Module 2

Module 2
CHARACTERISTICS OF A GOOD SCHOOL AS AN
AGENT OF SOCIAL CHANGE

MODULE OVERVIEW

This module presents the features of a school as a catalyst of social change. It hopes
to discuss the physical and social environment of a good school to create an impact to its
community. Likewise, it will tackle issues on how the ideal school should be as an agent
of social change.

LEARNING OUTCOMES

At the end of this module, you are expected to:

1. cite schools that have brought positive social changes in the community or in
the country; and
2. reflect on the importance of administrators, teachers and students to build a
successful school

CONTENT

A. Introduction

To effectively serve as an agent of social change, schools need to evolve and be

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

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

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

Pupil
• Pupils are nice to each other
• Everyone is treated fairly
• There is a friendly atmosphere
• Teachers are control the classes but not too strict
• Teachers can help you with things you are not good at
Teacher
• Communication is good among all members
• Staff development is good
• The environment is good to work in
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• Pupils are happy and well motivated

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

As an agent of social change, a school must set an example of a good social

institution. Schools need to model a dynamic social organization characterized by the
following:

• The school climate must be professional and friendly to all;

• There must be a positive relationships among students, faculty, staff,
administrators, and stakeholders;
• The classroom atmosphere must be mentally and emotionally engaging
for learning;
• The teachers and other staff received support for professional and
personal growth;
• The school must be efficient in managing its resources;
• There must be efficient in managing its resources;
• There must be an efficient communication system among teachers,
students, administrators, staff, parents, and other stakeholders;
• The school has a system to recognized good works and other
achievements;
• There must be a strong school and home relationship; and
• All members of the school community must be treated with respect

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The school as an agent of positive social change and transformation must elicit
support and cooperation from all its constituents and stakeholders. The members of
the school community believe and support its vision and mission. It encourages
collaboration rather than competition. It disassociates itself from unhealthy academic
politics and practices that destroy unity and good relationship among the faculty and
staff.

Schools are guided by a clear vision and a passion to pursue a noble mission.
Schools everywhere are not only centers of learning and knowledge production. They
are the guardians of people’s freedom and democratic life. They are shrines of noble
ideas and ethical principles. They are the minds and conscience of the people in the
field of education.

Responding to the Needs of the Country and Local Communities

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

Trade and agricultural schools are also good models of how a school can influence
positive social change. These schools aim to contribute to the economic development
of the people and the community. Over the years, these schools have produced
professionals and scientist who are helpful in the development of agriculture and food
production in the country. For example, we have the world-renowned University of
the Philippines Los Baños, which is famous in the field of research and in developing
a lot of scientists in the field of agriculture, forestry, and other professional fields in
the Philippines and in the Asia-Pacific region. Some outstanding agriculture schools
are Central Luzon State University, Central Mindanao University, Mariano Marcos
State University, Eastern Visayas State University, and many other agricultural
universities.

The University of the Philippines, Manila also made an outstanding contribution

in developing local doctors who are servi ng in local communities in the country. Its
satellite campuses in Leyte, Davao, and Aurora are excellent models on how schools
can help serve the people.

Silliman University, a private protestant school established during the time of the
Americans in Dumaguete City is a good example of how a school can influence the
transformation of the society. Silliman did not only produce outstanding leaders and
professionals in various disciplines and fields in the country. It has immensely
influenced the economic and cultural development of Dumaguete City and the whole
island of Negros. Currently, Silliman has a strong research in marine science that
focuses on the conservation of our country’s marine science that focuses on the
conservation of our country’s marine resources.
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Other schools have done noble contributions to nation building. The following are
just a few examples:

a. The UP Baguio research on the indigenous people’s culture in the Cordillera

region.
b. Ateneo de Manila University is also known for its contributions in helping the
poor people in various parts of the country and it has collaborations with other
agencies and institutions, like Gawad Kalinga, in its mission to end poverty
and serve the poor.
c. Miriam College partnership in developing children’s literacy in poor
communities.
d. St. Scholastica’s College program for empowering women and in promoting
gender equality.
e. The UP College of Law, Law Center for providing free legal assistance to
poor people.
f. The Central Visayas Institute of Technology for developing science literacy by
building a good science and mathematics program in a small town of Jagna in
the province of Bohol.
g. Mindanao State University for advancing the education of Muslims and other
indigenous groups in Mindanao.
h. Mary Johnston College of Nursing for serving the health needs of poor
families in Tondo, Manila.
i. TESDA Schools all over of the country are helping to develop the vocational
and technical skills of millions of students.

There are also a good number of mission schools established by various

catholic and protestant churches that are good models. The Seventh Day
Adventist Church in the Philippines has pioneered multigrade classes in
different local communities in the Philippines. These schools have contributed
a lot in providing access to quality education in the country.

All schools under the K-12 Education Program are expected to function as
agents of social change and transformation. They are expected to contribute to
nation building by developing holistically developed and functionally literate
characterized by:
• A healthy mind and body;
• Solid moral and spiritual groundings;
• Essential knowledge and skills to continuously develop
himself/herself to the fullest;
• Engagement in critical and creative problem solving;
• Contribution to the development of a progressive and humane
society; and
• Appreciation of the beauty of the world and cares for the
environment for a sustainable future.

Responding to the Needs of a Culturally Diverse Global Community

We are witnesses to the fact that various countries in the world are becoming
more and more interconnected due to the growing influence of politics, technology,

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economic cooperation, educational collaborations, and tourism activities. Shim (2011)

pointed out that from a global perspective, people now live in the world wherein
entanglement is an inherent condition of human existence; constant border crossing
among cultural and language boundaries using technology becomes inevitable. As a
result, people live in countries, which are becoming more ethnically, racially,
culturally, and linguistically diverse every year (Shim, 2011). Thus, the growing case
of immigration in various countries also has made the society multicultural.

In the study of Ball (2000), the enormous complexities of today’s world

require a new vision for schooling that responds to the needs of the global and
multicultural society in which we live. There is a need to prepare students who
possess high level of knowledge and skills that include high level of cultural literacy.
To be culturally literate according to Hirsch (1987) as cited by Pawilen et.al., (2019)
is to possess the basic information extending over the major domains of human
activity from arts, sports, and science, needed thrive in the modern world.

Schools have great roles in addressing issues and demands of cultural

diversity. Our classrooms too are becoming more complex and diverse (Shim, 2011).
Teachers therefore play a significant role in helping the students to become
cosmopolitan members of the society. It is therefore essential to study the preparation
of teachers who will accomplish this task. Merryfield (2000) also noted that despite
the increasing demands for teachers to teach for equity, diversity, and global
interconnectedness, colleges of education are not producing teachers who are
internationally adept. Brodin (2010) also observed that the need for educating all
citizens and providing them with information about other cultures and countries has
become imperative.

In the same note, Tilghman (2007) emphasized that instilling a global

perspective among students; exposing them to the histories, languages, religious
traditions, and cultures of countries other than their own; and building academic
bridges between schools and colleges and their respective faculties around the world
is today a scholarly imperative, rather than a luxury. It suffices to say that
internalization of education, which is a global concern among educators and
governments, is the key in addressing various needs, challenges and problems posed
by cultural diversity.

Diokno (2010) observed that internalization has opened the door for many
countries to improve their educational systems, especially in higher education.
Specifically, internalization in education ranges from various activities such as faculty
and student exchange programs, development of offshore campuses or satellite
campuses, establishment of joint research projects and university linkages, among
others. Part of these programs and projects mentioned is the development and
promotion of cultural understanding and respect to diversity.

Roles of Administrators, Teachers, and Students in Promoting Schools as Agents

of Social Changes and Transformation

Leadership and collaboration are essential elements to ensuring success in all

education endeavors. The kind of leadership that school administrators provides could
inspire teachers, staffs, and other school personnel to pursue important education
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goals, which could be translated in the successful achievements of students in their

studies. When we speak of leadership, we mean effective leadership that pushes more
innovations in a creative organizational environment. And when we talk of
collaboration, it should be meaningful and constructive that allows creativity, critical
thinking, problem solving, and decision-making. Thus it is important to understand
what drives effective leadership and meaningful collaboration in schools.

What do effective leaders do? Fullan (2001) identified several strategies that
leaders in schools could do to be effective in complex times:

1. Educational leaders must be guided by moral purpose. Moral purpose is

about making a positive difference in the lives of students and striving to
improve the quality of working relationship in the school.

2. It is essential for leaders to understand the change process. Any form of

change in school or in the whole education system is not easy. All
stakeholders must understand that change that is going to happen and be
guided in the process. It is essential to understand that opposition,
discontentment, discouragement, negative feedbacks, is natural when
undergoing some changes. An effective leader is a coach, a mentor, and a
teacher in the change process.

3. It is essential to build relationships. It relationships are improved, things will

surely get better. Thus leaders must be consummate relationship builder within
the school with teachers, staff, and students, and between the school and with
all stakeholders. Effective leaders constantly foster purposeful interaction and
communication.

4. Leaders must commit to knowledge creation and sharing. School leaders

should commit themselves constantly in generating and increasing knowledge
inside and outside the school organization. They also share vital information to
all teachers, staff, and stakeholders.

5. Effective leaders seek coherence in everything they do. This is difficult

considering the issues, problems, and demands that schools and the total
education system are facing. However, ensuring coherence is important by
constantly following logic and rationale thinking in making decisions, being
guided by the school values and philosophy, and being scientific and
systematic in conducting business in school.

There are other strategies that administrators, teachers, and other personnel can do
to ensure success of the school.

1. Strong principal leadership – the principal plays a vital role in the school.
The principal ensures that all educational goals, targets, and plans set by
the school and by the Department of Education should be implemented
effectively.

2. Setting high expectations for students’ achievement – the business of the

school is to ensure that all students should be successful in their students;
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ensuring that all curriculum competencies should be mastered by the

students and this is measured by the assessment of their learning
performance.

3. Empowerment and providing positive support to teachers – teachers need

to be empowered in making decisions for their classes and in the subjects
they teach. Trust and support for teachers are important morale boasters
that drive teachers to do more innovations in their classes.

4. Creating a clear vision and mission – any administrator should help the
school community to create a clear vision and a great sense of mission.
This sets the foundation of good leadership --- a vision and mission that is
shared by all members of the school community.

5. Monitoring students’ progress and teachers’ performance – effective

school leaders regularly monitor students’ progress and evaluate teachers’
performance. This means providing instructional leadership is important.

6. Establishing a positive school climate – ensuring transparency, integrity,

and honesty in all school transactions, establishing clear standards to
follow, could do this exercising fairness, and supporting professional
growth of teachers and staffs.

7. Establishing linkages and collaboration with parents, community, and

all stakeholders – there is an old African proverb that says “it takes a
village to educate a child” which simply means that ensuring support and
participation of all stakeholders in every school activities and encouraging
parents to have active role in the education of their children are essential.

B. Activity

Activity A.
Activity B. Examine your own school. Identify its projects and programs that
are beneficial to the society or community where it belongs.

ABSTRACTION

The role of the school as an agent of social change is important. Schools mold the
minds and character of the students. Some important principles in this lesson are:
✓ A school is not just a place for learning. It is a community of people
committed to develop human potentials with a goal of attaining positive social
transformation.
✓ The school as a community is characterized by formal and informal systems.
✓ Schools need to respond to various challenges and social changes.
✓ Every member of the school community plays an essential role in attaining the
goals of the school.
✓ Commitment to academic excellence coupled with deep devotion to contribute
to the development of the community is essential for schools
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✓ Operational excellence and organizational excellence are essential in attaining

the goals of schools
✓ Schools need to be relevant and responsive to the needs of the society
✓ The school curriculum and all educational programs need to evolve with the
different changes and challenges happening in the society.
✓ Effective principal leadership is essential in schools
✓ Empowerment of administrators and teachers is important in developing
innovations
✓ Innovative behavior and creativity are essential in fulfilling the role of school
as agents of social changes and transformation
✓ The school culture must be positive
✓ A school’s bureaucratic structure must be rationalized to serve the interest of
the whole school.

Schools as agents of social change will help us all to crate the future that we
desire for the generations to come after us.

APPLICATION

1. Identify other schools known for their noble activities, programs, and projects that
have brought positive social changes in the community or in the country.
2. Identify school activities and projects that aim to respond to the needs and demands of
a culturally diverse global community.
3. Think of what administrators, teachers, and students could do to build successful
schools. Write your answers.

EVALUATION

A summative test will be scheduled.

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