Professional Documents
Culture Documents
University of Cagayan Valley
University of Cagayan Valley
University of Cagayan Valley
Course Title: The Teacher and the Community School Culture and Organizational
Leadership
Credit Units: 3 units
Course Description:
This course focuses on society as a context upon which the schools have been
established. Educational philosophies that are related to the society as a foundation of
schools and schooling shall be emphasized. Further, principles and theories on school
culture, social, and organizational leadership shall be included to prepare prospective
teachers to become school leaders and managers.
Learning Outcomes:
Knowledge
Values
LESSON 1
A. PHILOSOPHICAL THOUGHTS ON EDUCATION
Learning Activities
The school as an agent of social change that focuses on the significant literatures
and theories in understanding the significant role of the school in imparting social
transformation. The development of individuals and societies, sources of knowledge and
innovations, contributors to economic development, and the development of manpower
needs of the society’s skills, values, and knowledge needed in everyday life, particularly
in the industry. The system is anchored on a philosophy, mission, and vision. A school is
a dynamic social organization that develops every learner for various social roles.
For John Locke education is not acquisition of knowledge contained in the Great
Books, but learners do interact with concrete experiences, comparing and reflecting on
the same concrete experience.
C. John Dewey (1859-1952): According to him Schools are for the People and By the
People
For any societal change, instrument for these is the schools and teachers whose tasks
for the implementation for school improvement. Teachers are called to make choices in
areas of economics, politics and morality to avoid failure. Furthermore, schools ought to
provide education that afford equal learning opportunities to all students. (Ornstein, A.
1984).
Like John Dewey and George Counts, social reconstructionist are convinced that
education is not a privilege but a right to be enjoyed by all.
LESSON 2
A. HISTORICAL FOUNDATION OF EDUCATION
Intended Learning Outcomes
State the relationship of society and schools
Prove that schools transmit cultural values by stating facts from education
history in the world and in the Philippines
Explain the meaning of socialization as a function of schools
Learning Activities
https://www.slideshare.net/mobile/DyenkayeSaludez/historical-foundation-of-education-
127615560
LESSON 3
Learning Activities
Sing this song: Dem Bones, and explain the Three Social Theories
A system of interconnected parts each with a unique function. These parts have to
work together for stability and balance of society.” (Herbert Spencer). This is exactly the
message of the songs (Refer to https://www.youtube.com/watch?v=for the melody)The
bones are interconnected. Each has a unique function.
2. Conflict Theory
People are unique with different culture and basic languages. Behavioral pattern
from teachers and students may cause rebellion among students and teacher as well.
There are times that negative meaning describes a similar structure than the usual
structure. Hence, first impression is changed to teaching/learning.
LESSON 4
A. THE SCHOOL AS A CULTURAL INSTITUTION
B. THE STRENGTHS AND WEAKNESSES OF THE FILIPINO CHARACTER
C. CREATING A POSITIVE SCHOOL CULTURE
Learning Activities
This lesson highlights the role of the school as a cultural institution. It includes
the different guiding principles and practical strategies in turning school culture to a
positive one. The school is proven to address socio-cultural problems. The school culture
is a creation of all the people in school and in community especially that of the school
heads. It can be positive or negative that can facilitate learning.
Activity 1. Define school culture by thinking of an adjective that starts with each letter of
the term. Write your answer below.
S - _____________________________________________________________________
C- _____________________________________________________________________
H -
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O -
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O -
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L - _____________________________________________________________________
C - _____________________________________________________________________
U -
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L - _____________________________________________________________________
T - _____________________________________________________________________
U -
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R - _____________________________________________________________________
E - _____________________________________________________________________
Toxic cultures lack a mission and vision, value laziness and apathy, appreciate
separateness and exclusivity, and have a negative peer relationships
(Peterson,2002).These cultures focus on failures and use as an excuse to remain stagnant.
(Gruenert & Whitaker,2015).
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1. Collegiality
2. Efficacy
3. High expectations
4. Experimentation and Entrepreneurship
5. Trust and Confidence
6. Tangible Support
7. Appreciation and Recognition Improvement
8. Humor
9. Shared Decision-Making by all Participants
10. Protect what is Important
11. Traditions-Celebrations
12. Open and Honest Communication
13. Metaphors and Stories
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Activity 3. Choose three among the eight attributes of effective schools according to Deal
(1995) Give examples of each.
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Activity 4. Assess your schools’ by checking the right statement for your school. Toxic
or positive?
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https://www.slideshare.net/mobile/carlonarbs/global-issues-ppt-carlo
LESSON 6
Schools are both national and regional symbols serving as repository of the peoples’
history and culture. A system which is anchored on a philosophy, mission and vision.
School as an Organization
3. Bureau of Delivery
The Regional Directors are from Regional Offices, Then Division Offices which
are headed by Superintendent with their respective educational supervisors.
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School as a Community
It is a one purpose and guided by common values and culture, which include the
teachers, administrator, students, staff/personnel and stakeholders. As a
community, the school is guided by the following elements “
o Vision
o Values
o Leadership
o Culture
The school as a community are tasks for shaping the future of the society
based on the delivery of quality education.
Several theories explain the nature of the school organizations. System theory is
the best which includes the characteristics of schools including structure, culture, climate,
leadership, decision-making and the relationship among personnel (Bozkus, 2014)
Social change is a broad term and every society develops and devolves in a
unique way as influenced by different social factors and events. Social changes occur due
to economic development, technology, physical features etc.
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The 4th industrial Revolution calls for the education 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), must
be strengthened as well as by adding the new and emerging literacies, to produce
qualified human who can thrive in digital era. There are three literation that needs to be
developed to prepare graduate for this 4th Industrial Revolution:
1. Data Literation
2. Technology Literation
3. Human Literation
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:
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Critical Thinking
People Management
Collaboration
Emotional Quotient
Decision Making
Negotiation Skills
Entrepreneurship
Cognitive Fluency
The school is established and organized to pursue a collective goal and meet
specific objectives.
Organizational Theories
Three types of power highlighted by Mulder (2017) and Laggard (2006) based on
Weber’s Bureaucratic Model
Traditional authority
Legal, rule-oriented authority
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Charismatic authority
Weber lays down the basic principles of bureaucracy and emphasis on the division of
labor, hierarchy, rules and impersonal relationship.
1. Task Specialization
2. Hierarchical of authority
3. Formal selection
5. Impersonal
6. Career Orientation
The works of Taylor, Weber, and Fayol are theories that have significantly
contributed in the management of organizations.
Department of Education has initiated many reforms that have significantly contributed
in the improvement of the Philippines education system to provide every Filipinos with
education they need to compete in global context.
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The additional two years of Senior High School is one of the most relevant
reforms that may be considered. The 2 years of senior high school was made to provide
students sufficient time for mastery of concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level skills development, employment,
and entrepreneurship ( K12 Official Gazette, n.d.). The following tracks in the senior
high school:
Academic Track
Technical-Vocational-Livelihood
1. Agri- fishery
2. Home Economics
3. Information and Communications Technology
4. TVL Maritime
Sports
LESSON 7
A. THE TEACHER AS A LEADER OF EDUCATIONAL REFORMS
B. ROLES AND COMPETENCIES OF SCHOOL HEADS
Intended Learning Outcomes
Elaborate on community’s expectations from teachers and on teachers’
expectation from communities
Describe teacher’s ethical and professional behavior in the community by
giving concrete examples
Learning Activities
The recent reforms of the Philippine educational system bring to the light the
importance of the role of teachers in ensuring the initiatives to improve the teaching
learning process effectively and efficiently.
Educators play an important role in the development of people and communities.
Jan and Ed Philpot (1994) concretized the idea by encouraging and initiating a stronger
link between home, school, and community through effective programs developed and
implemented by teachers. First, teachers are in close coordination with the student. Two,
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teachers are the ones who implement the reforms in the classroom and aware how these
new initiatives directly influence or affect the way they teach. Three teachers are in direct
communication with stakeholder, with colleagues, parents and the community. Interest in
teacher leadership has been growing because studies reveal that it has a great impact in
improving schools, student achievement and teacher retention (Berry,2016;
PankakeAbrego,2017)
TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT
When schools encounter problems/issues they rely on an expert without
considering the knowledge about the culture of the school or its people. Teacher leaders
can address such issues, because they are aware of the reasons of such issues/concerns
why it happened and how it happened. Having directly experience the concerns and this
sense of familiarity with the school community allow teacher leaders to address specific
needs and issues affecting the school (Nappi,2014).
TEACHER LEADERSHIP AND TEACHER RETENTION
Teachers are truly satisfied with the work that they do, they stay. A study reveals
that teachers leave because of various reasons, as low pay, personal circumstances, stress,
working conditions and isolation (Borman and Dowling,2008). Some other profession,
novice teachers feel isolated if left on their own most of the time. Doing some activities
other than teaching, managing classroom environment and assessing students’ activities.
Seclusion has been identified as one of the main reasons why teachers leave the
profession. It is imperative that they have someone whom they can discuss and
collaborate with in order to help them get through with challenging issues/concerns
(Basich,2018). Teacher leadership contributes a lot in making teachers stay. They provide
with other teacher with assistance, and a role in influencing the work environment to
change and to make an ideal for collaboration and growth. Teacher leadership does not
always refer to formal administrative roles. Teachers become leaders because of certain
qualities or actions they do (Danielson,2006).
TEACHERS LEADERSHIP INVOLVES COLLABORATION
Teacher leaders collaborates with others. They listen to others’ and students’
experiences, explore others’ and students ‘understanding and facilitate students’ ideas.
When teachers collaborate, students and stakeholders will be benefited to come-up to a
bases of decisions. Through collaboration, the high school teachers, specifically were
able to do more than merely training the pre-service teachers and developed themselves
as teachers (Eargle,013).
Activity: Pause a while! Are you a role model? Assess yourself and for sure you are
in your way to an expert “Leaders”.
Teacher leaders know the curriculum, sharing his knowledge to others
sharing their expertise can facilitate development of other teachers
as a mentor, a good way to model good leadership skills
A teacher leader accepts responsibilities engagement within the classroom as
accepting administrative functions and or handling a committee.
Discover their strengths/weaknesses as they embark on different responsibilities
gaining confidence on what they can do as a professional teacher,
A teacher must always be active in the business of lifelong learning.
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1. Setting Directions
2. Developing people
3. Redesigning the organization
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Points to Ponder:
Do you think the present educational system support the development of teacher
leaders? If yes, why? If no, why not? (5-8 sentences).
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Activity 4. Interview
Interview a teacher. Ask the following questions:
What are some innovative practices have you tried?
What factors prompted you to do?
LESSON 8
A. ORGANIZATIONAL LEADERSHIP
Learning Activities
Organizational leadership works towards what is best for individual members and
what is best for the organization as a group at the same time.
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Organizational leadership in school setting, the school leader helps anyone from the
organization not necessarily from the top to lead others.
Technical
Human
Conceptual
Leadership Styles:
Autocratic
Consultative
Democratic
Laissez Faire
S1. Selling/Directing
S2. Telling/Coaching
S4. Delegating
For a graphic presentation of the Situational Leadership Model, visit https:// teach
themes, files, word press. Com/2012/ 11/ situational leadership model. Jpg
TRANSFORMATIONAL LEADERSHIP
Robert Kennedy once said, “Some men see things as they are, and ask why. I
dream of things that never were and ask why not. “Those who dream of things that never
were and ask “why not” are not transformational leaders. Hence, they are:
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Assessment Strategies
Activity 1. Identify a successful school. What are the contributions of that school in the
community? Write your findings in 6-8 sentences.
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Activity 2. Identify the school traditions as well as the culture in your college or
university. (3-5 sentences.).
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Activity 3. In your own school, what noble activities, programs, and projects that have
brought positive changes in the community. (8-10 sentences).
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Activity 4. What activities and projects that aim to respond to the needs and demands of
culturally diverse global community? (6-8 sentences).
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Activity 5. Explain how students will benefit from the reforms initiated by the
government in the Department of Education. (Ex. Senior High School.)
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Activity 6. In a concept map, Identify Strategies that schools can adopt to respond to the
needs of the society.
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LESSON 9
A.THE SCHOOL HEAD IN SCHOOL-MASED MANAGEMENT
Intended Learning Outcomes
Explain the meaning, advantages, disadvantages and demands of SBM
State practices aligned to SBM
Explain the roles, functions and competencies of school heads in SBM
Learning Activities
https://www.teacherph.com/a-comprehensive-guide-to-school-based-management-sbm/
LESSON 10
A. CREATING A POSITIVE SCHOOL CULTURE
Intended Learning Outcomes
Explain the meaning of school culture
Discuss how school culture affects learning
Cite ways by which you can contribute to the building of positive culture
Learning Activities
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Caring, Celebration, Humor. - When kids are taught with a proactive, praise-
heavy approach, they tend to do better,
Involvement in decision-making. - Involve others to share their own ideas to
ensure effectiveness.
Protection of what is important. -Rules and policies should be imposed and
protected to maintain a healthy school environment.
Traditions. - A school culture is not characterized by the absence of gangs,
violence or any form of unruled discipline problems, but by the presence of norms
and values focus by school community’s attention, this will serve motivation to
work hard for a purpose.
Honest and Open Communication. - This is possible only when there is trust
and confidence in each other in the school community.
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LESSON 11
A. SCHOOL POLICIES AND THEIR FUNCTION
Intended Learning Outcomes
Explain the importance of school policies in school operation
Learning Activities
https://www.slideshare.net/mobile/HarleenSing/school-policies-procedures-and-contracts
LESSON 12
A. ROLES AND COMPETENCIES OF SCHOOL HEADS
Intended Learning Outcomes
Discuss the competencies expected of school heads as contained in
competency frameworks for Philippines and for Southeast Asia
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Learning Activities
https://www.slideshare.net/mobile/DSLPdic/roles-functions-of-s-hs
References:
Prieto, G., C. Arcangel, and B. Corpuz (2019). The Teacher and the
Community, School Culture and Organizational Leadership. Quezon City:
LORIMAR Publishing, INC. (Teacher’s Personal Copy)
Pawilen, G. T., E. Reyes, J. A. Rivera, and T. M. Sison (2019). The School
and the Community, School Culture, and Organizational Leadership.
Manila, Philippines. REX Book Store. (Teacher’s Personal Copy)
Internet Resources
https://www.slideshare.net/mobile/sherwinbalbuena/philosophies-of-education-
35587809
https://www.slideshare.net/mobile/DyenkayeSaludez/historical-foundation-of-
education-127615560
https://www.slideshare.net/mobile/estanislao76/educational-implications-of-
various-sociological-concepts-59621853
https://www.slideshare.net/mobile/BelindoAguilar/strengths-and-weaknesses-of-
the-filipino-character
https://www.slideshare.net/mobile/carlonarbs/global-issues-ppt-carlo
https://www.slideshare.net/mobile/ubdmath2010/school-community-partnership
https://www.slideshare.net/mobile/jaymarkbangahon/the-code-of-ethics-of-the-
professional-teachers
https://www.slideshare.net/mobile/missleenmartin/organizational-leadership-
40690086
https://www.teacherph.com/a-comprehensive-guide-to-school-based-
management-sbm/
https://www.slideshare.net/mobile/marylinejoycumaling1/creating-a-positive-
school-culture-81276051
https://www.slideshare.net/mobile/HarleenSing/school-policies-procedures-and-
contracts
https://www.slideshare.net/mobile/DSLPdic/roles-functions-of-s-hs
Prepared by:
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