any message for you?

Share with your group

Analysis
1. Are the traits shared in your small groups the same traits that schools and the larger
community expect of professional teachers?

2. Based on your observation, do all teachers embody the traits expected of

professional teachers?

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 referred to here? The 8 Sections of Article III of the Code of Ethics refers to the
community within the school and the community outside the school. How can teachers be
part of the community? The various Sections of Article III give more details.

Teachers as Facilitator of Learning

Article III, Section I states that the teacher is a facilitator of learning and the
development of the youth… therefore shall render the best service by providing an
environment conducive for such learning and growth.
 Facilitator comes from the word “facilitate” which means to make something easy or
easier. Learning is a difficult task and is made easier when you make dry lesson interesting,
exciting 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 leaning, a conducive learning environment is necessary. It has been
proven that learners learn in a pleasant environment. A pleasant environment is where the
learners can be themselves because teachers and classmates truly care and take you for
who you are. All forms of bullying have no place in a conducive learning environment. A
conducive learning environment makes learners believe they can do the work and they feel
accepted. A favorable learning climate is not competitive where everyone is tense.
The teacher who believes that “Every child deserves a champion, an adult who will
never give up on them, who understands the power of connection and insists they become
the best they can possibly be” like Teacher Rita Pierson in TED Talk is a facilitator of
learning.

Teacher Leadership and Initiative for Community Participation

Section 2 refers to the “leadership and initiative of 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-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 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 for such activities
as gambling, smoking, drunkenness, and other excesses, much less illicit relations.”
Obviously, if as a professional teacher, you are an inveterate gambler, chain smoker
and alcoholic or 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!”
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

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 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 community’s culture.
Fortunate and happy is the community that has teachers who live with them, exert
effort to understand their local customs and traditions and consequently appreciate the
same. This author sees 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
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 Teachers’ 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 s forum for discussion on school problems and how they
can be solved.

The School Governing Council

Other than the PTA is the School Governing Council. The SGC has different
membership and functions. A School Governing Council as a policy- making body has the
school head as Chief Executive Officer, Manager and Chief Operations Officer. The
formation of SGC in every school is a proof of school head sharing his/ her leadership with
members of the community.
It determines general policies on student’s 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.
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 those 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 thereof. The free exercise and enjoyment of
religious profession and worship, without discrimination or preference, shall forever be
allowed.” (Article Il, Section 6).

Application- Let’s Apply

1. Here is what one Dean of a College of Education told her freshmen teacher education
students in her Welcome Address on Orientation Day:
Believing that you don’t learn everything in the classroom, the College of Education,
which will be your home for four years has prepared a menu of annual co-curricular
activities for you. All of these are meant to help you become the true professional
teacher that this College and University have envisioned you to become....
a. What message do you get from the Dean's Welcome Address?

b. In the context of this Welcome Address, what does this statement “… do more,
learn more, and have more…” (Pope Paul VI, Populorum Progressio, 1967) What
message do you get in relation to your pre-service education?
2. A professional teacher creates a conducive learning environment to facilitate learning.
Based on experiences, illustrate with a drawing or comic strip what a conducive
learning environment is. Display your work in class. Conduct a gallery walk for
everyone to see and comment/ ask questions about the comic strips.

3. The Bible says: "You are the salt of the earth. But if the salt loses its saltiness, how can it
be made salty again? It is no longer good for anything, except to be thrown out and
trampled underfoot. You are the light of the world. A town built on a hill cannot be
hidden. Neither do people light a lamp and put it under a bowl. Instead they put it on its
stand, and it gives light to everyone in the house. In the same way, let your light shine
before others, that they may see your good deeds and glorify your father in heaven.
(Matthew 5:13-16)
Based on this Chapter on the teacher as a community leader, how do these biblical
passages apply to the professional teacher?

4. "I don't hear what you are saying because who you are speaks louder than what you
say". How does this quote apply to the professional teacher as a community leader?
Discuss.

5. A teacher is fully convinced that her religion is the only true religion, the only way to
salvation. As a result, she proselytes. Can her good intention of salvation for all justify
her proselyting? Why or Why not?

6. As a community leader, what you do if you see something negative in the community
culture? Example.

7. Your mayor has a teacher candidate for a teaching position. Your ranking is over. Your
mayor's candidate was not part of the ranking and is not a licensed teacher. As a
professional teacher, what would you do?

8. Cite at least 3 specific ethical behaviors of a professional teacher based on Article Ill of
the Code of Ethics for Professional Teachers. Come up with a PowerPoint presentation
or a skit.

TAKEAWAYS

 Article Ill of the Code of Ethics for Professional Teachers states that a professional
teacher shall live for and with the community.
 The community includes internal stakeholders (learners and their parents, guardians,
teachers and the school head) and external stakeholders (members of the community
who have no children enrolled in the school such as community non-government
officials, church leaders, non-organizations and government organizations).
 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 the community. This can
readily happen if you are in a harmonious relation 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,
 At all times, at all places and for all people, don't misuse nor abuse that authority or
power bestowed on you as a professional teacher. For you to be credible as a
community leader, you shall behave with honor and dignity twenty-four hours a day, 7
days a week, respect community culture and seek to understand them or else lose your
"flavor" as a community leader.
Let’s Check for Understanding
1. Give at least 3 expectations that community has for teachers.

2. How should a professional teacher regard indigenous people’s culture?

Let’s Reflect
1. The mother of this author was once a public-school teacher. When this author was in
her preschool age her mother taught in the remote barrios of the town and so where
her mother was assigned the family went along. This author vividly remembers how
her mother was dearly loved by the community. She was teacher, counselor and
consultant to everyone who came. She was indeed a missionary. Her transfer to
another school was always an emotional one, a mother crying, too. To top it all, the
one most touching etched in my memory was one community leader had a big
rooster. So many wanted to buy that rooster but refused to sell it. On the eve of our
departure, he butchered it for that last evening meal with them. This author will
never forget such act of generosity. In their poverty, these people can give all.

a) If given the opportunity, would you welcome teaching in the far-flung schools? Why
or Why not?
b) If you say yes to the call to teach in a far-flung school what should be doing more in
your pre-service education?

Taking It to the Net

1. One instance that proves that school-community partnership has been established is
the Brigada Eskwela of the Department of Education. Research on what Brigada
 Eskwela is and the good things it has brought to schools. Share your research
findings in class.

2. In what other ways can parents and community leaders be involved in the school to
improve school performance?
3. a) Interview a school head and a member/members of the School Governing
Council. Ask:
1) what they have accomplished as a School Governing Council
2) what difficulties they are facing
b) Share your findings with the class.
c) Based on your interview, are you in favor of schools having an SGC? Or is the PTA
enough? Defend your stand.
4. Assign four to read "The Power of Social and Emotional Skills" by OECD and ask
them to share at least 5 findings related to conducive learning atmosphere.
A 2015 publication from the Organization for Economic Cooperation and
Development (OECD), The Power of Social and Emotional Skills, highlights a nine-country
analysis that found there is a common set of skills that seems to matter across cultures—
including self-esteem, self- efficacy, and sociability. These skills consistently affect
outcomes like college completion, job attainment, health, and civic engagement.

LET Clinchers
1. In her leadership in the community, a professional teacher shows no signs of
ethnocentrism? What does this mean?
A. Does not belittle other peoples' culture
B. Looks at her culture as superior to other's culture
C. Is ashamed of her own culture
D. Does not mind other people's culture

2. The professional teacher is quite xenocentric.

How is this manifested?
A. Looks at her culture as superior to that of others
B. Looks at her culture as inferior to that of others
C. Does not mind if her culture is inferior or superior
D. Is at home with all cultures

3. Which is a policy-making body composed of internal and external stakeholders with

whom school head and teachers relate?
 A. Parents Teachers Association
B. Supreme Student Council
C. School Governing Council
D. Faculty Club

4. Who is not a member of the Parent Teachers Association?

A. Parents with no child currently enrolled in school
B. Parents of children currently enrolled in school
C. School head
D. Teacher representative

5. As a teacher, you are a facilitator of learning?

What is expected of you?
A. Do not fail anyone.
B. Make teaching-learning interactive and exciting.
C. Use video clips.
D. Allow them to use their cellphones in the classroom
Chapter 8 Organizational Leadership

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; and
 Discuss how to sustain change in an organization.

Introduction:
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 discussion of an effective leader and manager for which you will be in the future. But
should you refuse offer for a managerial or leadership position in school or in the bigger
educational organization because of the love for teaching and learners, this lesson o organizational
leadership won’t be laid to waste because even a teacher you are already a leader and a manager.
You are a teacher and a class or classroom manager.
Activity- Let’s Draw
Present or draw an object that symbolizes a leader of an organization. Explain your symbol
of leadership.

Analysis- Let’s Analyze

Based on the symbols and drawings presented:
1. Who is an organizational leader?
2. What do organizational leaders do?
3. What qualities do they possess?
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 teachers, parents, learners, non-teaching personnel and other members of the
community to do their task to realize the school goals.
Organizational leadership works towards what is best for individual members and what
is best for the organization as a group at the same time. Organizational leadership does not sacrifice
the individual members for the sake of the people nor sacrifice the welfare of the group for the sake
of individual members. Both individual and group are necessary.
Organizational leadership is also an attitude and a work ethic that empowers 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

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.
Study the Figure below.
A school head leads the school and community to formulate the vision, mission, goals, and
school improvement plan. This is a leadership function. S/he sees to it that this plan gets well
implemented on time and so ensures that the resources needed are there, the persons to do the job
are qualified and available. This is a management function. Imagine if the school head is only a
leader. You have the vision, mission, goals and school plan but no implementation. The plan is good
only in paper. If you do the task of a manager only, you will be focusing on the details of the day-of-
day implementation without the big picture, the vision and mission. So, its big picture for connect
and meaning. This means that it is best that a school leader is both a leader and a manager.

MANAGERS versus LEADERS

Managers Leaders
Administer Innovate
Their process is transactional; meet Their process is transformational: develop
objectives and delegate tasks. a vision and find a way forward.
 Work Focused People Focused
The goal is to get things done. The goals include both people and results,
They are skilled at allocating work. They care about you and want you to
succeed.
Have Subordinates Have Followers
They create circles of power and lead by They create circles of influence and lead by
authority. inspiring.
Do Things Right Do the Right Thing
Managers enact the existing culture and Leaders shape the culture and drive
maintain status quo, integrity,
Source: Dubrin, Andrew E. (2006) Essentials of management 7e, Mason, OH 45040 USA

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 effectively with people and to build teamwork. This
is also referred to as people skills or soft skills.
Conceptual skill is the ability to think in terms of models, frameworks and broad
relationships such as long-range plans. In short, conceptual skills deal with ideas while human skill
concerns relationship with people and technical skills involves 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 school empowerment.
In laissez faire or free-rein leadership style, leaders avoid responsibility and leave the
members of the organization to establish their own work. This leadership style leads to the kanya-
kanya mentality, one weaknesses of the Filipino character. There will be no problem if the situation
is deal, i.e. each member of the organization has reached a level of maturity and so if members are
left to themselves, they will do only what is good for the organization. On the other hand, it will be
chaos If each member will do as he/she please even if it is against the common 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 styles of leadership, the democratic style is genuinely participative
because it abides by the rule of the majority.

The Situational Leadership Model

In situational leadership, effective leaders adapt their leadership style to the situation of the
members of the organization, .e., to the readiness and willingness of group members. Paul Hersey
and Kenneth H. Blanchard (1996) characterized leadership style in terms of the amount of task
behavior and relationship behavior that the leader provides to their followers. They categorized all
leadership styles into four behavior styles, which they named S1 to S4.
Table 4. Behavior Styles in Situational Leadership
S1 S2 S3 S4
Selling / Directing Telling / Participating / Delegating
Coaching Supporting
Individuals lack the Individuals are Individuals are Individuals are
specific skills more able to do experienced and able experienced at
required for the job the task; however, to do the task but lack the task, and
in hand and they are they are the confidence or the comfortable with
willing to work at the demotivated for willingness to take on their own ability
task. They are novice this job or task. responsibility. to do it well. They
but enthusiastic. Unwilling to do are able and
the task. willing to not only
do the task, but to
take
responsibility

If the group member is able, willing and confident (high readiness), the leader uses a
delegating leadership style. The leader turns over the responsibility for decisions and
implementation to the members. On the other hand, if the group members have low
readiness, i.e. unable and unwilling, the leader resort to telling the group members what to
do.
In short, competent members of the organization require less specific direction than
less competent members. Less competent people need more specific direction than more
competent people.
For a graphic presentation of the Situational Leadership Model, visit
http://teachthem.files.wordpress.com/2012/11/situational-leadership-model.jpg
 Among these leadership styles, no one style is considered best for all leaders to use
all the time. Effective leaders need to be flexible, and must adapt themselves according to
the situation, the readiness and willingness of the members of the organization.

Servant Leadership
Robert K. Greenleaf (1977) coined the paradoxical term servant- leadership. How
can one be a leader when he/she is servant? That's the common thinking. But the paradox
is Greenleaf’s deliberate and meaningful way of emphasizing the qualities of a servant
leader. He describes the servant
...servant first. It begins with the natural feeling that one wants to serve. Then
conscious choice brings one to aspire to lead. The best test is: do those served grow as
persons: do they, while being served, become healthier, wiser, freer, more autonomous, more
likely themselves to become servants? And, what is the effect on the least privileged in society;
will they benefit, or, at least, not be further deprived? (Greenleaf, 1977/2002, p. 27)
The first desire of the servant leader is to serve. How? By leading. The greatest
teacher of humankind, Jesus Christ, was a servant - leader. He taught his disciples "he who
wants to great must be the servant of all". The life of the Greatest Teacher was a life of total
service to all.
We often hear the term "public servants" to refer to appointed and elected officials
of the government to emphasize the fact that they indeed are servants of the people. Their
first duty is to serve and in serving, they lead. They don't think of their power as leaders
first. If they do, they tend to become more conscious of their importance felt over their
conscious of their power over their constituents and tend to impose that power or make
their importance felt over their constituents and forget that if ever they are given power it
is to serve their people. Someone said "power corrupts". And i need it does, when leaders
think first of their power and forget the very reason why such power was given, i.e. to
serve. The greatest teacher said:
and whoever wants to be first among you must be your slave.' (Matthew 20:27)
"The greatest among you shall be your servant," (Matthew 23:11)
"If anyone wants to be first, he must be the last of all and the servant of all" (Mark
9:35)
"You know how the pagan rulers make their powers felt. But it shall not be this way
among you, Instead, whoever wants to become great among you must be your servant,"
(Mark 10:43)
His whole life was a life of set-vice. In fact, he wanted to impress this idea of servant
leadership by doing something dramatic in his last days on earth. He washed the feet of his
apostles. Washing the feet was the work of a servant in his time.
 He wanted to etch in the memories of his apostles the idea that leaders are
supposed to be "foot washers". Leaders are supposed to be servants of all.
Servant leadership seeks to involve others in decision making, is strongly based in
ethical and caring behavior, and enhances the growth of workers while improving the
caring and quality of organizational life.
The school head who acts as a servant leader forever remembers that he/she is
there to serve his/her teachers, the students, the parents etc. and NOT the teachers,
learners, parents to serve him/her.

Transformational Leadership
Robert Kennedy once said: "Some men see things as they are, and ask why. I dream
of things that never were, and ask why not." Those who dream of things that never were
and ask "why not" are not transformational leaders. The transformational leader is not
content with status quo and sees the need to transform the way the organization thinks,
relates and does things. The transformational school leaders see school culture as it could
be and should be, not as it is and so plays his/her role as visionary, engager, learner,
collaborator, and instructional leader. As a transformational leader he/she makes positive
changes in the organization by collaboratively developing new vision for the organization
and mobilizing members to work towards that vision.
To do this the transformational leader combines charisma, inspirational leadership
and intellectual stimulation to introduce innovation for the transformation of the
organization.

Sustaining Change
For reforms to transform, the innovations introduced by the transformational
leader must be institutional and sustained. Or else that innovation is simply a passing fad
that loses its flavor after a time. A proof that an innovation introduced has transformed the
organization is that the result or effect of that change persists or ripples even when the
transformative leader is gone or is transferred to another school or gets promoted in the
organization.
We feel most comfortable with our old pair of shoes. We like to live in our comfort
zones and so sometimes we don’t welcome change. And yet if we want improvement in the
way we do things in our organization, in our school or if we want to improve in life, we
must be willing to change. The transformational leader ought to deal with resistance to
change to succeed. There will always be resisters to change. To ensure that the innovation
he/she introduces leads to the transformation of the organization, Morato of Bayan ABS -
CBN, (2011) gives the following advice.
 4. seek the support of the stakeholders - The leaders must build a "strong coalition
of allies in order to push for any meaningful change that would yield results.
Innovations cannot be forced upon the teachers, the students, the parents, the
community... without serious consequences.'
5. get people involved early and often - Resistance drops off in proportion to the
involvement of participants. You may not to expect 100-percent support from
any individual who was not personally involved in a change that affected his/her
work. It is best to set up networks to reach out to as many people as possible.
6. plan a communications campaign to "sell" the innovation -Morata (2011)
asserts: "The change envisioned must cascade downwards to the last lesson plan
and ripple sidewards to win the support of major stakeholders".
7. ensure that the innovation is understood by all - The benefits and costs must be
appreciated and weighed carefully.
8. consider timing and phasing - These are highly critical; missteps might backfire
and lack of sensitivity to stakeholders might lead to resistance.
Morato described the successful innovations in several schools’ innovations in the
Philippines. Refer to ___________________________________.

Application- Let’s Apply

1. Based on this lesson and by means of an acrostic, give qualities or specific behaviors
of good leaders. See example.
L-
E-
A-
D-
E-
R-
S - Servant. He is servant first before a leader.

2. You are assigned as a school head in a low-performing school. Students are poorly
motivated, parents and community are not very cooperative, and teacher have low
morale. As a leader, what should you do? Outline your steps.

3. You are introducing an innovation in school. Sociologically, Filipinos are known for
the "ningas-cogon" mentality. How does this mentality affect school innovation? As a
leader, how will you counteract it?

4. Two of your teachers are doing very well. Four strongly resist Continuing
Professional Development. Two are about to retire and are simply waiting to retire.
To make your school perform, as a school head, what moves will you take? Explain.
 5. Here are various methods that leaders employ:
 Model the way. Set the example:
 Share your vision. Enlist others.
 Challenge the process. Look for ways to grow.
 Enable others to act. Empower others.
 Set goals.
 Build trust.
 Give the direction.
 Encourage the heart. Give positive reinforcement.
Identify the leadership style employed in each method. Explain your answer.

6. In groups of five, develop a servant leadership assessment instrument.

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.
 An effective school head is both a leader and a manager.
 There are various leadership styles from autocratic, consultative, democratic and
laissez faire (free rein) style.
 The democratic leadership style is the most participative. Decisions are arrived at by
consensus. Consultative style is also participative because it involves members of
the organization but the leader decides. Autocratic leadership is dictatorial
leadership. The members of the organization do not participate in decision - making.
In the laissez faire leadership style, the leader does not interfere with the members
of the organization who are left to decide for themselves.
 In servant leadership, it is most important that the leader sees himself/ herself as a
servant first before he/she is a leader.
 Transformational leadership is concerned with introducing and sustaining
innovations.
 Situational leadership is leading the organization in a way that fits the situation - the
readiness of the followers.
Let’s Check for Understanding

Direction Write T if the statement is true and F if it is false, underline the word or words
that make the sentence false and supply the correct word/s to make statement true.

__________________1.Leadership is interchangeable with management because they mean the

same.
__________________2.A leader cannot be a manager and manager cannot be a leader at the
same time.
__________________3.In the laissez faire leadership style, the leader fully interferes in the
decision-making of his/her followers.
__________________4.In the consultative style of leadership, members of the organization
arrive at a decision by way of consensus.
__________________5.In the democratic style of leadership, the members of the organization are
consulted in decision making.
__________________6.The autocratic leader consults his/her followers.
__________________7.A transformational leader is content with status quo.
__________________8.In situational leadership, if followers are -unwilling and unable" to do the
job, leader must resort to delegating.
__________________9.In situational leadership, if followers are "willing and able" to do the job,
leader must resort to telling.
__________________10. Transformational leadership is focused on innovations.
__________________11. Innovations when relevant do not need to be sustained.

Let's Reflect
What kind of leader am I? What should I do to become an effective leader?

LET Clinchers
Select the letter of the CORRECT answer.

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 the 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 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
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 by 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
Chapter 9 The School Head in School- Based Management
(SBM)

Learning Outcomes:
At the end of this Chapter, you should be able to:
 Explain the meaning, advantages, disadvantages and demands of SBM;
 State practices aligned to SBM; and
 Explain the roles, functions and competencies of school heads in SBM.
Introduction:
The Local Governance Code of 1991 (RA 7160) provided for a more responsive local
government structure through a system of decentralization where local governments are
given more power, authority, responsibilities and resources. Likewise, with the
introduction of School Based- Management in the Philippine schools, schools are given
more power to direct their affairs with the learning and development of learners as
ultimate goal. In this Chapter, you are expected to learn the rewards and challenges in
implementing SBM especially on the part of the school head.
Activity- Let’s Read These
Mabuhay Elementary School had very low Mean Percentage Score (MPS) in the last
Grade 6 exit examination. Pupil tardiness and absences are rampant. Truancy is another
problem as some pupils cut classes because they spend their time playing video games in
the computer shops nearby. Absences are also very rampant. Children claim they are told
to absent by their parents to do rice planting and harvesting.
Feeling helpless, Ms. Ligaya called on teachers, parents and leaders of the
community for a meeting. In the meeting, she presented the problems of the school and
asked for help to improve school performance. There were many suggestions given. So, these
were written down in a simple matrix like the one below:
Problem Cause Objective Activity Persons Resources Timeframe Expected
involved Needed Outcome
1. Late To reduce Talk to parents in PTA PTA Zero
Tardiness rising tardiness Homeroom; officers; meeting on tardiness
due to to zero Teachers; March 15
tv; Parents to limit tv School
distance viewing; Head;
of home March 30
to PTA to meet with
school; computer shop
Comput owners not to
er shop allow students in
 shop from 6:30
AM and during
school hours
Problem Cause Objective Activity Persons Resources Timeframe Expected
involved Needed Outcome
2. Games To reduce Present problem PTA Unexpected
Absenteeism in unexcused and seek officers; absences
compute absences solutions in the Teachers; reduced to
r shops; to zero PTA Meeting; School Video clips March 30 zero
pupil’s Head;
lack of PTA talk to
interest computer shops’
to go to owners; Games
school;
work in Teachers to come
the farm up with
interesting References
lessons to
motivate students
to come to school

Analysis- Let’s Analyze

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

Abstraction- Let’s Conceptualize

The Meaning of School-Based Management (SBM)
Ms. Ligaya, the school head, is smart. She knew she couldn't solve the problems all
alone so she involved the teachers, the parents, the student leaders and leaders of the
community. She knew that by involving them these members of the school community will
feel a sense of importance and a sense of ownership. Because they were the ones directly
involved with the problems, they themselves are in the best position to solve the problem.
The actions that Ms. Ligaya took are all in accordance with School-Based Management.
What is school-based management? School based-management is a decentralized
management initiative by developing power or authority to school heads, teachers, parents
and students. (SBM) is a strategy to improve education by transferring significant decision-
making authority from the DepEd Central Office, regional offices, division offices to
individual schools. SBM provides principals, teachers, students, and parents greater control
over the education process by giving them responsibility for decisions about the budget,
personnel, and the curriculum. Through the involvement of teachers, parents, and other
community members in these key decisions, SBM can create more effective learning
environments for children.

SBM and the Principle of Subsidiarity

SBM is in keeping with the principle of subsidiarity which states that it is the people
at the lowest level who will know best their problems and so are in the best position to
address the same. This tenet holds that "nothing should be done by a larger and more
complex organization which can be done as well by a smaller and simpler organization. In
other words, any activity which can be performed by a more decentralized entity should be
done by that more decentralized entity." https://action.org/pub/religion-liberty/ volume-
6-number-4/principle-subsidiarity) Those in the higher echelon at-e far removed from the
scene and are therefore not as and as informed as those from those below.

Advantages of SBM
The following are strengths of SBM:
 Allow competent individuals in the schools to make decisions that will improve
learning;
 Give the entire school community a voice in key decisions;
 Focus accountability for decisions;
 Lead to greater creativity in the design of programs;
 Redirect resources to support the goals developed in each school;
 Lead to realistic budgeting as parents and teachers become more aware of the
school's financial status, spending limitations, and the cost of its programs;
and,
 Improve morale of teachers and nurture new leadership at all levels.
Through SBM, decision making authority is devolved to school heads, teachers, parents
and students. This is school empowerment. This reduces bureaucratic controls on schools
and encourage school heads, teachers and parents to use greater initiative in meeting the
needs of students and community. This results in a sense of community school ownership
which makes the school realize its vision and mission.
Involving stakeholders - parents, teachers, students and other members of the
community - is also helpful in the mobilization of local resources to complement public
resources. Concrete proof of this is the number of classrooms built as a result of the strong
partnership between schools and communities and successful school- community
programs like those described in the Chapter on The School and the Community.
 In SBM, schools take the responsibility to plan and implement their School
Improvement Plans (SIP). (The table that you scrutinized in the Activity phase of the lesson
is a of a part of a School Improvement Plan). It is the schools themselves, not DepEd higher
offices that know best their problems and the solutions to these problems. It is the schools
that determine the number and kind of teachers they need, the kind of learning materials
and resources they need.
Since schools are given more power to direct themselves, they are made accountable for
results. SBM makes schools accountable to the stakeholders.

Legal Basis of SBM

The Philippine Constitution provides that Congress shall enact a local government code
that will institutionalize a system of decentralization (Article 10, Sec. 3) whereby local
government units shall be extended more power, authority.... The Local Government Code
in 1991 is a fulfillment of this Constitutional provision.
This means that long before the Department of Education (DepEd) legally introduced
decentralization in schools through School-Based Management (SBM) in 2001 through the
enactment of RA 9155, local government units were already empowered for local
governance, RA 9155, Basic Governance Act transfers the power and authority as well as
the resources to the school level. School empowerment is based on the assumption that the
school heads including teachers, key leaders in the community, parents know best the root
and solution to the problem.

Conditions for the Success of SBM

 Teachers, school heads must be given the opportunity to make choices. They
must actively participate in school improvement planning.
 The involvement of parents and teachers must be strongly encouraged and
highly welcomed.
 Stakeholders must participate in the development of a School Improvement
Plan. They must have a say on resource allocation to meet specific needs.
 Higher authorities must actively encourage thoughtful experimentation and
innovation in an atmosphere where mistakes are viewed as learning
experiences. They must be willing to share their authority with the academic and
the larger community,
 Teachers must develop reflection, problem solving.
In addition, based on international experience, the following must be presented for
SBM to succeed in schools:
 Have basic resources;
  Have developed an effective school support system;
 Are provided with regular information on their performance;
 Are given advice on how they may improve; and
 Emphasize the motivational element in the management work of the principal
The success of SBM very much depends on the school based. Below are his/ her
functions:
Table 5. Functions of a School Head

Roles Functions Knowledge/Skills I

Visionary principal,
motivator, advocate and
planner
Builder of networks and
support systems
Curriculum developer
Attitudes Required
Lead in setting the vision, mission Change and future
and goals of the school orientation
Organize /expand school, Networking,
community and local government organizing, social
networks and groups that will mobilization,
actively participate in school advocacy
improvement
Lead in developing the School Development of
Improvement Plan with the teamwork, building
participation of the staff and the consensus and skills in
community negotiation and
conflict resolution
Lead in developing and Participatory planning
maintaining the and administrative
School Management Information management
System
Generation and use of
data and information as
basis for planning and
management
Create a physical and psychological Development of
climate conducive to teaching and collective
learning accountability for
school and student
performance
Localize and implement school Designing of the
curriculum curriculum to address
both national goals,
local needs and
aspirations
Encourage development and use of Creation of an open
innovative instructional methods learning system based

Fiscal Resource Manager
Source: Department of Education, a Primer on School Leadership)
focused on improving learning on several resource
outcomes, increasing access to materials rather than
basic education, improving the on single textbooks
holding power of schools and Participatory and
addressing specific local problems peer- based
instructional
supervision
Administer and manage all Fund management
personnel, physical and fiscal
resources of the school
Encourage and accept donations, Serving as model for
gifts, bequests and grants for transparency and
educational purposes and report accountability
all such donations to the especially in financial
appropriate offices management

Factors of School Effectiveness Based on Research

Effective practices need to be institutionalized for them to become part of the school
culture. To build professional capacity and establish mechanism that supports the
continuing quality improvement of schools is an assurance that effective schools even
become more effective. School-Based Management (SBM) is the mechanism introduced by
the Department of Education in the Philippines to continuously work on effective schools.
As the term implies, in SBM, schools are given greater autonomy to make decisions
regarding education of children.
Their research finding of OECD confirms "that school autonomy has a positive
relationship with student performance when accountability measures are in place and/or
when school principals and teachers collaborate in school management" (OECD, 2012).
China and Singapore have been "devolving more responsibility to the school level"
(Stewart, 2008). In Finland, accountability rests on the trust placed by families and
government in the professional competence of teachers (Stewart, 2008).
In the Philippines, the devolving of more responsibility to the schools was done through the
School-Based Management (SBM), SBM was introduced during the implementation of the
Third Elementary Education Project (TEEP), 1999-2005. In 2005, TEEP conducted a
study to determine the effect of school-based management on student performance in the
Philippines using the administrative dataset of all public schools in 23 school districts over
a 3-year period, 2003-2005. The results showed that the introduction of SBM had a
statistically significant, although small, overall positive effect on average school-level test
scores in 23 school districts in the Philippines, (Source:
http://elibrary.worldbank.org/doi/abs/ 10.1596/ 1813-94505248). Accessed 9-1, 16)
 With SBM, significant decision-making authority was transferred from state and
district offices to individual schools. SBM provided principals, teachers, students, and
parents greater control over the education process by giving them responsibility for
decisions about the budget, personnel, and the curriculum, Through the involvement of
teachers, parents, and other community members in these key decisions, SBM can create
more effective learning environments for children. (Source: Office of Research
Education/Consumer Guide). To further strengthen the School- Based Management (SBM)
practice and re-emphasize the centrality of the learners and the involvement of relevant
community in basic education service delivery, the Department of Education (DepEd)
embarked on revisiting the SBM framework, assessment process and tool to improve on
already recognized successful SBM practices across the regions (DO 83, s. 2012). To
institutionalize decentralization efforts at the school level and in line with Republic Act No.
9155 also known as Governance of Basic Education Act of 2001, the Department of
Education (DepEd) provided School-Based Management (SBM) Grants as additional funds
to public elementary and secondary schools... to augment the school fund on Maintenance
and Other Operating Expenses (DO 45, 2015).

Philippine Accreditation System for Basic Education (PASBE)

The institutionalization of SBM was strengthened with the introduction of the
Philippine Accreditation System for Basic Education (PASBE) which was launched through
DepED Order No. 64, s. 2012, Accreditation is a process of self-evaluation and peer-
review to ensure that quality standards agreed upon by stakeholders are understood,
implemented, maintained, and enhanced for continuous improvement of learner outcomes
(DepEd DO 20, s. 2013 - The Philippine Accreditation System for Basic Education (PASBE)
Supplemental Guidelines to DepEd Order No. 83, S. 2012). Source:
http://www.teacherph.com/a-comprehensive-guide-to-school-based-
managemeqtsbm/Accessed 9-2-2016
The agreed upon standards of quality or effective schools are grounded on the four
principles of A Child-and -Community — Centered Education Systems (ACCESs), namely:
(1) principle of collective leadership (2) principle of community-based learning (3)
principle of accountability for performance and results and (4) principle of convergence to
harness resources for education. All of these four principles also apply to SBM.
The school's level of SBM practice can either be Level I, Developing; Level II,
Maturing and Level III, Advanced. A school that reaches the highest level of SBM practice
qualifies for an accredited status.
A school in Level I, developing, means that the school is developing structures and
mechanisms with acceptable level and extent of community participation and impact on
learning. A school in Level Il, described as Maturing, means that the school is introducing
and sustaining continuous improvement process that integrates wider community
participation and significantly improve performance and learning outcomes, Level Ill,
Advanced (Accredited) means that the school is ensuring the production of intended
outputs/outcomes and meeting all standards of a system fully integrated in the local
community and is self-renewing and self- sustaining.

In conclusion, PASBE is a means to institutionalize SBM, the granting of more

autonomy to schools for them to chart their destiny to grow in effectiveness continuously.

Factors that Contribute to School Effectiveness

Research findings point to the following factors that spell school effectiveness:
1. Human factors - These include a dynamic school head, highly selected
competent and committed teachers, highly motivated pupils with high
expectations, and a supportive community.
2. Non- human factors, processes - These refer to clear and shared vision-mission
(focus), high expectations/ ambitious standards, emphasis on accountability,
aligned curriculum, instruction and assessment with state / DepEd standards,
efficiency or optimal utilization of resources and facilities, collaboration and
communication, focused professional development, and global and future
orientation.

These factors are exemplified by high performing schools in the Philippines and
abroad and by the best education performing countries in the world.
In the Philippines, the practice of School-Based Management, gave greater
autonomy to schools to make decisions in collaboration with parents and community
towards greater school effectiveness. The SBM Assessment Tool is an instrument used to
assess schools' effectiveness and its use for accreditation of schools is an assurance that
effective practices get institutionalized to build the school's culture of excellence. A copy of
this SBM Assessment Tool is in Appendix A.
The heart of all these elements, both human and non-human is the school head, the
school leader. This means that all these factors that contribute to school effectiveness come
forth only with a dynamic and a transformational school leader.
Application -Let’s Apply
1. Form 4 groups. Each group will do a PowerPoint presentation to explain one of
the ff: 1) meaning, 2) advantages, 3) disadvantages and 4) demands of SBM.
2. Divide the class into 2 groups. Each group will simulate a meeting called by the
school head to address the following problems: 1) litter in the school grounds
and classroom, 2) bullying among students, 3) poorly motivated students. Apply
the principles of SBM.
 After each simulation, point out which act was/was not in accordance with SBM
principles?

TAKEAWAYS

 SBM means school-based management. It is the empowerment of schools to direct

their own affairs for high performance.
 It involves the school head leading his/her teachers, students, parents and other
members of the community to address problems and concerns with the ultimate
goal of improving school performance. It is based on the principle of subsidiarity
which states that it is those who are most involved at the lowest level of the
organization who can best solve their problems.
 The advantages of SBM include:
- Allows competent individuals in the schools to make decisions that will
improve learning;
- Gives the entire school community a voice in key decisions;
- Practices focuses accountability for decisions;
- Demands greater creativity in the design of programs;
- Redirects resources to support the goals developed in each school;
- Leads to realistic budgeting as parents and teachers become more aware of the
school's financial status, spending limitations, and the cost of its programs;
- Improves morale of teachers and nurtures new leadership at all levels.
 Disadvantage of SBM
- Participatory decision-making needs time and may slow down process
 Demands of SBM
- Active and intelligent participation of stakeholders
 Democratic and transformative leadership of school head
- Support and openness of higher authorities to schools
 Roles of school head
- Visionary leader, planner, implementer, evaluator
- Fiscal resource manager
- Curriculum developer

Let’s Check for Understanding

I. Put a check (√) before the statement/ s that apply/ies to SBM and an (X) before those
that don't.
3. In SBM, only the school head matters,
4. In SBM, the Schools Division Superintendent is the leader.
 5. Parents who have no children in the school cannot be consulted in SBM.
6. School empowerment is the essence of SBM.
7. Students cannot be consulted by the school head because they are not yet adults.
8. One advantage of SBM is the development of a sense of school ownership among
members of the academic and larger community.
9. SBM is aligned to the principle of subsidiarity.
10. SBM succeeds even if school head is closed to ideas and suggestions. Anyway,
he/she is the head on whom the solution of the problem depends.
11. One weakness of SBM is delayed action because there must be consultation of
stakeholders.
12. SBM has no weakness, only strengths.
13. SEM is in keeping with the decentralization move as encouraged by the Philippine
Constitution.
14. SBM is school empowerment.
15. An authoritarian atmosphere encourages empowerment.
16. In SBM, experimentation is welcome.
17. In SBM, schools just wait for approved budget that includes specific items to spend
on.
II. Metaphoric Thinking
To which do you compare SBM? Write a metaphor.
SBM is ________________________________________________________________________________________
As a future teacher what did you find most meaningful in this lesson and why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Let’s Reflect
Do I welcome SBM or do I see it as an additional work?

Taking it to the Net

Which countries apply SBM? Did SBM implementation help improve their schools?
Share your findings.

LET Clinchers
Multiple Choice: Select the letter of the correct answer.
6. Is SBM, if implemented the right way, an effective way to strengthen school and
community partnership?
A. Yes
B. No
C. Depends on size of school
D. Depends on school location

2. Which is the essence of SBM?

A. Reduced authority of school head
B. Absolute freedom of education stakeholders
C. Principal empowerment D. School empowerment

3. For SBM to succeed, which must be present?

A. Effective school support system
B. Leader with a strong personality
C. Docile community D. Low expectation

4. With SBM in mind, which does NOT belong?

A. Decentralized management
B. Devolution of power to schools
C. School empowerment
D. Centralized management
Chapter 10 Creating a Positive School Culture

Learning Outcomes:
At the end of this Chapter, you should be able to:
 explain the meaning of school culture; discuss how school culture affects learning;
and
 cite ways by which you can contribute to the building of positive culture.

Introduction
School culture matters. This influences to a great extent how well students perform.
School culture is a creation of all the people in school and in the community especially that
of the school heads. It can be positive or negative. It can facilitate or adversely affect
learning. A school community must therefore strive to create a positive culture.

Activity- Let’s Read These

1. Collegiality 7. Appreciation, recognition
2. Experimentation 8. Caring, celebration, humor
3. High Expectations 9. Involvement in decision making
4. Trust and confidence 10. Protection of what is important
5. Tangible support 11. Traditions
6. Reaching out to the knowledge base 12. Honest, open communication
Source: www.ascd.org/ACD/pdf/journals/ed_lead/el_198503_saphier.pdf

Read the following episodes then identify Which norm of school culture is illustrated.
1. When high school students arrive for class, they know exactly what to expect.
Projected on the screen are clear instructions for the day's Success Starter.
Everyone is expected
2. You might not reach an answer today. You might not reach an answer tomorrow.
Struggle is okay.” Students know that by the third day, they will be expected to
present their understanding and problem-solving strategy to the class.
 3. ‘You have a short memory’, she replies with a kind smile. "You say this every time
we tackle a problem. Remember the last time you struggled and then overcame your
confusion? Remember our norms that we wrote together? One of them was a
growth mindset. And remember I am here for you.”
4. I hear some students talking while someone is reciting. I don’t think you will like
that if you are the one reciting. Can we agree on a rule? Give me a rule”. Student
suggests. Let's keep quiet and listen when someone is reciting. Raise your hand if
you want to recite.” Teacher asks, “can we keep this rule?
5. Today you are going to compute your scores for class standing - written quizzes,
seatwork, performance test, homework. These were all corrected and returned to
you. When you are done, compare your total with mine. Should there be
discrepancy, be ready to show your corrected papers.
6. During the first week of school Barb teacher asks her sixth graders two questions:
“What questions do you have about yourself?” and “What questions do you have
about the world?” The students begin enumerating their questions, “Can they be
about silly, little things?” asks one student. "If they’re your questions that you really
want answered, they're neither silly nor little,” replies the teacher. After the
students list their individual questions, teacher organizes the students into small
groups where they share lists and search for questions they have in common. After
much discussion each group comes up with apriority list of questions, rank-ordering
the questions about themselves and those about the world
Back together in a whole group session, teacher solicits the groups' priorities and
works toward consensus for the class's combined lists of questions. These questions
become the basis for guiding the curriculum in class. One question, “Will I live to be
100 years old?” spawned educational investigations into genetics, family and oral
history, actuarial science, statistics and probability, heart disease, cancer, and
hypertension. The students had the opportunity to seek out information from family
members. friends, experts in various fields, on-line computer services, and books, as
well as from the teacher She describes what they had to do as becoming part of a
“learning community.” According teacher, “We decide what are the most compelling
intellectual issues devise ways to investigate those issues
(https://www.nap.ed/read/9853/chapter/11#156)- Consensus Study Report National Research Council. 2000.
How People Learn: Brain, Mind, Experience. and School: Expanded Edition. Washington, DC: The National
Academies Press. https://doi.org/10.17226/9853.

7. The sense of community is strong, even palpable. But this sense didn’t just spring
full-blown from being a group of people occupying the same place at the same time.
It was built upon many small and specific moments of learning the same verses to
songs and sharing traditions, memories of times together and stories often-told...
Some of our traditions are once a year events; some happen every week or even
every day. They give us ways to greet each other, to learn about each other, to sing
and celebrate and say goodbye. These events mark our comings and our goings and
affirm our common interests in the time we spend together.
 8. Because they treasure, health, sanitation and self-discipline, St. Bernadette Catholic
School includes the following in their Canteen Policies

Foods that will not be sold:

 Full fat pastry items
 Chocolate confectionary/lollies/potato chips/cream filled buns
 Soft drinks
 High caffeine drinks - e.g. drinks containing guarana or caffeine
 Deep fried food of any description
CLAYGO —"Clean as you go".
9. T h e t e a c h e r w r o t
smudged mess of an orange wasn't a nice job. It wasn't even a decent representation
of any fruit known to man. I would have benefited by her telling me one thing I could
do to make it better Maybe something like “We are learning about perspective. Try
adding a shadow behind your sketch.” Her “nice job” told me little about how
lessens the impact or praise when it is truly earned.
(Source: http://inservice.ascd.org/six-tips-for-creating-a-positive-learning-environment-in-your-classroom)

10. Teacher Paz remarks: “I like to attend that CPD seminar. I like to hone my teaching
skills and update my PCK (pedagogical content knowledge) …
11. Good teaching is honored in this school.
12. My school head protects my academic time. She keeps meeting time to the
minimum.

Analysis- Let’s Analyze

1. Which of the twelve elements of a positive culture were illustrated by the given
episodes vignettes? Which element was illustrated by describing the opposite?

2. Is there any element left out? If there is can you as a group supply an episode or a
vignette? A vignette is a short description of an episode in school like the 9 given
above.

Abstraction- Let’s Conceptualize

Eleven concrete (11) vignettes in the first part of this Chapter give a picture of a
positive school culture.
 Vignett Norm of School Culture Illustrated
e
1 High expectation
2 Honest and open communication
3 Tangible support; caring. celebration. humor
4 Involvement in decision making; protection of what
is important
5 Trust and confidence traditions
6a Collegiality; honest, open communication
6b Collegiality; experimentation; reaching out to the
knowledge bases: appreciation, recognition
7 Collegiality; traditions
8 Tangible support; protection of what is important,
tradition
10 Reaching out to the knowledge base
11 Appreciation and recognition
12 Protection of what is important
(Source: www.ascd.org/ascd/pdf/site ASCD/...prqect-based-teaching-sample-
chapters.pdf.)

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

Meaning of School Culture

School culture is one of the most complex and important in education (Schein,
1985). It generally refers to the perceptions, relationships, attitudes and written and rules
that shape and influence every aspect of how a school function
(https://www.edglossary.org./ school- culture). However, the term also encompasses
more concrete issues such as physical and emotional safety of students, the orderliness of
and public spaces or degree to which a school embraces ethnic, linguistic and cultural
diversity.
According to Spacey (http://simplicable//new/school/John,Nov.23, 2017), school
culture consists of the norms and share experiences that evolve over school's history. In
fact, Scott and Marzano (2014) state that “school culture is reinforced by norms,
expectations and traditions, including everything from dress codes to discipline systems to
celebrations of achievement. Therefore, may be described as the character of a school that
gives a school quality beyond its structures, resources and practices. They are "built
through the everyday business of school life. It is the way business is handled that both
forms and reflects the culture.” (Sophier, J. 1985)

Culture as a Social Construct

Culture is a social construct not a genetic construct. This means that school culture
is, therefore, something that we do not inherit or pass on through the genes. Rather, it is
something that we create and shape. It is shaped by everything that all people in school see,
hear, feel and interact with. It is a creation of the school head, teachers, parents, non-
teaching staff students and community. Sean Slade (2014) elaborates:
Within a couple of minutes of walking into a school or a classroom, you can tell, define
almost taste the culture that permeates that space. Is it an open, sharing environment? Or is it
a rigid, discipline - defined playing field? It is safe welcoming, or intimidating and
confronting? Does it welcome all voices, or does it make you want to shrink? Is it waiting for
instruction and leadership or is it self-directed with a common purpose?

School Climate and School Culture

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

The Role of School Culture in Learning

School culture matters. Research confirms the central role of culture to school
success. School culture can be positive or negative or toxic. A positive school culture fosters
improvement, collaborative decision making, professional development and staff and
student learning. A negative culture fosters the opposite.

Elements of a Positive Culture

As given in the Activity phase of this Lesson a positive school climate is characterized by
the following:
1. Collegiality - The school atmosphere is friendly. You work in an atmosphere where
responsibility and authority are shared by everyone. You can be yourself. You have
not to put your best forward to impress others. The school head does not throw
his/her weight. He/she does not make his/her authority felt by his/her colleagues.

2. Experimentation - The atmosphere encourages experimentation and so will

welcome mistakes as part of the learning process. No student, no teacher gets
punished for a mistake. Mistakes are not intended. They give a lot of lesson.
Referring to his 10,000 failed attempts then he was experimenting in the light bulb,
Edison said: "I have not failed. I've just found 10,000 ways that won't work."

3. High expectations - It has been said one's level of achievement is always lower than
one's level that aspiration. So set high expectations for high achievement. Two
problems arise here. Robert J. Marzano warns us:
First, expectations are subtle and difficult to change. Teachers may be unaware
that they have low expectations for some students; even when they become aware,
they may have difficulty changing their expectations because their beliefs and biases
have developed over the years.
Second, what actually communicates expectations to students is teacher
behavior. If teachers consciously work to change their biases but don't change their
behavior toward those students from whom they have tended to expect less, their
change of attitude will have little effect on student achievement.
4. Trust and confidence - Students, teachers, school heads and parents relate well and
work well when relationships are solidly built on trust and Confidence. In fact,
honest and open communication (# 12 in this list) is possible only when there is
trust and confidence in each other in the school community. I can share my inner
thoughts only when I am confident that I do not get ostracized when I do.

5. Tangible support - Everyone in the school community gets concrete support for the
good that they do. Support comes in not just in words but in action. School head sees
to it that LCDs in the classrooms are functioning.
6. Reaching out to the knowledge base — Teachers care to grow professionally to
update themselves on content knowledge and pedagogy, the first domain in the
Philippine Professional Standards for Teachers.

7. Appreciation and recognition - Certainly words of appreciation and recognition

make classroom climate highly favorable. A reminder to teachers: "You are not
made less when you praise others. Instead, you become magnanimous. So, don't be
stingy with your sincere praise. The problem sometimes is our eyes are so quick to
see the negative and so we despise them immediately but our eyes are blinded to
the good and so we overlook them and fail to appreciate.”

8. Caring, celebration, humor - Kids don't care what you know until they know that you
care. They don't listen to teacher when teacher doesn't care. It may be good to
remind teachers that many of students, especially those who struggle, don't receive
nearly enough positive feedback in the classroom or in their personal lives.

"When kids are taught with a proactive, praise-heavy approach, they tend to do
better," says Erin Green of Boys Town. But be specific. Generic, overly generalized
comments such as "Good job!" don't really help. Complimenting a specific behavior
("Thanks for showing respect to our visiting guest"), on the other hand, reinforces that
particular behavior.

9. Involvement in decision making - Involving others who are concerned with

decisions to be made enhances sense of ownership. They also feel important.

10. Protection of what is important -What schools consider important must form part of
their tradition and so must be protected by all means. In the Activity above,
mention was made on School Canteen Policies that include "no soft drinks, no
chocolate etc." and CLAYGO because the school considers nutrition and health and
cleanliness as important.

11. Traditions — A school must have an intentional culture-based program on shared

values, beliefs, and behaviors. This strengthens sense of community. A truly positive
school culture is not characterized simply by the absence of gangs, violence or
discipline problems but also by the presence of a set of norms and values that focus
school community's attention on what is most important and motivate them to work
hard toward a common purpose.

12. Honest and open communication - No one gets ostracized for speaking up his mind.
The atmosphere is such that everyone is encouraged to speak his mind without fear
of being ostracized. The agreement at every discussion is “agree to disagree."
Shared Norms: Teacher and Student Norms
Shared norms for both teachers and students contribute to a positive school culture.
Boss and Larmer (2018) share teacher norm and student norms to contribute to a fair and
an engaging learning environment, a characteristic of a positive school culture. They check
on the following norms each week.

Table 6.
Teacher Norms Student Norms
1. Teach in different ways. 1. Have a growth mindset.
a. Believe you can improve.
2. Can students by names. b. Fail forward.
c. Keep trying.
3. Care about students’ feelings. d. Speak positively about your abilities
a. Understand their situation. to learn.

4. Have a good attitude. 2. Call classmates by their names.

a. Stay calm.
b. use kind words.
c. Have patience.
d. Greet students and say good- bye.
5.Help students understand.
a. Work at a reasonable pace.
b. Explain clearly
c. Support different learning styles.
d. Expect the best.
e. Re-explain if necessary
3. Be responsible for your work.
a. Have materials ready
b. Advocate for yourself
c. Be a professional.
d. Meet deadlines.
e. Participate.
f. Be on time to class.
 6.Attend school the majority of the 4. Listen...
time. a. to the teacher.
b. to your classmates.
7.Be respectful. c. to guests.
a. Give everyone what they need. d. to the directions.
b. Use proper language.
c. Allow space if needed. 5.Attend school the majority of the time.
d. Use supportive words when
explaining.
6.Be a good team player.
e. Call by your name.
a. Provide good, helpful feedback
b. Stay calm.
8. Have a growth mindset.
c. Encourage others.
d. Stay on topic.
e. Be considerate.
f. Use proper language.
g. Communicate clearly to students and
teacher(s).

(Source: Suzie Boss. John Larmer and Foreword by Bob Lenz, (2018) Project based
teaching: how to create rigorous and engaging learning experiences.)
Application- Let's Apply
1. Based on your experiences, give at least 10 school practices that don't contribute to
positive culture.

2. Are the following items good tips in building positive culture? Defend your answer.
If it is not so good tip, replace it with good one.

a. "No Talking" as classroom rule #1 imposed by teacher

b. If some students say they need a quiet area to work in at times, they make a
sign like, "Quiet Area, Brains at Work."
c. "We talked about this yesterday. Did you forget?" "You had this so well
yesterday. I know you can get it today."
d. Do you believe in your own ability to learn and grow? Do you believe it is
your obligation as a teacher to model learning and growing?
e. The teacher wrote, "nice job" on a student's sketch of an orange.
f. Come up with a Question and Answer Wall. Here students post the academic
question they want answered within the month with their name on it.
Anybody can give an answer with his/her name written.

3. Suggest 5 concrete ways to establish a positive school culture.

 4. Choose a school. Determine the' presence of any of the 12 practices of a positive
school culture in that school by noting down conversations, comments, activities
that you hear/observe in that school of your choice.
Indicator Conversation/Comment Your
Heard or Activities Observed Comments

1. Collegiality
2. Experimentation
3. High expectations
4. Trust and confidence
5. Tangible support
6. Reaching out to the knowledge
bases
7. Appreciation, recognition
8. Caring. celebration, humor
9. Involvement in decision making
10. 10.Protection of what is
important
11. Traditions
12. Honest, open communication
Let's Check for Understanding
I. Answer the following questions briefly.
1. What is school culture? _____________________________________________________________________
_________________________________________________________________________________________________
2. Does school culture affect student learning? Explain. ____________________________________
_________________________________________________________________________________________________

3. Cite at least 3 ways by which you, as future teacher, can contribute to a positive
school culture.

Let’s Reflect
I learned that _________________________________________________________________________________
_________________________________________________________________________________________________

I realized that_________________________________________________________________________________
_________________________________________________________________________________________________

I was pleased that____________________________________________________________________________

_________________________________________________________________________________________________
 I was not aware that_________________________________________________________________________
_________________________________________________________________________________________________

TAKEAWAYS

 School culture is the character of a school that gives the school qualities beyond its
structure, resources and practices. It is created by all the people in the school. It is
not inherited and so is not passed on through the genes.
 School culture includes school climate and so school culture is broader than school
climate. School climate is relational while school culture is a deeper level of
reflection of shared values, beliefs and traditions.
 Undoubtedly, school culture affects learning and so schools must, by all means, build
positive not toxic school culture.

Taking it to the Net

Is school culture also referred to as the hidden curriculum? Research on this and
share your findings in class.
LET Clinchers
1. Which is TRUE of school culture?
A. Passed on like a hereditary trait
B. Created by the school head and other stakeholders
C. Has insignificant effect on student performance
D. Cannot be altered

2. Which contributes to a positive school culture?

A. Growth mind set
B. Low expectations
C. Authoritarian leadership
D. Exclusivity

3. Which form part of school culture?

I. Structure
II. Resources
III. Practices
IV. School Climate
A. I and Il C. 11 and Ill
B. J, 11 and Ill D. 1, 11, Ill and IV
 4. School head respects academic time so she does not just call on teachers during
class hours. Which element of positive school culture is illustrated?
A. Tradition
B. Collegiality
C. Protection of what is important
D. High expectation

5. Complete the analogy. Positive culture: Growth mindset Toxic culture:

A. Inclusivity
B. Exclusivity
C. Resignation to failure
D. Team work

Chapter 11 School Policies and Their Functions

Learning Outcome:
At the end of this Chapter, you should be able to explain the importance of school
policies in school operation.
Introduction
Schools are institutions motivated by a shared vision. Necessarily, schools must
have policies for them to realize their vision and mission. These policies are a reflection of
the values of the people who created them. Whatever policies are formulated must redound
to the improved teaching-learning of learners which is the very reason of the existence of
schools. In this Chapter, we will focus on school policies that govern school and community
partnership.

Activity - Let's Read These

1. Group yourselves by 6 then share your answers to this question.
• For Groups 1, 2 and 3 - Here is a part of the policy on grading given by the DepEd
Central Office in DepEd Order 8, s. 2015, dated April 1, 2015. Study the
components and the corresponding percentage weights.
Table 7: Weight of Composition for Grades 1-10

Components Languages, AP, Science and Math MAPEH, EPP

EsP and TLE
Written work 30% 40% 20%
Performance Task 50% 40% 60%
Quarterly Exam 20% 20% 20%

2. For Groups 4, 5 6 - Read this policy on students' absences and

A learner who incurs absences of more than prescribed number of class or laboratory
periods during the school year or semester should be given a failing grade and not earn
credits for the learning area or subject Furthermore, the school head may, at his/her
discretion and in the individual case, exempt a learner who exceeds the 20% limit for reasons
considered valid and acceptable to the school. The discretionary authority is vested in the
school head and may not be availed of by a student or granted by a faculty member without
the consent of the school head… (DepEd Order 8, s. 2015)

Habitual tardiness, especially during the first period in the morning and in the
afternoon, is discouraged Teachers shall inform the parents/ guardians through a meeting if
a learner has incurred 5 consecutive days of tardiness.

3. For All Students

 Read this excerpt of DepEd Order 54, s. 2009.
Activities. All PTA activities within the school premises or which involve the school, its
personnel or students shall be with prior consultation and approval of the School Head.
Financial Matters. Such collections shall be made by the PTA subject to the following
conditions: If collection of the School Publications Fee, Supreme Student Government (SSG)
Developmental Fund and other club membership fees and contributions is coursed through
the PTA as requested by the concerned organization, the amount collected shall be remitted
immediately to the school, SSG or Other student organizations concerned on the day it was
collected. The pertinent organization shall deposit the funds with a reputable bank on the
next banking day under the organization's account. No service fee shall be charged against
any student organization by the PTA.
Non-compliance or any violation of the aforementioned conditions shall be a ground for
the cancellation of the PTA 's recognition and/or the filing of appropriate charges as the case
may be.

1. Policy on Collection of Contributions

Cognizant of the need of an organization for adequate funds to sustain its
operations, a duly recognized PTA may collect voluntary financial contributions from
members and outside sources to enable it to fund and sustain its operation and the
implementation of its programs and projects exclusively for the benefit of the students and
the school where it operates. The PTA's programs and projects shall be in line with the
School Improvement Plan (SIP).
 The contributions should be a reasonable amount as may be determined by the PTA
Board of Directors;
Non-payment of the contributions by the parent-member shall not be a basis for
non-admission or non-issuance of clearance(s) to the child by the school concerned;
The contributions shall be collected by the PTA Treasurer on a per parent-member
basis regardless of the number of their children in school;
No collection of PTA contributions shall be done during the enrollment period; and
No teacher or any school personnel shall be involved in such collection activities.
Safekeeping of Funds All collections of contributions or proceeds of fundraising
activities shall be deposited in a reputable banking institution as determined by the Board
of Directors. The PTA's Treasurer or a duly authorized representative shall undertake the
collection and shall issue official receipts/acknowledgement receipts. In no case shall any
school official or personnel be entrusted with the safekeeping and disbursement of
collections made by the PTA. All disbursements of funds shall be in accordance with
generally accepted accounting and auditing rules and regulations.

PTAs are prohibited from:

Interfering in the academic and administrative management and operations of the
school, and of the DepED, in general;
Engaging in any partisan political activity within school premises;
Operating a canteen/ school supplies store, or being a concessionaire thereof inside
the school or nearby premises, or offering these services to the school as its client either
directly or indirectly;
Selling insurance, pre-need plans or similar schemes or programs to students
and/or their parents; and
Such other acts or circumstances analogous to the foregoing.
PTA Officers and members of the Board of Directors are prohibited from collecting
salaries, honoraria, emoluments or other forms of compensation front any of the funds
collected or received by the PTA.
PTAs shall have no right to disburse, or charge any fees as service fees or
percentages against the amount collected pertinent to the School Publication Fee, Supreme
Student Government (SSG) Developmental Fund and other club membership fees and
contributions.
 In no case shall a PTA or any of its officers or members of the Board of Directors call
upon students and teachers for purposes of investigation or disciplinary action.
The recognition of any PTA shall be cancelled by the Division PTA Affairs Committee
upon the recommendation of the School Head concerned for any violation of the above-
mentioned prohibited activities and these Guidelines. Thereafter, the School Head may call
fora special election to replace the Board of Directors of the PTA whose recognition was
cancelled. Criminal, civil and/or administrative actions may be taken against any member
or officer of the Board of the PTA who may appear responsible for failure to submit the
necessary annual financial statements or for failure to account the funds of the PTA.

Analysis- Let’s Analyze

For all Groups:
1. How do you feel about the policies? Are you happy about them? Or are you happier
without them? Why?

For Groups 1-3

2. What if schools had no policies on the grading system? What may happen? What are
possible consequences on teaching and learning?

For Groups 4-6

3. What if schools had no policies on the students' tardiness and absences? What may
happen? What are possible consequences on school atmosphere? on teaching and
learning?

For all Groups

4. Based on the DepEd order on PTA collections) why are schools very strict with
money collections?
5. The policies given above come from DepEd Central Office.
Should all school policies come from DepEd Central Office? Can schools also
formulate their own policies? If yes, why? If no, why not?
6. If schools can formulate their own policies, what conditions must be met for these
policies to be surely implemented?
7. What is an advantage of a policy formulated by the school community over that
policy which comes from above?

Abstraction- Let’s Conceptualize

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

Effective Policy Formulation and Implementation in a School Community

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

Application- Let's Apply

A. Interview a school head on at least one school policy formulated under her
leadership. Ask the following:
1. Why was it formulated?
2. How was it formulated? Was it formulated with the representatives from the
school and community? Why or why not?
3. Does the implementation of policy address the problem for which it was
created? If it doesn't, what 's next step is being planned?
Report your findings in class.
B. Do a simulation. One of you plays the role of a school head. Three will be teacher
representatives, 4 will be officers of the Parent Teachers Association, 4 are
barangay officials, 4 are other members of the community (alumni, NGO
representative, Church representative) and 3 student leaders.

The problem in school is malnutrition. Many kids are sleepy, malnourished

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

• Policies are intended to ensure that schools perform and realize what they have
envisioned for themselves.
 There are policies that come from authorities above the school since the school is a
member of a bigger organization or system. But schools are also empowered to
formulate their own policies to address their concerns speedily provided they are
not contrary to policies that come from above.
• School policies are effective when they are formulated with the participation of the
members of the school and community as this develops sense of ownership which
ensures implementation of the family.
• Policies must also be widely disseminated for the information of the entire system-
school and community- and must be understood correctly and clearly.
• Policies set order in schools. The absence of clear-cut policies may court

Let's Check for Understanding

1. Why are policies important in a school?
2. List down at least 2 school policies (one from Central Office and another from
the school level). Explain the purpose behind the policy.

Let's Reflect
What is my attitude towards school policies? Do I welcome them?

Taking it to the Net

1. Research on School Policies on attendance, tardiness, uniform, ID special
examinations. Know the why behind the policies.

LET Clinchers
2. What are PTAs prohibited from doing?
I. Interfering in the academic and administrative management and operations
of the school, and of the DepED.
II. Engaging in any partisan political activity within school premises;
III. Operating a canteen/school supplies store, or being a concessionaire thereof
inside the school or nearby premises, or offering these services to the school
as its client either directly or indirectly;
A. I, II and III
 B. II and III
C. I and II
D. I and III

2. Which statement on School Policies is CORRECT?

A. They suffocate school climate
B. They help ensure realization of school goals.
C. They come from above and so by all means be observed.
D. They cannot be changed.

3. Which is the most effective way of making policies?

A. School Head to involve stakeholders
B. Students not to participate since policies are for them
C. Only parents of students enrolled are involved
D. School policies are permanent to build the culture of excellence

4. Why is there a policy on grading?

I. To fulfill the purposes of assessment
II. For fair grade computation
III. For the guidance and information of all
A. I, II C. II and III
B. I and III D. I, II and III

5. "The Sabbath is made for man and not man for the Sabbath." What does this imply
regarding policies?
A. Policies are formulated to help people in the organization.
B. Policies showed not be adjusted when people in organization cannot aside by
the policy.
C. Policies are orders form above like the law of the Sabbath.
D. Laws are formulated by man and women in society.
Chapter 12 Roles and Competencies of School Heads

Intended Learning Outcomes:

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

Introduction
As stipulated in Chapter I, Section 5, E of RA 9155 the school head is an
administrative and an instructional leader. Because the main function of school is students'
learning, the school head must spend more time as an instructional leader. As an
instructional leader, he/she supervises instruction by observing teachers while they teach,
conducting post-observation conferences with individual teachers, mentoring and coaching
them, ensuring that teachers have the needed resources for teaching. While physical
improvement and fund sourcing — the concerns of administrative leadership help improve
schools, the more important concern is improvement of instruction as this has a direct
bearing on learning. More often than not, however, school heads spend more time soliciting
funds for a flagpole, a stage, a classroom, path walk, waiting shed, etc. leaving no time left
for instructional supervision.
Activity- Let’s Read These
Chapter 1, Section 5, E of RA 9155 states that the school head is a administrative and
an instructional leader.
1. List down 2 things that the school head does as an instructional leader and 2 things
as an administrative leader.
2. Based on your observations of school heads, with which role is the school head
more occupied? Prove your answer.
Analysis- Let’s Analyze
Answer the following questions:
1. Based on your lists (in the Activity Phase of this lesson) how does an administrative
leader differ from an instructional leader?
2. In your opinion, which between the two leadership roles administrative and
instructional - should be given more time by the school head? Why?

Abstraction- Let’s Conceptualize

Competencies for School Heads: The NCBSSH
In the list of competencies expected of school heads, there are competencies for
both instructional leadership and administrative leadership. Let's take a look at the
competencies expected of school heads as contained in the National Competency-Based
Standards for School Heads (NCBSSH) issued in DepEd Order 32, s. 2010 on April 16, 2010.
Table 8. The National Competency-Based Standards for School Heads
DOMAINS Competency Strands
Domain 1 1.A. Developing & Communicating Vision,
School Leadership Mission, Goals, and Objectives (VMGO)
1.B. Data-based Strategic Planning
1.C. Problem Solving
1.D. Building High Performance Teams
1.E. Coordinating with others
1.F. Leading & Managing Change
Domain 2 2.A. Assessment for Learning
Instructional Leadership 2.B. Developing Programs &/or Adapting
Existing Programs
2.C. Implementing Programs for Instructional
Improvement
2.D. Instructional Supervision
Domain 3 3.A. Setting high social & academic
 Creating a Student expectations
Centered Learning Climate 3.B. Creating school environments focused on
the needs of the learner
Domain 4 4.A. Creating a Professional
HR Management Learning Community
and Professional Development 4.B. Recruitment & Hiring

Domain 5 5.A. Parental Involvement

Parent Involvement and 5.B. External Community Partnership
Community Partnership
Domain 6 6.A. Managing School Operations
School Management and Operations 6.B. Fiscal Management
6.C. Use of Technology in the Management of
Operations

Domain 7 7.A. Professionalism

Personal & Professional 7.8. Communication
Attributes and 7.C. Interpersonal Sensitivity
Interpersonal Effectiveness 7.D. Fairness, Honesty and Integrity

Study Figure 2 side by side with the Table 7 on domains and strands. Notice that
there are competencies expected of school heads as instructional leaders and as
administrative leaders. Focused on instructional leadership are Domain 2, which is
instructional leadership itself and Domain 3, creating a student-centered learning climate
which is part of instructional leadership. Related to administrative leadership are Domain
1, school leadership; Domain 6, school management and operations; and Domain 4, human
resource management and professional development; Domain 5, parent involvement and
community partnership. Domain 7, personal and professional attributes and interpersonal
effectiveness can relate to both instructional leadership and administrative leadership
since this has something to do a teacher's person-hood which cannot detach from what a
teacher sa s and does.
Table 9. Competency Framework for Southeast Asian School Heads
Domain: Stakeholder Engagement (SE)
1. (SE) Promoting shared 1.1. Build trust and lead teams I communities for
responsibility for school school improvement
improvement 1.2. Empower the community to work for
enhancement of school performance
2. (SE) Managing education alliances 2.1. Communicate effectively with different
and networks stakeholders
2.2. Facilitate school community partnerships
and activities

3. (SE) Sustaining collaborative
relationships with stakeholders
4. (ML) Managing school resources
and systems
5. (ML) Managing staff performance 2.1. Manage school personnel requirements
6. (ML) Managing sustainable school 3.1. Demonstrate program and project
programs and projects
Domain: Instructional Leadership (IL)
1. (IL) Leading curriculum
implementation and
improvement
3. (IL) Creating a learner centered 2.1. Promote learner centered activities
environment
6. (IL) Supervising and evaluating
teachers' performance
8. (IL) Delivering planned learning
outcomes
Domain: Personal Excellence (PE)
1. (PE) Managing personal
effectiveness
6. (PE) Acting on challenges and
2.3. Promote consensus-building
2.4. Manage conflict and practice negotiation
skills
3.1. Support community-based programs and
projects
3.2. Communicate school performance report to
stakeholders
1.1. Manage financial resources
1.2. Manage learning environments
1.3. Manage systems and procedures
2.2. Support professional development of staff
2.3. Recognize staff performance
management skills
3.2. Promote school-based programs and projects
that support sustainable development
1.1. Manage curriculum implementation
1.2. Promote sensitivity of diversity and
differentiated instruction
2.2. Promote a healthy, safe, and inclusive
learning environment
2.3. Promote a culture of peace and respect for
diversity
3.1. Apply appropriate models for supervision
and evaluation
3.2. Nurture teacher leaders
4.1. Promote team-based approaches to
instructional leadership
4.2. Manage assessments to improve teaching
and learning
1.1. Lead by example
1.2. Demonstrate transparency and accountability
1.3. Practice a balanced healthy lifestyle
1.4. Take pride in one's profession
1.5. Deliver results
2.1. Manage priorities
 possibilities
9. (PE) Pursuing continuous
professional development
Domain: Stakeholder Engagement (SE)
1. (SE) Promoting shared
responsibility for school
improvement
3. (SE) Managing education
alliances and networks
7. (SE) Sustaining collaborative
relationships with stakeholders
9. (ML) Managing school
resources and systems
10.(ML) Managing staff
performance
11.(ML) Managing sustainable
school programs and projects
2.2. Exhibit decisiveness in addressing challenges
2.3. Exhibit an enterprising attitude
3.1Take responsibility for lifelong learning
3.2 Advocate ASEAN values and perspectives
1.1 Build trust and lead teams I communities
school improvement
1.2 Empower the community to work for
enhancement of school performance
2.1 Communicate effectively with different
stakeholders
2.2 Facilitate school community partnerships and
activities
2.3 Promote consensus-building
2.4 Manage conflict and practice negotiation skills
3.1 Support community-based programs and
projects
3.2 Communicate school performance report to
stakeholders
1.1 Manage financial resources
1.2 Manage learning environments
1.3 Manage systems and procedures
2.1 Manage school personnel requirements
2.2 Support professional development of staff
2.3 Recognize staff performance
3.1 Demonstrate program and project
management skills
3.2 Promote school-based programs and projects
that support sustainable development

Domains and Competencies for School Heads in Southeast Asia

Instructional Leadership
Like the NCBSSH for Philippines, the competency framework for Southeast Asian
school heads also include domains for instructional leadership and administrative
leadership. The domain on Instructional Leadership encompasses 4 competencies: l)
leading curriculum implementation and improvement; 2) creating a learner- centered
environment: 3) supervising and evaluating teachers' performance; and 4) delivering
planned learning outcomes.
Administrative Leadership
This includes strategic thinking and innovation (Domain 1), stakeholders'
engagement (Domain 4) and managerial leadership (Domain 5). For the enabling
competencies for each domain, refer to the Table above.
Personal excellence, another Domain (Domain 3), relates to both instructional and
administrative leadership. Whatever personal improvement school heads have on their
personal effectiveness by pursuing continuous professional development redounds to
improved administrative and instructional leadership.
School Head and the Community
Like a refrain in a song, the idea that the school and community are partners in the
education of the child has been said repeatedly in this book. Rightly so, to be faithful to the
descriptive title of this course, The Teacher and the Community, School Culture and
Organizational Leadership. In fact, in this book, a separate Chapter was devoted to school
and community partnership to emphasize this significant role of teachers and school heads
in relation to communities. In the NCBSSH, several strands and indicators point to this
school and community partnership. The strands are as follows:
involves internal and external stakeholders in formulating and achieving school
vision, mission, goals and objectives (Domain 1 A)
 explains the school vision to the general public (Domain IA) aligns the School
Improvement Plan/ Annual Improvement Plan with national, regional and local
education policies and thrusts (Domain 1 B)
 communicates effectively SIP/AIP to internal and external stakeholders (Domain
1B)
 involves stakeholders in meetings and deliberations for decision - making (Domain
ID)
 provides feedback and updates to stakeholders on the status of progress and
completion of programs and projects
 creates and manages a school process to ensure student progress is conveyed to
students and parents/guardians, regularly (Domain 2 C)
 recognizes high performing learners and teachers and supportive parents and other
stakeholders (Domain 3 A)
 prepares financial reports and submits/communicates the same to higher education
authorities and other education partners (Domain 6 B)
 maintains harmonious and pleasant personal and official relations with superiors,
colleagues, subordinates, learners, parents and other stakeholders (Domain 7 A)
 listens to stakeholders' needs and concerns and responds appropriately in
consideration of the political, social, legal and cultural context
 In the Southeast Asian Competency Framework, the following competencies
strengthen school and community partnership. 1) promoting shared responsibility for
school improvement; 2) managing education alliances and networks and 3) sustaining
collaborative relationships with stakeholders.

Application- Let's Apply

1. By means of a Venn diagram, compare the domains of the NCBSSH and Southeast
Asian Competency Framework for School Heads.

2. What competencies for school heads are common to the NCBSSH and the Southeast
Asian Competencies for School Heads?

3. What is/are in the Southeast Asian Competencies for School Heads that is/are not in
the NCBSSH?

4. What is/are in the NCBSSH that is/are not in the Southeast Asian Competencies for
School Heads?

5. Do the competencies for both frameworks emphasize more on instructional

leadership or administrative leadership? Defend your answer.

TAKEAWAYS

• A school head is an administrative leader and an instructional leader.

• School heads tend to spend less time for instructional leadership compared to time
devoted to administrative leadership. An effective school head gives emphasis on
school leadership since good teaching and effective teachers are the most important
factors in improved school performance.
• The National Competency-Based Standards for School Heads (NCBSSH) and the
Southeast Asian Competency Framework for School Heads list the competencies
expected of effective school heads.

Let's Check for Understanding

6. With the word SCHOOL HEAD, give the competencies of a school head based on the
2 competency frameworks for school heads you just studied.
S -
C -
H -
O -
 O -
L -
H -
E -
A -
D -
Let's Reflect
 Based on the NCBSSH and the Southeast Asian Competency Framework, do you have
the makings of a school head?
 Of the listed competencies for school heads in NCBSSH and the Southeast Asian
Competencies, which do you have most? least? What message does this give you as a
future candidate for the position of school head?

Taking It to the Net

Research on competencies of school heads/ school leaders of other high-

performing educational systems in the world. e.g. Finland, Singapore, Canada.

Will an effective teacher necessarily be an effective school head? What does

research say?

LET Clinchers
Direction: Choose the letter of the correct answer.
3. Which competency/ies is/are practiced by a school head who demonstrates
strategic thinking and innovation?
I. Charting the strategic direction of the school
II. Making informed decisions
III. Leading change and innovation
A. I and II C. II and III
B. I only D. I, II and III

4. Which does the school head do as an instructional leader?

A. Leads in curriculum implementation and improvement
B. Manages education alliances and networks
C. Manages school resources and systems
D. Makes informed decisions

5. To which domain in School Heads' Competency Framework is supervising and

evaluating teachers' performance aligned?
A. Strategic thinking and innovation
B. Instructional leadership
C. Personal excellence
D. Stakeholder's engagement

6. How can a school head create a student-centered learning climate?

 I. Set high social and academic expectations
II. Prepare financial reports
III. Create school environments focused on the learner
A. I only C. II only
B. I, II and III D. I and II
7. Based on the NCBSSH, what are expected of the school head as a school leader?
I. Developing and communicating vision, mission, goals, and objectives
II. Data-based strategic planning
III. Building high-performing teams
A. I and II C. I, II and III
B. II and III D. I and III

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