THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
MIDTERM EXAM REVIEWER
WEEK 1: SOCIOLOGICAL PERSPECTIVE ON
EDUCATION
FUNCTIONALISM
- According to functionalists, society is
relatively stable, which means that things
occur in society for a specific function and
those functions help maintain stability.
- Social institutions such as the family,
economy, educational system, and political
system are critical for society to function
properly.
FUNCTIONALIST THEORY
- Proposed by Emile Durkheim
- This theory is based on the assumption that
a society is a complex system which works
together to promote stability.
- It emphasizes the way in which each part of
a society contributes to the whole so as to
maintain stability.
THE FUNCTIONALIST PERSPECTIVE ON EDUCATION
- As for the functionalist perspective, the
school serves very similar functions and the
five main social functions of education have
been identified as:
1. Socialization
2. Social Control
3. Selection and Allocation
4. Assimilation
5. Social Innovation and Change
CONFLICT PERSPECTIVE
- A macro-level approach that was founded
by Karl Marx
- Conflict theory looks at society as a
competition for limited resources
- Power and economic wealth
CONFLICT THEORY IN EDUCATION
1. Stratification Tool for Capitalist Society
2. Social Control
SYMBOLIC INTERACTIONISM
- Coined by Herbert Blumer
- Symbolic Interactionism focuses on how
communication influences interactions and
relationships between individuals.
- View society as the product of the shared
symbols.
BLUMER’S PREMISE REGARDING SYMBOLIC
INTERACTIONISM
1. Human beings act towards things on the
basis of the meaning they have for them.
2. The meaning of such things derives from
the social interaction one has with others.
3. These meanings are handled in and
modified through an interpretive process.
SYMBOLIC INTERACTIONISM IN EDUCATION
- Classroom
- Playground
- Other school venues
SELF-FULFILLING PROPHECY
- defined by Robert Merton as " a false
definition of the situation evoking a new
behavior which makes the originally false
conception come true.”
WEEK 2: SCHOOLS AND SOCIAL INSTITUTIONS
SOCIAL INSTITUTIONS
- is a group of social positions, connected by
social relations, performing a social role.
- Any institution in a society that works to
socialize the groups of people in it
- It is a major sphere of social life organized
to meet some human needs.
CHARACTERISTICS OF SOCIAL INSTITUTION
1. Institutions are purposive.
2. Relatively permanent in their content.
3. Institutions are structured.
4. Institutions are a unified structure.
5. Institutions are usually value-laden.
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MIDTERM EXAM REVIEWER
FUNCTIONS OF SOCIAL INSTITUTION
1. They simplify social behavior for the
individual person and provide every child
with all the needed social and cultural
mechanisms through which he can grow
socially
2. They provide ready-made forms of social
relations and social roles for the individual.
3. They act as agencies of coordination and
stability for total culture.
4. They tend to control behavior. They contain
the systematic expectations of the society.
5. Social Institutions can take many forms,
depending on the social context.
6. It may be a family, business, educational, or
political institution.
FAMILY
- Primary social institution
- The basic unit of society.
- Kinship is a social bond based on common
ancestry, marriage, or adoption.
TYPES OF FAMILY
1. Nuclear Family - a single family
2. Extended Family - with relatives
RELIGION
- a social institution involving beliefs and
practices based on a conception of the
sacred.
- According to Emile Durkheim, religion
involves “things that surpass the limits of
our knowledge”.
ECONOMY
- The economy is the social institution that
organizes the production, distribution, and
consumption of a society ' s goods and
services
ECONOMIC SYSTEM
- Capitalism - free market economy
- Communism - total control
- Socialism.- flexible methods
GOVERNMENT
- A government is an institution entrusted
with making and enforcing the rules of
society as well as with regulating relations
with other societies.
THE ROLE OF THE GOVERNMENT ON EDUCATION
- Article XIV, Section 1, of the 1987
Constitution provides that, "The State shall
protect and promote the right of all citizens
to quality education at all levels, and shall
take appropriate steps to make such
education accessible to all."
EDUCATION
- A social institution through which a society '
s children are taught basic academic
knowledge, learning skills, and cultural
norms.
PHILIPPINE AGENCIES HANDLING EDUCATION
1. Department of Education (DepEd)
2. Commission on Higher Education (CHED)
3. Technical Education and Skills Development
Authority (TESDA)
WEEK 3: PPST DOMAIN 6
PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS
- previously known as the NCBTS or the
National Competency-Based Teacher
Standards. It was developed for the reason
that there are recent events that happened
in our world that affected our country and
eventually the educational field.
- Department Order No. 42, s. 2017
SEVEN DOMAINS OF PPST
1. Content Knowledge and Pedagogy
- teachers’ mastery of content
knowledge and its interconnectedness
within and across curriculum areas
2. Learning Environment
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 THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
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- centers on creating an
environment that is
learning-focused
3. Diversity of Learners
- underscores the importance of
teachers’ knowledge and
understanding of, as well as
respect for, learners’ diverse
characteristics
4. Curriculum and Planning
- encompasses their ability to
translate curriculum content into
learning activities that are relevant
to learners
5. Assessment and Reporting
- concerns the use of assessment
data in a variety of ways to inform
and enhance the teaching and
learning process and programs.
6. Community Linkages and Professional
Engagement
- expects teachers to identify and
respond to opportunities that link
teaching and learning in the
classroom to the experiences,
interests and aspirations of the
wider school community and other
key stakeholders.
7. Personal Growth and Professional
Development
- accentuates teachers’ proper and
high personal regard for the
profession by maintaining qualities
that uphold the dignity of teaching
such as caring attitude, respect and
integrity.
CAREER STAGES
1. Stage 1: Beginning Teachers
They have gained the qualifications recognized for
entry into the teaching profession. They have a
strong understanding of the subjects/areas in which
they are trained in terms of content knowledge and
pedagogy. They possess the requisite knowledge,
skills and values that support the teaching and
learning process. They manage learning programs
and have strategies that promote learning based on
the learning needs of their students. They seek
advice from experienced colleagues to consolidate
their teaching practice.
2. Stage 2: Proficient Teachers
Professionally independent in the application of skills
vital to the teaching and learning process.
3. Stage 3: Highly Proficient Teachers
They have consistently displayed a high level of
performance in their teaching practice.
4. Stage 4: Distinguished Teachers
They embody the highest standard for teaching
grounded in global best practices.
FUNCTIONS OF CAREER STAGE 1 OR BEGINNING
TEACHER UNDER DOMAIN 6
6.1 Establishment of Learning Environment that are
Responsive to the Community Contexts
- Demonstrate an understanding of
knowledge of learning environments that
are responsive to community contexts.
6.2 Engagement of Parents and the Wider School
Community in the Educative Process
- Seek advice concerning strategies that build
relationships with parents/guardians and
the wider community.
6.3 Professional Ethics
- Demonstrate awareness of existing laws and
regulations that apply to the teaching
profession, and become familiar with the
responsibilities specified in the Code of
Ethics for Professional Teachers.
6.4 School Policies and Procedures
- Demonstrate knowledge and understanding
of school policies and procedures to foster
harmonious relationships with the wider
school community.
WEEK 4: BATAS PAMBANSA BLG. 232 AND CODE OF
ETHICS ARTICLE 3
BATAS PAMBANSA BLG. 232
- Also known as Education Act of 1982
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- Establish an integrated system of education
in the Philippines.
- Emphasizes Community Participation.
- Aims to promote equal access to education.
PARENTS IN BATAS PAMBANSA BLG. 232
- Section 6: Guardians or the head of the
institution or foster home which has
custody of the pupil or students.
- Section 8: Access to the children’s school
record and organization of forum for the
discussion of matters.
- Section 14: Parents shall help carry out the
educational objectives in accordance with
national goals and shall send their children
to elementary and secondary education.
STUDENTS IN BATAS PAMBANSA BLG. 232
- Section 6: Those enrolled in and who
regularly attend an educational institution
of secondary or higher level or a person
engaged in formal study. Pupils are those
who attend elementary education.
- Section 9: The right to receive quality
education, freely choose their field of study
subject to existing curricula, school
guidance and counseling services, access to
his own school records, issuance of his
records, and free expression.
- Section 15: Exert his utmost to develop his
potential, uphold the academic integrity,
promote and maintain peace and
tranquility, and participate actively in the
promotion of the general welfare.
TEACHERS IN BATAS PAMBANSA BLG. 232
- Section 6: All persons engaged in actual
teaching and/or research assignments,
either on full-time or part-time basis, in all
levels of the educational system.
- Section 11: The right to free expression of
opinion and suggestions, be provided with
free legal service by the appropriate
government office, join and maintain labor
organizations, and be free from involuntary
contributions.
- Section 16: Perform his duties, be
accountable, render regular reports on
performance, maintain and sustain his
professional growth, refrain from making
deductions, and participate as an agent of
constructive social, economic, moral,
intellectual, cultural and political change.
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
- serves as a guide for teachers specifically to
new teachers for them to exhibit proper
behavior to the learning community at all
times.
- Article 11, of R.A. No. 7836, otherwise
known as the Philippine Teachers
Professionalization Act of 1994 and
paragraph (a), section 6, P.D. No. 223, as
amended, the Board for Professional
Teachers hereby adopts the Code of Ethics
for Professional Teachers.
ARTICLE III: THE TEACHER AND THE COMMUNITY
- Section 1. A teacher is a facilitator of
learning and of the development of the
youth; he shall, therefore, render the best
service by providing an environment
conducive to such learning and growth.
- Section 2. Every teacher shall provide
leadership and initiative to actively
participate in community movements for
moral, social, educational, economic and
civic betterment.
- Section 3. 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 4. Every teacher shall 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.
- Section 5. Every teacher shall help the
school keep the people in the community
informed about the school’s work and
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accomplishments as well as its needs and
problems.
- Section 6. 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 actively be
involved in matters affecting the welfare of
the people.
- Section 7. 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 8. A teacher possesses freedom to
attend church and worships as appropriate,
but shall not use his positions and influence
to proselyte others.
ARTICLE XII: DISCIPLINARY ACTIONS
- Section 1. Any violation of any provision of
this code shall be sufficient ground for the
imposition against the erring teacher of the
disciplinary action consisting of revocation
of his Certification of Registration and
License as a Professional Teacher,
suspension from the practice of teaching
profession, or reprimand or cancellation of
his temporary/special permit under causes
specified in Sec. 23, Article III or R.A. No.
7836, and under Rule 31, Article VIII, of the
Rules and Regulations Implementing R.A.
7836.
WEEK 5: CULTURE
CULTURE
- According to Edward Tylor, it is the “complex
whole” meaning it is not a simple thing but
rather a combination of many different
elements that influences how people
communicate, collaborate, and make
decisions, ultimately shaping overall
experiences and outcomes.
CHARACTERISTICS OF CULTURE
- Culture is learned.
- Culture is shared.
- Culture is based on symbols.
- Culture is integrated.
- Culture is dynamic.
ELEMENTS OF CULTURE
1. Symbols
- represent something else and
frequently elicit a range of feelings
and reactions.
2. Language
- Our ability to communicate
through language makes our rich
culture conceivable.
3. Norms
- Standards and expectations for
behavior.
4. Rituals
- Rituals are customary practices and
ceremonies that vary among
cultures and are often used to
signify life transitions.
5. Values
- assessments of what is good or
terrible as well as desirable or
unwanted.
6. Artifacts
- make up a society's material
culture
BASIC CONCEPTS OF CULTURE
1. Culture Trait
- any basic belief, practice, technique, or
object that can be said to identify a given
culture in some aspect of its economic,
political, social, or religious organization.
- Characteristics of Culture Trait:
a. Mentifact - intangible
b. Artifact - tangible
c. Sociofact - social
2. Culture Complex
- is a complex system of cultural practices,
beliefs, and values that are shared by a
particular society. These cultural practices,
beliefs, and values are interconnected and
influence each other in a number of ways.
3. Cultural Pattern
- are defined as the shared values, beliefs,
behaviors, and norms that are passed down
from generation to generation. These are
often deeply rooted in history and can be
difficult to change or modify.
4. Cultural Lag
- The concept was developed by William
Ogburn. Cultural Lag refers to the
phenomenon that occurs when changes in
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material culture occur before or at a faster
rate than the changes in non-material
culture.
5. Cultural Diversity
- A system of beliefs and practices that
recognizes and celebrates the differences
between those other cultures.
6. Culture Shock
- It is the psychological maladjustment when
people encounter new cultural elements.
According to the University of Kansas, it is a
normal process when we are introduced or
adapt to a new culture.
WEEK 6: SCHOOL CULTURE AND THE CHANGING
NATURE OF SCHOOL AND SOCIETY
SCHOOL CULTURE
- refers to the beliefs, perceptions,
relationships, attitudes, and written and
unwritten rules that shape and influence
every aspect of how a school functions.
- A good school culture starts with
connections- strong and overlapping
interactions among all members of the
school community.
FACTORS TO CONSIDER IN CREATING A SCHOOL
CULTURE THAT IS CONDUCIVE FOR LEARNING
1. Poverty - students should expect a high
quality of education regardless of their
economic status.
2. Changing Family Patterns - students’ family
backgrounds play a role in students’
performance.
3. School Safety - ensure that the school
environment is free from any violence.
POSITIVE SCHOOL CULTURE
- A positive school climate exists when all
students feel comfortable, wanted, valued,
accepted, and secure in an environment
where they can interact with caring people
they trust.
NEGATIVE SCHOOL CULTURE
- Dysfunctional norms: prevailing behavior in
an organization that works in a way that is
not consistent with the goal of the
organization.
ELEMENTS THAT FRAME SCHOOL CULTURE
- Structure - there is a clear set of goals and
policies, and expectations of the
responsibilities are well-identified and
distributed.
- Powerful Work Ethic - positive values
towards work performance
- Common behavioral and academic
expectations for students and staff
- Trust
- Staff and Parent Empowerment
BOSWORTH’S STRATEGIES FOR CHANGING SCHOOL
CULTURE
1. Establish a program of rewards for positive
behavior
2. Communicate core values by modeling
appropriate behavior
3. Celebrate staff, student, and community
accomplishments
4. Use staff development for teachers and
students that allows forgiving and receiving
praise
5. Assure that teachers and students learn to
optimize the opportunities to demonstrate
respectful behavior
6. Communicate expectations in clear and
concise manner
7. Provide development in conflict and
negotiation skills.
THE SCHOOL IMPROVEMENT MODEL OF SCHOOL
CULTURE
- Teacher Efficacy
- Collegiality
- Collaboration
- Shared Planning
- Transformational Leadership
- Emphasis on Learning
ESTABLISH STRUCTURE
MISSION
- The mission statement explains why your
school exists. The “why” is the guiding
purpose of all you do
VISION
- A vision statement must explain (in detail)
what your learning community hopes to
achieve
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CODE OF CONDUCT SAMPLE - Certain traits produce certain patterns of

1. WEST behavior.
Work for Quality - Patterns are consistent across different
Earn Respect situations.
Safety First - People are "born" with leadership traits.
Treat Others Kindly
2. HORNET TRAITS APPROACH
Honesty - The early theorists opined that born leaders
Ownership were endowed with certain physical traits
Responsibility and personality characteristics which
Neatness distinguished them from non-leaders.
Expectations
Tolerance CONTINGENCY MODELS OF LEADERSHIP
3. BED - This theory claims that leaders cannot adapt
Blaming their behavior and styles, and instead of
Excuses trying to change, a new leader who can fit
Denial the needs of the situation should be
selected.
WEEK 7: EMPOWERING LEADERSHIP
SITUATIONAL APPROACH
LEADERSHIP - leaders choose the best course of action
- Bennis (1989) states that (1) leaders are based upon situational variables.
made, not born. (2) Leadership is like
beauty. (3) Leading means deeply affecting TRANSFORMATIONAL LEADERSHIP
others. (4) A leader is self-aware. (5) - The leader is then asked to focus on
Curiosity and risk-taking make a leader. (6) A followers’ needs and input in order to
leader sees the big picture. (7) The leader transform everyone into a leader by
does right. empowering and motivating them (House &
- is a social process in which an individual or a Aditya, 1997).
group influences behavior
VIRTUAL LEADER
ORGANIZATIONAL LEADERSHIP - A virtual leader is a leader who is not
- According to Michael Boyles (2023), actually an embodied person even though
organizational leadership is the qualities still performing leadership functions for the
and skills required to run a company or one leader’s organization.
of its divisions.
- According to the National Center for CHARACTERISTICS OF LEADERSHIP
Education Statistics (NCES), organizational - Leadership is context dependent.
leadership "focuses on leadership skills that - Leadership traits are not fixed.
can be applied to a business, government, - Leadership is a dynamic process.
non-profit or educational setting. - Different styles for different situations
- The importance of follower engagement
DIFFERENT PERSPECTIVES ON LEADERSHIP - Leadership involves social responsibility
1. Macro and Sociological - Leadership is both an art and a science
2. Political
3. Philosophical A TAXONOMY OF LEADERSHIP
4. Psychological - Leaders as managers; taking responsibility
5. Emerging for buildings and day to day organization
- Leaders as leaders of people; the school
GREAT MAN THEORY community
- Proposed by Thomas Carlyle. - Pedagogical leaders, taking responsibility for
pedagogy

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- Accountable leaders, taking responsibility
for the educational performance
- Community leaders, working the
community
- Distributive and developmental leaders,
developing leadership potential.
- Leaders of learning, developing the skills
- Executive leaders, taking responsibility for
more than one school
- System leaders; caring for the education
TEACHER LEADERSHIP
WEEK 8: ORGANIZATIONAL LEADERSHIP
ADMINISTRATIVE LEADERSHIP
- According to Bradley (2020), administrative
leadership is a leadership style that focuses
on accountability, bureaucracy
management, and enforcing rules,
procedural regulations, and administrative
chores.
- Accountable for the academic and
behavioral climate of the school.
ROLE OF TEACHERS AS LEADERS
PHILIPPINE PROFESSIONAL STANDARDS FOR
SCHOOL HEADS (PPSSH)
- DepEd Order No. 24, s. 2020
- This supports school heads so they can
better perform their roles in schools,
teacher quality, and learner achievement
DOMAIN 2 OF PPSSH: MANAGING AND SCHOOL
OPERATIONS AND RESOURCES
- centers on the role of school heads in
managing systems and processes in schools.
- ensuring efficiency, effectiveness, and
fairness in discharging functions towards
maximizing organizational health.
STRANDS OF DOMAIN 2
1. Records Management
- skills in managing school data
including ICT.
2. Financial Management
- budget allocation, procurement,
disbursement and liquidation
aligned with the school plan.
3. School Facilities and Equipment
- acquisition, recording, utilization,
repair, maintenance, storage and
disposal in managing school
facilities and equipment.
4. Management of Staffs
- empower school personnel
through sustaining effective
management.
5. School Safety for Disaster Preparedness,
Mitigation, and Resiliency
- continuous delivery of instruction
involving disaster preparedness.
6. Emerging Opportunities and Challenges
- According to York-Barr and Duke (2004),
teacher leadership is the process by which
teachers, individually or collectively;
influence their colleagues, principals, and
other members of the school community to
improve teaching and learning practices
with the aim of increased student learning
and achievement.
1. Resource Providers- sharing
instructional resources.
2. Instructional Specialists- helps
colleagues implement effective teaching
strategies.
3. Curriculum Specialists- lead teachers to
agree on standards, follow the adopted
curriculum, use common pacing charts,
and develop shared assessments.
4. Classroom Supporter- help teachers
implement new ideas, often by
demonstrating a lesson, co teaching, or
observing and giving feedback.
5. Learning Facilitators- facilitating
professional learning opportunities
among staff members
6. Mentor- acclimate new teachers to a
new school; and advise new teachers
about instruction, curriculum, procedure,
practices, and politics.
7. School Leader- serving on a committee,
such as a school improvement team or
representing the school on community
or district task forces or committees.
8. Data Coach- lead conversations that
engage their peers in analyzing and
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using this information to strengthen 3. District Supervisors

instruction.
9. Catalyst for Change- visionaries who
are “never content with the status quo
but rather always looking for a better
way”
10. Learner- model continual improvement,
demonstrate lifelong learning, and use
what they learn to help all students
achieve.
​
PROCESS OF DEVELOPING TEACHER LEADERS BY
SWAGGERT AND COQUYT
1. Realize importance of Teacher Leadership
2. Recognize that leadership is a teachable skill
3. Recruit – realize that some do need to be
recruited
4. Build leadership capabilities among
teachers
5. Nurture leadership qualities in teachers
6. Empower teacher leaders
7. Provide ongoing Professional Growth
Opportunities to Teacher Leaders
INSTRUCTIONAL LEADERSHIP
- Instructional leadership facilitates direction
and support for a school’s instructional
program.
- Instructional leadership is distributed
through networks of influence in and across
schools.
INSTRUCTIONAL LEADERS
1. Master Teachers
- Facilitate improvements in
instruction and student learning.
- Improve outreach and
collaboration with families and the
community.
2. School Principals
- Responsible for carrying out the
school vision and mission.
- Play integral roles in making
schools function smoothly.
- Observe and gather data on
schools’ strengths and
development needs
- Coach school heads toward
improved instructional leadership
practices.
SCHOOL BASED MANAGEMENT
- Strengthen the policy on decentralizing
decision-making authority to school
administration
- Empower schools on matters affecting their
operations
- Establish mechanisms for continuous
improvement
DOMAIN 3 OF PPSSH: FOCUSING ON TEACHING
AND LEARNING
- emphasizes the school heads’ commitment
in providing instructional leadership
towards improving competence among
teachers and outcomes among learners.
STRANDS OF DOMAIN 3
1. School-based review, contextualization and
implementation of learning standards
2. Teaching standards and pedagogies
3. Teacher performance feedback
4. Learner achievement and other
performance indicators
5. Learning Assessment
6. Learning Environment
7. Career Awareness and Opportunities
8. Learner Discipline

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