PRELIM

Teacher
A person who helps students to
acquire knowledge, competence or virtue.
Informally the role of teacher may be taken
on by anyone.

Community
A social unit with commonality such
as norms, religion, values, customs, or
identity.

School
An educational institution designed to
provide learning spaces and learning
environments for the teaching of students
under the direction of teachers

Culture
An umbrella term which
encompasses the social behavior and norms
found in human societies, as well as the
knowledge, beliefs, arts, laws, customs,
capabilities, and habits of the individuals in
these groups.

Organizational Leadership LESSON 1: PHILOSOPHICAL

A dual focused management THOUGHTS ON EDUCATION
approach that works towards what is best for
individuals and what is best for a group as a Summaries of thoughts of education
whole simultaneously. It is also an attitude philosophers on what should be taught and
and a work ethic that empowers an individual how learners should be taught
in any role to lead from the top, middle, or John Locke (1632-1704): The
bottom of an organization. Empiricist Educator
 Acquire knowledge through the senses-
learning by doing and by interacting
with the environment.
 Simple ideas become more complex
through comparison, reflection and
generalization - the inductive method
 Questioned the long traditional view that
knowledge came exclusively from
literary sources, particularly the Greek
and Latin classics
 Opposed he divine right of kings" theory
which held that the monarch had the
right to be an unquestioned and absolute
ruler over his subjects.
 Political order should be based upon a
contract- between the people and the
government.
 Aristocrats are not destined by birth to
be rulers. People were to establish their
own government and select their own
political leaders from among
themselves: civic education is necessary
 People should be educated to govern
themselves intelligently and responsibly
(Ornstein, 1984)
 For John Locke education is not
acquisition of knowledge in great books.
It is learners interacting with concrete
experience, comparing and reflecting on
the same concrete experience,
comparing. The learner is an active not a
passive agent of his/her own learning
 From the social dimension, education is
seeing citizens participate actively and
intelligently in establishing their
government and in choosing who will
govern them from among themselves
because they are convinced that no one
person is destined to be ruler forever.
Herbert Spencer (1820-1903):
Utilitarian Education
 Spencer's concept of survival of the
fittest” means that human
development had gone through an
evolutionary series of stages from the
simple to complex and from the
uniform to the more specialized kind
of activity.
 Social development had taken place
according to an evolutionary process
by which simple homogeneous
societies had evolved to more
complex societal systems
characterized with humanistic and
classical education.
 Industrialized society require
vocational and professional education
based on scientific and practical
objectives rather than on the very
general educational goals associated
with humanistic and classical
education.
 Curriculum should emphasize the
practical, utilitarian and scientific
subjects that helped human kind
master the environment.
 Was not inclined to rote learning
schooling must be related to life and
to the activities needed to earn a
living.
 Curriculum must be arranged
according to their contribution to
human survival and progress.
 Science and other subjects that
sustained human life and prosperity
should have circular priority since it
aids in the performance of life
activities.
 Individual competition leads to social
progress. He who is fittest survives.
(Ornstein, 1894)
 Specialized Education of Spencer vs.
General Education
 To survive in a complex society,
Spencer favors specialized
education over that of general
education. We are in need of social
engineers who can combine
harmoniously the findings of
specialized knowledge. This is
particularly true in the field of
medicine.
 The expert who concentrates on a
limited field is useful concentrates
on a limited field is useful, but if
 he loves sight of interdependence
of things he become a man who
knows more and more about less
and less. We must be warned of
the deadly peril of over specialism.
Of course we do not prefer the
other extreme, the superficial
person who knows less and less
about more and more.
 Spencer's Survival of the Fittest
 He who is fittest survives.
Individual competition leads to
social progress. The competition in
class is what advocates of whole
child approach and Socio- motional
learning atmosphere negate. The
whole child approach a powerful
tool for SELF-focused schools has
as tenets- each student learns in an
environment that is physically and
emotionally safe for students and
adults" and "each student has access
to personalized learning and is
supported by qualified and caring
adults
John Dewey (1859-1952): Learning
through Experience
 Education is a social process and so
school is intimately related to the
society that it serves.
 Children are socially active human
beings who want to explore their
environment and gain control over it.
 Education is a social process by
which the immature members of the
group, especially the children, are
brought to participate in the society.
 The school is a special environment
established by members of society,
for the purpose of simplifying,
purifying, and integrating the social
experience of the group so that it can
be understood, examined and used by
its children follows.
 The learner has a "genuine situation
of experience"-involvement in an
activity in which he/she is interested.
 Within this experience the learner has
a "genuine problem" that stimulates
thinking
 The learner possesses the information
or does research to acquire the
information needed to solve the
problem.
 The learner develops possible and
tentative solutions that may solve the
problem
 The learner tests the solutions by
applying them to the problem. In this
one way one discovers their validity
for oneself.
 The fund of knowledge of the human
race-past ideas, discoveries, and
inventions was to be used as the
material for dealing with problems.
This accumulated wisdom of cultural
heritage has to be tested. If it served
human purposes, it becomes part of a
reconstructed experience.
 The school is social, scientific and
democratic. The school introduces
children to society and their heritage.
The school as a miniature society is a
means of bringing children into social
participation.
 The school is scientific in the sense
that it is a social laboratory in which
children and youth could test their
ideas and values. In here, the learner
acquires the disposition and
procedures associated with scientific
or reflective thinking and acting.
 The school is democratic because the
learner is free to test all ideas, beliefs,
and values. Cultural heritage, customs
and institutions are all subject to
critical inquiry, investigation and
reconstruction.
 School should be used by all, it being
a democratic institution. No barrier of
custom or prejudice segregate people.
People ought to work together to
solve common problems.
 The authoritarian or coercive style of
administration and teaching is out of
place because they block genuine
inquiry and dialogue.

 Education is a social activity and the
school is a social agency that helps
shape human character and behavior.
 Values are relative but sharing,
cooperation, and democracy are
significant human values that should
be encouraged by schools. (Ornstein,
A. 1984)
George Counts (1889-1974): Building
a New Social Order
 Education is not based on eternal
truths but is relative to a particular
society living at given time and place.
 By allying themselves with groups
that want to change society, schools
should cope with social change that
arises from technology
 There is a cultural lag between
material progress and social
institutions and ethical values.
 Instruction should incorporate a
content of a socially useful nature and
a problem-solving methodology.
Students are encouraged to work on
problems that have social
significance.
 School become instrument for social
improvement rather than an agency
for preserving the status quo.
 Teachers should lead society rather
than follow it. Teachers are agents of
change.
 Teachers are called on to make
important choices in the controversial
areas of economics, politics and
morality because if they failed to do
so, others would make the decisions
for them.
 Schools ought to provide an
education that afford equal learning
opportunities to all students.
(Ornstein, 1984)
Theodore Brameld (1904-1987): Social
Reconstructionism
 Social reconstructionism is a
philosophy that emphasizes the
reformation of society.
 Technological era is an era of
interdependence and so education
must be international in scope for
global citizenship.
 For the social reconstructionists,
education is designed to awaken
students' consciousness about social
problems and to engage them actively
in problem solving.” (Ornstein, 1984)
 Social reconstructionists are
convinced that education is not a
privilege of the few but a right to be
enjoyed by all.
 Education is a right that all citizens
regardless of race and social status
must enjoy.
Paulo Freire (1921-1997)- Critical
Pedagogy
 Paulo Freire, a critical theorist, like
social reconstructionists, believed
that systems must be changed
overcome oppression and improve
and improve human conditions.
 Rather than "teaching as banking” in
which the educator deposits
information into students' heads,
Freire saw teaching and learning as
a process of inquiry in which the
child must invent and reinvent the
world.
 Teachers must not see themselves as
the sole processors of knowledge
and their students as empty
receptacles. He calls this
pedagogical approach the banking
method” of education.
 A democratic relationship between
the teacher and her students is
necessary in order for the
conscientization process to take
place.
 Freire's critical pedagogy is
problem-posing education.
  A central element of his pedagogy is
dialogue.

 Dialogue means the presence of

equality, mutual recognition,
affirmation of people, a sense of
solidarity with people, and
remaining open to questions.

 Dialogue is the basis for critical and

problem-posing pedagogy, as
opposed to banking education,
where there is no discussion, only
the imposition of the teacher's ideas
on the students.(Oinstein 1984)

Comment:
All of these education philosophers,
point to the need of interacting with others
and of creating a "community of inquiry" as
Charles Sanders Pierce put it. The
community of inquiry is "a group of persons
involved in inquiry, investing more or less
the same question or problem, and
developing through their exchanges a better
understanding both of the question as well as
the probable solutions.” (Lee, 2010) A
community of inquiry will engage learners in
active problem solving.
  Educational decree of 1863 - required
 1946-present the establishment of one primary
Education under the Philippine Republic school for girls and one for boys in
each major town of the country.
Pre- Hispanic (Pre-Spanish Period)
Education  Establishment of the normal school for
the training of teachers.

LESSON 2: HISTORICAL  No formal schools

 Spanish Language - medium of
FOUNDATION OF EDUCATION IN  Learning began at home
instruction in all schools.
THE PHILIPPINES  Oral, practical, hands on
 Reading, ‘riting, 'rithmetic (3r's) Problems faced during the period
Timeline  The objective was basically to promote
reverence for, and adoration of  Absence of systematic government
 Before 1521 supervision of the schools.
Education before the coming of Bathala, respect for laws, customs, and
Spaniards authorities represented by parents and
 Over emphasis on religion.
elders.
 1521-1896  Limited and Irrelevant Curriculum
Education during the Spanish Regime Education During the Spanish Regime
 Lack of trained teachers
 1896-1899 - establishment of schools in the country (150 teacher-missionaries to instruct
Education during the Philippine over half a million inhabitants)
Revolution  Friars - established parochial schools
linked with churches to teach  Obsolete Teaching Methods.
 1898-1935 catechism to the natives.
Education during the American
Occupation - goal is to spread
Christianity.
 1935-1941
Education during the Philippine  Religion (Christian Doctrine) – was a
Commonwealth compulsory subject at all levels.
Because of need, higher level schools were
 1941-1944  Education was privileged only to established much later by virtue of royal
Education during the Japanese Spanish students. decrees.
Occupation
 19th century - public education for the •Colegios
 1944-1946 natives. •Beaterios
Education after the World War II
 1. Disproportionate focus on religion.
Subjects: Based on the Royal Decree of 2. Discourage the attempt of Filipino American Occupation
1863 students to speak in Spanish.
3. Lack of pedagogical skills.  The Americans used education as a
 Languages (Latin, Spanish grammar 4. Irrelevant courses in the curriculum. vehicle for its program benevolent
and literature, elementary Greek, assimilation.
Curriculum
French and English)
To improve the existing curriculum,  Restore damaged school houses, build
 History (Universal, Spanish) Rizal considered the ff. Subjects as required new ones and conduct classes.
courses in secondary schools.
 Mathematics (Arithmetic, Algebra,  Science  American teachers infused their
Trigonometry, Geometry)  Math students the spirit of democracy and
 History Philosophy progress as well as fair play.
 Philosophy (Rhetoric, Logic, Ethics)  Law
 Language  January 1901 – Taft Commission Act
 Geography  P.E No. 74
 Religion
 Psychology  Music  Act no. 74 - established the Philippine
 Social Sciences Public School System.
Philippine Revolution
Education
 Ilustrados - spearheaded the Propaganda Philippine Revolution
Movement.  Volunteer American Soldiers
 Education - priority during the Malolos
 Thomasites - USS Thomas
Republic.
 Curricular reforms  August 23, 1901
 365 males and 165 females.
 August 29, 1898 - schools were re-
1. Secularization of education. opened by the Secretary of the Interior.
2. Instruction of Spanish.  3 levels of Education during the American
3. Greater attention to natural science. Established: Period
4. The design of a relevant curriculum.  Elementary
 Free and compulsory primary
5. Improvement of higher center of  Secondary
education
learning  College
6. Improvement of educational system.  Secondary Education - Burgos
Institute in Malolos.  English language
 Filipino Pensionados
Jose Rizal - criticized unequivocally the
friars' method of instruction in his two novels  Tertiary Education - Literary
Noli Me Tangere and El Filibusterismo. University in the Philippines.
(October 1898).
Most important Colleges during American
rule
Public School
 Philippine Normal
 University Philippines
Private School
 Siliman University School
 Centro Escolar de Señoritas
 Philippine Women's University
 Americans discarded the religious bias.
 Educational Act of 1901- Separation of
Church and State in education.
 Encourage Filipino in the field of
teaching.
 Outstanding Filipino scholars were sent to
US to train as teachers.
Curriculum
Primary Education
 GMRC
 Civics
 Hygiene and Sanitation
 Geography
Intermediate Curriculum
 Grammar and composition
 Reading, spelling
 Science courses
 Physiology
 Hygiene and sanitation
 Intensive teaching of geography
Japanese Regime
6 basic principles of japanese
Education
 Government established NORMAL 1. Realization of NEW ORDER and
SCHOOL for future teachers. promote friendly relations between
Japan and the Philippines to the farthest
 Courses include extent
 Methods of teaching 2. Foster a new Filipino culture based
 Practice teaching 3. Endeavor to elevate the morals of
people, giving up over emphasis of
 Psychology
materialism
 Mathematics
4. Diffusion of the Japanese language in
 Language
the Philippines
 Science
5. Promotion of VOCATIONAL course
 History and government 6. To inspire people with the spirit of love
 Social sciences and labor
 P.E
Curriculum
Philippine Commonwealth  School calendar became longer
 All schools should develop moral  No summer vacation for students
character, personal discipline, civic  Class size increased to 60
conscience and vocational efficiency.  Deleted anti-asian opinions, banned the
 Promote effective participation of the singing of american songs, deleted
citizens in the processes of a american symbols, poems and pictures
democratic society.  Nihongo as a means of introducing and
 1935 Constitution cultivating love for Japanese culture
 National Council of Education  Social Studies
(1936)
 Educational Act of 1940
After World War II
In 1947, by the virtue of Executive
Order No. 94, the Department of Instruction
was changed to "Department of Education."
During this period, the regulation and
supervision of public and private schools
belonged to the Bureau of Public and Private
Schools.
Education after 1940
 The objective of the Philippine Education
was to established "integrated,
nationalistic, and democracy-inspired
educational system" included the ff.
1. Inculcate moral and spiritual values
inspired by an abiding faith in God
2. To develop an enlighten, patriotic,
useful and upright citizenry in a
democratic society
3. Conservation of the national resources
4. Perpetuation of our desirable values
5. Promote the science, arts and letters
 Great experiments in the community
school and the use of vernacular in the
first two grades of the primary schools as
the medium of instruction were some of
them.
 An experiment worth mentioning that led
to a change in the Philippine Educational
Philosophy was that of school and
community collaboration pioneered by
Jose V. Aguilar.
Schools are increasingly using instructional
materials that are Philippine-oriented.
Memorandum No. 30, 1966 sets the order of
priority in the purchase of books for use in
the schools were as follows:
Books which are contributions to Phil.
Literature Books on character education and
other library materials Library equipment
and permanent features
Martial Law Period
 The Department of Education became the
Department of Education and Culture in
1972, the Ministry of Education and
Culture in 1978, and with the Education
Act of 1982, the Ministry of Education,
Culture, and Sports
 A bilingual education scheme was
established in 1974, requiring Filipino and
English to be used in schools.
 Science and math subjects as well as
English language and literature classes
were taught in English while the rest were
taught in Filipino.
From 1986 to the present
 The bilingual policy in education was
reiterated in the 1987 Constitution of the
Philippines.
 (EDCOM), Congress passed Republic Act
7722 and Republic Act 7796 in 1994,
creating the Commission on Higher
Education (CHED) and the Technical
Education and Skills Development
Authority (TESDA). The institute
governing basic education was thus
renamed in 2001 as the Department of
Education (DepEd).
 The quality of public school education is
generally considered to have declined
since the post-war years, mainly due to
insufficient funds. The Department of
Education aims to address the major
problems affecting public education by
2010.
 Private schools are able to offer better
facilities and education, but are also much
more expensive. There is a wide variety of
private schools, including all-boys' and
all-girls' schools, religious schools, non-
sectarian schools, Chinese schools, special
schools, and international schools. Due to
economic difficulties, there has been a
recent increase in the popularity of home
schooling and open universities in the
Philippines.
Enhance Basic Education Act of 2013
(K to 12)
 PRO'S OF K to 12
 At par with international 12 year basic
education
 Pursue protective employment,
entrepreneurship and higher
educational studies
 Graduates is expected to be equipped
with 21st century skills.
 CON'S OF K to 12
 See's as a burden for average filipino
family.
 It does not address the basic problems
of education(classrooms, chairs, books
etc)
The K to 12 Curriculum
  Learn-centered, inclusive and
developmentally appropriate

 Relevant responsive and Reseach

based. CURRICULUM TRACKS
The students after ongoing Senior
 Culture sensitive
High School can choose among four tracks:
 Contextualized and global  Academic
 Use of pedagogical approaches that  Technical-Vocational Livelihood
are constructivist, inquiry based,  Sports track
reflective collaborative and  Arts and Design track
integrative.
ACADEMIC TRACK
 Adhere the principle of MOTHER
Academic track includes the
TOUGUEBASED MULTILINGUAL
following strands:
EDUCATION(MTB-MLE)
 Business, Accountancy, Management
(BAM)
MOTHER TOUGUE-BASED  Humanities and Social Sciences
MULTILINGUAL EDUCATION (MTB- (HUMSS)
MLE)  Science, technology, engineering,
mathematics (STEM)
It starts from where the learners are  General Academic Strand (GAS)
and from what they already knew proceeding
from the known to the unknown;
instructional materials and capable teachers
to implement the MTB-MLE curriculum
shall be available
 Use of spiral progression approach to
ensure mastery of knowledge and skills in
every level
 Flexible enough to enable and allow
schools to localize, indigenize, and
enhance the same based on their
respective educational and social context.
 Conflict Theory
The symbolic Interactionalist Theory
Perspective
Structural-functional Theory
 Herbert Spencer is the proponent of
structural functional.
 He views society as "a of
interconnected parts each with a unique
function. The parts have to work
together for stability and balance of
society.”
 Society is compared to the human body
with different but interrelated parts
performing different functions. Just as
the human body has many parts,
society has different but interrelated
components such as family, state,
school, church, mass media,
economics. These must coordinate and
collaborate for society to function well.
 If one part of human body does not
function well, the whole body is
affected. In the same way, when one
component of society does not do its
part, the society will not function well.
The exact message of the song, Dem Bone
LESSON 3: SOCIAL SCIENCE – The bones are interconnected. Each
THEORIES AND THEIR has a unique function.
IMPLICATIONS TO EDUCATION
 There is peace, stability, equilibrium
Three Social Theories and harmony in society if families do
Structural-functional Theory
their part in bringing forth children,
nurturing and socializing them;
 If education or schools effectively
transmit knowledge, skills and values;
 If politics govern citizens well;
 If economics takes care of food
production, distribution of goods and
services
 And if religion strengthens the moral
fiber of the members of the society.
 Failure of one social institution to do
its part means disruption of stability in
society.
(the rise of single parent and dual
earner families means families have
less time or sometimes no more time
left for the supervision of children in
their homework which may result to an
increase of non-performing students in
school.
 The functionalist theory of education
focuses on how education serve the
need of society through the
development of skills encouraging
social cohesion.
 The role of the schools is to prepare
students for participation in the
institutions of society.
 Education is concerned with
transmission of core values for social
control
 Education is concerned with
socializing people by bringing together
people from different backgrounds.
 The functionalist theory is focused on
social stability and solidarity.
 Functionslists see education as a
beneficial contribution to an ordered
society.
 Functionalism does not encourage
people to take an active role in
changing their social environment,
even when such change may benefit
them. Instead, functionalism sees
active social change as undesirable
because the various parts of society
will compensate naturally for any
problems that may arise.
Purposes of Schooling according to
Functionalists
 Intellectual purposes - acquisition of
cognitive skills, inquiry skills
 Political Purposes - educate future
citizens; promote patriotism; promote
assimilation of immigrants; ensure
order, public civility and conformity
to laws.
 Economic purposes - prepare
students for later work roles, select
and train the labor force needed by
society.
 Social purposes - promote a sense of
social and moral responsibility, serve
as a site for the solution or resolution
of social problems; supplement the
efforts of other institutions of
socialization such as the family and
the church.
Conflict Theory
 According to Conflict Theory, there
are always two opposing sides in a
conflict situation.
 People takes sides between maintaining
the status quo and introducing change
then arrive at an agreement.
 Conflict Theory welcomes conflict for
that is the way to the
establishment of a new society.
 Conflict Theorist find potential
conflict between any groups where
inequality exists: racial, gender,
religious, political, economic, and so
on.
 Conflict Theorists note that unequal
groups usually have conflicting values
and agendas, causing them to compete
against one another. This constant
competition between group forms the
basis for the ever-changing nature of
the society.
(the factory workers want change- better
working conditions, higher salaries. The
factory owners naturally are opposed to
such. The resolution of the conflict,
however, leads to a compromise, a change
in a way the factory is managed where
both workers and owners are happy.)
The Symbolic Interactionalist Theory
Perspective
Three tenets of symbolic interactionist
theory are:
1. An individual's action depends
on meaning. We act based on the
meaning we give to symbols.
Symbols can be action, objects or
words. If a student understands that
teacher believes in his/her ability
he/she tries his/her best prove that
indeed he/she is able. If teacher
does otherwise, a student tends to
behave in accordance with teacher's
poor perception.
2. Different people may give
different meanings to the same
things. When teachers are strict,
some students see it as an
expression of care. Others may
rebel because they perceive
 teacher's behavior as limiting their
moves and desires.
A businessman may look at a
tree and starts estimating how
much money he can get if he has
the tree cut down for lumber. A
philosopher or a poet may look at it
with the thought, "they also serve
who only stand and wait" like John
Milton's from his poem "On His
Blindness"
3. Meanings change as individuals
interact with one another. A
negative meaning that you used to
associate with hospital when you
went to a hospital which looked
more as a hotel than the usual
hospital you know is changed.
After you have taught well, your
first impression of teaching as
boring is changed to teaching is
exciting.
Weakness
Theory
Implications of Teaching
 The symbolic interactionist
perspective, is also known as
symbolic interactionism, directs
sociologists to consider the symbols
and details of everyday life, what
these symbols mean, and how people
interact with each other.
 According to symbolic interactionist
perspective, people attach meanings
to symbols, and then they act
according to their subjective
interpretation of these symbols.
Verbal conversations, in which
spoken words serve as the
predominant symbols, make this
subjective interpretation especially
evident. The words have a certain
meaning for the sender and, during
effective communication, they
hopefully have the same meaning for
the receiver
 Words are not static things. They
require intention and interpretation.
 Conversation is an interaction of
symbols between individuals who
constantly interpret the world around
them. To ensure mutual
understanding, the sender of the
symbol and the receiver must give the
same meaning to the symbols or run
the risk of misunderstanding,
of Symbolic Interaction
 Critics claim that symbolic
interactionism neglects the macro
level of social interpretation - the big
picture. In other words, symbolic
interactionists may miss the larger
issues of society by focusing too
closely on the trees or by restricting
themselves to small or individual
interactions.
 Symbolic interactionism traces its
origin to Max Weber's assertion that
individual acts according to their
interpretation of the meaning of their
world.
 George Mead, American
philosopher, introduced their
perspective to American sociology in
the 1920s.
MIDTERM
CHAPTER 4: The strengths and
weaknesses of the filipino character: a
socio-cultural issue
Schools are there for society. Their
relevance is proven by their ability to address
socio-cultural problems. What are these
social issues or problems that schools should
help address? We have a number of them but
let's focus on the weaknesses of the Filipino
character. The strenghts of the Filipino
character will also cited for a balaced
presentation. Besides, schools can capitalize
on the srenghts of the Filipino character to
eliminate the weaknesses.
Below is an excerpt of the Report "A Moral
Recovery Program: Building a People,
Building a Nation" submitted on April 27,
1998 by the Task Force to President Corazon
Aquino, the Senate amd the members of the
press by then Senator Leficia Shahani, the
moving spirit behind the program. The
weaknesses of the Filipino character as cited
in the Report as follows:
1. Extreme family centeredness-
Exercise concern for family means
 using one's office and power to
promote family interests and thus
factionalism patronagé, political
dynasties and the protection of erring
family members. It results in lack of
concern for the common goood, and
acts as a block to natinal concoiusness.
2. Extreme personalism- Takes things
personally, cannot separate objective
task from emotional involvement,
Because of this Filipino is
uncomfortable with bureaucracy, with
rules and regulations and with standard
procedures, He uses personal contacts,
and gives preference to family and
friends in hiring, services and even
voting. Extreme personalism leads to
the graft and corruption evident in
Philippine society.
3. Lack of discipline - A casual attitude
toward time and space, manifested in
lack of precision and compulsiveness,
in poor time management and
procastination. Aversion to following
procedures strictly results in lack of
standardization and equality control.
Impatience results in short cuts,
palusots, nigas cugon. Lack of
discipline often results to innefficient
work systems, the violation of rules
and a casual work ethic lacking follow
through.
4. Passivity and lack of initiative -
Waiting to be told what to do, reliance
on others (leaders and government),
complacence, lack of a sense of
urgency. There is high tolerance of
inefficiency, poor service, and even
violations of one's basic right. Too
patient and matiisin, to easily resigned
to his fate, the Filipino is easily
oppressed and exploited.
5. Colonial mentally - Lack of
patriotism, or of an active awareness,
appreciation and love of the
Philippines and an actual preference
for things foreign.
6. Kanya-kanya syndrome, talangka
mentally - Done by tsismis, intriga,
unconstructive criticism... It is evident
in the personal ambition that is
completely insensitive to the common
good, the lack of a sense of service
among people in the government
bureaucracy. This results in the
dampening of cooperative and
community spirit, and in the trampling
upon other's rights.
7. Lack of self - analysis and self-
reflection - The tendency to be
superficial and some what flighty. In
the dace of serious personal and social
problems, there is lack of analysis or
reflection, and instead satisfaction
which superficial explanations and
solutions.
8. Emphasis on porma rather that
substance - This lack of analysis and
emphasis on form is reinforced by an
educational system that is more from
than substance.
There is so much good in the Filipino
but so much needs to be changed, too. Many
of our strengths as a people are also sources
of our weakness. Shahani's report (1998)
explains that family orientation becomes in-
group orientation that prevents us from
reaching out beyond. The family to the larger
community and the nation. In our
personalism, we are warm and caring but this
leads us to lack of objectivity.
We are concerned with people we
know but unfair to people we don't know. In
our flexibility, we compromise precision and
discipline. We are joyful people with a sense
of humor but we can't take things with humor
all the time for serious problems needs
serious analysis. Our faith in God is our
source of strength but this makes us
dependent on forces outside us, do nothing
that makes us submissive to God's will. We
are good at pakikipagkapwa-tao and so we
can easily emphatize but we can at the same
time to envious of others. We can be
hardworking and yet can be lazy and passive
in the workplace.
Value Education in Schools
Senator Shahani's Report was given
in 1998. But its findings as reported may still
be true today. The Department of Education
has as its vision to help develop... "Filipinos
who passionately love their country and
whose values and competencies enable them
to realize their full potential and contribute
meaningfully to building nation." It has as its
core values- maka-Diyos, maka-tao,
makakalikasan and makabansa.
So that it will be "more form than
substance" as described in Senator Shahan's
Report, Philippine schools have to intensify
values education in the curriculum. In fact, in
response to this Report, Values Education
now Edukasyon sa Pagpapakatao in K to 12
Curriculum, was introduced as a separate
subject in the basic education curriculum
under the Values Education Framework
program of Dr. Lourdes Quisumbing, then
Department of Education, Culture, and
Sports Secretary in 1988-1990.
The Values Education Framework
was conceptualized in 1987. In 2002, the
Basic Education Curriculum (Grade 1-6, and
First-Fourth Year High School) integrated
values in the major learning areas of
subjects. Beginning with the k to 12
Curriculum in 2013, Values Education was
renamed Edukasyon sa Pagpapakatao (ESP)
for grades 1-10. In the Senior High
Curriculum (Grades 11-12), there is no
course with the title, Values Education or
Edukasyon sa Pagpapakatao but core courses
such as Introduction to the Philosophy of the
Human Person and Personal Development,
are in essence, Values Education subjects
themselves.
CHAPTER 5: TOP TEN GLOBAL
ISSUES AND HOW THEY CAN BE
ADDRESSED
CLIMATE CHANGE
 The Global temperatures are rising, and
are estimated to increase from 2.6 degrees
Celsius to 4.8 degrees Celsius by 2100.
This would cause more severe weather,
crises with food and resources and the
spread of diseases. The reduction of
greenhouse emissions and the spreading
of education on the importance of going
green can help make a big difference.
Lobbying governments and discussing
policies to reduce carbon emissions and
encouraging reforestation is an effective
way of making progress with climate
change.
POLLUTION
 Pollution includes ocean litter, pesticides
and fertilizers, air, light and noise
pollution. Clean water is essential for
humans and animals, but more than one
billion people don't have access to clean
water due to pollution from toxic
substances, sewage or industrial waste.
VIOLENCE
 Violence can be found in the social,
cultural and economic aspects of the
world. Whether it is conflict that has
broken out in a city, hatred targeted at a
certain group of people or sexual
harassment occurring on the street,
violence is a preventable problem that has
been an issue for longer than necessary.
Here are various forms of violence:
VARIOUS FORM OF VIOLENCE
 PHYSICAL VIOLENCE - Occurs when
someone uses a pat of their body or an
object to control a person's action.
 SEXUAL VIOLENCE - Occurs when a
person is forced to unwillingly take part in
sexual activity.
 EMOTIONAL VIOLENCE - Occurs
when someone says or does something
make a person feel stupid or worthless.
 PSYCHOLOGICAL VIOLENCE -
Occurs when someone uses threats and
causes fear in an individual to gain
control.
 SPIRITUAL VIOLENCE - Occurs
when someone uses an individual's
spiritual beliefs to manipulate, dominate
or control that person.
 CULTURAL VIOLENCE - Occurs
when an individual is harmed as a result
of practices that are part of her or his
culture, religion or tradition.
SECURITY AND WELL BEING
 The U.N is a perfect example of what
should be done to prevent the lack of
security and well being a serious global
issue: Through its efforts with regional
organizations and representatives that are
skilled in security, the U.N is working
toward increasing the well being of people
throughout the world.
LACK OF EDUCATION
 More than 72 million children throughout
the globe that are of the age to be in
primary education are not enrolled in
school. This can be attributed to inequality
and marginalization as well as poverty.
Fortunately, there are many organizations
that work directly with the issue of
education in providing the proper tools
and resources to aid schools.
 The Philippines has consistently made a
significant stride in its functional literacy
rate. Functional literacy, as defined by the
National Statistics Authority is the level
of literacy which includes not only
reading and writing but also numeracy
skills that would help people cope with
the daily demands of life. Based on the
2013 Functional Literacy, Education and
Mass Media Survey (FLEMSS), the
country registered a 90.3% rate, which
means that nine out of every 10 Filipinos
aged 10-64 were functionally literate.
UNEMPLOYMENT
 Without the necessary education and skills
for employment, many people,
particularly 15- to 24-years old, struggle
to find jobs and create a proper living for
themselves and their families. This leads
to a lack of necessary resources, such as
enough food clothing, transportation and
proper living conditions.
GOVERNMENT CORRUPTION
 Means of corruption include graft,
bribery, embezzlement, backdoor deals,
nepotism, and patronage.
 Corruption is a major cause of poverty
considering how it affects the poor the
most, eroding political and economic
development, democracy and more.
 Corruption can be detrimental to the
safety and well-being of citizen living
within the corrupted vicinity, and can
cause an increase in violence and physical
threats without as much regulation in the
government.
 The Philippines ranked 94th out of 177
countries in Transparency International's
2013 corruption index.
MALNOURISHMENT AND HUNGER
 Currently there are 795 million people
who do not have enough to eat. Long-term
success to ending world hunger starts with
ending poverty. By fighting poverty
through proper training for employment
education and the teaching of cooking and
gardening skills, people who are suffering
more likely to get jobs, earn enough
money to buy food and even learn how to
make their own food to save money.
 Malnutrition, in all its forms, includes
under nutrition (wasting' stunting,
underweight), inadequate vitamins or
minerals, overweight obesity, and
resulting diet-related non-communicable
diseases.
SUBSTANCE ABUSE
 Hazardous use of psychoactive
substances, including alcohol and illicit
drugs" (World Health Organization) The
United Nations reports that, by the
beginning of the 21st century, an
estimated 185 million people over the age
of 15 were consuming drugs globally. The
drugs most commonly used are marijuana,
cocaine, alcohol, amphetamine stimulants,
opiates and volatile solvents.
TERRORISM
 Terrorism is an issue throughout the world
that causes fear and insecurity, violence
and death. Across the globe, terrorists
attack innocent people, often without
warning. This makes civilians feel
defenseless in their everyday lives.
Making national security a higher priority
is key in combating terrorism, as well as
promoting justice in wrongdoings to
illustrate the enforcement of the law and
the serious punishments for terror crimes.
THE 17 SDGS
 UN Secretary-General, Ban Ki-moon,
said: "The seventeen Sustainable
Development Goals are our shared vision
of humanity and a social contract between
the world's leaders and the people. They
are a todo list for people and planet and a
blueprint for success."
 After Millennium Development Goals of
2015, here comes another todo list for the
sake of the entire humanity. Refer to the
17 Sustainable Development Goals,
2015-2030 in the first part of this
Chapter.
CHAPTER 6: THE WHY AND HOW OF
SCHOOL AND COMMUNITY
PARTNERSHIP
Opportunities for School-Community
Partnership
Partnership implies two parties
helping each other. Both parties benefit. This
means that if a school - community
partnership exists, both parties benefit from
the relationship. Thus in the following
paragraphs we shall present what
communities can do for schools and what
schools can do for communities.
What can the community do for schools?
Here are examples of what a community
can do for schools:
1. Brigada Eskwela - This program engages
all education stakeholders to contribute
their time, effort and resources in ensuring
that public school facilities are set in time
for the forthcoming school opening. It
takes place more or less two weeks before
classes begin in June. This is a school
maintenance program that has been
institutionalized since 2009 when DepEd
issued DepEd Order # 100.
2. Curriculum development - This can
mean use of community resources for
learning. e.g. museum, elders of the
community as key informants in research
or resource persons in the study of local
history
3. Work experience programs - Business
establishments and offices in the
community can serve as training ground
for learners. A concrete example is the
Work Immersion required of Senior High
School students. In this Work Immersion,
students are given the opportunity to
opportunity to work in relevant
establishments or offices in the
community to help develop in them “the
competencies, work ethics, and values
relevant to pursuing further education the
world of work... Partner offices for
immersion provide Senior High School
students with opportunities: "1) to become
familiar with work place; 2) for
employment simulation, and 3) to apply
their competencies in areas of
specialization/applied subjects in
authentic work environments [Enclosure
to DepEd Order No. 30. 3. 2017).
In this school-community
partnership, the school can fulfill what
curriculum requires and may improve on
their curriculum based on community
feedback, enables the students to undergo
hands-on work experience, while community
establishment contribute to the formation of
graduates who are more ready and more
equipped for the world of work. Business
establishments or any world of work in the
community are the ultimate beneficiaries of
these graduates who have been more
prepared through work immersion
Some schools call this service
learning since it actively involves students in
a wide range of experiences which benefits
students and the community at the same time
fulfilling the requirement of a curriculum.
4. Remediation and enrichment classes -
Parents and retired teachers may be
involved in the School Reading
remediation and Learning Enrichment
Programs.
5. Youth Development Programs - The
young may involve themselves in youth
development programs and develop their
skills and talents, learn how to deal
positively with peers and adults and serve
as resources in their communities.
6. Community Service - Examples of
community service are students
participating in tutorial programs,
community reforestation programs, clean
up drive for a river, assisting in medical
mission; school head involved in planning
local celebrations, teachers managing
programs, projects, activities; school band
playing in fiesta parade
What can schools do for communities in
return?
Schools may allow the community to
use school resources. Here are concrete
examples enumerated by the DepEd Primer
on School Community Partnership:
 Classroom used by community
organizations for meetings
 School used as a polling place and venue
for medical mission which it may co-
sponsor with the Rural Health Unit
 School used by the Rural Health Unit for
mothers' class on child care
 School used as an evacuation center
 School facilities used for community
assemblies
 School basketball court used for local
celebrations and barangay sports league
 Schools conduct livelihood skills-training
programs for parents and out-of-school
youths by using school resources
 Livelihood skills-training for parents and
out-of-school youths by teachers
themselves
Learning from the Experiences of Schools
and Community Partners
Here are concrete examples:
1. Dumingaga Central School, Dumingag,
Zamboanga del Sur
Strong school community partnership
- Feeding program was maintained by
community donors - Mother Butler
Mission Guild, barangay councils, office
of the mayor parents who budgeted,
cooked, purchased.
"Kiddie Cop" classes - Cops lectures
on good manners and right conduct, drug
addiction, child abuse, child welfare
Municipal Welfare and Development
Office - Municipal Health Office
conducted special classes on health and
nutrition, rights of the child.
2. Angels Magic Spot and Project
REACH, etc. - Pembo Elementary
School, Makati
Pembo Angels Magic Spot (PAMS)
were the volunteer environmental
steward-students of Pembo Elementary
School while magic spots were the small
dumpsites or empty lots in the barangay
which were converted by the students into
vegetable gardens from which members of
the barangay could harvest for home
supply, the school for their feeding
program or sold them for cash for the
purchase of seedlings and planting of
more vegetables.
PAMS brought together students,
teachers, school head, parents barangay
officials and other members of the
community clean up little nooks for
garbage and converted them into green
areas with vegetables shared by all. It also
taught gardening skills and positive
attitude toward work to students and
supplemented the feeding program for the
underweight and the malnourished in the
school, Project BOWLS (Brain Operates
Well on Loaded Stomachs).
Another effective practice was
Project Revitalize Enthusiasm for
Assistance to Children of Humanity
(REACH where each teacher adopted one
student and acted as her mentor for the
entire school year. The teacher gave
tutorial to the adopted student during
his/her free time, the student's family
every now and in some instances gave
student a daily allowance of ten pesos
from the teacher's o pocket. This
contributed to improved performance of
Per Elementary School, 23rd in rank in
the Division Achievement Test zoomed
up to rank 9 and six years later rank 1.
(near-2 drop out rate), ad Kid
Urbanidad kids were ideal students
who acted as role models for the students
and the PEMBO community. They were
the cleanest, most well-mannered and
most diligent in class.
BOWLS means Brain Operates Well
on Loaded Stomach. Every recess,
children who were selected by the school
as BOWLS beneficiaries due to
malnutrition were provided a free bowl of
lugaw.
Pera sa Panapon was a weekly trash
market where students, their parents and
other members of the community were
invited to bring their recyclable garbage.
The project helped the school purchase
the necessary supplies and was able to
support two students to a 2010 math
competition in Singapore.
Sociological Basis of School Community
Partnership?
The functionalist theory states that
institutions must perform their respective
functions for the stability of society. Other
institutions must come in if one institution
fails to do its part for the sake of society.
The school cannot do it all. "It takes a
village to educate a child", so goes the
African proverb. It has to work in partnership
with other institutions in the community such
as the church government organizations and
non-government organizations. With the
breakdown of families, schools face greater
challenge in educating the young.
The rearing and education of the
child is the primary obligation of parents.
The school, the Church and other social
institutions come in to assist parents and
families to fulfill their irreplaceable
obligation. The breakdown of marriages, the
demand for both mother and father to work
to meet the demands of a rising cost of living
resulting to less or practically no more time
for parents to spend time with their children
have, however, attacked the stability of
families and have adversely affected families
in the performance of their irreplaceable duty
to educate children. Added to these is the
increasing number of families composed of
single mothers to raise a family. With the
burden of earning lodged solely on the
shoulders of one parent, single parents
struggle to earn enough to provide for their
families. Consequently, this responsibility
leads to their having a limited amount of
time to spend for and with growing and
developing children who, unfortunately
become more likely single-parent families
themselves. The cycle goes on.
This is not to mention the negative
effect of uncontrolled and unregulated use of
technology on the young. While the use of
technology has brought a lot of convenience
its uncontrolled and unregulated use by the
tech-savvy kids expose these kids to all sorts
of information not necessarily favorable for
their development. So families, schools and
other social institutions need to work
together to save the youth.
Legal Bases for Parents and Community
Involvement
It is no wonder why even our laws
support school-community partnership. RA
9155, Governance of Basic Education Act,
Section E (10) explicitly states that one of
the responsibilities of school heads is
"establishing school and community
networks and encouraging the active
participation of teachers organizations,
nonacademic personnel of public schools,
and parents-teachers-community
associations."
Section 3 (f) of the same Act
encourages "local initiatives for the
improvement of schools and learning centers
and to provide the means by which...
improvements may be achieved and
sustained." Batas Pambansa Blg. 232,
otherwise known as the Education Act of
1982, Section 7 states that:
Every educational institution shall
provide for the establishment of appropriate
bodies through which the members of the
educational community may discuss relevant
issues and communicate information and
suggestions for assistance and support of the
school and for the promotion of their
common interest. Representatives from
subgroup of the educational community shall
sit and participate in each these bodies, the
rules and procedures of which must be
approved by them and duly published.
Another law, RA. 8525, Adopt-A-
School Program Act, also provides for
school-community partnership. It allows
entities to assist a public school, whether
element or tertiary.... in, but not limited to,
the following faculty development for
training and further education; construction
of facilities; upgrading of existing facilities,
provision of books, publications and other
instructional materials; and modernization of
instructional technologies."
Even the Philippine Education for All
(EFA) 2015 vision and a holistic program of
reforms that aimed to quality of basic
education for every Filipino by end states:
"Schools shall continue to harness i facilitate
involvement of every sector of the
community improvement process."
This EFA 2015 Plan was extended in
Education for All Beyond 2015-Agenda
2030. Agenda 2030 has 7 new educational
targets from 2015 to 2030 that must involve
education stakeholders which in essence is
school-community partnership. UNESCO
Assistant Director General for Education, Dr.
Qian Tang, himself admits that Agenda 2030
cannot be realized without schools partnering
with community. He said: "Our vision must
be more aggressive, more committed not just
involving government, non-government
agencies but all stakeholders."
 RA 9155, states that partnership
between school and community also
ensures... that: 1) educational programs,
projects and services take into account the
interests of all members of the community
(Sec 3, d); 2) the schools and learning centers
reflect the values of the community by
allowing teachers/learning facilitators and
other staff to have the flexibility to serve the
needs of all learners (Sec 3, e); and 3) local
initiatives for the improvement of schools
and learning centers are encouraged and the
means by which these improvements may be
achieved and sustained are provided (Sec 3,
f). So schools and communities function
better when they work as a team.
SEMI FINALS
CHAPTER 7: The Teacher and the
Community: Teacher's Ethical and
Professional Behavior
Code of Ethics for Professional Teachers,
Article III
The very title of this Unit indicates
that teachers are expected to be part of the
community. To be part of the community
definitely means to participate in the life of
that community. What is that community
referred to here? The 8 Sections of Article III
of the Code of Ethics refers to the
community within the school and the
community outside the school. How can
teachers be a part of the community? The
various Sections of Article III give more
details.
Teacher as Facilitator of Learning
Article III, Section1 states that the
teacher is a facilitator of learning and the
development of the youth... therefore shall
render the best service by providing an
environment conducive for such learning and
growth.
Facilitator comes from the word
"facilitate" which means to make something
easy or easier. You as, the professional
teacher, facilitate learning or make learning
easier. Learning is a difficult task and is
made easier when you make dry lesson
interesting, exciting and enjoyable. As a
professional teacher, you make learning
easier when you simplify the complex and
concretize the abstract. This is what is ethical
for every professional teacher like you ought
to do. This you can do after four long years
of academic preparation.
What happens sometimes, however,
is teachers complicate the simple and teaches
only at the abstract level.
To facilitate learning, a conducive
learning environment is necessary. It has
been proven that learners learn best in a
pleasant environment. A pleasant
environment is where the learners can be
themselves because teachers are caring. No
need to put best self forward because
teachers and classmates truly care and take
you for who you are. All forms of bullying
has no place in a conducive learning
environment. A conducive learning
environment makes learners believe they can
do the work and they feel accepted. A
favorable learning climate is not competitive
where everyone is tense.
The teacher who believes that "Every
child deserves a champion, an adult who will
never give up on them, who understands the
power of connection and insists they become
the best they can possibly be like Teacher
Rita Pierson in TED Talk is a facilitator of
learning.
Teacher Leadership and Initiative for
Community Participation
Section 2 refers to the "leadership and
initiative of the professional teacher to
participate in community movements for
moral, social, economic and civic betterment
of the community." As professional teachers
you do not live in an ivory tower, meaning
you are not supposed to be removed nor
aloof from community life. Schools are at the
heart of communities and you as professional
teachers are expected to be be-in-the-world
and to be-in-the-world-with-others and for
others (borrowing the words of Heidegger).
The words in Section 2 of Article III
are "provide leadership and initiative..." This
implies that as a professional teacher you
have not to wait for community to ask for
help. Section 6 further explicitates how you
can show your professional leadership, to
wit: "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 be
actively involved in matters affecting the
welfare of people."
You do not just welcome the
opportunity to lead. Section 2, states that
you, the professional teacher ought to take
the initiative to offer your help for the
improvement of the community. Many a
time, you can be a guidance counselor, a
prayer leader, commentator or reader in
religious celebrations, fiesta coordinator,
judge in or coach for a contest, financial
adviser, a nurse, a doctor, commentator,
prayer rolled into one.
Providing leadership and initiative
also means working with the community.
This means getting the parents and other
members of the community participate in
school activities.
Teachers, as they participate in
community affairs prove that they "are the
most responsible and most important
members of society because their
professional efforts affect the fate of the
earth."
Professional Teacher with Honor and
Dignity
Section 3 states: "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." Obviously, if as a
professional teacher, you are an inveterate
gambler chain smoker and alcoholic or if it is
common knowledge that you are engaged in
an illicit relationship, how can you have
moral authority? Who will listen to you when
you advise your class not to smoke, not to
drink alcoholic drinks, not to gamble, etc?
Your audience will say “Look, who is
talking!" It is a matter of "do what I say not
what
Society expects so much of teachers
that when they fai live up to the challenge to
behave or model good behavior, the
"condemned without trial!" It is no wonder
why many are afra answer the call to teach
Society seems to expect much more fi
professional teachers than from any other
professional and so look teachers with
scrutinizing eyes.
The quotation states "The influence
of a good teacher can never be erased" but
the influence of a dishonorable teacher is as
lasting."
Teacher's Attitude toward Local Customs
and Traditions
Section 4 expects every teacher to
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." The professional teacher is
neither ethnocentric nor xenocentric. He/she
is not ethnocentric and so does not look
down on community's culture because of the
thought that his/her culture is superior to the
culture of the community. Neither is he/she
xenocentric and so looks at his/her culture as
inferior in to other community's culture.
Fortunate and happy is the
community that has teachers who live with
them, exert effort to understand their local
customs and traditions and consequently
appreciate the same. This author sees no
culture as perfect. Every culture including
hers has its positive and negative aspects.
What we need to pass on are the positive
aspects of the culture. We need to purify,
however, the negative aspects with teacher
pointing them out tactfully and sincerely.
The Professional Teacher and Information
Update
Section 5 states that the teacher "shall
help the school inform the community about
the school's work, accomplishments, nec and
problems. Community here refers to internal
as well as external stakeholders. Internal
stakeholders include the students, the parents
of the students and the teachers. The external
stakeholders are other parents in the
community without children enrolled in
school barangay officials and other
government officials, non-governo
organizations, government organizations,
alumni / alumnae retirees.
Why do these stakeholders have to be
informed? The school is there for the
community and so the community has the
right to be informed about its activities,
accomplishments, needs and problems.
Informing them about the school's projects,
needs and problems give them a sense of
ownership. Having a sense of ownership,
these stakeholders will participate more
actively in the resolution of school's
problems and needs.
The Parents-Teachers Association
We have Parents' and Teachers'
Associations (PTA) in place in every school.
Some private schools call it Home School
Association or Family Advisory Council.
This is for internal stakeholders only. A PTA
is an association of teachers and parents with
children who are enrolled in a school. It is a
forum for discussions on school problems
and how they can be solved.
The School Governing Council
Other than the PTA is the School
Governing Council. The SGC has different
membership and functions. A School
Governing Council as a policy-making body
has the school head as Chief Executive
Officer, Manager and Chief Operations
Officer. The formation of SGC in every
school is a proof of school head sharing
his/her leadership with members of the
community.
It determines general policies on
student welfare, discipline, wellbeing: it is
concerned with the development and
implementation, monitoring and evaluation
of the School Improvement Plan (SIP), and
reporting of the progress of the SIP
implementation to the Schools Division
Superintendent and the community.
In addition to PTAs are the School
Governing Council in every public school.
This School Governing Council shares in the
management of the school with School Head
as Chair. This School Council is another
opportunity for communities to participate in
school activities.
The Professional Teacher and
Government Officials and Other
Professionals
Section 7 states: "Every teacher shall
maintain harmonious an pleasant personal
and official relations with other
professionals, with government officials and
with the people individually or collectively."
As a professional teacher, you cannot afford
not to be in pleasant relations with others
especially those with whom you work with
like other professional teachers. It is always
best to be in good terms with everyone else
in the community.
Desiderata gives this advice: "As far
as possible, with surrender, be on good terms
with all persons. Speak your to quietly and
clearly, and listen to others, ven the dull and
the ignorant they too have their story."
The Professional Teacher Does not Use
Position to Proselyte
Finally, Section 8, says: "A teacher
possesses freedom to attend church and
worship as appropriate, but shall not use his
position and influence to proselyte others.
"To be in a position means to have power or
influence for a purpose, i.e. for you to use
that position to perform your job as a
professional teacher. It is highly
unprofessional for a teacher like you to use
your position of influence to proselyte.
Besides freedom of religion is guaranteed by
the 1987 Philippine Constitution. "No law
shall be made respecting an establishment of
religion, or prohibiting the free exercise
thereof. The free exercise and enjoyment of
religious profession and worship, without
discrimination or preference, shall forever be
allowed." (Article II, Section 6).

CHAPTER 8: ORGANIZATIONAL
LEADERSHIP
Introduction
Expected of professional teachers
who care for and embark on continuing
professional development is a promotion
along the way. With this in mind, this course
wont be complete without a discussion of an
effective leader and manager for which you
will be in the future. But should you refuse
offer for a managerial or leadership position
in school or in the bigger educational
organization because of the love for teaching
and learners, this lesson on organizational
leadership wont be laid to waste because
even as teacher you are ready a leader and a
manager. You are a teacher and a class or
classroom manager.
Organizational Leadership
In organizational leadership, leaders
help set strategic goals for the organization
while motivating individuals within the
organization to successfully carry out
assignments in order to realize those goals.
In the school setting, the school leader helps
set the goals/targets for the school and
motivates teachers, parents, learners, non-
teaching personnel and other members of the
community to do their task to realize the
school goals.
Organizational leadership works
towards what is best for individual members
and what is best for the organization as a
group at the same time. Organizational
leadership does not sacrifice the individual
members for the sake of the people nor
sacrifice the welfare of the group for the sake
of individual members. Both individual and
group are necessary.
Organizational leadership is also an
attitude and a wo ethic that empowers an
individual in any role to lead from the
middle, or bottom of an organization.
Applied to the SC setting, the school leader
helps anyone from the organization
necessarily from the top to lead others. An
example of leadership which does not
necessarily come from the top of
organization is teacher leadership.
Leadership Versus Management
Are leadership and management
synonymous? Is a lea manager or is a
manager a leader? If I am a good leader it
follow that I am also a good manager? Or if I
am a good ma am I at the same time a good
leader? Not necessarily.
School Head Must be Both a Leader and a
Manager
A school head must be both a leader and a
manager. Study the Figure below.
A school head leads the school and
community to formulate the vision, mission,
goals, and school improvement plan. This is
a leadership function. S/he sees to it that this
plan gets well implemented on time and so
ensures that the resources needed are there,
the persons to do the job are qualified and
available. This is a management function.
Imagine if the school head is only a leader.
You have the vision, mission, goals and
school plan but no implementation. The plan
is good only in paper. If you do the task of a
manager only, you will be focusing on the
details of the day-of-day implementation
without the big picture, the vision and
mission. So it big picture for connect and
meaning. This means that it is best that a
school leader is both a leader and a manager.
  laissez faire
Autocratic leaders do decision
making by themselves. Consultative leaders
allow participation of the members of the
organization by consulting them but make
the decision themselves. This is what
happens in consultation meetings called by
schools when they increase tuition fees.
Sometimes education stakeholders get
disappointed that their suggestions are not
carried after school leaders have consulted
them. They do not understand that
consultation does not necessarily mean
approval of stakeholders suggestions.
Democratic leaders allow the
members of the organization to fully
participate in decision making. Decisions are
arrived at by way of consensus. This is
Types of Skills Demanded of Leaders genuine participation of the members of the
organization which is in keeping with school
Leaders use 3 broad types of skills: 1) empowerment.
technical, 2) human and 3) conceptual. In laissez faire or free-rein leadership
Technical skills refers to any type of process style, leaders avoid responsibility and leave
or technique like sending e-mail, preparing a the members of the organization to establish
power point presentation. Human skill is the their own work. This leadership style leads to
ability to work effectively with people and to the kanya-kanya mentality, one weaknesses
wild teamwork. This is also referred to as of the Filipino character. There will be to
people skills or soft skills. problem if the situation is deal, i.e. each
member of the organization has reached a
level of maturity and so if members are left
themselves they will do only what is good
Leadership styles Here are leadership for the organization. On the other hand, it
styles:  will be chaos If each member will do as he/
please even if it is against the common good.
 Autocratic  leader resort to telling the group members
 consultative  Which leadership styles are
 democratic  participative? The consultative and
democratic leadership style are the only ones
that allow participation of the members of
the organization. Between consultative and
democratic styles of leadership, the
democratic is genuinely participative because
it abides by the rule of the major
The Situational Leadership Model
In situational leadership, effective
leaders adapt their leadership style to the
situation of the members of the
organization,.e., to the readiness and
willingness of group members. Paul Hersey
and Kenneth H. Blanchard (1996)
characterized leadership style in terms of the
amount of task behavior and relationship
behavior that the leader provides to their
followers. They categorized all leadership
styles into four behavior styles, which they
named S1 to $4.
If the group member is able, willing
and confident (high readiness), the leader
uses a delegating leadership style The leader
turns over the responsibility for decisions
and implementation to the members.. On the
other hand, if the group members have low
readiness, i.e.. unable and unwilling, the
what to do..
 In short, competent members of the
organization require less specific direction
than less competent members. Less
competent people need more specific
direction than more competent people. For a
graphic presentation of the Situational
Leadership Model, visit
https://teachthem.files.wordpress.com2012/1
1/situational leadership-model.pg  (Greenleaf 1977/2002, p. 27)
Among these leadership styles, no
one style is considered best for all leaders to
use all the time. Effective leaders need to be
flexible, and must adapt themselves
according to the situation, the readiness and
must adapt them willingness of the members
of the organization.
Servant Leadership
Robert K. Greenleaf (1977) coined
the paradoxical term servanthip. How can
one be a leader when he/she is servant?
That's the common thinking. But the paradox
is Greenleafs deliberate and meaningful way
of emphasizing the qualities of a servant
leader. He describes the servant
...servant first. It begins with the
natural feeling that one wants to serve.
Then conscious choice brings one to
aspire to cad. The best test is: do those
served grow as persons: do they, while
being served, become healthier, wiser,
freer, more autonomous, more likely
themselves to become servants And,
what is the effect on the least
privileged in society; will they benefit,
or, at least, not be further deprived?
The first desire of the servant leader
is to serve. How? By leading. The greatest
teacher of humankind, Jesus Christ. was a
servant - leader. He taught his disciples "he
who wants to great must be the servant of
all". The life of the Greatest Teacher was a
life of total service to all.
We often hear the term "public
servants" to refer to appointed and elected
officials of the government to emphasize the
fact that they indeed are servants of the
people. Their first duty is to serve and in
serving, they lead. They don't think of their
power as leaders first. If they do, they tend to
become more conscious of their importance
felt over their conscious of their power over
their constituents and tend to impose that
power or make their importance felt over
their constituents and forget that if ever they
are given power it is to serve their people,
Someone said "power corrupts". And i need
it does, when leaders think first of their
power and forget the very reason why such
power was given, i.e. to serve. The greatest
teacher said:
"... and whoever wants to be first
among you must be your slave." (Matthew
20:27)
"The greatest among you shall be
your servant." (Matthew 23:11)
"If anyone wants to be first, he must
be the last of all and the servant of all" (Mark
9:35)
"You know how the pagan rulers
make their powers felt. But it shall not be
this way among you. Instead, whoever wants
to become great among you must be your
servant (Mark 10:43)
His whole life was a life of service. In
fact, he wanted to impress this idea of
servant leadership by doing something
dramatic in his last days on earth. He washed
the feet of his apostles. Washing the feet was
the work of a servant in his time.
He wanted to etch in the memories of
his apostles the idea that leaders are
supposed to be "footwashers". Leaders are
supposed to be servants of all.
Servant leadership seeks to involve
others in decision making is strongly based
in ethical and caring behavior, and enhances
the growth of workers while improving the
caring and quality of organizational life.
The school head who acts as a servant
leader forever remembers that he/she is there
to serve his/her teachers, the students, the
parents etc. and NOT the teachers, learners,
parents to serve him/her.
Transformational Leadership
Robert Kennedy once said: "Some
men see things as they are, and ask why. I
dream of things that never were, and ask why
not." Those who dream of things that never
were and ask "why not" are not
transformational leaders. The
transformational leader is not content with
status qou and sees the need to transform the
way the organization thinks, relates and does
things. The transformational school leaders
sees school culture as it could be and should
be, not as it is and so plays his/her role as
visionary, engager, learner, collaborator, and
instructional leader. As a transformational
leader he/she makes positive changes in the
organization by collaboratively developing
new vision for the organization and
mobilizing members to work towards that
vision.
To do this the transformational leader
combines charisma, inspirational leadership
and intellectual stimulation to introduce
innovation for the transformation of the
organization.
Sustaining Change
For reforms to transform, the
innovations introduced by the
transformational leader must be institutional
and sustained. Or else that innovation is
simply a passing fad that loses its flavor after
a time. A proof that an innovation introduced
has transformed the organization is that the asserts: "The change envisioned must
result or effect of that change persists or cascade downwards to the last lesson
ripples even when the transformative leader plan and ripple sidewards to winthe
is gone or is transferred in another school or support of major stakeholders". 
gets promoted in the organization. 4. ensure that the innovation is
We feel most comfortable with our understood by all - The benefits and
old pair or shoes. We like to live in our costs must be appreciated and
comfort zones and so sometimes we don’t weighed carefully
welcome change. And yet if we want 5. consider timing and phasing - These
improvement in the way we do things in our are highly critical; missteps might
organization in our school or if we want to backfire and lack of sensitivity to
improve in life we must be willing to change. stakeholders might lead to resistance.
The transformational leader ought to deal
with resistance to change to succeed. There Morato described the successful
will always be resisters to  change. To ensure innovations in several schools
that the innovation he/she introduces leads to innovations in the Philippines. Refer
the transformation of the organization, to ______.
Morato of Bayan ABS-CBN, 2011) gives the
following advice. 
1. seek the support of the stakeholders -
The leaders must build a strong
coalition of allies in order to push for
any meaningful change that would
yield results. Innovations cannot be
forced upon the teachers, the
students, the parents, the community
without serious consequences." 
2. get people involved early and often -
Resistance drops off in proportion to
the involvement of participants. You
may not to expect 100-percent
support from any individual who was
not personally involved in a change
that affected his/her work. It is best to
set up networks to reach out to as
many people as possible. 
3. plan a communications campaign to
"sell" the innovation - Morata (2011)
 challenges in implementing SBM especially
on the part of the school head.

The Meaning of School-Based

Management (SBM)

Ms. Ligaya, the school head, is smart.

She knew she couldn't solve the problems all
alone so she involved the teachers, the
parents, the student leaders and leaders of the
community. She knew That by involving
them these members of the school
community will feel a sense of importance
and a sense of ownership. Because they were
the ones directly involved with the problems,
they themselves are in the best position to
solve the problem. The actions that Ms.
Ligaya took are all in accordance with
CHAPTER 9: THE SCHOOL HEAD IN School-Based Management.
SCHOOL-BASED MANAGEMENT
(SBM) What is school-based management?
School based-management is a decentralized
Introduction management initiative by developing power
or authority to school heads, teachers,
The Local Governance Code of 1991 parents and students. (SBM) is a strategy to
(RA 7160) provided for a more responsive improve education by transferring significant
local government structure through a system decision making authority from the DepEd
of decentralization where local governments Central Office, regional offices, division
are given more power, authority, offices to individual schools. SBM provides
responsibilities and resources. Likewise with principals, teachers, students, and parents
the introduction of School-Based greater control over the education process by
Management in Philippine schools, schools giving them responsibility for decisions
are given more power to direct their affairs about the budget, personnel, and the
with the learning and development of curriculum. Through the involvement of
learners as ultimate goal. In this chapter, you teachers, parents, and other community
are expected to learn the rewards and members in these key decisions, SBM can
create more effective learning environments
for children.
SBM and the Principle of Subsidiarity
SBM is in keeping with the principle
of subsidiarity which states that it is the
people at the lowest level who will know
best their problems and so are in the best
position to address the same. This tenet holds
that "nothing should be done by a larger and
more complex organization which can be
done as well by a smaller and simpler
organization. In other words, any activity
which can be performed by a more
decentralized entity should be done by that
more decentralized entity."
https://action.org/pub/religion-
liberty/volume-6-number-4/principle-
subsidiarity) Those in the higher echelon are
far removed from the scene and are therefore
not as Involved and as informed as those
from those below.
Advantages of SBM The following are
strengths of SBM:
 Allow competent individuals in the
schools to make decisions that will
improve learning;
 Give the entire school community a
voice in key decisions;
 Focus accountability for decisions;
 Lead to greater creativity in the design
of programs;
 Redirect resources to support the goals
developed in each school;
 Lead to realistic budgeting as parents
and teachers become more aware of the
school's financial status, spending
limitations, and the cost of its programs;
and,
 Improve morale of teachers and nurture
new leadership at all levels.
Through SBM, decision making
authority is devolved to school heads,
teachers, parents and students. This is school
empowerment. This reduces bureaucratic
controls on schools and encourage school
heads, teachers and parents to use greater
initiative in meeting the needs of students
and community. This results in a sense of
community school ownership which makes
the school realize its vision and mission.
Involving stakeholders - parents,
teachers, students and other members of the
community - is also helpful in the
mobilization of local resources to
complement public resources. Concrete proof
of this is the number of classrooms built as a
result of the strong partnership between
schools and communities and successful
school-community programs like those
described in the Chapter on The School and
the Community.
Through SBM, problems and needs at
the school level get solved faster and specific
personalities and cultures are taken into
consideration. These personalities and
cultures are usually ignored in multi-layered
in hierarchical organization like DepEd. In a
hierarchical organization, straight jacket
rules, procedures and allocation norms are
given and apply to all. It takes time to solve
problems if schools have to wait for answers
from above. As a result, teachers, parents and
students are frustrated due to delays.
In SBM, schools take the
responsibility to plan and implement their
School Improvement Plans (SIP). ( The table
that you scrutinized in the Activity phase of
the lesson is a of a part of a School
Improvement Plan). It is the schools
themselves, not DepEd higher offices that
know best their problems and the solutions to
these problems. It is the schools that
determine the number and kind of teachers
they need, the kind of learning materials and
resources they need.
Since schools are given more power
to direct themselves, they are made
accountable for results, SBM makes schools
accountable to the stakeholders.
Legal Basis of SBM
 The Philippine Constitution provides
that Congress shall enact a local government
code that will institutionalize a system of
decentralization (Article 10, Sec. 3)
whereby local government units shall be
extended more power, authority.... The Local
Government Code in 1991 is a fulfillment of
this Constitutional provision.
This means that long before the
Department of Education (DepEd) legally
introduced decentralization in schools
through School-Based Management (SBM)
in 2001 through the enactment of RA 9155,
local government units were already
empowered for local governance. RA 9155,
Basic Governance Act transfers the power
and authority as well as the resources to the
school level. School empowerment is based
on the assumption that the school heads
including teachers, key leaders in the
community, parents know best the root and
solution to the problem.
Conditions for the Success of SBM 
 Teachers, school heads must be given
the opportunity to make choices. They
must actively participate in school
improvement planning.  As the term implies, in SBM, schools are
 The involvement of parents and teachers
must be strongly encouraged and highly
welcomed.
 Stakeholders must participate in the
development of a School Improvement
Plan. They must have a say on resource
allocation to meet specific needs. 
 Higher authorities must actively
encourage thoughtful experimentation
and innovation in an atmosphere where
mistakes are viewed as learning
experiences. They must be willing to
share their authority with the academic
and the larger community. 
 Teachers must develop reflection,
problem solving.
In addition based on international
experience, the follow It be present for SBM
to succeed in schools: 
Factors of School Effectiveness Based on
 have basic resources; Research
 have developed an effective school
support system;  Effective practices need to be
 are provided with regular information institutionalized for them to beco rt of the
on their performance  school culture. To build professional
 are given advice on how they may capacity and establish that supports the
improve; and  continuing quality improvement schools is an
 emphasize the motivational element assurance that effective schools even become
in the management work of the more effective. School-Based Management
principal (SBM) is the mechanism introduced by the
Department of Education in the Philippines
to continuously work on effective schools.
The success of SBM very much given greater autonomy to make decisions
depends on the school head. Below are regarding education of children.
his/her functions: 
There research finding of OECD
confirms that school autonomy has a positive
relationship with student performance when
accountability measures are in place and/or
when school principals and teachers
collaborate in school management" (OECD,
2012). China and Singapore have been
"devolving more responsibility to the school
level" (Stewart, 2008). In Finland,
accountability rests on the trust placed by
families and government in the professional
competence of teachers (Stewart, 2008).
In the Philippines, the devolving of
more responsibility the schools
to was done through the School-Based
Management (SBM). SBM was introduced
during the implementation of the Third
Elementary Education Project (TEEP), 1999-
2005. In 2005, TEEP conducted a study to
determine the effect of school-based
management on student performance in the
Philippines using the administrative dataset
of all public schools in 23 school districts
over a 3-year period, 2003-2005. The results
showed that the introduction of SBM had a
statistically significant, although small,
overall positive effect on average school-
level test scores in 23 school districts in the
Philippines. (Source:
http://elibrary.worldbank.org/doi/abs/10.159
6/1813-94505248). Accessed 9-1-16)
With SBM, significant decision-
making authority was transferred from state
and district offices to individual schools.
SBM provided principals, teachers, students,
and parents greater control over the
education process by giving them
responsibility for decisions about the budget,
personnel, and the curriculum. Through the
involvement of teachers, parents, and other
community members in these key decisions,
SBM can create more effective learning
environments for children. (Source: Office of
Research Education/Consumer Guide). To
further strengthen the School-Based
Management (SBM) practice and re-
emphasize the centrality of the learners and
the involvement of relevant community in
basic education service delivery. the
Department of Education (Deped) embarked
on revisiting the SBM process and tool to
improve on already recognized successful sp
practices across the regions (DO 83, S.
2012). To institutional: decentralization
efforts at the school level and in line with
Republic Act No. 9155 also known as
Governance of Basic Education Act 2001,
the Department of Education (DepEd)
provided School-Based Management (SBM)
Grants as additional funds to public
elementary and secondary schools,... to
augment the school fund on Maintenance and
Other Operating Expenses (DO 45, s. 2015).
Philippine Accreditation System for Basic
Education (PASBE)
The institutionalization of SBM was
strengthened with the introduction of the
Philippine Accreditation System for Basic
Education (PASBE) which was launched
through DepED Order No. 64, s. 2012.
Accreditation is a process of self-evaluation
and peer-review to ensure that quality
standards agreed upon by stakeholders are
understood, implemented, maintained, and
continuous improvement of learner outcomes
(DepEd DO 20, s. 2013 - The Philippine
Accreditation System for Basic Education
(PASBE) Supplemental Guidelines to DepEd
Order No. 83, S. 2012). Source:
http://www.teacherph.com/a-comprehensive-
guide-to-school-based-
managementsbm/Accessed 9-2-2016
The agreed upon standards of quality
or effective schools are grounded on the four
principles of A Child-and-Community -
Centered Education Systems (ACCESs),
namely: (1) principle of collective leadership
(2) principle of community-based learning
(3) principle of accountability for
performance and results and (4) principle of
convergence to harness resources for
education. All of these four principles also
apply to SBM.
The school's level of SBM practice
can either be Level I, Developing; Level II,
Maturing and Level III. Advanced. A school
that reaches the highest level of SBM
practice qualifies for an accredited status.

A school in Level I, developing,
means that the school is developing
structures and mechanisms with acceptable
level and extent of community participation
and impact on learning. A school in Level II,
described as Maturing, means that the school
is introducing and sustaining continuous
improvement process that integrates wider
community participation and significantly
improve performance and learning outcomes.
Level III, Advanced (Accredited) means that
the school is ensuring the production of
intended outputs/outcomes and meeting all
standards of a system fully integrated in the
local community and is self-renewing and
self-sustaining
In conclusion, PASBE is a means to
institutionalize SBM, the granting of more
autonomy to schools for them to chart their
destiny to grow in effectiveness
continuously.
Factors that contribute to School
Effectiveness
Research findings point to the following
factors that spell school effectiveness:
1. Human factors - These include a
dynamic school head, highly selected
competent and committed teachers,
highly motivated pupils with high
expectations, and a supportive
community.
2. Non- human factors, processes - These
refer to clear and shared vision-mission
(focus), high expectations/ ambitious
standards, emphasis on accountability,
aligned curriculum instruction and
assessment with state / DepEd standards
efficiency or optimal utilization of
resources and facilities, collaboration
and communication, focused
professional development, and global
and future orientation.
These factors are exemplified by high
performing schools the Philippines and
abroad and by the best education performing
countries in the world.
In the Philippines, the practice of
School-Based Management gave greater
autonomy to schools to make decisions in
collaboration with parents and community
towards greater school effectiveness. The
SBM Assessment Tool is an instrument used
to assess schools effectiveness and its use for
accreditation of schools is an assurance that
effective practices get institutionalized to
build the school's culture of excellence. A
copy of this SBM Assessment Tool is in
Appendix A.
The heart of all these elements, both
human and non-human is the school head,
the school leader. This means that all these
factors that contribute to school effectiveness
come forth only with a dynamic and a
transformational school leader.
TAKEAWAYS
 SBM means school-based management.
It is the empower schools to direct their
own affairs for high performance. 
 It involves the school he head leading
his/her teachers, parents and other
members of the community to address
probe and concerns with the ultimate
goal of improving school perform It is
based on the principle of subsidiarity
which states that it is the who are most
involved at the lowest level of the
organization who can best solve their
problems.
The advantages of SBM include:
 Allows competent individuals in the
schools to make decisions that will
improve learning;
 Gives the entire school community a
voice in key decisions;
 Practices focuses accountability for
decisions;
 Demands greater creativity in the design
of programs
 Redirects resources to support the goals
developed in each school
 Leads to realistic budgeting as parents
and teachers become more aware of the
 school's financial status, spending
limitations, and the cost of its programs;
 Improves morale of teachers and
nurtures new leadership at all levels. 

Disadvantage of SBM
 Participatory decision-making needs
time and may slow down process 
Demands of SBM
 Active and intelligent participation of
stakeholders
 Democratic and transformative
leadership of school head
 Support and openness of higher
authorities to schools 

Roles of school head

 Visionary leader, planner, implementer,
evaluator
 Fiscal resource manager
 Curriculum developer