URDANETA CITY

UNIVERSITY
Owned and operated by the City Government of Urdaneta
College of Teacher Education

PROFESSIONAL ENHANCEMENT 2
FIRST SEMESTER, ACADEMIC YEAR 2023-2024

THE TEACHER AND THE COMMUNITY

SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP

CHAPTER 1: PHILOSOPHICAL THOUGHTS ON EDUCATION

John Locke- the empiricist

 Education is not acquisition of knowledge contained in the Classics. It is learners interacting with
concrete experience. The learner is an active not a passive agent of his/her own learning.
 From the social dimension, education is seeing citizens participate actively and intelligently in
establishing their government and in choosing who will govern them from among themselves. They
are of the thinking that no one person is destined to be ruler forever. This is in keeping with the
Anti-Political Dynasty Bill.

Spencer- the utilitarianist

 To survive in a complex society, Spencer favors specialized education over that of general education.
 The expert who concentrates on a limited field is useful, but if he loses sight of the interdependence
of things he becomes a man who knows more and more about less and less. We must be warned
of the early peril of over-specialism. Of course we do not prefer the other extreme the superficial
person who every day knows less and less about more and more.
 Who is Fittest survives. Individual competition leads to social progress.
 The competition in class is what advocates of whole-child approach and Socio-emotional Learning
(SEL) atmosphere approach and Socio-emotional Learning (SEL) atmosphere and Socio-emotional
Learning (SEL) atmosphere negate. The whole child approach, a powerful tool for SEL-focused
schools has as tenets -"each student learns in an environment that is physically and emotionally
safe for students and adults" and "each student has access to personalized learning and is supported
by qualified and caring adults..." (Frey, N. 2019)
 The highlighted words emotionally safe and caring adults point to no competition for competition
works against an emotionally safe environment.

John Dewey – experience

 Dewey does not disregard the accumulated wisdom of the past. These past ideas, discoveries and
inventions, our cultural heritage, will be used as the material for dealing with problems and so will
be tested. If they are of help, they become part of a reconstructed experience. If they are not totally
accurate, they will still be part of a reconstructed experience. This means that the ideal learner for
Dewey is not just one who can learn by doing, e.g., conduct an experiment but one who can connect
accumulated wisdom of the past to the present.
 Schools are for the people and by the people. Schools are democratic institutions where everyone
regardless of age, ethnicity, or social status is welcome and is encouraged to participate in the
democratic process of decision-making. Learners and stakeholders practice and experience
democracy in schools.

George Counts - Building a new social order

 Schools and teachers should be agents of change. Schools are considered instruments for social
improvement rather than as agencies for preserving the status quo. Whatever change we work for
should always be change for the better not just change for the sake of change.
 Problem-solving, like Dewey, should be the dominant method for instruction.
 "There is a cultural lag between material progress and social institutions and ethical values." The
material progress of humankind is very evident but moral and ethical development seems to have
lagged behind.
Theodore Brameld- the Social Reconstructionist
 Social reconstructionists critically examine present culture and resolve inconsistencies, controversies
and conflicts to build a new society not just change society.
 Technological era is an era of interdependence and so education must be international in scope for
global citizenship.

Pauio Freire -Critical pedagogy vs. Banking method

 Employ critical pedagogy and dialogue in contrast to the banking system of education.
 Learners are not empty receptacles to be filled.

Other Philosophical Thoughts of Education

Perennialism
 Values knowledge that transcends time. This is a subject-centered philosophy. The goal of a
perennialist educator is to teach students to think rationally and develop minds that can think
critically.
Essentialism
 Essentialism in education asserts that common and essential ideas and skills belonging to a certain
culture should be taught to all citizens at the same level at especially primary school level. To do
this, the teacher's authority in the classroom is emphasized and the subject matter is the Centre of
the curriculum.
Behaviorism
 Behaviorism focuses on the idea that all behaviors are learned through interaction with the
environment. This learning theory states that behaviors are learned from the environment, and says
that innate or inherited factors have very little influence on behavior.
Progressivism
 Progressivism is a student-centered philosophy that believes that ideas should be tested by
experimentation, and learning comes from finding answers from questions.
Reconstructionism
 Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a
quest to create a better society and worldwide democracy. Reconstructionist educators focus on a
curriculum that highlights social reform as the aim of education.
Existentialism
 Existentialists believe that every individual is unique and education must cater to the individual
differences. Therefore, the objective of education is to enable every individual to develop his unique
qualities, to harness his potentialities and cultivate his individualities.

CHAPTER 2: HISTORICAL FOUNDATION OF EDUCATION

Below are key periods in educational history from 7000 to AD 1600. The notes should make you
see that education and school are a function of society and schools reflect the nature and character of
society itself.

Table 1. Points of Emphasis on Education in History

Key periods in Educational History, 1000 BC to A.D. 1600
Historical
Educational Influences on
Group or Curriculum Agents
Goals Western Education
Period
Primitive To teach group Practical skills of Parents, tribal Emphasis on the role of
societies survival skills; to hunting, fishing, elders, and priests informal education in
7000 cultivate group food gathering transmission of skills
B.C.-5000 B.C. cohesiveness. stories, myths, and values.
songs, poems,
dances.
Greek 1600 B.C. To cultivate civic Athenian: Athens: private Athens: The concept of
— 300 B.C. responsibility and reading, writing, teachers and the well-rounded,
identity with city- arithmetic, schools; Sophists; liberally educated
state; drama, music, philosophers person
physical Sparta: The concept of
the military state
 Athenian: to education, Sparta: military
develop well- literature, poetry. teachers, drill
rounded person sergeants
Spartan: to Spartan: drill,
develop soldiers military songs and
and military tactics
leaders.
Roman 750 B.C. To develop sense Reading, writing, Private schools and Emphasis on ability to
- A.D. 450 of civic arithmetic, Laws teachers; schools of use education for
responsibility for of Twelve Tables, rhetoric. practical administrative
republic and then law, philosophy. skills; relating education
empire; to develop to civic responsibility.
administrative and
military skills.

Arabic A.D. 700 To cultivate Reading, writing, Mosques; court Arabic numerals and
- A.D. 1350 religious mathematics, schools computation; re-entry
commitment to religious of classical science and
Islamic beliefs; literature; medicine materials on
develop expertise scientific studies. science and medicine.
in mathematics,
medicine, and
science.

Medieval A.D. To develop Reading, writing, Parish, chantry, and Establishing the
500 – A.D.1400 religious arithmetic, liberal cathedral schools; structure, content, and
commitment, arts; philosophy, universities; organization of the
knowledge, and theology; crafts; apprenticeship; university as a major
ritual; to military tactics knighthood institutionalization and
reestablish social and chivalry. preservation of
order; to prepare knowledge Arabic.
persons for
appropriate roles.

Renaissance To cultivate a Latin, Greek, Classical humanist An emphasis on literary

A.D. 1350 -A.D. humanist who was classical educators and knowledge, excellence,
1500 expert in the literature, poetry, schools such as and style as expressed
classics—Greek art. lycee, gymnasium, in classical literature; a
and Latin; to Latin grammar two-track system of
prepare courtiers school. schools.
for service to
dynastic leaders.

Reformation A.D To cultivate a Reading, writing, Vernacular A commitment to

1500 -A.D 1600 sense of arithmetic, elementary schools universal education to
commitment to a catechism, for the masses; provide literacy to the
particular religious religious concepts classical schools for masses; the origins of
denomination; to and ritual; Latin the upper classes. school systems with
cultivate general and Greek supervision to ensure
literacy. theology. doctrinal conformity.

The History of the Philippine Educational System

Educational during the Pre-Colonial Period
 Informal and unstructured.
 Fathers taught their sons how to look for food and other means of livelihood. Mothers taught their
girls to do the household chores.
 Children were provided more vocational training but lesser academics. Teachers were tribal tutors
(babaylan or katalonan).

Education during the Spanish Era

 Formal and organized.
 Tribal tutors of the pre-Spanish period were replaced by Spanish missionaries.
 Instruction was Religion-oriented. Christian doctrines, sacred songs and music and prayers were
taught because they were required for confession and communion.
 Boys and girls are separated.
 Wealthy Filipinos or the ilustrados were accommodated in the schools.

The Educational Decree of 1863

 This law gave Filipinos a complete system of education from elementary to the collegiate level. The
law provided for the establishment of elementary schools in all municipalities in the country.
Although religion was the core of the curriculum, the curriculum included subjects reading, writing,
arithmetic, history Christian doctrine, Spanish language, vocal music, agriculture for the boys and
needlework for the girls. Attendance in school was compulsory between the ages of seven and
twelve.

Education during the American Regime (1898- 1946)

 The schools maintained by the Spaniards for more than three centuries were closed but were
reopened on August 29, 1898 by the Secretary of the Interior. A system of free and compulsory
elementary education was established by the Malolos Constitution.
 (Political Constitution of 1899). In May 1898, the first American school was established in Corregidor
and shortly after the capture of Manila in 1899, seven schools were opened in the city.
 Thomasites arrived in the Philippines on August 23, 1901. -The University of the Philippines was
founded in 1908. UP was the first state school of university status.
 The Department of Public Instruction set up a three level school system. The first level considered
a four-year primary and three-year intermediate or seven-year elementary curriculum. The second
level was a four-year junior college and later a four year program.

The Commonwealth Period (1935- 1942)

 Free education in public schools was provided all over the country, in accordance with the 1935
Constitution.
 Vocational education and some household activities like sewing, cooking, and farming were also
given importance.
 Education also emphasized nationalism so the students were taught about the life of the Filipino
heroes.
 Good manners and discipline were also taught to the students.
 The institute of private education was established in order to observe private schools.
 Formal adult education was also given.

Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating Tagalog as our
National Language
 Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in schools.
 Order No. 263 in (1940) required the teaching of the Filipino, national language in the senior year
of all high schools and in all years in the normal school.

The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7, 1940,
which provided for the following:
 Reduction of the 7 year elementary course to 6 years.
 Fixing the school entrance age at 7.
 National support for elementary education.
 Compulsory attendance of primary children enrolled in Grade I.
 Adoption of double-single sessions in the primary grade with one teacher one class assignment of
intermediate teachers.

The Japanese Occupation

Aims of education during Japanese Occupation:
 Make the People understand the position of the Philippines as a member of the East Asia Co-
Prosperity sphere.
 Eradication of the idea of reliance upon Western States particularly the US and Great Britain.
 Fostering a new Filipino culture based on the Consciousness of the people as a oriental.
 Elevating the moral of the people give up over- emphasis on Materialism.
 Diffusion of elementary education and promotion of vacation Education.
 Striving for the diffusion of the Japanese language in the Philippines and the termination of the use
of English in School.
 Developing in the love of labor.

Post- Colonial Philippines

 Education aimed at the full of realization of the Democratic ideals and way of life.
 The civil service Eligibility of teachers was made permanent pursuant to R.A. 1079 in June 15, 1954.
 A daily flag ceremony was made compulsory in all schools including the singing of the National
Anthem pursuant to R.A. 1265 approved on June 11, 1955.
 Curricular offering in all schools, the life, the works and writing Jose Rizal especially the Noli Me
tangere and El Filibusterismo shall be included in all levels.
 Elementary Education was nationalized and matriculation fees were abolish.
 Carta for teachers was passed into law by virtue of R.A. 4670.

Other Developments
 integration of values in all learning areas.
 emphasis on mastery learning
 YDT and CAT introduced as new courses Media of Instruction.
 Education Policy: Mandates the use of English and Filipino separately as media of instruction in
schools.
 Education Act of 1982 – created the Ministry of Education, Culture and Sports.
 NCEE – National College Entrance Examination introduced.
 Executive Order No.117 – President Corazon C. Aquino renamed the Ministry of Education, Culture
and Sports (DECS) in 1987.
 Creation of the Board for Professional Teachers composed of 5 under PRC.
 Replacement of PBET (Professional Board Examination for Teachers) by LET (Licensure Examination
for Teachers.
 Transfer of authority of administering the LET from CSC and DECS to the Board of Professional
Teachers under PRC.
 Trifocalization of Education System
 The trifocal education system refocused DECS’ mandate to basic education which covers
elementary, secondary and non-formal education, including culture and sports. TESDA now
administers the post-secondary, middle-level manpower training and development R.A. 7796 -
Technical Education and Skills Development Act of 1994-CHED is responsible for higher education.
R.A. 7722 – Higher Education Act of 1994.
 In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was
passed transforming the name Department of Education, Culture and Sports (DECS) to the
Department of Education (DepEd) and redefining the role of field offices and schools (Regional
offices, division offices, district offices and schools). R. A 9155 provides the overall framework (i)
school head empowerment by strengthening their leadership roles and (ii) school-based
management within the context of transparency and local accountability. The goal of basic
education is to provide the school-age population and young adults with skills, knowledge, and
values to become caring, self-reliant, productive, and patriotic citizens.
 The Governance of Basic Education Act (R.A. 9155); was passed renaming the DECS to DepEd
and redefining the role of field offices which include the regional offices, division offices, district
offices and schools.
 Values Education is offered as a separate subject in NSEC and integrated in all subject areas in
both curricula.
 Implementation of New Secondary Education Curriculum (NSEC).
 R.A. 10157, Jan 20, 2012 - Kindergarten Act, an act institutionalizing the kindergarten education
into the basic education system.
 K to 12 Program(R.A10533), May 15, 2013 – The K to 12 program covers Kindergarten and 12 years
of basic education(six years of primary education, four years of Junior High School, and two years
of Senior High School [SHSJ) to provide sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship.
CHAPTER 3: SOCIAL SCIENCE THEORIES

 Functionalism is a theory of society that focuses on the structures that create the society and on
how the society is able to remain stable.
 Functionalists are for stability and a state of equilibrium in society.
 To maintain this state of stability, various institutions are expected to do their part.
 For the functionalists, change is necessary only when things get unstable.
 Conflict theory welcomes conflict for conflict paves the way to change, to the establishment of a
new society.
 Symbolic-interactionist theory is focused on individuals who act based on meaning which is based
on the individual's experience.
 These meanings are not permanent. They change over time as the individual continues to interact
with others and with symbols.

CHAPTER 4: THE STRENGTHS AND WEAKNESSES OF THE FILIPINO CHARACTER

Strength of Filipino Character

 Pakikipagkapwa-tao - Manifested in a basic sense of justice and fairness and in concern for others.
Exemplifies our ability to empathize with others, in helpfulness and generosity in need
(pakikiramay), in the practice of bayanihan or mutual assistance, and in the famous Filipino
hospitality.
 Family Orientation - Concern for family is manifested in the honor and respect given to parents and
elders. And in the sacrifices for the welfare of the family.
 Joy and Humor - Filipinos have cheerful and fun-loving. Laughing at ourselves and the mess we are
in is an important coping mechanism. This sense of joy and humor is manifested in the Filipino’s
love for socials and celebrations.
 Flexibility, Adaptivity and Creativity - Very evident in us Filipinos is our great capacity to adjust and
adapt to circumstances and any eventualities that come our way. Thus, a trait also generates
productivity innovations and survival for some.
 Hard work and Industry - The Filipino’s desire to improve their standard of living and to live a decent
life matched with proper working conditions and motivations make them work hard.
 Faith and Religiosity - Filipinos are predominantly Christians if not Catholics. We have deep faith in
God and are very religious.
 Ability to Survive - Filipinos are survivors and are resilient. We have the great capability to surpass
all sad experiences and recover easily from difficult times.

Weaknesses of Filipino Character

 Extreme family-centeredness - Excessive concern for family, means using one’s office and power to
promote family interest. Leads to factionalism, patronage, political dynasties, and the protection of
erring family members. It results in a lack of concern for the common good and acts as a block to
national consciousness.
 Extreme Personalism - Takes things personally, and cannot separate objective tasks from emotional
involvement. Because of this, Filipinos is uncomfortable with bureaucracy, rules and regulations and
standard procedures.
 Lack of Discipline - A casual attitude toward time and space, manifested in lack of precision and
compulsiveness, in poor time management, and procrastination. Aversion to following procedures
strictly results in a lack of standardization and equality control. Impatience results in short cuts,
palusot, ningas cogon.
 Passivity and Lack of Initiative - Waiting to be told what to do, reliance on others (leaders and
government), complacency, lack of a sense of urgency. There is a high tolerance of inefficiency,
poor service, and even violations of one’s basic rights. Too patient and matiisin (Bahala na System).
 Colonial Mentality - Lack of patriotism or an active awareness, appreciation and love for the
Philippines. Actual preference for things that are foreign.
 Kanya-kanya syndrome, Talangka Mentality - Done by tsismis, intriga, unconstructive criticism. It is
evident in the personal ambition that is completely insensitive to the common good. The lack of a
sense of service among people in the government bureaucracy.
 Lack of self-analysis and self-reflection - The tendency to be superficial and somewhat flighty. In
the face of serious personal and social problems, there is lack of analysis or reflection, and instead
satisfaction with superficial explanations and solutions.
 Emphasis on porma rather than substance - This lack of analysis and emphasis on form is reinforced
by an educational system that is more form than substance.

CHAPTER 5: GLOBAL ISSUES THAT CONCERN SCHOOLS AND SOCIETY

Top 10 world issues, according to millennials based on World Economic Forum’s Global
Shapers Survey in 2017
1. Climate change/destruction of nature (48.8%)
2. Large scale conflict/wars (38.9%)
3. Inequality (income, discrimination) (30.8%)
4. Poverty (29.2%)
5. Religious conflicts (23.9%)
6. Government accountability and transparency/corruption (22.7%)
7. Food and water security (18.2%)
8. Lack of education (15.9%)
9. Safety/security / wellbeing (14.1%)
10. Lack of economic opportunity and employment (12.1%)

Top 10 Current Global Issues according to Chloe Turner

1. Climate Change
2. Pollution
3. Violence
4. Security and Well Being
5. Lack of Education
6. Unemployment
7. Government Corruption
8. Malnourishment & Hunger
9. Substance Abuse
10. Terrorism

17 Sustainable Development Goals for the Period 2015-2030

The 17 SDGs are the blueprint to achieve a better and more sustainable future for all. They address
the global challenges we face, including those related to poverty, inequality, climate, environmental
degradation, prosperity, and peace and justice.
1. End poverty in all its forms everywhere
2. End hunger, achieve food security and improved nutrition, and promote sustainable agriculture
3. Ensure healthy lives and promote well-being for all at all ages
4. Ensure inclusive and equitable quality education and promote life-long learning opportunities for all.
5. Achieve gender equality and empower all women and girls
6. Ensure availability and sustainable management of water and sanitation for all
7. Ensure access to affordable, reliable, sustainable, and modern energy for all
8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and
decent work for all
9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster
innovation
10. Reduce inequality within and among countries
11. Make cities and human settlements inclusive, safe, resilient and sustainable
12. Ensure sustainable consumption and production patterns
13. Take urgent action to combat climate change and its impacts (in line with the United Nations
Frameworks Convention on Climate Change)
14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development
15. Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably manage forests,
combat desertification, and halt and reverse land degradation and half biodiversity loss.
16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for
all and build effective, accountable, and inclusive institutions at all levels.
17. Strengthen the means of implementation and revitalize the global partnership for sustainable
development.
CHAPTER 6: THE WHY AND HOW OF SCHOOL AND COMMUNITY PARTNERSHIP

 School and community partnership means school head, teachers, learners, parents of learners and
non-teaching personnel working together with civic and religious leaders, alumni, other parents,
non- government organizations, government organizations for the good of children.
 The upbringing of children is the main and irreplaceable duty and responsibility of the family. But
with the weakening influence of the family on the upbringing of children and with children's
unlimited exposure to modern technology like the internet, the challenge for schools to teach the
young has become even greater. So schools cannot
do it all. They have to partner with community.
 In this partnership, children, the primary customers of schools, are most benefited but school and
community are likewise mutually benefited.
 RA 9155, also known as the Governance of Basic Education Act, BP 232 which is the Education Act
of 1982, RA. 8525, Adopt -A-School Program Act and Agenda 2030 stipulate school and community
partnership. It allows “private entities to assist a public school, whether elementary, secondary, or
tertiary,…..in, but not limited to the following areas: staff and faculty development for training and
further education; construction of facilities; upgrading of existing of facilities, provision of books,
publications and other instructional materials; and modernization of instructional technologies. ”
 There are many opportunities for school and community partnership. The Brigada Eskwela which is
now institutionalized in DepEd Schools is a glaring proof of school and community partnership.
Schools with all its human and material resources can offer services also to the community in many
ways.

CHAPTER 7: THE TEACHER AND THE CONMUNITY: TEACHER’S ETHICAL AND

PROFESSIONAL BEHAVIOR

Code of Ethics for Professional Teachers, Article III

The 8 sections of Article III of the Code of Ethics refers to the community within the school and
the community outside the school.
The Teacher as a Facilitator
Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall, therefore,
render the best service by providing an environment conducive to such learning and growth.

Teacher Leadership and Initiative for Community Participation

Section 2. Every teacher shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic and civic betterment.

Professional Teacher with Honor and Dignity

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave
with honor and dignity at all times and refrain for such activities as gambling, smoking, drunkenness,
and other excesses, much less illicit relations.

Teachers Attitude Toward Local Customs and Traditions

Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude and, therefore, refrain
from disparaging the community.

The Professional Teacher and Information Update

Section 5. Every teacher shall help the school keep the people in the community informed about the
school’s work and accomplishments as well as its needs and problems.

The Parents-Teachers Association, The School Governing Council

Section 6. Every teacher is 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 actively be involved in matters affecting the welfare of the people.

The Professional Teacher and Government Officials and Other Professionals

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with
other professionals, with government officials, and with the people, individually or collectively.
The Professional Teacher Does Not Use Position to Proselyte
Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not use
his positions and influence to proselyte others.

CHAPTER 8: ORGANIZATIONAL LEADERSHIP

 Organizational leadership is also an attitude and work ethic that empowers an individual in any role
to lead from the top, middle, or bottom of an organization.
 Leadership and management are not synonymous but are related to each other.
 Leadership is focused more on the vision, and the future state of the organization, while
management is concerned with daily operations.
 An effective school head is both a leader and a manager.
 There are various leadership styles- from autocratic, consultative, democratic, and laissez-faire (free
rein) styles.
 The democratic leadership style is the most participative. Decisions are arrived at by consensus.
The consultative style is also participative because it involves members of the organization but the
leader decides. Autocratic leadership is dictatorial leadership the members of the organization do
not participate in decision-making. In the laissez-faire leadership style the leader does not interfere
with the members of the organization who are left to decide, for themselves.
 In servant leadership, it is most important that the leader sees himself/ herself as a servant first
before he/she is a leader.
 Transformational leadership ls concerned with introducing and sustaining innovations.
 Situational leadership is leading the organization in a way that fits the situation- the readiness of
the followers.

CHAPTER 9: THE SCHOOL HEAD IN SCHOOL-BASED MANAGEMENT (SBM)

 SBM means school-based management. It is the empowerment of schools to direct their own affairs
for high performance.
 It involves the school head leading his/her teachers, students, parents, and other members of the
community to address problems and concerns with the ultimate goal of improving school
performance.
 It is based on the principle of subsidiarity which states that it is those who are most involved at the
lowest level of the organization who can best solve their problems.
 The advantages of SBM include:
 Allows competent individuals in the schools to make decisions that
 will improve learning;
 Gives the entire school community a voice in key decisions;
 Practices focus accountability for decisions;
 Demands greater creativity in the design of programs;
 Redirects resources to support the goals developed in each school;
 Leads to realistic budgeting as parents and teachers become more
 aware of the school's financial status, spending limitations, and the
 cost of its programs;
 Improves morale of teachers and nurtures new leadership at all levels.
 Disadvantage of SBM
 Participatory decision-making needs time and may slow down the process
 Demands of SBM
 Active and intelligent participation of stakeholders
 Democratic and transformative leadership of school head
 Support and openness of higher authorities to schools
 Roles of school head
 Visionary leader, planner, implementer, evaluator
 Fiscal resource manager
 Curriculum developer
CHAPTER 10: CREATING A POSITIVE SCHOOL CULTURE

 School culture is the character of a school that gives the school qualities beyond its structure,
resources, and practices. It is created by all the people in the school. It is not inherited and so is
not passed on through the genes.
 School culture includes school climate and so school culture is broader than school climate. School
climate is relational while school culture is a deeper level of reflection of shared values, beliefs and
traditions.
 A positive school climate is characterized by the following: collegiality, experimentation, high
expectations, trust and confidence, tangible support, reaching out to the knowledge base,
appreciation and recognition, caring, celebration, and humor, involvement in decision-making,
protection of what is important, traditions, and honest and open communication.
 Undoubtedly, school culture affects learning and so schools must, by all means, build positive not
toxic school culture

CHAPTER 11: SCHOOL POLICIES AND THEIR FUNCTIONS

 Policies are intended to ensure that schools perform and realize what they have envisioned for
themselves.
 There are policies that come from authorities above the school since the school is a member of a
bigger organization or system.
 But schools are also empowered to formulate their own policies to address their concerns speedily
provided they are not contrary to policies that come from above.
 School policies are effective when they are formulated with the
 participation of the members of the school an community as this develops sense of ownership which
ensures implementation of the family.
 Policies must also be widely disseminated for the information of the entire system - school and
community- and must be understood correctly and clearly.
 Policies set order in schools. The absence of clear-cut policies may court chaos.

CHAPTER 12: ROLES AND COMPETENCIES OF SCHOOL HEADS

 A school head is an administrative leader and an instructional leader.

 School heads tend to spend less time for instructional leadership compared to time devoted to
administrative leadership. An effective school head gives emphasis on school leadership since good
teaching and effective teachers are the most important factors in improved school performance.
 The National Competency-Based Standards for School Heads (NCBSSH) and the Southeast Asian
Competency Framework for School Heads list the competencies expected of effective school heads

PREPARED BY:

ROLAND E. SISON, LPT

Faculty, College of Teacher Education