Education 13-The Teacher and the Community, School Culture, and Organizational Leadership

Unit I- The Teacher Time Frame

and the
Community

L 1: The School as a After the completion of this course, the students must have: 2 Weeks
Social Institution 1. Articulated the rootedness of education in the philosophical, socio-cultural, historical, legal, and political
context
1.1. Social System 2. Established school-community partnerships to enrich the learning environment and to strengthen the
& community’s engagement in the educative process
Philosophies 3. Linked teaching-learning to the experiences, interests, and aspirations of the wider school community and
other stakeholders
L 2: The School as a 4. Demonstrated fulfillment of the professional obligation to uphold professional ethics, accountability, and
Learning transparency
Community 5. Promoted professional and harmonious relationships with internal (learners, parents, fellow teachers, and
school head) as well as external stakeholders (local officials, NGOs, alumni, and all others in the wider
2.1. Roles ofTeachers: community)
Instruction, 6. Discussed leadership and management styles that establish positive school culture for effective school
Research, performance
Extension

L 3: Roles of teachers in
Glocal Community

The School as a Social Institution:

SO Kinds of Social Institutions

1. Family 2. School 3. Church 4. Media 5. Government 6. Business 7. Emerging Institutions

 Sociologists offered different theoretical perspectives that are anchored on the concept that school is an open system
 They explain the relationship between the school and the society in order for educators to understand how the school, as a
social institution of society, interact with the social environment as they perform their important role in their unique way either
as agents of cultural and social transmission or as agents of social transformation. (Social Dimensions in Philippine
 Education, p. 27).
The Nature of Education

 Schools, by their very nature are social organizations. (Ballantine, 1989) Because of the nature of education, the study of
school systems becomes the concern of sociologists. Sociologists study the social issues and concerns in education which
impact on socialization. (Bago, p. 1).

The Role of Schools

Dr. Adelaida Bago, in her book Social Dimensions in Philippine Education, stresses that there are
two purposes or roles of schools.

1. to educate citizens to fit into society.

2. to educate citizens to change the society.

The specific purposes of the school are the following:

a. Cognitive Purposes - teaching the basic cognitive skills such as reading, writing
and speaking.
b. Political Purposes - inculcation of patriotism or loyalty to the existing political order.
c. Social Purposes - concerns with the socialization of citizens into their various roles
in society.
d. Economic Purposes - involves training and preparation of citizens for the world of
work.

Schools as Open System

 Schools are open systems that draw their inputs and send back their outputs to the environment. (Bago, p. 6) An open
system, like a living organism, has a homeostatic nature.
 Homeostasis is the property of open systems to regulate its internal environment to maintain stable constant condition. This
is done through internal regulation mechanisms of inter-related and interacting parts that counteract any departure from the
normal or usual.
 ENVIRONMENT

IMMEDIATE SECONDARY

School Board Technology

PTA Political
Teacher Unions Economic
Local Government Cultural Values
Community Pressure Group Religious

FEEDBACK LOOP

SYSTEM MODEL OF EDUCATION

THEORETICAL PERSPECTIVES

 Sociologists make use of theoretical perspectives. These theories are:

1.) Functionalists and Conflict Theories- focused on macro-level of sociological analysis,
2.) Interaction theory focuses on the micro level analysis.

1. The Functionalist Theory (otherwise known as equilibrium theory).

 The key terms in this theory are interdependence and consensus. The consensus is the normal state of society (Ballantine,
1989). Social equilibrium is achieved through the process of socialization of members into the basic values and norms of
particular group so that consensus is reached. The different parts or members of the society are interdependent, grouped
and organized to form a system.

a. Talcott Parsons – conceptualized society as a collection of systems within systems (McLeland, 2000).

b. Emile Durkheim - believed that education plays a significant role in creating moral unity, which is an imperative in social
cohesion and harmony. (Bago, p. 10) Durkheim defined education and the concerns of sociology as follows:

 “Education is the influence exercised by adult generations on those that are not yet ready for social life.
 Its objective is to arouse and to develop in the child a certain number of physical, intellectual and moral states which are
demanded of him by both the political society as a whole and special milieu for which he is specifically destined . . .”
(Ballantine, p. 7)

2. Conflict Theory –
 Assumes a tension in society and its parts due to competing interest of individuals and groups. Adherents of this theory
argue that what holds society together is economic, political, cultural, military power and not shared values alone. The social
order is based on the stability of dominant groups to impose their will on others who are powerless. (Bago, p. 13) The
Conflict theory is based on four interlocking concepts: competition, structural inequality, revolution and war.

a. Karl Marx -
 The founder of the conflict school of thought believed that because the class system separates the employers from workers
and workers from the benefits of their own labor, class struggle is inevitable. According to him, inevitably, the workers would
overthrow the capitalists and establish a new society where the proletariat could freely avail of the benefits of their labor
(Conflict Theory, 2000).

b. Max Weber -
  The father of bureaucratic thought was convinced that although power relations between dominant and powerless groups
shape society, class differences alone could not fully explain the complex ways human beings form hierarchies and belief
systems and make them work. Weber examined status cultures as well as class positions. According to him, the main
activity of schools is to teach particular “status cultures” both in and outside the classroom. (Bago, p. 17)

3. Interaction Theory
 The focus of the interaction theory is the communication and the relationship that exists among and between groups in
education – peers, teachers-students, teacher-principal and teacher-parents. (Ballantine, 1989).
 The concern is to study the social-psychological questions that impact on normative attitudes, values, aspirations and self-
concepts of particular groups that in turn impact on the teaching-learning process. (Ibid., p. 18)

a. Labelling Theory - this theory is related to expectations. For instance, in general, the expectations of significant others on the
learners, determine to a large extent of the behavior of students. To this extent, the processes by which students are labeled
either as gifted or learning disabled, fast or slow learner, smart or dumb, affect the quality as well as the extent and speed of
learning. (Ibid. p. 24)

b. Exchange Theory – is based on the concept of reciprocity or “katugunan”. (Jocano, 1998) Reciprocal interactions bind
individuals (teachers, students, parents, administrators) with obligations. The consequences of interaction are rewards and
benefits.
Interaction in Philippine Education Setting

Jocano (1998) proposed a social framework that could be used as basis for understanding the relationships and interaction between
and among groups in the Philippine education setting. The framework shows the interlocking and interfacing of relationships of kinship and
family, socialization practices and cultural themes that impact on the school system. (Bago, p. 19)
 Social Framework Socialization Cultural Theme

THE FOUR PILLAR S OF EDUCATION

1. Learning to Know
 Acquiring the instruments of understanding
2. Learning to Do
 Acting creatively in an environment
3. Learning to Be
 Developing one’s personality and acting with greater autonomy, judgment, and personal reponibility
4. Learning to Live Together
 Participating and cooperating with other people in all human activities.

I INTERCULTURAL COMMUNICATION

Six Components for Effective Communication Barriers to Communication

1. Sender 1. Semantics
2. Message 2. Filtering of Negative Information
3. Channel 3. Lack of Credibility of Sender
4. Receiver 4. Mixed Signal
5. Feedback 5. Different Frames of Reference
6. Environment 6. Value Judgments
7. Information Overload
8. Poor Communication skills