COLLEGE of

URDANETA CITY TEACHER EDUCATION

UNIVERSITY
Owned and operated by the City Government of Urdaneta
favors specialized education over the The whole-child approach a powerful
The Teacher and the Community, School Culture and Organizational Leadership general education. tool for SELF-focused schools, – each
student learns in an environment that
is physically & emotionally safe for
Overview:
students and adults” (Frey, N. 2019)
The Teacher
Curriculum should emphasized the
practical, utilitarian and scientific
The Teaching Community subjects that help humankind master
the environment
The Community
Schooling must be related to life and
to the activities needed to earn living
The State JOHN Learning through Experience
DEWEY (there is involvement) Schools are democratic institution
(1859-1952) where everyone is welcome and is
The ideal learner is not just one who encourage to participate in the
can learn by doing but one who can democratic process of decision-
connect accumulated wisdom of the past making.
Point for Reflection: to the present.
Education is a social process by
1. A teacher cannot separate himself/herself from the community of which s/he is a which the immature members of the
part. S/he together with his/her teaching profession has a social dimension. group, especially the children, are
2. Education has meaning and function to the extent that it is relevant to the society brought to participate in the society.
School in intimately related to
within which it exists. society and special environment
3. The teaching profession has function only to the extent that it is able to fulfill the established by members of the society
needs of the society and contribute to the development of people in the society. and used by its children.
The sole purpose of education is to
I. The Teacher and the Philosophical Foundations of Education contribute to the personal and social
Philosopher Contribution to Education Impact to Education growth of individual
JOHN The Empericist” educator (asserts that Learners interacting with concrete
LOCKE knowledge is primarily derived from experiences, comparing & reflecting GEORGE Building a New Social Order Teachers should lead society rather
1632-1704 sensory experience and observation) on the same concrete experience. COUNTS - School and teachers should be agents of than follow it.
- Acquire knowledge through the senses 1889-1974 change.
– “learning by doing and learning by Learners are active not passive agent - Schools are considered instruments for Teachers are agents of change.
interacting with the environment” of his/her own learning social improvement
HERBERT The Utilitarianist” educator Individual competition leads to social - schools ought to provide an education
SPENCER (useful or practical.) progress. He who is fittest survives. that afford equal learning opportunities
1820-1903 -The concept of “survival of the fittest” to all learners
means that human development had The competition in a class is what THEODORE Social Re-constructionist Education is designed “to awaken
gone through an evolutionary series of advocates of whole-child approach & BRAMELD (It emphasizes the role of education in students’ consciousness about social
stages from the simple to complex. To social-emotional learning addressing social issues and fostering problems and to engage them actively
(1904-1987)
survive in a complex society, Spencer social change. It advocates for a
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 COLLEGE of
URDANETA CITY TEACHER EDUCATION
UNIVERSITY
Owned and operated by the City Government of Urdaneta
curriculum that not only imparts in problem-solving as the method of Life skills includes tool or instrument making, adherence to the moral
knowledge but also encourages critical teaching and learning behavior code of group life and language.
thinking and action toward improving
society) It critically examines present culture  In Greece
and resolve inconsistencies,
controversies and conflicts to build
1) Athenian education focused on a well-rounded development for
new society not just change society every individual
2) Spartan education focused on a development of soldiers and military
Technological era is an era of services
interdependence and so education  The early Romans, school needed to develop a sense of civic
must be international in scope for
global citizenship. responsibility and to develop administrative & military skills
 Ancient Arabic education is to cultivate religious commitment
PAULO Critical Pedagogy and Dialogue vs. Learners are not empty receptacles to EDUCATION IN Schools were concern with the development of religious commitment,
FREIRE Banking method be filled. Medieval Period knowledge and ritual to establish order and peace
1921-1997 - employ critical pedagogy and dialogue
in contrast to banking system of teaching and learning as a process of EDUCATION IN Education was focused on the rediscovery of classical philosophy,
education inquiry in which the learners must
Renaissance period literature, and arts
- Banking method” of education invent and reinvent the world”
wherein teachers deposit information
EDUCATION IN The educational goal was the cultivation of a sense of commitment to a
into students’ heads and in the next day
withdraws these information from the
Reformation Period particular religious denomination and general literacy
students History of the Education is a function of society and such what are taught in schools
Philippine from the nature and character of society itself.
Educational System Pre-colonial period:
II. The Teacher and the Historical Foundations of Education  informal and unstructured.
 fathers taught their sons how to look for food and other means of
- Education and school are a function and a creation of society livelihood
- The study of history of education in the world and in the Philippines helps us see what  mothers taught their girls to do household chores
societies in the past considered important and enables us to appreciate the present which is  Education basically prepared their children to become good husbands
the product of the past. and wives
 children were provided more vocational training but lesser academic,
Era of education Contribution to education their teachers are tribal tutors

EDUCATION IN In primitive societies survival against natural forces was the need and so Colonial period
PRIMITIVE what were taught were survival skills and values to cultivate group Spanish era:
SOCIETY cohesiveness.  formal and organized. It is authoritarian in nature
 pupils attended formal schooling in the parochial school
It transforms a hostile environment into life-sustaining, human-kind  instruction were religion-oriented
developed life skills eventually became cultural patterns.  separate schools for boys and girls

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
Educational decree of 1863 – gave Filipinos a complete system Post-colonial period
of education from elementary to collegiate level. Curriculum  full realization of the democratic ideals and way of life
includes, reading, writing, arithmetic, history Christian doctrine,  The Civil Service Eligibility of teachers was made permanent (R.A
Spanish language, vocal music, agriculture for the boys, and 1079)
needlework for the girls.  Magna Carta for Teachers was passed into law by virtue of R.A 4670.
American regime
 promoted democratic ideals and way of life Other Developments
 system of free and compulsory elementary education was • YDT and CAT introduced as new courses
established by the Malolos Constitution • Media of Instruction – Bilingual Education Policy: Mandates the use of
 training was done through the schools both public and secular English and Filipino separately
manned by Chaplains and Military Officers of the US army • Educ. Act of 1982 creation of Ministry of Education, Culture and Sports
 Thomasites arrived in the Philippines on Augus 23, 1901 • NCEE National College Entrance Examination introduced
 University of the Philippines was founded in 1908- the first state • Exe. Order #117 renamed MECS to Department of Education Culture
school of university status and Sports by Pres. Corazon C. Aquino in 1987
 department Public Instruction set up a three level school system. • creation of the Board for Professional Teachers under PRC
a) 1st level – four-year primary and three-year intermediate • Replacement of Professional Board Examination for Teachers (PBET)
or seven-year elementary curriculum to LET
b) 2nd level – 4-year junior • Trifocalization of Education System
c) 3 level – 4-year program
rd • RA 7722 Higher Education Act of 1994 also known as Commission on
The Commonwealth Period: (1935-1942) Higher Education
 free education in public schools in accordance with the 1935 • RA 9155 renaming DECS to Department of Education
Constitution • Values Education is offered as separate subject
 vocational education and household activities • RA 10157 0f January 20, 2012 known as Kindergarten Act
 it emphasized nationalism, students taught about the life of the RA 10533 The K to 12 Program covers Kindergarten and 12 years of
Filipino heroes basic education
 Executive order #134 was signed by Pres. Manuel L. Quezon
designating Tagalog as our National Language
III. The Teacher and the Sociological Foundations of Education
 Exe. Order #217 Quezon Code of Ethics
 Education Act 1940: reduction of the 7 year elementary course The Social Science Theories of Education
to 6 years
7 years old entrance age Education and Society
National support for elementary education Education and schooling are found within the context of society. Schools exist
Compulsory attendance of primary children enrolled
in Gr 1 within social context and any change within schools in terms of educational aims, goals, and
The Japanese Occupation objectives including its contents are always in relation to societal changes. Society and
 developing in people the love of labor schools are interdependent and provide bi- directional influence to each other. Sociology as
 elevating the moral of the people giving up over-emphasis on a science provides theories, concepts and principles that help us better understand theories
materialism and principles that help shape and guide education. Education on the other hand through its
 fostering a new Filipino culture
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 COLLEGE of
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UNIVERSITY
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curriculum trains and educate the people with the necessary knowledge, skills, values and
attitudes that are necessary for its continued maintenance, growth and development.

The Learner, the School and its Curriculum A. Consensus and Conflict Theory
What to teach? How to teach?
Local Community The study of Prieto & Carreon (2015) describes society as with two faces – consensus and
National Community conflict and that sociological theory should be divided into two parts – consensus theory and
conflict theory.
International/Global
Consensus is defined as the widespread agreement among all members of a particular
society. Consensus Theories view shared norms and values as fundamental to society.
In Consensus Theory, the emphasis is on social order, stability or social regulation. The
theory is concerned with the maintenance or continuation of social order in society in relation
Three Social Science Theories that provides models of examining society which in to accepted norms, values, rules and regulations as widely accepted or held collectively by
turn provides the bases for educational changes. the society. It emerged out of social order, social stability or social regulation.
While, conflict is a disagreement or clash between opposing ideas, principles or people that
The school through its curriculum SCHOOL may be covert or overt. Conflict theories emphasize the dominance of some social groups
trains and develops students into a over others. Social order is the result of the dominance and manipulation of the strong groups
set of relevant knowledge, skills, Depends on schools for the training over the weak. Social change is seen as occurring rapidly and disorderly as the subordinate
values, and attitudes. and development of people and what it
requires of its needed human resource
group tries to overthrow the dominant group, (Ritzer in Vega, et al., 2015, p. 2). Horton and
in terms of Hunt (1984 in Vega, et al. 2015,) argued that the focus of the conflict theory is the
heterogeneous nature of society and the disparity, inequality in the distribution of political
PHILIPPINE SOCIETY and social power.
INTERNATIONAL
COMMUNITY
The country participates, adapts and Issue for Conflict Theory in the Context of Education:
contributes to the global change by
Structural How do schools contribute to the unequal distribution of people into jobs in society
sending or allowing its people free
movement/ access to social- Functionalism so that more powerful members of society maintain the best positions and the less powerful
economic cultural changes. groups are allocated to lower ranks in society?
What is the role of education in maintaining the prestige, social- political-economic
power and position of the dominant group while maintaining the lower social position and
Social Science
Consensus and
Theories of
status of the dominated-subservient group?
Conflict theory Interactionism
Education

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 COLLEGE of
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Points for Reflection: Personality System performs the goal-attainment function by
1. Schools for the Rich and Schools for the Poor and how it perpetuates and even defining system goals and mobilizing resources to attain them.
farther the gap between the rich and the poor.
Social System copes with the integration function by controlling Cultural Social
2. How can education address the class divide?
its component parts. System System
3. Examine the Philippine Society:
a. Using the lens of Conflict Theory and identify issues and concerns resulting Cultural System performs the latency function by providing
from conflicts; actors with the norms and values that motivate them for
 What knowledge, skills, values and attitudes must be integrated in action.
school curriculum or program to address those concerns? Action Personality
b. Using the lens of Consensus Theory, identify the shared beliefs and values Assumptions of Structural Functionalism System System
of people that provide stability and order in society and therefore must be 1. Systems have the property of order and interdependence
strengthened in schools. of parts.
2. Systems tend toward self-maintaining order,
B. Structural Functionalism or equilibrium.
Structural Functionalism states that society is made up of various institutions that 3. The system may be static or involved in an ordered process of change.
work together in cooperation. Institutions are viewed as Action Systems. 4. The nature of one part of the system has an impact on the form that the other parts
Talcott Parsons’ Structural Functionalism includes 4 Functional Imperatives for all action can take.
systems. Those imperatives are: 5. Systems maintain boundaries with their environments.
1. Adaptation. A system must cope with external situational exigencies. It must adapt 6. Allocation and integration are two fundamental processes necessary for a given state
to its environment and adapt environment to its needs. of equilibrium of a system.
2. Goal Attainment. A system must define and achieve its primary goals. 7. Systems tend toward self-maintenance involving the maintenance of the
3. Integration. A system must regulate the interrelationship of its component parts. It relationships of parts to the whole, control of environmental variations, and control
must also manage the relationship among the other 3 functional imperatives of tendencies to change the system from within.
(adaptation, goal attainment, and latency).
4. Latency or Pattern Maintenance. A system must furnish, maintain and renew both The structural functional model addresses the question of social organization and how it
the motivation of individuals and the cultural patterns that create and sustain the is maintained, (Durkheim & Spencer in Vega, et al., 2015, p.8). It has its roots in Natural
motivation. Science and the analogy between a society and an organization.

The General Structure of Action System by George Ritz, (2000 in Vega, et al. 2015, p.5) In the analysis of living organisms, the task of the scientists is to identify the various parts
is presented below. (structures) and determine how they work (function). In the study of society, a sociologist
tries to identify the structures of society and how they function, thus the name,
Action System is the behavioral organism that handles the adaptation function by adjusting
to and transforming the external world.

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negotiations of meanings. Thus, the social self is an active product of human agency rather
STRUCTURAL FUNCTIONALISM than a deterministic product of social structure.
- Emphasizes social order and social stability and not social conflict
The social self is a result of social interaction mediated by symbols, in particular,
- Explains that society is made up of different institutions or organizations
language. The distinctive attributes of human behavior are viewed as the result of
that work together in cooperation – to achieve their orderly relationship and to
individuals’ participation in varying types of social structures which in turn is dependent on
maintain social order and social stability. The maintenance of society emanates from
the existence of language behavior.
internal rules, norms, values, and regulations of these various ordered institutions.
The component parts of social structure are: Families, Neighborhood, Associations, Schools, Symbolic Interactionism is not only interested in socialization but also in interaction.
churches, banks, and countries, etc. Interaction is significant in terms of (a) development of one’s ability to think, and (b)
development of one’s ability to express what s/he thinks. All types of interaction, not just
Modern Functionalist Theories of education have their origin in the work of Talcott interaction during socialization, refine our ability to think which in turn shapes the
Parsons (Ballantine & Spade in Vega, et al. 2015). Parsons believe that education is a vital interaction process.
part of a modern society. Schooling performs an important function in the development and
maintenance of a modern, democratic society, especially with regard to equality of However, not all forms of social interactions require mental processing or will involve our
opportunity for all citizens. In modern societies, education is the key institution in a ability to think. They are Non- Symbolic Interaction or in the term used by George Herbert
meritocratic selection process. Mead, the conversation of gestures which does not involve thinking. Blumer made the
differentiation between those two basic forms of social interaction, namely (1) non-symbolic
Social Interactions Ability to think interaction which does not involve thinking, and (2) symbolic interaction which require
mental processing, (Vega, et al. 2015, p.11).
Education also plays a significant function in a political democracy. Schools provide Principles of Symbolic Interactionism
citizens with the knowledge and dispositions to participate actively in civic life. In an ever
increasingly technical society, schools provide students with the skills and dispositions to 1. Human beings, unlike lower animals, are endowed with a capacity for thought.
work in such a society. Although schools teach students specific work skills, they also teach 2. The capacity for thought is shaped by social interaction.
students how to learn so they may adapt to new work roles and requirements. 3. In social interaction, people learn the meanings and symbols that allow them to
exercise their distinct capacity for human thought.
C. ymbolic Interactionism 4. Meanings and symbols allow people to carry on distinctively human action and
interaction.
Interactionist Theory is traced back to the works of sociologists George Herbert 5. People are able to modify or alter the meanings and symbols they use in action and
Mead and Charles Horton Cooley. They examined the ways in which the individual is related interaction on the basis of their interpretation of the situation.
to society through ongoing social interactions. 6. People are able to make these modifications and alterations, because, in part, of their
ability to interact with themselves, which allows them to examine possible courses of
This school of thought, known as Social Interactionism, views the self as socially
action, assess their relative advantages and disadvantages, and then choose one.
constructed in relation to social forces and structures and the product of ongoing
7. The intertwined patterns of actions and interactions make up groups and societies.

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Symbolic Interactionism is based on the following premises by Mead: or actions of others towards us. The looking glass self-forwards the idea We see ourselves
1. People act toward the things they encounter on the basis of what those things mean to as others see us.
them. The word things refer not only to objects but to people, activities, and situations
Example: A student may acquire the idea that s/he is smart or dumb, likeable or
as well.
unlikeable, pretty or ugly from what others tell him/her; or how others make him/her feel
2. We learn what things are by observing how other people respond to them through
about himself/herself. Cooley explained that we use other people as a mirror into which we
social interaction.
look to see what we are like, (Farley in Vega, et al., 2015, p.12).
3. As a result of ongoing interaction, the sounds (or words), gestures, facial expressions,
and body postures we use in dealing with others acquire symbolic meanings that are Questions for Reflection:
shared by people who belong to the same culture. Example: The handshake, a
symbolic gesture which is not simply a mutual grasping of hands, palms, fingers but 1. Who are you in the eyes and words of other people?
conveys the symbolic gesture of greetings among Filipinos. a. Do you accept your own self-image as presented to you by others without
question?
The importance of thinking to symbolic interactionists is reflected in their views on b. Do you like what you see in the mirror?
objects. According to Blumer, there are three types of objects: 2. What is your interpretation of the following and reflect on the effects of your
1. Physical objects – chair, tree, Vans shoes interpretation on your behavior?
a. A kind-hearted teacher
2. Social objects – student, mother, boyfriend, girlfriend b. A teacher known for failing students; or a teacher known for passing all
3. Abstract objects – such as ideas or moral principles (All human beings are created students despite absences and failing quizzes and exams
by God and therefore everybody must be given equal rights and must be treated c. A classmate who is very active in class
with respect and dignity.) d. A classmate who smokes and into fraternity/sorority
Objects are seen simply as out there in the real word. What is important is the way (Source: Vega, V.A., Prieto, N.G. & Carreon, M.L. (2015). Social Dimensions of Education. Q.C.:
they are defined or interpreted by the individuals experiencing those objects. Such Lorimar Publishing, Inc.)
interpretations lead to a relativistic view that objects may have different meanings for
SOCIAL SCIENCE THEORIES & THEIR IMPLICATIONS TO EDUCATION
different individuals.
SOCIAL SCIENCE Meaning IMPLICATIONS TO
Example: a shoe for a shoemaker may be his source of livelihood or an expression THEORIES EDUCATION
Structural- This is a theory of society  prepare students for
of his artistic talent; a shoe for a poor kid may be a source of frustration for not owning a
Functional theory that focuses on the participation in the
pair; a shoe for a teenager may be a source of pride, a status symbol. structures that create the institution of society
society.  transmission of core
Related to the idea of the self as a social construct is the concept of the looking glass
values for social
self, put forward by early symbolic interactionist theorist, Charles Horton Cooley. It views as a “system of control
The concept of the looking glass self suggests that we come to develop an interconnected parts each  socializing people by
understanding of who we are and who we are not, a self- definition, on the basis of the words with a unique function” – the bringing together
parts have to work together

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 COLLEGE of
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Owned and operated by the City Government of Urdaneta
for stability and balance for people from different individual behavior and
among students,
society. (family, school, backgrounds social structures. teachers between
church, mass media and students and
economics – there must be They change over time as teachers.
coordinate and collaborate the individual continues to  Teachers used
interact with others and with positive symbols – in
for society to function
symbols. the form of gestures,
Functional theory of words, actions, and
Education focuses on how appearances – to
education serves the need express our trust,
belief in our students’
of society through the
abilities and
development of skills
affirmation of their
Conflict There are always two  Conflicts among being.
Theory opposing sides in a conflict learners causing
situation them to compete
and lead to the The Strengths & Weaknesses of a Filipino Character: A Socio-Cultural Issue
Conflict theory welcomes basis for ever- It is a topic that explores the various traits and characteristics of Filipinos, often shaped by
conflict for that is the way to changing nature of historical, cultural, and socio-economic factors.
the establishment of a new society Strengths of a Filipino character - The strengths of Filipino character can have profound impacts on
society  When one the education system, influencing both learners and teachers positively.
institution fails to
Find potential conflict perform its Character Description Impacts
between any groups where function, the other Resilience Filipinos are known for Impact on learners
inequality exists: racial, institutions their ability to bounce
gender, religious, political, showed come in back from adversity, The ability to overcome challenges can foster a
economic and other issues. for the whether it's natural strong work ethic and determination among
preservation of students, encouraging them to persevere in their
disasters, economic
It is noted that unequal society studies despite difficulties.
groups usually have challenges, or personal
conflicting values and hardships. This
agendas, causing them to resilience is often
compete against one rooted in a strong sense Impact on teachers
another. This constant of community and
competition between groups family.
Educators often exemplify resilience, motivating
form the basis for the ever- students and demonstrating the importance of
changing nature of society persistence in the face of challenges.
SYMBOLIC- It focuses on the subjective  Teachers promote
INTERACTIONIST meanings and everyday and create Hospitality Filipino culture places Impact on Learners
Theory interactions that shape opportunities for a high value on
genuine interaction hospitality. Filipinos
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often go out of their A culture of hospitality promotes inclusivity and Character Description Impacts
way to make guests camaraderie among students, creating a supportive Optimism A generally positive Impact on Learners
feel welcome, learning environment where peers help one another. outlook on life is
prevalent among many A generally optimistic outlook helps students
reflecting a deep sense This can enhance teamwork and collaborative
Filipinos, often remain motivated and engaged, even in difficult
of community and learning.
referred to as "Bahala situations. This positivity can lead to better
kindness.
Impact on Teachers Na" or a form of mental health and resilience in academic pursuits.
fatalism that Impact on Teachers
Teachers who embrace hospitality can foster strong
encourages acceptance
relationships with students, making them feel
of circumstances and a Educators who foster a culture of optimism can
valued and safe in the classroom, which can
belief in better inspire students to set higher goals and believe in
enhance engagement and participation.
outcomes. their capabilities, creating a more positive
Strong Family is central to Impact on Learners classroom atmosphere.
Family Ties Filipino life. This Students with strong family support often perform
strong family bond better academically, as family involvement can Community There is a deep sense of Impact on Learners
fosters a support reinforce the importance of education and provide Orientation belonging and
responsibility that Filipino students often feel a strong sense of
system that provides motivation. It also offers emotional support during
Filipinos feel towards community, which can enhance collaboration and
emotional and challenging times.
their community. peer support in group activities. This fosters a
financial assistance,
which is crucial during Impact on Teachers sense of belonging and collective responsibility
tough times. Educators can leverage family involvement by for learning.
engaging with parents and guardians, creating a
Impact on Teachers
collaborative approach to education that benefits
student success. Teachers can harness this community orientation
Adaptability Filipinos are generally Impact on Learners by promoting group projects and collaborative
adaptable, able to Filipino students often demonstrate adaptability, initiatives that encourage students to work
adjust to new allowing them to thrive in diverse learning together, enhancing social skills and teamwork.
environments and environments. This skill prepares them for global
cultures. This trait is citizenship and fosters openness to new ideas and
particularly evident perspectives. Weakness of a Filipino character - The socio-cultural weaknesses of the Filipino character can have
among overseas significant impacts on the education system, affecting both learners and teachers
Filipino workers Impact on Teachers Traits Description Implication
(OFWs) who thrive in Teachers can benefit from students’ adaptability by Extreme It refers to a cultural 1. Prioritization of Family Responsibilities
diverse global settings incorporating varied teaching methods and family- focus where family Impact on Learners - Students may place family
materials, creating a dynamic learning environment centeredness relationships and obligations (e.g., taking care of siblings or contributing to
that accommodates different learning styles. obligations are household income) above their educational commitments.
prioritized above This can lead to absenteeism, decreased academic
individual needs or performance, and limited time for studying or school
aspirations. In Filipino activities.

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culture, this manifests Impact on Teachers - Educators may need to accommodate Extreme It refers to a cultural Characteristics of Extreme Implications for Education
in strong familial students’ family responsibilities by offering flexible Personnalism tendency to prioritize Personalism
bonds, with family deadlines or providing additional support, which can strain personal relationships 1.Emphasis on Personal 1. Teacher-Student
members often relying resources. and interpersonal Relationships - Relationships
heavily on one another 2. Limited Individual Growth dynamics over formal Relationships are often built Positive Impact: Strong
for emotional, Impact on Learners - A strong emphasis on family structures and on trust, familiarity, and personal connections can
financial, and social expectations can discourage students from pursuing institutional norms. emotional connections create a nurturing and
support. personal interests or aspirations that diverge from family rather than formal roles or supportive classroom
norms. This may stifle creativity, critical thinking, and In contexts like hierarchies. environment, fostering
Excessive concern for independence. Filipino culture, this 2.Networking and student engagement and
family means using Impact on Teachers - Teachers might find it challenging to manifests in strong Connections - Success is
trust.
one’s office and power encourage students to think critically or take initiative, as emotional bonds and a frequently tied to who you
to promote family students may prioritize family-approved paths over focus on individual know, with personal Challenges: Maintaining
interests exploring their own potential. connections, often networks playing a crucial professional boundaries
3. Pressure to Succeed for the Family influencing various role in opportunities and
can be difficult, as personal
It results in lack of Impact on Learners - Students may feel immense pressure aspects of life, support.
concern for the to perform well academically to support family pride or including education. 3.Loyalty and Support - relationships may blur
common good and acts expectations. This can lead to stress, anxiety, and a fear of Loyalty to family and lines of authority and
as a block national failure. friends is highly valued, discipline.
consciousness Impact on Teachers - Understanding this pressure can help creating strong support
educators provide emotional support and create a nurturing systems but sometimes 2. Student Engagement:
classroom environment that alleviates some of the stress leading to conflicts of Positive Impact: Students
student’s face. interest. may feel more motivated
4. Reduced Participation in Extracurricular 4.Conflict Avoidance - and involved in their
Activities There may be a tendency to learning when they have
Impact on Learners - Students may opt out of avoid direct confrontation to strong personal ties with
extracurricular activities or school events if they conflict maintain harmony in teachers and peers.
with family duties, limiting their opportunities for relationships, potentially
socialization, skill development, and overall school leading to unresolved Challenges: The focus on
engagement. issues. personal relationships
Impact on Teachers - Teachers may need to create more might lead some students
inclusive programs that consider students' family to prioritize social
responsibilities, encouraging participation without adding interactions over academic
to their burdens. responsibilities, potentially
5. Influence on Curriculum and Learning impacting their
Approaches
performance.
Impact on Learners: Curricula that do not take into account
family contexts and values may fail to resonate with 3. Family Influence:
students, affecting their engagement and learning Family opinions and
outcomes.
relationships play a
Impact on Teachers: Educators can benefit from
significant role in students'
incorporating family values and contexts into their
teaching strategies, making learning more relevant and educational choices. While
meaningful for students. this support can be

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beneficial, it may also responsibility in
pressure students to adulthood, affecting their
conform to family career prospects and
expectations rather than personal relationships.
pursue their own interests. Passivity & Decreased Engagement - Passive students could not
Lack of Manifestations of Lack of Impacts on Education Lack of Waiting to be told what contribute fully to class discussions or activities. This may
Discipline Discipline 1. Academic Performance Initiative to do, lack of a sense of limit their capacity for critical thought and impair their
1. Disruptive Behavior A lack of discipline often urgency = too high comprehension of the subject matter.
Impatient results in Students may engage in correlates with lower tolerance of
short cuts, palusot, behaviors that interrupt the grades, incomplete inefficiency, poor Limited Skill Development - The development of
ningas cogon. learning process, such as assignments, and overall service and even leadership and problem-solving abilities requires initiative.
talking out of turn, poor academic violations of one’s Lack of initiative may cause students to pass up chances
It results to inefficient distracting others, or not performance, hindering basic right for experiential learning, which is essential for both
work system, the following classroom rules. students' learning academic and personal development.
violation of rules and Inconsistent potential. Too patient and
lack of work ethics 2. Attendance 2. Classroom Environment matiisin = too easily Reduced Academic achievement - Passivity can result in a
A lack of discipline can lead Disruptive behavior can resigned to his fate drop in academic achievement and a decrease in
to irregular attendance, as create a chaotic classroom motivation. A cycle of disengagement may result from
students may prioritize other atmosphere, making it students' inability to keep up with their peers.
activities over their difficult for teachers to
education. deliver lessons and for Dependency on Others - Lack of initiative can cause
3. Poor Time Management students to focus. students to become too dependent on peers or teachers for
Students may struggle to 3. Teacher Morale guidance, which can impede their capacity to operate
manage their time Constantly managing autonomously and acquire self-management abilities.
effectively, resulting in discipline issues can lead
procrastination, incomplete to teacher burnout and Impaired Social Skills - Initiative frequently calls for
assignments, and poor decreased job satisfaction, cooperation and dialogue. Future interactions in academic
academic performance. negatively affecting their and professional contexts may be impacted by a lack of
4. Failure to Follow effectiveness and initiative, which might lead to less opportunities to acquire
Instructions: enthusiasm in the these crucial social skills.
Disciplinary issues may lead classroom.
to students not following 4. Peer Relationships Missed Opportunities - Students who lack initiative may
directions during lessons, A lack of discipline can pass up internships, extracurricular activities, and other
resulting in strain relationships among opportunities for learning that might expand their
misunderstandings and a students, leading to perspectives and improve their education.
lack of progress. conflicts and a lack of
5. Inadequate Study Habits: collaboration, which are Effect on Teacher Dynamics - When students don't
Without discipline, students essential for social and participate, teachers may get irritated, which could change
may not develop effective emotional learning. the way they teach and the environment in the classroom.
study routines, leading to 5. Long-Term
last-minute cramming and Consequences
poor retention of Students who lack
information. discipline may struggle
with self-regulation and
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Resource Hoarding - Students might hoard information

Colonial Mentality Lack patriotism or of Cultural Disconnection - Students may feel or materials, thinking it will give them an edge, which
an active awareness, disconnected from their heritage if their education undermines collective learning and sharing.
appreciation and love focuses primarily on the colonizer’s culture. This can
of the Philippines and lead to a lack of engagement and motivation. Emotional Disconnect - A lack of camaraderie can lead
an actual preference for to feelings of isolation among students, impacting their
things foreign. Language Barriers - Students who are more fluent in social development and engagement in the classroom.
their original tongues may get alienated by preference
for the colonizer's language, which can impede Crab Mentality
productive dialogue and education. This refers to a behavior where individuals pull others
down to prevent them from succeeding.
Reduced Self-Esteem - Students' academic
performance and willingness to participate can be Implication in the Classroom
adversely affected by internalized feelings of Undermining Peers - Students may actively or passively
inadequacy, which can also have a negative impact on discourage classmates from succeeding, which can
their confidence and sense of self. create a hostile atmosphere where students feel
threatened by each other’s achievements.
Limited Critical Thinking - Rather than encouraging
independent thought, a colonial mindset may inhibit Fear of Participation - Students might hesitate to
challenging conventional narratives, which results in a participate in discussions or share their ideas due to fear
passive absorption of facts. of being ridiculed or criticized, stifling creativity and
critical thinking.
Social Stratification - Students from colonized
backgrounds may feel excluded, which could hinder Reduced Motivation - The presence of crab mentality
their participation and goals, as the mindset can can demotivate students, as they may feel that their
perpetuate social hierarchies. efforts will not be recognized or that their peers will
undermine their success.
Kanya-kanya These are concepts Kanya-Kanya Syndrome
syndrome, often discussed in the This term refers to a mindset where individuals Limited Peer Support - A culture of pulling others down
talangka mentality context of social prioritize their personal interests over collective goals, can prevent the formation of supportive relationships,
behaviors, particularly often leading to competition rather than cooperation. making it harder for students to seek help or
within communities. encouragement from one another.
Implications in the classroom: Emphasis on This lack of analysis Implications for Classroom Environment
Individualism Over Teamwork - Students may prioritize Porma rather than and emphasis on form Superficial Engagement - Students may focus more on
personal success, leading to reluctance in collaborating Substance is reinforced by an how they present their work rather than on the depth of
on group assignments. This can limit the development educational system that their understanding. This can result in superficial
of teamwork skills essential for future workplaces. is more from than discussions and a lack of meaningful engagement with
substance. the material.
Competition Rather Than Cooperation - A focus on
individual achievement can create an environment The emphasis on Pressure to Conform - An emphasis on form can create
where students compete against each other instead of porma (form) rather a pressure-filled atmosphere where students feel they
supporting one another, reducing the overall sense of than substance (content must adhere to specific standards or styles, stifling
community. or meaning) in individuality and authentic expression.

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education can have 3. Food Security - Changes in students dealing with climate-related
several implications, Reduced Collaboration -If students prioritize their own climate can disrupt food stress and trauma, including
affecting both teaching presentations over collaborative efforts, it may hinder
production, leading to counseling services.
practices, student teamwork and peer learning, essential components of a
learning, and overall rich classroom experience. malnutrition among students, 4. Enhance Food Security Programs-
educational outcomes. which impacts concentration, Implement school meal programs that
Lowered Critical Thinking - When the focus is on attendance, and overall focus on healthy, sustainable food
presentation, students may not develop the analytical academic performance. sources to combat malnutrition and
skills necessary to engage deeply with content, leading
4. Psychological Stress - Anxiety support student well-being.
to a lack of critical thinking and problem-solving
abilities. and trauma related to climate 5. Community Engagement - Involve
CHANGE is possible… disasters can affect students' students in local sustainability
Goals to be developed in the Filipino: mental health, leading to initiatives and climate action projects
difficulties in learning and social to foster a sense of agency and
a. A sense of patriotism and national pride
interactions. responsibility.
b. A sense of common good 6. Professional Development for
c. A sense of integrity 5. Curriculum Changes - As the Educators - Train teachers on climate
d. The values and habits of discipline and hard work. effects of climate change issues and effective teaching
e. The value and habits of self-reflection and analysis, the internalization of become more evident, strategies related to environmental
spiritual values of self-reflection and the emphasis on essence rather than educational systems may need to education, equipping them to educate
substance adapt curricula to include students about climate challenges.
environmental education and 7. Policy Advocacy - Advocate for
IV. The Teacher and the Global World: The Global Issues that concern Schools & Society climate science, which can be a policies that support climate
challenge for resources and resilience in education, including
Some global issues: Its Impact on education and solutions teacher training. funding for sustainable practices and
Global issues Impact to education Solution infrastructure improvements.
6. Inequitable Access - Vulnerable 8. Leverage Technology - Use online
Climate Change 1. Disruption of Learning - 1. Integrate Climate Education- communities may face greater resources and platforms to provide
Environments Extreme weather Incorporate climate science and educational disruptions due to access to quality education during
events (e.g., hurricanes, floods) sustainability into the curriculum to climate impacts, exacerbating disruptions caused by climate events.
can damage or destroy schools, raise awareness and prepare students existing inequalities in 9. Encourage Outdoor Learning -
displacing students and for the challenges of climate change. education access and quality. Incorporate outdoor classrooms and
interrupting education. 2. Improve Infrastructure - Invest in nature-based learning to connect
2. Health Issues - Climate change resilient school infrastructure that can students with their environment and
can lead to increased health withstand extreme weather events, promote environmental stewardship.
problems (e.g., heat-related ensuring safe and stable learning 10. Global Partnerships: Collaborate
illnesses, respiratory issues) that environments. with international organizations
affect students' ability to attend 3. Promote Mental Health Support - and other schools to share best
school and learn effectively. Provide resources and support for
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practices and resources for climate Violence 1. Disruption of Learning Environments 1. Implement Safety Protocols -
education and resilience. - Violence in communities or schools Develop clear safety plans and
Lack of 1. Economic Consequences - 1. Increase Access to Education - can lead to closures, forcing students to protocols to protect students and
education Limited education reduces Implement policies that ensure miss out on critical learning staff in case of violent incidents.
employment opportunities, education is available to all, opportunities. 2. Provide Mental Health Support -
perpetuating cycles of poverty regardless of socioeconomic status, 2. Increased Absenteeism - Fear of Ensure access to counseling and
and economic inequality. gender, or location. This includes violence, whether from bullying, gang mental health services for students
Individuals with less education building schools in underserved activity, or broader societal unrest, can affected by violence.
typically earn lower wages. areas. cause students to skip school, 3. Create Inclusive Environments -
2. Social Inequality - Education 2. Quality Teacher Training - Invest in impacting their education and social Foster a school culture that
disparities often correlate with training and retaining qualified development. promotes inclusivity, respect, and
social stratification, leading to teachers to improve the quality of 3. Psychological Trauma - Exposure to support, reducing the likelihood of
unequal access to resources and education and student outcomes. violence can lead to mental health bullying and violence.
opportunities, particularly for 3. Financial Support - Provide issues such as anxiety, depression, and 4. Engage Communities -
marginalized groups. scholarships, grants, and financial PTSD, affecting students' ability to Collaborate with community
3. Health Issues - Lack of aid to help low-income students concentrate, learn, and engage in organizations and stakeholders to
education is associated with afford education, including higher classroom activities. address violence and its root
poorer health outcomes. education. 4. Reduced Academic Performance - The causes collectively.
Educated individuals are more 4. Community Engagement - Involve stress and distraction caused by 5. Enhance Resilience Programs -
likely to make informed health communities in educational violence can lead to lower academic Implement programs that teach
choices, leading to better overall initiatives to create a supportive achievement and hinder cognitive coping skills, conflict resolution,
health and reduced healthcare environment that values learning development. and emotional intelligence to help
costs. and education. 5. Increased Dropout Rates - Prolonged students navigate challenging
4. Political Disengagement - 5. Adult Education Programs - exposure to violence can contribute to environments.
Individuals with limited Develop adult literacy and higher dropout rates, as students may
education may be less likely to vocational training programs to help feel unsafe or disengaged from the
participate in civic activities, individuals acquire skills and educational system.
leading to lower voter turnout improve their employability. Government 1. Misallocation of Funds - Corruption 1. Transparency and Accountability -
and reduced engagement in Corruption can lead to the misappropriation of Implement transparent budgeting
democratic processes. education funds, resulting in processes and audits to track the
5. Increased Violence and Crime - inadequate resources for schools, allocation and use of educational
Communities with high levels of such as textbooks, infrastructure, and funds. This can help deter
educational deprivation may teaching materials. corruption and ensure
experience higher rates of crime 2. Quality of Education - When funds accountability.
and violence, as limited are siphoned off or mismanaged, the 2. Strengthen Oversight Bodies -
opportunities can lead to quality of education suffers. This can Establish independent oversight
frustration and desperation. lead to poorly trained teachers, bodies to monitor education
overcrowded classrooms, and a lack spending and investigate
of essential services. allegations of corruption, ensuring
that wrongdoing is addressed.
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3. Inequitable Access - Corruption can 3. Community Engagement - Involve 4. Behavioral Issues - Hunger and nutritional initiatives to foster a
exacerbate inequalities in education communities in decision-making malnutrition can result in supportive environment for
by favoring certain groups or regions processes related to education irritability and behavioral children's health.
over others, limiting access for funding and resource allocation. problems, making it difficult for 5. After-School Programs - Offer
marginalized communities and Community oversight can help students to engage positively in after-school programs that include
reinforcing social disparities. hold officials accountable. the classroom environment. meals and snacks, providing
4. Decreased Trust - Public trust in 4. Educate Stakeholders: Provide
5. Higher Dropout Rates - As additional support for students who
educational institutions can erode training for teachers,
educational challenges may not have access to food at
when corruption is prevalent, making administrators, and community
it difficult to engage communities and members on the importance of accumulate, students experiencing home.
stakeholders in educational reform. transparency and integrity in hunger and malnutrition may be 6. Supportive Learning
5. Impact on Student Performance - education, fostering a culture of more likely to leave school Environments- Create a school
When educational resources are accountability. altogether, limiting their future environment that is sensitive to the
compromised, student performance 5. Strengthen Legal Frameworks - opportunities. needs of malnourished students,
and outcomes decline, leading to Develop and enforce laws that 6. Impact on Teachers - Teachers promoting mental health support
lower graduation rates and specifically address corruption in may face challenges in managing and counseling services.
preparedness for the workforce. education, outlining consequences classrooms where students are 7. Collaboration with NGOs - Partner
for those found guilty of frequently absent or disengaged with non-governmental
misconduct. due to hunger-related issues, organizations that focus on hunger
Malnourishment 1. Cognitive Impairment - 1. Implement School Feeding impacting overall educational and nutrition to leverage resources,
& Hunger Malnutrition can lead to reduced Programs - Establish nutritious quality. expertise, and networks to support
cognitive abilities in children, meal programs in schools to ensure 7. Intergenerational Cycle - Poor educational initiatives.
affecting their concentration, that children receive at least one education due to hunger and 8. Policy Advocacy - Advocate for
memory, and overall learning healthy meal each day, improving malnutrition can perpetuate a government policies that prioritize
capacity. This can hinder their health and ability to learn. cycle of poverty, as uneducated nutrition in education, ensuring
academic performance. 2. Nutrition Education - Provide individuals may struggle to find funding for school meal programs
2. Increased Absenteeism - Hunger education on nutrition and healthy better-paying jobs, affecting their and food security initiatives.
can cause fatigue and illness, eating to students and families to own children. 9. Training for Educators - Provide
leading to higher rates of promote better dietary choices at training for teachers to recognize
absenteeism. Children who are home. the signs of malnutrition and
hungry are less likely to attend 3. Improve Access to Healthcare - understand how it affects learning,
school consistently. Ensure access to healthcare services enabling them to better support
3. Lower Academic Achievement - that address malnutrition, including affected students.
Students who suffer from regular health check-ups and 10. Focus on Holistic Development -
malnutrition often perform poorly nutritional support. Incorporate physical education
on tests and assessments, leading 4. Community Engagement - Involve and health programs into the
to lower grades and a higher risk parents and community members in curriculum to promote overall
of dropping out. school meal programs and
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 COLLEGE of
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well-being and foster healthy These global issues and SDGs 2015-2030 must be intentionally taught in schools because
habits among students. they are made part of the curriculum
Terrorism 1. Disruption of Learning - 1. Enhanced Security Measures - Implication to Education
Terrorist attacks can lead to Implement robust security Building on the principle of “leaving no one behind”, the new agenda emphasizes a holistic
school closures, prolonged protocols in schools to ensure the
disruptions, and the destruction safety of students and staff, approach to achieving sustainable development. The realization of the 17 SDGs means
of educational facilities, fostering a secure learning solving the top global issues.
interrupting students' education. environment.
2. Fear and Anxiety - The threat of 2. Mental Health Support - Provide 17 Sustainable Development Goals:
terrorism creates a climate of fear psychological counseling and
that can hinder students' ability to support services to help students
focus on their studies, impacting cope with trauma and anxiety
mental health and academic related to terrorism.
performance. 3. Community Engagement - Involve
3. Increased Absenteeism - parents and community members
Students may avoid school due to in discussions about safety and
safety concerns, leading to higher security, creating a collective
rates of absenteeism and approach to protect schools.
disengagement from the 4. Emergency Preparedness Plans -
educational process. Develop and communicate clear
4. Psychological Trauma - emergency response plans for
Exposure to violence can result schools to handle potential threats
in psychological issues, such as effectively and minimize panic.
PTSD, anxiety, and depression, 5. Access to Education - Ensure that
affecting students' overall well- displaced students have access to
being and ability to learn. education through alternative
5. Limited Access to Education - In schooling options, such as
regions severely affected by temporary learning centers or
terrorism, access to education online education.
may be restricted, particularly for
girls and marginalized groups,
further exacerbating inequalities.

Global Issues, SDGs 2015-2030 & Education

In September 2015, the General Assembly adopted the 2030 Agenda for Sustainable
Development that includes 17 Sustainable Development Goals (SDGs).

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The Role of the Teacher in the Community
V. The Teacher and the Community (Teacher’s Ethical and Professional Behavior)
The Why and How of School and Community Partnership I. School
School-community partnership, the school can fulfill what curriculum requires and Article III of the Code of Ethics
may improve on their curriculum based on community feedback, enables the students to A. Teacher as Facilitator of Learning
undergo hands-on work. Community establishment contribute to the formation of graduates. Section 1 states that the teacher is a facilitator of learning & the development of the
Partnership implies two parties helping each other. youth… providing an environment conducive for such learning & growth.
Brigada Eskuwela – engages all education stakeholders to contribute their Facilitator comes from the word "facilitate" which means to make something easy or
time, effort & resources in ensuring that public school facilities are set in easier. You as, the professional teacher, facilitate learning or make learning easier. Learning
time for the forthcoming school opening. is a difficult task and is made easier when you make dry lesson interesting, exciting and
Curriculum development– this can mean use of community resources for enjoyable. As a professional teacher, you make learning easier when you simplify the
learning.
Community complex and concretize the abstract.
Work Experience program – this can serve as training ground for
For the learners, you facilitate learning and the development of the youth. To do this, you
do for learner.
have to create a nurturing, positive learning environment.
Schools Remediation & enrichment classes – parents and retired teachers may
involved To facilitate learning, a conducive learning environment is necessary. It has been proven
Youth Development Program – involve themselves in youth development that learners learn best in a pleasant environment.
program in developing their talents & skills, learn how to deal positively B. Professional Teacher with Honor and Dignity
with peers & serve as resources in their community Sec. 3-” Every teacher shall merit reasonable social recognition for which purpose
Community Service – clean up drive, reforestation program, he shall behave with honor and dignity at all times and refrain from such
Schools may allow the community to use school resources
Schools do activities as gambling, smoking, drunkenness, and other excesses much
for less illicit relations.”
"The influence of a good teacher can never be erased" but the influence of a
Community dishonorable teacher is as lasting.
C. Teacher's Attitude Toward Local Customs and Traditions
In this partnership, children, the primary customers of schools, are most benefited but school Sec. 4-” expects every teacher to live for and with the community and shall, therefore
and community are likewise mutually benefited study and understand local customs and traditions in order to have a sympathetic
Legal bases: attitude, therefore, refrain from disparaging the community.…”
a. BP 232 which is the Education Act of 1982 - …every educational institution shall The professional teacher is neither ethnocentric nor xenocentric. He/she is not
provide for the establishment… may discuss relevant issues ethnocentric and so does not look down on community's culture because of the thought that
b. RA 8525 Adopt-A-School Program Act – provides for school-community partnership. his/her culture is superior to the culture of the community. Neither is he/she xenocentric and
c. Agenda 2030 stipulate school and community partnership so looks at his/her culture as inferior in to other community's culture.

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D. The Professional Teacher Does not Use Position to Proselyte For the community, you are a leader. You take the initiative and leadership to actively
Sec. 8 says: "A teacher possesses freedom to attend church and worship as participate in community affairs and movements and in turn to involve the community in
appropriate, but shall not use his position and influence to proselyte others. school activities for the upliftment of both school and the community.
To be in a position means to have power or influence for a purpose, i.e. for you to C. The Professional Teacher and Government Officials and Other Professionals
use that position to perform your job as a professional teacher. It is highly unprofessional for Sec. 7- every teacher shall maintain harmonious a pleasant personal and official
a teacher like you to use your position of influence to proselyte. relations with other professional.
At all times, at all places and for all people, don’t misuse nor abuse that authority or
II. Community power bestowed on you as a professional teacher. For you to be credible as a community
A. Teacher Leadership and Initiative for Community Participation leader, you shall behave with honor and dignity, respect community culture and to
Section 2, refers to the “leadership & initiative of the professional teacher to understand them or else lose your “flavor” as a community leader.
participate in community movements for moral, social, economic and civic As a professional teacher, you cannot afford not to be in pleasant relations with
betterment” others especially those with whom you work with like other professional teachers. It is
This implies that as a professional teacher you have not to wait for always best to be in good terms with everyone else in the community.
community to ask for help.
As professional teachers you do not live in an ivory tower, meaning you are VI. The Teacher and the School Organization
not supposed to be removed nor aloof from community life. Schools are at the heart School as an Organization
of communities and you as professional teachers are expected to be be-in-the-world Organization is a collection of people who work together to attain specified
and to be-in-the-world with-others and for others (borrowing the words of objectives. There are two types:
Heidegger). 1. Formal organization. It is formal when two or more persons come together to
B. The Professional Teacher and Information Update accomplish a common objective, and they follow a formal relationship. They are
Sec. 5- teacher shall help the school inform the community about the school’s work, governed by established rules and policies for compliance and there exists a system
accomplishment, needs & problem of authority.
To keep parent and community involvement in school, they must be updated with - The formation of such an organization is deliberate by the top level
happenings in the school accomplishment, achievements, problems and projects. management.
Community here refers to internal as well as external stakeholders. - The basic objective of the establishment of an organization is the attainment
Internal stakeholders include the students, the parents of the students and the teachers. of the organization’s goal. For this purpose, work is assigned, and authorities
The external stakeholders are the other parents in the community without children are delegated to each member.
enrolled in school, barangay officials and other government officials, non-government o The concept of division of labor and specialization of workers are applied.
organizations, government organizations, alumni /alumnae and retirees o The work is assigned on the basis of their capabilities. The job of each
Sec. 6- every teacher is an intellectual leader in the community…- Provides leadership member is fixed. Roles, responsibilities, authority and accountability
when needed… associated with the job are clearly defined.

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o The hierarchical structure determines the logical authority relationship and Characteristics of People that can affect how people behave at work:
follows a chain of command. The communication between two members is 1. Individual Difference or the belief that each person is different from all others. The headings under
only through planned channels. which personal characteristics can vary have been classified as follows:
2. Informal organization. It is formed within the formal organization and is a system a. Competencies or abilities and skills
of interpersonal relationship between individuals. b. Constructs or the conceptual framework which governs how people perceive their
environment
- It is created spontaneously out of socio-psychological needs and urge of people
c. Expectations or what people have learned to expect about their own and others’
to talk. behavior.
- Informal organization is characterized by mutual aid and cooperation, and d. Values or what people believe to be important
companionship between and among members. e. Self-Regulatory Plans or the goals people set for themselves and the plans they
- Informal organization may also be formed outside the formal organization make to achieve those goals.
through social media networks like Facebook, Viber, WhatsApp and others.
- In an informal organization, there are no defined channels of communication and so Individual differences interact with Environmental or situational variables include
members can interact with other members freely. They work together in their individual the type of work individuals carry out, the culture, climate and management style in the
capacities and in their formal or professional capacities. There are no defined set of rules organization, the social group within which individuals work, and the reference groups that
and regulations that govern the relationship of members. Instead, it is a set of social individuals use for comparative purposes.
norms, connections, and interactions.
Ability is the quality that makes an action possible. Overriding all abilities is the general
Forces affecting the nature of organization intelligence factor which accounts for most variations in performance.
1. People
- People make up the internal social system of the organization. The system consists Intelligence or the capacity to solve problems, apply principles, make inferences and
of individuals and groups (large groups, small groups, formal, informal). Groups are perceive relationships.
dynamic, they form, change and disband.  The capacity for abstract thinking and reasoning with a range of different contents
2. Structure and media
- Defines the formal relationship and use of people in organizations creating complex  The capacity to process information
problems of cooperation, negotiation, and decision-making.  Related to specific aspects of reasoning, inference, cognition (knowing, conceiving)
3. Technology and perception (understanding, recognition)
- Provides the resources with which people work and affect the tasks they perform.
4. Environment Personality is the relatively stable and enduring aspects of individuals that distinguish them
- All organizations operate within an internal and external environment. An from other people. It is all- embracing in terms of the individual’s behavior and the way it is
organization does not exist alone. It is part of a larger system that contains many organized and coordinated when s/he interacts with the environment.
other elements or social institutions.
Influence of Background. Individual differences may be a function of people’s background
which will include the environment and culture in which they have been brought up and now

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exist. Levinson (1978) suggested that “individual life structure” is shaped by 3 types of on the basis of their perception. They may have selective perception causing
external events: misunderstanding, problems, and conflicts in organizations.
a. Socio-cultural environment 3. A Whole Person. Organizations employ not just the brain of the person or his skills
b. Roles that they play and the relationships they have but the whole person. Skills do not exist apart from background and knowledge,
c. Opportunities and constraints that enable or inhibit them to express and develop their homelife is not totally separable from worklife, emotional conditions are not
personality separate from physical conditions.
4. Motivated Behavior. Human behavior is always driven, triggered, or energized by
Attitude is a settled mode of thinking. It is evaluative in nature for it contains an assessment their needs, desires, or wants whether or not they are conscious or unconscious of
of whether the object to which it refers is liked or disliked. Within organizations, attitudes them.
are affected by: 5. Desire for Involvement. People are actively seeking opportunities at work to become
 cultural factors like values and norms involved in relevant decisions, contributing to the organization’s success, thus the
 the behavior of management (management style) need to involve them, to empower them.
 policies such as those concerned with pay, recognition, promotion, and the quality 6. Value of the Person. Employees’ value and dignity as human beings dictate that they
of working life and the influence of reference group (group with whom people be treated differently from other factors (within the context of schools, teachers and
identify) students must be treated differently from factors like technology, financial
resources, school building, class schedule, academic and teaching tasks).
Behavior at work is dependent on both the personal characteristics of individuals Organization Structure
(personality and attitudes) and the situation in which they are working. These factors interact. Organization structure consists of all the tangible and regularly occurring features
Behavior will be influenced by the perceptions of individuals about the situation they are in. which help to shape its members’ behavior. Structures incorporate a network of roles and
The psychological climate or individuals’ perception of the situation gives it psychological relationships and are there to help in the process of ensuring that collective effort is explicitly
significance and meaning. The key environmental variables are: organized to achieve specified ends.
 role characteristics such as role ambiguity and conflict
 job characteristics such as autonomy and challenge The organization structure identifies and ensures the division of the overall
 leader behaviors including goal emphasis and work facilitation management task into a variety of activities. It allocates these activities to the different parts
 work group characteristics including cooperation and friendliness of the organization and establishes means of controlling, coordinating, and integrating them.
 organizational policies that directly affect individuals such as reward system The structure consists of units, divisions, and departments. It indicates who is responsible
for what at each level of the organization. Organization structure is usually described in the
A general understanding about the nature of people or the 6 basic concepts with which we form of Organization Chart.
need to view people:
1. Individual differences VII. The Teacher and the School Culture
2. Perception. People look at the world and see things differently. It is the unique way Creating a Positive School Culture
in which each person sees, organizes and interprets things based on their
School culture is the character of a school that gives the school qualities beyond its structure,
personalities, needs, demographic factors, and past experiences. People tend to act
resources and practices.
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According to Spacey, school culture consists of norms and shared experiences that  School culture can be positive or negative/toxic.
evolve over school’s history. o A positive school culture fosters improvement, collaborative decision
making, professional development and staff and student learning.
Scott and Marzano (2014) state that “school culture is reinforced by norms,
- Positive school cultures are conducive to professional satisfaction,
expectations and tradition, including everything from dress codes to discipline systems to
morale, and effectiveness, as well as to student learning, fulfillment,
celebration of achievement.
and well-being
Culture as a Social Construct o A negative culture possesses the opposite
It is a social construct not a genetic construct. It is created by all the people in the
Elements of a Positive School Culture:
school.
 Collegiality – The school atmosphere is friendly (You work in an atmosphere where
School climate & School culture
School climate is more rational. It is illustrated by the attitudes and behaviors of responsibility and authority are shared by everyone
the school staff and is focused on the style of the school’s organizational system.  Experimentation – The atmosphere encourages experimentation and so will
welcome mistakes as a part of the learning process. No student, no teacher gets
School climate refers to the school’s effects on students, including teaching punished for a mistake.
practices, diversity and the relationships among administrators, teachers, parents and  High expectations – it has been said one’s level achievement is always lower than
students. one’s level that aspiration. So set high expectations for high achievement.
 Trust and Confidence – students, teachers, school heads and parents relate well
School climate is driven by and reflected in daily interactions of staff,
administrations, faculty, students, support staff and the outside community. and work well when relationships are solidly built on trust and confidence.
 Tangible support – everyone in the school community gets concrete support for the
School climate represents an organization’s distinguishing characteristics, feelings and good that they do. Support comes in not just in words but in action.
behavior with 4 elements:  Reaching out to the knowledge base – teachers care to grow professionally to
a. Physical frame – the physical factors of school update themselves on content knowledge and pedagogy.
b. Social frame – the social factor  Appreciation and recognition – certainly words of appreciation and recognition
c. Environment related to social behavior of individuals within a school make classroom climate highly favorably.
d. Structural frame such as hierarchy, authority, role, and symbolic frame is the part of  Caring, celebration, humor – kids don’t care what you know until they know that
culture like believes, norms and values you care. They don’t listen to teacher when teacher doesn’t care.
 Involvement in decision making – involving others who are concerned with
School culture is deeper level of reflection of shared values, beliefs and traditions between decisions to be made enhances sense of ownership. They also feel important.
staff members. It is a broader ter. It is preserved and transferred to new members by the  Protection of what is important – what schools consider important must form part
socialization process. It creates a sense of place among students. of their tradition and so must be protected by all means.
The Role of School Culture in Learning:  Tradition – a school must have an intentional culture-based program on shared
 School culture matters. Research confirms central role of culture to school success. values, beliefs and behaviors. This strengthens sense of community

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 Honest and open communication – no one gets ostracized for speaking up his c. Keep trying
mind. The atmosphere is such that everyone is encourage to speak his mind without d. Speak positively about you learned
fear of being ostracized. 2. Call classmates by their names.
3. Be responsible for your work
Shared Norms: Teacher and student norms a. Have materials ready
Shared norms both teachers and students contribute to a positive school culture. b. Advocate for yourself
Shared Norms: Teacher norms c. Be a professional
1. Teach in different ways. d. Meet deadlines
2. Call students by their names. e. Participate
3. Care about students’ feelings – to understand their situation f. Be on time to class
4. Have a good attitude 4. Listen
a. Stay calm a. To the teacher
b. Use kind words b. To your classmates
c. Have patience c. To guests
d. Greet students and say good-bye d. To the directions
5. Help students understand 5. Attend school the majority of the time
a. Work at a reasonable pace 6. Be a good team player
b. Explain clearly a. Provide good, helpful feedback
c. Support different learning styles b. Stay calm
d. Expect the best c. Encourage others
e. Re-explain if necessary d. Stay on topic
6. Attend school the majority of the times e. Be considerate
7. Be respectful f. Use proper language
a. Give everyone what they need 7. Communicate clearly to student and teachers
b. Use proper language
c. Allow space if needed VIII. The Teacher and the Organizational Leadership
d. Use supportive words explaining Organizational Leadership is an attitude and work ethic that empowers an
e. Call by your name individual in any role to lead from the top, middle or bottom of an organization.
8. Have a growth mindset Applied to school setting, the school leader helps anyone from the organization
Shared Norms: Student norms not necessarily from the top to lead others.
Leadership and management are not synonymous but are related to
1. Have a growth mindset
each other.
a. Believe you can improve
Leadership is focused more on the vision, the future state of the organization
b. Fail forward
while management is concerned with daily operations.
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o Human skill – is the ability to work effectively with people and to
School Head Must be both a leader and a manager build teamwork.
o A school head leads the school and community to formulate the vision, o Conceptual skill – ability to think in terms of frameworks and broad
mission, goals and school improvement plan (SIP). This is a leadership relationships such as models short.
function: S/he sees to it that this plan gets well implemented on time - Conceptual skills deal with long range plans as ideas while human skill
and so ensures that the resources needed are there, the persons to do concern relationship with people and technical skills involves
the job are qualified and available. psychomotor skills and things.
 Management function: Imagine if the school head is only a leader. You have  Leadership styles:
the vision, mission, goals and school improvement plan but no AUTOCRATIC It is a dictatorial leadership. The members do not
implementation. The plan is good only in paper. If you do the task of a participate in decision-making
manager only you will be focusing only on the details of the day-to-day DEMOCRATIC It is a leadership style is the most participative.
implementation without the big picture, the vision, mission. Decisions arrived at by consensus
 This means that it is best that school leader is both a leader and a CONSULTATIVE style is also participative because it involves members of
manager the organization but the leader decides
LAISSEZ FAIRE the leader does not interfere with the members of the
Table 1. Comparison of Manager and Leader organization who are left to decide for themselves
Manager Leader Types of leadership:
Administer Innovate
Their process is transactional, It is transformational, develop a  Situational leadership, adapt their leadership style to the situation of
meet objectives and delegate vision and find a wats forward the members of the organization, to readiness and willingness of group
tasks members.
Work focused People focused o Behavior styles in Situational leadership
The goal is to get things done. Include people and result, they  Selling/directing
They are skilled at allocating care about you and want you to  Telling/coaching
works succeed.  Participating/supporting
Have subordinates Have followers  Delegating
They create circles of power and They create circles of influence
lead by authority and lead by inspiring - If the group member is able, willing and confident (high readiness), the
Do things Right Do the Right Things leader uses a delegating leadership style
Manages enact the exact. Leaders shape the culture and  In servant leadership, the most important that the leader sees
Culture and maintains status quo drive integrity
Source: Dubrin, Andrew E. (2006) Essential of Management
himself/herself as a servant first before he/she is a leader.
- It seeks to involve others in decision making, is strongly based in ethical
 Types of Skills Demanded of Leaders and caring behavior and enhance the growth of workers while improving
o Technical skill – any type pf process or technique like sending e- the caring in and quality of organizational life.
mail, preparing power point presentation

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- The school head who acts a servant leader forever remember that
he/she is there to serve his/her teachers, the students, the parents and
Legal Basis of SBM
others and NOT the teachers, learners, parents to serve him/her.
The Philippine Constitutions provides that Congress shall enact a local
 Transformational leadership is concerned with introducing and government code that will institutionalize a system of decentralization (Article
sustaining innovations. 10, Sec.3) where by local government units shall be extended more power,
- He/she makes positive changes in the organization by collaboratively authority… The local government code in 1991 is a fulfillment of this provision.
developing to introduce innovation for the transformation of the
organization. Disadvantage:

School Head in School-Based Management (SBM)  Participatory decision-making needs time and may slow down process

School Head in SBM is a decentralized management initiative by developing Demands of SBM:

power or authority to school heads, teachers, parents and students.  Active and intelligent participation of stakeholder
 Democratic and transformative leadership of school head
SBM is a strategy to improve education by transferring significant decisions  Support and openness of higher authorities to school
making authority from DepEd central office, regional offices, division offices to
individual schools. Function of School Head

SBM and the Principle of subsidiarity: Roles Functions Knowledge/Skills/Attitude

required
SBM is in keeping with the principle of subsidiarity which states that is Visionary Lead in selling the vision, Change and future orientation
the people at the lowest level who will know best their problems and so are in Principal, mission and goals of the
the best position to address the same. This tenet holds that “nothing should be motivator, school
advocate and
done by a larger and more complex organization.
planner
Advantages: Organize/expand school, networking, organizing, social
community and local mobilization, advocacy
 Allows competent individuals in the schools to make decisions that will government network and
group that will actively
improve learning
participate in school
Builder of improvement
 Gives the entire school community a voice in key decisions
network and Lead in development the Development of teamwork,
 Practices focus accountability for decision
support system school improvement plan with building consensus and skills in
 Lead to greater creativity in the design of programs the participation of the staff negotiation and conflict resolution
 Redirects resources to support the goals developed in each school and community
 Leads to realistic budgeting as parents and teachers become more aware Lead in developing and Participatory planning and
of the financial status, spending limitations and the cost of its program maintaining the School administrative management
 Improves morale of teachers and nurtures new leadership at all levels

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Management Information Generation and use of data and Students have their own unique way of dressing, but when it comes to
System information as basis for planning school, there are certain rules and restrictions.
Create a physical and Development of collective
psychological climate accountability for school and Function: The purpose of a dress code is to provide guidance to students and
conducive to teaching and student performance parents as to appropriate attire for school and at any school function.
Curriculum
learning
developer 4. CHILD PROTECTION POLICY
Localize and implement Designing of the curriculum to
school curriculum address both national goals, Refers to programs, services, procedures and structures that are intended
local needs and aspiration to prevent and respond to abuse, neglect, exploitation, discrimination and
Fiscal Administer and manage all Fund management violence.
Resource personnel. Physical and
Manager fiscal resource of the school Function: To ensure that the school takes every measure to ensure every child
is healthy and safe.
School Policies and their Functions
5. HEALTH AND SAFETY POLICY
Educational policies are rules that are intended to help schools teach students
efficiently, fairly and safely as per the regulatory norms, and the Board to which Prevention and preparation for reducing the risk of accidents and
the Institution is affiliated. These terms determine how students are taught, what emergencies and minimizing harms when they do happen.
they are taught, how schools manage students and its personnel. Function: Health and safety policy requires the school to assess risks and put in
1. ATTENDANCE POLICY place proportionate control measures. The policy also requires it to record details
of risk assessments, the measures taken to reduce these risks and expected
Attendance is highly observed in schools. Having a lot of absences can outcomes.
cause academic failure.
6. PRIMARY CURRICULUM POLICY
The purpose of the attendance policy is to encourage regular and
consistent attendance and punctuality in school by all students. There is a high This policy describes the curriculum from year 1 to 6 and is supported by detailed
correlation between good attendance, academic achievement and successful syllabuses, schemes of work for each subject area and programme policies.
every day work experience. Function: Ensure that each pupil is stimulated and is committed to the process
2. ANTI-BULLYING POLICY (RA 10637) of learning. Identify pupil's strengths, interests and talents and build upon them
by challenging them appropriately.
Schools have to make bullying prevention and anti-bullying education
priority. 7. PRIMARY PERSONAL DEVELOPMENT POLICY

Function: To ensure that all students learn in a supportive, caring and safe Each of the personal developmental qualities and attributes will be
environment without fear of being bullied. encouraged and achieved through the following initiatives and opportunities.

3. DRESS CODE POLICY

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Function: To promote the Personal Development of pupils in primary age. IMPORTANCE OF SCHOOL POLICIES
Develop a child's ability to be independent leadership, self-discipline, presence,  Develop quality and safe education
awareness, decency, and courage.  Internal controls
 Maintain compliance
8. SECONDARY CURRICULUM POLICY  Build a learning culture
 Safe learning environment
This policy describes the curriculum from year 7 to 12 and is supported  Setting goals and establishing productivity
by detailed syllabuses, schemes of work for each subject area and programme  Equality
policies.  Teacher engagement
 Stakeholders involvement
Function: To ensure children grow into positive, responsible people who can
work and cooperate with other while at the same time developing their Roles and Competencies of School Head
knowledge and skills and achieve their true potential. As stipulated in Chapter 1, Section 5 of RA 9155, the school head is an administrative
and an instructional leader.
9. SECONDARY PERSONALDEVELOPMENT POLICY
As an instructional leader, he/she supervises instruction by observing teachers
Student must be taught and encouraged to think independently and to
while they teach, conducting post observation, conferences with individual teachers,
become self-reliant and develop their personality and morality. mentoring and coaching them, ensuring the teachers have the needed resources for
teaching
Function: To develop and manage their physical and emotional well-being, and
to live and work with others in different contexts. While physical improvement and fund sourcing – the concerns of administrative
leadership. – help improve schools, improvement of instruction. School head spend more
10. BEHAVIOR POLICY time soliciting funds for a flagpole, stage, a classroom, pathwalk, waiting shed and other
school facility.
The school's behavior policy is therefore designed to support the way in
which all members of the school can work together in a supportive way. National Competency-Based Standards for School Heads (NCBSSH)

Function: To help children grow in a safe and secure environment, and to become It is basically a self-appraisal tool accomplished by the School Heads
positive, responsible and increasingly independent members of the school themselves. The School Heads are asked to complete a self-assessment
community. Encourage good behavior, rather than merely deter anti-social instrument where they identify the behaviors they have consistently demonstrated in their
behavior. role as a school head across the seven domains.

Guiding Principles in the Framing of the NCBSSH

11. OTHER SCHOOL POLICY
Cellphone Policy The following are the principles which guided the framing of the NCBS-SH.
Respect Policy
Student Code of Conduct Function - based. The competencies are based on school head functions as stated in
Student Discipline RA 9155, related laws and DepEd policies.
Student Search and Seizure Policy
Fighting Policy  Responsive. Competencies are applicable in any range of context: big or
Substitute Policy small school, city or rural school, culturally divergent groups.
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 Impartial. These are applicable to any school head regardless
of position item, gender, age, experience and other personal Domain 1
circumstances. School Leadership
 Developing &
 Coherent. These are clear and logical. communicating VMGO
 Valid. All performance indicators are research-and experience-  Data-based strategic
planning
based. Domain 7
 Conflict Management
Personal & Professional  Building high performance Domain 2
CORE PRINCIPLE Attributes and interpersonal teams Instructional Leadership
effectiveness  Coordinating the work of - Assessment for learning
Developing programs & for
School heads are competent, committed and accountable in providing - Professionalism others -
- Communications adopting existing program
access to quality and relevant education for all through - Interpersonal sensitivity - Implementing program for
instructional improvement
transformational leadership and high degree of professionalism. - Fairness & integrity
- Instructional supervision
CORE PRINCIPLE

Domain 6 School heads are

School management & Daily competent, Domain 3
operations committed and Creating a Student centered
- Managing daily operations accountable in learning climate
- Fiscal management providing access  Setting high social and academic
- Use of technology in the to quality & expectations
management of operations relevant  Creating school environments
education for all focused on the needs of the
through learner
transformational
leadership and
high degree of Domain 4
Domain 5
Parent involvement & HR management &
community Partnership Professional Development
- Parenting involvement - Creating a professional
- External community learning community
partnership - Recruiting and hiring
- Managing performance of
teachers and staff

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