THE SCHOOL

AND THE COMMUNITY,

SCHOOL CULTURE, AND
ORGANIZATIONAL
LEADERSHIP
 CHAPTER1
THE SCHOOL AS AN AGENT
OF SOCIAL CHANGE
 This chapter focuses on the role of the school as an agent of
social change. It explores significant literatures and theories in
understanding the significant role of the school in imparting positive
social transformation. The chapter includes activities that will provide
us with good insights and perspectives on the role of the school as an
agent of social change. It allows us to critically reflect on relevant
practices and issues of teachers.

The objectives of this chapter are the following:

• discuss how the school can serve as an agent of change;
• discuss how teachers, students, administrators and other personnel
could contribute in affecting positive social change in the society;
and
• observe how innovative schools serve as agents of social change.
 INTRODUCTION
• Schools play an important role in the
development of individuals and societies.
Schools are vital sources of knowledge and
innovations, they are contributors to
economic development, they are agents of
social and cultural development, and they
are warehouses of information. Schools also national, regional, division, district, and
develop the manpower needs of the society
developing the necessary skills, values, and
knowledge needed in everyday life
particularly in the industry. Furthermore,
schools are national and regional symbols
serving as repository of the people's history
and culture. In a nutshell, a school is a
dynamic social organization that develops
every learner for various social roles. It is
influenced by a system anchored on a
philosophy, mission, and vision.
• School as an organization - it has its own
system of governance influenced by a
fixed organizational structure or
bureaucracy. In basic education, the
Department of Education determines the
bureaucratic structure of schools from
the local school level. At the national
level, the DepEd Secretary acts as the
head of the whole bureaucracy
supported by Undersecretaries and
Assistant Secretaries. The Central Office
is composed of 4 Bureaus namely
(1)Bureau of Curriculum Development,(2)
Bureau of Learning Delivery,(3)Bureau of
Learning Resources, and(4)Bureau of
Educational Assessment.
• The Regional Offices are headed by
Regional Directors supported different
education supervisors. The Division
Offices are headed by the
Superintendent and also supported by
educational supervisors. The District
Offices are headed by the District
Supervisor and supported by
educational supervisors. Lastly, at the
school level, the principal serves as
the chief administrative and academic
officer of the school. Master teachers
and classroom teachers support the
principal in accomplishing various
tasks.
• School as a learning organization - its
main function is to help learners to
learn and develop knowledge, skills,
and values essential for every
individual. Its main function is to
implement the curriculum prescribed
by the Department of Education.
• Guided by the different principles and
theories of teaching and learning, the
school carries this function by helping
to mold the minds and character of
students. Students in school with the
help of teachers develop much
knowledge and skills.
• School as a community - it is
composed of teachers, administrators,
students, staff, and other stakeholders
united in one purpose and guided by
common values and culture. As a
community, the school is guided by the
following essential elements:
Vision - a sense of direction of what the
school hopes to accomplish for itself, for
the people, and for the society;
Values - provides a framework for
organizational culture and behaviour of
the entire school;
Leadership - provides administrative and management support for the day-to-day
activities and functions of the school;and
Culture - pertains to shared values and behaviors of students, teachers, staff, and
administration.
• The school as a social organization aims to respond to the different changes and
challenges in the society brought by different social and natural forces. It plays an
important role in shaping the future of the society it belongs. The schools' working
mechanism has a strong effect not only on the delivery of quality education but also
on the development of human resources needed by the society.
ACTIVITY 1

Identify a successful school. Find out what are the contributions of the school
in the community.
 School as a Social Organization
Schools are important organizations that prepare young children of their future
roles as productive citizens in the country. The way schools fulfill this function has a
strong effect on the quality of education they provide. There are several theories that
try to explain the nature of the school organizations. The systems theory is best to
explain the nature of schools as a social organization. Under the systems theory, it is
best to examine some of the characteristics of schools including structure, culture,
climate, leadership,decision- making, and the relationships among personnel (Bozkus,
2014). Structure:As social systems, schools' structures have characteristics of rational,
natural, and open systems. They have hierarchies of authority, goals, and role
expectations similar to bureaucratic organizations. Individual needs affect employee
behavior, organizational goals are not firm, informal organizations derive from
interactions among individuals, and schools (Bozkus, 2014). A school is structured in a
seamless bureaucracy that includes positions and offices based on the type of
programs and services offered by the school. The size or the population of the school
also determines the structure of the school.
 School as a Social Organization
Schools are important organizations that prepare young children of their future
roles as productive citizens in the country. The way schools fulfill this function has a
strong effect on the quality of education they provide. There are several theories that
try to explain the nature of the school organizations. The systems theory is best to
explain the nature of schools as a social organization. Under the systems theory, it is
best to examine some of the characteristics of schools including structure, culture,
climate, leadership,decision- making, and the relationships among personnel (Bozkus,
2014).
• Structure: As social systems, schools' structures have characteristics of rational,
natural, and open systems. They have hierarchies of authority, goals, and role
expectations similar to bureaucratic organizations. Individual needs affect employee
behavior, organizational goals are not firm, informal organizations derive from
interactions among individuals, and schools (Bozkus, 2014). A school is structured in
a seamless bureaucracy that includes positions and offices based on the type of
programs and services offered by the school. The size or the population of the
school also determines the structure of the school.
 School as a Social Organization
Not only that the school is an integral part of the bigger education system from
district,division,region,and national level. The line of authorities and responsibilities
are dlearly defined. This bureaucratic structure of the school has received much
criticism from the public especially among the teachers and local school
administrators. There was a clamor for empowering teachers and principals in making
classroom. based and school-based decisions. There is a need to strengthen their
positions in soliciting public support for their schools. They need to develop innovative
programs that are truly relevant and responsive to the context of the school. School
principals need more freedom to make decisions concerning their schools, and
teachers need to be empowered to make instructional innovations and decisions
concerning their classes and students.
• Culture and Climate: School culture is preserved and transferred to new members by
the socialization process (Kowalski, 2010). New teachers learn shared values, beliefs,
and norms when they interact and build relationships with their colleagues. The
school culture is influenced by the philosophy and core values of the school.
 School as a Social Organization
It is also continuously shaped by the culture of every individual members of the school.
Private schools especially sectarian schools are famous for their ability to sustain their
institutional norms and culture especially among students. Norms are influential in
shaping students' character and values system. Often times, the norms or school
culture create a sense of place armong students. School has become not only a place
for learning but also a home for them. Much of who they are as a person including
their views on various issues are influenced by the hidden curriculum they got from the
school. The institutional culture is the thread that binds all teachers, students, staff,
and alumni. It is their identity as a school. Climate on the other hand represents an
organization's distinguishing characteristics,feelings, and behavior that can be
presented with a framework which consists of four elements: (1) physical frame is the
physical factors of a school like equipment, classrooms; (2) social frame is the social
factor; (3) environment mostly related to social behavior of individuals within a school;
and (4) structural frame represents factors such as hierarchy, authority, role, and
symbolic frame is the parts of culture like believes, norms, values (Kowalski, 2010).
 School as a Social Organization
• Leadership and Decision Making: In social systems of schools an important aspect of
leadership is the quality and systematic effects of functions and behaviors of
principals as leaders (Bozkus, 2014). The Governance of Basic Education Act
provided a way to enhance the system of leadership and decision making process in
the school. Currently, principals are now the local executives in their schools. They
help to develop the vision and plans for improving the school and for helping
students improve their scholastic performance. Annually, the schools are mandated
to submit their annual school improvement plan (SIP), which serves as the basis for
their budget and for evaluating their performance.Likewise, the teachers are now
empowered to develop innovations that will improve students' achievement and
performance.
• Relationships: Social organizations like schools are stemmed from interaction among
people both within and outside of the organization.Relationships within school
building and with the community are essential elements of socialization and have a
significant impact on many vital processes (Bozkus,2014).
 School as a Social Organization
ACTIVITY 2

Identify the school traditions as well as the culture in your college or university.
 Social Change and its Effect in the Educational System
Social change is a broad term and every society develops and evolves in a
unique way as influenced by various social factors and events. Change is always
happening in every aspect of the society and it is inevitable. The physical features of
the society are always changing as a result of economic developments.Human
relationships and interactions and cultures also have changed as a result of various
social forces and events.Many can observe that with the influence of technology and
advancements in science, we expect more change to happen in the coming years. The
future remains unpredictable due to these social change forces. In general,sociologists
define social change as changes in the human interactions and relationships that
transform cultural and social transformation. These changes occur over time and often
have profound and long-term effects for the society.
 Social Change and its Effect in the Educational System
The Financial Institutions 2025 Risk Index identified six megatrends that continues to shape and influences our
society.
Digitalization and technological advances - Technological advancement is impacting the finance industry as new
challengers are emerging and growing customer expectations drives significant IT infrastructure investment.
Demographic and behavioral changes - The changing demographics, geographical, and behavioral profile of
customers are forcing financial institutions to deal with divergent customer expectations, and new customer
bases and workforces.
Global talent and skills race - Talent capable of navigating a rapidly evolving financial landscape will be required
to respond to increasing regulatory pressures, a changing approach to risk management and the emergence of
new markets.
Business Operating Model pressures - Regulation and the increasing cost of capital is exerting pressure on
business operating structures, driving segmentation, and disintermediation in the financial sector.
Regulatory changes and complexity - Regulatory pressures arising from the financial crisis have increased the
cost of capital, prompted large-scale divestment, reshaped attitudes toward risk, and redrawn the boundary
between retail and wholesale banking.
Changes in investment, capital sources and returns - Non-bank financial institutions, fintech companies, and
new investors are bringing fresh capital into the sector while banks meet capital requirements, manage stress
tests, and spend on compliance upgrades.
 Social Change and its Effect in the Educational System
These social changes, among others, demands that all educational institutions at any level
must not only respond to these changes but they must also evolve and be changed.

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

2 Instruction must focus on the holistic development of every learners
3 Technology must be utilized to improve access to quality education
4 Curriculum must be progressive and innovative
5 Alternative learning system must be harnessed
6 New literacies and skills must be developed
7 Teachers must be equipped with high level of technological, pedagogical, content
knowledge(TPCK)
8 Classrooms must be equipped with technology
9 New subjects and courses must be developed to respond to the needs of the society
10. Old disciplines must evolve to embrace new research and developments in the field
11. Critical thinking,creativity, and innovation must be developed among students
12. Industry-school partnerships must be developed
 Social Changes and Challenges Brought by the 4th Industrial Revolution
The concept of Fourth Industrial Revolution, according to Davis (2016) builds on the
Digital Revolution with cyber-physical systems providing new mechanisms and allowing.
technology to be embedded within societies and even the human body. It is marked by
emerging technology breakthroughs in a number of fields including robotics, artificial
intelligence, nanotechnology, quantum computing, biotechnology, internet of things, 3D
printing and autonomous vehicles(Bernard et al. 2016).
Schwab (2016) describes how the 4th Industrial Revolution is fundamentally different from he
previous three industrial revolutions. Accordingly, these new and emerging technologies have
great potential to continue to connect billions more people to the web,drastically improve the
efficiency of business and organizations, and help regenerate the natural environment through
better asset management.We are facing a world transformed by technology, in which the
Internet, cloud computing, and social media create different opportunities and challenges in all
social institutions and particularly for the global education systems. Bernard (2016) posits that
the 4th Industrial Revolution provides various opportunities to improve human communication
and conflict resolution.
 Social Changes and Challenges Brought by the 4th Industrial Revolution
The Fourth Industrial Revolution brought significant social transformation that created
a new world economy characterized by:

a. Wider Employment Opportunities

b. Demand for Quality,Competitive and Flexible Workers
c. Globalization
d. Millennial Workforce
e. Mobility
f. Technological Advancement
g. New Behaviors
 Social Changes and Challenges Brought by the 4th Industrial Revolution
The 4th Industrial Revolution calls for the educational system to develop graduates who are equipped
with knowledge and new skills and prepared for responding to the various social challenges that may
come. In order to produce qualified graduates, the curriculum needs a new orientation.The old
literacies(reading, writing and math),have to be strengthened as well as by adding the new and
emerging literacies, to produce qualified human who can thrive in digital era. Education should adjust
itself to different social challenges and demands.
There are three literation that needs to be developed to prepare graduates for this 4th Industrial
Revolution:
1. Data Literation - the ability to read, to analyze, and to use information in the digital world.
2. Technology Literation - The ability to understand mechanical (system) work, to use the application of
technology like (Coding, Artificial Intelligence, & Engineering Principles).
3. Human Literation - Humanities, Communication, and Design. This calls for development of leadership
skills, social competence, collaboration and teamwork, professionalism, and new sets of values to be
developed among students.
 Social Changes and Challenges Brought by the 4th Industrial Revolution
The school or the education system cannot isolate itself from the demands and needs of the
changing society. Schools and the education system should be at the forefront of these social changes.
People should see schools as innovation hubs to solve human and social issues. Schools should ignite
peoples' imagination to be more creative and innovative in creating a desired future for all the people.
With the changes and challenges of the 4th Industrial Revolution, schools need to revisit their academic
programs and focus on what are essentials skills that need to be learned for human beings to become
productive and enjoy the fullness of life. The World Economic Forum in 2016 identified examples of
these skills:
Complex Problem Solving
Innovation Skills
Critical Thinking
Creativity
People Management
Collaboration
Emotional Quotient
Decision Making
Negotiation Skills
Entrepreneurship
 Social Changes and Challenges Brought by the 4th Industrial Revolution
ACTIVITY 3

Using a concept map, identify strategies that schools can adopt to respond to the needs of the society.

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

• Bureaucratic forces are rules, mandates, and other requirements intended to provide direct
supervision, standardized work process, or standardized outcomes that are used to prescribed
change.
• Personal forces are personalities, leadership styles, and interpersonal skills of change agents that
could push for changes to happen in school
• Market forces are competition, incentives, and individual choice that are used to motivate change.
• Professional forces are standards of expertise, codes of conduct, collegiality, felt obligations, and
other professional norms intended to build professional community to compel change
• Cultural forces are shared values, goals, and ideas about pedagogy, relationships, and politics
intended to build covenantal community that is used to compel change
• Democratic forces are democratic social contacts and shared commitments to the common good
intended to build a community that is used to compel change.
 Change Forces
Due to these change forces, schools need to build internal commitment to
change and positive social transformation. Internal commitment is an essential
contributor to school effectiveness. Internal commitment means all faculty,
administrators, and staff experience a high degree of ownership and a feeling of
responsibility on the changes that they wish to happen. Teachers, students, and staff
must see their roles and responsibilities in the changes that will happen. Cooperation,
collaboration, and open communication is essential. Responding to the different
change forces requires empowerment of every member of the school community. It
also requires ethical and moral leadership from school managers and administrators.
Furthermore, all the members of the school must possess innovative behaviors and
creativity.
 Characteristics of a Good School as an Agent of Social Change
To effectively serve as an agent of social change, schools need to evolve and be
a model of a good social institution. Reviewing the current literatures on the
characteristics of a good school makes us conclude that good schools are generally
described as being learner-centered. Good schools make an effort to serve all types of
students by providing a good physical and socio-emotional environment for all
students. They provide instructional support system to help students to learn
effectively and to develop curricular program to further enrich the knowledge and
skills of the students. They respect the ethnic and linguistic differences among
students.
 Characteristics of a Good School as an Agent of Social Change
Based on the study of MacBeath, Boyd, Rand, and Bell (1995), there are six indicators
or an effective school that were also affirmed by Sergiovanni(2000):
TABLE 1:Indicators of a Good School from Six Composite Perspectives
Pupil Support Staff
Pupils are nice to each other Resources are good and up to date
Everyone is treated fairly Classrooms are clean,warm,and comfortable
There is a friendly atmosphere Support staff are given credit for their competence and
Teachers control the classes but not too strict contribution
Teachers help you with things you are not good at The environment is friendly and welcoming
Teacher Staff development involves all staff
Communication is good among all members Board Member,Trustee
Staff development is good Excellent reputation with the local community
The environment is good to work in Strong leadership from senior management
Pupils are happy and well motivated A happy and welcoming environment
All pupils are helped to achieve what they are capable of Pupils being helped to reach their individual potential
Parent A safe place for pupils
There is a welcoming friendly atmosphere
Staff are caring and communicate well with pupils
Discipline is good
Extra time is spent with children who learn less quickly
Relationships are good between teachers and parents
Management
Pupils are safe
All members of the school community work toward
clear objectives
A high quality of information is given to parents and visitors
Rules are applied evenly and fairly
· All pupils are helped to achieve what they are capable of
 Characteristics of a Good School as an Agent of Social Change
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;
• There is enough and adequate support 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 an efficient communication system among teachers, students,
administrators, staff, parents, and other stakeholders;
• The school has a system to recognize 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.
 Characteristics of a Good School as an Agent of Social Change
The school as an agent of positive social change and transformation must elicit
support and cooperation from all its constituents and stakeholders. The embers 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 peoples' 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 in the country now.
Trade and agricultural schools are also good models of how a school can
influence positive social changes. 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.
 Responding to the Needs of the Country and Local Communities
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 others agricultural universities.
The University of the Philippines, Manila also made an outstanding contribution in
developing local doctors who are serving 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
 Responding to the Needs of the Country and Local Communities
Other schools have done noble contributions to nation building. The following are just a few
examples:
a. The UP Baguio research on the indigenous peoples 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,l ike
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 equity.
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 the country, are helping to develop the vocational and technical skills of
 Responding to the Needs of the Country and Local Communities
ACTIVITY 4

Identify other schools known for their noble activities, programs, and projects
that have brought positive social changes in the community or in the country.
 Responding to the Needs of the Country and Local Communities
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.

ACTIVITY 5

Examine your own school. Identify its projects and programs that are
beneficial to the society or community where it belongs.
 Responding to the Needs of the Country and Local Communities
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 leamers
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 witness to the fact that various countries in the world are becoming more
and more interconnected due to the growing influence of politics, technology, economic
cooperation, educational collaborations, and tourism activities. 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) is to possess the basic information extending over the major domains of human
activity from arts, sports, and science, needed to thrive in the modern world.
 Responding to the Needs of a Culturally Diverse Global Community
Certain provisions in the school curriculum should allow students to immerse to
different cultures. The thrust of the school curriculum should be focused on the
development of learners who appreciate various cultures and ideas among different
countries (Pawilen et al.,2009).
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 internationalization of education, which is a
global concern among educators and governments, is the key in addressing various needs,
 Responding to the Needs of a Culturally Diverse Global Community
Diokno (2010) observed that internationalization has opened the door for many.
countries to improve their educational systems, especially in higher education. Specifically,
internationalization 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.

ACTIVITY 6

Identify school activities and projects that aim to respond to the needs and
demands of a culturally diverse global community.
 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
endeavours. The kind of leadership that school administrators provides could inspire teachers,
staffs, and other school personnel to pursue important education goals, which could 'be translated
in the successful achievements of students in their studies. When we speak of leadership, we
mean effective leadership that pushes more innovations in a creative organizational environment.
And when we talk of collaboration, it should be meaningful and constructive that allows creativity,
critical thinking, problem solving, and decision-making. Thus it is important to understand what
drives effective leadership and meaningful collaboration in schools.

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. Al stakeholders must understand the 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.
 Roles of Administrators, Teachers, and Students in Promoting Schools as Agents of
Social Changes and Transformation
3. It is essential to build relationships. If relationships are improved, things will surely get
better. Thus leaders must be consummate relationship builder within the school with
teachers, staff, and students, and between the school and with all stakeholders. Effective
leaders constantly foster purposeful 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.

ACTIVITY 7
Think of what administrators, teachers, and students could do to build sucessful
schools.
 Roles of Administrators, Teachers, and Students in Promoting Schools as Agents of
Social Changes and Transformation
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; 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.
 Roles of Administrators, Teachers, and Students in Promoting Schools as Agents of
Social Changes and Transformation
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.
 Reference:
Pawelin, G. T., et al., (2019) The School And The Community, School
Culture, And Organizational Leadership. Rex Book Store
Thank You!