EDUC 16.

THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE

AND ORGANIZATIONAL LEADERSHIP
Module 05. Principles on School Culture and Organizational Leadership in Education

I. INTENDED LEARNING OUTCOMES

LO1. Determined and described the different concepts and principles of school culture
and organizational leadership in education.
LO2. Cited situational applications of the concepts and principles in school setting.
LO3. Gained concepts about leadership and administration.
LO4. Reflected on teacher empowerment as a key to educational leadership development.

II. LEARNING CONTENTS

SCHOOL CULTURE
Meaning and Concepts of School Culture
School culture generally refers to the beliefs, perceptions, relationships, attitudes, and written and
unwritten rules that shape and influence every aspect of how a school functions. But the term also encompasses
more concrete issues such as the physical and emotional safety of students, the orderliness of classrooms and
public spaces, or the degree to which a school embraces and celebrates racial, ethnic, linguistic, or cultural
diversity. https://www.edglossary.org/school-culture/

The Eight Principles of School Culture by Michael Peterson, 2007

http://www.wholeschooling.net/WS/WS%208%20Principles.html

Create a culture for high learning and achievement. Many schools, it seems, have systematically
created conditions that assure that many children are left behind. Schools make a difference and we need to pay
careful attention to what helps and what hurts. We need schools that provide a sense of care and community,
engage children in learning how to make decisions, use power, and be responsible, involve students in authentic
learning connected to their own lives. This provides the foundation for high learning and achievement for all
students.

1. Create learning spaces for all. Good teaching starts at the beginning of the year – organizing the space of the
classroom in ways that can support effective teaching practice and learning for all students. The teacher
creates
space that encourage children to work together, has places to be alone, and provides materials for all to use
in
an efficient manner.
2. Empower citizens for democracy. If we are serious about helping children become empowered citizens in a
democracy, schools must involve children in sharing power and decision-making in the daily life of the
classroom. Further, democracy must be an integral part of the culture of a school among adults- collaboration
among staff in partnership with parents and the community.
3. Include all in learning together. For students to learn well, to be prepared to function in a diverse society,
they must be exposed to people with diverse characteristics. Students learn at deeper levels when they are
part
of heterogeneous classrooms. Thus, we seek schools in which All children learn together across culture,
ethnicity, language, ability, gender, & age, where separate pull-out programs and ability grouping in
the classroom are used seldom if at all.
4. Build a Caring Community. Effective schools that serve truly diverse students in authentic and democratic
learning must work together to build a community and provide mutual support within the classroom and
school.
When students engage in behaviors that are challenging, staff understand that these are expressions of
underlying needs of students and seek to help students find positive ways to meet their needs. Teachers,
Staff and School Administrators make commitments to caring for and supporting such students in their
school.
5. Support Learning. Support in learning is needed by teachers and children alike. Schools use specialized
school
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 and community resources (special education, gifted education) to strengthen the general education
classroom.
Support personnel collaborate with the general education instructor to include children with special needs in
classroom activities and to design effective instruction for all students.

6. Partner with Families and the Community. Educators build genuine collaboration within the school and
with
families and the community; engage the school in strengthening the community; and provide guidance to
engage students, parents, teachers, and others in decision-making and direction of learning & school
activities.
7. Teach all using Authentic, Multi-level Instruction. We expect students to function at a range of ability
levels,
each being supported and encouraged to move to their next level of competence, yet without ability grouping
or segregation. In such schools teachers design instruction for diverse learners that engages them in active
learning in meaningful, real-world activities at multiple levels of ability, providing scaffolds and adaptations
as needed.

8. Assess Students to Promote Learning. Effective schools go far beyond using standardized tests. Rather
authentic, curriculum-based assessment is used to determine what students know so that learning strategies
can
be targeted to help them go to the next level of performance. Systematic tools are also used to help
understand
how a student best learns to target instructional strategies most effectively.

Significant Roles of School Principal and Teachers in Establishing Positive School Culture

A positive school climate and atmosphere is one where individuals are valued, cared for and respected.
Such atmosphere contributes to effective teaching and learning and to genuine communication, both within and
outside

Appropriate strategies for creating a positive climate and atmosphere include the following:
1. building effective communication with the school;
2. catering for individual needs;
3. creating a health-promoting physical environment;
4. developing democratic processes;
5. enhancing self-esteem.
6. fostering respect for diversity;
7. fostering inclusive and respectful language;
8. developing appropriate communication between home and school; and
9. developing a school approach to assessment.

Teacher Leadership
What s Teacher Leadership? This refers to that set of skills demonstrated by teachers who
continue to teach students but also have an influence that extends beyond their own classrooms to
others within their own school and in elsewhere. Opportunities for teacher leadership came in the
“form of career ladder and mentor teacher programs.”

There are two tracks in the teaching profession, namely classroom teaching, and educational
administration.

Philippine Government Educational Policies for Professional Development of Teachers

1. RA No. 7836 known as the “Philippine Teachers Professionalization Act of 1994” promotes
quality education by proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession.”

2. DepEd Oder No. 42, s. 2017 entitled National Adoption and Implementation of the Philippine
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 Professional Standards for Teachers. The Order aims to:
a. set out clear expectations of teachers along well-defined career stages of professional
development from beginning to distinguish practice;
b. engage teachers to activity embrace a continuing effort to attaining proficiency; and

c. apply a uniform teachers to asses teachers performance, identify needs, and provide
support for professional development.

Developmental Patterns of Teacher Leadership

The developmental patterns and approaches to teacher leadership are anchored on the definition of
leadership as “ a social influence process aimed at achieving some collective or organizational end.

As a social process, leadership permeates organizations rather than residing in particular people or
formal
positions of authority.

The patterns of teacher leadership involving teacher research, distributive leadership and self-managed
teams have significant implications to school leadership, a “substantial shift individual to collective
leadership.”
The concept of teacher research carries with it an enlarged view of the teacher’s role- as decision maker,
consultant, curriculum developer, analyst, activist, school leader.
Distributive leadership patterns describe that teachers “can and do leadership tasks inside and outside
positions of authority by virtue of their knowledge and skills different personnel might perform leadership
tasks.”

In the 21st century education, there is an emphasis on self-managed teams for promoting teacher
collaboration, improving teaching and learning process in line with the 21st century skills of teachers.

Organizational Leadership In Education

Meaning of Educational Leadership
Educational leadership—sometimes called teacher leadership—refers to an educational system
approach that unites everyone under a common goal and a core set of values.
https://soeonline.american.edu/blog/educational-leadership/

Educational leadership is a process and systematic approach in managing and directing the total program of
the school, and all those who are involved in the attainment of the goals of education. Laine T. Tumamang.

Major Functions of School Administration

https://www.yourarticlelibrary.com/educational-management/educational-administration/top-8-
functions-of-educational-administration/63732

1. Development of Human Personality

2. Provide and Ensure Proper Utilisation of Human and Material Resources
3. Make the Learner Active in the Educational Programme
4. Provide Adequate Physical Facilities
5. Adhere the Legal Provision of the Programme Strictly
6. Decision Making in Respect of Finance
7. Keep and Maintain Co-Operation with the Society
8. Deal with the Problem of Curriculum Construction

Role of School Supervisors

Provide guidance and instructional supervision to school heads by observing and gathering data on
their strengths and development needs and then coaching them towards improved
leadership practices.
https://www.google.com/search?q=functions+of+school+supervisor&oq=&aqs=chrome
.0.35i39i362l8.48962193j0j15&sourceid=chrome&ie=UTF-8
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 Major Functions of Administration and Management
https://www.yourarticlelibrary.com/education/4-major-functions-of-educational
-administration-in-india/45233
1. Planning:
Planning is an essential component. It is a useful exercise to be undertaken by the administrators.
It involves systematic, organised and an articulated scheme of working. So planning can be thought
of at the beginning of the session.
2. Organizing
The effective and efficient work of the school depends upon the good organisation. The essential
element of the organisation is people: what they do and how they work together.
So for good organisation, the administrator should define the purpose, analyze and identify tasks
required to meet these objectives, allocate related activities to other staff, provide for management
and coordination of activities at each level of responsibility and lastly establish a reporting and
communication channel.
3. Directing
Direction involves getting the work done through instructions and orders. There should be proper
supervision, motivation and communication on the part of the administrator for getting the work
done. The ultimate aim is to see that work is accomplished according to policies and programmes
and given instructions. Directing involves exercising leadership motivating people, determining
accountability and developing guidelines for action.

4. Controlling
Controlling involves measuring and monitoring performance, comparing results with plans and
taking corrective action when required. It indicates how far the goals have been achieved and to what
extent there is deviation from the plans. The basis of control is measurement. Control deals with the
difference between planned and actual performance.

So administration is concerned with managing resources, allocating tasks, making decisions and
solving problems. The function is to create favourable conditions for the educational process and their
maintenance at an effective level. For effective organisation, good administration should involve
planning, organizing, directing, motivating, controlling and decision-making.

Four Major Types of Leadership

https://www.theedadvocate.org/4-major-types-of-educational-leadership/

1. Servant Leadership takes the focus from the end goal to the people who are being led. There is no
sense of self-interest on the part of the leader, who steps back and supports only the interests of the
followers. Guidance, empowerment and a culture of trust are hallmarks of this style of leadership.
A servant leader puts complete trust in the process and in his or her followers, assuming that those
within the organization will align with its goal.
2. Transactional Leadership is concerned primarily with the exchange of goods and services. Give
take is the hallmark of transactional leadership – it is indeed modeled just like a business transaction.
Of course the employer/employee relationship is largely transactional as is. Employers need
done and employees do that work in exchange for money.
In education, there is often more at stake for employees who quite often understand their jobs to be
more than just a simple exchange of services for money, but rather see their higher purpose. Money is
therefore not the motivating factor.
3. Emotional Leadership is concerned with the feelings and motivations of followers. It takes the focus
completely to the other side of the spectrum – demanding that leaders be emotionally intelligent
themselves and then to motivate through the use of that emotional intelligence.

In emotional leadership, the leader taps into their emotional center in order to find the path to guiding
their followers. It is concerned with good and harmonious relationship between the leader and
subordinates, and among the people in the organization.

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 4. Transformational Leadership takes from each of the other kinds of leadership its best qualities and
then uses those, along with a deep sense of shared purpose, to motivate subordinates.
Transformational leadership takes a broad view of the issues surrounding leadership and then uses
those as a driving force for meeting the overall goals of the organization.

Transformational Leadership is a management philosophy that encourages and inspires employees

to innovate and develop new ways to grow and improve the path to an institution’s
future success. Using this method, a leader gives trusted employees the independence to
make decisions and support new problem-solving approaches.
https://www.techtarget.com/searchcio/definition/transformational-leadership

Transformational Leadership Qualities:

1. Understanding what needs to change
2. Ability to stimulate the intellect
3. Knack for encouraging participation
4. Talent for genuine communication
5. Loyalty
6. Sense of the bigger picture
7. Personal integrity
8. An inspiring bearing/presence

When It Works: Transformational Leadership allows employees to see clearly the vision and goals for
the organization, and employees remain loyal and productive while working to accomplish their
mission. Transformational Leadership creates workplace harmony as everyone is working together, and
the lines of communication are always open between employees and leadership.

When It Doesn’t Work: While a fully engaged and committed group is what every leader wants,
Transformational Leadership has been known to contribute to burnout as employees work continuously
to achieve goals. This approach also requires constant communication and feedback between leadership
and the employees, and if those lines are severed in any way, the latter can feel left out of the big picture.

Kinds of Leadership Style

1. Autocratic Leadership
Also known as Authoritarian Leadership, an Autocratic Leadership style can easily be summed
up by the command, “Do as you’re told.”
In Autocratic Leadership, direction comes from the top, a singular figure who leads a company
or team. An autocratic leader determines strategy, policies, procedures, and the direction of the
organization, dictating everything to subordinates. Authoritarian leaders are not focused on collaboration
with those in their circle, they are rarely interested in feedback, and they prefer to hold all of the power
and be in charge.
In Lewin’s research, he witnessed four behaviors and results of the Authoritarian Leadership style:

1. All determination of policy is by the leader.

2. Techniques and activity steps are dictated by the authority, one at a time, so that future steps or
techniques are uncertain.
3. The leader usually dictates the particular work task and work companions of each member.
4. The dominator is “personal” in his praise and criticism of the work of each team member, but is aloof
from active group participation, except when demonstrating. He is friendly or impersonal rather than
openly hostile.
Qualities: Autocratic leaders often possess qualities subordinates look up to, such as decisiveness,
self-confidence, and a steadfast, focused commitment to the goal.
When It Works: While Autocratic Leadership and the “Don’t question my commands” approach
doesn’t sound like fun, there are occasions when this leadership style can be appropriate and effective,
such as in urgent or chaotic situations that require someone to reign in the team and make a prompt
and effective decision.
When It Doesn’t Work: Employees working under an autocratic leader may feel micromanaged, and
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 because all directives come from one person at the top, they may become dependent on that person for
direction and incapable of making business decisions on their own.

2. Democratic Leadership
Also known as Participative Leadership, the Democratic Leadership approach involves gathering input from
your subordinates and team members so everyone has a chance to contribute to the decision-making
process. Democratic leaders are still the decision-makers, but their approach allows others to feel engaged
and have a stake in the final outcome. Democratic leaders excel at sparking creativity among subordinates,
and projects are enhanced when positive contributions come from all sides.
Lewin’s research into the Democratic Leadership style uncovered these four behaviors and results:
1. All policies were a matter of group discussion and decision, encouraged and assisted by the leader.
2. Activity perspective was gained during the first discussion period. General steps to group goal were
sketched, and where technical advice was needed, the leader suggested two or three alternative
procedures from which a choice could be made.
3. The members were free to work with anyone, and division of tasks was left to the group leader.
4. The leader was “objective” or “fact-minded” in his praise and criticism and tried to be a regular group
member in spirit without doing too much of the work.
Qualities: Democratic leaders possess a curiosity that drives their desire for input from all sides. Their
desire for a participative environment also makes them great communicators, and subordinates often find
them easily approachable.
When It Works: A democratic approach to leadership yields positive results when the group feels part of
the solution. This leads to more creative input and often heightens employee morale.
When It Doesn’t Work: Not every leader achieves success with the democratic approach. Inevitably, there
will be employees who feel left out because their ideas or solutions were not chosen. Further, placing
confidence in the group to posit solutions can be problematic if the group is not skilled or trained to
answer the call.

3. Laissez-faire Leadership
Don’t let the name deceive you. Laissez-faire Leadership is not a “Who cares?” approach. Rather, it
involves empowering your employees, being hands-off, and trusting them to accomplish the task at hand
without constant questions or micromanagement. Laissez-faire leaders leave decisions to their employees,
while staying available to provide feedback when necessary.

According to Lewin, Laissez-faire leaders exhibit four common behaviors and results:
1. Complete freedom for group or individual decision, without any leader participation
2. Various materials supplied by leader, who made it clear that he would supply information when asked,
but took no other part in work discussions
3. Complete nonparticipation by leader
4. Very infrequent comments on member activities unless questioned, and no attempt to participate or
interfere with the course of events

Qualities: Laissez-faire leaders are excellent at delegating, and they instil confidence in employees when
assigning them tasks without oversight. They are capable of providing constructive criticism when needed,
and are often seen as trusting, as they willingly place responsibilities in the hands of employees.
When It Works: The Laissez-faire approach often leads to faster decision-making, as employees don’t
need to ask a higher up for approval. It is also especially effective in scenarios where the employees or
groups are already trained and skilled for the task at hand. These workers are fully competent and don’t
require supervision, and when they’re empowered by a Laissez-faire leader, they may feel more
accomplished when they complete their task without a guiding hand or directive.
When It Doesn’t Work: Hands-off can be problematic when your team doesn’t fully understand the
mission. Further, Laissez-faire leaders may find that without direction or oversight, employees don’t
accomplish as much, or anything at all. Unless you have complete confidence in your employees and their
collective ability to complete a task without close supervision, you may reconsider this approach.

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 EDUC 16. THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE
AND ORGANIZATIONAL LEADERSHIP
Module 05. Principles on School Culture and Organizational Leadership in Education

. III. GRADED LEARNING ACTIVITY

LEARNING TASK 11. Simple Survey on School Culture and Leadership Organization