FOUNDATION OF THE TEACHING LEARNING PROCESS – THE

TEACHER, SCHOOL CULTURE, AND ORGANIZATION

Lanvin Sean B. De Los Santos

Philosophical Foundations of Education

Some of the most common philosophies of Education
PHILOSOPHY DESCRIPTION
Idealism Mind and spirit
Realism Teach and see (tangible)
Pragmatism Practical use; learning by doing; skill
Essentialism Body of knowledge; content focus
Perennialism Forever, unchanging
Existentialism Freedom and choice
Social Reconstructionism Changing the society
Progressivism Child-centered
Hedonism Pleasure
Utilitarianism Betterment of others; common good
Rationalism Logical and critical thinking
Behaviorism Behavior learned from environment

Historical Foundations of Education

Key Periods on the History of Education
HISTORICAL PERIOD DESCRIPTION
Primitive Societies  Teaching of survival skills and group cohesiveness
 Practical skills
Greeks  Athens: developing well-rounded people.
 Sparta: developing soldiers
Romans  Developing sense of civic responsibility, and
administrative and military skills.
Arabic  Cultivation of commitment to Islam
 Expertise in mathematics, medicine, and science
Medieval  Development of religious commitment
 Establishment of social order
Renaissance  Cultivation of humanists as experts in the classics
Reformation  Cultivation of commitment to a particular religious
denomination
 Cultivation of general literacy

Periods of Development in Philippine History

HISTORICAL PERIOD DESCRIPTION
Pre-Spanish Period  Focus on survival, practical skills
 Spanish Period  Beginning of formal instruction
 Introduction of Christianity
 Educational Decree of 1863: elementary schools in
every town
American Period  Promotion of democratic ideals
 Implementation of free public education
Philippine Commonwealth  Emphasis on nationalism
Japanese Occupation  Development of love for labor
 Promotion of vocation education
 Health education
Third Republic  Full realization of democracy
The New Society  Education for national development
Fifth Republic  Corazon Aquino: Values Education
 Fidel Ramos: Trifocalization
 Gloria Arroyo: DepEd
 Benigno Aquino III: K-12
 Rodrigo Duterte: Free tertiary education

Sociological Aspects of Education

Social Science Theories
THEORY DESCRIPTION
Structural-Functional  Society as a system of interconnected parts, each
having a unique function.
 Purposes of schooling
 Intellectual
 Political
 Economic
 Social
Conflict  Society as a competition for limited resources
 Two opposing sides, both aiming to maintain the
status quo.
 Education as a powerful means of maintaining power
structure.
Symbolic Interactionist  Society as the product of shared symbols, i.e.:
meanings that individuals attach to events.
 Major tenets:
 Individual’s actions based on meaning.
 Different people give meaning to the same
thing.
 Meanings change as individuals interact with
one another.

Violence
Forms of Violence
 FORM OF VIOLENCE DESCRIPTION
Physical Using a part of their body or an object to control a person’s
actions.
Sexual One is forced to participate in sexual activity.
Emotional Someone says or does something to make another feel
worthless.
Psychological Someone uses threats, causing fear.
Spiritual Uses an individual’s spiritual beliefs to control
Cultural Individual is harms as a result of his/her culture, religion, or
tradition.
Verbal Use of language (written or verbal) to harm an individual
Financial Someone controls/misuses another’s financial resources
Neglect Someone has the responsibility to take care of someone
else but does not.

Global Issues that Concern Schools

Current Global Issues
1. Climate Change
2. Pollution
3. Violence
4. Security and well-being
5. Lack of education
6. Unemployment
7. Government corruption
8. Malnourishment and hunger
9. Substance abuse
10. Terrorism
UN SUSTAINABLE DEVELOPMENT GOALS OF 2015-2030
 Based on the principle of “leaving no one behind”
 Emphasis on the holistic approach to achieving sustainable development.

School Partnership
Partnership
 Two parties helping each other for mutual benefit.

What Communities can do for Schools

 Brigada Eskwela
 Curriculum Development
 Work experience programs (e.g.: work immersion)
 Remediation and enrichment classes
  Youth development programs
 Community Service

What Schools can do for Community

 Classrooms used for organizational meetings
 Schools as polling place and medical missions
 Schools as an evacuation center
 Facilities used for community assemblies
 Courts used for local celebrations and sports leagues
 Schools conducting livelihood skills-training seminars
Legal Bases for Community Involvement
 Governance of Basic Education Act (RA 9155): encouragement of local initiatives for
the improvement of schools, school heads to establish school and community
networks.
 Education Act of 1982 (BP 232): schools establishing appropriate bodies for
assistance and support of the school and the promotion of common interest
 Adopt-a-School Program Act (RA 8525): allows private entities to assist public
schools in certain areas.
 Education for All 2015: schools to continue harnessing local resources.

The Teacher’s Ethical and Professional Behavior

From the Code of Ethics for Professional Teachers, Article III
 Teachers’ role in the Community
SECTION DESCRIPTION
1 Teacher as a facilitator of learning.
2 Teachers to provide leadership and initiative to
participate in community movements
3 Teachers to behave with honor and dignity
4 Teachers to study and understand local customs and traditions
5 Teachers to inform community about the school’s work, accomplishments,
and needs (e.g.: Parent-Teacher Association, School Governing Council)
6 Teacher as an intellectual leader in the community
7 Teachers’ harmonious relationship with other professionals, government
officials, and people.
8 Teachers to refrain from proselytization (convert others to one’s faith)

Functions of a School Head

ROLES FUNCTIONS
Visionary principal,  Leads in setting school’s VMG
motivator,
advocate, and
planner
Builder of  Organize/expand school, community and local government
networks and  Leads in developing School Improvement Plan
support systems  Leads in developing and maintaining the School
Management Information System
Curriculum  Creates a conducive physical and psychological climate.
developer  Localize and implement school curriculum.
 Encourage development and use of innovative instructional
methods
Fiscal Resource  Administer and manage all personnel, physical, and fiscal
Manager resources.
 Encourage and accept donations, gifts, bequests and grants
for educational purposes.

National Competency-based Standards for School Heads (NCBSSH)

DOMAINS COMPETENCY STRANDS

Domain 1  Developing VMGO
School Leadership  Data-based strategic planning
 Problem solving
 Building high performance teams
 Coordinating with others
 Leading and managing change
Domain 2  Assessment for learning
 Instructional  Developing programs and/or adapting existing programs
Leadership  Implementing programs for instructional improvement
 Instructional supervision
Domain 3  Setting high social and academic expectations
Creating a Student-  Creating school environments focused on the needs of the
centered Learning learner
Climate
Domain 4  Creating a professional learning community
HR Management  Recruitment and hiring
and Professional  Managing performance of teachers and staff
Development
Domain 5  Parental Involvement
Parent Involvement  External community partnership
and Community
Partnership
Domain 6  Managing school operations
School  Fiscal management
Management and  Use of technology in management of operations
Operations
Domain 7  Professionalism
Personal and  Communication
Professional  Interpersonal security
Attributes and  Fairness, honesty and integrity
Interpersonal
Effectiveness

Philippine Professional Standards for School Heads

DOMAINS DESCRIPTION
Domain 1  Role of School Heads in setting direction, goals, and
Leading objectives of schools
Strategically
Domain 2  Role of School Heads in managing systems and processes
Managing School in schools
Operations and
Resources
Domain 3  Work of School Heads in promoting quality teaching and
Focusing on learning
Teaching and
Learning
Domain 4  Role of School Heads in nurturing themselves and others
Developing Self and
Others
Domain 5  School Head’s Competence in engaging stakeholders in
Building initiatives towards the improvement of school communities
Connections
PPSSH: Career Stages
 Career Stage 1
 Acquired the prerequisite qualifications for the school head position
 Career Stage 2
 Apply the required knowledge and understanding of the authority,
responsibility, and accountability expected of them
 Career Stage 3
 Consistently display an in-depth knowledge and understanding of the
authority, responsibility, and accountability expected of them
 Career Stage 4
 Consistently exhibit mastery in their application of authority, responsibility, and
accountability expected of them

Competency Framework for Southeast Asian School Heads

1. Personal Excellence
2. Instructional Leadership
3. Managerial Leadership
4. Strategic Thinking and Innovation
5. Stakeholder Engagement

Organizational Leadership
Organizational Leadership
 Directing and coordinating individuals to achieve a goal or a mission
 Setting strategic goals while managing individuals within the organization

Leadership vs. Management

Management Leadership
Administration: transactional Innovation: transformational
Work-focused People-focused
Lead by authority Lead by inspiration
Do things right Do the right things

Skills Demanded from Leaders

 Technical: process or techniques
 Human: working effectively with people
 Conceptual: ability to think in terms of models, frameworks, and relationships

Leadership Styles
 Autocratic: Decision making solely lies with a person
 Consultative: Decision making lies with a person upon consultation from members
 Democratic: Members directly participate in decision making through consensus
 Laissez-faire: Members left alone to establish their own work

Situational Leadership Model: Behavioral Styles

SUPPORTIVE BEHAVIOR

Participating Selling/Directing:
/Supporting: Novice but
Experienced but enthusiastic
not confident individuals
individuals
→

Delegating: Telling/
Experienced and Coaching:
confident Capable but
individuals unmotivated
individuals
DIRECTIVE BEHAVIOR →

Servant Leadership
 Leading by serving
 “Servant first”
Transformational Leadership
 Leadership that causes change in individuals and social systems
 Not content with the status quo; sees the need to transform the way the organization
thinks
Sustaining Change in an Organization
1. Seek support of stakeholders
2. Get people involved early and often.
3. Plan a communication campaign to “sell” the innovation.
4. Ensure that the innovation is understood by all.
5. Consider timing and phrasing.

Revised School-based Management Assessment Tools

Schools-Based Management (SBM)
 Decentralized management initiative by developing authority to school heads,
teachers and parents
 in keeping with the principle of subsidiarity: “nothing should be done by a larger,
more complex organization which can be done by one that is smaller, simpler”
Advantages of SBM
 Allow competent individuals in schools to make decisions
 Give school community a voice in key decisions
 Focus accountability for decisions
 Greater creativity in program design
 Redirect resources to support goals
 Leads to realistic budgeting
 Improve morale
Philippine Accreditation System for Basic Education (PASBE)
 DepEd Order No. 64, s. 2012
 LEVEL DESCRIPTION
Developing
I School is developing structures and mechanisms with acceptable level
and extent of community participation and impact of learning
Maturing
School is introducing and sustaining continuous improvement process,
II integrating wider community participation and significantly improve
performance and learning outcomes
Advanced
III School is ensuring the production of intended outputs and meeting all
standards of a system fully integrated in the local community

School Culture
School Culture
 Beliefs, perceptions, relationships, attitudes, and written and unwritten rules that
shape and influence every aspect of how a school functions.

Elements of a Positive School Culture

 Collegiality: friendly school atmosphere
 Experimentation: welcoming of mistakes as part of the learning process
 High expectations
 Trust and confidence
 Tangible support: receiving concrete support for what they do
 Reaching out to the knowledge base
 Appreciation and recognition
 Caring, celebration, humor
 Involvement in decision making
 Protection of what is important
 Traditions: culture-based program on shared values, beliefs, and behaviors
 Honest and open communication