MODULE 5: SCHOOL AS AN AGENT OF SOCIAL
CHANGE
➢ Schools are dynamic organizations that
prepare learners for different societal
roles, guided by 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.
School as a learning organization
➢ its main function is to help learners to
learn and develop knowledge, skills,
and values essential for every
individual.
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.
➢ Vision - sense of direction of what the
school hopes to accomplish for itself,
for the people, and for the society;
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; and
Culture - pertains to shared values and
behaviors of students, teachers, staff,
and administration.
School as social organization
➢ Under the systems theory, it is best to
examine some characteristics of schools
including structure, culture, climate,
leadership and decision making, and the
relationships among personnel (Bozkus,
2014).
➢ STRUCTURE
• Schools operate as intricate social
systems blending rational, natural, and
open system characteristics. They have
hierarchies like bureaucracies, organic
interactions among individuals, and
flexible goals with informal networks.
These dynamics shape employee
behavior and organizational functions
(Bozkus, 2014).
➢ CULTURE AND CLIMATE
•School culture is preserved and
transferred to new members by the
socialization process (Kowalski, 2010).
•Climate on the other hand represents
an organization’s distinguishing
characteristics, feelings; and behavior
that can be presented with a
framework which consists of four
elements
➢ 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 Basic Education Act
(Republic Act 9155) provided a way to
enhance the system of leadership and
decision making process in the school
 by providing overall framework for
principal empowerment.
➢ RELATIONSHIP
•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).
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.
➢ Sociologist
•defines social change as changes in the
human
interactions and relationships that
transform cultural and social
transformation.
Six mega tends that continues to shape and
influences our society
1. 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.
2. Demographic and behavioral changes
•The changing demographics,
geographical, and behavioral profile of
customers are forcing financial
institutions to deal with divergent
customer expectations, and new
customer bases and workforces.
3. 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
4. Business Operating Model pressures
•Regulation and the increasing cost of
capitalist exerting .pressure on business
operating structures, driving
segmentation and disintermediation in
the financial sector
5. Regulatory changes and complexity
•Regulatory pressures arising from the
financial crisis have increased the cost
of capital, prompted large-Scale
divestment; reshaped attitudes toward
risk, and redrawn the boundary
between retail and wholesale banking.
6. Changes in investment, capital sources
and returns
•Non-bank financial institutions,
technical companies, and new investors
are bringing fresh capital into the sector
while banks meet capital requirements,
manage stress tests, and spend on
compliance upgrades.
SOCIAL CHANGE AND CHALLENGES BROUGHT
BY THE 4TH INDUSTRIAL REVOLUTION
➢ THE FOURTH INDUSTRIAL REVOLUTION
1st - Mechanisation, water power,
steam power
2nd - Mass production assembly line,
electricity
3rd - Computer and automation
4th - Cyber physical systems
 ➢ Persistent risks to digital rights through
the sheer interconnectedness of new
technologies. (About AI)
➢ High-powered propaganda tools in the
attention economy
➢ Navigating the relationship with new
digital social movements
➢ Threats to transparency and
accountability ( fake news)
➢ New context for questions on the ethics
of innovations that take us beyond the
level of humanity.
THREE LITERATION THAT NEEDS TO BE
DEVELOPED TO PREPARE GRADUATES FOR
THIS 4TH INDUSTRIAL REVOLUTION
➢ DATA LITERATION
•The ability to read, to analyze, and to
use information in the digital world
➢ TECHNOLOGY LITERATION
•The ability to understand mechanical
(system) work, to use the application of
technology like (Coding, Artificial
Intelligence, & Engineering Principles).
➢ 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 student.
CHANGE FORCES
Sergiovanni (2000) outlined six influential
forces driving changes in schools:
➢ Bureaucratic Forces
•Rules and mandates shaping
standardized processes and outcomes,
guiding prescribed changes.
➢ Personal Forces
•Leadership styles, interpersonal skills,
and personalities of change agents
pushing for school changes.
➢ Market Forces
• Competition, incentives, and
individual choice motivating change
within the educational landscape.
➢ Professional Forces
• Expertise standards, codes of conduct,
collegiality, and professional norms
fostering change within the profession.
➢ Cultural Forces
• Shared values, goals, and ideas
fostering covenantal community and
compelling change.
➢ Democratic Forces
•Social contracts and shared
commitments to the common good,
building a community to drive change
-To navigate change forces, schools must
cultivate internal commitment among faculty,
administrators, and staff, fostering a sense of
ownership and responsibility. Essential factors
include cooperation, collaboration, open
communication, and promoting innovative
behaviors and creativity across the school
community.
RESPONDING TO THE NEEDS OF THE
CULTURALLY DIVERSE GLOBAL COMMUNITY
Each race encompasses a multitude of different
ethnic groups. An ethnic group refers to people
who are closely related to each other through
characteristics such as culture, language, and
religion. There are many ethnic groups and our
country is one of the most diverse nations in
terms of culture.
CULTURALLY DIVERSE
The term “culturally diverse” is often used
interchangeably with the concept of
“multiculturalism.” Multiculturalism is defined
as:
“...a system of beliefs and behaviors that
recognizes and respects the presence of all
diverse groups in an organization or society,
acknowledges and values their socio-cultural
differences, and encourages and enables their
continued contribution within an inclusive
cultural context which empowers all within the
organization or society.”
Sociologist Dr. Caleb Rosado, who specializes
in diversity and multiculturalism, described
seven important actions involved in the
definition of multiculturalism:
1. recognition of the abundant diversity of
cultures;
2. respect for the differences;
3. acknowledging the validity of different
cultural expressions and contributions;
4. valuing what other cultures offer;
5. encouraging the contribution of diverse
groups;
6. empowering people to strengthen
themselves and and others to achieve their
maximum potential by being critical of their
own biases; and
7. celebrating rather than just tolerating the
differences in order to bring about unity
through diversity.
WHY CULTURAL DIVERSITY A GOOD THING?
Cultural diversity is important because our
country, workplaces, and schools increasingly
consist of various cultural, racial, and ethnic
groups. We can learn from one another, but
first we must have a level of understanding
about each other in order to facilitate
collaboration and cooperation.
HOW CAN YOU SUPPORT CULTURAL
DIVERSITY?
•Increase your level of understanding about
other cultures by interacting with people
outside of your own culture—meaningful
relationships may never develop simply due to
a lack of understanding.
•Intervene in an appropriate manner when you
observe others engaging in behaviors that show
cultural insensitivity, bias, or prejudice.
•Be proactive in listening, accepting, and
welcoming people and ideas that are different
from your own.
CULTURAL DIVERSITY
Cultural diversity encourages individuals to
contribute positively to society by
acknowledging and valuing various cultural
ideas, encouraging diverse contributions,
empowering individuals to reach their full
potential, and celebrating differences.
MULTICULTURAL EDUCATION
Aiming to remove barriers to educational
opportunities and success for students from
diverse cultural backgrounds. It values and
recognizes the impact of cultural identity and
heritage on students' learning and thinking,
aiming to improve the learning and success of
historically underrepresented or lower-
achieving students.
➢ Learning content: Texts and learning
materials may include multiple cultural
perspectives and references.
➢ Student cultures: Teachers and other
educators may learn about the cultural
backgrounds of students in a school,
and then intentionally incorporate
learning experiences and content
 relevant to their personal cultural
perspectives and heritage.
➢ Critical analysis: Both educators and
students might analyze their own
cultural assumptions, and then discuss
how learning materials, teaching
practices, or schools policies reflect
cultural bias, and how they could be
changed to eliminate bias.
➢ Resource allocation: Multicultural
education is generally predicated on the
principle of equity—i.e., that the
allocation and distribution of
educational resources, programs, and
learning experiences should be based
on need and fairness, rather than strict
equality.
In the study of Ball (2000), the enormous
complexities of today’s world require a new
vision for schooling that responds to the needs
of the global and multicultural society in which
we live.
To be culturally literate according to Hirsch
(1987) is to possess the basic information
extending over the major domains of human
activity from arts, sports, and science, needed
to thrive in the modern world.
Certain provisions in the school curriculum
should allow students to immerse to different
cultures. The thrust-of the school curriculum
should be focused on the development of
learners who appreciate various cultures and
ideas among different countries (Pawllen et al.,
2009).
Our classrooms too are becoming more
complex and diverse (Shim, 2011).
Merryiield (2000) also noted that despite the
increasing demands for teachers to teach for
equity, diversity, and 'global
interconnectedness, colleges of education are
not producing teachers who are internationally
adept.
Brodin (2010) also observed that the need for
educating all citizens and providing them with
information about other cultures and countries
has become imperative.
Tilghman (2007) emphasized that instilling a
global perspective among students; exposing
them to the histories, languages, religious
traditions, and cultures of countries other than
their own; and building academic bridges
between schools and colleges and their
respective faculties around the world is today a
scholarly imperative, rather than a luxury.
Diokno (2010) observed that
internationalization has opened the door for
many countries to improve their educational
systems, especially in higher education.
APPROACHES TO MULTICULTURAL EDUCATION
➢ CONTRIBUTIONS APPROACH
•1. Multicultural education often begins
with the contributions approach, in
which the study of ethnic heroes is
included in the curriculum. At this
superficial contributions level, one
might also find “food and festivals”
being featured or holidays
➢ ADAPTIVE APPROACH
• a unit or course is incorporated, often
but not always during a “special” week
or month.
➢ TRANSFORMATION APPROACH
• the entire nature of the curriculum is
changed. Students are taught to view
events and issues from diverse ethnic
and cultural perspectives.
➢ SOCIAL ACTION
•goes beyond the transformation
approach
WHAT DO EFFECTIVE LEADERS DO?

Fullan (2001) identified several strategies that

lead in schools could do to be effective in
complex times:

1. Educational leaders must be guided by

moral purpose
2. It is essential for leaders to understand
the change process
3. It is essential to build relationships
4. Leaders must 'commit to knowledge
creation and sharing
5. Effective leaders seek coherence in
everything they do

STRATEGIES THAT ADMINISTRATORS,

TEACHERS, AND OTHER PERSONNEL CAN DO
ENSURE SUCCESS OF THE SCHOOL.
1. Strong Principal Leadership

2. Setting high expectations for students’

achievement

3. Empowerment and providing positive

support to teachers

4. Creating a clear vision and mission

5. Monitoring students’ progress and teachers’

performance

6.Empowerment and providing positive support

to teachers

7.Establishing linkages and collaboration with

parents, community, and all stakeholders