THE TEACHER AND THE COMMUNITY, SCHOOL
a management approach
CULTURE AND ORGANIZATIONAL LEADERSHIP
CODE OF ETHICS FOR PROFESSIONALS TEACHERS,
ARTICLE III
Section I - The teacher is a facilitator of learning and the
development. The teacher who believes that "Every
child deserves a champion
Section II - Every teacher shall provide leadership and
initiative. According to Heidegger, Schools are at the
heart of communities and you as a professional teacher
is expected to be in the world and to be in the world
with others and for others. Teacher participate in
community affairs.
Section III - "Every teacher shall merit reasonable social
recognition. refrain from such activities as gambling,
smoking, drunkenness, and other excesses, much less
illicit relations."
Section 4 - therefore study and understand local
customs and traditions in order to have a sympathetic
attitude, therefore, refrain from disparaging the
community." ETHNOCENTRIC - standards of one's own
culture. XENOCENTRIC - other cultures are better than
one's own culture.
Section 5 - teacher shall help the school inform the
community.
Section 6 - “Every teacher is intellectual leader in the
community
P.T.A PARENTS’ AND TEACHERS’ ASSOCIATIONS
SSG SCHOOL GOVERNING COUNCIL
Section 7 Every teacher shall maintain harmonious and
pleasant personal and official relations with other
professionals.
Section 8 “A teacher possesses freedom to attend
church and worships as appropriate,
8. THE TEACHER AND THE COMMUNITY, SCHOOL
CULTURE AND ORGANIZATIONAL LEADERSHIP
Organization - is an organized body of people who work
together in achieving a particular purpose and goal.
Leadership is the ability of an individual to influence
and motivate a group of people to act toward achieving
a common goal.
Organizational leadership - is 
in which leaders help set strategic goals for the
organization. Works toward what is best for individual
members and what is best for the organization as a
group at the same time.
Management approach is a technique that is used to
lead or control an organization.
MANAGER – administer (their process is transactional)
- Work focused (the goal is to get things done)
- Have subordinates (they crate circles of power
and lead by authority.
- Do things right (managers enact the existing
culture and maintain the status quo.
LEADER – Innovate (their process is transformational)
- People focused (the goals include both people
and results.
- Inspiring
- Lead shape the culture and drive integrity.
SKILLS OF ORGANIATIONAL LEADERS
TECHNICAL SKILSS - type of process or technique
like sending emails, preparing a PowerPoint
presentation, using a Microsoft word,
HUMAN SKILSS - ability to work efficiently with
people and to build teamwork. This skill is also
referred as people skills or soft skills.
CONCEPTUAL SKILLS - ability to think in terms of
models, frameworks, and broad relationships such
as long-range plans.
Conceptual skills deal with ideas, human skills deal
with the relationship with people, and technical
skills deal with psychomotor skills.
LEADERSHIP STYLES
Autocratic - individual control over all decisions and
little input from group members.
Consultative leadership - leader will partially
involve and consult the people in decision-making
and problem-solving this leadership style, leaders
consult to their followers and get their opinions
before making a decision.
 DEMOCRATIC LEADERSHIP STYLE - participative
leadership members of the group take a
participative role in the decision-making process.
LAISSEZ-FAIRE LEADERSHIP STYLE - leaders are
hands-off and allow group members to make the
decisions The French term "laissez-faire" literally
translates to "let them do"
SERVANT LEADERSHIP STYLE –
TRANSFORMATIONAL LEADERSHIP STYLE -
leaders encourage, inspire and motivate employees
to innovate and create change that will help grow
and shape the future success of the organization. A
school leader should make positive changes within
the school by collaboratively developing a new
vision for the school and mobilizing stakeholders to
work towards that vision.
SCHOOL-BASED MANAGEMENT - decentralized
management initiative by developing power or
authority to school heads, teachers, parents, and
students.
- strategy to improve education by transferring
significant decision-making authority.
ROLES, FUNCTIONS, AND
KNOWLEDGE/SKILLS/ATTITUDES REQUIRED OF A
SCHOOL HEAD
Visionary principal motivator, advocate and
planner
Builder of networks and support system – organize
Curriculum developer and instructional leader –
create localize development designing
Fiscal resource manager – administer and manage,
encourage and accept, fund management, serving
as model
Change oriented - to promote exploration of new and
better ways
Future oriented - think about the future, anticipates
future consequences,
Localization - adapting and relating the content of the
curriculum to local conditions, environment, and
resources.
TWO FACTORS THAT CONTRIBUTE TO SCHOOL
EFFECTIVENESS
Human factor - dynamic school head, highly selected
competent
Non-human factor - refer to clear and shared vision-
mission (focus),
PASBE - operations of the public and private
elementary and secondary schools if they meet the
quality standards
1. DEVELOPING - it means that the school is
developing structures and mechanism
2. MATURING - introducing and sustaining a
continuous improvement
3. ADVANCED - ensuring the production of
intended outputs/outcomes and meeting all
standards.
10. CREATING A POSITIVE SCHOOL CULTURE
SCHOOL CULTURE - the shared beliefs, perceptions,
relationships, attitudes, and written and unwritten rules
that shape and influence every aspect of school
function.
School Climate is illustrated by the attitudes and
behaviors of the school staff and is focused on the style
of the school’s organizational system.
ELEMENTS OF A POSITIVE SCHOOL CULTURE
COLLEGIALITY – friendly relationship, because a school
must have a friendly atmosphere.
Experimentation - will welcome mistakes as part of the
learning process.
High Expectations - strong belief that something should
happen in a particular way. One’s level of achievement
is always lower than one’s level of aspiration.
Trust and confidence - Trust refers to the firm belief,
Confidence, on the other hand, refers to the assurance
that one can do something well
Tangible support - the extent to which faculty and staff
receive sufficient encouragement,
Reaching out to the knowledge base -extent to which
administrators and faculty use timely and accurate
quantitative and qualitative information
Appreciation and recognition - extent to which the baking institution as determined by the Board
school community shows its gratitude and esteem for of Directors.
those members

Caring, celebration, humor - In a positive school

culture, achievements (whether big or small) are
appreciated and celebrated

Involvement in decision making - The degree of

participation granted by administrators to teachers,
staff, students, and parents to receive relevant and
timely information,

Protection of what is important - protected by all

means.

Traditions - the presence of a set of norms and values

that focus the school community’s attention

Honest and open communication - information in clear

and unambiguous ways among stakeholders.

11. SCHOOL POLICIES AND THEIR FUNCTIONS

School policy is defined as the set of established

expectations for specific behavior and norms within a
school.

POLICY ON STUDENTS' ABSENCES ACCORDING TO

DEPED ORDER 8, S. 2015

- Absences

POLICY ON STUDENTS’ TARDINESS ACCORDING TO

DEPED ORDER 8, S. 2015

- 5 consecutive days of tardiness.

POLICY ON PTA ACTIVITIES According to DepEd Order

54, s. 2009

- its personnel or students shall be with prior

consultation and approval of the School Head.

POLICY ON THE COLLECTION OF CONTRIBUTIONS

ACCORDING TO DEPED ORDER 54, S. 2009

- Cognizant of the need of an organization for

adequate funds to sustain its operations

POLICY ON SAFEKEEPING OF FUNDS ACCORDING

TO DEPED ORDER 54, S. 2009

- All collections of contributions from fundraising

activities shall be deposited in a reputable