FOUNDATION OF THE TEACHING LEARNING PROCESS – THE TEACHER, SCHOOL CULTURE,

AND ORGANIZATION
Lanvin Sean B. De Los Santos

Philosophical Foundations of Education

Some of the most common philosophies of Education

Philosophy Description
Idealism Mind and spirit
Realism Teach and see (tangible)
Pragmatism Practical use; learning by doing; skill
Essentialism Body of knowledge; content focus
Perennialism Forever, unchanging
Existentialism Freedom and choice
Social Reconstructionism Changing the society
Progressivism Child-centered
Hedonism Pleasure
Utilitarianism Betterment of others; common good
Rationalism Logical and critical thinking
Behaviorism Behavior learned from environment

Historical Foundations of Education

Key Periods on the History of Education

Historical Period Description

Primitive Societies • Teaching of survival skills and group
cohesiveness
• Practical skills
Greeks • Athens: developing well-rounded persons
• Sparta: developing soldiers
Romans • Developing sense of civic
responsibility, and administrative and
military skills
Arabic • Cultivation of commitment to Islam
• Expertise in mathematics, medicine,
and science
Medieval • Development of religious commitment
• Establishment of social order
Renaissance • Cultivation of humanists as experts in the
classics
Reformation • Cultivation of commitment to a
particular religious denomination
• Cultivation of general literacy

Periods of Development in Philippine History

Historical Period Description
Pre-Spanish Period • Focus on survival, practical skills
Spanish Period • Beginning of formal instruction
• Introduction of Christianity
• Educational Decree of 1863:
elementary schools in every town
American Period • Promotion of democratic ideals
• Implementation of free public
education
Philippine • Emphasis on nationalism
Commonwealth
Japanese • Development of love for labor
Occupation • Promotion of vocation education
• Health education
Third Republic • Full realization of democracy
The New Society • Education for national development
Fifth Republic • Corazon Aquino: Values Education
• Fidel Ramos: Trifocalization
• Gloria Arroyo: DepEd
• Benigno Aquino III: K-12
• Rodrigo Duterte: Free tertiary
education

Sociological Aspects of Education

Social Science Theories
Theory Description
Structural- • Society as a system of interconnected parts,
Functional each having a unique function
• Purposes of schooling
o Intellectual
o Political
o Economic
o Social
Conflict • Society as a competition for limited

resources
• Two opposing sides, both aiming to
maintain status quo
• Education as a powerful means of
maintaining power structure
Symbolic • Society as the product of shared symbols,
Interactionist i.e.: meanings that individuals attach to
events
• Major tenets:
o Individual’s actions based on
meaning
o Different people give meaning to the
same thing
o Meanings change as individuals
 interact with one another

Violence
Forms of Violence

Forms of Violence Description

Physical Using a part of their body or an object to
control a person’s actions
Sexual One is forced to participate in sexual activity
Emotional Someone says or does something to make
another feel worthless
Psychological Someone uses threats, causing fear
Spiritual Uses an individual’s spiritual beliefs to control
Cultural Individual is harmed as a result of his/her
culture, religion, or tradition
Verbal Use of language (written or verbal) to harm
an individual
Financial Someone controls/misuses another’s
financial resources
Neglect Someone has the responsibility to take
care of someone else but does not

Global Issues that Concern Schools 2030

Current Global Issues • Based on the principle of “leaving no one

1. Climate change behind”
2. Pollution • Emphasis on the holistic approach to
3. Violence achieving Sustainable development
4. Security and well-being
5. Lack of education
6. Unemployment
7. Government corruption
8. Malnourishment and hunger
9. Substance abuse
10. Terrorism

UN Sustainable Development Goals 2015-

School Partnership  Work experience programs (e.g.:
work immersion)
Partnership  Remediation and enrichment
 Two parties helping each other for classes
mutual benefit  Youth development programs
 Community Service
What Communities can do for Schools
 Brigada Eskwela What Schools can do for Community
 Curriculum Development  Classrooms used for organizational
 meetings Section Description
 Schools as polling place and 1 Teacher as facilitator of
medical missions learning
 Schools as an evacuation center 2 Teachers to provide
 Facilities used for community leadership and initiative
assemblies to participate in
 Courts used for local celebrations community movements
and sports leagues 3 Teachers to behave with
 Schools conducting livelihood skills- honor and dignity
training seminars 4 Teachers to study and
understand local
Legal Bases for Community Involvement customs and traditions
5 Teachers to inform
 Governance of Basic Education Act community about the
(RA 9155): encouragement of local school’s work,
initiatives for the improvement of accomplishments, and
schools, school heads to establish needs (e.g.: Parent-
school and community networks Teacher Association,
 Education Act of 1982 (BP 232): School Governing
schools establishing appropriate Council)
bodies for assistance and support of 6 Teacher as an intellectual
the school and the promotion of leader in the community
common interest 7 Teachers’ harmonious
 Adopt-a-School Program Act (RA relationship with other
8525): allows private entities to professionals,
assist public school in certain areas government officials, and
 Education for All 2015: schools to people
continue harnessing local resources 8 Teachers to refrain from
The Teacher’s Ethical and proselytization (convert
Professional Behavior others to one’s faith)
From the Code of Ethics for
Professional Teachers, Article III

• Teachers’ role in the community

Functions of a School Head
Roles
Visionary principal,
motivator, advocate, and
planner
Builder of networks and
support systems
Curriculum developer
Fiscal Resource Manager
National Competency-based Standards for School Heads
(NCBSSH)
Functions
• Leads in setting school’s VMG (Vision,
Mission, Goals)
• Organize/expand school,
community and local government
• Leads in developing School
Improvement Plan
• Leads in developing and
maintaining the School
Management Information System
• Creates a conducive physical and
psychological climate
• Localize and implement school
curriculum
• Encourage development and use
of innovative instructional
methods
• Administer and manage all
personnel, physical, and fiscal
resources
• Encourage and accept donations,
gifts, bequests and grants for
educational purposes
Domains Competency Strands
Domain 1 • Developing VMGO
School Leadership • Data-based strategic planning
• Problem solving
• Building high performance teams
• Coordinating with others
• Leading and managing change
Domain 2 • Assessment for learning
Instructional Leadership • Developing programs and/or
adapting existing programs
• Implementing programs for
instructional improvement
• Instructional supervision
Domain 3 • Setting high social and academic
Creating a Student- centered expectations
Learning • Creating school environments
Climate focused on the needs of the
learner
Domain 4 • Creating a professional learning
HR Management and community
Professional • Recruitment and hiring
Development • Managing performance of
teachers and staff
Domain 5 • Parental involvement
Parent Involvement and • External community partnership
Community Partnership
Domain 6 • Managing school operations
School Management • Fiscal management
and Operations • Use of technology in
management of operations
Domain 7 • Professionalism
Personal and • Communication
Professional Attributes • Interpersonal security
and Interpersonal • Fairness, honesty and integrity
Effectiveness

Philippine Professional Standards for School Heads

Domains Description
Domain 1 • Role of School Heads in setting
Leading Strategically direction, goals, and objectives of
schools
Domain 2 • Role of School Heads in
Managing School managing systems and processes
Operations and in schools
Resources
Domain 3 • Work of School Heads in
Focusing on Teaching promoting quality teaching and
and Learning learning
Domain 4 • Role of School Heads in nurturing
Developing Self and themselves and others
Others
Domain 5 • School Head’s Competence in
Building Connections engaging stakeholders in
initiatives towards the
improvement of school
communities

PPSSH: Career Stages

 Career Stage 1
Acquired the prerequisite qualifications for the school head position
 Career Stage 2
Apply the required knowledge and understanding of the authority, responsibility, and
accountability expected of them
 Career Stage 3
Consistently display an in-depth knowledge and understanding of the authority,
responsibility, and accountability expected of them.
 Career Stage 4
Consistently exhibit mastery in their application of authority, responsibility, and
accountability expected of them.

Competency Framework for Southeast Asian School Heads

1. Personal Excellence
2. Instructional Leadership
3. Managerial Leadership
4. Strategic Thinking and
Innovation
5. Stakeholder Engagement
Organizational Leadership

Organizational Leadership
• Directing and coordinating individuals to achieve a goal
or a mission
• Setting strategic goals while managing individuals within
the organization

Leadership vs Management
Management Leadership
Administration: transactional Innovation: transformational
Work-focused People-focused
Lead by authority Lead by inspiration
Do things right Do the right things

Skills Demanded from Leaders

• Technical: process or techniques
• Human: working effectively with people
• Conceptual: ability to think in terms of models, frameworks, and relationships

Leadership Styles
• Autocratic: Decision making solely lies with a person
• Consultative: Decision making lies with a person upon consultation from members
• Democratic: Members directly participate in decision making through consensus
• Laissez-faire: Members left alone to establish their own work

Situational Leadership Model: Behavioral Styles

Participating/Supporting: Selling/Directing:
Experienced but not Novice but enthusiastic
confident individuals individuals
SUPPORTIVE BEHAVIOR →

Delegating: Telling/Coaching:
Experienced and Capable but
confident unmotivated
individuals individuals

DIRECTIVE BEHAVIOR →

Servant Leadership

• Leading by serving
• “Servant first”

Transformational Leadership
• Leadership that causes change in individuals and social systems
• Not content with the status quo; sees the need to transform the way the organization thinks

Sustaining Change in an Organization

1. Seek support of stakeholders

2. Get people involved early and often

3. Plan a communication campaign to “sell” the innovation

4. Ensure that the innovation is understood by all

5. Consider timing and phrasing

Revised School-based Management Assessment (Tools)

Schools-Based Management (SBM)

 Decentralized management initiative by developing authority to school heads, teachers

and parents.

 in keeping with the principle of subsidiarity: “nothing should be done by a larger, more
complex organization which can be done by one that is smaller, simpler”

Advantages of SBM

 Allow competent individuals in schools to make decisions

 Give school community a voice in key decisions

 Focus accountability for decisions

 Greater creativity in program design

 Redirect resources to support goals

 Leads to realistic budgeting

 Improve morale

Philippine Accreditation System for Basic

Education (PASBE)

• DepEd Order No. 64, s. 2012

Level Description
I Developing
School is developing structures and mechanisms with
acceptable level and extent of community
participation and impact of learning
II Maturing
School is introducing and sustaining continuous
improvement process, integrating wider community
participation and significantly improve performance
and learning outcomes
III Advanced
School is ensuring the production of intended outputs
and meeting all standards of a system fully-integrated
in the local community

School Culture  Involvement in decision making

School Culture  Protection of what is important

 Beliefs, perceptions, relationships,  Traditions: culture-based program

attitudes, and written and unwritten on shared values, beliefs, and
rules that shape and influence every behaviors
aspect of how a school functions
 Honest and open communication
Elements of a Positive School Culture

 Collegiality: friendly school

atmosphere

 Experimentation: welcoming of
mistakes as part of the learning
process

 High expectations

 Trust and confidence

 Tangible support: receiving

concrete support for what they do

 Reaching out to the knowledge base

 Appreciation and recognition

 Caring, celebration, humor