The Teacher & The Community, School Culture,

And Organizational Leadership [EDUC 101]

______________________________________________________________________

Written Report

UNIT 3 | The Teacher & The Community

Prepared by:

Hao, Kurt Reden

Feliciados, Dianna Grace

Magtacpao, Norfaida

Felix, Joly Jean

Guilla, Katherine

Jamolin, Arjey

Kagakit, Vanessa Dianne

Lim, Yomar John

Iradel, Wieshly Ahya

Latiban, Lenjean

Submitted to:

Ms. Joana Marie Escalante

Instructress
 Unit 3: The Teacher and the Community
A. The Relationship of the Teacher to the Community
Educators play an important role in the development of people and
communities. Jan and Ed Philpot (1994) concretized this idea by
encouraging a stronger link between home, school, and community
through effective programs developed and implemented by teachers. The
life of a teacher is neither confined in the four corners of the classroom
nor is limited inside the school campus for a teacher, an active leader in
the community.

B. The role of Teachers to the Community

Role of the teacher is important not only in the classroom but also
in society. The teacher is responsible to obtain and give the knowledge
and skills from their generation.

C. Teachers in the 21st Century

The 21st century teacher looks forward to the future. They are
aware of the ever-changing trends in technology and are in tune of what
the future may bring to education. A good 21st century teacher is aware
of the career opportunities that will be in the coming years for their
students, and is always advocating forward thinking and planning to
ensure all students will not be left behind.

● Code of Ethics for Professional Teachers

Article III: The Teacher and the Community
Section 1. A teacher is a facilitator of learning and of the development of the youth;
he shall, therefore, render the best service by providing an environment conducive to
such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he
shall behave with honor and dignity at all times and refrain from such activities as
gambling, smoking, drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall 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.
Section 5. Every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as well as its needs and
problems.
Section 6. Every teacher is intellectual leader in the community, especially in the
barangay,
and shall welcome the opportunity to provide such leadership when needed, to extend
counselling services, as appropriate, and to actively be involved in matters affecting the
welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the people,
individually or collectively.
Section 8. A teacher possesses freedom to attend church and worships as appropriate,
but shall not use his positions and influence to proselyte others.
Who are the Stakeholders in Education?
What is a stakeholder in education? A stakeholder in education is anyone who
has an interest in, or is impacted by, the educational system in some way. It is anyone
who has a ''stake'' or a vested interest in the success and welfare of a school or
educational system.
Stakeholders in education include both those who are directly involved (such as
parents, teachers, and students) and those indirectly impacted (such as government
officials and local business leaders) by the success or failure of an educational system.
All members of a community are stakeholders in education.
Types of Stakeholders in Education
Since stakeholders can include all members of a community, there are various
types of stakeholders in education. The list of stakeholders in education includes both
internal stakeholders and external stakeholders in education. Internal stakeholders,
those who work within the school system daily, include:
School board members - community members elected to oversee schools in their
district who have a vested interest in the success of the educational system.
School administrators - includes the superintendent, principal, assistant principal, and
other school leaders who have a vested interest in the success of the educational
system.
Teachers - have a vested interest in ensuring that students are learning.
Students - are primary stakeholders in education, as they are directly impacted by the
educational system the most
External stakeholders - those who do not work within the school system daily, include:
Government officials - city council members and state representatives who have a
vested interest in the success of the educational system.
Education policy makers - have a vested interest as they appropriate funds for schools
to operate and make the laws and regulations that govern schools.
Parents - have a vested interest in ensuring their children are learning in school.
Other community members- voters, taxpayers, local business leaders, and charitable
organizations that have a vested interest in the success of the educational system.
External Environment and Accountability of Schools
What is an external environment?
An external environment is a group of factors or conditions that are outside
the organization but affect it to some extent. In business, this term commonly
applies to elements related to out of control dimensions such as society,
economy, and regulations and political system. Social matters such as fights, a
student suicide, personnel matters, and poor academic performance.

Environmental Factors that Affect the Learning Process

Some other home environmental factors that affect the learning process directly
or indirectly are:
1) Family size
The children may be in a nuclear or joint family. In a nuclear
family, the learner may find silence with a peaceful learning
environment but may not get anyone to assist in their lessons.
However, it may be a bit noisy and messy in a joint family, but the
children can find other individuals, who can help and support their
studies and learn better. So, both family sizes have their pros and
cons, affecting the learning process of children accordingly.
2) Family cultures and traditions
All families have their own culture and follow their customs
differently.
The culture implanted in the children during their growth shapes
their perception and cognitive capacity.
Hence, the learning process is affected by family culture, traditions,
religion, and other similar factors.
3) Socio-economic status
The socio-economic status of a family influences the
children’s academic inclusiveness and performance during their
learning.
The social class also affects the parents’ educational expectations
towards their children and their educational participation. The higher
the status, the higher are the chances of educational opportunities
being presented to the students and vice versa.
4) Occupation/profession
The parents and other guardians in a family can teach many
divergent things to a child from infancy. As such, the job of parents
also affects their personality and thinking.Parents learn many things
related to their occupation and teach their children the same.
5) Parents
Parents are the caregiver of their offspring and play a crucial role in
shaping the children’s personality, cognition, and behavior. They
affect the learning process of children directly.
Children inherit parents’ traits and develop other attributes
from their parents’ activities during their growth phase.Parents are
the first teachers for their babies. In such ways, the learning is
affected by parents, behavior, character, cognition level, attitude,
and personality.

6) Other factors
Apart from the factors above, some other factors can
adversely affect children’s learning. Factors like the luminosity of
light, the intensity of noise, and greenery around the home influence
children’s focus while learning.
For example, students find it difficult to read and focus on a
dim light and high bright light, so the light needs to be at optimum
luminosity. The surroundings can highly influence young brains, and
everything present in the learning environment has the potential to
positively or negatively affect the learner’s competence, confidence,
and understanding. Misalignment between the resources and needs
of learners cannot facilitate the process. Instead, it demotivates the
person. The surrounding environment and family should support the
learner, as it is essential for a more in-depth focus and insight into
the particular subject matter.
Being aware of the home environment factors that affect
learning, parents, and guardians should provide a conducive
learning environment to the learner for best learning practice.

A. Government Policies and Regulations

Government policies and regulations refer to the set of rules,
guidelines, and laws established by a governing body to regulate
various aspects of society. These policies and regulations can be
applied to different sectors such as business, finance, education,
healthcare, and the environment. The main goal of government
policies and regulations is to ensure public safety and welfare,
promote economic growth and stability, and regulate businesses
and industries to prevent exploitation and fraud. These policies are
enforced by a government agency or regulatory body responsible
for overseeing compliance with the rules. Some examples of
government policies and regulations include tax policies,
environmental regulations, labor laws, financial regulations, and
healthcare regulations. Overall, government policies and regulations
play a vital role in shaping society and regulating various aspects of
our lives.

B. Demographic changes
Demographic changes refer to the shifts in the
characteristics of a population, such as age, gender, ethnicity, and
socio-economic status, over time. These changes can have a
significant impact on both teachers and the community they serve.
For teachers, demographic changes can mean that their classrooms
are more diverse than ever before. This can present both
opportunities and challenges. On the one hand, teachers may have
the opportunity to learn about and celebrate different cultures and
perspectives. On the other hand, they may need to find new ways to
meet the needs of students from different backgrounds, such as by
providing culturally responsive instruction or adapting their teaching
strategies to accommodate different learning styles. For the
community, demographic changes can also have both positive and
negative effects. On the positive side, a more diverse population
can lead to greater cultural exchange and understanding. On the
negative side, demographic changes can sometimes lead to tension
or conflict as different groups struggle to coexist peacefully.

C. Technological advancement brief explanation

Technological advancement refers to the progression and development of
new technologies or improvements to existing ones, that enable the creation of
new products, services, and systems. This advancement can happen through
various means, such as scientific research, engineering innovation, and the
invention of new materials or tools.
Technological advancements have been critical drivers of economic
growth, improved living standards, and social progress over the last few
centuries. From the invention of the steam engine to the development of
smartphones and artificial intelligence, technology has revolutionized the way
people live, work, and communicate.
Examples of technological advancements include the creation of the
internet, the development of electric vehicles, the use of renewable energy
sources, and the integration of machine learning and data analytics in various
fields. These advancements have not only improved our quality of life but have
also created new industries, improved healthcare, and increased efficiency in
various sectors of the economy.

D. Cultural Values and Norms brief explanation

Cultural values and norms refer to the shared beliefs, attitudes, customs,
and behaviors that are considered important and appropriate within a particular
society or group. These values and norms help to shape the way people think,
act, and interact with each other. Cultural values are the principles or ideals that a
 society holds as important and worth striving for. They include things like honesty,
respect for authority, hard work, and individualism. These values can vary greatly
from one culture to another and may evolve over time. Cultural norms, on the
other hand, are the unwritten rules and expectations that govern behavior within
a society. They include things like manners, social etiquette, and dress codes.
Norms can be specific to certain situations or contexts, and may also vary from
one culture to another. Together, cultural values and norms help to define the
shared identity of a society and provide a framework for social interaction and
cooperation. They also play an important role in shaping individual identity and
behavior.

5. Sociological Consideration brief explanation in teacher and community

Sociological considerations in the context of teachers and community refer to the
various social factors and structures that can impact the relationship between teachers
and the communities they serve.
Some sociological factors that may affect this relationship include socioeconomic
status, cultural diversity, political climate, historical context, and social norms. For
example, if a community has a history of social inequality and marginalization, this may
affect how teachers are perceived and received by members of that community.

6. School Accountability
It is the process by which students, teachers, and administrators give an account
of their progress. Accountability is a means by which policy makers at the state and
district levels—and parents and taxpayers—monitor the performance of students and
schools.

A. Standardized Testing
Standardized testing is a form of assessment that is used to measure a student's
performance against a predetermined set of standards or benchmarks. These tests are
usually administered to large groups of students in a consistent and uniform manner, so
that the results can be compared across different schools, districts, or even countries.
Standardized tests are used for a variety of purposes, including evaluating
student achievement, assessing teacher effectiveness, and determining school
accountability. They are often used to making important decisions about students, such
as whether they are eligible for advanced placement courses or whether they can
graduate from high school. While standardized tests can provide valuable information
about student performance, they have also been the subject of criticism and controversy.
Some people argue that these tests place too much emphasis on rote memorization and
do not accurately measure critical thinking skills or creativity. Others argue that
standardized tests create unnecessary stress and anxiety for students, and that they can
perpetuate educational inequalities by favoring students from higher socioeconomic
backgrounds.

B. Teaching Evaluations brief explanation in teacher and community

Teaching evaluations are a method used by educational institutions to assess the
effectiveness of a teacher's performance in the classroom. The process typically
involves collecting feedback from students about the teacher's teaching methods,
classroom management, and overall effectiveness in facilitating learning.

From the perspective of a teacher, teaching evaluations can be used to identify

areas of strength and weakness in their teaching practices, and to gain insights into how
they can improve their teaching methods. This information can be used to refine their
teaching strategies, tailor their teaching style to better suit the needs of their students,
and ultimately enhance the learning experience for their students. From the perspective
of the community, teaching evaluations provide a way for educational institutions to
ensure that teachers are providing high-quality education to their students. This
feedback can be used to identify teachers who are excelling in their roles and reward
them accordingly, as well as to identify teachers who may be struggling and provide
them with additional support and resources to improve their performance.

C. Performance Reviews

Performance reviews in the context of education and community refer to the

process of evaluating the job performance of teachers, educators, or community
members. These reviews typically assess an individual's effectiveness in meeting their
job requirements, achieving goals and objectives, and contributing to the overall success
of the educational institution or community.

In the case of teachers, performance reviews may be conducted annually or at

regular intervals to evaluate their classroom management, teaching methods, student
engagement, and academic results. The review process may involve self-assessment,
peer reviews, student feedback, and evaluations from supervisors.

D. School Report Cards

A School Report Card is a document that provides information about a school's

academic performance, resources, and overall quality. It is typically created by the state
or local education agency and made publicly available to parents, educators, and
community members. As a teacher, you may be involved in the creation or distribution of
School Report Cards. You may also be required to review and analyze the data
presented in the report card, as it can provide valuable insights into your school's
strengths and weaknesses.

E. Financial Incentives or Penalties

Financial incentives or penalties refer to a system of rewards or punishments that
are tied to the financial outcomes or behaviors of individuals or organizations. In the
context of teachers and the community, financial incentives or penalties can be used to
encourage or discourage certain behaviors or outcomes.
For example, a school district may offer financial incentives to teachers who meet
certain performance goals or improve student achievement, such as a bonus or salary
increase. On the other hand, a school district may impose financial penalties on teachers
who consistently underperform or fail to meet certain standards, such as a reduction in
salary or removal from their position.

A. Resource Dependence Perspective

Resource dependence Perspective was first introduced in the 1970s in a publication
entitled The External Control of Organizations: A Resource Dependence Perspective,
authored by Jeffrey Pfeffer and Gerald R. Salancik and they argue that resources are
key to organizational success. However, an organization does not always have control
over the resources it needs and must devise strategies that sustain access.

What is meant by resource dependence?

Resource dependence is when one organization has to rely on another
organization for a resource. Dependence is characterized as the extent of the need for a
resource and its availability. Three kinds of resources are necessary for delivery of
quality formal and non-formal education programs and these are human resources,
material resources and financial resources. The human resources include planners,
administrators, teachers, mentors’ managers, and support staff. Here, we focus on
teachers as one of the critical aspects of human resource commitment. This study
shows that quality teaching is the most powerful factor in student learning. The material
resources of the school include school furniture equipment technology, curriculum
materials, textbooks, and any other materials within the school. Financial resources
include cash and lines of credit. Resources are a basis of power legally independent
organizations can therefore depend on each other power and resource dependence are
directly linked as Resource.

Resource Dependence Theory in Education

The resource dependency theory describes the behavioral implications on

organizational processes of being dependent on a limited number of resources. For
public higher education systems, they are dependent upon two major sources of income:
state appropriations and student tuition.
State appropriations are used primarily to fund public colleges and universities,
but some money goes to student aid, some benefits students in private colleges, and
some is reserved for special purposes like research, agriculture, and medical education.

Importance of Resource Dependence Theory

Resource dependence theory (RDT) is concerned with how organizational

behavior is affected by external resources the organization utilizes, such as raw
materials. The theory is important because an organization’s ability to gather, alter and
exploit raw materials faster than competitors can be fundamental to success.

According to (Pfeffer, 1982), dependency theory is based on the principle that an

organization, such as a school, must engage in transactions with other actors and
organizations in its environment in order to acquire resources – therefore, it is resource
dependent if organizations are unable to generate resources internally, they must enter
into external exchanges which may consume vital resources and/or demand changes
from the organization.

General Environmental Resources

General Environmental Resources refer to the external resources that exist outside of an
organization or institution, such as a school, that can impact its functioning and success.
These resources can include political, economic, technological, legal, and social
resources. The availability and effective use of these resources can significantly impact
the organization’s ability to achieve its goals and objectives.
Schools are complex organizations that operate within a larger environment that
includes a wide range of external resources. Here are some of the most prominent
General Environmental Resources that can affect the functioning and success of
schools:

Political Resources: Political resources refer to the laws, policies, and regulations that
govern education. These resources can significantly impact the functioning of schools by
influencing their curriculum, funding, and staffing. Changes in education laws, for
example, can result in changes to the school’s curriculum, which can affect the quality of
education it provides to students. Similarly, changes in funding policies can affect the
school’s budget, and staffing policies can affect the quality of teachers and staff available
to the school.

Economic Resources: Economic resources refer to the financial resources that are
available to the school. These resources can include government funding, private
donations, and grants. The availability of these resources can significantly impact the
school’s ability to provide quality education and support its students. Adequate funding
can help schools provide quality education, hire qualified teachers, and invest in
technology and other resources to enhance the teaching and learning processes.

Technological Resources: Technological resources refer to the tools and equipment

that are available to the school. These resources can include computers, software, and
other technological tools that can enhance the school’s teaching and learning processes.
The availability of these resources can affect the school’s ability to keep up with
technological advances and provide students with up-to-date technology. By providing
modern and innovative tools, schools can enhance their teaching and learning methods,
which can lead to better student outcomes.

Legal Resources: Legal resources refer to the laws and regulations that govern the
school’s operations. These resources can include labor laws, safety regulations, and
other legal requirements. Compliance with these regulations can affect the school’s
functioning and reputation. By complying with legal requirements, schools can build trust
with their students and families, which can help to enhance their reputation and support.

Social Resources: Social resources refer to the relationships and networks that the
school has with the community. These resources can include partnerships with
community organizations, parent groups, and other stakeholders. The school’s ability to
build positive relationships with these groups can affect its reputation and support from
the community. By building strong relationships with community organizations and
stakeholders, schools can create a supportive environment for their students and
enhance their reputation

Availability of Resources
The role of resources is to provide a source of learning experience for our learners,
assisting the process of interaction between students and teachers during the
teaching/learning process. At the same time, they help students to learn and increase
their experience, meeting different learning needs.
These include preparation of course materials, communicating in the language of the
discipline, facilitation of learning activities with relevant materials, engaging in elaborate
conversation with learners, giving exercises that involve critical thinking to learners, and
so on.

Availability of resources in learning

● Textbooks – serve as a guide to the prescribed curriculum and syllabus, it

transmits knowledge, skills, attitudes, and values to the teacher and student
alike. It provides guidelines for teaching and learning.
● Dictionary - Finding words in a print dictionary or thesaurus exercises kids’
minds and helps them develop their problem-solving skills. To find a word, they
have to consider order and sequencing, alphabetization, spelling, context, and
much more. Helps students acquire a broader vocabulary, teaches correct
spelling and spelling patterns, and fosters reading comprehension.
● Curriculum materials - a learning and teaching materials used in the classroom.
Curriculum is a standards-based sequence of planned experiences where
students practice and achieve proficiency in content and applied learning skills.
● Newspaper - The short reads and lab lesson capture students’ imaginations and
stimulate discoveries within the natural world, links real-world experience to the
classroom and encourages critical thinking skills and lifelong reading habits.
● Internet - the Internet has a positive effect on education. It has broadened the
 amount and kind of resources accessible for research, provided students
successful techniques for collaboration (discourse boards and forums), and has
allowed for social networking to become not as formal and more widespread,
helps to streamline the sharing of information and communication. It lets students
access lectures online and refer to relevant study material in various multimedia
formats.
● Technology - provides students with easy-to-access information, accelerated
learning, and fun opportunities to practice what they learn, Educational
technology is a term used to describe a wide array of teaching-and-learning
software and hardware that’s increasingly being used in college and university
classrooms, technology enables learners to use tools and online programs to
develop their knowledge and acquire new skills.

Dependence
What is dependence? There could be a lot of different meanings a word could mean. So,
for you to widen your knowledge of what dependence is, let us dive into our topic.
Dependence refers to the state of relying on someone or something for support, aid, or
the fulfillment of one's needs or desires. It can refer to both positive and negative forms
of reliance and can be applied to various aspects of life such as relationships,
substances, and habits.

Dependence in a Sociological Perspective

In sociology, dependence refers to the state of being reliant on something or

someone else for support, resources, or validation. The concept of dependence has
been explored by various proponents and authors in the field of sociology.
One such proponent is Talcott Parsons, who developed the concept of the "sick
role" in his book "The Social System." Parsons argued that when individuals become
sick, they enter a dependent role in which they are expected to seek medical help and
follow the advice of healthcare professionals. This dependence is seen as necessary for
the individual's recovery and for the maintenance of social order. Another author who
has written about dependence in a sociological context is Nancy Chodorow. In her book
"The Reproduction of Mothering," Chodorow explores the ways in which the mother-child
relationship creates a sense of dependence in children, particularly in relation to gender
roles and socialization. Chodorow argues that the dependence that children feel towards
their mothers is not only a result of their biological needs, but also a product of social
and cultural norms surrounding motherhood and gender.
Other sociologists who have written about dependence include Anthony
Giddens, who has explored the ways in which individuals become dependent on social
structures and institutions, and Zygmunt Bauman, who has written about the
dependence of individuals on consumer culture and capitalism.

Dependence function and elements

The dependence function is a concept in statistics that characterizes the

relationship between two variables. It describes how changes in one variable affect
changes in another variable. The dependence function is a useful tool in understanding
the relationship between variables and can be used to identify patterns and make
predictions. There are several forms of dependence functions, including linear and
nonlinear.

● Linear dependence functions describe a straight-line relationship between two

variables, where the change in one variable is proportional to the change in the
other variable.
● Non-linear dependence functions describe more complex relationships between
 variables, such as exponential, logarithmic, or polynomial functions.
The elements of a dependence function include the independent variable, the
dependent variable, and the functional relationship between them. The independent
variable is the variable that is changed or manipulated in an experiment, while the
dependent variable is the variable that is measured or observed. The functional
relationship between the independent and dependent variables is described by the
dependence function.

In general, there are two basic types of dependence:

1. Statistical Dependence: Statistical dependence refers to the relationship between

two or more variables where the value of one variable is influenced by the value
of another variable. In statistical terms, dependence between variables is often
measured by correlation, covariance, or regression analysis.
For example, in a study on the relationship between smoking and lung cancer,
smoking and lung cancer are statistically dependent variables because the
occurrence of lung cancer is influenced by smoking.

2. Behavioral Dependence: Behavioral dependence refers to a person's reliance on

a substance, behavior, or relationship to maintain normal functioning. This type of
dependence is often associated with addiction, where a person experiences a
compulsive need to engage in a particular behavior or consume a substance to
feel normal or avoid negative consequences.
For example, a person who is dependent on alcohol may experience withdrawal
symptoms and cravings when they try to stop drinking, leading them to continue
drinking despite negative consequences.

There are different types of dependence that can be observed in various fields.
Here are some examples of types of dependence:

1. Physical dependence: Physical dependence refers to the

physiological changes that occur in the body due to
prolonged exposure to a substance. It often leads to
withdrawal symptoms when the substance is
discontinued.

2. Psychological dependence: Psychological dependence

refers to a person's emotional or mental reliance on a
substance or behavior to feel good, relieve stress, or
avoid negative emotions. It can also lead to withdrawal
symptoms and
cravings when the substance or behavior is discontinued.

3. Social dependence: Social dependence refers to a

person's reliance on social support, validation, or
approval from others to feel good or maintain their
self-esteem. It can also refer to a person's dependence
on social institutions, such as
family, education, or healthcare systems.

4. Economic dependence: Economic dependence refers to

a person's reliance on financial support or resources
from others to meet their basic needs or achieve their
goals. It can also refer to a country's dependence on
 another country for trade
or aid.

5. Cultural dependence: Cultural dependence refers to a

person's reliance on cultural norms, values, and beliefs
to shape their behavior, attitudes, and identity. It can
also refer to a country's dependence on cultural exports,
such as music, fashion, or the media.
Overall, the concept of dependence can be applied in various fields, including
statistics, psychology, sociology, and medicine, among others, and can refer to different
types of relationships and dependencies.

Dependence on the Availability of Resources

Dependence on the availability of resources refers to the extent to which

individuals, organizations, or societies rely on the presence of certain resources to meet
their needs and achieve their goals. Resources can include natural resources such as
labor, knowledge, and skills. When resources are scarce or unavailable, dependence on
those resources can lead to a variety of negative consequences. For example,
individuals may experience food insecurity or lack access to healthcare if they are
dependent on limited resources in their community. Similarly, organizations may struggle
to meet production targets or maintain their operations if they are dependent on specific
resources that are difficult to obtain.

Dependence in a Classroom/School Setting

In a classroom or school setting, dependence can refer to the extent to which

students rely on teachers, administrators, or other students for support, resources, or
validation. This dependence can have both positive and negative effects on student
learning and development. One way that dependence can manifest in a classroom is
through the teacher student relationship. Students may become dependent on their
teachers for guidance, feedback, and validation, which can be helpful in fostering a
supportive learning environment. However, excessive dependence on teachers can also
inhibit students’ autonomy and ability to think independently.

Dependence can also arise in peer relationships among students. Students may
become dependent on their peers for social validation, acceptance, and support, which
can contribute to a positive sense of belonging and community in the classroom.
However, dependence on peers can also lead to social exclusion, bullying, and other
negative behaviors.

To mitigate the negative effects of dependence in a classroom or school setting,

educators can promote student autonomy and independence by providing opportunities
for student-led learning and decision-making. This can involve activities such as group
projects, peer mentoring, and student-led discussions. Educators can also encourage
positive peer relationships by promoting inclusivity, empathy, and respect in the
classroom.

In conclusion, the concept of dependence is very broad, and can be applied in

various fields, including statistics, psychology, sociology, and medicine, among others,
and can refer to different types of relationships and dependencies.

Administering Resource Environments

Resource Environments
 Resource environments refer to the factors and resources that are available to an
organization or institution, such as a school, that can impact its performance and
outcomes. The resource environment is important for effective organizational leadership
as it shapes the organization’s ability to achieve its goals and objectives. A positive
resource environment with sufficient resources and support can enable the organization
to provide high-quality education and support to its students, while a negative resource
environment with limited resources and support can impede its ability to provide
adequate education and support. Understanding and managing the resource
environment is therefore crucial for effective organizational leadership, and can help
ensure that the organization has the resources and support necessary to achieve its
goals and objectives.

There are different types of resource environments that can impact

an organization, such as a school. Here are some examples:

● Financial Resource Environment: This includes the school’s

budget, revenue sources, and financial planning processes.
Schools must carefully manage their financial resources to ensure
that they can provide high-quality educational programs and
services.
● Resource Environment: This includes the school’s facilities,
equipment, and supplies. Schools must maintain and update their
physical resources to ensure that they are safe, functional, and
supportive of learning.
● Human Resource Environment: This includes the school’s staff,
including teachers, administrators, and support personnel. Schools
must recruit, hire, and retain qualified staff members who are
committed to the school’s mission and goals.
● Community Resource Environment: This includes the resources
and support available from the broader community, including
partnerships with community organizations and businesses. Schools
may seek out external resources and partnerships to support their
educational mission.
● Political Resource Environment: This includes the political climate
and policies that affect education at the local, state, and national
levels. Schools must be aware of political developments and
advocate for policies that support their educational mission.

Additional: Environmental, Demographic, Geographic, and Economic.

Administering Resource Environments and Methods

Administering resource environments refers to the process of managing or

allocating the internal and external resources or factors that a school has available in
order to achieve its educational goals. Effective resource administration is critical to
ensuring that a school is able to provide a high-quality education for its students. By
managing resources effectively, a school can ensure that it has the necessary funding,
materials, and technology to provide a safe and supportive learning environment, attract
and retain highly qualified teachers, and deliver high-quality instruction that meets the
needs of all students. The process of administering resource environments in schools
involves several key steps such as:

● Needs Assessment: The school must assess the needs of its

students and community in order to determine how resources
should be allocated. This may involve gathering data through
 surveys, focus groups, and other methods to identify areas of need.
● Planning: Once the school has identified its needs, it must develop
a plan for allocating resources. This involves setting priorities,
establishing goals, and developing strategies for achieving those
goals.
● Budgeting: The school must develop a budget that reflects its
resource allocation plan. This involves estimating costs for different
programs and services, identifying potential sources of funding, and
making decisions about how to allocate resources.
● Implementation: The school must implement its resource allocation
plan by putting it into action. This may involve hiring staff,
purchasing equipment and supplies, and implementing new
programs and services.
● Monitoring and Evaluation: The school must monitor and evaluate
its resource allocation plan to ensure that it is achieving its goals.
This involves tracking progress, collecting data, and making
adjustments as needed.
● Reporting: The school must report on its resource allocation plan to
stakeholders, such as state and federal agencies, accreditation
organizations, and the community. This may involve submitting
reports, presenting data, and communicating with stakeholders
about the school’s performance and progress.

Effective administration of resource environments is critical to ensure that schools

have the necessary resources to provide high-quality education to students, comply with
legal and regulatory requirements, and maximize the use of limited resources. By
managing financial, physical, human, social, community, legal, political, environmental,
demographic, geographic, and economic resource environments, schools can create a
supportive learning environment, maintain their accreditation and eligibility for funding,
and make informed decisions about resource allocation to best serve their students and
community

Adapting to External Environment

External Environment

External environments refer to the external factors or conditions that influence an

organization or entity, such as a school, from outside of its immediate boundaries. These
external factors can have a significant impact on the organization’s operations,
performance, and outcomes.

External environments can be categorized into various types, including:

● Socio Cultural Environment: This includes factors such as cultural

norms, societal values, and demographics that can influence the
organization’s operations and interactions with stakeholders.
● Technological Environment: This includes factors such as
advancements in technology and innovation that can impact the
organization’s products, services, and operations.
● Economic Environment: This includes factors such as economic
conditions, trends, and policies that can affect the organization’s
financial performance and operations.
● Government and Political Environment: This includes factors
such as government policies, regulations, and political stability that
can impact the organization’s operations and interactions with
stakeholders.
 ● Natural Disasters and Human-induced Problems: This includes
factors such as environmental disasters, such as hurricanes or
earthquakes, as well as human induced problems like terrorism or
social unrest that can impact the organization’s operations and
stakeholder interactions.

Adapting Methods
Adapting to external environments refers to the ability of an individual or
organization to adjust and respond to changes in the surrounding environment. In
the context of schools, adapting to external environments refers to the ability of
schools to adjust and respond to changes in the broader educational landscape.
Schools use various methods and strategies to adapt to changes in the external
environment, including:

● Curriculum development: Schools can adapt their curriculum to

meet the changing needs of students and the demands of the
external environment. This can include adding new courses or
programs that align with emerging technologies, industries, or
societal trends.
● Professional development: Teachers and staff can receive training
and professional development opportunities to keep up with
changes in technology, pedagogy, and other relevant areas.
● Technology integration: Schools can integrate technology into
their teaching and learning practices to keep pace with
advancements in technology and prepare students for the digital
age.
● Partnerships and collaborations: Schools can form partnerships
and collaborations with organizations, businesses, and other
schools to share knowledge, resources, and expertise.
● Community engagement: Schools can engage with their local
communities to stay connected with local needs and expectations,
and to foster support for the school.
● Risk management: Schools can prepare and plan for potential
crises, such as natural disasters or safety threats, to ensure the
safety and well-being of students and staff.

Overall, schools can use a range of methods and strategies to adapt to changes in
the external environment, and it is important for them to stay flexible and responsive to
the needs of their students, communities, and the wider environment Importance of
Adapting to External Environments

Schools need to adapt to changes in the external environment to meet the

evolving needs of students, remain relevant and competitive, and prepare students for
future success. Failure to adapt risks becoming outdated and ineffective

National Standards and Frameworks

National Standards and Frameworks a National Standards Framework calls for the
creation of new structures and professional bodies through which policy makers and the
profession can meet on equal terms and exercise their joint responsibility for standards
in teaching. The Philippine Qualifications Framework and the Philippine Education and
Training System The Philippine Qualifications Framework was established in 2012
through Executive Order No. 83. While its governance is stipulated in the Ladderized
Education Act of 2014, the passage of the PQF Act in January 2018 provided the legal
support for its full implementation. The Philippine Education and Training System the
Philippine Qualifications Framework - It is a collaborative program by the Department of
Education (DepEd), Technical Education and Skills Development Authority (TESDA),
Commission on Higher Education (CHED), Professional Regulation Commission (PRC)
and Department of Labor and Employment (DOLE). Overview of the Philippine
Education the Philippine education system covers both formal and non-formal education.
Formal education is a progression of academic schooling from elementary (grade
school) to secondary (high school) and tertiary levels (TVET and higher education).
Rationale for the K to 12 Reform The rationale for the K to 12 reform is to make the
country's basic education system functional in terms of developing productive and
responsible citizens equipped with the essential competencies, skills and values for
lifelong learning and employment. In particular, it aimed to give every student an
opportunity to receive quality education that is globally competitive based on a
pedagogically sound curriculum that is at par with international standards-including the
basic education standard of 12 years for most countries worldwide. Basic Education The
current basic education system consists of a 13-year four-stage program with
research-based curricula and methods of assessment that are appropriate to each
Grade level at each stage. The stages are Kindergarten to Grade 3 (Primary School; 2)
for pupils 5 to 8 years old; Grade 4 to 6 (Intermediate School) for pupils 9 to 11 years
old; Grades 7 to 10 (Junior High School) for students 12 to 15 years old; 4) Grades 11 to
12 (Senior High School) for students 16-18 years old. Higher Education Degree and
non-degree programs at the undergraduate or graduate levels are provided by 1,943
higher education institutions (HEIs) as of 2017-excluding 453 Satellite campuses of
State Universities and Colleges. A total of 1,710 or 88% of these HEIs are private. About
half of these institutions are small with less than 500 students. While they dominate in
numbers, private Higher Education Institutions (HEIS) enroll only 55% of the estimated
4.1 million students in college. The rest study in State Universities and Colleges or Local
Universities and Colleges. Undergraduate Education Undergraduate degree programs in
the Philippines are located in Level VI of the Philippine Qualifications Framework. Their
graduates must be able to demonstrate broad and coherent knowledge and skills in their
field of study for professional work; apply their knowledge in professional/creative work
or research in a specialized field of discipline and/or further study; and be able to work
with a substantial degree of independence and or/in teams of individuals in related fields
with minimal supervision. Graduate Education Graduate education in the Philippines is
expected to achieve a clear progression beyond baccalaureate/undergraduate education
by underscoring integrative and interrogative teaching and learning contents and
methods and recognizably higher competencies in knowledge production (research),
knowledge transmission (teaching) and knowledge application (professional practice,
vocational arts, technology). Competency frameworks describe professional standards
for teaching and make the knowledge and capabilities of teachers explicit for those
within and outside the profession. They provide how good teaching can be identified,
rewarded and celebrated. The set of professional standards for teachers emphasizes the
importance of a standards framework that articulates developmental progression as
instructors develop, improve their practices, and adapt to the complexities of educational
reforms. It is based on the concept of lifelong learning. These competencies are
captured and presented in the National Competency-Based Standards framework.

Domain 1. Social Regard for Learning (SRFL) The SRFL domain focuses on the idea
that teachers serve as positive and powerful role models of value in the pursuit of
different efforts to learn. The teacher's actions, statements, and different types of social
interactions with students exemplify this ideal.

Domain 2. Learning Environment (LE) This domain focuses on the importance of

providing a social, psychological and physical environment within which all students,
regardless of their individual differences in learning, can engage in the different learning
activities and work towards attaining high standards of learning. In here the teachers are
expected to;
•Creates an environment that promotes fairness.
✓Maintains a learning environment of courtesy and respect for different learners'
abilities, culture, & gender, provides gender-fair opportunities for learning; and
recognizes that every learner has strengths.
•Makes the physical environment safe and conducive to learning.
✓Maintains a safe, clean and orderly classroom free from distractions and arranges
challenging activities given the physical environment.
•Communicates higher learning expectations to each learner.
✓Uses individual and cooperative learning activities to improve capacities of learners for
higher learning, encourages learners to ask questions; and provides learners with a
variety of learning experiences.
•Establishes and maintains consistent standards of learner's behavior.
✓Handles behavior problems quickly and with due respect children's nights gives timely
feedback to reinforce appropriate to learn behavior guides individual learner requiring
development of appropriate social and learning behavior and communicates school
policies and procedures for classroom behavior and see to it that they are followed.

Domain 3. Diversity of Learners (DOL) The DOL domain emphasizes the idea that
teachers can facilitate the learning process even with diverse learners, by recognizing
and respecting individual differences and by using knowledge about their differences to
design diverse sets of learning activities to ensure that all learners can attain the desired
learning goals. In this domain the teachers are expected to;
•Is familiar with the learner's background knowledge and experiences.
•Demonstrates concern for holistic development of learners.
✓Sets clear, challenging and achievable expectations on the holistic development of all
learners, identifies learning gaps and takes action to enable learners to catch up,
employs integrative and interactive strategies for meaningful and holistic development of
learners, is sensitive to unusual behavior of learners and takes appropriate action, and
provides opportunities to enhance learners' growth in all aspects.

Domain 4. Curriculum (Curr.) The curriculum domain refers to all elements of the
process that work in convergence to help students understand the curricular goals and
objectives, and to attain high standards of learning defined in the curriculum. These
elements include the teacher's knowledge of subject matter and the learning process,
teaching-learning approaches and activities, instructional materials and learning
resources. In this domain the teachers are expected to;
•The teacher demonstrates mastery of the subject.
✓Delivers accurate and updated content knowledge using appropriate methodologies,
approaches and strategies. Integrates language, literacy and quantitative skill
development and values in his/her subject area. Explains learning goals, instructional
procedures and content clearly and accurately to learners, links the current content with
past and future lessons, aligns lesson objectives with the teaching methods, and
learning activities and instructional materials or resources appropriate to learners.
Creates situations that encourage learners to use high order thinking skills, engages and
sustains learners' interest in the subject by making content meaningful and relevant to
them, integrates relevant scholarly works and ideas to enrich the less as needed, and
integrates content of subject area with other disciplines.
•The teacher communicates clear learning goals for the lessons that are appropriate for
learning.
✓Sets appropriate learning goals, makes the learners understand the learning goals,
and links the goals set with the expectations for every learner.
•The teacher makes good use of allotted instructional time.
✓Establishes routines and procedures to maximize instructional time, and plans lessons
to fit within available instructional time.
•The teacher selects teaching methods, learning activities and instructional materials or
resources appropriate to learners and aligned to objectives of the lesson.
✓Translates learning competencies to instructional objectives. Selects, prepares and
utilizes instructional materials appropriate to the learners and to the learning objectives,
and provides activities and uses materials which fit the learners' learning styles, goals
and culture. Uses a variety of teaching approaches and techniques appropriate to the
subject matter and the learners, utilizes information derived from assessment to improve
teaching and learning, an
✓Translates learning competencies to instructional objectives. Selects, prepares and
utilizes instructional materials appropriate to the learners and to the learning objectives,
and provides activities and uses materials which fit the learners' learning styles, goals
and culture. Uses a variety of teaching approaches and techniques appropriate to the
subject matter and the learners, utilizes information derived from assessment to improve
teaching and learning, and provides activities and uses materials which involve students
meaningful learning.

Domain 5. Planning, Assessing & Reporting (PAR) This domain refers to the alignment
of assessment and planning activities. In particular, the PAR focuses on the (1) use of
assessment data to plan and revise teaching-learning plans; (2) integration of
assessment procedures in the plan and implementation of teaching-learning activities,
and (3) reporting of the learners' actual achievement and behavior. In this domain the
teachers are expected to;
•The teacher communicates promptly and clearly the learners' progress to parents,
superiors and to learners themselves.
•The teacher develops and uses a variety of appropriate assessment strategies to
monitor and evaluate learning.

Domain 6. Community Linkages (CL) The LC domain refers to the idea that classroom
activities are meaningfully linked to the experiences and aspirations of the learners in
their homes and communities. Thus, this domain focuses on teachers' efforts directed at
strengthening the links between schools and communities to help in the attainment of
the curricular goals. In this domain the teachers are expected to;
•The teacher establishes learning environments that respond to the aspirations of the
community.

Domain 7. Personal Growth & Professional Development (PGPD) The PGPD domain
emphasizes the ideal that teachers value having a high personal regard for the teaching
profession, concern for professional development, and continuous improvement as
teachers. In this domain the teachers are expected to;
•Takes pride in the nobility of teaching as a profession
•Builds professional links with colleagues to enrich teaching practice •Reflects on the
extent of the attainment of learning goals

Internationalization
Internationalization in education refers to the process of integrating
international and intercultural dimensions into the teaching and learning process, as
well as into other aspects of the institution such as research, curricula and campus life.
It is the preparation of people to function in an increasingly international and culturally
relevant and diverse environment (Mamrick, 1999).

Let's just say for example, long ago students had to travel abroad so they could
get this quality education from foreign school and teacher, but that opportunity was only
given for those students who could afford studying abroad. On the other hand, most
people stay at home studying from old books, learning from elders, and some didn't
bother to learn such things since they would rather work for their own business for living
and never had a chance to interact with people of different backgrounds. As you can
see, there is a huge gap between these people however as time passes by we have
found ways to fix this kind of situation and that's how internationalization takes place.

To further understand this topic, let's set another example in a different timeline.
We can see that there are some students who have an opportunity to study abroad to
enhance themselves in their desired courses and could eventually learn different
languages as well as different cultures. Since there are a lot of students who are in this
kind of situation, universities have to work out some way such as sending and receiving
international students.

Nonetheless, there are such issues like General Student Support that talks
about the academic difficulties, personal or social concerns, financial or career
questions, or virtually any other issue that a student may be facing. Language of
Instruction which talks about having difficulty understanding such languages. Lastly the
Ability to Transfer Academic Credits back home. That is one of the main reasons
why universities have to build concrete strategies in order to ensure that all students,
despite the difficulties, are able to study effectively. There are also some students
whose studying abroad wasn't an option. In this manner, universities also come to find
out that they must also work on another plan to give these students the same quality of
education as those students studying abroad. They work together to design an
internationally focused curriculum to create opportunities for local students to interact
with international students and faculties. This may also include the innovative ways of
bringing students together through digital technology in sharing thoughts and ideas.

We can identify that these two kinds of people are different examples of
Internationalization. In other words, internationalization in education is the process of
adapting educational systems, institutions, and curricula to meet the needs of an
increasingly globalized world.

The Aims of Internationalization

There are 4 main aims of Internationalization.

1. Promoting Cross Cultural Understanding. It encourages students to learn

about different cultures, languages, and ways of life, and to develop empathy,
respect, and appreciation for the perspectives of others.
2. Enhancing Global Skills provides opportunities to develop global skills such as
intercultural communication, problem-solving and decision-making, and global
citizenship.
3. Increasing Academic Excellence, it helps to develop critical thinking and
research skills, as well as the ability to analyze and synthesize information.
4. Strengthening employability which helps to develop global networks and build
contracts that can be beneficial in finding a job.

In other words, internationalization’s main purpose in higher education is to

produce graduates who have a capability to be an active part in globalized society, able
to communicate effectively in terms of linguistics skills, technology skills, and skill to
deal with different cultures and institutions.

Educational internationalization

According to Jonas Stier, there are 3 ideologies of internationalization within

higher education and these are idealism, instrumentalism, and educationalism.

Idealism focuses on the belief that international education should promote

universal values, such as peace, justice, and mutual respect. It advocates for the
idea that all people should have access to education, no matter their social or economic
background, and that education should be used to promote the development of a global
community. Idealism in educational internationalization also focuses on creating a global
educational system that is equitable and inclusive, providing educational opportunities
to those who may not otherwise have access. Additionally, idealism encourages
educational institutions to foster international collaboration and cooperation, as well as
the exchange of ideas and cultural understanding

Instrumentalism ideology in educational internationalization is the idea that

international education should be used as a tool to achieve certain goals. It is based on
the notion that international education should be used to increase knowledge, develop
skills, and promote the transfer of ideas and values. It emphasizes the idea of using
international education to facilitate positive changes and progress in the world. It also
supports the notion that international education should be used to increase global
understanding, reduce inequalities, and promote economic development.

Educationalism that emphasizes the value of education and its potential to

improve the world. It believes that education is an important factor in the development
of individuals and societies, that it should be accessible to all, and that it should be used
to promote peace and understanding. It emphasizes the importance of international
collaboration, exchanges, and mobility, while also recognizing the need to be mindful of
cultural and linguistic differences

Globalization

Globalization is the process of spreading ideas, knowledge,

information, goods, and services that make the world a more connected
and interdependent place. It is a concept that is here to stay, constantly
altering a world to which we have to adapt. Furthermore, globalization has
also become apparent in the field of education.

Globalization in Education

Globalization is the integration and application of similar education

systems and knowledge throughout the world across the borders, improving
the quality and development of education worldwide. Furthermore,
globalization in education refers to the increasing mobility of students and
teachers across the world, and the need for educators to be more inclusive.

Challenges in Adapting to Globalization

Technological Challenges
● A budget limitation is the greatest factor limiting the efforts of teachers
and administrators to provide education technology to students,
moreover, strained budgets won't be able to fund training sessions for
teachers.
● Many teachers have also demonstrated resistance to change and
unwillingness to adopt education technology because teachers view
learning a new teaching tool as a risky approach for which they’re not
adequately trained.
Adapting to Globalization

Globalization has induced changes in the role and performance in the

context of teaching. The teachers are challenged to perform better, being more
focused on universal concerns in teaching and being well-informed about
accepted practices and theories to make them “international educators”.
Furthermore, the rapid developments in technology and communications are
foreseeing changes within learning systems across the world as ideas, values
and knowledge, changing the roles of students and teachers, and producing a
shift in society from industrialization towards information. Globalization has
induced changes in their role and performance in the context of teaching.

Benefits of Globalization
● The use of information technology in the language classroom boosts autonomous
learning, maximizes targeted outcomes, motivates learners and helps them
improve their performance in the EFL classroom.
● It generates greater awareness of other cultures
● The spread of technology and innovation
● Higher standards of living across the globe
● Generates employment
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