Learning Module-Edu05 Module 3

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 Organization
Date Developed:
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Module 2: The School as
Sept 20, 2020 Issued by:
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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.
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 Kindly do the self-check questions at the LMS - Edmodo App to test your own
progress.
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 Organizational Theories Module 2.1

an Organization
School Leadership Module 2.2
School as an
Educational Organization Module 2.3
Reforms in the
Department of Education Module 2.4
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MODULE CONTENT
MODULE TITLE: Introduction to Contemporary World
MODULE DESCRIPTOR:
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.
NUMBER OF HOURS:
80
LEARNING OUTCOMES:
1. Discuss various organizational leadership and management
theories.
2. Discuss the organizational structure and current education reform
in the Department of Education.
3. Discuss the function of school as an educational organization.
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Module 2.1
Organizational Theories
Introduction
The school is considered as one of the major institutions that

constitute society. It is a place where people of different ages learn and
acquire education and training in different grade or year levels. It can be in
basic education school (preschool, elementary, junior and senior high
school), technical-vocational institution, or higher education institution
(colleges and universities). Just like any other organizations, the school is
established and organized to pursue a collective goal and meet specific
objectives. There are many ways to look at school as an organization. In
this chapter you will learn and understand the different functions of a
school, its structure, and its role in the society. Lastly, the discussion of
organizational theories, leadership, and management theories, in basic
education reforms including the organizational structure of the Department
of Education.
Organizational Theories
The establishment of an organization became popular and has

significantly influenced the human activities in all parts of the world. It is
evident in the way how the current government and private organizations
are structured including the system on how people will function to achieve
a specific goal.
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According to Kashyap (n.d.), ever since the dawn of civilization,
people have always formed organizations to combine effort for
accomplishment of their common goal. Some examples are the Emperors
of China who use to construct irrigation system, the First Pope who created
a universal church to serve as religion, and the Egyptians who constructed
the great pyramids. In simple words, Kashyap (n.d.) define it as a group of
persons formed to seek certain goals.
The definition of the term organization differs according to

approaches and characteristics defined by different theorist. According to
an article “Organization Theory," (n.d.), “organization is basically defined
as an assembly of people working together to achieve common objectives
through division of labor.” McNamara (n.d.) also defined organization as
group of people intentionally organized to accomplish an overall, common
goal or set goals which have major subsystems that functions with other
subsystems in order to achieve the overall goal of the organization.”
In an educational organization setting, a school is established with a

clear vision, mission goals, and objectives (VMGOs). School's VMGO is a
declaration of the school's objectives which serves as a guide for planning
and decision-making.
There are several theories that explain the structure of organization

and these are classified as classical or modern organizational theories
which deal with formal organizational concepts. Among these are Taylor's
scientific management approach, Weber's bureaucratic approach, and
Fayol's administrative approach.
According to Lagaard (2006), Frederick Winslow Taylor was the

primary contributor of Scientific Management which originated in the
beginning of the 20th century which was later adopted by industrial
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companies. "Scientific Management was based on idea of systematization
where attempts were made to enhance efficiency of procedures to be best
via scientific analyses and experiments" (Lagaard, 2006, p. 14).
“Taylor's work is based on the concept of planning of work to achieve

efficiency, standardization, specialization and simplification that promotes
mutual trust between the management and workers in order to increase
productivity” (Organizational Theory, n.d.) Taylor's work also proposed four
principles of scientific management articulated below:
1. Science, not rule of thumb - develop a science of each element of

man's work, which replaces the old rule-of-thumb
2. Scientific selection of the worker - scientifically select and then
train, teach and develop the workman, whereas in the past he
chose his own work and trained himself the best he could.
3. Management and labor cooperation rather than conflict - heartily
cooperate with the men so as to ensure all of the work being done
is in accordance with the principles of science which has been
developed
4. Scientific training of the worker - workers should be trained by
experts using scientific method
The following concepts suggested by Taylor in order to increase
the level of trust (Organization Theories, n.d.):
 the advantages of productivity improvement should go to
workers;
 physical stress and anxiety should be eliminated as much
as possible;
 capabilities of worker should be developed through
training;
 and the traditional 'boss' concept should be eliminated
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During the same time when Taylor developed the theory of Scientific
Management, Henri Fayol also developed another approach called the
Administrative Theory. According to Laagard (2006), contrary to Taylor's
scientific approach which is categorized as bottom up approach, Fayol's
administrative principles is in the form of the management's hierarchical
pyramid structure which is considered as top down approach and its focus
is on administrative process rather than technical processes.
Van (2009) emphasized that Fayol laid the first foundation for
modern scientific management in the early 1900 which serve as guidelines
for decision-making and management actions. Van (209) further articulated
that this management concept which is known as the 14 principles of
management is considered as the underlying factors for successful
management:
1. Division of Work - tasks is divided among employees according

to their field of expertise or field of specialization.
2. Authority and Responsibility - the management has the
authority to give orders to subordinates that comes with
corresponding responsibility.
3. Discipline - is about the core values anchored on the vision and
mission of an organization to form of good conduct which
essential to the successful operation of the organization.
4. Unity of Command - all orders received must come from one
manager only otherwise it will cause confusion to employees
5. Unity of Direction - this ensures that all actions are properly
coordinated and requires employees to perform and carry out
activities as one team leading to the same objectives using one
plan.
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6. Subordinate of Individual Interest - is about prioritization of
organization's interest over personal interest which applies to all
members of the organization.
7. Remuneration - is about rewards and compensations to efforts
that have been made which could be in a form of monetary or
non-monetary that keeps employees motivated and productive.
8. The Degree of Centralization - this implies the concentration of
decision-making authority at the top management.
9. Scalar Chain - is about the hierarchical structure that is always
present at any type organization. There should be a clear line of in
the area of authority from the top management down to the
lowest level.
10. Order - this pertains to the order and safety of employees in
order to function properly at work.
11. Equity - this implies equal treatment among members of the
organization.
12. Stability of Tenure of Personnel - this is about the proper
deployment and management of personnel by providing
employees the opportunity to be considered for tenured position
based on their performance.
13. Initiative - this allows employees to express ideas that will
help benefit the company.
14. Esprit de Corps - this promotes unity among employees,
develops morale in the workplace, and creates atmosphere of
mutual trust and understanding.
Another contributor to modern organizational theories is Max Weber. He

is a German sociologist known for bureaucratic theory of management and
is considered as the father of sociology. "Weber believed that the most
efficient way to set up an organization is through bureaucracy which is way
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better than the traditional structure. Bureaucracy is an organizational
structure that is characterized by many rules, standardized process,
procedures and requirements, number of desks, meticulous division of
labor and responsibility, clear hierarchies and professional, almost
impersonal interaction between employees" (Mulder, 2017).
Mulder (2017) and Lagaard (2006) highlighted the three types of power
that can be found in an organization based on Weber's Bureaucratic model
and these are the following:
 Traditional authority - based on historically created legitimacy

where authority is hereditary and based on dependent subordinates
 Legal, rule-oriented authority - the bureaucratic type of
authority, based on normative rules for career, hierarchy etc.
 Charismatic authority - the personal authority, based on a type of
'seduction' and hence, the devotion of supporters.
Mulder (2017) also articulated the following elements that support Fayol's
bureaucratic management:
All regular activities within a bureaucracy can be regarded as official duties;
Management has the authority to impose rules
Rules can be easily respected on the basis of established methods
In addition, Mulder (2017) explained that "bureaucracy, according to

Weber, is the basis for the systematic formation of any organization and is
designed to ensure efficiency and economic effectiveness which is an ideal
model for management and administration in order to bring an
organization's power structure into focus. Relative to this, Weber lays down
the basic principles of bureaucracy and emphasis on the division of labor,
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hierarchy, rules and impersonal relationship.” The following are the salient
features of Max Weber's Bureaucratic Theory highlighted by Mulder (2017):
1. Task specialization – sometimes called the division of labor

wherein individual tasks are divided into separate jobs which
allows to manage tasks easily. In a school setting, each
department has different functions and each member has different
filed of expertise. Teachers for example are usually assigned with
teaching loads based on their area of expertise while other
functions that are administrative in nature are assigned to non-
teaching academic personnel.
2. Hierarchical of authority - Managers are organized into
hierarchical layers, where each layer of management is
responsible for its staff and overall performance. In bureaucratic
organizational structures like the educational system, there are
many hierarchical positions from top management to lower level.
The top level of a bureaucratic organizational structure has the
greatest power to control the lower level while the bottom layers
are always subject to supervision and control of the higher levels.
3. Formal selection - All employees are selected on the basis of
technical skills and competences, which have been acquired
through training, education and experience and are paid
accordingly. In the Department of Education, formal selection
process is being followed using an established set of standards
and requirements are applied. Education and training backgrounds
are the primary requirement in school setting when applying for a
position including performance evaluation based on existing
standards is also required for promotion and remuneration.
4. Rules and requirements - Formal rules and requirements are
required to ensure uniformity, so that employees know exactly
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what is expected of them. In a bureaucratic form of organization
like the educational institutions, the operation is governed by
specific policies, standards and guidelines which can be in a form
of a memo or an order. It serves as a guide for the members of
the organization to follow.
5. Impersonal Regulations and clear requirements create distant
and impersonal relationships between employees, with the
additional advantage of preventing nepotism or involvement from
outsiders or politics. Decisions must be based on rational factors
rather than personal factors.
6. Career orientation Employees of a bureaucratic organization are
selected on the basis of their expertise. This helps in the
deployment of the right people in the right positions and thereby
optimally utilizing human capital. Professional growth and career
development is encourage to support employees become experts
in their own field and significantly improve their performance.
Taylor's, Weber's and Fayol's work are some of the many theories that
have significantly contributed in the management of organizations which
also became the foundation of other succeeding organizational theories
that are being adopted by many organizations.
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Module 2.2
School Leadership
Leadership is an essential factor that contributes to the successful

operation of an organization. The demand for high quality instruction to
improve student learning is one of the many possible things to consider for
initiating reforms within an educational institution. While it is believed that
school leadership is only secondary to teaching in terms of its impact to
student learning. The high quality of instruction delivered by teachers is
influenced by school leaders because they take part in the selection
process of hiring teachers. Thus, leadership is considered as vital to the
effectiveness of educational institutions.
School leaders' primary function is to take charge of the management

of the school. They are expected to have a collective vision of the future
direction of the organization that is clearly understood by its stakeholders
in order to meet the school organization's goals and objectives. Christie,
Thompson, & Whiteley (2009) believe that getting the right people to
become school leaders is very important and by providing them with
competencies to be effective leaders is critical to their profession. The
following are some of the important aspects of a school leader's role
highlighted by Christie, Thompson, & Whiteley (2009):
1. Developing a deep understanding of how to support

teachers - school leaders should understand the need of teachers
that will capacitate them in order to become effective teachers
2. Managing the curriculum in ways that promote student
learning - learners have different learning styles; hence
curriculum shall be carefully managed accordingly by planning for
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appropriate strategies in curriculum delivery that will suit the
learning styles of students
3. Developing the ability to transform schools into more
effective organization to foster powerful teaching and
learning for all students transformational leadership is one of
the leadership theories that requires leaders to have passion and
energy to achieve great things. Leaders should have in-depth
understanding of powerful teaching and learning through the use
of brain-based instruction that promotes active-inquiry, in-depth
learning, and performance assessment including culture of
excellence that will lead to the effective teaching and learning.
Leadership is inherent to the teaching profession. According to Jackson

(cited in ASCD, 2015), teacher leaders transcends formally defined roles in
building which means that every teacher, any teacher, at some point in
their career, becomes a teacher leader. The roles and responsibilities of
teacher nowadays are becoming more complex in view of the reforms in
education brought about by global demands. The skills required for
teachers is no longer just for teaching but also include administrative
functions that are required of a teacher leader. According to Gabriel
(2005), teacher leaders possess a semblance of authority but no formal
power. While not all leadership positions are formal in nature and are not
fixed, every school teacher do not serve or may not have served as official
leaders but may be assigned to leadership roles. Among the roles that
teacher leaders may assume are the following:
 Grade Level/Subject Coordinator – this may include instructional

leadership and administrative functions
 Department Chair/Coordinator - serves as liaison officer between
administration and colleagues
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 Curriculum and Assessment Specialist - leads teachers to follow
curriculum standards and develop appropriate assessment
 Mentor/Coach - serves as mentor for co-teachers
 Facilitator – facilitates professional development
Leadership according to Yukl (2013) is different from managers. It

includes motivating subordinates and creating favorable conditions for
doing their work which is considered as one of the managerial roles.
Leaders can influence the effectiveness of an organization through the
following:
 The choice of objectives and strategies to pursue

 The motivation of members to achieve the objectives
 The mutual trust and cooperation of members
 The organization and coordination of work activities
 The allocation of resources to activities and objectives
 The development of members skills and confidence
 The learning and sharing of knowledge by members
 The enlistment support and cooperation from outsiders
 The design of formal structure, programs, systems
 The shared belief and values of members
Becoming an effective teacher and a leader at the same time requires

passion, perseverance, and competency not just to influence students but
also to make meaningful changes in their lives while attending school.
ASCD (2015) emphasized the need to advance the role of a teacher as a
leader by initiating teacher leadership training the moment that the
individual begins their teacher preparation work. This will help them in
demonstrating skills in managing and planning for high level of quality
instruction suited to needs of students that will prepare them in the fast-
changing needs of the society.
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School leaders involved various leadership styles which include
transformational, instructional, and distributed leadership.
 Instructional Leadership
The primary role of a School Principal is to promote learning and make

students successful in their academic endeavors. It requires instructional
leadership that is critical to the success and effectiveness of the curriculum
and instruction. Instructional leadership is based on three-dimensional
approach which includes defining the school's mission, managing the
instructional program, and promoting a positive school climate Hallinger,
2010, as cited in Nedelco, 2013). It is being shared with teachers through
coaching, reflection, collegial investigation, study teams, exploration, and
problem solving (Base & Base, 2004). In short, it promotes collaboration
between the School Principal and teachers to develop curriculum and
instruction in order to improve student's performance. Hallinger defines
that being focused predominantly on the role of the school head in
coordinating, controlling, supervising, and developing curriculum and
instruction.
 Transformational Leadership
According to Bass & Riggio (2006), this leadership theory was

conceptualized by James MacGregor Burns in 1978. Transformational
leaders are type of leaders who inspire their followers to achieve
extraordinary outcomes by inspiring them and, in the process, develop
their own capacity (Bass & Riggio, 2006). This leadership approach
supports the instructional leadership style. It focuses on developing one's
capacity to innovate and support the development of changes to practices
of teaching and learning (Hallinger, 2010, as cited in Nedelco, 2013).
 Distributed Leadership
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Distributed leadership is considered as a shared effort by more than one
person. "It serves interests of systemic thrivability by promoting patterns of
joint optimization of shared visions, values, and individuals among groups
rather than the maximization of any subset of particular individual interest”
(Chatwani, 2018)." In education setting, distributed leadership draws from
different perspectives to supports the instructional leadership team by
establishing a system of improving curriculum and instruction through
collaboration. It is believed that leadership can be more effective when it is
distributed among group of individuals with different competencies but a
shared mission and vision to foster culture of learning.
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Module 2.3
The School as an Educational Organization
When you hear the word school, perhaps you think of the physical
structure, teachers, students, library, or maybe even a playground. Most of
us are familiar with schools and more often than not, what we only see are
perceived images of the things that what see inside a school.
While school serves as a venue to help learners develop competencies,

as a future teacher and educational leader it is also important for you to
learn and understand what constitute a school and how it functions. Before
entering into the teaching profession, it is also essential to know who are
the persons responsible behind its operation of the school and understand
their functions and responsibilities.
The establishment of a basic education school in the Philippines requires

a School Principal/Administrator, Academic Non-Teaching Personnel
(registrar, librarian, school physician, school dentist, school nurse, school
office staff, guidance counselor, support staff, etc.), and teaching staff as
embodied in DECS Order No. 12, series of 1991.
 Administrator/ Principal – each school need a leader that will

guide faculty members and support staff in fulfilling school's
mandate. School administrators who work in elementary, junior high
school, and senior high school are known as Principals who are
responsible for leading the entire organization of school. They are in
charge of managing the major administrative tasks and supervising
all the teachers and students which include evaluation of teachers,
handling student discipline, developing, implementing and evaluating
school programs and projects, policy development, hiring of teachers,
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delegating tasks and teaching assignments, and maintaining a
positive relationship with parents, community and other stakeholders.
 Teaching Personnel/ Faculty Members – they are the licensed
teachers assigned to teach in different subject areas in different
grade levels and are responsible for managing classroom
environment, facilitating instruction and assessment of student
learning. They work with school administrators, parents and the
community to improve student learning and to promote school
programs and projects.
 Academic Non-teaching Personnel - they are the non-teaching
personnel assigned to support to help maintain a positive learning
environment and to keep the school clean and safe from harm. They
work as teacher aids, librarians, guidance counselors, office
personnel, and security and maintenance staff.
 Students - they are the primary stakeholders that benefits from the
school. They come from different age groups, cultures, and
backgrounds whose ultimate goal is to be trained and educated. They
make teaching profession a challenging work for teachers and serve
as bridge in connecting with parents and the community.
 Community - it is the location where the school is situated. It plays a
very important role in creating a positive learning environment. The
partnership between the school and the community help strengthens
the relationship of teachers with parents, government officials, and
private organizations that help promote school programs and
projects.
An example in Figure 1 shows how a public basic education school is

structured. A basic education school is usually headed by a School
Principal. Under the School Administrator/ Principal are the subordinates
that include Assistant Principal and Administration Staff. Below the
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Assistant Principal are the Head Teachers, Teachers, Head Teachers,
and the Teachers. Under the teachers are the students, support staff,
Barangay Officials, Local Government Units (LGUs) and Private
Organizations.
In the sample organizational structure of private basic education school in

Figure 2, there is a designated Instructional Leader and Administrative
Manager under the School Principal. The Instructional Leader's task is to
manage the functions teachers while the Administrative Manager is in
charge of managing the functions of non-teaching personnel and support
staff.
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The organizational structure of a school involves various theories which
include formalization of school procedures, centralization/decentralization
of decision making, and specialization of tasks and roles within the
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organization. The formalization of procedures involves development of
written policies that serve as a guide for members of the organization to
follow which may also include plans, vision, mission, goals, and objectives.
Centralization /decentralization of decision making on the other and is the
division of tasks in decision making from the top management or the
Administrator/School Principal down to middle managers or the Assistant
Principal and Instructional Leaders/Head Teachers known as top down
approach or in some cases uses the bottom up approach where middle
managers make decision and relay to the top management for approval.
The specialization of task is perhaps one of the most applicable theories in

educational organizations. Departmentalization is one of the horizontal
specializations often used in an educational organization. It could be a
Language Department, a Science Department, a Math Department of a
Physical Education Department, etc., Faculty members from these
departments are considered experts in their own field and are given
teaching assignments that are aligned with their field of specializations.
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Module 2.4
Reforms in the Department of Education
When the trifocalization of the Philippine educational system took

place in the early nineties, technical-vocational education and training and
higher education were separated from basic education. By virtue of RA
7722 and RA 7784 the Commission on Higher Education and Technical
Education and Skills Development Authority were created. The mandate of
the Department of Education Culture and Sports (DECS) was then
refocused to basic education which covers elementary, secondary, and
non-formal education, including culture and sports (DepEd, n.d.) In 2001,
Republic Act No. 9155 otherwise known as the “Governance of Basic
Education Act," was passed transforming the name of DECS to the
Department of Education (DepEd) and redefining the roles of its offices
from the national level down to the school level. The RA 9155 provided the
overall framework for school head empowerment by strengthening their
leadership roles and school-based management within the context of
transparency and local accountability (DepEd, n.d).
By virtue of RA 9155, culture and sports-related functions, programs, and

activities were transferred to other relevant government agencies. The
Komisyon ng Wikang Filipino, National Historical Institute, Record
Management and Archive Office, and the National Library which are
previously under the DepEd were administratively attached to the National
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Commission for Culture and the Arts (NCCA). Sports competition was also
transferred to the Philippine Sports Commission while programs for school
sports and physical fitness activities remained under DepEd.
Given its mandate, DepEd has initiated many reforms that have
significantly contributed in the improvement of the Philippine basic
education system to provide every Filipinos with education they need to
compete in global context.
 The Enhanced Basic Education
According to the Senate Economic Planning Office (SECO) (2011), the

Philippines, together with Djibouti and Angola of Africa are the only three
remaining countries in the world that retains 10-year basic education
system. SECO (2011) articulated that the continuous deterioration of the
quality of education in the Philippines despite of the constitutional
guarantees has prompted DepEd to push for the implementation of the K
to 12 program, which entails the institutional of the kindergarten and the
additional two more years of high school in the basic education cycle.
The following are the issues that influenced the implementation of the K to
12 programs highlighted by SECO (2011):
1. Net elementary participation rates have declined from 90.1

percent in 2002 to 88 percent in 2010. Fewer children of school
age proceed to high school and an even smaller number pursue
college education.
2. Access to education is unequal, with the poor having significantly
lower participation rates than the non-poor.
3. Efficiency is a problem as manifested in the still high, albeit
declining dropout school leaver rates.
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4. The results of Functional Literacy, Education and Mass Media
Survey (FLEMMS) showed that out-of-school with ages 6 to 15
years old do not attend classes mainly due to lack of personal
interest, high cost of education, too young to go to school.
5. Low score in the country's national assessment test.
6. The result of international test such as Trends in International
Mathematics and Science Study (TIMMS) shows that Philippines is
among the worst participating countries.
SECO (2011) added that the deterioration in the quality of education

was attributed to the 10-year basic education cycle. As such, the
government exerted effort to address the issues by attempting to increase
the number of years in basic education. However, such idea was opposed
by students and parents since additional years in school will entail
additional expenses for parents. This is, perhaps, due to lack of information
regarding the benefits of having a longer years of basic education.
There are many compelling reasons why the Philippine government

pushed for enhancement of the basic education system. In an article
published by K-12 Philippines (2015), six reasons were highlighted why the
Philippines should shift to K to 12, these are the following:
1. Philippine is the only country in Asia with 10-year basic

education
2. Poor quality of education
3. Too many non-practical subjects
4. Not prepared for college education
5. Too young for labor force
6. No global recognition
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Finally, in 2012, RA No. 10533 otherwise known as the "Enhanced Basic
Education Act" was passed institutionalizing the K to 12 curriculum which
added Kindergarten and two more years of Senior High School in the basic
education program. The K to 12 Program have brought development
opportunities to the basic education system to address issues and concerns
in quality basic education. The following are the salient features of the K to
12 highlighted by DepEd:
1. Strengthening of the Kindergarten in the Philippines

2. Making the curriculum relevant to learners
3. Building proficiency
4. Ensuring integrated and seamless learning
5. Gearing up for the future
6. Nurturing the holistically developed Filipino
The goal of the K to 12 basic education programs is to prepare Filipino

students for tertiary education and in the field of work by providing those
with enough time in basic education to master skills and develop
competencies that will enable them perform better when they decided to
go to the field work.
 Institutionalization of Kindergarten
General kindergarten program refers to the 10-month program provided

to children who are at least five years old in regular elementary schools
using thematic and integrative curriculum to ensure the development of
foundational skills among children to prepare them for grade 1 (DepEd
2012).
Prior to the implementation of the K to 12 curriculum in the

Philippines, kindergarten is optional to parents. By virtue of RA 8672
otherwise known as the "Barangay - Level Total Protection of Children Act
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of 1990,” has mandated the local government units in coordination with
Department of Social Welfare and Development (DSWD) to establish a day-
care center in every community covering kindergarten program. The
implementation of early childhood education was then strengthened by the
passage of RA 8980 known as the "Early Childhood Care and Development
Council (ECCD) Act 2001” which mandated the ECCD through DSWD to
provide programs needed by young children that will promote their
optimum growth and development.
In 2011, Republic Act No. 10517 otherwise known as the

“Kindergarten Education Act," was passed institutionalizing the
kindergarten into the basic education system. The passing of the said law
is in consonance with the Millennium Development Goals on achieving
Education for All (EFA) by year 2015. Kindergarten was applied to
elementary school system being the first stage of compulsory and
mandatory formal education and was made an integral part of the basic
education system of the country. RA10517 also provided equal
opportunities for all children to avail of accessible mandatory and
compulsory kindergarten education that effectively promotes physical,
social, affective, cognitive, and creative-aesthetic development that will
prepare them for formal elementary schooling.
With the passage of RA10410 otherwise known as the "Early Years

Act of 2013," children ages 0-4 became the responsibility of the ECCD
Council while the responsibility to help develop children in their formative
years between ages 5-8 was given to DepEd by virtue of R A. 10533 known
as the "Enhanced Basic Education Act of 2012 which covers the inclusion of
Kindergarten in the basic education system.”
 Mother Tongue-Based Multilingual Education
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Consistent with the policy of the state to make education learner-
oriented and responsive to the needs, cognitive and cultural capacity, the
circumstances and diversity of learners per RA 10517, the mother tongue-
based multilingual education (MTB-MLE) was made as medium of
instruction for teaching and learning in the kindergarten level by virtue of
DepEd Order No.32, series of 2012.
Mother tongue is seen as an important medium of instruction by

using a local language understood by the learners. Rutus Foundation
(2018) articulated the following benefits associated with an education that
takes into account children's mother tongue:
 Children learn better and faster in a language they can understand

 They enjoy school more and feel more at home
 Pupil tend to increase self-esteem
 Parents participation is increased by helping kids in their homework
and participating in school activities When children take advantage of
their multilingualism they also enjoy higher socio-economic status
including higher earnings
 On average, schools perform better, reporting less repetition
 Finally, children stay in school longer
 Contextualized Curriculum
In terms of curriculum, DepEd has restructured the content of the old

basic education curricula to make it more relevant to learners through
contextualization and enhancement. Curriculum contextualization is
done by using examples, activities, songs, poems, stories, and
illustrations for teaching and learning that are based on local culture,
history, and reality. The enhanced curriculum also aims to provide
students the opportunity to acquire in-depth knowledge, skills, values,
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and attitudes through continuity and consistency across all levels and
subjects (K12 Official Gazette, n.d.).
Curriculum was also made seamless using spiral progression concept

by teaching the simplest concept to more complicated concept through
grade levels which will ensure a mastery of knowledge and skills after
each level.
 Senior High School
The additional 2 years of Senior High School is one of the most

relevant reforms that may be considered. The 2 years of senior high
school was made to provide students sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development, employment, and
entrepreneurship (K12 Official Gazette, n.d.). As such, the following
tracks were included in the senior high school:
 Academic Track
 Accountancy, Business and Management (ABM)
 Humanities and Social Sciences (HUMSS)
 Science, Technology, Engineering and Math (STEM)
 Pre-baccalaureate Maritime
 Technical-Vocational-Livelihood
 Agri-Fishery
 Home Economics
 Information and Communications Technology
 TVL Maritime
 Sports
 Arts and Design
Date Developed:
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CRT LEARNING MODULE

Course Code EDU05

The Teacher and the Community, School

Module Title The School as Organization

HOW TO USE THIS DIGITIZED LEARNING MODULE?

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

EDU05- The Teacher and the Community, School Culture and

Contents of this Learning Module

No. Module Title Topic Code

1. The School as Organizational Theories Module 2.1

School Leadership Module 2.2

MODULE TITLE: Introduction to Contemporary World

This course focuses on society as a context upon which the

The school is considered as one of the major institutions that

The establishment of an organization became popular and has

The definition of the term organization differs according to

In an educational organization setting, a school is established with a

There are several theories that explain the structure of organization

According to Lagaard (2006), Frederick Winslow Taylor was the

“Taylor's work is based on the concept of planning of work to achieve

1. Science, not rule of thumb - develop a science of each element of

1. Division of Work - tasks is divided among employees according

Another contributor to modern organizational theories is Max Weber. He

 Traditional authority - based on historically created legitimacy

All regular activities within a bureaucracy can be regarded as official duties;

Management has the authority to impose rules

Rules can be easily respected on the basis of established methods

In addition, Mulder (2017) explained that "bureaucracy, according to

1. Task specialization – sometimes called the division of labor

Leadership is an essential factor that contributes to the successful

School leaders' primary function is to take charge of the management

1. Developing a deep understanding of how to support

Leadership is inherent to the teaching profession. According to Jackson

 Grade Level/Subject Coordinator – this may include instructional

Leadership according to Yukl (2013) is different from managers. It

 The choice of objectives and strategies to pursue

Becoming an effective teacher and a leader at the same time requires

The primary role of a School Principal is to promote learning and make

According to Bass & Riggio (2006), this leadership theory was

The School as an Educational Organization

While school serves as a venue to help learners develop competencies,

The establishment of a basic education school in the Philippines requires

 Administrator/ Principal – each school need a leader that will

An example in Figure 1 shows how a public basic education school is

In the sample organizational structure of private basic education school in

The specialization of task is perhaps one of the most applicable theories in

Reforms in the Department of Education

When the trifocalization of the Philippine educational system took

By virtue of RA 9155, culture and sports-related functions, programs, and

 The Enhanced Basic Education

According to the Senate Economic Planning Office (SECO) (2011), the

1. Net elementary participation rates have declined from 90.1

SECO (2011) added that the deterioration in the quality of education

There are many compelling reasons why the Philippine government

1. Philippine is the only country in Asia with 10-year basic

1. Strengthening of the Kindergarten in the Philippines

The goal of the K to 12 basic education programs is to prepare Filipino

General kindergarten program refers to the 10-month program provided

Prior to the implementation of the K to 12 curriculum in the

In 2011, Republic Act No. 10517 otherwise known as the

With the passage of RA10410 otherwise known as the "Early Years

 Mother Tongue-Based Multilingual Education