Submitted by: CESARIO M. LABAJO, JR.

E-mail Address: cmlabajo@clsu.edu.ph

Central Luzon State University

Science City of Muñoz 3120
Nueva Ecija, Philippines

Instructional Module for the Course

ED804: SOCIO-CULTURAL FOUNDATIONS OF EDUCATION

ISSUES ON EDUCATION

When it comes to influence, the educational system of the Philippines has been affected immensely by

the country's colonial history including the Spanish period, American period, and Japanese rule and

occupation. Although having been significantly influenced by all its colonizers with regard to the

educational system, the most influential and deep-rooted contributions arose during the American

occupation (1898); it was during this aforementioned period that 1. English was introduced as the primary

language of instruction and 2. A public education system was first established - a system specifically

patterned after the United States school system and further administered by the newly established

Department of Instruction. Similar to the United States of America, the Philippines has had an extensive

and extremely inclusive system of education including features such as higher education. In its current

structure, the education sector in the Philippines is overseen by three government agencies: the

Department of Education (DepEd) for basic education (from kinder up to senior high school), the

Commission on Higher Education (CHED) for tertiary and graduate education (college and graduate

school), and the Technical Education and Skills Development Authority (TESDA) for various technical-

vocational education and trainings. As in the rest of the world, the Philippine education sector is among

those that have taken the hardest blows since the Covid-19 pandemic began to wreak havoc in the country

in March. It is an understatement to say that everyone was caught unprepared; the enormity of the impact

that Covid19 is having on the lives of many is of epic proportions, far outweighing the effects of the most

disastrous typhoons that have ravaged the archipelago. However, to immediately jump into the scene and
 ED804 (Socio-cultural Foundations of Education)

describe the scenario on the ground without regard for its history would not yield us a complete picture

of what is really happening. To fully appreciate the educational panorama in the Philippines at present, it

is necessary to take a few steps backward and set off from the time prior to the Covid-19 ruckus.

In this time the role of principals, teacher-leader and administrators are very essential to plan necessary

steps towards the dissemination of information, protocols and distribution of learning materials for

learners. This current pandemic became an issue to education on how we coup-up to this new set up,

where we are used to have a face-to-face learning process. In schools, nowadays the ‘principal-oriented’

nature of the system and the classification of teacher limit the role they play in the organization and these

conditions make teacher leadership fail to thrive especially in a context where hierarchical set-up is

palpable. Moreover, the system also lacks incentives and motivation to teachers who perform leadership

roles which prohibits them on stepping up as leaders. It is therefore critical to create schools where teacher

leaders emerge as influencers and every student can realize their potentials and have a chance of an

improved life. The K-12 reform is a good start but the improvements in student performance are highly

dependent on the teachers and teacher leaders we cultivate on the process. Thus, the important

contribution of teachers to school improvement should be recognized. Teacher leadership can be powerful

when and if teachers are allowed make a significant contribution to ‘de-privatizing practice’ which is

currently focused on the principals in the context of the Philippines. This concept can be logical and

methodical for mutual learning. Teachers who are given the opportunity to exercise his or her influence,

in and out of the classroom, can contribute using their own expertise, knowledge and other personal

assets. In the light of K-12 reform in the country, the concept of teacher leadership can be of great support

to other teachers, the students and the school, especially in this time of pandemic (COVID-19). Indeed,

true teacher leadership encompasses extemporaneous and organic teacher initiative and facilitation in

dissemination of information, distribution and structuring modules for the students. Moreover, teacher

leaders can assume a wide range of leadership roles to support school and student success. Whether these

appointments are bestowed formally or shared informally, they construct the entire school's capacity to

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 ED804 (Socio-cultural Foundations of Education)

improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their

peers. Teachers can exhibit leadership prospective in manifold, sometimes intersecting, ways. Some

leadership roles are formal with clear designated responsibilities whilst other more informal roles

materialize as teachers interact with their peers. The variety of roles ensures that teachers can find ways

to lead that fit their talents and interests.

Therefore as a future teacher-leader I will cultivate leadership as a sensible investment for the school,

that commitment is important to refine success for a long term run. I will make sure that teaching roles

will not be focus on principal archetype of leadership where traditionally follow, but rather teachers will

rise from their normal roles and contributors of the development and improvement in educational setting.

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