THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP

Module 1
Lesson # 1

INTRODUCTION
Teachers play an active role in inculcating independent thinking in students.
However, to do that you must have your own educational philosophy with in depth
understanding of pillars of learning and possess knowledge, skills, attitudes, and
values within yourself to guide you to direct learners to become the best that they can
st
be and succeed in their studies, work, and life amidst the fast-paced changes in the 21
century.
Philosophical thoughts in Education has been defined as the map, which
provides directions to move ahead. One may feel lost without a map. In the same
way, you are going to miss something while teaching if a specific path is not decided.
Hence, a map is always needed to make informed movements. It is not possible to
make students learn something until the teacher knows why and how he/she wants to
teach. Once you know your path, you will be helping your students to plan to reach their
destinations.
PHILOSOPHICAL THOUGHTS ENABLES TEACHERS TO ACQUIRE A GRASP OF THE
CONCEPTUAL FIELD OF EDUCATION AND AN ABILITY TO FIND THEIR WAY AROUND THE
OFTEN CONTESTED VIEWS WITHIN THAT FIELD, WHICH IN TURN IMPINGE UPON THE
NORMATIVE STRUCTURE OF PARTICULAR EDUCATION SYSTEMS.

IT ALLOWS TEACHERS TO UNDERSTAND BETTER THE CONCEPTUAL DEBATES

THAT INVOLVE THE SUBJECTS THAT THEY ARE TEACHING AND IT HELPS TEACHERS
TO BETTER UNDERSTAND THE SCOPE AND LIMITS OF EMPIRICAL RESEARCH IN
EDUCATION AND THE RELATIONSHIPS BETWEEN THAT RESEARCH AND CONCEPTUAL
ISSUES IN EDUCATION.
IN THIS LESSON, YOU WILL GAIN BETTER UNDERSTANDING OF THE
PHILOSOPHICAL ROOTS AND FOUNDATIONS OF EDUCATION AND ITS IMPLICATIONS TO
THE TEACHING AND LEARNING PROCESS AND THE FOUR PILLARS OF LEARNING.
OBJECTIVES
At the end of this lesson,
you should be able to:

➢ Discuss the philosophical roots in education

➢ Identify the theories and the implication of each philosophy to the teaching and learning
process

➢ Determine the critical role of the pillars of learning in education

ENGAGE
Disposition is a term used to indicate a state or condition where context may determine what
counts as sufficiently large. Activity 1 will help you identify your philosophical disposition.
Activity 1
Read and analyze the statements below. Identify the philosophical dispositions that you
consider most important with regard to education. List these four statements on an A4 bond
paper. Identify only the four statements that you consider to be the most fundamental
perspectives.

Use the guide below to determine your philosophical disposition as you answer the activity on
the next page.
 What is your Philosophical Disposition?
1. There are certain works of literature, such as the Odyssey,
Romeo and Juliet and the Tale of two cities that everybody
should read.
2. We must understand math to survive in the world. For
example, we use math when measuring things or in buying
something. We need to know basic math because it is part of
daily living.
3. Things change, fads come and go, but certain values
remain the same, such as honesty, integrity and personal
responsibility. This is what students need to learn.
4. A child knows what his/ her interests are, and that
knowledge should guide the curriculum.
5. Students should learn to appreciate beauty in the world
because beauty is eternal, For instance paintings that were
considered beautiful hundreds of years ago, are still
considered beautiful today.
6. If the country is to survive, we must share the same
values. All children should learn those basic values at school
as well as at home.
71. If children are to function effectively in society, schools should
provide them with experiences that reflect society such as exercises in
democracy and good work habits.
8. We can begin solving the problem of the future by what we teach
children today.
9. School is about more than just what’s in books. It includes how one
lives his or her life worthy home membership and wise use of leisure
time.
10. Math is a constant idea of 2+2=4 does not change. Children need
to learn these basic and enduring lessons.
11. The language of United States is English, so everybody ought to
learn to read, write and speak proper English.
12. Schools educate individuals, not masses. The emphasis of
schools should be on the development of each individual.
 If you have selected 2 or more items from a particular philosophy, it indicates that
your thinking might match well with that perspective. If each of the items you choose is
from a different category, your philosophy might be called eclectic, which is a combination of
philosophies.

(Note: This brief exercise is intended only to get a glimpse into your philosophical
perspective. It is not an absolute measure of your philosophical perspective).

PERRENIALISM ESSENTIALISM PROGRESSIVISM

Items
1,4,6,10 2,3,7,11 5,8,9,1

This module explains each of these philosophies, you may find it interesting to read through this
survey again to see whether your opinions have changed or remained the same
 EXPLORE
Activity 2
Look at the picture. Describe what you see. What lesson is presented by the teacher? What is
your concept about the teaching of basic skills in numeracy? Do you agree that the teaching of
early numeracy should really be taught in the school? Why? (Discuss your answer in an A4-sized
bond paper.

Note: All activities will be assessed using the provided rubric at the end of the lesson.
Activity 3
This time, take a good look at this picture. Describe how the teacher presents the lesson. What
philosophical concept is presented in the picture? Is the method of teaching used by the teacher a
means of achieving a desirable goal? Why? Justify your answer.

How did you find the activity? Were you able to use your learnings to identify the philosophical thoughts
in education? If you had a hard time answering the questions, the preceding lesson will help you
understand more.
 EXPLAIN
What is Philosophy?
Philosophy – originated with the ancient Greek word Philo which means love and Sophie
which means wisdom (Philosophy is therefore the love of wisdom.)
– can be defined as a set of ideas that answer questions about the nature of reality and
about the meaning of life

Philosophy of Education
is a set of related beliefs that influence what and how students are taught
Teachers’ philosophy of education guides their behavior or performance in the classroom.
The philosophy statement reflects their personality and values
 3 Branches of Philosophy:
1. Metaphysics – addresses reality, has 2 categories:
Ontology – examines issues related to nature, existence or being
Cosmology – is related with the nature and origin of the universe
(the cosmos)
2. Epistemology – is concerned with the nature of knowledge, how we come
to know about things, or how we acquire knowledge
– we acquire knowledge through our senses, intuition,
observation and logic, and use of scientific method
3. Axiology – relates to value
Ethics relates to issues in morality and conduct.
Aesthetics is concerned with beauty.
 Philosophical Roots of Education:
Philosophical Description Teachers believe that…
Root
Idealism 1. reality lies in our consciousness or ➢ on top of this hierarchy of the curriculum are the most
our intellect important subjects that cultivate abstract thinking –
2. envisions schools that are Philosophy, Theology, and Mathematics
➢
intellectual centers of teaching and the use of Socratic method – asking probing questions
learning stimulate consciousness of students in discovering
knowledge
➢
thinking and learning are the processes of bringing latent
ideas to consciousness and logic is encouraged in
organizing their lessons
➢
teachers should live exemplary lives and be models for
students to imitate
➢
the internet can make the great book accessible to all, but
technology should be the means rather than the end in
transmitting knowledge
Philosophical Description Teachers believe that…
Root
➢ ➢
Realism advocates that reality is teachers should be equipped with a wide repertoire of
outside of our minds methods in teaching to achieve their goals
➢
➢
realists believe that the teachers’ primary responsibility is to bring students’’
ideas about the world into reality
objects we perceive exist ➢
independently of the mind
the use of deductive / inductive logic, and scientific
method are reliable means to discover knowledge
➢ knowledge is a reliable guide
➢ inclusion of non-academic activities interfere with
to our behavior
the school’s primary purpose as a center of
disciplined academic inquiry
➢
the use of technology is as an aid in learning;
therefore recommend computer program realistic
and effective to be
 Te
ac
he
rs
be
lie
ve
th
at
Philosophical Description …
Root
➢ ➢
educatio
evaluat n is an
es the truth experimental process
Pragmatism and meaning – a method of
of ideas solving problems
according that challenges
to their people as they
interact with
physical consequences and the world
➢
practical children
 value for should
pragmatis learn how to
ts, if make difficult
decisions by
somethin considering the
g works, consequences of
it is true their
➢ actions on
John ➢ others
Dewey, a educatio
pragmatist
n should
focus in real-life
relates
education problems to be
for life prepared to
➢ live fully and
students ➢
should be students
encouraged should learn
to the process of
do problem-
researche
s and
apply
them to
the solving
➢
solution student
of a
problem
s share their
interests and
problems in collaborative
learning
➢
interdiscip
linary
education is
better than
departmental
ized
curriculum in
education
➢
taking risk in
education to
achieve their
goal in
values-
clarification
 Philosophical Description Teachers believe that…
Root
➢ ➢
Perennialism the primary purpose of teachers are the intellectual mentors and models for their
education is to bring students students
➢
in contact with the truth by fundamental skills such as reading, writing, computation and
research be developed starting the elementary grades to
cultivating their intellect and
prepare them for lifelong learning
sense of rationality or ➢
reasoning subjects like history, literature, drama, and art should be
power
included in the secondary school curriculum
➢
the primary purpose of the ➢Teacher’s role is to sharpen students’ intellectual powers and
school is to develop the enhance their moral qualities
students intellectually ➢
Electronic version of great books and other classic maybe
viewed by large audience but could not be a substitute for
reading the classics
➢
Teachers apply whatever creative techniques and other
tried and true methods which are believed to be the most
conducive to disciplining the students’ minds.
 Teachers believe
Philosophical Description that…
Root
➢ ➢
is a teacher- have authority to
Essentialism centered philosophy discipline students
that adheres to
the belief that
the
basic skills of
literacy (reading
and
writing) and
numeracy
(arithmetic)
➢
Teachers
as well as should have
subject matter mastery of the knowledge
knowledge and
should be
developed in
schools. skills they teach
➢
Essentialist ➢
Teachers should
 use deductive
teachers do not method of
favor teaching
➢
It’s only when
innovative or the students
process have mastered
(teacher – the
required
competencies
directed they can be
instruction) promoted to the
➢
Teachers higher level test
scores are the
are seen as basis for
the evaluating
students
progress
foundation of ➢
Program are
information academically rigorous
and as (emphasis is on
paragon of academic
virtue. content)
Philosophical Description Teachers believe that…
Root

➢ ➢
Progressivism Progressivists belong to a reform Teachers should posses a repertoire of learning
movement that opposed the activities to be used in the teaching-learning process.
traditional education:
➢ authoritarian teachers
➢
➢ the child should be free to develop naturally
book-based instruction
➢
➢
rote memorization interest motivated by direct experience stimulates
➢
learning
Authoritarian classroom ➢
the teacher is a facilitator of learning
management ➢
there should be close cooperation between the home
and the school
➢
students’ needs, interest, and readiness should be
considered in constructing the curriculum
➢
Change is the only thing that does not change
➢
Teach through field trips, thought-provoking games, and
puzzles.
 Philosophical Description Teachers believe that…
Root
➢ ➢
Constructivism seeks to develop intrinsically learners are taught how to
motivated and independent learn
learners adequately equipped
with learning skills to be able
to construct knowledge and
make meaning of them
 D
e
s
c
r
i
p
t
i
o Teachers believe
Philosophical n that…
Root
➢
the purpose of
➢
emphasizes education is to
Existentialism the subjectivity of human awaken consciousness
on our freedom to
choose and create
experience self-awareness
that contributes to
our identity
➢
➢
the purpose of students
education is to help should be
 trained to
philosophize, to
question, and to
participate in
students find meaning dialogues about
and directions the
in their lives meaning of life
➢
self-expression,
creativity, self-
➢
Existentialist awareness, and
author Jean-Paul Sartre self-
responsibility
should be
open quoted the developed in the
phrase: Existence students
➢
open
classrooms
maximize freedom of
precedes essence.
(Meaning: we owe choice
our existence to ➢ Existentialists
nature but we define
 believe in self-
directed instruction.
Students should
ourselves through decide what they
our action) want to learn and
➢
Existentialists when to learn it.

maintain that we
➢
Teachers
create our own employ values
definition and make clarification strategy
➢
Teachers takes care
our own essence by not to impose their
making personal values on their
choices in our lives students since
values are
personal.
 ELAVORATE
Activity 4- A
Which of the philosophical roots of education will you adopt as a pre service teacher?
Why? Justify your answer in not less than 300 words.
 EVALUATE
Activity 4-B.
Direction: Answer the following questions as best as you can. Use A4 bond paper.

1. The Philippine Elementary School Curriculum gives greater emphasis on the development of basic skills like
reading, writing, and arithmetic. What is the philosophical basis for this?
A. Pragmatism B. Perennialism C. Essentialism D. Existentialism

2.Teacher Hannah asks one of her students, “What do you want to become when you grow up?” This question is
an indication of what kind of philosophy?
A. Progressivism B. Naturalism C. Existentialism D. Idealism
3. Teacher Kattie has not only explained the concept of Philosophy of Education but also imparted this to her
students. This demonstrates what kind of philosophy? A. Naturalism B. Idealism C. Realism D. Perennialism
4. In her class, Teacher Kane always presents principles and values so as to encourage his students to examine
them and decide for themselves whether to accept them or not. What kind of philosophy does she practice?
A. Idealism B. Essentialism C. Humanism D. Existentialism
5. When a teacher emphasizes that man’s sense should be trusted because they are the only way to acquire
knowledge, the teacher can be regarded as A. Naturalist B. Realist C. Empiricist D. Pragmatist
6. Teacher Matt views his pupils as unique, free choosing, and responsible individuals. He plans activities
where the pupils can develop their unique personality. What theory underlies this nature of the pupil?
A. Realism B. Essentialism C. Existentialism D. Progressivism
7. "Learning is the process of retrieving prior learning", this is a statement from _____.
A. Constructivist B. Reconstructivist C. Progressivist D. Empiricist
8. Teacher Dyan teaches to her pupils that pleasure is not the highest good. Teacher's teaching is
against what philosophy?
A. Realism B. Hedonism C. Epicureanism D. Empiricism
9. After listening to the homily of the Priest about fidelity, Catherine has a moment of reflection. Her
understanding of the value of fidelity has become deeper as she related this to her past experience. This
typifies what kind of philosophy?
A. Constructivism B. Reconstructivism C. Humanism D. Existentialism
10. After studying the Principle of Identity, Teacher Wanny asks her students to determine which among
the given set of problems conforms to the said identity. This shows that Teacher Wanny upholds what kind
of Philosophy?
A. Perennialism B. Progressivism C. Essentialism D. Naturalism
 Lesson #2

INTRODUCTION
A desire to learn continuously through one’s lifetime is a mark of a 21st century
learner. The International Commission on Education for the Twenty-first Century to
UNESCO, identified learning throughout life as a key to meet the challenges of the 21st
century.
It describes a holistic approach to learning that encompasses more than what occurs in the
classroom. This is referred to as lifelong learning - a philosophy that involves the
development of knowledge, skills, attitudes, and values throughout one’s life— from early
childhood through adulthood. Learning is seen not just as an intellectual process, but one that
encompasses all aspects of an individual’s life, including their
role in the community, performance in the workplace, personal development,
and physical well-being.
The framework that organized lifelong learning into four pillars are learning to know,
learning to live together, learning to do, and learning to be. The four pillars of learning
are seen as fundamental principles for reshaping the 21st century education. Knowing
these pillars and applying them to your own learning can help you develop the KSAVs
required to fulfil your tasks and roles as a provider of quality and relevant education to
your students.
 Objectives:
After studying this chapter, you should be able to:
➢
Identify the four pillars of education;
➢
Describe how each pillar contribute to the development of every individual; and
➢
Discuss the new areas of learning ( New Literacies) that students need to succeed
in their careers as future teachers
ENGAGE
➢
Have you observed a classroom filled with students seated in groups,
abuzz with activity and discussions and are animatedly talking about last night’s email exchanges and
electronic discussions about planning their group project’s presentation just like the picture shown below?
Take a closer look at the picture. What makes you think that they are actively engaged in their activity?
Who do you think is the influential factor behind the action of these children?
Do you agree that as a teacher you have a special responsibility to guide your learners towards
becoming the best that they can be, and at the same time, help them meet the challenges of the
st
21 century. You are tasked to help provide your students with the knowledge, skills, attitudes,
and values they need to succeed in their studies, work, and life?
EXPLORE
As a future educator, what are the necessary skills that you need to possess and develop within
st
yourself to become an important agent in preparing your students become 21 century – ready?
EXPLAIN

The Pillars of Education operates on the fundamental principle that education must
contribute to the total development of the whole person. These pillars are crucial to peace
and mutual understanding. They emphasize the value of education as a manifestation of
the spirit of unity. This stems from the will to live together as active members of a global
village and contribute to attainment of a culture of peace.
Knowing the essential skills necessary to become century literates, as a future
st
teacher you need to develop students who are important agents in becoming 21
century ready through studying the four pillars of learning.
LEARNING TO KNOW
➢ implies thirst for knowledge and acquisition of such knowledge
➢ is more on the mastery of learning tools (numeracy, literacy, life skills) than with the acquisition
of structured knowledge
➢ This also means learning to learn, so as to benefit from the opportunities education provides
throughout life.
➢ Components of learning to learn: concentration, memory skill, thinking
➢ an individual who is knowledgeable is literate
 LEARNING TO DO
➢ Represents the skillful, creative and discerning application of knowledge. One must learn
how to think creatively, critically and holistically, and how to deeply understand the information that is
presented

➢ in order to acquire not only an occupational skill but also, more broadly, the competence to
deal with many situations and work in teams

➢ It also means learning to do in the context of young peoples' various social and work
experiences which may be informal, as a result of the local or national
➢ context, or formal, involving courses, alternating study and work.
In the classroom: use of multiple intelligences and learning styles
 LEARNING TO LIVE TOGETHER
➢ Learning to live together in peace and harmony requires that quality of relationship
at all levels is committed to peace, human rights, democracy and social justice in an ecology
sustainable environment.
➢ teach students about human diversity
➢ instill in them an awareness of the similarities and interdependence of people spirit
of empathy is encouraged in schools
➢ schools should promote social awareness, acceptance, and respect

➢ by developing an understanding of other people and an appreciation of

interdependence - carrying out joint projects and learning to manage conflicts
 LEARNING TO BE

Refers to the role of education in developing all the dimensions of

the complete person: the physical intellectual, emotional, and ethical
integration of the individual into a complete man
The aim of development is the complete fulfilment of man, in all
the richness of his personality
Education must not disregard any aspect of a person's potential: memory,
reasoning, aesthetic sense, physical capacities and communication skills
Formal education systems tend to emphasize the acquisition
of knowledge to the detriment of other types of learning
 st
ELABORATE : The 21 Century Literacies:
Creativity and innovation are
st
21 century skills, thus in
The Arts & Creativity solving problems and creating
art works are part of this
literacy.
Acquisition of knowledge about
climate change, pollution, loss
Eco literacy of natural habitats and
biodiversity. Solutions on how
these environmental problems
could be addressed must
be practiced.
Being in the rapid changes in
the use of technology for
Cyber literacy / Digital teaching and learning, teachers
and learners need to develop
and enhance the use of digital
Literacy (Information gadgets whether on-line or
and ICT Knowledge) off-line.
Basic knowledge about the
basics of economics and
Financial Literacy financial management. This is
 necessary for every learner and
teacher to be able to handle
income expenses and
investments to be economically
secure.
Teachers and learners must
learn how to discern about any
Media Literacy information which are
transmitted via various forms
and media.
Knowledge about social
dimensions and social skills
that are appropriate in the
Social/Emotional context
of society. Emotional
intelligence must also be
developed to be able to
Literacy effectively
manage the stresses due to the
changing environments of the
st
21 century society.
If you respect multi-cultural
diversity, aware of the global
Globalization and Multi- trends, acknowledge
 differences and similarities,
respect each other’s dignity,
Cultural Literacy then you are multi-cultural
literate.
EVALUATES
Study the first column of the table below, which provides a list of the new parameters in
education in the 21st century. Your task is to provide examples of the “new things” in education
listed in the first column. You may write your answer in the second column. The last item, New
Spaces/Dimensions of Learning, has been done for you. Work on the rest of the examples.

What’s New in Education Examples

New environment of learning

New content of learning

New process of learning

New types of learners

New spaces/dimensions of learning

Rubric for Evaluation of Activity
Point 2 points 1 points .5 points 0 points Score
Value
logical Details are
Organizati progressio arranged Acceptabl No
o n of in e discernible
a logical
supporting progressio arrangem
n of Ideas examples; n ent of pattern of
organizati
examples; on;
Unrelated
details;
Interesting Examples
Supportin , concrete and Sufficient Insufficient
g and details number of ,
descriptive relate to examples
examples the topic and
Details and and details vague, or
details
with some
explanatio explanatio that relate undevelop
ns n is to the ed
 that relate
to the
topic included. topic examples
Appropriat
e tone, Appropria Acceptabl Inappropri
Style pleasing te tone; e tone; ate
variety in Clear
sentence sentences some tone;
structure; with variety in Awkward,
precise varied sentence
word structures structures
choices. ; ; unclear, or
incomplet
e
sentences;
poor
word
choice.

Consistent Some
standard errors, but A few Distracting
Mechanics English none errors in errors
usage, major, in usage, in usage,
usage,
spelling, spelling, spelling, spelling,
and or or
punctuatio punctuatio or
n. No n. (1-2) punctuati punctuatio
errors. on (3-4) n
 Introduction
The road toward effective teaching is a continuing educative process.
This becomes a reality when teachers develop total commitment and
dedication to service in their effort to produce productive citizens. On
st
this 21 century, a teacher is not just a holder of a Bachelor’s Degree,
but someone who possesses professional abilities and skills. They
manage to equip themselves with updates himself/herself with
management, organizational and teaching skills- the very important
foundations toward the development of effective classroom teachers.

The skills needed for effective teaching involve more than just expertise in an academic field. A teacher must be
able to interact with people and help them understand a new way of looking at the world. This is not an easy job!
Although there are many different ways to teach effectively, good instructors have several qualities in common. They
are prepared, set clear and fair expectations, have a positive attitude, are patient with students, and assess their
teaching on a regular basis. They are able to adjust their teaching strategies to fit both the students and the material,
recognizing that different students learn in different ways.
OBJECTIVES
After completing this module, you should be able to:
➢
Describe the characteristics of professional teachers
➢
Identify the 7 domains of professional teachers
➢
Discuss guidelines in developing teachers’ competencies
ENGAGE

Thinking as a Teacher
On a sheet of A 4 bond paper, draw a
picture of your favorite teacher delivering
lesson. As soon as you are done, choose
from among the list of metaphors from
the pink boxes the description/s that
suggest for her/his style of teaching. Write
this metaphor below your drawing, then
explain where does she/he fits and why?
enhancing the and then
climate, standing back
GARDENERS removing the and allowing
Their goal is to cultivate the weeds and growth to occur.
mind by nourishing, other
impediments,
 LAMPLIGHTERS
ARTISTS They attempt to illuminate
For them teaching has no the minds of their learners.
prescriptions and the
CHALLENGERS They
question learners’
assumptions, helping them
see subject matter in fresh
ways and develop critical
thinking skills.
TRAVEL GUIDES
They assist people along the
path of learning.
ends are not clear at the
beginning of the process.
The entire activity is an
APPLIED SCIENTISTS
aesthetic experience.
They apply research findings to teaching problems and see
scientific research as the basis for teaching.
MUSCLE BUILDERS
They exercise and
strengthen flabby minds
so learners can face the
heavyweight learning
tasks of the future.
CRAFTSPEOPLE
They use various teaching
skills and are able to
analyze teaching
situations, apply scientific
findings when applicable,
and incorporate an artistic
dimension into teaching.
BUCKET FILLERS They pour
information into empty
containers with the
assumption that a filled
bucket is a good bucket. In
other words, a head filled
with information makes an
educated person.
FACTORY SUPERVISORS
They supervise the
learning process, making
certain that sufficient
inputs are present and
that the outputs are
consistent with the
inputs.
- EXPLORE
In this activity, you will be writing a paragraph (not less than 200 words) that will describe the kind of
teacher everybody loves to remember for the rest of their lives. Please be guided with the 5 questions
stated below.

How do you describe teachers who -

❖ are truly passionate about teaching?
❖ wants to be an inspiration to every child?
❖ are happy with his/her job at all times?
❖ every child in the school would love to have and
❖ remember for the rest of their lives?
 THE TEACHER AS A COMPETENT PROFESSIONAL
More than any other professionals, teachers are subjected to scrutiny to the minutest detail by
those they associate with. Teachers are judged more strictly than other professionals.

Professionalism is something demanded of teachers both as professionals and as persons.

Professionalism is succinctly described in Article XI of the Code of Ethics for Professional Teachers,
to wit:
Section 1: A teacher shall live with dignity at all times.

Section 2: A teacher shall place premium upon self-respect and self-discipline as the principle of
personal behavior in all relationships with others and in all situations.

Section 3: A teacher shall maintain at all times a dignified personality which could serve as
model worthy of emulation by learners, peers, and others.

Section 4: A teacher shall always recognize the Almighty God or being as guide of his own
destiny and of the destinies of men and nations.
Section 1: Every teacher shall actively help insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2: Every teacher shall uphold the highest possible standards of quality education, shall make the
best preparation for the career of teaching, and shall be at his best at all times in the practice
of his profession.
Section 3: Every teacher shall participate in the continuing professional education (cpe) program of the
professional regulation commission, and shall pursue such other studies as will improve his
efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and
productivity in order to be nationally and internationally competitive.
Section 4: Every teacher shall help, if duly authorized, to seek support for the school, but shall not make
improper misrepresentations through personal advertisements and other questionable means.
Section 5: Every teacher shall use the teaching profession in a manner that makes it a dignified means for
earning a decent living.
 Kellough (2003) prepares an annotated list of the characteristics
of a competent classroom teacher. These characteristics should
give teachers an idea of what they should strive to be.

1. The teacher is knowledgeable about the subject matter.

2. The teacher is an educational broker. He/ She knows how to discover information about
the instruction content.
3. The teacher is an active member of a professional organization.
4. The teacher understands the process of learning. He/ She ensures that students
understand the lesson objectives and classroom procedures.
5. The teacher uses effective modeling behavior. His/ Her behavior should be consistent with
what is expected by his/ her actions.
6. The teacher is open to change. He/ She is willing to take risk and be held accountable for his/
her action.
7. The teacher is non-prejudicial toward sex, sexual orientation, ethnicity, and religion
8. The teacher organizes the classroom and plans lessons carefully.
9. The teacher is capable communicator. He/ She select words carefully, plans questions, and has
expressive voice inflections.
10. The teacher functions effectively as a decision maker.
11. The teacher is perpetually learning to further develop a repertoire of teaching strategies.
12. The teacher demonstrates concern for the safety and health of his/ her students.
13. The teacher demonstrates optimism for the learning of every student.
14. The teacher demonstrates confidence in each student’s ability to learn.
15. The teacher is skillful and fair in the implementation of strategies for the assessment of
student learning.
16. The teacher is skillful in working with parents, guardians, colleagues, and
administrators.
17. The teacher demonstrates a continuing interest in professional responsibilities
challenges, and opportunities.
18. The teacher exhibits a wide range of interests.
19. The teacher shares a healthy sense of humor.
20. The teacher is competent. He/ She can be relied on in fulfilling professional
responsibilities and commitments.
 A survey of the experiences of practicing teacher’s reveals, among others, that there are several domains
of knowledge on which they could anchor the learning activities they usually provide in the classroom. In
third connection, Schuman (1987) managed to organize the important domains of knowledge of teachers
into seven categories.

1. Content Knowledge or knowledge of the particular subjects to be taught, such as Mathematics, English, and
History.
2. Pedagogical content knowledge, that is, the special amalgam of content and pedagogy that is uniquely the
province of teachers – their own special form of professional understanding.
3. Knowledge of learners and their characteristics
4. General pedagogical knowledge with special reference to the broad principles and strategies of classroom
management and organization that appear to transcend subject matter.
5. Knowledge of educational contexts ranging from the working of the group or classroom to the governance
and financing of school districts to the character of communities.
6. Curriculum knowledge with a particular grasp of materials and programs that serve as the tails of the trade
for teachers.
7. Knowledge of educational ends, purpose, and values and their philosophical and historical grounds.
1. Making decisions. Teachers decide many things, e.g., what to teach at what time of the day, what topics
to include, and what methods of instruction to use.
2. Use a learning theory. There is a need to implement principles of motivation, reinforcement, and retention.
3. Use a variety of instructional strategies. This prevent boredom from a set of highly predictable routine.
4. Build bridges to other subjects. When building bridges, a natural reinforcement of subject matter is
achieved, learning seems more real and students are provided with the opportunities to experience learning
transfer.
5. Build relationships between facts and concepts. Teaching facts without concepts is extremely
inefficient.
6. Teach for transfer. There has to be real-life learning.
7. Emphasize hands-on experience. Direct, active experiences for making and investigating things can
form the basis from learning.
8. Keep the focus on people. Provide time for sharing, cooperating, and caring for each other.
9. Gather materials. Teacher need to be resourceful in utilizing used magazines, old maps, books, pictures,
posters, games, and other instructional materials.
10. Teach content. Sketch or outline the most important content of the information to be taught.
11. Teach concepts. A concept is an idea. Content is specific to a time period or place, but concepts
transcends time and space.
12. Teach skills. Once a skill is acquired, it can be used many times in different situations.
13. Teach values. Integrating trust, cooperation, respect, and dignity can be modeled and talked about
in the classroom.
14. Give students freedom. Give the students a certain amount of free time.
15. Differentiate instruction. Remember that students have different gifts, talents, and maturity levels.
Interest centers, game tables, and reading corners.
16. Create a sense of place. Do not overlook the value of displays, bulletin boards, interest centers,
game tables, and reading corners.
17. Promote success. Children need to experience values.
18. Reward excellence. Do not let the fine work of student go unnoticed.
EVALUATION

Take a good look at the picture. On a piece of A4 bond paper, jot down 10 w0rds and ideas that
describe about the picture. Now using the words and ideas you jotted down, write a short paragraph
that sums up what’s happening in the photograph.
INTRODUCTION

The teacher works in, for and with the community. As a future teacher, you
rub elbows with the elders and members of the community who, like them, aspire
for the development of the young. You work in a community with its own
established customs and traditions which are sometimes different from the
practices of the community where you belong.

In this part of the lesson, you will look at how you, as a professional teacher,
should relate with the community, a group of tertiary stakeholders.
 OBJECTIVES:

At the end of this lesson, you should be able to:

√ Explain how professional teachers should relate to the community and the parents
√ Discuss The Preamble and Articles III and IX of the Code of Ethics for Teachers in the
Philippines
 ENGAGE
Below are key words related to Article III of the Code of Ethics for Professional Teachers in the Philippines.
Write on the blanks provided what comes to your mind the moment you read these words.
facilitator of learning______________________________________________________________
conducive environment

leadership ____________________________________________________________________

not use position to proselyte ___________________________________________________

harmonious official relations ______________________________________________________

disparaging the community________________________________________________________

social recognition _______________________________________________________________

community informed _____________________________________________________________

 EXPLORE
By means of four (4) separate graphic organizers, show the different
groups with whom you will relate (as a teacher) and describe
HOW you should relate to each group.

PROFESSI
ONAL
TEACHER
(You)
 EXPLAIN
PREAMBLE
(Code of Ethics for Professional Teachers)
Teachers are duly licensed professionals who possess dignity and reputation with
high moral values as well as technical and professional competence. In the practice of their
noble profession, they strictly adhere to, observe and practice this set of ethical and moral
principles, standard, and values.
ARTICLE I (Code of Ethics for Professional Teachers)
Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institutions shall offer quality
education for all Filipino citizens, a vision that requires professionally competent teachers committed to its
full realization. The provisions of this Code shall apply, therefore, to all teachers in all schools in the
Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at
the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical or
non-formal. The term “teacher” shall include industrial art or vocational teachers and all other persons
performing supervisory and/or administrative functions in all schools at the aforesaid levels, whether on full-
time or part-time basis.
A review of the Preamble and Article I tells that teachers who have no license are not included in the
group of professional teachers.

All teachers both public and private in all levels from preschool to secondary whether they are
academic, vocational, special, technical or non-formal are included in the definition of professional
teachers and are therefore required of a professional license and are subject to the Code of Ethics for
Professional Teachers.
ARTICLE III (Code of Ethics for Professional Teachers)
The Teacher and the Community
Section 1:
A teacher is a facilitator of learning and of the development of the youth; he shall, therefore,
render the best service by providing an environment conducive to such learning and growth.

Section 2:
Every teacher shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic and civic betterment.
Section 3:
Every teacher shall merit reasonable social recognition for which purpose he/she shall behave with
honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness,
and other excesses, much less illicit relations.
Section 4:
Every teacher shall live for and with the community and shall, therefore, study and understand
local customs and traditions in order to have a sympathetic attitude, therefore, refrain from
disparaging the community.

Section 5:
Every teacher shall help the school keep the people in the community informed about the
school’s work and accomplishments as well as its needs and problems.

Section 6:
Every teacher is intellectual leader in the community, especially in the barangay, and shall
welcome the opportunity to provide such leadership when needed, to extend counseling services,
as appropriate, and to actively be involved in matters affecting the welfare of the people.

Section 7:
Every teacher shall maintain harmonious and pleasant personal and official relations with
other professionals, with government officials, and with the people, individually or collectively.
Section 8:
A teacher possesses freedom to attend church and worship as appropriate, but shall not
use his position and influence to proselyte others.

As a professional teacher, you are a facilitator of learning by ensuring that you provide a
favorable environment for learning. You act as a leader by initiating and participating in
community activities for the benefit of community members and the community as a whole. As
a community leader, you deal with other professionals and community officials harmoniously
and professionally. Because you want to work with the community, you keep people informed
of developments in school. You do not take advantage of your position as a professional teacher
to proselyte. Neither do you criticize community customs and traditions. Instead, you exert
effort to understand them with a sympathetic attitude. Above all, to be a credible community
leader, you can earn the respect of the community by behaving with dignity at all times and so
will not engage in vices such as gambling, smoking, drunkenness, and illicit relations.
 Parents are secondary stakeholders while their children (learners) are primary stakeholders.
How should you, as a future teacher relate with parents is the concern of this part of the lesson.

ARTICLE IX (Code of Ethics for Professional Teachers)

The Teacher and Parents

Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct himself to
merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities of the progress or deficiencies of learners
under him, exercising utmost candor and tact in pointing out learners’ deficiencies and in
seeking parent’s cooperation for the proper guidance and improvement of leaners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage
unfair criticism.
As a teacher, you need to connect with parents, your partner in the education of the learner.
For the partnership to flourish, you shall maintain cordial relations with parents. This
relationship remains cordial is you are sincere and tactful in reporting child’s progress.

ELABORATE
Activity 1
By means of a graphic organizer present the various groups that are included in the word
“teachers” in the Code of Ethics.
Activity 2
State 5 DO’s and 5 DONT’s on how you should relate to parents for the sake of the learners.
Make sure your DO’s and DON’T’s are concrete.
DO’s DONT’s
 EVALUATE

Encircle the letter of the BEST answer.

1. How can teacher be a facilitator of learning?
A. By providing a conducive learning atmosphere
B. By earning social recognition from the community
C. By relating professionally with community officials
D. By keeping community leaders informed of school development

2. Can a professional teacher take the initiative to organize community activity for community
development?
A. No, the professional teacher is confined only to the classroom.
B. Yes, as a professional teacher he is a community leader.
C. No, community development is the concern of government officials.
D. Yes, provided he always involves the learners.
3. How can a teacher show respect for community customs and traditions? A. Reject local customs and
traditions which are different from his.
B. Divide the community by pointing out the negative elements of given local customs and traditions.
C. Disparage the community.
D. Study and strive to understand local customs and traditions

4. How should a professional teacher respond to unfair criticism raised by parents?

A. Listen to the criticism but discourages it
B. Reject the criticism outright
C. Ignore the criticism
D. Probe into the criticism and joins the parents afterwards

5. How is professionalism manifested when a parent complains to a teacher for her son’s failing grade?
A. Blames the son for his failure
B. Inquires on what home is doing to help son cope with his failure
C. Explains that failure is due to learner’s indifferent attitude
D. Objectively shows how the failing grade came about and assures the parent that the son is given all the
academic help he needs
 Creating a Positive School Culture
INTRODUCTION
The end goal of a study of philosophies of education,
historical and legal foundations of education, social theories,
ethical and professional behavior, organizational leadership
and management, school and community partnership is the
building of a positive school culture. The ultimate fruit of
positive school culture is excellent school performance.
 In this lesson, you will have a better understanding of
the fact that school culture matters. This influences to a
great extent how well students perform. School culture is a
creation of all the people in school and in the community
especially that of the school heads. It can be positive or
negative. It can facilitate or adversely affect learning. A
school community must therefore strive to create a positive
culture.

Allotted Time: Week 4 (9 Hours)

 OBJECTIVES
➢
At the end of this lesson, you should be able to: Explain
the meaning of school culture;
➢
Discuss how culture affects learning;
➢
Cite ways by which you can contribute to the
building of positive school culture.
 ENGAGE
Activity: Let’s Read This
Here are the twelve norms of school culture
where people and programs improve. Study them.
1. Collegiality
2. Experimentation
3. High Expectations
4. Trust and confidence
5. Tangible support
6. Reaching out to the knowledge base
7. Appreciation, recognition
8. Caring, celebration, humor
9. Involvement in decision making
10. Protection of what is important
11. Traditions
12. Honest, open communication
Read the following episodes then identify which norm of school culture is illustrated.
When high school students arrive for pre-calculus class, they know exactly what to expect.
Projected on the screen are the clear instructions for the day’s Success Starter. Everyone is
expected to work on them successfully.
“You have a short memory.”, she replies with a kind smile. “You say this every time we tackle a
problem. Remember the last time you struggled and then overcame your confusion? Remember
our norms that we wrote together? One of them was a growth mindset. And remember I am
here for you.”
I hear some students talking while someone is reciting. “ I don’t think you will like that if you are
the one reciting. Can we agree on a rule? Give me a rule.” Student suggests. “Let’s keep quiet
and listen when someone is reciting. Raise your hand if you want to recite.” Teacher asks, “can
we keep this rule?”
Today you are going to compute your scores for class standing – written quizzes, seatwork,
performance test, homework. Theses were all corrected and returned to you. When you are done,
compare your total with mine. Should there be discrepancy, be ready to show your corrected
papers.
My school head protects my academic time. She keeps meeting time to the minimum.
EXPLORE
Activity: Answer briefly the question below.
Which of the twelve elements of a positive school culture were
illustrated by the given episodes? Which element was illustrated by
describing the opposite?
EXPLAIN
The Meaning of School Culture
School culture is one of the most complex and important
concepts in education (Schein, 1985). It generally refers to the beliefs,
perceptions, relationships, attitudes and written and unwritten rules
that shape and influence every aspect of how a school functions
(https://www.edglossary.org./school-culture). However, the term also
encompasses more concrete issues such as the physical and emotional
safety of students, the orderliness of classrooms and public spaces or
degree to which a school embraces racial, ethnic, linguistic and cultural
diversity.
According to Spacey (https://simplicable//new//school/John, Nov. 23,
2017), school culture consists of the norms and shared experiences
that evolve over school’s history. In fact, Scott and Marzano (2014) state
that “school culture is reinforced by norms, expectations and traditions,
including everything from dress codes to discipline systems to
celebrations of achievement. Therefore, it may be described as the
character of a school that gives school qualities beyond its structures,
resources and practices. They are built through the everyday business of
school life. It is the way business is handled that both form and reflect
the culture.” (Sophier, 1985).
 Culture as a Social Construct
Culture is a social construct not a genetic construct. This means that school
culture is, therefore, something that we do not inherit or pass on through
the genes. Rather, it is something that we create and shape. It is shaped by
everything that all people in school see, hear, feel and interact with. It is a
creation of the school head, teachers, parents, non-teaching staff students
and community. Sean Slade (2014) elaborates:
Within a couple of minutes of walking into a school or a classroom, you can
tell, define almost taste the culture that permeates that space. Is it an open,
sharing environment? Or is it a rigid, discipline –defined playing field? It is
safe and welcoming, or intimidating and confronting? Does it welcome all
voices, or does it make you want to shrink? Is it waiting for instruction
and leadership or is it self-directed with a common purpose?
School Climate and School Culture
How does school climate differ from culture? These terms are frequently used
interchangeably but school climate is more relational; it is illustrated by the attitudes
and behaviors of the school staff and is focused on the style of the school’s
organizational system. School climate refers to the school’s effects on students,
including teaching practices, diversity and the relationships among administrators,
teachers, parents and students. School climate is driven by and reflected in daily
interactions of staff, administration, faculty, students support staff and the outside
community. (https://www/slideshare.net/module)
School culture is a deeper level of reflection of shared values, beliefs, and
traditions between staff members. School culture reflects to the way teachers and
other staff members work together and the set of beliefs, values and assumptions they
share. (www.ascd.org./research). School culture is a broader term and so is inclusive of
school climate.
The Role of School Culture in Learning
School culture matters. Research confirms the central role of culture
to school success. School culture can be positive or negative or toxic. A
positive school culture fosters improvement, collaborative decision making,
professional development and staff and student learning. A negative culture
fosters the opposite.
 Elements of a Positive Culture
As given in the Activity phase of this Lesson a positive school climate is characterized
by the following:
1. Collegiality - The school atmosphere is friendly. You work in an atmosphere where
responsibility and authority are shared by everyone. You can be yourself. You do not
have to put your best forward to impress others. The school head does not throw
his/her colleagues.
2. Experimentation - The atmosphere encourages experimentation and so will
welcome mistakes as part of the learning process. No student, no teacher gets
punished for a mistake. Mistakes are not intended. They give a lot of lesson. Referring
to his 10,000 failed attempts, then he was experimenting in the light bulb, Edison
said: “I have not failed. I’ve just found 10,000 ways that won’t work.”
3. High Expectations - It has been said one’s level of achievement is always lower than one’s level of
aspiration. So set high expectations for high achievement. Two problems arise here. Robert J. Manzano warns
us:
First, expectations are subtle and difficult to change. Teachers may be unaware that they have low
expectations for some students; even when they become aware, they may have difficulty changing their
expectations because their beliefs and biases have developed over the years.
Second, what actually communicates expectations to students is teacher behavior. If teachers
consciously work to change their biases but don’t change their behavior toward those students from
whom they have tended to expect less, their change of attitude will have little effect on student
achievement.

4. Trust and Confidence - Students, teachers, school heads and parents relate well and work well when
relationships are solidly built on trust and confidence. In fact, honest and open communication (#12 in this
list) is possible only when there is trust and confidence in each other in the school community. I can share my
inner thoughts only when I am confident that I do not get ostracized when I do.
5. Tangible Support - Everyone in the school community gets concrete support for the good that they do.
Support comes in not just in words but in action. School heads see to it that LCDs in the classrooms are
functioning.
6. Reaching Out to the Knowledge Base - Teachers care to grow
professionally to update themselves on content knowledge and pedagogy,
the first domain in the Philippine Professional Standards for teachers.
7. Appreciation and Recognition - Certainly words of appreciation and
recognition make classroom climate highly favourable. A reminder to
teachers: “You are not made less when you praise others. Instead, you
become magnanimous. So don’t be stingy with your sincere praise. The
problem sometimes is our eyes are so quick to see the negative and so we
despise them immediately but our eyes are blinded to the good and so we
overlook them and fail to appreciate.
8. Caring, Celebration, Humor - Kids don’t care what you know until they know that you care. They
don’t listen to teacher when teacher doesn’t care. It may be good to remind teachers that many of the
students, especially those who struggle, don’t receive nearly enough positive feedback in the
classroom or in their personal lives.
“When kids are taught with a proactive, praise-heavy approach, they tend to do better,” says Erin
Green of Boys Town. But be specific. Generic, overly generalized comments such as “Good job!” don’t
really help. Complimenting a specific behavior (“Thanks for showing respect to our visiting guest”), on
the other hand, reinforces that particular behavior.

9. Involvement in Decision Making - Involving others who are concerned with decisions to be made
enhances sense of ownership. They also feel important
10. Protection of what is Important - What schools consider important must form part of
their tradition and so must be protected by all means. Like for instance in one school that gives
attention to School Canteen Policies that include “no soft drinks, no chocolate, etc.” and CLAYGO
considers nutrition and health and cleanliness as important.

11. Traditions - A school must have an intentional culture-based program on shared values,
beliefs, and behaviors. This strengthens sense of community. A truly positive school culture is not
characterized by the absence of gangs, violence or discipline problems but also by the presence
of a set of norms and values that focus on school community’s attention on what is most
important and motivate them to work hard toward a common purpose.

12. Honest and Open Communication - No one gets ostracized for speaking up his mind. The
atmosphere is such that everyone is encouraged to speak his/her mind without fear of being
ostracized. The agreement at every discussion is “agree to disagree”.
 Shared Norms: Teacher and Student Norms
Shared norms for both teachers and students contribute to a positive school culture. Boss and Larmer (2018) share teacher norms and student norms
contribute to a fair and an engaging learning environment, a characteristic of a positive school culture. They check on the following:

TEACHER NORMS STUDENT NORMS

1. Teach in different ways. 1. Have a growth mindset.
2. Call students by their names. a. Believe you can improve.
3. Care about students’ feelings. b. Fail forward.
-Understand their situation. c. Keep trying.
4. Have a good attitude. d. Speak positively about your abilities to
a. Stay calm. learn.
b. Use kind words. 2. Call classmates by their names.
c. Have patience.
d. Greet students and say goodbye.
5. Help students understand. 3. Be responsible for your work.
a. Work at a reasonable pace. a. Have materials ready.
b. Explain clearly. b. Advocate for yourself.
c. Support different learning styles. c. Be a professional.
d. Expect the best. d. Meet deadlines.
e. Re-explain if necessary. e. Participate.
6. Attend school the majority of the time. f. Be on time to class.
7. Be respectful. 4. Listen…
a. Give everyone what they need. a. to the teacher.
b. Use proper language. b. to your classmates.
c. Allow space if needed. c. to guests.
d. Use supportive words when explaining. d. to the directions.
e. Call by your name. 5. Attend school the majority of the time.
8. Have a growth mindset. 6. Be a good team player.
a. Provide good, helpful feedback.
b. Stay calm.
c. Encourage others.
d. Stay on topic.
e. Be considerate.
f. Use proper language.
g. Communicate clearly to students and
teachers.

ELABORATE

Cite 5 ways by which you, as future teacher, can contribute to a positive school culture.
 EVALUATE
Direction: Answer the following questions as best as you can. Use A4-sized bond
paper. Write your name, course, year and section, name of the subject and the
date of submission.

1. Which is TRUE of school culture? A. Passed on like a hereditary trait

B. Created by the school heads and other stakeholders
C. Has insignificant effect on student performance
D. Cannot be altered

2. Which contributes to a positive school culture?

A. Growth mindset C. Authoritarian leadership
B. Low expectations D. Exclusivity
 3. Which form part of school culture?
I. Structure
II. Resources
III. Practices
IV. School Climate
A. I and II C. II and III
B. I, II, and III D. I, II, III, and IV

4. School head respects academic time so he/she does not just call on teachers during class hours. Which
element of positive school culture s illustrated? Tradition

A. Tradition C. Protection of what is important

B. Collegiality High expectation

5.Toxic culture: __________________

A. Inclusivity C. Resignation to failure
B. Exclusivity D. Team work
INTRODUCTION
"If your actions inspire others to dream more, learn more, do more and become more, you are a
leader” - John Quincy Adams.

Leadership in the school setting plays a very important factor for making the
organization succeed. It influences people to perform assigned tasks willingly,
efficiently and competently. When good leadership is present in the organization, it
can be felt throughout the entire organization. With good leadership, organizational
culture is not forced but developed. Communication is effective and open. Everyone
understands the vision and goals of the organization, and everyone has input into how
the process can be improved.
 A good school leader helps set the goals and targets for the school and motivates
teachers, parents, learners, non- teaching personnel and other members of the community
do their task in order to realize the school goals.

When a leader dreams, learns, and does more, they inspire their team to become more!

This course presents topics on organizational leadership, different organizational

models, sustaining change in the organization and roles of school heads in school-
based management.

Allotted Time: Week 4 (9 Hours)

 OBJECTIVES
At the end of this lesson, you should be
able to:
➢
Explain what organizational leadership is;
➢
Distinguish between
leadership and management;
➢
Discuss different leadership models;
➢
Explain the roles of school
heads in the School Based Management
ENGAGE

Activity: Let’s DRAW

Choose an object from the given

illustration that best symbolizes a leader
of an organization. In a paragraph form,
explain the symbol of leadership that you
have chosen in not less than 10
sentences.
EXPLORE
Activity: Based on the symbol/drawing you have chosen:
Answer each question in 5 sentences.
1. Who is an organizational leader?
2. What do organizational leaders do?
3. What qualities do they possess?

EXPLAIN
Organizational Leadership
Organizational leadership works towards what is best for individual members and 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 work ethic that empowers an individual in any
role to lead from the top, middle, or bottom of an organization. Applied to the school setting, the school leader
helps anyone from the organization not necessarily from the top to lead others. An example of this leadership
which does not necessarily come from the top of the organization is teacher leadership.
What Makes a Good Leader?

Are leadership and management synonymous? Is a leader a manager or is a manager a leader?

If I am good leader, does it follow that I am also a good manager? Or if I am a good manager, am I at the
same time a good leader?

A school head must be both a leader and a manager. A school head leads the school community
to formulate the vision, mission, goals, and school improvement plan. This is a leadership function.
He/She 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. This means
that it is best that a school leader is both a leader and a manager.
 Comparison of Manager and Leader
Manager versus Leader
MANAGERS VERSUS LEADERS

MANAGER LEADER

Administer Innovate
Their process is transactional; meet objectives and Their process is transformational: develop a vision
delegate tasks. and find a way forward.

Work Focused People Focused

The goal is to get things done. The goals include both people and results. They care
They are skilled at allocating work. about you and want you to succeed.

Have Subordinates Have Followers

They create circles of power and lead by authority. They create circles of influence and lead by inspiring.

Do Things Right Do the Right Thing

Managers enact the existing culture and maintain status Leaders shape the culture and drive integrity.
quo.
Types of Skills Demanded of Leaders

Leaders use 3 broad types of skills: 1) technical, 2) human and 3)

conceptual. Technical skills refer to any type of process or technique like sending
e-mail, preparing a power point presentation. Human skill is the ability to work
effectively with people and to build teamwork. This is also referred to as people and
skills or soft skills.

Conceptual skill is the ability to think in terms of models, frameworks and

broad relationships such as long range plans. In short, conceptual skills deal with
ideas while human skill concerns relationship with people and technical skills involve
psychomotor skills and things. The ideal school leader possesses all three.
Leadership Models for a Powerful Leader

Autocratic leaders do decision making by themselves. They make choices

based on their ideas and judgments and rarely accept advice from followers.

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 genuine
participation of the members of the organization which is in keeping with school
empowerment.
In Laissez Faire or free-rein leadership style, leaders avoid responsibility and
leave the members of the organization to establish their own work. This leadership
style leads to the kanya-kanya mentality, one weakness of the Filipino character.
There will be no problem if the situation is deal, for example, each member of the
organization has reached a level of maturity and so if members are left to themselves
they will do only what is good for the organization. On the other hand, it will be chaos
if each member will do as he/she pleases even if it is against the common good.

Which leadership styles are participative? The consultative and democratic

leadership styles are the only ones that allow for participation of the members of the
organization. Between the consultative and democratic styles of leadership, the
democratic style is genuinely participate because it abides by the rule of the majority.
The Situational Leadership Model
In situational leadership, effective leaders adapt their leadership
style to the situation of the members of the organization, for example, 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 S4.
 Behavior Styles in Situational Leadership

S1 S2 S3 S4
Selling/Directing Telling/Coaching Participating/Supporting Delegating
Individuals lack the Individuals are more Individuals are experienced Individuals are
specific skills able to do the task; and able to do the task but experienced at the
required for the job however, they are lack the confidence or the task, and comfortable
in hand and they are demotivated for this willingness to take on with their own ability
willing to work at job or task. Unwilling responsibility. to do it well. They are
the task. They are to do the task. able and willing to not
novice but only do the task, but to
enthusiastic. take responsibility for
the task.
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, for example, unable and unwilling, the leader resorts to telling the group
members 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.

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 willingness of the members of the
organization.
Servant Leadership

Robert K. Greenleaf coined the paradoxical term servant leadership.

How can one be a leader when he/she is servant? That’s the common thinking.
But the paradox is Greenleaf’s deliberate and meanigful way of emphasizing the
qualities of a servant leader. He describes the servant:

It begins with the natural feeling that one wants to serve. Then
conscious choice brings one to aspire to lead. 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? (Greenleaf, 1977/2002, p. 27)
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 be great must be the servant of all”. The life of the Greatest Teacher was
a life of total service to 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 quo and sees the need to transform the way the organization
thinks, relates and does things. The transformational school leader 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 result or effect of that change persists or ripples
even when the transformative leader is gone or is transferred to another school or gets
promoted in the organization.

We feel most comfortable with our old pair of shoes. We like to live in our
comfort zones and so sometimes we do not welcome change. And yet if we want
improvement in the way we do things in our organization, in our school or if we want to
improve in life we must be willing to change. The transformational leader ought to deal
with resistance to change to succeed. There will always be resisters to change. To
ensure that the innovation he/she introduces leads to the transformation of the
organization.
THE CHALLENGING ROLES OF A SCHOOL PRINCIPAL
SOURCE:GALLERY APRIL 21, 2014 ARIAS
School principals are the key leaders in our educational system. They are
responsible of carrying out the school vision and mission. School Principals play integral
roles in making schools function smoothly. They are involved in all aspects of the
school’s operation. They are the leaders responsible in providing leadership in the
development and implementation of all educational programs and projects in the school.
They play a vital role in achieving the government’s aim to provide quality basic
education.
It is evident that the quest for quality education has resulted in a number of
initiatives which have made significant demands on principals in public schools to
transform leadership towards improved school performance, among which is the practice
of School-Based Management (SBM).
The roles and responsibilities of the school principals are embedded in School
– Based Management as it captures the whole thing in the school as an institution of
learning.
The Meaning of School-Based Management (SBM)

School –Based Management is a decentralized management initiative by

developing power or authority to school heads, teachers, parents and students. It is
a strategy to improve education by transferring significant decision-making authority
from the DepEd Central Office, regional offices, division offices to individual schools.
SBM provides principals, 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.
Important Things to Remember:

• SBM means school-based management. It is the empowerment of schools to direct their own
affairs for high performance.
• It involves the school head leading his/her teachers, students, parents and other members of
the community to address problems and concerns with the ultimate goal of improving school
performance. It is based on the principle of subsidiary which states that it is those 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 focus on 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;
• 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
 ELABORATE

Based on this lesson and by means of an acrostic, give

qualities or specific behaviors of good Leaders. Use an A4-
sized bond paper. Create background designs.

L -
E -
A -
D -
E -
R -
 EVALUATE
Direction: Select the letter of the correct answer by encircling it. Use an A4-sized bond paper. Write your name,
course, year and section, name of the subject and the date of submission. (6 points)

1. Which is the essence of servant-leadership?

A. Leading is serving.
B. Leading is making your subordinates feel your power over them.
C. Leading is ensuring that your self is the first.
D. Leading is changing.

2. What is the message of situational leadership?

A. A leader is first a servant.
B. A leaders must fit leadership style to the follower’s level of readiness and willingness.
C. A leader can choose the leadership style that fits him most.
D. Authoritarian leadership is best because organization accomplishes much.

3. Who is most interested in improving the present status of an organization?

A. The Authoritarian Leader C. The Transformational Leader
B. The Laissez-Faire Type of Leader D. The Servant Leader
4. What must a leader do if he/she wants an innovation to affect substantially and positively school
culture?
A. Sustain the innovation
B. Introduce innovation one after another
C. Ensure that the innovation is welcomed by all, no exception
D. School head is the origin of the innovation

5. Is a manager also a good leader?

A. Yes C. Not necessarily
B. It depends on the person. D. It depends on the type of organization

6. Which is the essence of SBM?

A. Reduced authority of school head C. Principal Empowerment
B. Absolute freedom of education D. School empowerment
stakeholders

ESSAY: Explain in not less than 10 sentences only. (4 points)

As a future teacher, what did you find most meaningful in this lesson and why?
 INTRODUCTION

Republic Act 9155 emphasizes that the school head is both an administrative and
instructional leader. As the main function of school is students’ learning, the school
head must spend more time as an instructional leader. As an instructional leader,
he/she supervises instruction by observing teachers while they teach, conducting post-
observation conferences with the individual teachers, mentoring and coaching them
and ensuring that teachers have the much needed resources for teaching. While the
concern of administrative leadership is toward physical improvement and fund sourcing,
more important concern is focused on the improvement of instruction as this has a
direct bearing on learning.
 In this lesson, you will see yourself
portraying the role of a multi-
tasking school leader and the
importance of implementing school
policies in order to realize the vision
and mission of the school..
Allotted Time: Week 4 (9 Hours)

OBJECTIVES
At the end of this lesson, you should be able to:

▪ Discuss the competencies expected of school heads as contained in competency

frameworks for Philippines and for Southeast Asia.
▪ Explain the importance of school policies in school operation.
 ENGAGE
Activity:
Use an A4-sized bond paper
Explain your answer for each item in 3 sentences only.
1. What if schools have no policies on the grading system? What may happen? What are the
possible consequences on the teaching learning process?
2. What if schools have no policies on students’ tardiness and absences? What may happen? What
are the possible consequences on school atmosphere?
3. In your opinion, which of the two roles should be given more attention by the school head? Should
he/she focus on being an administrative leader or instructional leader? Why?

EXPLORE
Activity: Answer each question below in 3 – 5 sentences.
1. Will an effective teacher automatically be an effective school head?
2. If you were to formulate a policy on food items sold at the school canteen, what would you
propose as a school head? Why?
EXPLAIN
Competencies for School Heads
A. The School Head as an Instructional Leader
Instructional leadership is a quality that demands knowledge, ability, focused
action and shared determination on improvement of instructions that requires
conceptualization, implementation and evaluation of activities and projects intended
to contribute to realize instructional goals.

As an instructional leader, the school head crystallizes the vision of the school-
the image of what school can be and what he wants the school to accomplish. He
translates it into goals and objectives to be attained. He focuses activities on
instruction and the performance of the teacher and continuously monitors progress.
He likewise intervenes in a supportive/ corrective manner when this seems
necessary.
 Strengthening the Principals Instructional Leadership Role
The principal’s highest function is to enhance and strengthen his instructional
leadership. To be strong and effective as an instructional leader, the principal must zero
in on four (4) basic competencies, namely: Curriculum, Instruction, Performance, and
Evaluation.
▪ Curriculum
The school head ensures that curriculum implementation and improvement is given
attention
● Instruction
The school head must be proficient in helping teachers plan and implement teaching
strategies that match the student’s learning needs.
● Performance
The school head should steadfastly maintain high expectations for pupils’ achievement
and staff effectiveness.
● Evaluation
The school head should assess pupils’ performance and teacher effectiveness toward
identifying weakness and then reinforcing appropriate assistance, plans and
remediation.
B. The School Head as an Administrative Leader
By definition, a school head means a person who is the most
important member of the organization. Instructional initiatives,
strategic thinking, innovation, stakeholders’ engagement and
managerial leadership are the competencies of administrative
leaders.
Personal excellence as the end result of pursuing continuous
professional development redounds to improved administrative and
instructional leadership.
 C. The School Head and the Community
The school and community are partners in the education of the child. Rightly
so, to be faithful to the descriptive title of this course “The Teacher and the
Community, School Culture and Organizational Leadership, the following indicators
are directed towards the school and community partnership.

• Involves internal and external stakeholders in formulating and achieving school

vision, mission, goals and objectives
• Explains the school vision to the general public
• Aligns the School Improvement Plan (SIP)/Annual Improvement Plan (AIP) with
national, regional and local education policies and thrusts
• Communicates effectively SIP/AIP to internal and external stakeholders
• Involves stakeholders in meetings and deliberations for decision-making
• Provides feedback and updates to stakeholders on the status of progress and completion of
programs and projects
• Creates and manages a school process to ensure student progress is conveyed to students and
parents/guardians, regularly
• Recognizes high performing learners and teachers and supportive parents and other
stakeholders
• Prepares financial reports and submits/communicates the same to higher education authorities
and other education partners
• Maintains harmonious and pleasant personal and official relations with superiors, colleagues,
subordinates, learners, parents and other stakeholders
• Listens to stakeholders’ needs and concerns and responds appropriately in consideration of the
political, social, legal and cultural context
In the Southeast Asian Competency Framework, the following competencies strengthen
school and community partnership.
1. Promoting shared responsibility for school improvement;
2. Managing education alliances and networks; and
3. Sustaining collaborative relationships with stakeholders
 D. The School Head as a Crisis Manager
Definition of Crisis
Crisis is applied to situations which are perceived at involving an immediate
threat of unacceptable adverse consequences. It is a term generally applied to a
critical situation, a turning point characterized by a sense of urgency.

Elements of Crisis
1. Threat: a potential hindrance to some state of goal desired by an organization or
individual.
2. Decision: time is short when the situation will be altered in the near future after which
no decision can be made only under less favorable circumstances
3. Surprise: refers to lack of awareness by those affected by the crisis, is likely to
occur, but is not equated with the lack of planned response to the situation. Even if
plans exist, an individual can still be surprised.
 The Effective Crisis Management Method
1. Plan for crisis. This means being sensitive to various potential crisis situations. This implies
that conflicts, no matter how minor must be confronted so they don’t blow up into the more difficult
to manage crisis
2. The top executive of the organization must be involved. He should be the primary
spokesperson, delivering prepared statements about the crisis. There should be no delegation of
this primary role because this will only bring him under greater suspicion and scrutiny
3. The organization involved should take the initiative in handling the situation. S “high
touch” response to crisis is, perhaps, the most crucial element of crisis management aside from
planning
4. Communication. Communicate with the media and public as soon as possible. Within the
organization employees must be informed of the crisis and give some reassurance if possible. Also
crisis communication should focus on the shared objectives between the organization and those
affected by the situation.
5. Action is required. A crisis requires solution, not cover-up or “massaging”
6. Identify and address only those changes that have to be tackled immediately. This
deliberate restriction of scope means that plans are usually interim measures.
The School Policies and Their Importance
Schools have their own picture of what they want to be ( vision statement ) and so
must offer services and must do what they are supposed to do ( mission statement ) in order
to realize what they envisioned themselves to be. For these to happen, policies must be in
place. Observance of these policies ensures everyone in the school community to tow the line
and so the need for policies.

Schools’ policy on the grading system is important for everyone concerned to know
how grades are derived objectively. Percentage weights for each component are clear.

Teachers are guided in their assessment practices. The grading policy ensures
objective assessment practice. Without the grading policy, grading may become subjective.

Similarly, if there are no policies on students’ tardiness and absenteeism, students

may just come in late or absent. The policies on students’ tardiness and absenteeism
certainly will curb tardiness and absenteeism to ensure learning.
 Policy Formulation and Implementation
There are times when a school formulates a policy to address a local problem.
In fact, this is how it should be in a school-community partnership. Ideally, a policy
must not be formulated by the school head by himself/herself. The school head must
lead in the policy formulation process.

The word “lead” implies that an effective policy formulation process must be
participatory. This means that it is best that the rest of the school and community be
involved. Two good heads are better than one. Besides participation of school and
community develops a sense of ownership of such formulated policy which ensures a
more effective implementation.

This is school empowerment in action. Aside from involving the school and
community in policy formulation, a school head must ensure wide dissemination and
correct and clear understanding of the policy.
 Important Things to Remember

• Policies are intended to ensure that schools perform and realize what they have
envisioned for themselves.
• There are policies that come from authorities above the school since the school is a
member of a bigger organization or system.
• Schools are also empowered to formulate their own.
• Policies to address their concerns speedily provided they are not contrary to policies
that come from above.
• School policies are effective when they are formulated with the participation of the
members of the school community as this develops sense of ownership which ensures
implementation of the family.
• Policies must also be widely disseminated for the information of the entire system-
school and community – and must be understood correctly and clearly.
• Policies set order in schools. The absence of clear-cut policies may court chaos.
 ELABORATE
Research on competencies of school heads/school leaders of other high-performing
educational systems in the world. Example: Finland, Singapore, Canada, etc.
EVALUATE
Direction: Select the letter of the correct answer by encircling it. Use an A4-sized bond paper. Write
your name, course, year and section, name of the subject and the date of submission. (5
points)
1. Which statement on school policies is CORRECT? A. They suffocate school climate.
B. They help ensure realization of school goals.
C. They come from above and so by all means be observed.
D. They cannot be changed.

2. Which is the most effective way of making policies? A. School Head to involve stakeholders
B. Students not to participate since policies are for them
C. Only parents of students enrolled are involved
D. School policies are permanent to build the culture of excellence.
3. Which does the school head do as an instructional leader? A. Leads in curriculum implementation and
improvement
B. Manages education alliances and networks
C. Manages school resources and systems
D. Makes informed decisions
4. To which domain in School Heads’ Competency Framework is supervising and evaluating
teachers’ performance aligned?
A. Strategic thinking and innovation C. Personal excellence
B. Instructional Leadership D. Stakeholder’s engagement
5. How can a school head create a student– centered learning climate?
I. Set high social and academic expectations
II. Prepare financial reports
III. Create school environments focused on the learner

A. I only C. II only B. I, II and III D. I and II

Suggested Textbooks and References:

Boss, S. (2018). Project Based Teaching: How to Create Rigorous and Engaging Learning Experiences
The National Competency-Based Standards for School Heads (DepEd Order No. 32, s. 2010