NAME Jonhedel F.

Aguirre
YEAR AND SECTION BSED-Science
Ed 3 – The Teacher and the Community, School, Culture
COURSE
Organizational Leadership
PROFESSOR Prof. Rosa Portillo

as a means to reform society by

CHAPTER 1: PHILOSOPHICAL addressing social issues and
THOUGHTS ON EDUCATION promoting global citizenship. It
emphasizes equality, critical thinking,
and active problem-solving to build a
1) John Locke (1632-1704): The just and progressive world.
Empiricist Educator – John Locke 6) Paulo Freire (1921-1997): Critical
emphasized learning through sensory Pedagogy – Paulo Freire advocated
experiences and environmental for education as a tool for social
interaction. He advocated for civic change, rejecting the passive
education and merit-based leadership “banking method” of teaching. His
over birthright. critical pedagogy emphasized
2) Herbert Spencer (1820-1903): dialogue, inquiry, and mutual learning
Utilitarian Education – Herbert to empower students and challenge
Spencer saw human development as oppression.
evolving from simplicity to complexity.
He promoted practical, scientific, and
CHAPTER 2: HISTORICAL
vocational education, emphasizing
competition and survival of the fittest FOUNDATION OF EDUCATION
in social progress.
3) John Dewey (1859-1952): Learning
through Experience – John Dewey Education – Education is a systematic
emphasized learning through process of acquiring knowledge, skills,
experience, using past knowledge to values, and attitudes. It takes place in
address current issues. He saw formal settings like schools and
schools as democratic spaces where universities, as well as through informal
everyone actively participates in experiences.
decision-making and collaborative Society – Society is a group of
learning. individuals sharing a common culture,
4) George Counts (1889-1974): territory, and way of life. It is shaped by
Building a New Social Order – relationships, institutions, and systems
George Counts believed education that organize human interactions.
should adapt to societal changes and
tackle contemporary issues. He saw Characteristics of Society:
schools as catalysts for social
improvement, with teachers playing a • Norms – Unwritten rules about
leadership role in shaping a better acceptable behavior in society.
future. • Values – Shared beliefs about
5) Theodore Brameld (1904-1987): what is considered good or bad,
Social Reconstructionism – Social right or wrong.
reconstructionism views education • Institutions – Organized systems
(like family, education,
 government) that structure Cohesiveness of Education to Civil
society. Society – Dewey saw education as a
• Culture – The shared beliefs, social process, with schools driving
practices, languages, and artifacts social reform. He emphasized real-life
of a society. learning to foster critical thinking,
• Social Roles – Expected problem-solving, and active participation.
behaviors associated with
Thus, the concepts interrelationship can
different positions in society, such
be summarized in three key points:
as those of parents, teachers,
students, or citizens. Education as a Socializing Agent –
Education serves as a primary tool for
Socialization – Socialization is the
socialization by transmitting societal
process of learning and internalizing
values, norms, and behaviors.
societal norms, values, and behaviors. It
helps individuals understand their roles Example: The Philippine curriculum
and navigate social institutions like integrates Values Education to instill
family, school, and work. respect, cooperation, patriotism, and
responsibility. The K-12 “Civics and
• Primary Socialization – This Ethics” component teaches citizenship,
occurs in the early years of life, rights, duties, and good governance.
primarily through family
interactions. Children learn basic Society Shapes Education to Meet Its
societal norms and develop their Needs – Education is shaped by societal
self-concept. needs, values, and goals to equip
• Anticipatory Socialization – This individuals with skills for the workforce,
prepares individuals for future social order, and cultural preservation. It
roles, such as becoming a parent, prepares students to contribute
professional, or spouse. In meaningfully to society.
schools, this happens when
Example: The Philippine K-12 system
students learn about careers or
balances academics and technical
life responsibilities.
training to meet workforce needs while
• Secondary Socialization – This
integrating history and culture to foster
occurs as people engage in
national pride and social cohesion.
different social institutions, such
as schools, workplaces, and Socialization Prepares Individuals for
community organizations. In Their Roles in Society – Socialization
schools, secondary socialization occurs throughout life—during childhood,
happens as students learn about adolescence, and adulthood—and
laws, government, and social through agents like family, peers, media,
expectations. and schools. Education plays a key role
in shaping identity, self-concept, and
Dewey’s Theory of Education – Dewey
understanding of societal roles.
viewed education as progressive,
emphasizing interactive, hands-on :
learning where students develop ideas Through subjects like Filipino and Social
through experience rather than passive Studies, students learn to navigate
instruction. different social contexts, from family to
society. The curriculum also highlights
extracurricular activities like sports and
student government, offering
opportunities for leadership, teamwork,
and social responsibility, preparing
students for adult roles.
Key developments include the
introduction of the National College
Entrance Examination (NCEE),
Executive Order No. 117 in 1987
renaming the Ministry of Education,
Culture, and Sports to the Department of
Education, Culture, and Sports (DECS),
and the creation of the Board of
Professional Teachers under the PRC.
The PBET was replaced by the Licensure
Examination for Teachers (LET), with its
administration transferred from CSC and
DECS to the Board of Professional
Teachers. The Tri focalization of the
education system was also implemented.
The Importance of Studying History of
Education
Dewey explains why a study of the
history of education is essential:
1. Educational issues are rooted in the
past. Studying history helps us solve
present-day problems.
2. Reforming education requires
understanding its historical
development.
3. The past helps shape the future of
education.
 needs by developing skills,
promoting social cohesion, and
preparing students for societal
roles. It transmits core values and
socializes individuals, supporting
stability and order.

2. Conflict Theory – Karl Marx’s

conflict theory views society as
marked by constant conflict
between opposing sides—those
who maintain the status quo and
those pushing for change. Conflict
theorists emphasize that
inequality, whether based on race,
gender, religion, politics, or
economics, creates competition
and struggles for power, with
unequal groups having conflicting
values and agendas.

How Proponents of Conflict

Theory Regard Education? –
Conflict theory argues that
education maintains power
structures and creates a compliant
workforce, reinforcing social
inequality. The “hidden
curriculum” subtly teaches the
working class to accept their lower
CHAPTER 3: SOCIAL SCIENCE status.
THEORIES AND THEIR IMPLICATIONS
TO EDUCATION 3. The Symbolic Interactionist
Theory of Perspective –
Symbolic interactionism examines
1. Structural Functionalism – how people interpret symbols in
Herbert Spencer used structural- everyday life and interact based
functional theory to view society on those interpretations. Verbal
as a system of interconnected conversations, where words are
parts, like the human body, where key symbols, shape behavior and
components such as family, state, social interactions.
and education work together for
stability. a) The Three Tenets of Symbolic –
The Functionalist Theory of Interactionist Theory:
Education – Functionalism views b) An individual’s action depends on
education as meeting society’s meaning.
 c) Different people may give different 3. Lack of Discipline – This refers to
meanings to the same thing. poor time management, procrastination,
Meanings change as individuals and a tendency to start tasks with
interact with one another. enthusiasm but abandon them quickly
(ningas-cogon). The aversion to strict
procedures causes inefficiency, rule
Implications to Teaching – Let’s teach violations, and a weak work ethic, with
with meaning by fostering genuine tasks left incomplete or overdue.
interactions through reading, listening, 4. Passivity and Lack of Initiative –
and viewing. Using positive symbols like This refers to a reliance on leaders and
gestures and words builds trust in the government for solutions, coupled
students, which benefits us as educators. with complacency and a lack of urgency.
Weakness of Symbolic Interaction There is a high tolerance for inefficiency,
Theory – Critics say symbolic poor service, and even violations of basic
interactionism overlooks larger societal rights. This dependence and patience, or
issues by focusing on individual “matiisin,” can lead to individuals being
interactions. Rooted in Max Weber’s easily oppressed and exploited.
ideas, it was introduced to American 5. Colonial Mentality – This refers to a
sociology by George H. Mead in the tendency to prefer foreign products,
1920s. values, and culture, despite an
awareness, appreciation, and love for the
Philippines. It reflects a lack of patriotism
CHAPTER 4: THE STRENGTHS AND and insufficient appreciation for local
WEAKNESSES OF THE FILIPINO heritage and traditions.
CHARACTER: A SOCIO-CULTURAL
ISSUE 6. Kanya-Kanya Syndrome / Talangka
Mentality – This refers to personal
Weaknesses of the Filipino Character: ambition that disregards the common
1. Extreme Family Centeredness – good, such as the lack of service-
This refers to using power to advance mindedness in government bureaucracy.
family interests, leading to factionalism, It often leads to gossip (tsismis),
nepotism, and political dynasties. It unconstructive criticism, and crab
prioritizes family over societal needs, mentality, which dampens cooperation,
hindering national consciousness and community spirit, and respect for others’
the common good. rights.

2. Extreme Personalism – This refers to 7. Lack of Self-Analysis and Reflection

taking things personally, making it hard to – This refers to a tendency to be
separate emotions from tasks. Filipinos superficial and flighty, avoiding deep
may struggle with bureaucracy and often analysis or reflection when faced with
rely on personal contacts, favoring family serious personal and social problems.
and friends in hiring, services, and voting. Instead, there is a preference for quick,
Extreme personalism fuels graft, superficial explanations and solutions,
corruption, and favoritism in governance. avoiding a thorough understanding of
underlying issues.
8. Emphasis on Porma (Form) Over Patriotism and National Pride, Sense of
Substance – This lack of analysis and the Common Good, Integrity and
focus on form is reinforced by an Accountability, Discipline and Hard Work,
educational system that emphasizes Self-reflection and Critical Thinking, and
appearance over substance. It leads to Spiritual and Moral Values
an over-prioritization of presentation and
style, rather than content and quality, in Role of Schools in Character
both learning and social interactions. Development:

Strengths of the Filipino Character: Education must focus on substance, not

just form.
1. Pakikipagkapwa-Tao (Sense of
Fellow Human Beings) – Compassion, Strengthen Values Education
empathy, and helpfulness toward others. (Edukasyon sa Pagpapakatao - EsP) in
the curriculum.
2. Family Orientation – Strong family
ties and close-knit relationships. Encourage critical thinking, initiative, and
integrity.
3. Joy and Humor – Ability to remain
cheerful and optimistic, even in difficult Address weaknesses.
situations.
4. Flexibility, Adaptability, and CHAPTER 5: GLOBAL ISSUES THAT
Creativity – Survival skills and ability to CONCERN SCHOOLS AND SOCIETY
adjust to difficult circumstances.
5. Hard Work and Industry – Resilience,
perseverance, and determination. The Top Ten Global Issues and How
They Can be Addressed:
6. Faith and Religiosity – Strong
spirituality and trust in God. Climate Change – Climate change is the
rise in global temperatures caused by
7. Ability to Survive – Endurance and greenhouse gas emissions, leading to
resourcefulness in times of crisis. extreme weather, resource shortages,
Causes of Weaknesses and disease spread.

The root causes of these weaknesses Pollution – Pollution includes ocean

come from multiple factors: litter, pesticides, air, light, and noise
pollution. Over a billion people lack clean
Home and Social Environment, water due to contamination from toxic
Economic Conditions, History and substances, sewage, and industrial
Colonial Influences, Culture and waste.
Language, Religion, Educational
System, and Mass Media and Violence – Violence exists across social,
Leadership cultural, and economic areas, including
city conflicts, targeted hate, and sexual
How to overcome weaknesses to harassment. It is a preventable issue that
develop a strong national character, has persisted for too long.
the following values should be cultivated:
Physical Violence – Physical violence
occurs when someone uses a part of
their body or an object to control a effective government regulation,
person’s actions. increasing violence and threats.
Sexual Violence – Sexual violence Malnourishment and Hunger – Lack of
occurs when a person is forced to access to sufficient food can cause
unwillingly take part in sexual activity. physical weakness, stunted growth, and
other health issues.
Emotional Violence – Emotional
Violence occurs when someone says or Substance Abuse – Substance abuse
does something that makes a person feel involves harmful use of alcohol and
stupid or worthless. drugs, leading to addiction, health
problems, and social consequences,
Psychological Violence – often driven by stress, trauma, or mental
Psychological violence occurs when health issues.
someone uses threats and causes fear in
an individual to gain control Spiritual Terrorism – A global issue that instills
Violence Spiritual (or religious) violence fear, insecurity, and violence, often
occurs when someone uses an resulting in death. Terrorists attack
individual’s spiritual beliefs to without warning, disrupting civilians’ daily
manipulate, dominate or control that lives.
person.
The 17 Sustainable Development
Cultural Violence – Cultural violence Goals (SDGs) are a global blueprint for
occurs when an individual is harmed as a improving well-being and sustainability,
result of practices that are part of her or serving as a “to-do list” for both people
his culture, religion or tradition. and the planet, covering the period from
2015 to 2030.
Global Security and Well-being – The
U.N. enhances global security and well- 1. No Poverty – Eradicate extreme
being by working with regional poverty for all people everywhere.
organizations and experts to improve
safety and quality of life worldwide, 2. Zero Hunger – End hunger and
prioritizing these issues on the global ensure access to nutritious food for all.
agenda. 3. Good Health and Well-Being –
Lack of Education – Over 72 million Ensure access to healthcare and
children lack primary education due to promote well-being at all ages.
inequality and poverty, but organizations 4. Quality Education – Provide inclusive
are providing resources to help. and equitable education and promote
Unemployment – Many people aged 15 lifelong learning.
to 24 struggle to find jobs due to a lack of 5. Gender Equality – Empower women
education and skills, limiting their ability and girls, ensuring equality in all aspects
to improve living conditions. of life.
Government Corruption – Corruption, 6. Clean Water and Sanitation – Ensure
including bribery and nepotism, fuels access to clean water and sanitation for
poverty, harms the poor, undermines all people.
development, and weakens democracy.
It also jeopardizes safety by reducing
7. Affordable and Clean Energy – Partnership – Implies two parties
Ensure universal access to affordable, helping each other and making mutual
reliable, and clean energy. benefits. Thus, what communities can do
for schools and what schools can do fór
8. Decent Work and Economic Growth communities.
– Promote economic growth and provide
decent work opportunities for everyone. 1. Brigada Eskwela – Since 2009,
DepEd Order No. 100 has
9. Industry, Innovation, and institutionalized a school maintenance
Infrastructure – Build resilient program, encouraging all education
infrastructure, promote sustainable stakeholders to contribute time, effort,
industry, and foster innovation. and resources to prepare public school
10. Reduced Inequality – Reduce facilities for the June school opening.
inequalities within and between 2. Curriculum Development – The use
countries. of community resources for learning. For
11. Sustainable Cities and instance, museums, elders as
Communities – Make cities and informants, resource persons.
communities inclusive, safe, and 3. Work Experience Programs – Also
sustainable. known as Service Learning, it allows
12. Responsible Consumption and business establishments and offices to
Production – Ensure sustainable serve as training grounds for learners,
consumption and production patterns. such as work immersion during senior
high school. Partner offices for
13. Climate Action – Combat climate immersion provide Senior High School
change and mitigate its impacts. students with opportunities:
14. Life Below Water – Protect marine 1. to become familiar with the
ecosystems and use oceans sustainably. workplace;
15. Life on Land – Protect terrestrial 2. for employment simulation; and
ecosystems and halt biodiversity loss.
3. to apply their competencies in areas
16. Peace, Justice, and Strong of specialization/applied subjects in
Institutions – Promote peace, justice, authentic work environments.
and effective institutions for all.
Through this, the school can fulfill
17. Partnerships for the Goals – what curriculum requires and may
Strengthen global partnerships and improve on their curriculum based on
improve the means of implementation for community feedback.
the SDGs.
4. Remediation and Enrichment
CHAPTER 6: THE WHY AND HOW OF Classes – Parents and retired teachers
SCHOOL AND COMMUNITY may be involved in the School Reading
PARTNERSHIP remediation and Learning Enrichment
Programs.

Opportunities for School-Community 5. Youth Development Programs –

Partnership: These programs help the young to
develop their skills and talents, learn how Schools conduct livelihood skills-training
to deal positively with peers and adults programs for parents and out-of-school
and serve as resources in their youth by using school resources.
communities.
Livelihood skills-training for parents and
6. Community Service – There are lot of out-of-school-youths by teachers
things to do for community service some themselves.
of them are the following:
Sociological Basis of School-
Students participating in tutorial Community Partnership
programs.
Functionalist Theory – States that
Community reforestation programs. institutions must perform their respective
functions for the stability of society, Other
Clean-up drive. institutions must come in if one institution
Assisting in a medical mission. fails to do its part for the sake of society.
School head involved in planning local Parents have the primary obligation to
celebrations. rear and educate their children, but
schools, the Church, and social
Teachers managing programs, projects, institutions assist in fulfilling this duty.
activities.
Social institutions take a role in
School band playing in fiesta parade. addressing family instability issues
Schools may allow the community to use (Marital breakdowns, single parenting,
school resources. economic demand etc) by means of the
As per DepEd Primer on School- following:
Community Partnership: Schools – Support education and
Classroom used by community character formation.
organizations for meetings. The Church – Provides moral guidance
The school was used as a polling place and community support.
and venue for a medical mission which it Other social institutions – Assist families
may co-sponsor with the Rural Health in meeting their responsibilities.
Unit.
Thus, families, schools, and other
School used by the Rural Health Unit for institutions need to work together to save
mothers’ class on child care. the youth.
The school was used as an evacuation Legal Bases for Parents and Community
center. Involvement
School facilities used for community RA 9155: Governance of Basic
assemblies. Education Act
School basketball court used for local Section E (10) explicitly states that one of
celebrations and barangay sports the responsibilities of school heads is
league. “establishing school and community
networks and encouraging the active
participation of teachers organizations,
nonacademic personnel of public which must be approved by them and
schools, and parents-teachers- duly published.
community associations.”
RA 8525: Adopt -A-School Program
Section 3 (f) of the same Act encourages Act
“local initiatives for the improvement of
schools and learning centers and to allows “private entities to assist a public
provide the means by which... school, whether elementary, secondary,
improvements may be achieved and or tertiary, in, but not limited to, the
sustained.” following areas: staff and faculty
development for training and further
This law also states that partnership education; construction of facilities;
between school and community also upgrading of existing facilities, provision
ensures... that: of books, publications and other
instructional materials; and
1. Educational programs, projects and modernization of instructional
services take into account the interests of technologies.”
all members of the community (Sec 3, d);
The Philippine Education for All (EFA)
2. The schools and learning centers 2015 Plan, then a vision and a holistic
reflect the values of the community by program of reforms that aimed to improve
allowing teachers/learning facilitators the quality of basic education for every
and other staff to have the flexibility to Filipino by end 2015 likewise states:
serve the needs of all learners (Sec 3, e);
“Schools shall continue to harness local
3. Local initiatives for the improvement of resources and facilitate involvement of
schools and learning centers are every sector of the community in the
encouraged and the means by which school improvement process.”
these improvements may be achieved
and sustained are provided (Sec 3, f). So This EFA 2015 Plan was extended in
schools and communities function better Education for All Beyond 2015- Agenda
when they work as a team. 2030 which has 7 new educational
targets from 2015 to 2030 that must
Batas Pambansa Blg. 232: Education involve education stakeholders which in
Act of 1982, Section 7 states that: essence is school - community
Every educational institution shall partnership.
provide for the establishment of UNESCO Assistant Director General for
appropriate bodies through which the Education, Dr. Qian Tang himself admits
members of the educational community that Agenda 2030 cannot be realized
may discuss relevant issues and without schools partnering with the
communicate information and community. He said:
suggestions for assistance and support
of the school and for the promotion of “Our vision must be more aggressive,
their common interest. Representatives more committed not just involving
from each subgroup of the educational government, non-government agencies
community shall sit and participate in but all stakeholders.”
these bodies, the rules and procedures of
CHAPTER 7: THE TEACHER AND THE Section 2 & 6. Teacher Leadership and
COMMUNITY: TEACHER’S ETHICAL Initiative for Community Participation –
AND PROFESSIONAL BEHAVIOR Every teacher shall provide leadership
and initiative to actively participate in
community movements for moral, social,
Teachers and the Community – They educational, economic and civic
create enriching educational betterment.
environments, schools should maximize Section 3. Professional Honor and
community resources. Teachers can Dignity – Every teacher shall merit
integrate parents’ skills, local reasonable social recognition for which
organizations, and programs into the purpose he shall behave with honor and
curriculum to provide supplementary dignity at all times and refrain from such
learning. Collaboration with local activities as gambling, smoking,
universities, museums, and community drunkenness, and other excesses, much
service organizations can further expand less illicit relations.
students’ cultural resources and enhance
their educational experience. Section 4. Teacher’s Attitude Towards
Local Custom and Traditions – Every
Professional Behavior – Professional teacher shall live for and with the
behavior involves respectful and community and I shall, therefore, study
courteous conduct in the workplace. and understand local customs and
While some organizations have formal traditions in order to have a sympathetic
codes of conduct, many do not. ace, therefore, refrain from disparaging
Maintaining professionalism and ethical the community.
behavior can enhance your career and
increase future success opportunities. Section 5. The Professional Teacher and
The Information Update – Every teacher
Professional Code of Ethics for shall help the school keep the people in
Teachers – Teachers not only teach the community informed about the school
academics but also set positive works and accomplishments as well as
examples through a professional code of its needs and problems.
ethics. This ensures fairness, honesty,
and integrity, while outlining their Section 7. The Professional Teacher and
responsibilities to students, parents, and Government Officials and Other
colleagues. Professionals – Every teacher shall
maintain harmonious and pleasant
The Code of Ethics of Professional personal and official relations with other
Teacher: Article III professionals, with government officials,
Article III: The Teacher and the and with the people, individually or
Community collectively.
Section 1. Teacher as Facilitator of Section 8. The Professional Teacher
Learning – A teacher is a facilitator of Does Not Use Position to Proselyte – A
learning and of the development of the teacher possesses freedom to attend
youth; he shall, therefore, render the best church and worships as appropriate, but
service by providing an environment shall not use his positions and influence
conducive to such learning and growth. to proselyte others.
CHAPTER 8: ORGANIZATIONAL Type of Skill Demanded of Leaders:
LEADERSHIP
• Technical Skill – It refers to any
type of technique like sending e-
mail, and preparing a PowerPoint
Organizational Leadership – In
presentation.
Organizational Leadership, leaders set
• Human Skill – It is the ability to
strategic goals and motivate individuals
work effectively with people and to
to achieve them. In schools, leaders set
build teamwork. This is also
goals and inspire teachers, students,
referred to as people skills or soft
staff, and the community to work towards
skills.
these targets. This leadership approach
balances the needs of both individuals • Conceptual Skill – It is the ability
and the group, empowering everyone to to think in terms of models,
lead, regardless of their position within frameworks and broad
the organization. relationships such as long range
plans.
Leadership vs Management
Different Styles of Leadership:
Managers
Autocratic Leadership – Autocratic
Administers – Their process is leaders do decision making by
transactional, meeting objectives and themselves.
delegates.
Consultative Leadership – Leaders
Work Focus – The goal is to get things allow participation of the members of
done. They are skilled at allocating work. the organization by consulting them
but the decision by themselves.
Have Subordinates – They create
circles of power and lead by authority. Democratic Leadership – Leaders
allow the members of the
Do Things Right – Managers enact the organization to fully participate in
existing culture and maintain the status decision making.
quo.
Consultative Leadership – Leaders
Leaders avoid responsibility and leave the
Innovate – Their process is members of the organization to
transformational; develop a vision and establish their work. Kanya-kanya
find a way forward. mentality.
People Focus – The goal is to include The Situational Leadership:
both people and results. They care about Effective leaders adapt their style to
you and want you to succeed. the readiness and willingness of their
Have Followers – They create circles of members. According to Hersley and
influence and lead by inspiring. Blanchard (1996), leadership is
characterized by the balance of task-
Do The Right Thing – Leaders shape oriented and relationship-oriented
the culture and drive integrity. behavior provided to followers.
Behavior Styles in Situational forcing innovation on stakeholders can
Leadership: have serious consequences.
I. S1 Selling / Directing – 2. Get People Involved Early and Often
Individuals lack the specific skills – Resistance decreases with participant
required for the job in hand and involvement. Full support isn’t
they are willing to work at the task. guaranteed, so setting up networks helps
They are novice but enthusiastic. engage more people.
II. S2 Telling / Coaching –
Individuals are more able to do the 3. Plan A Communication Campaigns
task; however, they are to “Sell” – Morata (2011) emphasizes
demotivated for this job or task. that change must reach every lesson
Unwilling to do the task. plan and gain stakeholder support to be
III. S3 Participating / Supporting – effective.
Individuals are experienced and 4. Ensure that the Innovation is
able to do the task but lack the Understood by All – The benefits and
confidence or the willingness to costs must be appreciated and weighed
take on responsibility. carefully.
IV. S4 Delegating – Individuals are
experienced at the task, and 5. Consider Timing And Phasing –
comfortable with their own ability Critical missteps can backfire, and
to do it well. They are able and insensitivity to stakeholders may cause
willing to not only do the task, but resistance. Morato highlighted
to take responsibility for the task. successful school innovations in the
Philippines.
Servant Leadership – Seeks to involve
others in decision making, is strongly CHAPTER 9: THE SCHOOL HEADS IN
based in ethical and caring behavior, and SCHOOL-BASED MANAGEMENT
enhances the growth of workers while (SBM)
improving the caring and quality of School-Based Management – School-
organizational life. Based Management (SBM) is a localized
Transformational Leadership – A management approach that empowers
transformational leader challenges the school heads, teachers, parents, and
status quo, envisioning and shaping students with significant decision-making
school culture as it should be. Acting as authority.
a visionary, collaborator, and instructional Benefits of School-Based
leader, they inspire positive change by Management (SBM):
developing a shared vision and
mobilizing members to achieve it. a) Improved Learning Environments
– Involving stakeholders helps
To effectively implement and sustain schools address student needs,
innovation, leaders should consider leading to more effective and
guidance from experts, such as Morato relevant teaching.
from Bayan ABS-CBN (2011): b) Enhanced School Performance –
1. Seek the Support of the Empowered schools use data-
Stakeholders – Leaders need strong driven decisions and innovation to
allies to drive meaningful change, as
 enhance student outcomes and • Improve morale of teachers and
effectiveness. nurture new leadership at all
c) Increased Community levels.
Engagement – SBM strengthens
school-community partnerships, Importance of SBM:
enhancing support for education School-Based Management (SBM)
and relations. empowers schools by devolving
SBM and the Principle of Subsidiarity: decision-making authority to school
heads, teachers, parents, and students.
Decisions at the Lowest Level – The
Principle of subsidiarity states that Legal Basis of SBM
decisions should be made at the lowest The importance of SBM in improving
possible level where people have the learning outcomes has been emphasized
most knowledge and expertise. in different legal documents and
Empowerment for Schools – SBM issuances.
aligns with this principle by empowering The Local Government Code of the
schools to make decisions suitable to Philippines (R.A. 7160) – Enacted in
their specific needs and context. 1991, this law empowers local
Increased Relevance – Schools are government units (LGUs) to manage
close to the issues and can address them resources and services, aiming to
more effectively. improve service delivery at the
grassroots level and enhance resource
Less Distance, More Information – allocation efficiency.
Those higher in the hierarchy are far
removed and less informed about the Philippine Constitution – The
ground realities. Constitution mandates decentralization
in Article II, Section 3, encouraging local
Strengths of SBM: governance and active community
participation in decision-making. It
• Allow competent individuals in the empowers local government units
schools to make decisions that will (LGUs) and other sectors to be involved
improve learning; in governance processes.
• Give the entire school community
a voice in key decisions; The Medium-Term Philippine
• Focus accountability for decisions; Development Plan (MTPDP 2004 –
• Lead to greater creativity in the 2010) – This requires localized
design of programs; educational management to enhance
• Redirect resources to support the creativity, innovation, and effectiveness
goals developed in each school; in schools. The Medium-Term National
• Lead to realistic budgeting as Development Plan sets up
parents and teachers become comprehensive government initiatives to
more aware of the school’s guide and support development efforts.
financial status, spending Governance of Basic Education Act
limitations, and the cost of its (R.A. 9155) – This act promotes
programs; and, decentralization in school governance,
strengthening school-based
management by transferring authority developing and implementing plans
and accountability to schools. It enhances resource allocation and
empowers school leaders, teachers, addresses specific needs.
parents, and community members to
actively improve schools. The act also Stakeholder Participation –
establishes a governance framework for Stakeholders must take part in crafting a
basic education, renaming the School Improvement Plan and have a
Department of Education, Culture, and say on resource allocation to meet
Sports to the Department of Education. specific needs.

Basic Education Sector Reform Support from Higher Authorities –

Agenda (BESRA) – This package of Authorities should encourage innovation
policy reforms focuses on Key Reform and experimentation, creating a
Thrusts (KRTs), with KRT I emphasizing supportive environment where mistakes
continuous school improvement through are seen as learning opportunities.
active stakeholder involvement. It Teacher Development – Teachers need
recognizes that those directly involved in to enhance their skills in reflection and
school operations are best positioned to problem-solving to effectively handle
plan, manage, and improve schools. challenges.
Following the passage of the
Governance of Basic Education Act (R.A. Functions of a School Head:
9155) in 2001, the DepEd introduced Visionary Leadership – School heads
rationalization initiatives, declaring that lead the development of the school’s
“the school shall be the heart of the vision, mission, and goals. They must
formal education system.” have change-oriented mindsets and
The Schools First Initiative (SFI) of strong planning skills.
2004 – This program empowers Builder of Networks and Support –
educational leaders and stakeholders to Organizing community and local
prioritize school improvement and the government partnerships to enhance
overall well-being of students. As the participation is essential.
Department of Education's flagship
initiative, SFI aims to enhance learning Curriculum Development – School
outcomes, increase resources for heads ensure the curriculum aligns with
education, and establish a focused national and local needs, fostering a
organization to improve the quality of positive learning climate.
education in the Philippines.
Innovating Educational Practices –
Conditions for the Success of SBM: Encouraging modern instructional
methods to improve learning outcomes
Empowered Decision-Makers – and address local educational
Teachers and school heads must be challenges.
given opportunities to make decisions
and actively participate in planning Fiscal Resource Management –
school improvement programs. Administering the school’s resources
transparently, managing funds, and
Parental and Community Involvement encouraging community contributions.
– Strong engagement from parents and
teachers are crucial. Their involvement in
Factors of School Effectiveness and-Community-Centered Education
Based on Research: Systems):
SBM’s Core Principle – SBM a) Principle of collective leadership.
institutionalizes effective practices within b) Principle of community-based
a school's culture, fostering continuous learning.
quality improvement. It empowers c) Principle of accountability for
schools with greater autonomy in performance and results.
decision-making regarding education. d) Principle of convergence to
harness resources for education
Research Support – Research shows a
strong link between school autonomy SBM Accreditation Levels
and student performance, especially
when accountability measures are in Schools are assessed based on their
place and teachers collaborate in level of SBM practice (Level I:
management. A study in the Philippines Developing; Level II: Maturing; Level III:
(TEEP, 2005) found a positive effect of Advanced). Achieving Level III signifies
SBM on school-level test scores. SBM the highest level of SBM practice and
transfers decision-making authority to qualifies a school for accreditation.
schools, allowing principals, teachers, PASBE Levels of Practice:
students, and parents to have more
control over budgets, personnel, and Level I (Developing) – Schools are
curriculum. Involving the community in establishing structures and mechanisms
decisions helps create more effective for SBM with acceptable community
learning environments. participation and impact on learning.

Philippine Accreditation System for Level II (Maturing) – Schools

Basic Education (PASBE): demonstrate continuous improvement
processes, integrating wider community
Revisiting SBM – The Department of participation and significantly improving
Education (DepEd) revisited the SBM performance and learning outcomes.
framework to improve its implementation,
aligning with the Governance of Basic Level III (Advanced/Accredited) –
Education Act of 2001. This included Schools are fully meeting all standards,
decentralization efforts at the school level producing intended outputs/outcomes,
and additional funding through SBM integrated within the local community,
grants. and are self-renewing and self-
sustaining. This level leads to
PASBE’s Role – SBM was strengthened accreditation.
with the introduction of PASBE in 2012,
which uses self-evaluation and peer Factors for School Effectiveness:
review to ensure quality standards and Human Factors – A dynamic school
continuous improvement of learner head, competent committed teachers,
outcomes and highly motivated pupils with high
Four Principles of ACCESS expectations, supported by a strong
community.
PASBE’s quality standards are based on
the four principles of ACCESS (A Child- Non-Human Factors (Processes) –
Clear and shared vision-mission (focus),
high expectations/ambitious goals, and the environment is welcoming, open,
effective processes. rigid, or intimidating, and whether it
fosters collaboration or is passive and
Factors Contributing to School waiting for direction.
Effectiveness – High-performing
schools worldwide share traits like School Climate and School Culture –
accountability, aligned curriculum, School climate and school culture are
effective instruction, efficient resource related but distinct concepts. School
use, strong communication, and a global climate focuses on the relational aspects
focus, as seen in both the Philippines and of the school, including the attitudes and
globally. behaviors of staff and how the school’s
organizational system affects students. It
SBM in the Philippines – The adoption is reflected in daily interactions among
of SBM in the Philippines increased staff, administrators, students, and the
school autonomy, promoting community. School culture, on the other
collaboration with parents and the hand, is a deeper reflection of shared
community. The SBM Assessment Tool values, beliefs, and traditions among
evaluates school effectiveness and staff members. It refers to how teachers
supports accreditation, helping and staff work together and the set of
institutionalize best practices. beliefs and values they share, with
school culture encompassing school
climate.
CHAPTER 10: CREATING A POSITIVE
SCHOOL CULTURE The Role of School Culture in
Learning – School culture is crucial to
School Culture – School culture refers success. A positive culture promotes
to the shared beliefs, relationships, improvement, collaboration, professional
attitudes, and norms that influence how a development, and learning, while a
school functions. It includes both tangible negative culture hinders progress.
aspects like safety and orderliness and
intangible aspects like diversity Elements of a Positive Culture
acceptance. School culture is shaped by As given in the Activity phase of this
shared experiences, history, and Lesson a positive school climate is
reinforced through norms, expectations, characterized by the following:
and traditions. It reflects the character of
a school, going beyond structures and 1. Collegiality – The school fosters a
resources, and is built through daily friendly, collaborative atmosphere where
practices and interactions. responsibility is shared, and everyone
can be themselves without the need to
Culture as a Social Construct – School impress. The school head leads without
culture is a social construct, not inherited exerting authority.
through genetics. It is created and
shaped by the interactions of everyone in 2. Experimentation – The school
the school, including the school head, encourages experimentation, viewing
teachers, parents, students, and staff. mistakes as learning opportunities rather
According to Sean Slade (2014), the than failures. No student or teacher is
culture of a school or classroom is punished for unintentional errors.
immediately evident, influencing whether
3. High Expectations – High 9. Involvement in Decision Making –
expectations drive high achievement, but Involving others who are concerned with
changing expectations is challenging. decisions to be made enhances a sense
Teachers may unknowingly hold low of ownership. They also feel important.
expectations and struggle to change
long-held beliefs. More importantly, 10. Protection of What is Important –
expectations are communicated through School traditions reflect their values and
behavior—without changes in actions, must be upheld. Policies like banning soft
shifts in mindset have little impact on drinks and enforcing CLAYGO highlight
student success. the school’s commitment to health,
nutrition, and cleanliness.
4. Trust and Confidence – Strong
relationships built on trust and 11. Traditions – A school needs a
confidence foster collaboration among culture-based program to reinforce
students, teachers, school heads, and shared values and community. A positive
parents. Open communication thrives culture isn't just the absence of problems
when individuals feel safe to share their but the presence of strong norms and a
thoughts without fear of judgment or shared purpose.
exclusion. 12. Honest and Open Communication
5. Tangible Support – Support in the – Everyone is encouraged to speak their
school community is given through mind without fear of ostracism, with the
actions, not just words. The school head understanding that it’s okay to “agree to
ensures resources, like functioning disagree” in discussions.
LCDs, are available. Shared Norms: Teacher and Student
6. Reaching Out to the Knowledge Norms
Base – Teachers continuously grow by Shared norms for both teachers and
updating their content knowledge and students contribute to a positive school
pedagogy. culture. Boss and Larmer (2018) share
7. Appreciation and Recognition – teacher norms and student norms to
Appreciation fosters a positive classroom contribute to a fair and an engaging
climate. Praising others doesn’t diminish learning environment, a characteristic of
you—it shows generosity. Often, we a positive school culture. They check on
quickly notice flaws but overlook the the following norms each week.
good, missing chances to give Teacher Norms
recognition.
1. Teach in Different Ways.
8. Caring, Celebration, Humor –
Students respond when they feel cared 2. Call students by their names.
for. Many, especially struggling ones, 3. Care about students’ feelings.
lack positive feedback. A praise-heavy,
proactive approach helps, but praise 4. Maintain a good attitude.
should be specific—acknowledging
5. Helps students understand at a
concrete actions reinforces positive
reasonable pace.
behavior.
6. Attend School Regularly.
7. Be respectful to all individuals. accountability and smooth school
operation.
8. Embrace a growth mindset.
School Policies and Procedures
Student Norms Should Be Clear and Specific – The
1. Adopt a growth mindset and believe in target audience—students, parents, or
improvement. staff—must understand the rules to
follow them. Administrators should
2. Call classmates by their names. regularly review policy handbooks to
3. Take responsibility for your work and ensure they are up to date.
materials. Policy on Student’s Absences and
4. Listen attentively to teachers and Tardiness (DepED Order 8 2015):
peers. DepEd Order No. 8 s. 2015 requires
5. Attend school regularly. 6. Be a good regular attendance and punctuality in all
team player. classes.
Students with over 20% absences may
fail and receive no credit, with exceptions
CHAPTER 11: SCHOOL POLICIES granted by the school head.
AND THEIR FUNCTION
Policies on tardiness and absences
School – School is both an educational prevent lateness and ensure learning.
institution and a building designed to
provide learning spaces and learning Policies and Guidelines for PTA
environments for the teaching of students DepEd Order 54, s. 2009:
under the direction of teachers. PTA activities require prior consultation
Policy – Policy is a deliberate system of and approval from the School Head.
guidelines to guide decisions and PTA collects fees for school publications,
achieve rational outcomes. SSG, and other clubs.
School Policy – School policy refers to Fees collected on behalf of an
established expectations and norms organization must be remitted the same
guiding a school's daily operations, day.
ensuring a safe and effective learning
environment (Forstall, 2019). The receiving organization must deposit
the funds in a reputable bank account the
Importance of School Policies – next banking day.
School policies are essential for creating
a safe, structured, and effective learning Policy on Collection of Contributions:
environment, setting clear expectations PTA may collect voluntary financial
for behavior, safety, and academics. contributions from members and outside
School Policies Come in Several sources.
Different Forms – Schools often have Contribution should be a reasonable
separate handbooks for students, amount.
teachers, staff, and parents, outlining
rules and expectations to ensure
 Non-payment of the contribution by the The recognition of any PTA shall be
parent-member shall not be a basis for cancelled by the Division PTA Affairs
non-admission or non-issuance of Committee upon the recommendation of
clearance. the School Head concerned for any
violation of prohibited activities and
Contribution shall be collected by the PTA guidelines.
Treasurer.
CHAPTER 12: ROLES AND
No collection of PTA contributions shall COMPETENCIES OF SCHOOL HEADS
be done during enrollment period.
No teacher shall be involved in such
collection activities. Roles and Competencies of School
Heads
Safekeeping of funds All collection of
contributions or proceeds of fundraising Competencies for School Heads: The
activities shall be deposited in a refutable NCBSSH – The National Competency-
banking institution. Based Standards for School Heads
(NCBSSH), issued in DepEd Order 32, s.
PTA are Prohibited From: 2010, outline the competencies expected
Inferring in academic and administrative from school leaders in both instructional
management and operation of the and administrative leadership. These
school. competencies ensure that school heads
can effectively manage and improve the
Engaging in any partisan political activity learning environment and school
within school premises. operations.
Operating a canteen/school supplies Core Principle – School heads are
store or offering services to the school. competent, committed and accountable
Selling insurance, pre-need plans or in providing access to quality and
similar schemes or programs to students relevant education for all through
and parents. transformational leadership and high
degree of professionalism.
PTA officers and members of the Board
of Directors are prohibited from collecting Domain 1: School Leadership
salaries or other forms of compensation. Developing & Communicating Vision,
PTA officers and Board of Directors Mission, Goals, and Objectives
members should not receive any form of (VMGO)
payment or salary for their roles in the Data-based Strategic Planning
organization.
Problem-Solving
PTAs shall have no right to disburse, or
charge any fees as service fees. Building High Performance Teams
PTA or other officers call upon students Coordinating with Others
and teachers for purposes of Leading & Managing Change
investigation or disciplinary action.
Domain 2: Instructional Leadership
Assessment for Learning Interpersonal Sensitivity
Developing Programs and or Adapting Fairness, Honesty, and Integrity
Existing Programs
Domain: Stakeholder Engagement
Implementing Programs for Instructional (SE)
Improvement
1. (SE) Promoting Shared
Instructional Supervision Responsibility for School
1.1. Build trust and lead teams /
Domain 3: Creating a Student communities for school
Centered Learning Climate improvement.
Setting high social and academic 1.2. Empower the community to
expectations. work for enhancement of
school performance.
Creating school environments focused
on the needs of the learner. 2. SE) Managing Education
Domain 4: HR Management and Alliances and Network
Professional Movement 2.1. Communicate effectively with
different stakeholders.
Creating a Professional Learning 2.2. Facilitate school community
Community partnerships and activities.
2.3. Promote consensus-building
Recruitment and Hiring
2.4. Manage conflict and practice
Managing Performance of Teachers and negotiation skills.
Staff
3. (SE) Sustaining Collaborative
Domain 5: Parent Involvement and Relationships with Stakeholders
Community Partnership 3.1. Support community-based
Parental Involvement programs and projects.
3.2. Communicate school
External Community Partnership performance reports to
Domain 6: School Management and stakeholders.
Operations 4. (ML) Managing School Resources
and Systems
Managing School Operations 4.1. Manage financial resources.
4.2. Manage learning
Fiscal Management
environments.
Use of Technology in the Management of 4.3. Manage systems and
Operations procedures.
5. (ML) Managing Staff Performance
Domain 7: Personal and Professional 5.1. Manage school personnel
Attributes and Interpersonal requirements.
Effectiveness 5.2. Support professional
Professionalism development of staff.
5.3. Recognize staff performance.
Communication 6. ML) Managing Sustainable School
Programs and Projects
 6.1. Demonstrate program and 1.3. Practice a balanced healthy lifestyle
project management skills.
6.2. Promote school-based 1.4. Take pride in one’s profession
programs and projects that 1.5. Deliver results
support sustainable
development. 2. (PE) Acting on Challenges and
Possibilities
Domain: Instructional Leadership (IL)
2.1. Manage priorities
1. (IL) Leading Curriculum
Implementation and 2.2. Exhibit decisiveness in addressing
challenges
1.1. Manage curriculum implementation.
2.3. Exhibit an enterprising attitude
1.2. Promote sensitivity of diversity and
differentiated instructions. 3. (PE) Pursuing Continuous
Professional Development
2. (IL) Creating a Learner Centered
Environment 3.1. Take responsibility for lifelong
learning.
2.1. Promote learner centered activities.
3.2 Advocate ASEAN values and
2.2. Promote a healthy, safe, and perspectives.
inclusive learning environment.
Domain: Stakeholder Engagement
2.3. Promote a culture of peace and (SE)
respect for diversity.
1. (SE) Promoting Shared Responsibility
3. (IL) Supervising and Evaluating for School Improvement
Teachers’ Performance
1.1. Build trust and lead teams /
3.1. Apply appropriate models for communities for school improvement.
supervision and evaluation
1.2. Empower the community to work for
3.2. Nurture teacher leaders enhancement of school performance.
4. (IL) Delivering Planned Learning 2. (SE) Managing Education Alliances
Outcomes and Network
4.1. Promote team-based approaches to 2.1. Communicate effectively with
instructional leadership. different stakeholders.
4.2. Manage assessments to improve 2.2. Facilitate school community
teaching and learning. partnerships and activities.
Domain: Personal Excellence (PE) 2.3. Promote consensus-building.
1. (PE) Managing Personal Effectiveness 2.4. Manage conflict and practice
1.1. Lead by example negotiation skills.

1.2. Demonstrate transparency and 3. (SE) Sustaining Collaborative

accountability Relationships with Stakeholders
3.1. Support community-based programs 3. Supervising and evaluating teachers’
and projects. performance; and
3.2. Communicate school performance 4. Delivering planned learning outcomes.
reports to stakeholders.
Administrative Leadership – This
4. (ML) Managing School Resources and includes strategic thinking and innovation
Systems (Domain 1), stakeholder engagement
(Domain 4), and managerial leadership
4.1. Manage financial resources (Domain 5). Personal excellence
4.2. Manage learning environments (Domain 3) enhances both instructional
and administrative leadership through
4.3. Manage systems and procedures continuous professional development.
5. (ML) Managing Staff Performance School Head and the Community –
5.1. Manage school personnel The idea that schools and communities
requirements. are partners in education is a key theme
throughout this book. In the NCBSSH,
5.2. Support professional development of this partnership is highlighted in several
staff. strands, such as involving internal and
external stakeholders in shaping the
5.3. Recognize staff performance
school’s vision, mission, goals, and
6. (ML) Managing Sustainable School objectives (Domain 1A).
Programs and Projects
Explains the school vision to the general
6.1. Demonstrate program and project public (Domain 1A).
management skills.
Aligns the School Improvement
6.2. Promote school-based programs Plan/Annual Improvement Plan with
and projects that support sustainable national, regional and local education
development. policies and thrusts (Domain 1B).
Domains and Competencies for Communicates effectively SIP/AIP to
School Heads in Southeast Asia internal and external stakeholders
(Domain 1B).
Instructional Leadership
Involves stakeholders in meetings and
Similar to the NCBSSH, the Southeast deliberations for decision - making
Asian school heads’ competency (Domain 1D).
framework includes domains for both
instructional and administrative Provides feedback and updates to
leadership, with four competencies under stakeholders on the status of progress
Instructional Leadership: and completion of programs and
projects.
1. Leading curriculum implementation
and improvement; Creates and manages a school process
to ensure student progress is conveyed
2. Creating a learner-centered to students and parents/guardians,
environment; regularly (Domain 2C).
Recognize high performing learners and
teachers and supportive parents and
other stakeholders (Domain 3A).
Prepares financial reports and
submits/communicates the same to
higher education authorities and other
education partners (Domain 6B).
Maintains harmonious and pleasant
personal and official relations with
superiors, colleagues, subordinates,
learners, parents and other stakeholders
(Domain 7A).
Listen to stakeholders’ needs and
concerns and respond appropriately in
consideration of the political, social, legal
and cultural context.
In the Southeast Asian Competency
Framework, the following competencies
strengthen school and community
partnership:
1. Promoting shared responsibility for
school and community partnership.
2. Managing education alliances and
networks and;
3. Sustaining collaborative relationships
with stakeholders.