Republic of the Philippines

CAPIZ STATE UNIVERSITY

ROXAS CITY MAIN CAMPUS
Fuentes Drive, Roxas City

ED 103 – Teacher and the Community, School Culture and

Organizational Leadership
2nd semester AY 2022-2023

CapSU VISION
Center of Academic Excellence Delivering Quality Service to all.
CapSU MISSION
Capiz State University is committed to provide advance knowledge and innovation, develop skills,
talents and values, undertake relevant research, development and extension services, promote
entrepreneurship and environmental consciousness, and industry collaboration and linkages with partner
agencies.

CapSU GOALS and OBJECTIVES

1. Globally competitive graduates
2. Institutionalized research culture
3. Responsive and sustainable culture
4. Maximized profit of viable agro-industrial business ventures
5. Effective and efficient administration

Grading System

Midterm and Final Performance

Activity/Drill/Exercise - 30%
Performance Output - 30%
Examination - 40 %
Total 100 %
Computation of Final Grade
Midterm - 30 %
Final Term - 70 %__
Total 100 %

Course Description:
This course focuses on society as a context upon which the schools have been established.
Educational philosophies that are related to society as a foundation of schools and schooling shall be
emphasized. Further, principles and theories on school culture and organizational leadership shall be
included to prepare prospective teachers to become school leaders and managers.

Course Outline

Module 1 Philosophical and Historical Foundation of Education

1. Educational Philosophies
2. The relationship of school and society
3. Education in primitive society; Emphasis of education on key periods of world and Philippine history
4. Meaning of socialization; home as the first agent of socialization; school as another agent
Module 2
Social Science Theories and Their Implications to Education and the Strengths and Weaknesses of
the Filipino Character: A Socio-Cultural Issues

1. The Three Social Theories

2. The Filipino Character: Strengths and Weaknesses
1
 Module 3
Global Issues that Concern Schools, Society and The Why and How of School and Community
Partnership

1. The 17 Sustainable Development Goals for the Period 2015-2030

2. The Top Ten Global Issues and How They can be Addressed
3. Opportunities for School-Community Partnership
4. Legal Basis for Parents and Community Involvement
Module 4
The Teacher and Community: Teacher’s Ethical and Professional Behavior and Organizational
Leadership

1. Code of Ethics for professional Teachers, Article III

2. Leadership Styles
Module 5
The School Head in School-Based Management (SBM)
and Creating a Positive School Culture

1.Meaning of School-Based Management (SBM)

2. Legal Basis of SBM
3. The meaning of School Culture
4.The Role of School Culture in Learning
Module 6
School Policies and Functions, Roles, and Competencies of School Heads

1. Policy on Collection of Contributions

2. Importance of Policies
3. Competencies of School Heads: The NCBSSH
4. School Head and the Community

Module 1

Philosophical Thoughts on Education

At the end of the module the student must have:

1. discussed at least 6 philosophical thoughts on education.
2. stated the relationship of society and schools.
3. proved that schools transmit cultural values by stating facts from education history in the world
and in the Philippines.
4. explained the meaning of socialization as a function of schools.
5. made a table summary of the philosophies of education.
6. appreciated the goals of education/schools in different periods in educational history.

John Locke (1673 – 1704): The Empiricist Educator

 Acquire knowledge about the world through the senses – learning by doing and by interacting with
the environment.
 Simple ideas become more complex through comparison, reflection and generalization – the
inductive method.
 Questioned the long traditional view that knowledge came exclusively from literary sources,
particularly the Greek and Latin classics.
 Opposed the “divine rights of kings” theory which held that the monarch had the right to be an
unquestioned and absolute ruler over his subjects
 Political order should be based upon a contract between the people and the government
 Aristocrats are not destined by birth to be rulers. People were to establish their own government
and select their own political leaders from among themselves; civic education is necessary
 People should be educated to govern themselves intelligently and responsibly

2
Comment:
1. For John Locke education is not acquisition of knowledge contained in the Great Books. It is
learners interacting with concrete experience, comparing and reflecting on the same concrete
experience, comparing. The learner is an active not a passive agent of his/her own learning.
2. 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
because they are convinced that no one person is destined to be ruler forever.

Herbert Spencer (1820 – 1903): Utilitarian Education

 Spencer’s concept of “survival of the fittest” means that human development had gone through an
evolutionary series of stages from the simple to the complex and from the uniform to the more
specialized kind of activity.
 Social development had taken place according to an evolutionary process by which simple
homogeneous societies had evolved to more complex societal systems characterized with
humanistic and classical education.
 Industrialized society require vocational and professional education based on scientific and
practical (utilitarian) objectives rather than on the very general educational goals associated with
humanistic and classical education.
 Curriculum should emphasize the practical, utilitarian and scientific subjects that helped human
kind master the environment.
 Was not inclined to rote learning; schooling must be related to life and to the activities needed to
earn a living.
 Curriculum must be arranged according to their contribution to human survival and progress.
 Science and other subjects that sustained human life and prosperity should have curricular priority
since it aids in the performance of life activities.
 Individual competition leads to social progress. He who is fittest survives.

Comments:
1. To survive in a complex society, Spencer favors specialized education over that of general
education. We are in need of social engineers who can combine harmoniously the findings of
specialized knowledge. This is particularly true in the field of medicine.
2. The expert who concentrates on a limited field is useful, but if he losses 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 deadly peril of over specialism.

John Dewey (1859 – 1952): Learning through Experience

 Education is a social process and so school is intimately related to the society that it serves.
 Children are socially active human beings who want to explore their environment and gain control
over it.
 Education is a social process by which the immature members of the group, especially the
children, are brought to participate in the society.
 The school is a special environment established by members of society, for the purpose of
simplifying, purifying and integrating the social experience of the group so that it can be
understood, examined and used by its children.
 The sole purpose of education is to contribute to the personal and social growth of individuals.
 The steps of the scientific or reflective method which are extremely important in Dewey’s
educational theory are as follows:
 The learner has a “genuine situation of Experience” – involvement in an activity in which
he/she is interested.
 Within this experience the learner has a “genuine problem” that stimulates thinking.
 The learner develops possible and tentative solutions that may solve the problem.
 The learner tests the solutions by applying them to the problem.
 The fund of knowledge of the human race-past ideas, discoveries and inventions was to be used as
the material for dealing with problems. This accumulated wisdom of cultural heritage has to be
tested.
3
  The school is social, scientific and democratic. The school introduces children to society and their
heritage. The school as a miniature society is a means of bringing children into social participation.
 The school is scientific in the sense that it is a social laboratory in which children and youth could
test their ideas and values.
 The school is democratic because the learner is free to test all ideas, beliefs and values. Cultural
heritage, customs and institutions are all subject to critical inquiry, investigation and
reconstruction.
 School should be used by all, it being a democratic institution. No barrier of custom or prejudice
segregate people. People ought to work together to solve common problems
 The authoritarian or coercive style of administration and teaching is out of place because they
block genuine inquiry and dialogue.
 Education is a social activity and the school is a social agency that helps shape human character
and behavior.
 Values are relative but sharing, cooperation, and democracy are significant human values that
should be encouraged by schools.

George Counts (1889 – 1974): Building a New Social Order

 Education is not based on eternal truths but is relative to a particular society living at a given time
and place.
 By allying themselves with groups that want to change society, schools should cope with social
change that arises from technology.
 There is a cultural lag between material progress and social institutions and ethical values.
 Instruction should incorporate a content of s socially useful nature and a problem-solving
methodology. Students are encouraged to work on problems that have social significance.
 Schools become instrument for social improvement rather than an agency for preserving the status
quo.
 Teachers should lead society rather than follow it. Teachers are agents of change.
 Teachers are called on to make important choices in the controversial areas of economics, politics
and morality because if they failed to do so, others would make the decisions for them.
 Schools ought to provide an education that afford equal learning opportunities to all students.

Theodore Brameld (1904 – 1987): Social Reconstructionism

 Social reconstructionism is philosophy that emphasizes the reformation of society.

 Schools should 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.
 For the social reconstructionists, education is designed “to awaken students’ consciousness about
social problems and to engage them actively in problem solving.
 Social reconstructionists are firmly committed to equality or equity in both society and education.
Barriers of socio-economic class and racial discrimination should be eradicated.
 They also emphasize the idea of an interdependent world. The quality of life needs to be
considered and enhanced on a global basis.

Paulo Freire (1921 – 1997) – Critical Pedagogy

Critical Pedagogy and Dialogue vs. the Banking Model of Education

 Paulo Freire, a critical theorist, like social reconstructionists, believed that systems must be
changed to overcome oppression and improve human conditions.
 Education and literacy are the vehicle for social change. In his view, humans must learn to resist
oppression and not become its victims, nor oppress others. To do so requires dialogue and critical
consciousness, the development of awareness to overcome domination and oppression.
 Rather than “teaching as banking,” in which the educator deposits information into students’
heads, Freire saw teaching and learning as a process of inquiry in which the child must invent and
reinvent the world.

4
  Teachers must not see themselves as the sole possessors of knowledge and their students as empty
receptacles. He calls this pedagogical approach the “banking method” of education.
 A democratic relationship between the teacher and her students is necessary in order for the
conscientization process to take place.
 Freire’s critical prdagogy is problem-posing education.
 A central element of Freire’s pedagogy is dialogue
 Dialogue is the basis for critical and problem-posing pedagogy, as opposed to banking education,
where there is no discussion, only the imposition of the teacher’s ideas on the students.

Historical Foundation of Education

Education or school is an institution created by society. Education is a function of society and as

such arises from the nature and character of society itself. Society seeks to preserve itself and to do this is
maintains its functions and institutions, one of which is education, to assure its survival, stability and
convenience.
As John Dewey claimed, it is the school that “introduces and trains each child of society into
membership within such a little community, saturating him with the spirit of service, and providing him
with the instruments of effective self- direction” When schools succeed to do this, in the words of Dewey
“we shall have the deepest and best guaranty of a larger society which is worthy, harmonious, and lovely.
This is called the socialization process. Socialization is the “process of learning the roles, statuses
and values necessary for participation in social institutions.
Socialization is a lifelong process. It occurs primarily during early childhood but as we progress
from infancy to old age we shed old roles and adopt new ones. Role learning that prepares us for future
roles is termed anticipatory socialization. Because of anticipatory socialization most of us are more or less
prepared for our future roles like spouse, parent, professional teacher.
The family is the most important agent of socialization. Psychology tells us that the self-concept
formed during childhood has lasting consequences. Besides, “the parents’ religion, social class and
ethnicity influence the child’s social roles and self-concept which in turn influence the expectations that
others have for the child, and they determine the groups with which the child will interact outside the
family.
The school is also an important agent of socialization. It is an institution charged by society to
impart specific knowledge and skills necessary for functioning in a society. They are also charged with the
task of transmitting society’s cultural values.

Education in Primitive Society

Brinkerhoof (1989) explains:

In primitive societies, preliterate persons faced the problem of survival in an environment that
pitted them against natural forces and wild animals. To survive, human beings needed food, shelter,
warmth and clothing. To transform a hostile environment into one that is life-sustaining, human kind
developed life skills that eventually became cultural patterns.
These life skills included 1) tool or instrument making, 2) adherence to the moral behavior code of
group life and 3) language
Early human kind found security in group life based on kinship and tribal patterns. Life in the
human group was educational as children observed and learned from the elders and as they were
deliberately taught by their parents and elders. For these cultural patterns to continue, the adults had to
teach these skills and values to their children. This is socialization, a function of education in society.
Socialization is the process by which individuals internalize the norms and values of society and so social
and cultural continuity are attained. This is also informal education in action.
As abstract thinkers, human beings could create, use and manipulate symbols. They could
communicate with one another through gestures, sounds and words. These symbols were expressed in
signs, pictographs, letters. The creation and introduction of oral and written language made a great leap on
literacy which in turn had tremendous educational consequences which citizens of a civilized society like
netizens of the 12st century now enjoy.

The History of the Philippine Educational System

Education is a function of society and as such what are taught in schools arise from the nature and
character of society itself. What society considers important is what schools teach.
5
 Education during the Pre-colonial period
Education was informal and unstructured, decentralized. This education basically prepared their
children to become good husband and wives. Children were provided more vocational training but lesser
academics. Teachers were tribal tutors (Babaylan or Katalonan).

Education During the Spanish Era

Education was formal and organized. It was authoritarian in nature. Tribal tutors of the pre-
Spanish period were replaced by Spanish missionaries. Pupils attended formal schooling in the parochial
school. Instruction was religion-oriented. Christian doctrines, sacred songs and music and prayers were
taught because they were required for confession and communion. There was a separate school for boys
and girls. Wealthy Filipinos or the illustrados 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 the elementary schools in all municipalities in the country.
Although religion was that 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.

References

Frey, N. et al. (2019). All learning in social and emotional: Helping students develop essential skills for
the classroom and beyond.
Prieto, N. et al. (2019) The Teacher and the Community School Culture and Organizational Leadership

RUBRIC FOR ESSAY/WRITTEN EXAMINATION

Criteria Missing or Serious Below Expectations Meets Expectations Excellent Work Points
Problems Earned
0 10 15 20
The relevant of The essay did not answer The answer is The answer id brief The answer is complete;
answer to the the question incomplete. Excessive with insufficient sufficient detail provided
question discussion of unrelated detail. Unrelated issues to support assertions;
issues and/or significant were introduced and/or answer focuses only on
errors in content. minor errors in content issues related to the
question; factually correct
Thoroughness of None of the relevant Serious gaps in the Most of the basic Deals fully with the entire
answer details were included basic details needed details are included but question
some are missing
Organization of Weak organization; Minor problem of Clear and logical
answer sentences rambling; ideas organization or logic; presentation; good
are repeated needs work on creating development of an
transitions between argument; transitions
ideas are made clearly and
smoothly
Mechanics of Major problems with Frequently problems Clear, readable, prose.
writing (spelling, mechanics of language; with mechanics of Good use of transition;
punctuation, awkward sentence language; occasional no problems with
grammar, clarity of construction; poor or awkward sentence spelling; punctuation,
pose) absent of transitions; construction; poor or grammar
frequently difficult to transitions; reduce
understand readability
TOTAL POINTS
EARNED

Prepared by:

GEMMA F. AGUSTIN, EdD