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THE SCHOOL AND THE COMMUNITY, SCHOOL CULTURE, AND ORGANIZATIONAL LEADERSHIP
Course Number
Course Code Educ 102
Descriptive Title The Teacher and Community, School, Culture
and Organizational Leadership
Credit Unit 3
School Year/Term 2020-2021 / 2nd semester
Mode of Delivery Online/Offline Learning
Name of Instructor Federico L.Paler, Jr.
Course Description This course focuses on society as a context
upon which the schools have been established.
Educational philosophies that are related to the
society as a foundation of schools and
schooling shall be emphasized. Further,
principles and theories on school culture, and
organizational leadership shall be included to
prepare prospective teachers to become school
leaders and managers.
Course Outcomes Students should be able to:
 Discus how the school can serve as an
agent of change;
 Discuss how teachers, students,
administrators and other personnel
could contribute in affecting positive
social change in the society; and
 Observe how innovative school serve as
agents of social change.
 Discuss the various organizational
leadership and management theories;
 Discuss the organizational structure and
current educational reforms in the
Department of Education; and
 Discuss the function of school as an
educational organization.
SLSU Vision A high quality corporate University of Science,
Technology and Innovation.
SLSU Mission SLSU will develop science, technology and
innovation leaders and professionals; produce
high-impact technologies from research and
innovations; contribute to sustainable
development through responsive community
engagement programs; and generate
revenues to be self-sufficient and financially
viable.
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MODULE GUIDE
This module is composed of two topics.
The first topic is The School as an Agent of Social Change that focuses
on the significant literatures and theories in understanding the
significant role of the school in imparting positive social
transformation. The topic includes activities that provide good insights
and perspectives on the role of the school as an agent of social change.
It allows critical reflection on relevant practices and issues of teachers.
The second topic is the School as Organization that discusses the

different theories and concepts of organization as it applies to
education. It presents significant literatures and studies that include
various topics that may help in understanding the important role of an
educational institution in the society. This topic also includes activities
that help appreciate relevant topics concerning how an educational
system operates including leadership and management theories and
principles that will lead toward achieving organizational goals and
objectives. Further, this topic allows critical examination and analysis
of the relevance of the school as an organization in teaching
profession.
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MODULE 1:
THE SCHOOL AND THE COMMUNITY, SCHOOL, CULTURE AND

ORGANIZATIONAL LEADERSHIP
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TOPIC 1
The School as an Agent of Social Change
This chapter focuses on the role of the school as an agent of social change. It explores significant
literatures and theories in understanding the significant role of the school in imparting positive social
transformation. The chapter includes activities that will provide us with good insights and perspectives
on the role of the school as an agent of social change. It allows us to critically reflect on relevant
practices and issues of teachers. The objectives of this chapter are the following:
 Discus how the school can serve as an agent of change;

 Discuss how teachers, students, administrators and other personnel could contribute in
affecting positive social change in the society; and
 Observe how innovative school serve as agents of social change.
INTRODUCTION
School plays an important role in the development of individuals and societies. Schools are vital
sources of knowledge and innovations, they are contributors to economic development, they are
agents of social and cultural development, and they are warehouses of information. Schools also
develop manpower needs of the society developing the necessary skills, values, and knowledge
needed in everyday life particularly in the industry. Furthermore, schools are national and regional
symbols serving as repository of the people’s history and culture. In a nutshell, a school is a dynamic
social organization that develops every learner for various social roles. It is influenced by a system
anchored on a philosophy, mission, and vision.
 School as an organization – it has its own system of governance influenced by a fixed

organizational structure or bureaucracy. In basic education, the Department of Education
determines the bureaucratic structure of schools from national, regional, division, district, and
the local school level. At the national level, the Dep.Ed. Secretary acts as the head of the whole
bureaucracy supported by Undersecretaries and Assistant Secretaries. The Central Office is
composed of 4 Bureaus namely (1) Bureau of Curriculum Development, (2) Bureau of Learning
Delivery, (3) Bureau of Learning Resources, and (4) Bureau of Educational Assessment. The
Regional Offices are headed by Regional Directors supported by different education
supervisors. The Division Offices are headed by the Superintendent and also supported by
educational supervisors. Lastly, at the school level, the principal serves as the chief
administrative and academic officer of the school. Master teachers and classroom teachers
support the principal in accomplishing various tasks.
 School as a learning organization – its main function is to help learners to learn and develop
knowledge, skills, and values essential for every individual. Its main function is to implement
the curriculum prescribed by the Department of Education. Guided by the different principles
and theories of teaching and learning, the school carries it function by helping to mold the
minds and character of students. Students in school with the help of teachers develop much
knowledge and skills.
 School as community – it is composed of teachers, administrators, students, staff, and other

stakeholders united in one purpose and guided by common values and culture. As a
community, the school Is guided by the following essential elements:
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o Vision – a sense of direction of what the school hopes to accomplish for itself, for the
people, and for the society;
o Values – provides a framework for organizational culture and behavior of the entire
school;
o Leadership – provides administrative and management support for the day-to-day
activities and functions of the school; and
o Culture – pertains to shared values and behaviors of students, teachers, staff, and
administration.
The school as a social organization aims to respond to the different changes and challenges in the
society brought by different social and natural forces. It plays an important role in shaping the future
of the society it belongs. The schools’ working mechanism has a strong effect not only on the delivery
of quality education but also on the development of human resources needed by the society.
 Activity 1: Identify a successful school. Find out what are the contributions of that school in
the community.
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School as a Social Organization
Schools are important organizations that prepare young children of their future roles as productive
citizens in the country. The way schools fulfill this function has a strong effect on the quality of
education they provide. There are several theories that try to explain the nature of the school
organizations. The system theory is best to explain the nature of school as a social organization. Under
the systems theory, it is best to examine some of the characteristics of schools including structure,
culture, climate, leadership, decision-making, and the relationship among personnel (Bozkus, 2014).
 Structure: As social systems, schools’ structures have characteristics of rational, natural and
open systems. They have hierarchies of authority, goals, and role expectations similar to
bureaucratic organizations. Individual needs affect employee behavior, organizational goals
are not firm, informal organizations derive from interactions among individuals, and schools
(Bozkus, 2014).
A school is structured in a seamless bureaucracy that includes positions and offices based on
the type of programs and services offered by the school. The size or the population of the
school also determines the structure of the school. Not only that the school is an integral part
of the bigger education system from district, division, region, and national level. The line of
authorities and responsibilities are clearly defined.
This bureaucratic structure of the school has received much criticism from the public among
especially among teachers and local school administrators. There was a clamor for
empowering teachers and principals in making classroom-based and school-based decisions.
There is a need to strengthen their positions in soliciting public support for their schools. They
need to develop innovative programs that are truly relevant and responsive to the context of
the school. School principals need more freedom to make decisions concerning their schools,
and teachers need to be empowered to make instructional innovations and decisions
concerning their classes and students.
 Culture and Climate: School culture is preserved and transferred to new members by the
socialization process (Kowalski, 2010). New teachers learn shared values, beliefs, and norms
when they interact and build relationships with their colleagues. The school culture is
influenced by the philosophy and core values of the school. It is also continuously shaped by
the culture of every individual members of the school. Private school especially sectarian
schools are famous for their ability to sustain their institutional norms and culture especially
among students.
Norms are influential in shaping students’ character and values system. Often times, the
norms or school culture create a sense of place among students. School has become not only
a place for learning but also a home for them. Much of who they are as a person including
their views on various issues are influenced by the hidden curriculum they got from the school.
The institutional culture is the thread that binds all teachers, students, staff, and alumni. It is
their identity as a school.
Climate on the other hand represents an organization’s distinguishing characteristics, feelings,

and behavior that can be presented with a framework which consists of four elements: (1)
physical frame is the physical factors of a school like equipment, classrooms; (2) social frame
is the social factor; (3) environment mostly related to social behavior of individuals within a
school; and (4) structural frame represents factors such as hierarchy, authority, role and
symbolic frame is the parts of culture like believes, norms, values (Kowalski, 2010).
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 Leadership and Decision Making: In social systems of schools an important aspect of

leadership is the quality and systematic effects of functions and behaviors of principals as
leaders (Bozkus, 2014).
The governance of Basic Education Act provided a way to enhance the system of leadership
and decision making process in the school. Currently, principals are now the local executives
in their schools. They help to develop the vision and plans for improving the school and for
helping students improve their scholastic performance. Annually, the schools are mandated
to submit their annual School Improvement Plan (SIP), which serves as the basis for their
budget and for evaluating their performance. Likewise, the teachers are now empowered to
develop innovations that will improve students’ achievement and performance.
 Relationships: Social organizations like schools are stemmed from interaction among people
both within and outside of the organization. Relationships within school building and with the
community are essential elements of socialization and have a significant impact on many vital
processes (Bozkus, 2014).
 Activity 2: Identify the school traditions as well as the culture in your college or university.
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Social Change and its Effect in the Educational System
Social Change is a broad term and every society develops and evolves in a unique way as influenced
by various social factors and events. Change is always happening in every aspect of the society and it
is inevitable. The physical features of the society are always changing as a result of economic
developments. Human relationships and interactions and cultures also have changed as a result of
various social forces and events. Many can observe that with the influence of technology and
advancements in science, we expect more change to happen in the coming years. The future remains
unpredictable due to these social change forces.
In general, sociologists define social change as changes in the human interactions and relationships
that transform cultural and social transformation. These changes occur over time and often have
profound and long-term effects for the society. The Financial Institutions 2025 Risk Index identified six
megatrends that continues to shape and influence our society.
 Digitalization and technological advances – Technological advancement is impacting the

finance industry as new challengers are emerging and growing customer expectations drives
significant IT infrastructure investment.
 Demographic and behavioral changes – The changing demographics, geographical, and

behavioral profile of customers are forcing financial institutions to deal with divergent
customer expectations, and new customer bases and workforces.
 Global talent and skills race – Talent capable of navigating a rapidly evolving financial
landscape will be required to respond to increasing regulatory pressures, a changing approach
to risk management and the emergence of new markets.
 Business Operating Model pressures – Regulation and the increasing cost of capital is exerting
pressure on business operating structures, driving segmentation, and disintermediation in the
financial sector.
 Regulatory changes and complexity – Regulatory pressures arising from the financial crisis
have increased the cost of capital, prompted large-scale divestment, reshaped attitudes
towards risk, and redrawn the boundary between retail and wholesale banking.
 Changes in investment, capital source and returns – Non bank financial institutions, fintech
companies, and new investors are bringing fresh capital into the sector while banks meet
capital requirements, manage stress tests, and spend on compliance upgrades.
These social changes, among others, demands that all educational institutions at nay level must not
only respond to these changes but they must also evolve and be changed.
1. New ways of teaching and learning must be developed and introduced.

2. Instruction must focus on the holistic development of every learners.
3. Technology must be utilized to improve access to quality education.
4. Curriculum must be progressive and innovative.
5. Alternative learning system must be harnessed.
6. New literacies and skills must be developed.
7. Teachers must be equipped with high level of technological, pedagogical, content knowledge
(TPCK)
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8. Classrooms must be equipped with technology.

9. New subjects and courses must be developed to respond to the needs of the society.
10. Old disciplines must evolve to embrace new research and developments in the field.
11. Critical thinking, creativity, and innovation must be developed among students.
12. Industry-school partnerships must be developed.
Social Changes and Challenges Brought by the 4th Industrial Revolution
The concept of Fourth Industrial Revolution, according to Davis (2016) builds on the Digital Revolution
with cyber-physical systems providing new mechanisms and allowing technology to be embedded
within societies and even the human body. It is marked by emerging technology breakthroughs in a
number of fields including robotics, artificial intelligence, nanotechnology, quantum computing,
biotechnology, internet of things, 3D printing and autonomous vehicles (Bernard et. Al. 2016).
Schwab (2016) describes how the 4th Industrial Revolution is fundamentally different from the
previous three industrial revolutions. Accordingly, these new and emerging technologies have great
potential to continue to connect billions more people to the web, drastically improve the efficiency of
business and organizations, and help regenerate the natural environment through better asset
management. We are facing a world transformed by technology, in which the internet cloud
computing, and social media create different opportunities and challenges in all social institutions and
particularly for the global education systems. Bernard (2006) posits that the 4 th Industrial Revolution
provides various opportunities to improve human communication and conflict resolution.
The Fourth Industrial Revolution brought significant social transformation that created a new world
economy characterized by:
a. Wider Employment Opportunities

b. Demand for Quality, Competitive and Flexible Workers
c. Globalization
d. Millennial Workforce
e. Mobility
f. Technological Advancement
g. New Behaviors
The 4th Industrial Revolution calls for the educational system to develop graduates who are equipped
with knowledge and new skills and prepared for responding to the various social challenges that may
come. In order to produce qualified graduates, the curriculum needs a new orientation. The old
literacies (reading, writing and math), have to be strengthened as well as by adding the new and
emerging literacies, to produce qualified human who can thrive in digital era.
Education should adjust itself to different social challenges and demands. There are three literation
that needs to be developed to prepare graduates for this 4th Industrial Revolution:
1. Data Literation – the ability to read, analyze, and to use information in the digital world.
2. Technology Literation – The ability to understand mechanical (system) work, to use the
application of technology like (Coding, Artificial Intelligence, & Engineering Principles).
3. Human Literation – Humanities, Communication and Design. This calls for development of
leadership skills, social competence, collaboration and teamwork, professionalism, and new
sets of values to be developed among students.
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The school or the educational system cannot isolate itself from the demands and needs of the
changing society. Schools and the education system should be at the forefront of these social changes.
People should see school as an innovation hub to solve human and social issues. School should ignite
people’s imagination to be more creative and innovative in creating desired future for all the people.
With the changes and the challenges of the 4 th Industrial Revolution, schools need to revisit their
academic programs and focus on what are essentials skills that need to be learned for human beings
to become productive and enjoy the fullness of life. The World Economic Forum in 2016 identified
examples of these skills:
 Complex Problem Solving
 Innovation Skills
 Critical Thinking
 Creativity
 People Management
 Collaboration
 Emotional Quotient
 Decision Making
 Negotiation Skills
 Entrepreneurship
 Cognitive Fluency
 Activity 3: Using a concept map, identify strategies that schools can adopt to respond to
the needs of the society.
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SCHOOL
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Change Forces
Sergiovanni (2000, pp. 154-155) identified six forces affecting changes in schools: bureaucratic,
personal, market, professional, cultural, and democratic. Each of these forces is influential in
implementing changes in schools:
 Bureaucratic forces are rules, mandates, and other requirement intended to provide direct
supervision, standardized work process, or standardized outcomes that are used to
prescribed change.
 Personal forces are personalities, leadership styles, and interpersonal skills of change agents
that could push for changes to happen in school.
 Market forces are competition, incentives, and individual choice that are used to motivate
change.
 Professional forces are standards of expertise, codes of conduct, collegiality, felt obligations,
and other professional norms intended to build professional community to compel change.
 Cultural forces are shared values, goals, and ideas about pedagogy, relationships, and politics
intended to build covenantal community that is used to compel change.
 Democratic forces are democratic social contacts and shared commitments to the common
good intended to build a community that is used to compel change.
Due to these change forces, school need to build internal commitment to change and positive social
transformation. Internal commitment is an essential contributor to school effectiveness. Internal
commitment means all faculty, administrators, and staff experience a high degree of ownership and a
feeling of responsibility on the changes that they wish to happen. Teachers, students, and staff must
see their roles and responsibilities in the change that will happen. Cooperation, collaboration, and
open communication is essential. Responding to the different change forces requires empowerment
of every member of the school community. It also requires ethical and moral leadership from school
managers and administrators. Furthermore, all the members of the school must possess innovative
behaviors and creativity.
Characteristics of a Good School as an Agent of Social Change
To effectively serve as an agent of social change, schools need to evolve and be a model of a good
social institution. Reviewing the current literatures on the characteristics of a good school makes us
conclude that good schools are generally described as being learner-center. Good schools make an
effort to serve all types of students by providing a good physical and socio-emotional environment for
all students. They provide instructional support to help students to learn effectively and to develop
curricular program to further enrich the knowledge and skills of the students. They respect the ethnic
and linguistic differences among students.
Based in the study of MacBeath, Boyd, Rand and Bell (1995), there are six indicators or an effective
school that were also affirmed by Sergiovanni (2000):
TABLE 1: Indicators of a Good School from Six Composite Perspectives
Pupil
 Pupils are nice to each other
 Everyone is treated fairly
 There is a friendly atmosphere
 Teachers control the classes but not too strict
 Teachers help you with things you are not good at
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Teacher
 Communication is good among all members
 Staff development is good
 The environment is good to work in
 Pupils are happy and well-motivated
 All pupils are helped to achieve what they are capable of
Parent
 There is a welcoming friendly atmosphere
 Staff are caring and communicate well with pupils
 Discipline is good
 Extra time is spent with children who learn less quickly
 Relationships are good between teachers and parents
Management
 Pupils are safe
 All members of the school community work toward clear
objectives
 A high quality of information is given to parents and visitors
 Rules are applied evenly and fair
 All pupils are helped to achieve what they are capable of
Support Staff
 Resources are good and up to date
 Classrooms are clean, warm and comfortable.
 Support staff are given credit for their competence and
contribution
 The environment is friendly and welcoming
 Staff development involves all staff
Board Member, Trustee
 Excellent reputation with the local community
 Strong leadership from senior management
 A happy and welcoming environment
 Pupils are being helped to reach their individual potential
 A safe place for pupils
As an agent of social change, a school must set an example of a good social institution. Schools need
to model a dynamic social organization characterized by the following:
 The school climate must be professional friendly to all;

 There must be a positive relationship among students, faculty, staff, administrators, and
stakeholders;
 The classroom atmosphere must be mentally and emotionally engaging for learning;
 There is enough and adequate support for learning;
 The teachers and other staff received support for professional and personal growth;
 The school must be efficient in managing its resources;
 There must be an efficient communication system among teachers, students, administrators,
staff, parents, and other stakeholders;
 The school has a system to recognize good works and other achievement;
 There must be a strong school and home relationship; and
 All members of the school community must be treated with respect.
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The school as an agent of positive social change and transformation must elicit support and
cooperation from all its constituents and stakeholders. The embers of the school community believe
and support its vision and mission. It encourages collaboration rather than competition. It
disassociates itself from unhealthy academic politics and practices that destroy unity and good
relationship among the faculty and staff.
Schools are guided by a clear vision and a passion to pursue a noble mission. Schools everywhere are
not only centers of learning and knowledge production. They are the guardians of peoples’ freedom
and democratic life. They are shrines of noble ideas and ethical principles. They are the minds and
conscience of the people in the field of education.
Responding to the Needs of the Country and Local Communities
In the Philippines, the genesis of community schools during the American period planted the seed for
the development of a good-community partnership and the development of a functionally literate
citizenry. Community schools were expected to contribute to the economic and cultural development
of the people and the communities where they served. They are shrines of knowledge and wisdom
when there are only few basic education schools in the country. They are concrete reflections of the
state’s commitment to ensure equity and access to quality education. Many of these community
schools have evolved into community colleges and they become the pioneer units of the many state
colleges and universities in the country now.
Trade and agricultural school are also good models of how a school can influence positive social
changes. These schools aim to contribute to the economic development of the people and the
community. Over the years, these schools have produced professionals, and scientist who are helpful
in the development of agricultural and food production in the country. For example, we have the
world-renowned University of the Philippines Los Baños, which is famous in the field of research and
in developing a lot of scientists in the field of agriculture, forestry, and other professional fields in the
Philippines and in the Asia-Pacific region. Some outstanding agriculture schools are Central Luzon
State University, Central Mindanao State University, Mariano Marcos State University, Eastern Visayas
State University, and many others agricultural universities.
The University of the Philippines, Manila also made an outstanding contribution in developing local
doctors who are serving in local communities in the country. Its satellite campuses in Leyte, Davao,
and Aurora are excellent models on how schools can help serve the people.
Silliman University, a private protestant school established during the time of the Americans in
Dumaguete City is a good example of how a school can influence the transformation of the society.
Siliman did not only produce outstanding leaders and professionals in various disciplines and fields in
the country. It has immensely influenced the economic and cultural development of Dumaguete City
and the whole island of Negros. Currently, Silliman has a strong research in marine science that focuses
on the conservation of our country’s marine resources.
Other schools have done noble contributions to nation building. The following are just a few examples:
a. The UP Baguio research on indigenous peoples culture in the Cordillera region.
b. Ateneo de Manila University is also known for its contributions in helping the poor people in
various parts of the country and it has collaborations with other agencies and institutions, like
Gawad Kalinga, in its mission to end poverty and serve the poor.
c. Miriam College partnership in developing children’s literacy in poor communities.
d. St. Scholastica’s College program for empowering women and in promoting gender equity.
e. The UP College of Law, Law Center for providing free legal assistance to poor people.
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f. The Central Visayas Institute of Technology for developing science literacy by building a good
science and mathematics program in a small town of Jagna in the province of Bohol.
g. Mindanao State University for advancing the education of Muslims and other indigenous
groups in Mindanao.
h. Mary Johnston College of Nursing for serving health needs of the poor families in Tondo,
Manila.
i. TESDA School all over the country, are helping to develop the vocational and technical skills
of millions of students.
 Activity 4: Identify other schools known for their noble activities, program, and projects
that have brought positive social changes in the community or in the country.
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There are also a good number of mission schools established by various catholic and protestant
churches that are good models. The Seventh Day Adventist Church in the Philippines has pioneered
multigrade classes in different local communities in the Philippines. These schools have contributed a
lot in providing access to quality education in the country.
 Activity 5: Examine your own school. Identify its projects and programs that are beneficial
to the society or community where it belongs.
Allkik
schools under the K-12 Education Program are expected to function as agents of social change and
transformation. They are expected to contribute to nation building by developing holistically
developed and functionally literate learners characterized by:
 A healthy mind and body;
 Solid moral and spiritual groundings;
 Essential knowledge and skills to continuously develop himself/herself to the fullest;
 Engagement in critical and creative problem solving;
 Contribution to the development of a progressive and human society; and
 Appreciation of the beauty of the world and cares for the environment for a sustainable
future.
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Responding to the Needs of a Culturally Diverse Global Community
We are witness to the fact that various countries in the world are becoming more and more
interconnected due to the growing influence of politics, technology, economic, cooperation,
educational collaborations, and tourism activities. Shim (2011) pointed out that from a global
perspective, people now live in the world wherein entanglement is an inherent condition of human
existence; constant border crossing among cultural and language boundaries using technology
becomes inevitable. As a result, people live in countries, which are becoming more ethnically, racially,
culturally, and linguistically diverse every year (Shim, 2011). Thus, the growing case of immigration in
various countries also has made the society multicultural.
In the study of Ball (2000), the enormous complexities of today’s world require a new vision for
schooling that responds to the needs of the global and multicultural society in which we live. There is
a need to prepare students who possess high level of knowledge and skills that include high level of
cultural literacy. To be culturally literate according to Hirsch (1987) is to possess the basic information
extending over the major domains of human activity from arts, sports, and science, needed to thrive
in the modern world.
Certain provisions in the school curriculum should allow students to immerse to different cultures.
The thrust of the school curriculum should be focused on the development of learners who appreciate
various cultures and idea among different countries (Pawilen et. Al., 2009).
Schools have great roles in addressing issues and demands of cultural diversity. Our classrooms too
are becoming more complex and diverse (Shi,, 2011). Teachers therefore play a significant role in
helping the students to become cosmopolitan members of the society. It is therefore essential to study
the preparation of teachers who will accomplish this task. Merryfield (2000) also noted that despite
the increasing demands for teachers to teach for equity, diversity, and global interconnectedness,
colleges of education are not producing teachers who are internationally adept. Brodin (2010) also
observed that the need for educating all citizens and providing them with information about other
cultures and countries has become imperative.
In the same note, Tilghman (2007) emphasized that instilling a global perspective among students;
exposing them to histories, languages, religious traditions, and cultures of countries other than their
own; and building academic bridges between schools and colleges and their respective faculties
around the world is today a scholarly imperative, rather than luxury. It suffices to say that
internationalization of education, which is a global concern among educators and governments, is the
key in addressing various needs, challenges and problems posed by cultural diversity.
Diokno (2010) observed that internationalization has opened the door for many countries to improve
their educational systems, especially in higher education. Specifically, internationalization in
education ranges from various activities such as faculty and student exchange programs, development
of offshore campuses or satellite campuses, establishment of joint research projects and university
linkages, among others. Part of these programs and projects mentioned is the development and
promotion of cultural understanding and respect to diversity.
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 Activity 6: Identify school activities and projects that aim to respond to the needs and
demands of a culturally diverse global community.
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Roles of Administrators, Teachers, and Students in Promoting Schools as Agent of Social Changes
and Transformation
Leadership and collaboration are essential elements to ensuring success in all education endeavors.
The kind of leadership that school administrators provides could inspire teachers, staffs, and other
school personnel to pursue important educational goals, which could be translated in the successful
achievements of students in their studies. When we speak of leadership, we mean effective leadership
that pushes more innovations in a creative organizational environment. And when we talk of
collaboration, it should be meaningful and constructive that allows creativity, critical thinking,
problem solving, and decision-making. Thus it is important to understand what drives effective
leadership and meaningful collaboration in schools.
What do effective leaders do? Fullan (2001) identified several strategies that leaders in schools could
do to be effective in complex times:
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1. Educational leaders must be guided by moral purpose. Moral purpose is about making a
positive difference in the lives of students and striving to improve the quality of working
relationship in the school.
2. It is essential for leaders to understand the change process. Any form of change in school or in
the whole education system is not easy. All stakeholders must understand the change that is
going to happen and be guided in the process. It is essential to understand that opposition,
discontentment, discouragement, negative feedbacks, is natural when undergoing some
changes. An effective leader is a coach, a mentor, and a teacher in the change process.
3. It is essential to build relationships. If relationships are improved, things will surely get better.
Thus, leaders must be consummate relationship builder within the school with teachers, staff,
and students, and between the school and with all stakeholders. Effective leaders constantly
foster purposeful interactions and communication.
4. Leaders must commit to knowledge creation and sharing. School leaders should commit
themselves constantly in generating and increasing knowledge inside and outside the school
organization. They also share vital information to all teachers, staff, and stakeholders.
5. Effective leaders seek coherence in everything they do. This difficult considering the issues,
problems, and demands that schools and the total education system are facing. However,
ensuring coherence is important by constantly following logic and rationale thinking in making
decisions, being guided by the school values and philosophy, and being scientific and
systematic in conducting business in school.
 Activity 7: Think of what administrators, teachers, and students could do to build successful
schools. Write your answers in the space provided below.
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There are other strategies that administrators, teachers, and other personnel can do to ensure success
of the school.
1. Strong principal leadership – the principal plays a vital role in the school. The principal ensures
that all educational goals, targets, and plans set by the school and by the Department of
Education should be implemented effectively.
2. Setting high expectations for students’ achievement – the business of the school is to ensure
that all students should be successful in their students; ensuring that all curriculum
competencies should be mastered by the students and this is measured by the assessment of
their learning performance.
3. Empowerment and providing positive support to teachers – teachers need to be empowered
in making decisions for their classes and in the subjects they teach. Trust and support for
teachers are important morale boasters that drive teachers to do more innovations in their
classes.
4. Creating a clear vision and mission – any administrator should help the school community to
create a clear vision and a great sense of mission. This sets the foundation of good leadership
– a vision and mission that is share by all members of the school community.
5. Monitoring students’ progress and teachers’ performance – effective school leaders regularly
monitor students’ progress and evaluate teachers’ performance. This means providing
instructional leadership is important.
6. Establishing a positive school climate – ensuring transparency, integrity, and honesty in all
school transactions, establishing clear standards to follow, could do this exercising fairness,
and supporting professional growth of teachers and staffs.
7. Establishing linkages and collaboration with parents, community, and all stakeholders – there
is an old African proverb that says “It takes a village to educate a child” which simply means
that ensuring support and participation of all stakeholders in every school activities and
encouraging parents to have active role in the education of their children are essential.
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SUMMARY
The role of the school as an agent of change social change is important. School mold the minds and
character of the students. Some important principles in this chapter are the following:
 A school is not just a place for learning. It is a community of people committed to develop
human potentials with a goal of attaining positive social transformation.
 The school as a community is characterized by formal and informal systems.
 Schools need to respond to various challenges and social changes.
 Every member of the school community plays an essential role in attaining the goals of the
school.
 Commitment to academic excellence coupled with deep devotion to contribute to the
development of the community is essential for schools.
 Operational excellence and organizational excellence are essential in attaining the goals of
schools.
 Schools need to be relevant and responsive to the needs of the society.
 The school curriculum and all educational programs need to evolve with the different
changes and challenges happening in the society.
 Effective principal leadership is needed.
 Teacher leadership is essential in schools.
 Empowerment of administrators and teachers is important in developing innovations.
 Innovative behavior and creativity are essential in fulfilling the role of schools as agents of
social changes and transformation.
 The school culture must be positive.
 A school’s bureaucratic structure must be rationalized to serve the interest of the whole
school.
This chapter ends with a positive note that school as agent of social change will help us all to
create the future that we desire for the generations to come after us.
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TOPIC 2
The School as an Organization
This chapter discusses the different theories and concepts of organization as it applies to education.
It presents significant literatures and studies that includes various topic which may help you in
understanding the important role of an educational institution in the society. This chapter also
includes activities that will help you appreciate relevant topics concerning how educational system
operates including leadership and management theories and principles that will lead toward achieving
organizational goals and objectives. Further, this chapter allows you to critically examine and analyze
the relevance of school organization in the teaching profession. The objectives of this chapter are the
following:
 Discuss the various organizational leadership and management theories;

 Discuss the organizational structure and current educational reforms in the
Department of Education; and
 Discuss the function of school as an educational organization.
Introduction
The school is considered as one of the major institutions that constitute society. It is a place where
people of different ages learn and acquire education and training in different grade or year levels. It
can be in basic education school (preschool, elementary, junior and senior high school), technical-
vocational institution, or higher education institution (colleges and universities). Just like any other
organizations, the school is established and organized to pursue a collective goal and meet specific
objectives. There are many ways to look at school as an organization. In this chapter you will learn and
understand the different functions of a school, its structure, and its role in the society. Lastly, the
discussion of organizational theories, leadership, and management theories, in basic education
reforms including the organizational structure of the Department of Education.
Organizational Theories
The establishment of an organization became popular and has significantly influenced the human
activities in all parts on the world. It is evident in the way how the current government and private
organizations are structured including the system on how people will function to achieve a specific
goal.
According to Kashyap (n.d.), ever since the dawn of civilization, people have always formed
organizations to combine effort for accomplishment of their common goal. Some examples are the
Emperors of China who used to construct irrigation system, the First Pope who created a universal
church to serve as religion, and the Egyptians who constructed the great pyramids. In simple words,
Kashyap (n.d.) defines it as a group of persons formed to seek certain goals.
The definition of the term organization differs according to approaches and characteristics defined by
different theorist. According to an article “Organization Theory,” (n.d.), “organization is basically
defined as an assembly of people working together to achieve common objectives through division of
labor”. McNamara (n.d.) also defined organization as group of people intentionally organized to
accomplish an overall, common goal or set goals which have major subsystems that functions with
other subsystems in order to achieve the overall goal of the organization.”
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In an educational organization setting, a school is established with a clear vision, mission, goals, and
objectives (VMGOs). School’s VMGO is a declaration of the school’s objective which serves as a guide
for planning and decision-making.
There are several theories that explain the structure of organization and these are classified as classical
or modern organizational theories which deal with formal organizational concepts. Among these are
Taylor’s scientific management approach, Weber’s bureaucratic approach, and Fayol’s administrative
approach.
According to Lagaard (2006), Frederick Winslow Taylor was the primary contributor of Scientific
Management which originated in the beginning of the 20 th century which was later adopted by
industrial companies. “Scientific Management was based on idea of systematization where attempts
were made to enhance efficiency of procedures to be best via scientific analyses and experiments”
(Lagaard, 2006, p.14).
“Taylor’s work is based on the concept of planning of work to achieve efficiency, standardization,
specialization, and simplification that promotes mutual trust between the management and workers
in order to increase productivity” (Organizational Theory, n.d.) Taylor’s work also proposed four
principles of scientific management articulated below:
1. Science, not rule of thumb – develop a science of each element of man’s work, which replaces
the old rule-of-thumb.
2. Scientific selection of worker – scientifically select and then train, teach, and develop the
workman, whereas in the past he chose his own work and trained himself the best he could.
3. Management and Labor cooperation rather than conflict – heartily cooperates with the men
so as to ensure all of the work being done is in accordance with the principles of science which
had been developed.
4. Scientific training of the worker – workers should be trained by experts using scientific
method.
The following concepts suggested by Taylor in order to increase the level of trust (Organizational
Theories, n.d.):
 The advantages of productivity improvement should go to workers;
 Physical stress and anxiety should be eliminated as much as possible;
 Capabilities of worker should be developed through training; and
 The traditional ‘boss’ concept should be eliminated.
During the same time when Taylor developed the theory of Scientific Management, Henri Fayol also
developed another approach called the Administrative Theory. According to Laagard (2006), contrary
to Taylor’s scientific approach which is categorized as bottom-up approach, Fayol’s administrative
principles is in the form of management’s hierarchical pyramid structure which is considered as top-
down approach and its focus is on administrative process rather than technical processes.
Van (2009) emphasized that Fayol laid the first foundation for modern scientific management in the
early 1900 which serve as guidelines for decision-making and management actions. Van (2009) further
articulated that this management concept which is known as the 14 principles of management is
considered as the underlying factors for successful management:
1. Division of work – task is divided among employees according to their field of expertise or field
of specialization.
2. Authority and Responsibility – the management has the authority to give orders to
subordinates that comes with corresponding responsibility.
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3. Discipline – is about the core values anchored on the vision and mission of an organization to
form of good conduct which essential to the successful operation of the organization.
4. Unity of Command – all orders received must come from one manager only otherwise it will
cause confusion to employees.
5. Unity of Direction – this ensures that all actions are properly coordinated and requires
employees to perform and carry out activities as one team leading to the same objectives
using one plan.
6. Subordinate of Individual Interest – is about prioritization of organization’s interest over
personal interest which applies to all members of the organization.
7. Remuneration – is about rewards and compensations to efforts that have been made which
could be in a form of monetary or non-monetary that keeps employees motivated and
productive.
8. The Degree of Centralization – this implies the concentration of decision-making authority at
the top management.
9. Scalar Chain – is about the hierarchical structure that is always present at any type
organization. There should be a clear line of in the area of authority from the top management
down to the lowest level.
10. Order – this pertains to the order and safety of employees in order to function properly at
work.
11. Equity – this implies equal treatment among members of the organization.
12. Stability of Tenure of Personnel – this is about the proper deployment and management of
personnel by providing employees the opportunity to be considered for tenured position
based on their performance.
13. Initiative – this allows employees to express ideas that will help benefit the company.
14. Esprit de Corps – this promotes unity among employees, develop morale in the workplace,
and creates atmosphere of mutual trust and understanding.
Another contributor to modern organizational theories is Max Weber, He is a German sociologist

known for bureaucratic theory of management and is considered as the father of sociology. “Weber
believed that the most efficient way to set up an organization is through bureaucracy which is way
better than the traditional structure. Bureaucracy is an organizational structure that is characterized
by many rules, standardized process, procedures and requirements, number of desks, meticulous
division of labor and responsibility, clear hierarchies and professional, almost impersonal interaction
between employees” (Mulder, 2017).
Mulder (2017) and Lagaard (2006) highlighted the three types of power that can be found in an
organization based on Weber’s Bureaucratic model and these are the following:
 Traditional authority – based on historically created legitimacy where authority is hereditary
and based on dependent subordinates;
 Legal, rule-oriented authority – the bureaucratic type of authority, based on normative rules
for career, hierarchy etc.; and
 Charismatic authority – the personal authority, based on a type of ‘seduction’ and hence, the
devotion of supporters.
Mulder (2017) also articulated the following elements that support Fayol’s bureaucratic management:
 All regular activities within a bureaucracy can be regarded as official duties;
 Management has the authority to impose rules; and
 Rules can be easily respected on the basis of established methods.
In addition, Mulder (2017) explained that “bureaucracy, according to Weber, is the basis for the
systematic formation of any organization and is designed to ensure efficiency and economic
effectiveness which is an ideal model for management and administration in order to bring an
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organization’s power structure into focus. Relative to this, Weber lays down the basic principles of
bureaucracy and emphasis on the division of labor, hierarchy, rules and impersonal relationship.” The
following are the salient features of Max Weber’s Bureaucratic Theory highlighted by Mulder (2017):
1. Task specialization – sometimes called the division of labor wherein individual tasks are
divided into separate jobs which allows to manage task easily. In a school setting, each
department has different functions and each member has different field of expertise.
Teachers for example are usually assigned with teaching loads based on their area of expertise
while other functions that are administrative in nature are assigned to non-teaching academic
personnel.
2. Hierarchical of authority – Managers are organized into hierarchical layers, where each layer
of management is responsible for its staff and overall performance. In bureaucratic
organizational structures like the educational system, there are many hierarchical
organizational structure has the greatest power to control the lower level while the bottom
layers are always subject to supervision and control of the higher levels.
3. Formal selection – All employees are selected on the basis of technical skills and
competencies, which have been acquired through training, education and experience and are
paid accordingly. In the Department of Education, formal selection process is being followed
using an established set of standards and requirements are applied. Education and training
backgrounds are the primary requirement in school setting when applying for a position
including performance evaluation based on existing standards is also required for promotion
and remuneration.
4. Rules and requirements – Formal rules and requirements are required to ensure uniformity,
so that employees know exactly what is expected of them. In a bureaucratic form of
organization like educational institutions, the operation is governed by specific policies,
standards, and guidelines which can be in a form of a memo or an order. It serves as a guide
for the members of the organization to follow.
5. Impersonal – Regulations and clear requirements create distant and impersonal relationships
between employees, with the additional advantage of preventing nepotism or involvement
from outsiders or politics. Decisions must be based on rational factors rather than personal
factors.
6. Career orientation – Employees of a bureaucratic organization are selected on the basis of
their expertise. This helps in the deployment of the right people in the right positions and
thereby optimally utilizing human capital. Professional growth and career development is
encouraged to support employees to become experts in their own field and significantly
improve their performance.
The works of Taylor, Weber and Fayol are some of the many theories that have significantly
contributed in the management of organizations, and which also became the foundation of other
succeeding organizational theories that are being adopted by many organizations.
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 Activity 1: Ask permission to conduct an interview of faculty members. Ask them to identify
which among the theories are applied in the management of their school. Write your
observations in the space provided.
School Leadership
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Leadership is an essential factor that contributes to the successful operation of an organization. The
demand for high quality instruction to improve student learning is one of the many possible things to
consider for initiating reforms within an educational institution. While it is believed that school
leadership is only secondary to teaching in terms of its impact to student learning. The high quality of
instruction delivered by teachers is influenced by school leaders because they take part in the
selection process of hiring teachers. Thus, leadership is considered as vital to the effectiveness of
educational institutions.
School leaders’ primary function is to take charge of the management of the school. They are expected
to have a collective vision of the future direction of the organization that is clearly understood by its
stakeholders in order to meet the school organization’s goals and objectives. Christie, Thompson &
Whitely (2009) believe that getting the right people to become school leaders is very important and
by providing them with competencies to be effective is critical to their profession. The following are
some of the important aspects of a school leader’s role highlighted by Christie, Thompson, & Whiteley
(2009):
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1. Developing a deep understanding of how to support teachers – school leaders should

understand the need of teachers that will capacitate them in order to become effective
teachers.
2. Managing the curriculum in ways that promote student learning – learners have different
learning styles; hence curriculum shall be carefully managed accordingly by planning for
appropriate strategies in curriculum delivery that will suit the learning styles of students.
3. Developing the ability to transform schools into more effective organization to foster powerful
teaching and learning for all students – transformational leadership is one of the leadership
theories that requires leaders to have passion and energy to achieve great things. Leaders
should have in-depth understanding of powerful teaching and learning through the use of
brain-based instruction that promotes active-inquiry, in-depth learning, and performance
assessment including culture of excellence that will lead to the effective teaching learning.
Leadership is inherent to the teaching profession. According to Jackson (cited in ASC, 2015) teacher
leaders transcends formally defined roles in building which means that every teacher, any teacher, at
some point in their career, becomes a teacher leader. The roles and responsibilities of teacher
nowadays are becoming more complex in view of the reforms in education brought about by global
demands. The skills required for teachers is no longer just for teaching but also include administrative
functions that are required of a teacher leader. According to Gabriel (2005), teacher leaders possess
a semblance of authority but no formal power. While not all leadership positions are formal in nature
and are not fixed, every school teacher do not serve or may not have served as official team leaders
but may be assigned to leadership roles. Among the roles that teacher leader may assume are the
following:
 Grade Level/Subject coordinator – this may include instructional leadership and
administrative functions.
 Department Chair/Coordinator – serves as liaison officer between administration and
colleagues.
 Curriculum and Assessment Specialist – leads teachers to follow curriculum standards and
develop appropriate assessment.
 Mentor/Coach – serves as a mentor for co-teachers.
 Facilitator – facilitates professional development.
Leadership according to Yukl (2013) is different from managers. It includes motivating subordinates
and creating favorable conditions for their work which is considered as one of the important
managerial roles. Leaders can influence the effectiveness of an organization through the following:
 The choice of objectives and strategies to pursue;
 The motivation of members to achieve the objectives;
 The mutual trust and cooperation of members;
 The organization and coordination of work activities;
 The allocation of resources to activities and objectives;
 The development of members skills and confidence;
 The learning and sharing of knowledge by members;
 The enlistment support and cooperation from outsiders;
 The design of formal structure, programs, systems; and
 The shared belief and values of members.
Becoming an effective teacher and a leader at the same time requires passion, perseverance, and
competency not just to influence students but also to make meaningful changes in their lives while
attending school. ASCD (2015) emphasized the need to advance the role of a teacher as a leader by
initiating teacher leadership training the moment that the individual begins their teacher preparation
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work. This will help them in demonstrating skills in managing and planning for high level of quality
instruction suited to needs of students that will prepare them in the fast-changing needs of the society.
School leaders involved various leadership styles which include transformational, instructional, and
distributed leadership.
 Instructional Leadership
The primary role of a School Principal is to promote learning and make students successful in their
academic endeavors. It requires instructional leadership that is critical to the success and effectiveness
of the curriculum and instruction. Instructional leadership is based on three-dimensional approach
which includes defining the school’s mission, managing the instructional program, and promoting a
positive school climate (Hallinger, 2010, as cited in Nedelco, 2013). It is being shared with teachers
through coaching, reflection, collegial investigation, study teams, exploration, and problem solving
(Base & Base 2004). In short, it promotes collaboration between the School Principal and teachers to
develop curriculum and instruction in order to improve student’s performance. Hallinger defines this
as a leadership being focused predominantly on the role of school head in coordinating, controlling,
supervising, and developing curriculum and instruction.
 Transformational Leadership
According to Bass and Riggio (2006), this leadership theory is was conceptualized by James MacGregor
Burns in 1978. Transformational leaders are type of leaders who inspire their followers to achieve
extraordinary outcomes by inspiring them and, in the process, develop their own capacity (Bass &
Riggio, 2006). This leadership approach supports the instructional leadership style. It focuses on
developing one’s capacity to innovate and support the development of changes to practices of
teaching and learning (Hallinger, 2010, as cited in Nedelco, 2013)
 Distributed Leadership
Distributed leadership is considered as a shared effort by more than one person. “It serves interests
of systematic thrivability by promoting patterns of joint optimization of shared visions, values and
individuals among groups rather than the maximization of any subset of particular individual interest”
(Chatwani, 2018). In education setting, distributed leadership draws from different perspectives to
supports the instructional leadership team by establishing a system of improving curriculum and
instruction through collaboration. It is believed that leadership can be more effective when it is
distributed among group of individuals with different competencies but a shared mission and vision
to foster culture of learning.
 Activity 2: Identify the leadership functions of teachers within your school. Find out their
contributions within the school. Write your observations in the space provided below.
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The School as an Education Organization
When you hear the word school, perhaps, you think of the physical structure, teachers, students,
library, or maybe even a playground. Most of us are familiar with schools and more often than not,
what we only see are perceived images of the things that we see inside a school.
While school serves as a venue to help learners develop competencies, as a future teacher and
educational leader it is also important for you to learn and understand what constitutes a school and
how it functions. Before entering into the teaching profession, it is also essential to know who are the
persons responsible behind its operation of the school and understand their functions and
responsibilities.
The establishment of a basic education school in the Philippines requires a School

Principal/Administrator, Academic Non-Teaching Personnel (registrar, librarian, school physician,
school dentist, school nurse, school office staff, guidance counselor, support staff, etc), and teaching
staff embodied in DECS Order No. 12, series of 1991.
 Administrator/Principal - each school needs a leader that will guide faculty members and
support staff in fulfilling school’s mandate. School administrators who work in elementary,
junior high school, and senior high school are known as Principals who are responsible for
leading the entire organization of school. They are in charge of managing the major
administrative tasks and supervising all the teachers and students which include evaluation
of teachers, handling student discipline, developing, implementing and evaluating school
programs and projects, policy development, hiring of teachers, delegating tasks and
teaching assignments, and maintaining a positive relationship with parents, community
and other stakeholders.
 Teaching Personnel/Faculty Members – they are licensed teachers assigned to teach in
different subject areas in different grade levels and are responsible for managing classroom
environment, facilitating instruction and assessment of student learning. They work with
school administrators, parents and the community to improve student learning and to
promote school programs and projects.
 Academic Non-Teaching Personnel – they are the non-teaching personnel assigned to
support to help maintain a positive learning environment and to keep the school clean and
safe from harm. They work as teacher aids, librarians, guidance counselors, office
personnel, and security and maintenance staff.
 Students – they are the primary stakeholders that benefits from the school. They come
from different age, groups, cultures, and backgrounds whose ultimate goal is to be trained
and educated. They make teaching profession a challenging work for teachers and serve as
bridge in connecting with parents and the community.
 Community – it is the location where the school is situated. It plays a very important role
in creating a positive learning environment. The partnership between the school and the
community help strengthens the relationship of teachers with parents, government
officials, and private organizations that help promote school programs and projects.
An example in Figure 1 shows how a public basic education school is structured. A basic education
school is usually headed by a School Principal. Under the School Administrator/Principal are the
subordinates that include Assistant Principal and Administration Staff. Below the Assistant Principal
are the Head Teachers, Teachers, Head Teachers, and the Teachers. Under the teachers are the
students, support staff, Barangay Officials, Local Government Units (LGUs) and Private Organizations.
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Figure 1 – Sample Organizational Chart of a Public Basic Education School
In the sample organizational structure of private basic education school in Figure 2, there is a
designated Instructional Leader and Administrative Manager under the School Principal. The
Instructional Leader’s task is to manage the functions teachers while the Administrative Managers is
in charge of managing the functions of non-teaching personnel and support staff.
Figure 2 – Sample Organizational Chart of a Private Basic Education School
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The organizational structure of a school involves various theories which include formalization of school
procedures, centralization/decentralization of decision making, and specialization of tasks and roles
within the organization.
The formalization of procedures involves development of written policies that serve as a guide for
members of the organization to follow which may also include plans, vision, mission, goals, and
objectives. Centralization/decentralization of decision making on the other hand is the division of task
in decision making from top management or the Administrator/School Principal down to middle
managers or the Assistant Principal and Instructional Leaders/Head Teachers known as top down
approach or in some cases uses the bottom up approach where middle managers make decision and
relay to the top management for approval.
The specialization of task is perhaps one of the most applicable theories in educational organization.it
could be a Language Department, a Science Department, a Math Department of a Physical Education
Department, etc. Faculty members from these departments are considered experts in their own field
and are given teaching assignments that are aligned with their field of specialization.
 Activity 3: Identify a basic education school. Ask permission from the School
Administrator/Principal to find out how the school organization is structured including the
assignment of each member. Write your findings in the space provided below.
Reforms in the Department of Education
When the trifocalization of the Philippine education system took place in the early nineties, technical-
vocational education and training and higher education were separated from basic education. By
virtue of RA 7722 and RA 7784 the Commission on Higher Education and Technical Education and Skills
Development Authority were created. The mandate of the Department of Education Culture and
Sports (DECS) was then refocused to basic education which covers elementary, secondary, and non-
formal education, including culture and sports (DepEd, n.d.). In 2001, Republic Act No. 9155 otherwise
known as the “Governance of Basic Education Act,” was passed transforming the name of DECS to the
Department of Education (DepEd) and redefining the roles of its offices from national level down to
the school level. The RA 9155 provided the overall framework for school head empowerment by
strengthening their leadership roles and school-based management within the context of
transparency and local accountability (DepEd, n.d.)
By virtue of RA 9155, culture and sports-related functions, programs, and activities were transferred
to other relevant government agencies. The Komisyon ng Wikang Filipino, National Historical Institute,
Record Management and Archive Office, and the National Library which are previously under the
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DepEd were administratively attached to the National Commission for Culture and the Arts (NCAA).
Sports competition was also transferred to the Philippine Sports Commission while programs for
school sports and physical fitness activities remained under DepEd.
Given its mandate, DepEd has initiated many reforms that have significantly contributed in the
improvement of the Philippine basic education system to provide every Filipinos with education they
need to compete in global context.
 The Enhanced Basic Education
According to the Senate Economic Planning Office (SECO) (2011), the Philippines, together with
Djibouti and Angola of Africa are the only three remaining countries in the world that retains 10-year
basic education system. SECO (2011) articulated that the continuous deterioration of the quality of
education in the Philippines despite of the constitutional guarantees has prompted DepEd to push for
the implementation of the K to 12 programs highlighted by SECO (2011):
1. Net elementary participation rates have declined from 90.1 percent in 2002 to 88 percent in
2010. Fewer children of school age proceed to high school and an even smaller number pursue
college education.
2. Access to education is unequal, with the poor having significantly lower participation rates
than the non-poor.
3. Efficiency is a problem as manifested in the still high, albeit declining dropout school leaver
rates.
4. The results of Functional Literacy, Education and Mass Media Survey (FLEMMS) showed that
out-of-school with ages 6 to 15 years old do not attend classes mainly due to lack of personal
interest, high cost of education, too young to go to school.
5. Low score in the country’s national assessment test.
6. The result international test such as Trends in International Mathematics and Science Study
(TIMMS) shows that Philippines is among the worst participating countries.
SECO (2011) added that the deterioration in the quality of education was attributed to the 10-year
basic education cycle. As such, the government exerted effort to address the issues by attempting to
increase the number of years in basic education. However, such idea was opposed by students and
parents since additional years in school will entail additional expenses for parents. This is, perhaps,
due to lack of information regarding the benefits of having a longer years of basic education.
There are many compelling reasons why the Philippine government pushed for enhancement of the
basic education system. In an article published by K-12 Philippines (2015), six reasons were highlighted
why the Philippines should shift to K to 12, these are the following:
1. The Philippines is the only country in Asia with a 10-year basic education
2. Poor quality of education
3. Too many non-practical subjects
4. Not prepared for college education
5. Too young for labor force
6. No global recognition
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Finally, in 2012, RA No. 10522 otherwise known as the “Enhanced Basic Education Act” was passed
institutionalizing the K to 12 curriculum which added Kindergarten and two more years of Senior High
School in the basic education program. The K to 12 Program have brought development opportunities
to the basic education system to address issues and concerns in quality basic education. The following
are the salient features of the K to 12 highlighted by the DepEd:
1. Strengthening of the Kindergarten in the Philippines

2. Making the curriculum relevant to learners
3. Building proficiency
4. Ensuring integrated and seamless learning
5. Gearing up for the future
6. Nurturing the holistically developed Filipino
The goal of the K to 12 basic education programs is to prepare Filipino students for tertiary education
and in the field of work by providing those with enough time in basic education to master skills and
develop competencies that will enable them perform better when they decided to go to the field work.
 Institutionalization of Kindergarten
General kindergarten program refers to the 10-month program provided to children who are at least
five years old in regular elementary schools using thematic and integrative curriculum to ensure the
development of foundational skills among children to prepare them for grade 1 (DepEd 2012).
Prior to the implementation of the K to 12 curriculum in the Philippines, kindergarten is optional to

parents. By virtue of RA 8672 otherwise known as the “Barangay-Level Total Protection of Children
Act of 1990,” has mandated the local government units in coordination with Department of Social
Welfare and Development (DSWD) to establish a day-care in every community covering kindergarten
program. The implementation of early childhood was then strengthened by the passage of RA 8980
known as the “Early Childhood Care and Development Council (ECCD) Act of 2001” which mandated
the ECCD through DSWD to provide programs needed by young children that will promote their
optimum growth and development.
In 2011, Republic Act No. 10517 otherwise known as the “Kindergarten Education Act,” was passed
institutionalizing the kindergarten into the basic education system. The passing of the said law is in
consonance with the Millennium Development Goals on achieving Education for All (EFA) by year
2015. Kindergarten was applied to elementary school system being the first stage of compulsory and
mandatory formal education and was made an integral part of the basic education system of the
country. RA 10517 also provided equal opportunities for all children to avail of accessible mandatory
and compulsory kindergarten education that effectively promotes physical, social, affective, cognitive,
and creative-aesthetic development that will prepare them for formal elementary schooling.
With the passage of RA 10410 otherwise known as the “Early Years Act of 2013,” children ages 0-4
became the responsibility of the ECD Council while responsibility to help develop children in their
formative years between ages 5-8 was given to DepEd by virtue of RA 10533 known as the “Enhanced
Basic Education Act of 2012 which covers the inclusion of Kindergarten in the basic education system.”
32
 Mother Tongue-Based Multilingual Education
Consistent with the policy of the state to make education learner-oriented and responsive to the
needs, cognitive and cultural capacity, the circumstances and diversity of learners per RA 10517, the
mother tongue-based multi lingual education (MTB-MLE) was made as medium of instruction for
teaching and learning in the kindergarten level by virtue of DepEd Order No. 32, series of 2012.
Mother tongue is seen as an important medium of instruction by using a local language understood
by the learners. Rutus Foundation (2018) articulated the following benefits associated with an
education that takes into account children’s mother tongue:
1. Children learn better and faster in a language they can understand.
2. They enjoy school more and feel more at home.
3. Pupil tend to increase self-esteem.
4. Parents participation is increased by helping kids in their homework and participating in school
activities.
5. When children take advantage of their multilingualism they also enjoy higher socio-economic
status including higher earnings.
6. On average, school perform better, reporting less repetition.
7. Finally, children stay in school longer.
 Contextualized Curriculum
In terms of curriculum, DepEd has restructured the content of the old basic education curricula to
make it more relevant to learners through contextualization and enhancement. Curriculum
contextualization is done by using examples, activities, songs, poems, stories, and illustrations for
teaching and learning that are based on local culture, history, and reality. The enhanced curriculum
also aims to provide students the opportunity to acquire in-depth knowledge, skills, values, and
attitudes through continuity and consistency across all levels and subjects (K12 Official Gazette, n.d.).
Curriculum was also made seamless using spiral progression concept by teaching the simplest concept
to more complicated concept through grade levels which will ensure a mastery of knowledge and skills
after each level.
 Senior High School
The additional 2 years of Senior High School is one of the most relevant reforms that may be
considered. The 2 years of senior high school was made to provide students sufficient time for mastery
of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-
level skills development, employment, and entrepreneurship (K12 Official Gazette, n.d.). As such, the
following tracks were included in the senior high school:
o Academic Track
 Accountancy, Business and Management (ABM)
 Humanities and Social Sciences (HUMSS)
 Science, Technology, Engineering and Math (STEM)
 Pre-baccalaureate Maritime
33
o Technical-Vocational-Livelihood
 Agri-Fishery
 Home Economics
 Information and Communication Technology
 TVL Maritime
o Sports
o Arts and Design
 Activity 4: Identify and explain how students will benefit from the reforms initiated by the
government in the Department of Education. Write your answer in the space provided below.
Organizational Structure of the Department of Education
When the Department of Education was restructured in 2001 through the passage of RA 9155, DECS
was renamed to DepEd and shifted focus of its mandate to basic education. By virtue of Executive
Order No. 366, series of 2004 directing a strategic review of the operations and organizations of the
executive branch, DepEd initiated a rationalization plan which includes the rationalized structure and
staffing pattern of offices in central, regional, and schools division levels (Department of Education,
2015).
According to DepEd, the new DepEd organizational structure is a result of the thorough study
conducted by the DepEd Change Management Team (CMT) vis-à-vis the long term education reforms.
Consistent with the pertinent provisions of RA 9155, DepEd also continued to adopt the
decentralization and shared governance to ensure accountability and relevance to the needs and
demands of its stakeholders. Organizational strands were also identified by the DepEd CMT that
reflects the similarity of functions and objectives of the offices. As such, new organizational structure
was adopted and took effect in January 1, 2016.
In the new organizational structure, there are newly created offices while other existing offices were
renamed,
kik merged, transferred, and some are abolished like the Bureau of Physical Education. Under
the Office of the Secretary (OSEC) there are 5 Undersecretaries for Curriculum and Instruction,
Governance and Operations, Legal and Legislative Affairs, Finance and Administration, and Strategic
Management including 5 Assistant Secretaries for Curriculum and Instruction, Governance and
Operations, Legal and Legislative Affairs, Finance and Administration, and the Chief of Staff.
34
Figure 3 – DepEd Central Office Organizational Structure

Source: Department of Education (2015). DepEd Order No. 52 – New Organizational Structures of
Central, Regional, and Schools Division Offices of the Department of Education
The organizational structure of the Department of Education is an example of a typical structure where
there is hierarchy of the chain of command. The person at the top which is the DepEd Secretary
oversees the next level down which are the undersecretaries for Curriculum and Instruction,
Governance and Operations, Legal and Legislative Affairs, Finance and Administration, and Strategic
Management Office including Field Operations, attached Offices and Coordinating Councils.
Undersecretaries which are next level of managers to the Secretary oversee the first line of managers
who are in charge in the different departments that are broken down based on their specialization.
In hierarchal model of organizational structure like DepEd, decentralization of authority and decision-
making is also applied. Managers at the lower level like the undersecretaries, directors,
superintendent and so on are delegated with functions that allow them to make decision for faster
operation of programs and projects. It also allows them to gain relevant experience and help to
improve the quality of human resource as well.
35
 Activity 5: Ask for permission to conduct an interview of basic education school

Principal/Administrator from a particular school. Find out how assignments are delegated
by the top management to lower level managers. Write your findings in the space provided
below.
Reflections
Answer the following questions:

1. How important is leadership in an educational organization?
2. How do school leaders influence the members of organization?
3. What are the important characteristics of an effective school leader?
4. How important is the basic education reforms in the Department of Education?
kik
36
SUMMARY
The school as an organization plays a very important role in the society. The leadership and
management of an organization, how it is structured, and the implementation of educational
reforms are crucial to the functions of an educational organization particularly in the achievement
of its goals and objectives. In summary, this chapter highlights the following important principles:
 Organization are established by a group of people with a specific common goal to achieve.
 Educational organizations are established with a clear vision, mission, goals, and objectives
intended to guide leaders in decision-making.
 Effective management is crucial to the success of an organization.
 Leadership is an essential factor that contributes to the successful operation of an
organization.
 Leadership is inherent to the teaching profession and every teacher/any teacher may
become a leader.
 Instructional, transformational, and distributed leadership are essential to the improvement
of teaching and learning.
 Understanding the function of a school as an educational organization and the role of every
person behind it is crucial to becoming a school leader.
 Formalization of school procedures, centralization/decentralization of decision making, and
specialization of tasks and role are some the theories that are applicable to the
organizational structure of a school.
 The K to 12 Curriculum one is of the most important reforms implemented in basic
education.
 The institutionalization of the kindergarten is crucial to the development of a child.
 Senior High School is a great opportunity for students to choose their own field of interest.
 Decision making is bureaucratic form of organization lies on the top management.
 There is a need to foster teacher leadership.
kik
37
References
Alegado, P.J.E (2018). “Breaking the Barriers: Teacher Leadership in

the Heart of Educational Reform in the Philippines.” Bulgarian
Journal of Science & Education Policy, 12 (1)
ASCD. (2015). Teacher Leadership: The What, Why, and How of

Teachers as Leaders. VA, USA: Association for Supervision and
Curriculum Development.
Ball, A (2000). “Preparing Teachers for Diversity: Lessons Learned from

the Us and South Africa.” In Teaching and Teacher Education. 16
491-509
Department of Education. (n.d.) Historical Perspective of the

Philippine Educational System. Retrieved November 20, 2018,
from http://www. Deped.gov.ph/about-dep-ed/history/
Pawilin,Greg et. al (2019). “The School and the Community, School

Culture and Organizational Leadership. Philippines: Rex
Bookstore
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THE SCHOOL AND THE COMMUNITY, SCHOOL CULTURE, AND ORGANIZATIONAL LEADERSHIP

This module is composed of two topics.

The second topic is the School as Organization that discusses the

THE SCHOOL AND THE COMMUNITY, SCHOOL, CULTURE AND

 Discus how the school can serve as an agent of change;

 School as an organization – it has its own system of governance influenced by a fixed

 School as community – it is composed of teachers, administrators, students, staff, and other

School as a Social Organization

Climate on the other hand represents an organization’s distinguishing characteristics, feelings,

 Leadership and Decision Making: In social systems of schools an important aspect of

Social Change and its Effect in the Educational System

 Digitalization and technological advances – Technological advancement is impacting the

 Demographic and behavioral changes – The changing demographics, geographical, and

1. New ways of teaching and learning must be developed and introduced.

8. Classrooms must be equipped with technology.

Social Changes and Challenges Brought by the 4th Industrial Revolution

a. Wider Employment Opportunities

Characteristics of a Good School as an Agent of Social Change

TABLE 1: Indicators of a Good School from Six Composite Perspectives

 The school climate must be professional friendly to all;

Responding to the Needs of the Country and Local Communities

Responding to the Needs of a Culturally Diverse Global Community

 Discuss the various organizational leadership and management theories;

Another contributor to modern organizational theories is Max Weber, He is a German sociologist

1. Developing a deep understanding of how to support teachers – school leaders should

The School as an Education Organization

The establishment of a basic education school in the Philippines requires a School

Figure 1 – Sample Organizational Chart of a Public Basic Education School

Figure 2 – Sample Organizational Chart of a Private Basic Education School

Reforms in the Department of Education

 The Enhanced Basic Education

1. Strengthening of the Kindergarten in the Philippines

Prior to the implementation of the K to 12 curriculum in the Philippines, kindergarten is optional to

 Mother Tongue-Based Multilingual Education

 Senior High School

Organizational Structure of the Department of Education

Figure 3 – DepEd Central Office Organizational Structure

 Activity 5: Ask for permission to conduct an interview of basic education school

Answer the following questions:

Alegado, P.J.E (2018). “Breaking the Barriers: Teacher Leadership in

ASCD. (2015). Teacher Leadership: The What, Why, and How of

Ball, A (2000). “Preparing Teachers for Diversity: Lessons Learned from

Department of Education. (n.d.) Historical Perspective of the

Pawilin,Greg et. al (2019). “The School and the Community, School

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