Module 1 EDU05

CRT LEARNING MODULE
Course Code EDU05
The Teacher and the Community, School

Course Title
Culture and Organizational Leadership
Units 3
Module Title The School as an Agent of Social Change
Date Developed:
Sept 20, 2020 Document No.
EDU05
Module 1: The School as Date Revised:
an Agent of Social Sept 20, 2020 Issued by:
Change Developed by: Page 1
CRT
John Lexber B. Paltao, LPT
College for Research & Technology of Cabanatuan
HOW TO USE THIS DIGITIZED LEARNING MODULE?

Welcome to the module in The Teacher and the Community, School Culture
and Organizational Leadership. This will serve as your essential tool to understand
further the lesson.
You are required to go through a series of learning activities and evaluation in

order to complete each learning outcomes of each module. You may do self-
checking after all the learners completed the learning module. If you have questions,
don’t hesitate to ask your instructor for assistance.
This module was prepared to help you achieve the required learning competency
in this subject. This will be the source of information for you to acquire your
strengths and limitations in particular lessons independently and at your own pace,
with minimum supervision of help from your instructor.
 Talk to your online instructor and agree on how you will both organize the
activities of this unit. Read each through the module carefully. It is divided
into lessons, which cover all the strengths and limitations you need to
successfully complete this module.
 Work through all the information and complete the activities in each lessons.
Read the modules and complete and have a self-check at the end. Suggested
references are included to supplement the needed information provided in
this module.
 Most probably your instructor will be your supervisor or manager. Your online
instructor will support and correct you.
 Your online instructor will tell you about the important things you need
consider when you are completing activities and it is important that you listen
and take notes.
 You will be given plenty of opportunity to ask questions and practice to know
yourself. Make sure you are learned by this module.
 Kindly do the self-check questions at the LMS - Edmodo App to test your
own progress.
Date Developed:
EDU05
CRT
EDU05- The Teacher and the Community, School Culture and
Organizational Leadership
Contents of this Learning Module
No. Module Title Topic Code
1. The School as Introduction Module 1.1

an Agent of
Social Change School as an Social Module 1.2
Organization
Social Change and its Effect Module 1.3

on Educational System
Social Changes and Module 1.4

Challenges Brought by the
4th Industrial revolution
Change Forces Module 1.5
Responding to the Needs of Module 1.6

the Country and Local
Communities
Responding to the Needs of Module 1.7

a Culturally Diverse Global
Community
Roles of Administrators, Module 1.8

Teachers, and Students in
Promoting Schools as
Agents of Social Changes
and Transformation
Date Developed:
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CRT
MODULE CONTENT
MODULE TITLE: Introduction to Contemporary World
MODULE DESCRIPTOR:
NUMBER OF HOURS:
This course focuses on society as a context upon which the schools have
been established. Educational philosophies that are related to the
society as a foundation of schools and schooling shall be emphasized.
Further, principles and theories on school culture, social, and
organizational leadership shall be included to prepare prospective
teachers to become school leaders and managers.
LEARNING OUTCOMES:
1. Discuss how the school can serve as an agent of change.
2. Discuss how teachers, students, administrators and other personnel

could contribute in affecting positive social change in the society.
3. Observe how innovative schools serve as agents of social change.
Date Developed:
EDU05
CRT
Module 1.1
Introduction
Schools play an important role in the development of

individuals and societies. Schools are vital source as of
knowledge and innovations, they are contributors to economic
development, they are agents of social and cultural
development, and they are warehouses of information. Schools
also develop the manpower needs of the society developing the
necessary skills, values, and knowledge needed in everyday life
particularly in the industry. Furthermore, schools are national
and regional symbols serving as repository of the people's
history and culture. In a nutshell, a school is a dynamic social
organization that develops every learner for various social
roles. It is influenced by a system anchored on a philosophy,
mission, and vision.
 School as an organization - it has its own system of

governance influenced by a fixed organizational structure
or bureaucracy. In basic education, the Department of
Education determines the bureaucratic structure of
schools from national, regional, division, district, and the
local school level. At the national level, the DepEd
Secretary acts as the head of the whole bureaucracy
supported by Undersecretaries and Assistant Secretaries.
The Central Office is composed of 4 Bureaus namely (1)
Bureau of Curriculum Development, (2) Bureau of
Learning Delivery, (3) Bureau of Learning Resources, and
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(4) Bureau of Educational Assessment. The Regional
Offices are headed by Regional Directors supported
different education supervisors. The Division Offices are
headed by the Superintendent and also supported by
educational supervisors. The District Offices are headed by
the District Supervisor and supported by educational
supervisors. Lastly, at the school level, the principal serves
as the chief administrative and academic officer of the
school. Master teachers and classroom teachers support
the principal in accomplishing various tasks.
 School as a learning organization - its main function
is to help learners learn and develop knowledge, skills,
and values essential for every individual. Its main function
is to implement the curriculum prescribed by the
Department of Education. Guided by the different
principles and theories of teaching and learning, the
school carries this function by helping mold the minds and
character of students. Students in school with the help of
teachers developed much knowledge and skills.
 School as a community – it is composed of teachers,
administrators, students, staff, and other stakeholders
united in one purpose and guided by common values and
culture. As a community, the school is guided by the
following essential elements:
 Vision - a sense of direction of what the school hopes
to accomplish for itself, for the people, and for the
society
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 Values - provides a framework for organizational
culture and behavior of the entire school
 Leadership - provides administrative and
management support for the day-to-day activities
and functions of the school.
 Culture - pertains to shared values and behaviors of
students, teachers, staff, and administration.
The school as a social organization aims to respond to the

different changes and challenges in the society brought by
different social and natural forces. It plays an important role in
shaping the future of the society it belongs. The schools'
working mechanism has a strong effect not only on the delivery
of quality education but also on the development of human
resources needed by the society.
Date Developed:
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Module 1.2
School as a Social Organization
Schools are important organizations that prepare young

children of their future roles as productive citizens in the
country. The way schools fulfill this function has a strong effect
on the quality of education they provide. There are several
theories that try to explain the nature of the school
organizations. The systems theory is best to explain the nature
of schools as a social organization. Under the systems theory, it
is best to examine some of the characteristics of schools
including structure, culture, climate, leadership, decision-
making, and the relationships among personnel (Bozkus,
2014).
 Structure: As social systems, schools' structures have

characteristics of rational, natural, and open systems.
They have hierarchies of authority, goals, and role
expectations similar to bureaucratic organizations.
Individual needs affect employee behavior, organizational
goals are not firm, informal organizations derive from
interactions among individuals, and schools (Bozkus,
2014).
A school is structured in a seamless bureaucracy that

includes positions and offices based on the type of
Date Developed:
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programs and services offered by the school. The size or
the population of the school also determines the structure
of the school. Not only that the school is an integral part
of the bigger education system from district, division,
region, and national level. The line of authorities and
responsibilities are clearly defined.
This bureaucratic structure of the school has received
much criticism from the public especially among the
teachers and local school administrators. There was a
clamor for empowering teachers and principals in making
classroom- based and school-based decisions. There is a
need to strengthen their positions in soliciting public
support for their schools. They need to develop innovative
programs that are truly relevant and responsive to the
context of the school. School principals need more
freedom to make decisions concerning their schools, and
teachers need to be empowered to make instructional
innovations and decisions concerning their classes and
students.
 Culture and Climate: School culture is preserved and
transferred to new members by the socialization process
(Kowalski, 2010). New teachers learn shared values,
beliefs, and norms when they interact and build
relationships with their colleagues. The school culture is
influenced by the philosophy and core values of the
school. It is also continuously shaped by the culture of
every individual members of the school. Private schools
especially sectarian schools are famous for their ability to
Date Developed:
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CRT
sustain their institutional norms and culture especially
among students.
Norms are influential in shaping students' character and

values system. Often times, the norms or school culture
create a sense of place and sense of place among
students. School has become not only a place for learning
but also a home for them. Much of who they are as a
person including their views on various issues are
influenced by the hidden curriculum they got from the
school. The institutional culture is the thread that binds all
teachers, students, staff, and alumni. It is their identity as
a school.
Climate on the other hand represents an organization's

distinguishing characteristics, feeling and behavior that
can be presented with a framework which consists of four
elements: (1) physical frame is the physical factors of a
school like equipment, classrooms; (2) social frame is the
social; (3) environment mostly related to social behavior
of individuals within a school; and (4) structural frame
represents factors such as hierarchy, authority, role, and
symbolic frame is the parts of culture like believes, norms,
values (Kowalski, 2010).
 Leadership and Decision Making: In social systems of
schools an important aspect of leadership is the quality
and systematic effects of functions and behaviors of
principals as leaders (Bozkus, 2014). The Governance of
Date Developed:
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Basic Education Act provided a way to enhance the
system of leadership and decision making process in the
school. Currently, principals are now the local executives
in their schools. They help develop the vision and plans
for improving the school and for helping students improve
their scholastic performance. Annually, the schools are
mandated to submit their annual school improvement plan
(SIP), which serves as the basis for their budget and for
evaluating their performance. Likewise, the teachers are
now empowered to develop innovations that will improve
students' achievement and performance.
 Relationships: Social organizations like schools are
stemmed from interaction among people both within and
outside of the organization. Relationships within school
building and with the community are essential elements of
socialization and have a significant impact on many vital
processes (Bozkus, 2014).
Date Developed:
EDU05
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Module 1.3
Social Change and its Effects in the Educational System
Social Change and its Effect in the Educational System Social

change is a broad term and every society develops and evolves
in a unique way as influenced by various social factors and
events. Change is always happening in every aspect of the
society and it is inevitable. The physical features of the society
are always changing as a result of economic developments.
Human relationships and interactions and cultures also have
changed as a result of various social forces and events. Many
can observe that with the influence of technology and
advancements in science, we expect more change to happen in
the coming years. The future remains unpredictable due to
these social change forces.
In general, sociologists define social change as changes in the

human interactions and relationships that transform cultural
and social transformation. These changes occur over time and
often have profound and long-term effects for the society. The
Date Developed:
EDU05
CRT
Financial Institutions 2025 Risk Index identified six megatrends
that continues to shape and influences our society.
 Digitalization and technological advances-

Technological advancement is impacting the finance
industry as new challengers are emerging and growing
customer expectations drives significant IT infrastructure
investment.
 Demographic and behavioral changes- The changing
demographics, geographical and behavioral profile of
customers is forcing financial institutions to deal with
divergent customer expectations, and new customer bases
and workforces.
 Global talent and skills race - Talent capable of
navigating a rapidly evolving financial landscape will be
required to respond to increasing regulatory pressures, a
changing approach to risk management and the
emergence of new markets.
 Business Operating Model pressures – Regulation
and the increasing cost of capital is exerting pressure on
business operating structures, driving segmentation and
disintermediation in the financial sector.
 Regulatory changes and complexity- Regulatory
pressures arising from the financial crisis have increased
the cost of capital, prompted large-scale divestment,
reshaped attitudes towards risk, and redrawn the
boundary between retail and wholesale banking.
Date Developed:
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 Changes in investment, capital sources and
returns- Non-bank financial institutions, fintech
companies and new investors are bringing fresh capital
into the sector while banks meet capital requirements,
manage stress tests and spend on compliance upgrades.
These social changes, among others, demands that all

educational institutions at any level must not only respond to
these changes but they must also evolve and be changed.
1. New ways of teaching and learning must be developed

and introduced
2. Instruction must focus on the holistic development of

every learners
3. Technology must be utilized to improve access to quality

education
4. Curriculum must be progressive and innovative
5. Alternative learning system must be harnessed
6. New literacies and skills must be developed
7. Teachers must be equipped with high level of

technological, pedagogical, content knowledge (TPCK)
8. Classrooms must be equipped with technology
9. New subjects and courses must be developed to respond

to the needs of the society
Date Developed:
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CRT
10. Old disciplines must evolve to embrace new research and
developments in the field
11. Critical thinking, creativity, and innovation must be

developed among students
12. Industry-school partnerships must be developed
Module 1.4
Social Changes and Challenges brought by the 4th

Industrial Revolution
The concept of Fourth Industrial Revolution, according to

Davis (2016) builds on the Digital Revolution with cyber-
physical systems providing new mechanisms and allowing
technology to be embedded within societies and even the
human body. It is marked by emerging technology
breakthroughs in a number of fields including robotics,
artificial intelligence, nanotechnology, quantum computing,
biotechnology, internet of things, 3D printing and
autonomous vehicles (Bernard et al. 2016).
Schwab (2016) describes how the 4rth Industrial Revolution

is fundamentally different from the previous three industrial
revolutions. Accordingly, these new and emerging
technologies have great potential to continue to connect
Date Developed:
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billions more people to the web, drastically improve the
efficiency of business and organizations, and help regenerate
the natural environment through better asset management.
We are facing a world transformed by technology, in which
the Internet, cloud computing, and social media create
different opportunities and challenges in all social institutions
and particularly for the global education systems. Bernard
(2016) posits that the 4th Industrial Revolution provides
various opportunities to improve human communication and
conflict resolution.
The Fourth Industrial Revolution brought significant social

transformation that created a new world economy
characterized by:
a. Wider Employment Opportunities
b. Demand for Quality, Competitive and Flexible Workers
c. Globalization
d. Millennial Workforce
e. Mobility
f. Technological Advancement
g. New Behaviors
The 4th Industrial Revolution calls for the educational system

to develop graduates who are equipped with knowledge and
new skills and prepared for responding to the various social
challenges that may come. In order to produce qualified
Date Developed:
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CRT
graduates, the curriculum needs a new orientation. The old
literacies (reading, writing and math), have to be
strengthened as well as by adding the new and emerging
literacies, to produce qualified human who can thrive in
digital era.
Education should adjust itself to different social challenges

and demands. There are three literation that needs to be
developed to prepare graduates for this 4th Industrial
Revolution.
1. Data Literation - the ability to read, to analyze, and to use

information in the digital world.
2. Technology Literation - The ability to understand

mechanical (system) work, to use the application of
technology like (Coding, Artificial Intelligence, & Engineering
Principles).
3.Human Literation- Humanities, Communication, and

Design. This calls for development of leadership skills, social
competence, collaboration and teamwork, professionalism,
and new sets of values to be developed among students.
The school or the education system cannot isolate itself from

the demands and needs of the changing society. Schools and
the education system should be at the forefront of these
social changes. People should see schools as innovation hubs
to solve human and social issues. Schools should ignite
peoples' imagination to be more creative and innovative in
creating a desired future for all people.
Date Developed:
EDU05
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With the changes and challenges of the 4th Industrial
Revolution, schools need to revisit their academic programs
and focus on what are essentials skills that need to be
learned for human beings to become productive and enjoy
the fullness of life. The World Economic Forum in 2016
identified examples of these skills:
 Complex Problem Solving

 Innovation Skills
 Critical Thinking
 Creativity
 People Management
 Collaboration
 Emotional Quotient
 Decision Making
 Negotiation skills
 Entrepreneurship
 Cognitive Fluency
Date Developed:
EDU05
CRT

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CRT LEARNING MODULE

Course Code EDU05

The Teacher and the Community, School

Module Title The School as an Agent of Social Change

HOW TO USE THIS DIGITIZED LEARNING MODULE?

You are required to go through a series of learning activities and evaluation in

Contents of this Learning Module

No. Module Title Topic Code

1. The School as Introduction Module 1.1

Social Change and its Effect Module 1.3

Social Changes and Module 1.4

Change Forces Module 1.5

Responding to the Needs of Module 1.6

Responding to the Needs of Module 1.7

Roles of Administrators, Module 1.8

MODULE TITLE: Introduction to Contemporary World

2. Discuss how teachers, students, administrators and other personnel

3. Observe how innovative schools serve as agents of social change.

Schools play an important role in the development of

 School as an organization - it has its own system of

The school as a social organization aims to respond to the

School as a Social Organization

Schools are important organizations that prepare young

 Structure: As social systems, schools' structures have

A school is structured in a seamless bureaucracy that

Norms are influential in shaping students' character and

Climate on the other hand represents an organization's

Social Change and its Effects in the Educational System

Social Change and its Effect in the Educational System Social

In general, sociologists define social change as changes in the

 Digitalization and technological advances-

These social changes, among others, demands that all

1. New ways of teaching and learning must be developed

2. Instruction must focus on the holistic development of

3. Technology must be utilized to improve access to quality

4. Curriculum must be progressive and innovative

5. Alternative learning system must be harnessed

6. New literacies and skills must be developed

7. Teachers must be equipped with high level of

8. Classrooms must be equipped with technology

9. New subjects and courses must be developed to respond

11. Critical thinking, creativity, and innovation must be

12. Industry-school partnerships must be developed

Social Changes and Challenges brought by the 4th

The concept of Fourth Industrial Revolution, according to

Schwab (2016) describes how the 4rth Industrial Revolution

The Fourth Industrial Revolution brought significant social

a. Wider Employment Opportunities

b. Demand for Quality, Competitive and Flexible Workers

The 4th Industrial Revolution calls for the educational system

Education should adjust itself to different social challenges

1. Data Literation - the ability to read, to analyze, and to use

2. Technology Literation - The ability to understand

3.Human Literation- Humanities, Communication, and

The school or the education system cannot isolate itself from

 Complex Problem Solving

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