Basic Concepts

The Teacher and the Community, School Culture and

Organizational Leadership
Education is not the sole responsibility of the
school, administrator and teachers.
-But they are the one who helps in developing
the totality of the student to become highly
competitive person in the society.
In the Philippine context...
...the Code of Ethics for Professional Teachers
explicates the varied roles of teacher (education) in
relation to different internal and external groups or
stakeholders such as the learners, parents, community,
state and etc...
These stakeholders are whom the
teachers relate or work with for the
education of the child.
❑ Society
❑ Community
❑ Education
❑ Social Interaction
❑ School Culture
Society
❑a group of individuals involved in
persistent social interaction, or a large
social group sharing the same spatial or
social territory, typically subject to the
same political authority and dominant
cultural expectations.
Societies
❑ are characterized by patterns of
relationships (social relations) between
individuals who share a distinctive culture
and institutions; given society may be
described as the sum total of such
relationships among its constituent of
members.
Societies
❑ are characterized by patterns of
relationships (social relations) between
individuals who share a distinctive culture
and institutions; given society may be
described as the sum total of such
relationships among its constituent of
members.
Societies
Societies
Societies
 Community
❑ a community is a social unit (a group
of living things) with commonality
such as norms, religion, values,
customs, or identity.
❑ Communities may share a sense of
place situated in a given geographical
area (e.g. a country, village, town, or
neighborhood) or in virtual space
through communication platforms.
 Different Types of
Communities
Community Definition
Interest Communities of people who share the same interest or
passion.
Action Communities of people trying to bring abouthange.
Place Communities of people brought together by geographic
boundaries
Practice Communities of people in the same profession or undertake
the same activitie
Circumstances Communities of people brought together by external events/
situations.
 SCHOOL
❑ is a social institution, an established organization
having an identifiable structure and set of
functions meant to preserve and extend social
order. Its primary function is to move young
people into the mainstream of society
 School
❑ Institution created by the society - to assure
survival, stability and convenience
❑ School introduces and trains each child of society
with the spirit of service and effective self-
direction”. (Dewey)
❑ Have the deepest and best guaranty of larger
society which is worthy, harmonious and lovely”
(Dewey).
 TYPES OF SOCIAL INTERACTION
1. Exchange An exchange is when you do something in return or for a reward.
2. Competition Occurs when two or more people or groups oppose each other to
achieve the goal.
3. Conflict Conflict is the deliberate attempt to control a person by force to oppose
someone or to harm another person.
The main emphasis of conflict is to defeat the opponent.
4. Cooperation Occurs when two or more people or groups work together to achieve a
goal tat will benefit more than one person.
Cooperation is a social process that gets things done.
5. Accommodation Is a state of balance between cooperation and conflict.
 FORMS OF ACCOMMODATION
1. Compromise A compromise occurs when two parties both give up
something to come to a mtual agreement.
2. Truce A truce brings a halt to the conflict until a compromise can be
reached.
3. Mediation Mediation happens to involve calling a third party who acts as
an adviser or counselor to help solve the argument.

4. Arbitration Arbitration is when a third party makes a decision that is

binding on both parties.
 Teachers
❑ licensed professional who possesses dignity and
reputation with high moral values as well as
technical and professionl competence.
❑ s/he adheres to observe, and practice set of
ethical and moral principles, standards and
values’ (Code of Ethics for Professional
Teachers, 1997)
❑ Accordingly, the nature and interplay of the
before mentioned concepts of the provisions of
the Philippine Constitutions and the Code of
Ethics for Professional Teachers are based in
the “1987 Constitution of the Republic of the
Philippines”.
❑It is reflected in the Article XIV of the
1987 Constitution of the Philippines
stipulates provisions pertaining to
the roles and duties of education.
Societies
Societies
 SCHOOL CULTURE
❑ Defined as the guiding beliefs and values evident
in the way a school operates. (Fullan, 2007)
❑ It is used to encompass all the attitudes, expected
behaviors and values that impact how the school
operates.
 PHILOSOPHICAL
PERSPECTIVES

The Teacher and the Community, School Culture and

Organizational Leadership
 Which methods and
approaches shall best
help me serve the What subjects will be
Why does the school purpose of the school? of value to the
existed? students?

PHILOSOPHY
A.Philosophical Perspectives
Classical Philosophies Modern Philosophies
-Idealism -Perennialism
-Realism -Progressivism
-Existentialism -Humanism
-Pragmatism

Post Modern Philosophies

1
 IDEALISM
 Socrates, Plato
 Believes in two forms of the world: spiritual and
material
 Prime aim of life : to achieve spiritual values of
truth, beauty, goodness(undying values)
 ideas are the only true reality,more important than
objects and materials.
 IDEALISM
In education
 Plato; since an individual as his own version of
ideal self, (life, dreams that he wants to achieve)
 school have to help this learner attain this “ideal
self”.
 Character development: is through emulation of
examples and heroes.
 IDEALISM
In education
 Discover-student’s full potential, fullest
development of ones personality.
 Serve the society better.
 Emphasis-Philosophy, Literature, Religion, History
 REALISM
❑ Aristotle, St. Thomas
❑ Actualities of life- what is real
❑ Ultimate reality is the world of physical objects
(the world is materials)
❑ Reality is independent of the human mind.
 REALISM
In education
 Most effective way to find about reality-study it
though organized, separate and systematically
arranged matter.
 Science and Mathematics,Nature, Science,
Vocation
 Medium of instruction: mother tongue-foundation
for all subjects and livelihood.
 Character development is through training in the
rules of conduct.
 EXISTENSIALISM
 Jean Paul Sartre and Soren Keigeraad “existence
precedes essence”.
 Philosophy of Subjectivity
 People are free to choose what to make their own
lives and their individual passions are what drive
them
 EXISTENSIALISM
In education
 Concern : to help students understand and
appreciate themselves.
 Role: to help students define their essence by
exposing them to various paths they take in life.
 creating an environment in which they freely choose
their own preferred way.
 Since feeling is not divorced from reason in decision
making, the existensialist demands the education of
the whole person, “ not just the mind’.
 EXISTENSIALISM
In education
 Teacher- helps students define their essence.
 Holistic development-make good decisions
 Learner-centered
 PERENNIALISM
 Robert Hutchins, Mortimer Adler
 Ageless, eternal, unchanged
 Truth-universal-does not depend on
circumstances of time, place, and person
(transcended truths and values)
 PERENNIALISM
In Education
 We are all rational animals. Schools should,
therefore, develop the students’ rational and moral
powers.
 According to Aristotle, if we neglect the students’
reasoning skills, we deprive them of the ability to
use their higher faculties to control their passions
and appetites.
 PERENNIALISM
In Education
 What the perennialist teachers teach are lifted
from the Great Books.
 History, religion, literature (Past ideas- relevant )
understand the great work of civilization.
 PERENNIALISM
In Education
 Teacher-centered
 Students engaged in Socratic dialoques, or mutual
inquiry sessions to develop an understanding of
history’s most timeless concepts.
 PROGRESSEVISM
❑ John Dewey “Learning by Doing”
❑ Contrasted-essentialism and perrenialism
❑ Change and growth
❑ Learners-enlighten and intelligent to fully live
NOW.
 PROGRESSEVISM
In education

-Progressivist teachers teach to develop learners

into
becoming enlightened and intelligent citizens of a
democratic society.

-This group of teachers teach learners so they may

live
life fully NOW not to prepare them for adult life.
 PROGRESSEVISM
In education

- Progressivist accept the impermanence of life and

the
inevitablity of change

-Change is the only thing that does not change .

Hence,
progressivist teachers are more concerned with
teaching the learners the skills to cope with
 HUMANISM
 Carl Rogers, Abraham Maslow
 -emphasizes the study of the whole person and
inner feelings.
 Humanism is a movement organized to gain for a
man proper recognition in the universe
 Man is considered an end and not a means
 Man is free agent
 HUMANISM
Humanisim operates two principles
1. Modern man must learn from history
2. Man comes to recognize pieces.
 HUMANISM
❑ In education
❑ Educational Programs should foster an admiration
and love for ancient cultures.
❑ These serves as an important source for growth of
human civilization.
❑ The younger generation should learn to respect
the wisdom of the scholars as it relate s to the
fields of human values