1

MODULE III

Chapter 7 TEACHER’S ETHICAL AND

PROFESSIONAL BEHAVIOR

Chapter 8 ORGANIZATIONAL
LEADERSHIP

Chapter 9 THE SCHOOL HEAD IN

SCHOOL-BASED
MANAGEMENT (SBM)

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MODULE III

 INTRODUCTION
This module introduces the philosophical thoughts on education, historical
foundation of education, social science theories and their implication to education.
This enables students to explore philosophical thoughts on education, the
relationship of society and schools, and the social science theories and their
implication to education.

OBJECTIVES

After studying the module, you should be able to:

1. elaborate on community’s expectation from teachers and on

teachers’ expectation from communities
2. describe teacher’s ethical and professional behavior in the
community by giving concrete examples;
3. explain what organizational leadership is;
4. distinguish between leadership and management;
5. describe different organizational leadership styles;
6. explain what situational leadership, servant leadership are; and
7. discuss how to sustain change in an organization;
8. explain the meaning, adavantages, disadvantages and demands of
SBM;
9. explain the roles, functions and competencies of school heads in
SBM.

 DIRECTIONS/MODULE ORGANIZER

There are three chapters in the module. Read each lesson carefully
then answer the exercises/activities to find out how much you have benefited
from it. Work on these exercises carefully and submit your output to your
instructor.

In case you encounter difficulty, discuss this with your instructor during
the meeting. If not contact your instructor during consultation hour.

Good luck and happy reading!!!

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Chapter 7

TEACHER’S ETHICAL AND

PROFESSIONAL BEHAVIOR

 Activity – Let’s Read These

Here are quotes on teachers. Read and understand them. Do you

agree with each of the quotation?

“Teachers change the world, one child

at a time.”

“The influenced of a teacher can never

be erased.”

“Teachers, I believe are the most

responsible and most important
members of society because their
professional efforts affect the fate of
the earth.”

What is your favorite quote? Share with your group.

 Analysis – Let’s Analyze

1. Are the traits shared in your small groups the ame traits that schools
and the larger community expect of professional teachers?

2. Based on your observation, do all teachers embody the traits

expected of professional teachers?

 Abstraction – Let’s Conceptualize

Code of Ethics for Professional Teachers, Article III

The very title of this unit indicates that teachers to be part of the community. To
be part of the community definitely means to participate in the life of that
community. What is that community referred to here? The 8 Sections of Article III
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of the Code of Ethics refers to the community within the school and the community
outside the school. How can teachers be a part of the community? The various
Sections of Article III give more details.

Teachers as Facilitator of Learning

Article III. Section1 states that the teacher is a facilitator of learning and the
development of the youth... therefore shall render the best service by providing an
environment conducive for such learning and growth. Facilitator comes from the word
"facilitate” which means to make something easy or easier. You as the professional
teacher, facilitates the learning or make learning easier. Learning is a difficult task and
made easier when you make dry lesson interesting, exciting and enjoyable. As a
professional teacher, you make learning easier when you simplify the complex and
concretize the abstract. To facilitate learning, a conducive learning environment is
necessary. It has been proven that learners learn best in a pleasant environment. A
pleasant environment is where the learners can be themselves because teachers are
caring. No need to put best self forward because teachers and classmates truly care and
take you for who you are. All forms of bullying have no place in a conducive learning
environment. A conducive learning environment makes learners believe they can do the
work and they feel accepted. A favorable learning climate is not competitive where
everyone is tense. The teacher who believes that "Every child deserves a champion, an
adult who will never give up on them, who understands the power of connection and
insists they become the best they can possibly like Teacher Rita Pierson in TED Talk is a
facilitator of learning.

Teacher Leadership and Initiative for Community Participation

Section 2 refers to the "leadership and initiative of the professional teacher to

participate in community movements for moral, social, economic and civic betterment of
the community.” As professional teachers you do not live in an ivory tower, meaning are
not supposed to be removed nor aloof from community, life. Schools are at the heart of
communities and you as professional teachers are expected to be be-in-the-world and to
be-in-the-world-with-others and for others (borrowing the words of Heidegger).
The words in Section 2 of Article III are "provide leadership and initiative...” This implies
that as a professional teacher you have no wait for community to ask for help. Section 6
further explicates how you can show your professional leadership, to with: “Every
teacher an intellectual leader in the community, especially in the barangay and shall
welcome the opportunity to provide such leadership when needed to extend counseling
services, as appropriate, and to be actively involved in matters affecting the welfare of
people." You do not just welcome the opportunity to lead. Section 2, states that you, the
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professional teacher ought to take the initiative to offer your help for the improvement
of the community. Many a time, vou can be a guidance counselor, a prayer leader,
commentator or reader in religious celebrations, fiesta coordinator, judge in or coach for
a contest, financial adviser, a nurse, a doctor, commentator, rolled into one. Providing
leadership and initiative also means working with the community. This means getting the
parents and other members of the community participate in school activities.
Teachers, as they participate in community affairs prove that they "are the most
responsible and most important members of society because their professional efforts
affect the fate of the earth."

Professional Teacher with Honor and Dignity

Section 3 states: "Every teacher shall merit reasonable social recognition for
which purpose he shall behave with honor and dignity at all times and refrain from such
activities as gambling, smoking, drunkenness, and other excesses much less illicit
relations." Obviously, if as a professional teacher, you are an inveterate gambler, chain
smoker and alcoholic or if it is common knowledge that you are engaged in an illicit
relationship, how can you have moral authority? Who will listen to you when you advise
your class not to smoke, not to drink alcoholic drinks, not to gamble, etc? Your audience
will say "Look, who is talking!" It is a matter of "do what I say not what I do.”
Society expects so much of teachers that when they fail to live up to the challenge to
behave or model good behavior, they are "condemned without trial!" It is no wonder why
many are afraid to answer the call to teach. Society seems to expect much more from
professional teachers than from any other professional and so look at teachers with
scrutinizing eyes.
The quotation states "The influence of a good teacher can never be erased" but the
influence of a dishonorable teacher is as lasting.”

Teacher's Attitude Toward Local Customs and Traditions

Section 4 expects every teacher to live for and with the community and shall,
therefore study and understand local customs and traditions in order to have a
sympathetic attitude therefore, refrain from disparaging the community. The
professional teacher is neither ethnocentric nor exocentric. He/she is not ethnocentric
and so does not look down on community's culture because of the thought that his/her
culture is superior to the culture of the community. Neither is he/she exocentric and so
looks at his/her inferior in to other community's culture. Fortunate and happy is the
community that has teachers to live with them, exert effort to understand their local
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customs and traditions and consequently appreciate the same. This author sees no
culture as perfect. Every culture including hers has its positive and negative aspects.
What we need to pass on are the positive aspects of the culture. We need to purify,
however, the negative aspects with teacher pointing them out tactfully and sincerely.

The Professional Teacher and Information Update

Section 5 states that the teacher "shall help the school inform the community
about the school's work, accomplishments, needs and problems. Community here refers
to internal as well as external stakeholders. Internal stakeholders include the students,
the parents of the students and the teachers. The external stakeholders are the other
parents in the community without children enrolled in school, barangay officials and
other government officials, non-government organizations, government organizations,
alumni/alumnae and retirees. Why do these stakeholders have to be informed? The
school is there for the community and so the community has the right to be informed
about its activities, accomplishments, needs and problems. Informing them about the
school’s projects, needs and problems to give them a sense of ownership. Having a sense
of ownership, these stakeholders will participate more actively in the resolution of
school’s problems and needs.

The Parents-Teachers Association

We have Parents' and Teachers' Associations (PTA) in place in every school. Some
private schools call it Home School Association Family Advisory Council. This is for
internal stakeholders only. A PTA is an association of teachers and parents with children
who are enrolled in a school. It is a forum for discussions on school problems and how
they can be solved.

The School Governing Council

Other than the PTA is the School Governing Council. The SGC has different
membership and functions. A School Governing Council as a policy-making body has the
school head as Chief Executive Officer, Manager and Chief Operations Officer. The
formation of SGC in every school is a proof of school head sharing his/her leadership with
members of the community.
It determines general policies on student welfare, discipline, wellbeing; it is concerned
with the development and implementation, monitoring and evaluation of the School
Improvement Plan (SIP), and reporting of the progress of the SIP implementation to the
Schools Division Superintendent and the community.
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In addition to PTAs are the School Governing Council in every public school. This School
Governing Council shares in the management of the school with School Head as Chair.
This School Council is another opportunity for communities to participate in school
activities.

The Professional Teacher and Government Officials and Other

Section 7 states: "Every teacher shall maintain harmonious and pleasant personal
and official relations with other professionals, with government officials and with the
people individually or collectively." As a professional teacher, you cannot afford not to
be in pleasant relations with others especially those with whom you work with like other
professional teachers. It is always best to be in good terms with everyone else in the
community.

The Professional Teacher Does not Use Position to Proselyte

Finally, Section 8, says: “A teacher possesses freedom to attend church and

worship as appropriate, but shall not use his position; and influence to proselyte others.
"To be in a position means to have power or influence for a purpose, i.e. for you to use
that position to perform your job as a professional teacher. It is highly unprofessional for
a teacher like you to use your position of influence to proselyte. Besides freedom of
religion is guaranteed by the 1987 Philippine Constitution. “No law shall be made
respecting an establishment of religion, or prohibiting the free exercise thereof. The free
exercise and enjoyment of religious profession and worship, without discrimination or
preference, shall forever be allowed.” (Article II, Section 6).

 Learning Activity 1
Cite at least 3 specific ethical behaviors of a professional teacher
based on Article III of the Code of Ethics for Professional Teachers.
Come up with a PowerPoint presentation.

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Chapter 8

ORGANIZATIONAL LEADERSHIP

Present or draw an object that symbolizes a leader of an

organization. Explain your symbol of leadership

1. Who is an organizational leader?

2. What do organizational leaders do?
3. What qualities do they possess?

Organizational Leadership

In organizational leadership, leaders help set strategic goals for the organization
while motivating individuals within the organization to successfully carry out assignments
in order to realize those goals. In the school setting, the school leader helps set the
goals/targets for the school and motivates teachers, parents, learners, non-teaching
personnel and other members of the community to do their task to realize the school
goals.
Organizational leadership works towards what is best for individual members and what
is best for the organization as a group at the same time. Organizational leadership does
not sacrifice the individual members for the sake of the people nor sacrifice the welfare
of the group for the sake of individual members. Both individual and group are necessary.
Organizational leadership is also an attitude and a 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.

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Leadership Versus Management

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

a leader? If I am a 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? Not necessarily.

School Head Must be Both a Leader and a Manager

A school head must be both a leader and a manager. A school head leads the
school and community to formulate the vision, mission, goals, and school improvement is
a leadership function. S/he sees to it that this plan gets well implemented on time and so
ensures that the resources needed are there, the persons to do the job are qualified and
available. This is a management function. Imagine if the school head is only a leader.
You have the vision, mission, goals and school plan but no implementation. The plan is
good only in paper. If you do the task of manager only, you will be focusing on the details
of the day-of-day implementation without the bigger picture, the vision and mission. It is
best that a school leader is both a leader and a manager.

MANAGER VS. LEADERS

Managers Leaders
Administer Innovate
Their process is transactional; meet Their process is transformational: develop
objectives and delegate tasks. a vision and find a way forward
Work Focused People Focused
The goal is to get things done. The goals include both people and results.
They are skilled at allocating work. They care about you and want you need to
succeed.
Have Subordinates Have Followers
They create circles of power and lead by They create circles of influence and lead
authority. by inspiring.
Do Things Right Do the Right Thing
Managers enact the existing culture and Leaders shape the culture and drive
maintain status quo. integrity.

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 build teamwork. This is also referred to as people skills or soft skills.

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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 skills concern relationship with people and technical skills involves psychomotor
skills and things. The ideal school leader possesses all three.

The Situational Leadership Model

In situational leadership, effective leaders adapt their leadership style to the

situation of the members of the organization to the readiness and willingness of group
members. Paul Hersey and Wenneth 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.

Table 1: Behavior Styles in Situational Leadership

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

If the group member is able, willing and confident (high readiness), the leader uses a
delegating leadership style and turns over the responsibility for decisions and
implementation to the members. On the other hand, if the group members have low
readiness, i.e.. unable and unwilling, the leader resort to telling the group members what
to do.

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Servant Leadership

Robert K. Greenleaf (1977) 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 meaningful way of emphasizing the qualities of a servant
leader. He describes the servant
... servant first. It begins with the natural feeling that one wants to serve. Then
conscious choice brings one to aspire to 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)

We often hear the term "public servants” to refer to appointed and elected officials of
the government to emphasize the fact that they indeed are servants of the people. Their
first duty is to serve and in serving, they lead. They don't think of their power as leaders
first. If they do, they tend to become more conscious of their importance felt over their
conscious of their power over their constituents and tend to impose that power or make
their importance felt over their constituents and forget that if ever they are given power
it is to serve their people.

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 transformational
leaders. The transformational leader is not content with status qou and sees the need to
transform the way the organization thinks, relates and does things. The transformational
school leaders see 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 s/he 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
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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 or shoes. We like to live in our comfort zones
and so sometimes we don’t 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 Lo change. To ensure that the innovation
he/she introduces leads to transformation of the organization.

 Learning Activity 2
Based on this lesson and by means of an acrostic, give qualities or specific
behaviors of a good leader. See example below.
L
E
A
D
E
R
S- Servant. He is a servant first before a leader.

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Chapter 9

THE SCHOOL HEAD IN

SCHOOL-BASED MANAGEMENT (SBM)

What kind of leader am I? What should I do to become an effective

leader?

1. To which do you compare SBM?

2. Which countries apply SBM?
3. Did SBM implementation help improve their schools? Share your
findings.

What is school-based management? School based-management is a decentralized

management initiative by developing power or authority to school heads, teachers,
parents and students. (SBM) 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, teachers, students, and parents
greater control over the education process by giving them responsibility for decisions
about the budget, personnel, and the curriculum. Through the involvement of teachers,
parents, and other community members in these key decisions, SBM can create more
effective learning environments for children.
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SBM and the Principle of Subsidiarity

SBM is in keeping with the principle of subsidiarity which states that it is the
people at the lowest level who will know best their problems and so are in the best
position to address the same. This tenet holds that "nothing should be done by a larger
and more complex organization which can be done as well by a smaller and simpler
organization. In other words, any activity which can be performed by a more
decentralized entity should be done by that more decentralized entity."
https://action.org/pub/religion-liberty/ volume-6-number-4/principle-subsidiarity.
Those in the higher echelon are far removed from the scene and are therefore not as
involved and as informed as those from those below.

Advantages of SBM

The following are strength of SBM:

 Allow competent individuals in the schools to make decisions that will improve
learning;
 Give the entire school community a voice in key decisions;
 Focus accountability for decisions;
 Lead to greater creativity in the design of programs;
 Redirect resources to support the goals developed in each school;
 Lead to realistic budgeting as parents and teachers become more aware of the
school's financial status, spending limitations, and the cost of its programs; and,
 Improve morale of teachers and nurture new leadership at all levels.

Involving stakeholders - parents, teachers, students and other members of the

community - is also helpful in the mobilization of local resources to complement public
resources. Concrete proof of this is the number of classrooms built as a result of the
strong partnership between schools and communities and successful school community
programs like those described in the Chapter on The School and the Community. Through
SBM, problems and needs at the school level go solved faster and specific personalities
and cultures are takes into consideration. These personalities and cultures are usually
ignored in multi-layered in hierarchical organization like DepEd. In a hierarchical
organization, straight jacket rules, procedure and allocation norms are given and apply
to all. It takes time solve problems if schools have to wait for answers from above. As
result, teachers, parents and students are frustrated due to delays.
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Legal Basis of SBM

The Philippine Constitution provides that Congress shall enact a local government
code that will institutionalize a system of decentralization (Article 10, Sec. 3) whereby
local government units shall be extended more power, authority… The local government
code in 1991 is a fulfillment of this Constitutional provision.
This means that long before the Department of Education (DepEd) legally introduced
decentralization in schools through School-Based Management (SBM) in 2001 through the
enactment of RA 9155, local government units were already empowered for local
governance. RA 9155, Basic Governance Act transfers the power and authority as well as
the resources to the school level.

Conditions for the Success of SBM

 Teachers, school heads must be given the opportunity to make choices. They must
actively participate in school improvement planning.
 The involvement of parents and teachers must be strongly encouraged and highly
welcomed.
 Stakeholders must participate in the development of a School Improvement Plan.
They must have a say on resource allocation to meet specific needs.
 Higher authorities must actively encourage thoughtful experimentation and
innovation in an atmosphere where mistakes are viewed as learning experiences.
 They must be willing to share their authority with the academic and the larger
community.
 Teachers must develop reflection, problem solving.

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Table 2. Functions of a School Head

ROLES FUNCTIONS KNOWLEDGE/SKILLS/

ATTITUDES REQUIRED
Visionary principal, Lead in setting the vision, Change and future
motivator, advocate and mission and goals of the orientation
planner school
Builder of networks and Organize/expand school, Networking, organizing,
support systems community and local social mobilization and
government networks and advocacy
groups that will actively
participate in school
improvement
Lead in developing the Development of teamwork,
school improvement plan building consensus and skills
with the participation of the in negotiation and conflict
staff and community resolution
Curriculum Developer Create a physical and Development of collective
psychological climate accountability for school
conducive to teaching and and student performance
learning
Localize and implement Designing of the curriculum
school curriculum to address both national
goals, local needs and
aspirations
Fiscal Resource Manager Administer and manage all Fund management.
personnel, physical and
fiscal resources of the
school

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Factors of School Effectiveness Based on Research

Effective practices need to be institutionalized for them to become part of the

school culture. To build professional capacity and establish mechanism that supports the
continuing quality improvement of schools is an assurance that effective schools even
become more effective. School-Based Management (SBM) is the mechanism introduced by
the Department of Education in the Philippines to continuously work on effective schools.
As the term implies, in SBM, schools are given greater community to make decisions
regarding education of children. With SBM, significant decision-making authority was
transferred from state and district offices to individual schools. SBM provided principals,
teachers, students, and parents greater control over the education process by giving
them responsibility for decisions about the budget, personnel, and the curriculum.
Through the involvement of teachers, parents, and other community members in these
key decisions, SBM can create more effective learning environments for children.

Philippine Accreditation System for Basic Education (PASBE)

The institutionalization of SBM was strengthened with the introduction of the

Philippine Accreditation System Education (PASBE) which was launched through DepED
Order No. 64, s. 2012. Accreditation is a process of self-evaluation and peer review to
ensure that quality standards agreed upon by stakeholders are understood, implemented,
maintained, and enhanced for continuous improvement of learning outcomes (DepEd DO
20, s. 2013- The Philippine Accreditation System for Basic Education (PASBE)
Supplemental Guidelines to DepEd Order No. 83, S. 2012). Source:
http://www.teacherph.com/a-comprehensive-guide-to-school-based-management.
sbm/Accessed 9-2-2016

ACCREDITATION STATUS

AUTONOMOUS
(RE-ACCREDITED STATUS)

ACCREDITED
(INITIAL ACCREDITATION)

CANDIDATE STATUS

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A school in Level I, developing, means that the school is developing structures

and mechanisms with acceptable level and extent of community participation and impact
on learning. A school, developing structures and mechanisms with acceptable level and
extent of community participation and impact on learning. A school in Level II, described
as maturing, means that the school is introducing and sustaining continuous improvement
process that integrates wider community participation and significantly improve
performance and learning outcomes. Level III, Advanced (Accredited) means that the
school is ensuring the production of intended outputs/outcomes and meeting all
standards of a system fully integrated in the local community and is self-renewing and
self-sustaining. In conclusion, PASBE is a means to institutionalize SBM, the granting of
more autonomy to schools for them to chart their destiny e can either to grow in
effectiveness continuously.

 Learning Activity 3
Divide the class into 2 groups. Each group will simulate a meeting called by
the school head to address the following problems:
1) litter in the school grounds and classroom
2) bullying among students
3) poorly motivated students
Apply the principles of SBM. After each simulation, point out which act
was/was not in accordance with SBM principles?

I. Write T if the statement is correct and F if the statement is incorrect.

1. In SBM, only the school head matters. ________

2. In SBM, the school’s division superintendent is the leader. ________
3. Parents who have no children in school cannot be consulted in SBM. ________
4. School empowerment is the essence of SBM. ________
5. In SBM, experimentation is welcome. ________

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II. Select the letter of the correct answer.

1. Is SBM, if implemented the right way, an effective way to strengthen school and
community partnership?
A. Yes
B. No
C. Depends on size of school
D. Depends on school location
2. Which is an advantage of SBM?
A. Fast resolution of problems in school because school head decides
B. Sense of ownership of stakeholders
C. In accordance with decentralization law.
D. Total independence of schools
3. Which is the essence of SBM?
A. Reduced authority of school head
B. Absolute freedom of education stakeholders
C. Principal empowerment
D. School empowerment
4. For SBM to succeed, which must be present?
A. Effective school support system
B. Leader with a strong personality
C. Docile community
D. Low expectation
5. With SBM in mind, which does NOT belong?
A. Decentralized management
B. Devolution of power to schools
C. School empowerment
D. Centralized management

6. In her leadership in the community, a professional teacher shows no signs of

ethnocenricism? What does this mean?
A. Does not belittle other peoples' culture
B. Looks at her culture as superior to other's culture
C. Is ashamed of her own culture
D. Does not mind other people's culture
7. The professional teacher is quite xencocentirc. How is this manifested?
A. Looks at her culture as superior to that of others
B. Looks at her culture as inferior to that of others
C. Does not mind if her culture is inferior or superior
D. Is at home with all cultures
8. What is the message of situational leadership?
A. A leader is first a servant
B. A leader must fit leadership style to the follower’s level of readiness and
wilingness
C. A leader can choose the leadership style that fits him the most.
D. Authoritarian leadership is best because organization accomplishes much

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9. Is a manager also a good leader?

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

10. What must a leader do if s/he wants 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

REFERENCES

Prieto, N, Arcangel, C., (2019). The teacher and the community,

school culture and organizational leadership. Lorimar Publishing
House

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