CPE 102 – The Teacher and the Community, School Culture and Organizational

Leadership

MODULE 2

INTRODUCTION

Teachers are expected to be part of the community. To be part of the community

definitely means to participate in the life of that community within the school and the
community outside the school (Article III, Section 1 to 8 of the Code of Ethics for
Professional Teachers).
Expected of professional teachers who care for and embark on continuing
professional development is a promotion along the way. With this in mind, the discussion of
an effective leader and manager for which you will be in the future. But should you refuse the
offer for a managerial or leadership position in school or in the bigger educational
organization because of the love for teaching and learning, as teacher you are already a leader
and a manager in your class.
The Local Governance Code of 1991 (RA 7160) provided for a more responsive local
government structure through a system of decentralization where local governments are given
more power, authority, responsibilities and resources. Likewise with the introduction of
School-based Management in Philippine schools, schools are given more power to direct
their affairs with the learning and development of learners as ultimate goal.
School culture matters. This influences to a great extent how well students perform. It
is a creation of all the people in school and in the community especially that of the school
heads. It can be positive or negative. It can facilitate or adversely affect learning. A school
community must therefore strive to create a positive culture.
Schools are institutions motivated by a shared vision. Necessarily, schools must have
policies for them to realize their vision and mission. These policies are a reflection of the
values of the people who created them. Whatever policies are formulated must redound to the
improved teaching-learning of learners which is the very reason of the existence of the
schools.
As stipulated in Chapter 1, Section 5, E of RA 9155, the school head is an
administrative and an instructional leader. Because the main function of school is students’
learning, the school head must spend more time as an instructional leader. As an instructional
leader, he/she supervises instruction by observing teachers while they teach, conducting post-
observation conferences with individual teachers, mentoring and coaching them, ensuring
that teachers have the needed resources for teaching. While physical improvement and fund
sourcing – the concerns of administrative leadership – help improve schools, the more
important concern is improvement of instruction as this has a direct bearing on learning.
More often than not, however, school heads spend more time soliciting funds for a flagpole, a
stage, a classroom, pathwalk, waiting shed, etc. leaving no time left for instructional
supervision.

LEARNING OUTCOMES:

1. Elaborate the community’s expectations from teachers and the teachers’ expectations from
the community
2. Describe the teacher’s ethical and professional behavior in the community by giving
concrete examples
3. Explain what organizational leadership is.
4. Distinguish between leadership and management.
5. Describe the different organizational leadership styles.
6. Explain what situational leadership and servant leadership are.
7. Discuss how to sustain change in an organization.
8. Explain the meaning, advantages, disadvantages and demands of SBM.
9. State practices aligned to SBM
10. Explain the roles, functions and competencies of school heads in SBM.
11. Explain the meaning of school culture.
12. Discuss how school culture affects learning.
13. Cite ways by which you can contribute to the building of positive culture.
14. Explain the importance of school policies in school operation.
15. Discuss the competencies expected of school heads as contained in competency
frameworks for Philippines and for Southeast Asia.

THE TEACHER AND THE COMMUNITY: TEACHER’S ETHICAL AND

PROFESSIONAL BEHAVIOR

Teachers can be part of the community in the various details:

1. Teacher as Facilitator of Learning

The teacher is a facilitator of learning and the development of the youth…therefore

shall render the best service by providing an environment conducive for such learning and
growth. (Article III, Section 1, Code of Ethics for Professional Teachers)
Facilitator comes from the word “facilitate” which means to make something easy or
easier. You as, the professional teacher, facilitate learning or make learning easier. If learning
is a difficult task, it is made easier when you make dry lesson interesting, exciting and
enjoyable. You make learning easier when you simplify the complex and concretize the
abstract. This is what is ethical for every professional teacher like you ought to do. This you
can do after four long years of academic preparation.
What happens sometimes, however, is teachers complicate the simple and teaches
only at the abstract level.
To facilitate learning, a conducive learning environment is necessary. It has been
proven that learners learn best in a pleasant environment. A pleasant environment is where
the learners can be themselves because teachers are caring. No need to put best self forward
because teachers and classmates truly care and take you for who you are. All forms of
bullying has no place in a conducive learning environment. A conducive learning
environment makes learners believe they can do the work and feel accepted. A favorable
learning climate is not competitive where everyone is tense.
The teacher who believes that “Every child deserves a champion, an adult who will
never give up on them, who understands the power of connection and insists they become the
best they can possibly be” (Rita Pierson).

2. Teacher Leadership and Initiative for Community Participation

The professional teacher has the leadership and initiative to participate in the
community movements for moral, social, economic and civic betterment of the community
(Section 2). As a professional teacher, one does not live in ivory tower, meaning that one is
not supposed to be removed nor aloof from community life. Schools are at the heart of the
communities, so the professional teachers are expected to be-in-the-world and to be-in-the-
world-with-others and for others (Heidegger).
The professional teacher has not to wait for the community to ask for help. “Every
teacher is an intellectual leader in the community, especially in the barangay, and shall
welcome the opportunity to provide such leadership when needed, to extend counseling
services, as appropriate, and to be actively involved in matters affecting the welfare of
people.”
The professional teacher ought to take initiative to offer help for the improvement of
the community. Many a time, you can be a guidance counselor, prayer leader, commentator
or reader in religious celebrations, fiesta coordinator, judge in or coach for a contest, financial
adviser, nurse, and doctor rolled into one.
It also means working with the community. This is getting the parents and other
members of the community participate in school activities.
Teachers, as they participate in community affairs prove that they “are the most
responsible and most important members of society because their professional efforts affect
the fate of the earth.”

3. Professional Teacher with Honor and Dignity

“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 3). Obviously,
if as a professional teacher, you are an inveterate gambler, chain smoker and alcoholic or if it
is a common knowledge that you are in an illicit relationship, how can you have moral
authority? Who will listen to you when you advise your class not to smoke, not to drink
alcoholic drinks, not to gamble, etc.? Your audience will say “Look who is talking!” It is a
matter of “do what I say not what I do.”
Society expects so much of teachers that when they fail to live up to the challenge to
behave or model good behavior, they are “condemned without trial!” It is no wonder why
many are afraid to answer the call to teach. Society seems to expect much more from
professional teachers than from any other professional and so look at teachers with
scrutinizing eyes.
The quotation states “The influence of a good teacher can never be erased” but the
influence of a dishonorable teacher is as lasting.”

4. Teacher’s Attitude Toward Local Customs and Traditions

Every teacher is expected to 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” (Section4). The professional teacher is
neither ethnocentric nor xenocentric. One is not ethnocentric and so does not look down on
community’s culture because of the thought that one is superior to the culture of the
community. Neither is one xenocentric and so looks at one’s culture as inferior in to other
community’s culture.
Fortunate and happy is the community that has teachers who live with them, exert
effort to understand their local customs and traditions and consequently appreciate the same.
This author sees no culture as perfect. Every culture has its positive and negative aspects.
What we need to pass on are the positive aspects of the culture. We need to purify, however,
the negative aspects with teacher pointing them out tactfully and sincerely.
5. The Professional Teacher and Information Update

The teacher “shall help the school inform the community about the school’s work,
accomplishments, needs and problems (Section 5). Community here refers to internal as well
as external stakeholders. Internal stakeholders include the students, parents of the students
and teachers. The external stakeholders are the other parents in the community without
children enrolled in school, barangay officials and other government officials, non-
government organizations, government organizations, alumni/alumnae and retirees.
The school is there for the community and so the community has the right to be
informed about its activities, accomplishments, needs and problems. Informing them about
the school’s projects, needs and problems give them a sense of ownership. Having a sense of
ownership, these stakeholders will participate more actively in the resolution of school’s
problems and needs.

6. The Parents-Teachers Association

The Parents’ and Teachers’ Association (PTA) is placed in every school. Some
private schools call it Home School Association or Family Advisory Council. This is for
internal stakeholders only. A PTA is an association of teachers and parents with children who
are enrolled in a school. It is a forum of discussions on school problems and how they can be
solved.

7. The School Governing Council

Other than the PTA is the School Governing Council. The SGC has different
membership and functions. It is a policy-making body that has the school head as Chief
Executive Office, Manager and Chief Operations Officer. The formation of SGC in every
school is a proof of school head sharing one’s leadership with members of the community.
It determines general policies on student welfare, discipline, well-being; it is
concerned with the development and implementation, monitoring and evaluation of the
School Improvement Plan (SIP), and reporting of the progress of the SIP implementation to
the Schools Division Superintendent and the community.
In addition to PTAs are the School Governing Council in every public school. This
School Governing Council shares in the management of the school with School Head as
Chair. This School Council is another opportunity for communities to participate in school
activities.

8. The Professional Teacher and Government Officials and Other Professionals

“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 7). As a professional teacher, one cannot afford not to be in pleasant
relations with others especially those with whom you work with like other professional
teachers. It is always best to be in good terms with everyone else in the community.
Desiderata gives this advice: “As far as possible, without surrender, be on good terms
with all persons. Speak your truth quietly and clearly; and listen to others, even the dull and
the ignorant; they too have their story.”

9. The Professional Teacher Does not Use Position to Proselyte

 “A teacher possesses freedom to attend church and worship as appropriate, but shall
not use his position and influence to proselyte others” (Section 8). To be in a position means
to have power or influence for a purpose, i.e. for you to use that position to perform your job
as a professional teacher. It is highly unprofessional for a teacher like you to use your
position of influence to proselyte. Besides, freedom of religion is guaranteed by the 1987
Philippine Constitution. “No law shall be made respecting an establishment of religion, or
prohibiting the free exercise thereof. The free exercise and employment of religious
profession and worship, without discrimination or preference, shall forever be allowed.”

ORGANIZATIONAL LEADERSHIP

In organizational leadership, leaders help set strategic goals for the organization while
motivating individuals within the organization to successfully carry out assignments in order
to realize these goals. In the school setting, the school leader helps set the goals/targets for the
school and motivates teachers, parents, learners, non-teaching personnel and other members
of the community to do their task to realize the school goals.
Organizational leadership works towards what is best for individual members and
what is best for the organization as a group at the same time. Organizational leadership does
not sacrifice the individual members for the sake of the people nor sacrifice the welfare of the
group for the sake of individual members. Both individual and group are necessary.
Organizational leadership is also an attitude and a work ethic that empowers an
individual in any role to lead from the top, middle, or bottom of an organization. Applied to
the school setting, the school leader helps anyone from the organization not necessarily from
the top to lead others. An example of this leadership which does not necessarily come from
the top of the organization is teacher leadership.

Leadership Versus Management

Are leadership and management synonymous? Is a leader a manager or is a manager a

leader? If I am a good leader, does it follow that I am a good manager? Or if I am a good
manager, am I at the same time a good leader? Not necessarily.

School Head Must be Both a Leader and a Manager

A school head must be both a leader and a manager.

A school head leads the school and community to formulate the vision, mission,
goals, and school improvement plan. This is a leadership function. One sees to it that this
plan gets well implemented on time and so ensures that the resources needed are there, the
persons to do the job are qualified and available. This is a management function. Imagine if
the school head is only a leader. You have the vision, mission, goals, and school plan but no
implementation. The plan is good only in paper. If you do the task of a manager only, you
will be focusing on the details of the day-of-day implementation without the big picture, the
vision and mission. So, it is a big picture for connect and meaning. This means that it is best
that a school head is both a leader and a manager.

Table 1. Comparison of a Manager and a Leader

MANAGERS versus LEADERS
Managers Leaders
Administer Innovate
Their process is transactional; meet Their process is transformational;
 objectives and delegate tasks. develop a vision and find a way
forward.
Work Focused People Focused
The goal is to get things done. The goals include both people and
They are skilled at allocating work. results. They care about you and
want you to succeed.
Have Subordinates Have Followers
They create circles of power and They create circles of influence and
lead by authority. lead by inspiring.
Do Things Right Do the Right Thing
Managers enact the existing culture Leaders shape the culture and drive
and maintain status quo. integrity.
Dubrin, Andrew E. (2006). Essentials of management. Mason, OH 45040: USA

Types of Skills Demanded of Leaders

Leaders use 3 broad types of skills: 1) technical, 2) human and 3) conceptual.

Technical skills refer to any type of process or technique like sending e-mail, preparing a
power point presentation. Human skill is the ability to work effectively with people and to
build network. This is also referred to as people skills or soft skills.
Conceptual skill is the ability to think in terms of models, frameworks and broad
relationships such as long range plans. In short, conceptual skills deal with ideas while human
skill concerns relationship with people and technical skills involve psychomotor skills and
things. The ideal school leader possesses all three.

Leadership Styles

Here are the leadership styles: autocratic, consultative, democratic, and laissez faire.
Autocratic leaders do decision making by themselves. Consultative leaders allow
participation of the members of the organization by consulting them but make the decision
themselves. This is what happens in consultation meetings called by schools when they
increase tuition fees. Sometimes education stakeholders get disappointed that their
suggestions are not carried after school leaders have consulted them. They do not understand
that consultation does not necessarily mean approval stakeholders suggestions.
Democratic leaders allow the members of the organization to fully participate in
decision making. Decisions are arrived at by way of consensus. This is genuine participation
of the members of the organization which is in keeping with school empowerment.
In laissez faire or free-rein leadership styles, leaders avoid responsibility and leave the
members of the organization to establish their own work. The leadership style leads to the
kanya-kanya mentality, one of the weaknesses of the Filipino character. There will be no
problem if the situation is deal, i.e. each member of the organization has reached a level of
maturity and so if members are left to themselves they will do only what is good for the
organization. On the other hand, it will be chaos if each member will do as one please even if
it is against the common good.
The consultative and democratic leadership styles are the only ones that allow for
participation of the members of the organization. Between the consultative and democratic
styles of leadership, the democratic style is genuinely participative because it abides by the
rule of majority.

The Situational Leadership Model

 In situational leadership, effective leaders adapt their leadership style to the situation
of the members of the organization, i.e., to the readiness and willingness of group members.
Paul Hersey and Kenneth H. Blanchard (1996) characterized leadership style in terms of the
amount of task behavior and relationship behavior that the leader provides to their followers.
They categorized all leadership styles into four behavior styles, which they named S1 to S4.

Table 2. Behavior Styles in Situational Leadership

S1 S2 S3 S4
Selling/Directing Telling/Coaching Participating/Supporting Delegating
Individuals lack the Individuals are more Individuals are Individuals are
specific skills able to do the task; experienced and able to do experienced at the
required for the job however, they are the task but lack the task, and
in hand and they are demotivated for the confidence or the comfortable with
willing to work at job or task. willingness to take on their own ability to
the task. They are Unwilling to do the responsibility. do it well. They
novice but task. are able and
enthusiastic. willing to not only
do the task, but to
take responsibility
for the task.

If the group member is able, willing and confident (high readiness), the leader uses a
delegating leadership style. The leader turns over the responsibility for decisions and
implementation to the members. On the other hand, if the group members have low readiness,
i.e. unable and unwilling, the leader resorts to telling the group members what to do.
In short, competent members of the organization require less specific direction than
less competent members. Less competent people need more specific direction than more
competent people.
Among these leadership styles, no one style is considered best for all leaders to use all
the time. Effective leaders need to be flexible, and must adapt themselves according to the
situation, the readiness and willingness of the members of the organization.

Servant Leadership

Robert K. Greenleaf (1977) coined the paradoxical term servant leadership. How can
one be a leader when one is a servant? That’s the common thinking. But the paradox is
Greenleaf’s deliberate and meaningful way of emphasizing the qualities of a servant leader.
He describes the servant
…servant first. It begins with the natural feeling that one wants to serve. Then
conscious choice brings one to aspire to lead. The best test is: do those served grow as
persons: do they, while being served, become healthier, wiser, freer, more autonomous, more
likely themselves to become servants? And, what is the effect on the least privileged in
society; will they benefit, or, at least, not be further deprived? (Greenleaf, 1977, 2002)
The first desire of the servant leader is to serve. How? By leading. The greatest
teacher of humankind, Jesus Christ, was a servant-leader. He taught His disciples “he who
wants to be great, must be the servant of all”. The life of the Greatest Teacher was a life of
total service to all.
We often hear the term “public servants” to refer to appointed and elected officials of
the government to emphasize the fact that they indeed are servants of the people. Their first
duty is to serve and in serving, they lead. They don’t think of their power as leaders first. If
they do, they tend to become more conscious of their power or make their importance felt
over their constituents and forget that if ever they are given power it is to serve their people.
Someone said “power corrupts”. And it does, when leaders think first of their power and
forget the very reason why such power was given, i.e. to serve. The greatest teacher said:
“… and whoever wants to be first among you must be slave.” (Matthew 20: 27)
The greatest among you shall be your servant.” (Matthew 23: 11)
“If anyone wants to be first, he must be the last of all and the servant of all.” (Mark 9:
35)
“You know how the pagan rulers make their powers felt. But it shall not be this way
among you. Instead, whoever wants to become great among you must be your servant.”
(Mark 10: 43)
His whole life was a life of service. In fact, He wanted to impress this idea of servant
leadership by doing something dramatic in His last days on earth. He washed the feet of His
apostles. Washing the feet was the work of a servant in His time.
He wanted to etch in the memories of His apostles the idea that leaders are supposed
to be “foot-washers”. Leaders are supposed to be servants of all.
Servant leadership seeks to involve others in decision making, is strongly based in
ethical and caring behavior, and enhances the growth of workers while improving the caring
and quality of organizational life.
The school head who acts as a servant leader forever remembers that one is there to
serve one’s teachers, the students, the parents etc. and NOT the teachers, learners, parents to
serve one.

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. The transformational leader is not content
with status quo and sees the need to transform the way the organization thinks, relates and
does things. The transformational school leaders see school culture as it could be and should
be, not as it is and so plays one’s role as visionary, engager, learner, collaborator, and
instructional leader. As a transformational leader one makes positive changes in the
organization by collaboratively developing new vision for the organization and mobilizing
members to work towards that vision.
To do this the transformational leader combines charisma, inspirational leadership and
intellectual stimulation to introduce innovation for the transformation of the organization.
.
Sustaining Change

For reforms to transform, the innovations introduced by the transformational leader

must be institutional and sustained. Or else that innovation is simply a passing fad that loses
its flavor after a time. A proof that an innovation introduced has transformed the organization
is that the result or effect of that change persists or ripples even when the transformative
leader is gone or is transferred to another school or gets prompted in the organization.
We feel most comfortable with our old pair of shoes. We like to live in our comfort
zones and so sometimes we don’t welcome change. And yet if we want improvement in the
way we do things in our organization, in our school or if we want to improve in life we must
be willing to change. The transformational leader ought to deal with resistance to change to
succeed. There will always be resisters to change. To ensure that the innovation one
introduces leads to the transformation of the organization. Morato of Bayan ABS-CBN,
(2011) gives the following advice:
1. seek the support of the stakeholders – The teachers must build a “strong coalition of
allies in order to push for any meaningful change that would yield results.
Innovations cannot be forced upon the teachers, the students, the parents, the
community without serious consequences.”
2. get people involved early and often – Resistance drops off in proportion to the
involvement of participants. You may not to expect 100-percent support from any
individual who was not personally involved in a change that affected one’s work. It
is best to set up networks to reach out to as many people as possible.
3. plan a communication’s campaign to “sell” the innovation – Morata (2011) asserts:
“The change envisioned must cascade downwards to the last lesson plan and ripple
sidewards to win the support of major stakeholders”.
4. ensure that the innovation is understood by all – The benefits and costs must be
appreciated and weighed carefully.
5. consider timing and phasing – These are highly critical; missteps might backfire
and lack of sensitivity to stakeholders might lead to resistance.
Morato described the successful innovations in several schools innovations in the
Philippines.

THE SCHOOL HEAD IN SCHOOL-BASED MANAGEMENT (SBM)

The Meaning of School-Based Management (SBM)

School-based management is a decentralized management initiative by developing

power or authority to school heads, teachers, parents and students. SBM is a strategy to
improve education by transferring significant decision-making authority from the DepEd
Central Office, regional offices, division offices to individual schools. SBM provides
principals, teachers, students, and parents greater control over the education process by
giving them responsibility for decisions about the budget, personnel, and the curriculum.
Through the involvement of teachers, parents, and other community members in these key
decisions, SBM can create more effective learning environments for children.

SBM and the Principle of Subsidiarity

SBM is in keeping with the principle of subsidiarity which states that it is the people
at the same. This tenet holds that “nothing should be done by a larger and more complex
organization which can be done as well by a smaller and simpler organization. In other
words, any activity which can be performed by a more decentralized entity should be done by
that more decentralized entity.” Those in the higher echelon are far removed from that scene
and are therefore not as involved and as informed as those from below.

Advantages of SBM

The following are strengths of SBM:

- Allow competent individuals in the schools to make decisions that will improve learning
- Give the entire school community a voice in key decisions
- Focus accountability for decisions
- Lead to greater creativity in the design of programs
- Redirect resources to support the goals developed in each school
- Lead to realistic budgeting as parents and teachers become more aware of the school’s
financial status, spending limitations, and the cost of its programs
- Improve morale of teachers and nurture new leadership at all levels

SIP – School Improvement Plans

Legal Basis of SBM

The Philippine Constitution provides that Congress shall enact a local government
code that will institutionalize a system of decentralization (Article 10, Sec. 3) whereby local
government units shall be extended more power, authority… The Local Government Code in
1991 is a fulfillment of this Constitutional provision.
This means that long before the Department of Education (DepEd) legally introduced
decentralization in schools through School-Based Management (SBM) in 2001 through the
enactment of RA 9155, local government units were already empowered for local
governance. RA 9155, Basic Governance Act transfers the power and authority as well as the
resources to the school level. School empowerment is based on the assumption that the
school heads including teachers, key leaders in the community, parents know best the root
and solution to the problem.

Conditions for the Success of SBM

- Teachers, school heads must be given the opportunity to make choices. They must actively
participate in school improvement planning.
- The involvement of parents and teachers must be strongly encouraged and highly
welcomed.
- Stakeholders must participate in the development of a School Improvement Plan. They must
have a say on resource allocation to meet specific needs.
- Higher authorities must actively encourage thoughtful experimentation and innovation in an
atmosphere where mistakes are viewed as learning experiences. They must be willing to
share their authority with the academic and the larger community.
- Teachers must develop reflection, problem solving.
In addition, based on international experience, the following must be present for SBM
to succeed in schools:
- have basic resources
- have developed an effective school support system
- are provided with regular information on their performance
- are given advice on how they may improve
- emphasize the motivational element in the management work of the principal

The success of SBM very much depends on the school head.

Table 3. Functions of a School Head

Roles
Visionary principal,
motivator, advocate and
planner
Builder of networks and
support systems
Functions
Lead in setting the vision,
mission and goals of the
school
Organize/expand school,
community and local
Knowledge/Skills/Attitudes
Required
Change and future
orientation
Networking, organizing,
social mobilization, advocacy

Curriculum developer
Fiscal Resource Manager
government networks and
groups that will actively
participate in school
improvement
Lead in developing the
School Improvement Plan
with their participation of the
staff and the community
Lead in developing and
maintaining the School
Management Information
System
Create a physical and
psychological climate
conducive to teaching and
learning
Localize and implement
school curriculum
Encourage development and
use of innovative
instructional methods
focused on improving
learning outcomes,
increasing access to basic
education, improving the
holding power of schools and
addressing specific local
problems
Administer and manage all
personnel, physical and fiscal
resources of the school
Encourage and accept
donations, gifts, bequests and
grants for educational
purposes and report all such
donations to the appropriate
offices
Development of teamwork,
building consensus and skills
in negotiation and conflict
resolution
Participatory planning and
administrative management
Generation and use of data
and information as basis for
planning and management
Development of collective
accountability for school and
student performance
Designing of the curriculum
to address both national
goals, local needs and
aspirations
Creation of an open learning
system based on several
resource materials rather than
on single textbooks
Participatory and peer-based
instructional supervision
Fund management
Serving as model for
transparency and
accountability especially in
financial management

Factors of School Effectiveness Based on Research

Effective practices need to be institutionalized for them to be part of the school

culture.
School autonomy has a positive relationship with student performance when
accountability measures are in place and/or when school principals and teachers collaborate
in school management (OECD, 2012). China and Singapore have been devolving more
responsibility to the school level (Stewart, 2008). In Finland, accountability rests on the trust
placed by families and government in the professional competence of teachers (Stewart,
2008).
In the Philippines, the Third Elementary Education Project (TEEP, 2005) conducted a
study to determine the effect of School-Based Management on student performance using the
administrative dataset of all public schools in 23 school districts over a 3-year period, 2003-
2005. The results showed that the introduction of SBM had a statistically significant,
although small, overall positive effect on average school-level scores in 23 school districts.
With SBM, significant decision-making authority was transferred from state and
district offices to individual schools. SBM provided principals, teachers, students, and parents
greater control over the education process by giving them responsibility for decisions about
the budget, personnel, and the curriculum. Through the involvement of teachers, parents, and
other community members in these key decisions, SBM can create more effective learning
environments for children (Office of Research Education/Consumer Guide). To further
strengthen the School-Based Management practice re-emphasize the centrality of the learners
and the involvement of relevant community in basic education service delivery, the
Department of Education embarked on revisiting the SBM framework, assessment process
and tool to improve on already recognized successful SBM practices across the regions (DO
83, s. 2012). To institutionalize decentralization efforts at the school level and in line with
Republic Act No. 9155 also known as Governance of Basic Education Act of 2001, the
Department of Education provided School-Based Management Grants as additional funds to
public elementary and secondary schools,… to augment the school fund on Maintenance and
other Operating Expenses (DO 45, s. 2015).

Philippine Accreditation System for Basic Education (PASBE)

The institutionalizing of SBM was strengthened with the introduction of PASBE

which was launched through DepEd Order No. 64, s. 2012. Accreditation is a process of self-
evaluation and peer-review to ensure that quality standards agreed upon by stakeholders are
understood, implemented, maintained, and enhanced for continuous improvement of learner
outcomes (DepEd DO 20, s. 2013 (PASBE Supplemental Guidelines to DepEd Order No. 83,
s. 2012).
The agreed upon standards of quality or effective schools are grounded on the four
principles of A Child-and-Community-Centered Education Systems (ACCESs), namely:
1. principle of effective leadership
2. principle of community-based learning
3. principle of accountability for performance and results
4. principle of convergence to harness resources for education
The school’s level of SBM practice can either be:
Level I - Developing
Level II - Maturing
Level III – Advanced
A school that reaches the highest level of SBM practice qualifies for an accredit
status.
A school in Level I, Developing, means that the school is developing structures and
mechanisms with acceptable level and extent of community participation and impact on
learning. A school in Level II, described as Maturing, means that the school is introducing
and sustaining continuous improvement process that integrates wider community
participation and significantly improves performance and learning outcomes. Level III,
Advanced (Accredited) means that the school is ensuring the production of intended
outputs/outcomes and meeting all standards of a system fully integrated in the local
community and is self-renewing and self-sustaining.
In conclusion, PASBE is a means to institutionalize SBM, the granting of more
autonomy to schools for them to chart their destiny to grow in effectiveness continuously.

Factors that Contribute to School Effectiveness

1. Human factors
These include a dynamic school head, highly selected competent and committed teachers,
highly motivated pupils with high expectations, and a supportive community.
2. Non-human factors, processes
These refer to clear and shared vision-mission (focus), high expectations/ambitious
standards, emphasis on accountability, aligned curriculum, instruction and assessment with
state/DepEd standards, efficiency or optimal utilization of resources and facilities,
collaboration and communication, focused professional development, and global and
future orientation.

CREATING A POSITIVE SCHOOL CULTURE

The Meaning of School Culture

School culture is one of the most complex and important concepts in education
(Schein, 1985). It generally refers to the beliefs, perceptions, relationships, attitudes and
written and unwritten rules that shape and influence every aspect of how a school functions
(https://www.edglossary.org./school-culture). However, the term also encompasses more
concrete issues such as the physical and emotional safety of students, the orderliness of
classrooms and public spaces or degree to which a school embraces racial, ethnic, linguistic
and cultural diversity.
According to Spacey (https://simplicable//new/school/John, Nov. 23, 2017), school
culture consists of the norms and shared experiences that evolve over school’s history. In
fact, Scott and Marzano (2014) state that “school culture is reinforced by norms, expectations
and traditions, including everything from dress codes to discipline systems to celebrations of
achievement. Therefore, it may be described as the character of a school that gives a school’s
qualities beyond its structures, resources and practices. They are “built through the everyday
business of school life. It is the way business is handled that forms and reflects the culture.”
(Sophier, J. 1985)

Culture as a Social Construct

Culture is a social construct not a generic construct. This means that school culture is,
therefore, something that we do not inherit or pass on through the genes. Rather, it is
something that we create and shape. It is shaped by everything that all people in school see,
hear, feel and interact with. It is a creation of the school head, teachers, parents, non-teaching
staff, students and community. Sean Slade (2014) elaborates:
Within a couple of minutes of walking into a school or a classroom, you can tell,
define, and almost taste the culture that permeates that space. Is it an open, sharing
environment? Or is it a rigid, discipline – defined playing field? Is it safe and welcoming, or
intimidating and confronting? Does it welcome all voices, or does it make you want to
shrink? Is it waiting for instruction and leadership or is it self-directed with a common
purpose?
School Climate and School Culture

How does school climate differ from culture? These terms are frequently used
interchangeably but school climate is more relational; it is illustrated by the attitudes and
behaviors of the school staff and is focused on the style of the school’s organizational system.
School climate refers to the school’s effects on students, including teaching practices,
diversity and the relationships among administrators, teachers, parents and students. School
climate is driven by and reflected in daily interactions of staff, administration, faculty,
students support staff and the outside community (https://www/slideshare.net/module).
School culture is a deeper level of reflection of shared values, beliefs, and traditions
between staff members. School culture refers to the way teachers and other staff members
work together and the set of beliefs, values and assumptions they share
(www.ascd.org./research). School culture is a broader term and so is inclusive of school
climate.

The Role of School Culture in Learning

School culture matters. Research confirms the central role of culture to school
success. School culture can be positive or negative or toxic. A positive school culture fosters
improvement, collaborative decision making, professional development and staff and student
learning. A negative culture fosters the opposite.

Elements of a Positive Culture

A positive school climate is characterized by the following:

1. Collegiality
- the school atmosphere is friendly, you work in an atmosphere where responsibility and
authority are shared by everyone, you can be yourself, you have not to put your best
forward to impress others, the school head does not throw one’s weight, one does not make
one’s authority felt by one’s colleagues.

2. Experimentation
- the atmosphere encourages experimentation and so welcomes mistakes as part of the
learning process.

3. High expectations
- It has been said that one’s level of achievement is always lower than one’s level of
aspiration; so set high expectations for high achievement

4. Trust and confidence

- Students, teachers, school heads and parents relate well and work well when relationships
are solidly built on trust and confidence; in fact, honest and open communication is
possible only when there is trust and confidence in each other in the school community

5. Tangible support
- Everyone in the school community gets concrete support for the good that they do;
support comes in not just in words but in action; school heads see to it that LCDs in the
classrooms are functioning
6. Reaching out to knowledge base
- Teachers care to grow professionally to update themselves on content knowledge and
pedagogy, the first domain in the Philippine Professional Standards for Teachers

7. Appreciation and recognition

- Certainly, words of appreciation and recognition make classroom climate highly
favorable; a reminder to teachers: “You are not made less when you praise others. Instead,
you become magnanimous.”; so don’t be stingy with your sincere praise; the problem
sometimes is our eyes are so quick to see the negative and so we despise them immediately
but our eyes are blinded to the good and so we overlook them and fail to appreciate

8. Caring, celebration, humor

- Kids don’t care what you know until they know that you care; they don’t listen to the
teacher when the teacher doesn’t care; it may be good to remind teachers that many of the
students, especially those who struggle, don’t receive nearly enough positive feedback in
the classroom or in their personal lives

9. Involvement in decision making

- Involving others who are concerned with decisions to be made enhances sense of
ownership, they also feel important

10. Protection of what is important

- What schools consider important must form part of their tradition and so must be
protected by all means

11. Traditions
- A school must have an intentional culture-based program on shared values, beliefs, and
behaviors; this strengthens the sense of community; a truly positive school culture is not
characterized simply by the absence of gangs, violence or discipline problems but also by
the presence of a set of norms and values that focus school community’s attention on
what is most important and motivate them to work hard toward a common purpose

12. Honest and open communication

- No one gets ostracized for speaking up one’s mind, the atmosphere is such that everyone
is encouraged to speak one’s mind without fear of being ostracized, the agreement at
every discussion is “agree to disagree”

Shared Norms: Teacher and Student Norms

Shared norms for both teachers and students contribute to a positive school culture.
Boss and Larmer (2018) share teacher norm and student norms to contribute to a fair and an
engaging learning environment, a characteristic of a positive school culture.

Table 4. Creation of Rigorous and Engaging Learning Experiences

Teacher Norms Student Norms
1. Teach in different ways. 1. Have a growth mindset.
2. Call students by their names. a. Believe you can improve.
3. Care about students’ feelings. b. Fail forward.
a. Understand their situation. c. Keep trying.
4. Have a good attitude.
a. Stay calm.
b. Use kind words.
c. Have patience.
d. Greet students and say good-bye.
5. Help students understand.
a. Work at a reasonable pace.
b. Explain
c. Support different learning styles.
d. Expect the best.
e. Re-explain if necessary.
6. Attend school majority of the time.
7. Be respectful.
a. Give everyone what they need.
b. Use proper language.
c. Allow space if needed.
d. Use supportive words when explaining. 6. Be a good team player.
e. Call by your name.
8. Have a growth mindset.
Source: Boss and Larmer and Foreword by Lenz (2018)
d. Speak positively about your abilities to
learn.
2. Call classmates by their names.
3. Be responsible for your work.
a. Have materials ready.
b. Advocate for yourself.
c. Be a professional.
d. Meet difficulties.
e. Participate
f. Be on time to class.
4. Listen…
a. to the teacher.
b. to your classmates.
c. to guests.
d. to the directions.
5. Attend school majority of the time.
a. Provide good, helpful feedback.
b. Stay calm.
c. Encourage others.
d. Stay on the topic.
e. Be considerate.
f. Use proper language.
g. Communicate clearly to students and
teacher(s).

SCHOOL POLICIES AND THEIR FUNCTIONS

Policy on Student’s Absences and Tardiness

A learner who incurs absences of more than 20% of the prescribed number of class or
laboratory periods during the school year or semester should be given a failing grade and
not earn credits for the learning area or subject. Furthermore, the school head may, at
his/her discretion and in the individual case, exempt a learner who exceeds the 20% limit for
lessons considered valid and acceptable to the school. The discretionary authority is vested
in the school head and may not be availed of by a student or granted by a faculty member
without the consent of the school head… (DepEd Order 8 s. 2015)
Habitual tardiness, especially during the first period in the morning and in the
afternoon, is discouraged. Teachers shall inform the parents/guardians through a meeting if
a learner has incurred 5 consecutive days of tardiness.

Excerpt of DepEd Order 54, s. 2009

Activities
All PTA activities within the school premises or which involve the school, its
personnel or students shall be with prior consultation and approval of the School Head.
Financial Matters
Such collections shall be made by the PTA subject to the following conditions: If
collection of the School Publications Fee, Supreme Student Government (SSG)
Developmental Fund and other club membership fees and contributions is coursed through
the PTA as requested by the concerned organization, the amount collected shall be remitted
immediately to the school, SSG or other student organizations concerned on the day it was
collected. The pertinent organization shall deposit the funds with a reputable bank on the
next banking day under the organization’s account. No service fee shall be charged against
any student organization by the PTA.
Non-compliance or any violation of the aforementioned conditions shall be a ground
for the cancellation of the PTA’s recognition and/or the filing of appropriate charges as the
case may be.

Policy on Collection of Contributions

Cognizant of the need of an organization for adequate funds to sustain its operations,
a duly recognized PTA may collect voluntary financial contributions from members and
outside sources to enable it to fund and sustain its operation and the implementation of its
programs and projects exclusively for the benefit of the students and the school where it
operates. The PTA’s programs and projects shall be in line with the School Improvement
Plan.
The contributions should be a reasonable amount as may be determined by the PTA
Board of Directors;
Non-payment of the contributions by the parent-member shall not be a basis for non-
admission or non-issuance of clearance(s) to the child by the school concerned;
The contributions shall be collected by the PTA Treasurer on a per parent-member
basis regardless of the number of their children in school;
No collection of PTA contributions shall be done during the enrollment period; and
No teacher or any school personnel shall be involved in such collection activities.
Safekeeping of Funds
All collections of contributions or proceeds of fundraising activities shall be deposited
in a reputable banking institution as determined by the Board of Directors. The PTA’s
Treasurer or a duly authorized representative shall undertake the collection and shall issue
official receipts/acknowledgement receipts. In no case shall any school official or personnel
be entrusted with the safekeeping and disbursement of collections made by the PTA. All
disbursements of funds shall be in accordance with generally accepted accounting and
auditing rules and regulations.

PTAs are prohibited from:

Interfering in the academic and administrative management and operations of the
schools, and of the DepEd, in general;
Engaging in any partisan political activity within school premises;
Operating a canteen/school supplies store, or being a concessionaire thereof inside
the school or nearby premises, or offering these services to the school as its client either
directly or indirectly;
Selling insurance, pre-need plans or similar schemes or programs to students and/or
their parents; and
Such other acts or circumstances analogous to the foregoing, PTA Officers and
members of the Board of Directors are prohibited from collecting salaries, honoraria,
emoluments or other forms of compensation from any of the funds collected or received by
the PTA.
PTAs shall have no right to disburse, or charge any fees as service fees or
percentages against the amount collected pertinent to the School Publication Fee, Supreme
Student Government (SSG) Development Fund and other club membership fees and
contributions.
In no case shall a PTA or any of its officers or members of the Board of Directors call
upon students and teachers for purposes of investigation or disciplinary action.
The recognition of any PTA shall be cancelled by the Division PTA Affairs Committee
upon the recommendation of the School Head concerned for any violation of the above-
mentioned prohibited activities and these Guidelines. Thereafter, the School Head may call
for a special election to replace the Board of Directors of the PTA whose recognition was
cancelled. Criminal, civil and/or administrative actions may be taken against any member or
officer of the Board of the PTA who may appear responsible for failure to submit the
necessary annual financial statements or for failure to account the funds of the PTA.

Importance of Policies

Schools in partnership with their community have their own picture of what they want
to be (vision statement) so must offer services and must do what they are supposed to do
(mission statement) in order to realize what they envisioned themselves to be. For these to
happen, policies must be in place. Observance of these policies ensures everyone in the
school community to tow the line. If conditions are ideal like when all members of the school
community are perfect-school heads, teachers, students, parents, non-teaching personnel and
other members of the outside community – there may be no need for a policy. The truth is
conditions in the school community and in this world are far from ideal and persons that
make the school community are far from perfect and so the need for policies.
One may wonder as to why the Department of Education has issued very stringent
policies and guidelines for PTAs in matters of collecting contributions. Even engaging in any
partisan political activity within school premises is written as one prohibited activity. There
must a history to that. Perhaps malversation of funds and other forms of abuse happened in
the past.
Schools’ policy on the grading system is important for everyone concerned to know
how grades are computed. Both students and parents know how grades are derived
objectively. Percentage weights for each component are clear.
Teachers are guided in their assessment practices. The grading policy ensures
objective assessment practice. Without the grading policy, grading may become highly
subjective.
Similarly, if there are no policies on students’ tardiness and absenteeism, students
may just come in late or absent. The policies on students’ tardiness and absenteeism certainly
will curb tardiness and absenteeism to ensure leaning.

Effective Policy Formulation and Implementation in a School Community Partnership

The policies on grading, student tardiness and absenteeism came from above at
DepEd Central Office. At times there is need for policies from above. But policies do not
need to come from above all the time.
There are times when a school formulates a policy to address a local problem. In fact,
this is how it should be in a school-community partnership. Ideally, a policy must not be
formulated by the school head himself/herself. The school head must lead in the policy
formulation process. The word “lead” implies that an effective policy formulation process.
Must be participatory. This means that it is best that the rest of the school and community be
involved. Two good heads are better than one. Besides participation of school and
community develops a sense of ownership of such formulated policy which ensures a more
effective implementation. This is school empowerment in action. Aside from involving the
school and community in policy formulation, a school head must ensure wide dessimination
and correct and clear understanding of the policy.

ROLES AND COMPETENCIES OF SCHHOL HEADS

Competencies for School Heads: The National Competency-Based Standards for School
Heads (NCBSSH)

In the list of competencies expected of school heads, there are competencies for both
instructional leadership and administrative leadership.

Table 5. The National Competency-Based Standards for School Heads

(Inclosure to DepEd Order No. 32, s. 2010)
Domains and Competency Strands
Domains Competency Strands
Domain 1 1.A. Developing & Communicating Vision,
School Leadership Mission, Goals, and Objectives
(VMGO)
1.B. Data-Based Strategic Planning
1.C. Problem Solving
1.D. Building High Performance Teams
1.E. Coordinating with others
1.F. Leading & Managing Change
Domain 2 2.A. Assessment for Learning
Instructional Leadership 2.B. Developing Programs &/or Adapting
Existing Programs
2.C. Implementing Programs for Instructional
Improvement
2.D. Instructional Supervision
Domain 3 3.A. Setting High Social & Academic
Creating a Student-Centered Learning Expectations
Climate 3.B. Creating School Environments Focused
on the Needs of the Learner
Domain 4 4.A. Creating a Professional Learning
HR Management and Professional Community
Deelopment 4.B. Recruitment & Hiring
4.C. Managing Performance of Teachers and
Staff
Domain 5 5.A. Parental Involvement
Parent Involvement and Community 5.B. External Community Partnereship
Partnership
Domain 6 6.A. Managing School Operations
School Management and Operations 6.B. Fiscal Management
6.C. Use of Technology in the Management
of Operations
Domain 7 7.A. Professionalism
Personal and Professional Attributes and 7.B. Communication
Interpersonal Effectiveness 7.C. Interpersonal Insensitivity
7.D. Fairness, Honesty and Integrity
Core Principle
School heads are competent, committed and accountable in providing access to quality and
relevant education to all through instructional leadership and high degree of professionalism.

There are competencies expected of school heads as instructional leaders and as

administrative leaders. Focused on instructional leadership are Domain 2, which is
instructional leadership itself and Domain 3, creating a student-centered learning climate
which is part of instructional leadership. Related to administrative leadership are Domain 1,
school leadership; Domain 6, school management and operations; and Domain 4, human
resource management and professional development; Domain 5, parent involvement and
community partnership. Domain 7, personal and professional attributes and interpersonal
effectiveness can relate to both instructional leadership and administrative leadership since
this has something to do a teacher’s person-hood which cannot detach from what a teacher
says and does.

Competency Framework for Southeast Asian School Heads, 2014 Edition

As a member of the Association of Southeast Asian Nations (ASEAN), there are

competencies of school heads for Southeast Asia.

Table 6. Competency Framework for Southeast Asian School Heads

Domain: Stakeholder Engagement (SE)
1. (SE) Promoting shared responsibility for
school improvement
2. (SE) Managing education alliances and
networks
3. (SE) Sustaining collaborative relationships 3.1 Support community-based programs and
with stakeholders
Domain: Managerial Leadership (ML)
1. (ML) Managing school resources and
systems
2. (ML) Managing staff performance
3. (ML) Managing sustainable school
programs and projects
1.1 Build trust and lead teams/communities
for school improvement
1.2 Empower the community to work for
enhancement of school performance
2.1 Communicate effectively with different
stakeholders
2.2 Facilitate school community partnerships
and activities
2.3 Promote consensus-building
2.4 Manage conflict and practice negotiation
skills
projects
3.2 Communicate school performance report
to stakeholders
1.1 Manage financial resources
1.2 Manage learning environments
1.3 Manage systems and procedures
2.1 Manage school personnel
2.2 Support professional development of staff
2.3 Recognize staff performance
3.1 Demonstrate program and project
management skills
3.2 Promote school-based programs and
projects that support sustainable

Domain: Instructional Leadership (IL)
1. (IL) Leading curriculum implementation
and improvement
2. (IL) Creating a learner-centered
environment
3. (IL) Supervising and evaluating teachers’
performance
4. (IL) Delivering planned learning outcomes
Domain: Personal Excellence (PE)
1. (PE) Managing personal effectiveness
2. (PE) Acting on challenges and possibilities
3. (PE) Pursuing continuous professional
development
development
1.1 Manage curriculum implementation
1.2 Promote sensitivity of diversity and
differentiated instruction
2.1 Promote learner-centered activities
2.2 Promote a healthy, safe, and inclusive
learning environment
2.3 Promote a culture of peace and respect
for diversity
3.1 Apply appropriate models for supervision
and evaluation
3.2 Nurture teacher leaders
4.1 Promote team-based approaches to
instructional leadership
4.2 Manage assessments to improve teaching
and learning
1.1 Lead by example
1.2 Demonstrate transparency and
accountability
1.3 Practice a balanced healthy lifestyle
1.4 Take pride in one’s profession
1.5 Deliver results
2.1 Manage priorities
2.2 Exhibit decisiveness in addressing
challenges
2.3 Exhibit an enterprising attitude
3.1 Take responsibility for lifelong learning
3.2 Advocate ASEAN values and
perspectives

Domains and Competencies for School Heads in Southeast Asia

Instructional Leadership

Like the NCBSSH for Philippines, the competency framework for Southeast Asian
school heads also include domains for instructional leadership and administrative leadership.
Te domain on Instructional Leadership encompasses 4 competencies: 1 leading curriculum
implementation and improvement; 2 creating a learner-centered environment; 3 supervising
and evaluating teachers’ performance; and 4 delivering planned learning outcomes.

Administrative Leadership

This includes strategic thinking and innovation (Domain 1), stakeholders’ engagement
(Domain 4) and managerial leadership (Domain 5).
Personal excellence, another Domain (Domain 3), relates to both instructional and
administrative leadership. Whatever personal improvement school heads have on their
personal effectiveness by pursuing continuous professional development redounds to
improved administrative and instructional leadership.

School Head and the Community

Like a refrain in a song, the idea that the school and community are partners in the
education of the child has been said repeatedly in the book. Rightly so, to be faithful to the
descriptive title of the course which is The Teacher and the Community, School Culture and
Organizational Leadership. In fact, in this book, a separate chapter was devoted to school and
community partnership to emphasize this significant role of teachers and school heads in
relation to communities. In the NCBSSH, several strands and indicators point to this school
and community partnership. The strands involve internal and external stakeholders in
formulating and achieving school vision, mission, goals and objectives (Domain 1 A) and are
as follows:
- explains the school vision to the general public (Domain 1 A)
- aligns the School Improvement Plan/Annual Improvement Plan with national, regional and
local education policies and thrusts (Domain 1 B)
- communicates effectively SIP/AIP to internal and external stakeholders (Domain 1 B)
- involves stakeholders in meetings and deliberations for decision-making (Domain 1 D)
- provides feedback and updates to stakeholders on the status of progress and completion of
programs abd projects
- creates and manages a school process to ensure student progress is conveyed to students and
parents/guardians regularly (Domain 2 C)
- recognizes high performing learners and teachers and supportive parents and other
stakeholders (Domain 3 A)
- prepares financial reports and submits/communicates the same to higher education
authorities and other education partners (Domain 6 B)
- maintains harmonious and pleasant personal and official relations with superiors,
colleagues, subordinates, learners, parents and other stakeholders (Domain 7 A)
- listens to stakeholders’ needs and concerns and responds appropriately in consideration of
political, social, legal and cultural context

In the Southeast Asian Competency Framework, the following competencies

strengthen school and community partnership. 1 promoting shared responsibility for school
improvement; 2 managing education alliances and networks and 3 sustaining collaborative
relationships with stakeholders.

ESSAY QUESTIONS:

Directions: Write an essay for each question.

1. Why is the teacher’s ethical and professional behavior important in the community?
2. Why must a school head be both a leader and a manager?
3. Why is the School-Based Management important for the school head?
4. How is a positive school culture created?
5. Why are policies important in a school?
6. What are the roles and competencies of school heads?

ACTIVITIES:
Construct a Multiple Choice Test from each topic:
1. The Teacher and the Community: Teacher’s Ethical and Professional Behavior (10 items)
2. Organizational Leadership (10 items)
3. The School Head in School-Based Management (SBM) – (10 items)
4. Creating a Positive School Culture (10 items)
5. School Policies and Their Functions (5 items)
6. Roles and Competencies of School Heads (5 items)

Make your own Answer Key for each Multiple Choice Test.

REFERENCES:

1. David, Randolf S. and Samson, Lara L. (2016). Understanding Philippine Society, Culture
and Politics. Manila: Anvil Publishing Inc.
2. Deal, Terrence E. and Peterson, Kent D. (2016). Shaping School Culture. USA: John
Wiley & Songs Inc.
3. Dewey, John. (1907) The School and Society in “Waste education”. USA: University of
Chicago Press
4. Prieto, Nelia G., et al. (2019). The Teacher and the Community, School Culture and
Organizational Leadership. Metro Manila: Lorimar Publishing Incorporated
5. Schwahn, Charles J. and Spady, William G. (2010). Learning Communities 2.0 Educating
in the Age of Empowerment. USA: Rowman & Littlefield Publishing Group, Inc.in the
Age of Empowerment. USA: Rowman & Littlefield Publishing Group, Inc.