ED 6- The Teacher and the

Community, School Culture and

Organizational Leadership
Palawan State University- Brooke’s Point Campus

(Prof.) WILLIAM M. HERRERA

ED 6- The Teacher and the Community, School Culture and Organizational Leadership

Copyright Date: 2020

All rights reserved.

No part of this module maybe reproduced
in any forms without the permission of the author.

Overview
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

Hi my dear students. I prepared this module for your easy

understanding of the course. This is composed of four distinct modules that
are anchored on CMO 74 to 80 and 82, series of 2017.
The 1st module is The School as an Agent of Social Change that
focuses on the significant literatures and theories in understanding the
significant role of the school in imparting positive social transformation. The
activities will provide you good insights and perspectives on the role of the
school as an agent of social change. (coverage, 4 weeks)
The 2nd module is the School as an Organization that discusses the
different theories and concepts of organization as it applies to education. It
presents significant literatures and studies that include various topics that
may help you, my dear students, in understanding the important role of an
educational institution in the society. (coverage, 4 weeks)
The 3rd module is The School as a Cultural Institution that highlights
the role of the school as a cultural institution. It presents the different
guiding principles and practical strategies in turning toxic culture to a
positive one. It allows you to critically assess the common practices and
issues in promoting positive school culture. I hope you can help to turn
toxic culture into positive culture. (coverage, 4 weeks)
The 4th module is The Teacher as a Leader of Educational Reforms,
focusing on the role of the teacher as a leader in educational reforms. It
presents the significant factors that pave the way for teachers to become
teacher leaders. Moreover, the different phases of teachers as they
transition into becoming teacher leaders are also emphasized in this
module. When you become teachers, I expect you to become teacher
leaders so that you can be an agent in educational reforms. (coverage, 4
weeks)
May this module contribute to your development as future teacher in
the country.

W.M.H.

Table of Contents

Page
Module 1 The School as an Agent of social Change
Lesson 1 School as a social Organization
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

Lesson 2 Social Change and its Effect in the Educational

System
Lesson 3 Social Changes and the Challenges Brought by the
4th Industrial Revolution
Lesson 4 Change Forces
Lesson 5 Characteristics of a Good School as an Agent of
Social Change
Lesson 6 Responding to the Needs of the Country and Local
Government
Lesson 7 Responding to the Needs of a Culturally Diverse
Global Community
Lesson 8 Roles of Administrators, Teachers, and Students in
Promoting Schools as Agent of Social Changes and
Transformation
Exercises

Module 2 The School as an Organization

Lesson 1 Organizational Theories
Lesson 2 School Leadership
Lesson 3 The School as an Educational Organization
Lesson 4 Reforms in the Department of Education
Lesson 5 Organizational Structure of the Department of
Education
Exercises

Module 3 The School as a Cultural Institution

Lesson 1 Definition of Culture
Lesson 2 Definition of School Culture
Lesson 3 Other Cultures in School
Lesson 4 Typology of School Culture
Lesson 5 School Mission, Vision, and Values
Lesson 6 School Rituals, Traditions, and Ceremonies
Lesson 7 School History and Stories
Lesson 8 School Artifacts, Architecture, and Symbols
Lesson 9 Levels of School Culture
Lesson 10 Assessing School Culture
Lesson 11 Toxic School Culture
Lesson 12 Creating a Positive School Culture
Exercises

Module 4 The Teacher as a Leader of Educational Reforms

Lesson 1 Teacher Leadership and School Improvement
Lesson 2 Teacher Leadership and Student Achievement
Lesson 3 Teacher Leadership and Teacher Retention
Lesson 4 Definition of Teacher Leadership
Lesson 5 Attributes of Teacher Leaders in the Philippines
Lesson 6 Teacher Leadership and Educational Reforms
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

Lesson 7 Challenges of Teacher Leaders

Lesson 8 Promoting Teacher Leadership
Lesson 9 New Developments in Education
Lesson 10 Paving the Way for Teachers to Become Leaders
Lesson 11 Transitioning into Teacher Leaders
Exercises

MODULE 1: THE SCHOOL AS AN AGENT OF SOCIAL

CHANGE
Source: Pawilen, G. T, et.al, (2019). The School and the Community, School Culture, and
Organizational Leadership. Manila, Philippines. RBSI
In order for you to gain good understanding and outlook of how schools serve as agents
of change, this module provides important literatures and theories that you must read and study.
It has also activities that will urge you to reflect on relevant practices and issues of the teachers.
At the end of this module, you should be able to:
● describe an innovative school and how it serves as an agent of change;
● explain how teachers, students, administrators and other personnel could contribute in
affecting positive social change in the society.
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

Introduction
A school has a significant role in the development of individuals and societies. It is a vital
source of knowledge and innovations, a contributor to economic development, an agent of
social and cultural development, and a warehouse of information. It develops the manpower
needs of the society developing the necessary skills, values, and knowledge needed in
everyday life particularly in the industry. Furthermore, it is a national and regional symbol
serving as a repository of the people’s history and culture. In a nutshell, a school is a dynamic
social organization that develops every learner for various social roles. It is influenced by a
system anchored on a philosophy, mission, and vision (Pawilen et. al).
School as an organization
A school is an organization because it has its own system of governance influenced by a
fixed organizational structure or bureaucracy.
In basic education, the Department of Education determines the bureaucratic structure of
schools from national, regional, division, district, and the local school level. At the national level,
the DepEd Secretary acts as the head of the whole bureaucracy supported by Undersecretaries
and Assistant Secretaries. The Central Office is composed of 4 Bureaus specified as Bureau of
Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources, and
Bureau of Educational Assessment. It is headed by the following:
● Regional Directors (supported by different education supervisors) in Regional Offices;
● Superintendent (supported by educational supervisors) in the Division Offices;
● District Supervisor (supported by educational supervisors) in the District Offices;
● Principal that serves as the chief administrative and academic officer of the school in the
School Level;
● Master Teachers and Classroom Teachers who support the principal in accomplishing
various tasks.

School as a learning organization

As a learning organization , its main functions are to help learners learn and develop
essential knowledge, skills and values, and implement the curriculum prescribed by the
Department of Education.
With the knowledge about different principles and theories of teaching and learning, the
school performs its role by helping the parents mold the minds and characters of their children.

School as a community
School is composed of teachers, administrators, students, staff, and other stakeholders
united in one purpose and guided by common values and culture. As a community, the school is
guided by the following essential elements:
• Vision - a sense of direction of what the school hopes to accomplish for itself, for the
people, and for the society;
• Values - provides a framework for organizational culture and behavior of the entire
school;
• Leadership - provides administrative and management support for the day-to-day
activities and functions of the school;
• Culture - pertains to shared values and behaviors of students, teachers, staff, and
administration (Pawilen et. al).
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

ACTIVITY 1
Directions: Identify a successful school in your community. Describe how it serves as a catalyst
of change through a minute video clip.

LESSON 1: SCHOOL AS A SOCIAL ORGANIZATION

Schools are important organizations that prepare young children of their future roles as
productive citizens in the country. The way school fulfill this function has a strong effect on the
quality of education they provide. The system theory best explains the nature of school as a
social organization. According to Bozkus, 2014, it is best to examine some of the
characteristics of school under the system theory.
● Structure
As social systems, schools’ structures have characteristics of rational, natural, and open
system. They have hierarchies of authority, goals, and role expectations similar to bureaucratic
organizations. Individual needs affect employee behavior, organizational goals are not firm,
informal organizations derive from interactions among individuals, and schools (Boskuz, 2014).

● Culture and Climate

School culture is preserved and transferred to new members by the socialization
process (Kowalski, 2010). New teachers learn shared values, beliefs, and norms when they
interact and build relationships with their colleagues. The school culture is influenced by the
philosophy and core values of the school.
Norms are influential in shaping students’ character and values system. Often times, the
norms or school culture create a sense of place among students. School has become not only a
place for learning but also a home for them.
Climate on the other hand represents an organization’s distinguishing characteristics,
feelings, and behavior that can be presented with a framework which consists of four elements:
1. physical frame, the physical factors of a school like equipment and classroom;
2. social frame, the social factor;
3. environment, mostly related to social behavior of individuals within a school; and
4. structural frame, which represents factors such as hierarchy, authority, role, and
symbolic
Frame (the part of culture like believes, norms, values) (Kowalski, 2010).

● Leadership and Decision Making

In social systems of schools, the important aspect of leadership is the quality and
systematic effects of functions and behaviors of principals as leaders (Bozkus, 2014). The
Governance of Basic Education Act provided a way to enhance the system of leadership and
decision making process in the school. It helps in the development of visions and plans for
improving the school and for helping students improve their scholastic performance.
● Relationships
Social organizations like schools are stemmed from interaction among people both
within and outside of the organization. Relationships within school building and with the
community are essential elements of socialization and have a significant impact on many vital
processes (Bozkus, 2014).
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

ACTIVITY 2
Directions: Through a three- paragraph essay, describe the traditions and culture inside your
school/ university. (Please see rubric sent through your e- mail for you to be aware of how your
work will be graded.)

LESSON 2: SOCIAL CHANGE AND ITS EFFECT IN THE

EDUCATIONAL SYSTEM

Social change
It is a broad term and every society develops and evolves in a unique way as influence
by various social factors and events. Change is always happening in every aspect of the society
and it is inevitable. The Physical features of the society are always changing as a result of
economic developments.
Human relationship and interactions and cultures also have changed as a result of
various social forces and events.
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

In general, sociologists defined social change as a changes in the human interactions

and relationships that transform cultural and social transformation. These changes occur over
time and often have profound and long-term effects for the society.
Six megatrends that continues to shape and influences our society according to
the Financial institutions 2025 Risk Index

1. Digitalization and technological advances – Technological advancement is impacting

the finance industry as we challengers are emerging and growing customer expectations
drives significant IT infrastructure investment.

2. Demographic and behavioral changes – The changing demographics, geographical,

and behavioral profile of costumers are forcing financial institutions to deal with divergent
customer expectations, and new customer bases and workforces.

3. Global talent and skills race – Talent capable of navigating a rapidly evolving financial
landscape will be required to respond to increasing regulatory pressures, a changing
approach to risk management and the emergence of new markets.

4. Business Operating Model pressures – Regulation and the increasing cost of capital
is exerting pressure on business operating structures, driving segmentation, and
disintermediation in the financial sector.

5. Regulatory changes and complexity – Regulatory pressures arising from the financial
crisis have increased the cost of capital, prompted large-scale divestment, reshaped
attitudes toward risk, and redrawn the boundary between retail and wholesale banking.

6. Changes in investment, capital sources and returns – Non-bank financial

institutions, fintech companies, and new inventors are bringing fresh capital into the
sector while banks meet capital requirements, manage stress tests, and spend on
compliance upgrades.
These social changes, among others, demands that all educational institutions at
any level must not only respond to these changes but they must also evolve and be
changed.
1. New ways of teaching and learning must be developed and introduced.
2. Instruction must focus on the holistic development of every learner.
3. Technology must be utilized to improve access to quality education.
4. Curriculum must be progressive and innovative.
5. Alternative learning system must be harnessed.
6. New literacies and skills must be developed.
7. Teachers must be required with high level of technological, pedagogical, content
knowledge (TPCK).
8. Classrooms must be required with technology.
9. New subjects and courses must be developed to respond to the needs of the society.
10. Old disciplines must evolve to embrace new research and developments in the field.
11. Critical thinking, creativity, and innovations must be developed among students.
12. Industry-school partnerships must be developed.
LESSON 3: SOCIAL CHANGES AND CHALLENGES BROUGHT BY
THE 4TH INDUSTRIAL REVOLUTION
The new and emerging technologies have great potential to continue to connect billions
more people to the web, drastically improve the efficiency of business and organizations, and
help regenerate the natural environment through better asset management (Schwab (2016).
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

The Fourth Industrial Revolution brought significant social transformation that

created a new world economy characterized by:
• Wider Employment Opportunities
• Demand for Quality, Competitive and Flexible Workers
• Globalization
• Millennial Workforce
• Mobility

• • Technological Advancement
• New Behaviors

Education should adjust itself to different social challenges and demands. These
are three literation that needs to be developed to prepare graduates for this 4 th Industrial
Revolution:
• Data Literation - the ability to read, to analyze, and to use information in the digital
world.
• Technology Literation - the ability to understand mechanical (system) work, to use the
application of technology like (Coding, Artificial Intelligence, and Engineering Principles).
• Human Literation - Humanities, Communication, and design. This calls for development
of leadership skills, social competence, collaboration and teamwork, professionalism,
and new sets of values to be developed among students.
With the changes of the 4th Industrial Revolution, schools need to revisit their academic
programs and focus on what are essentials skill that need to be learned for human beings to
become productive and enjoy the fullness of life. The world Economic Forum in 2016 identified
examples of these skills:
• Complex Problem Solving
• Innovation Skills
• Critical Thinking
• Creativity
• People Management
• Collaboration
• Emotional Quotient
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

• Decision Making
• Negotiation Skills
• Entrepreneurship
• Cognitive Fluency

LESSON 4: CHANGE FORCES

Six forces affecting changes in schools that are influential in implementing changes in
schools according to Sergiovanni (2000, pp. 154-155):

1. Bureaucratic forces are rules, mandates and other requirements intended to provide
direct supervision, standardized outcomes that are used to prescribed change.
2. Personal forces are personalities, leadership styles, and interpersonal skills of change
agents that could push for changes to happen in school.
3. Market forces are competition, incentives, and individual choice that are used to
motivate change.
4. Professional forces are standards of expertise, codes of conduct, collegiality, felt
obligations, and other professional norms intended to build professional community to
compel change.
5. Cultural forces are shared values, goals, and ideas about pedagogy, relationships, and
politics intended to build covenant community that is used to compel change.
6. Democratic forces are democratic social contacts and shared commitments to the
common good intended to build a community that is used to compel change.

LESSON 5: CHARACTERISTICS OF A GOOD SCHOOL AS AN AGENT

OF SOCIAL CHANGE
Based on the study of Macbeath, Boyd, Rand, and Bell (1995), there are six indicators or
an effective school that were also affirmed by Sergiovanni (2000):
Indicators of a Good School from Six Composite Perspectives
Pupil
• Pupils are nice to each other
• Everyone is treated fairly
• There is a friendly atmosphere
• Teachers control the classes but not too strict
• Teachers help you with things you are not good at
Teacher
• Communication is good among all members
• Staff development is good
• The environment is good to work in
• Pupils are happy and well-motivated
• All pupils are help to achieve what they are capable of
Parent
• There is a welcoming friendly atmosphere
• Staff are caring and communicate well with pupils
• Discipline is good
• Extra time is spent with children who learn less quickly
• Relationships are good between teachers and parents
Management
• Pupils are safe
• All members of the school community work toward clear objectives
• A high quality of information is given to parents and visitors
• Rules are applied evenly and fairly
• All pupils are helped to achieve what they are capable of
Support Staff
• Resources are good and up to date
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

• Classrooms are clean, warm, and comfortable

• Support staff are given credit for there competence and contribution
• The environment is friendly and welcoming
• Staff development involves all staff
Board Member, Trustee
• Excellent reputation with the local community
• Strong leadership from senior management
• A happy and welcoming environment
• Pupils being helped to reach their individual potential
• A safe place for pupils

As an agent of social change, a school must set an example of a good social

institution. Schools need to model a dynamic social organization characterized by the
following:
• the school climate must be professional and friendly to all;
• there must be a positive relationships among students, faculty, staff, administrators,
and stakeholders;
• the classroom atmosphere must be mentally and emotionally engaging for learning;
• there is enough and adequate support for learning;
• the teachers and other staff received support for professional and personal growth;
• the school must be efficient in managing its resources;
• there must be an efficient communication system among teachers, students,
administrators, staff, parents, and other stakeholders;
• the school has a system to recognize good works and other achievements;
• there must be a strong school and home relationship; and
• all members of the school community must be treated with respect.

The school as an agent of positive social change and transformation must elicit
support and cooperation from all its constituents and stakeholders.
• The members of the school community believe and support its vision and mission. It
encourages collaboration rather than competition.
• School is guided by a clear vision and passion to pursue a noble mission.
• School everywhere is not only centers of learning and knowledge production. They are
the guardians of peoples’ freedom and democratic life.

LESSON 6: Responding to the Needs of the Country and Local

Communities
In the Philippines, the genesis of community schools during the American period planted
the seed for the development of a good school-community partnership and the development of
a functionally literate citizenry. Community schools were expected to contribute to economic and
cultural development of the people and the communities where they served.
• Trade and Agricultural schools
The world-renowned “University of the Philippines Los Banos” is one of the best
Agricultural schools in the country that have produced professionals and scientists who are
helpful in development of agriculture and food production.
Some outstanding agricultural schools are Central Luzon State University, Central
Mindanao University, Mariano Marcos State University, Eastern Visayas State University, and
many other agricultural universities.
The University of the Philippines, Manila made an outstanding contribution in
developing local doctors who are serving in local communities in the country.
Siliman University is a private protestant school established during the time of the
Americans in Dumaguete City is a good example of how a school can influence the
transformation of the society. This also has a strong research in marine science that focuses on
the conservation of our country’s marine resources.
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

Other schools that have done noble contributions to nation building are listed below.
a. UP Baguio- research on the indigenous peoples culture in Cordillera region.
b. Ateneo de Manila University- helping the poor people in various parts of the country
and it has collaborations with other agencies and institutions, like Gawad Kalinga, in its
mission to end poverty and serve the poor.
c. Miriam College- developing children’s literacy in poor communities.
d. St. Scholastica’s College- program for empowering women and in promoting gender
equity.
e. UP College of Law- Law center for providing free legal assistance to poor people.
f. Central Visayas Institute of Technology- developing science literacy by building a
good science and mathematics program in a small town of Jagna in the province of
Bohol.
g. Mindanao State University- advancing the education of Muslims and other indigenous
groups in Mindanao.
h. Mary Johnston College of Nursing- serving the health needs of poor families in
Tondo, Manila.
i. TESDA Schools all over the country- helping to develop the vocational and technical
skills of millions of students.
ACTIVITY 3
Directions: Name other schools that are recognized for their noble activities, programs, and
projects that have brought positive social changes in the community or in the country.

ACTIVITY 4
Directions: Examine the university that you are enrolled with, identify the projects and
programs that contribute to the advancement of the community.

All Schools under K-12 Education Program are expected to function as agents of social
changes and transformation. They are expected to contribute to nation building by developing
holistically developed and functionally literate learners characterized by:
• a healthy mind and body;
• solid moral and spiritual groundings;
• essential knowledge and skills to continuously develop himself/herself to the fullest;
• engaged in critical and creative problem solving;
• contributory to the development of a progressive and humane society; and
• appreciative the beauty of the world and cares for the environment for a sustainable
future.

LESSON 7: RESPONDING TO THE NEEDS OF A CULTURALLY

DIVERSE GLOBAL COMMUNITY
We are witness to the fact that various countries in the world are becoming more and
more interconnected due to the growing influence of politics, technology, economic cooperation,
educational collaborations, and tourism activities.
• From a global perspective, people now live in the world wherein entanglement is an
inherent condition of human existence; constant border crossing among cultural and
language boundaries using technology becomes inevitable. As a result, people live in
countries, which are becoming more ethnically, racially, culturally, and linguistically
diverse every year. Thus, the growing case of immigration in various countries also has
made the society multicultural. -Shim, 2011
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

• The enormous complexities of today’s world require a new vision for schooling that
responds to the needs of the global and multicultural society in which we live. There is a
need to prepare students who possess high level of knowledge and skills that include
high level of cultural literacy. - The study of Ball, 2000
• To be culturally literate is to possess the basic information extending over the major
domains of human activity from arts, sports, and science, needed to thrive in the modern
world. -Hirsch, 1987
• Certain provisions in the school curriculum should allow students to immerse to different
cultures. The thrust of the school curriculum should be focused on the development of
learners who appreciates various cultures and ideas among different countries. -
Pawilen et al., 2009
• Schools have great roles in addressing issues and demands of cultural diversity. Our
classrooms too are becoming more complex and diverse. Teachers therefore play a
significant role in helping the students to become cosmopolitan members of the society.
It is therefore essential to study the preparation of teachers who will accomplish this
task. - Shim, 2011
• Despite the increasing demands for teachers to teach for equity, diversity, and global
interconnectedness, colleges of education are not producing teachers who are
internationally adept. - Merryfield, 2000
• The need for educating all citizens and providing them with information about other
cultures and countries has become imperative. - Brodin, 2010
• Tilghman (2007) emphasized that instilling a global perspective among students;
exposing them to histories, languages, religious traditions, and cultures of countries
other than their own; and building academic bridges between schools and colleges and
their respective faculties around the world is today a scholarly imperative, rather than
luxury. It suffices to say that internationalization of education, which is a global concern
among educators and government is the key in addressing various needs, challenges
and problems posed by cultural diversity.
• Diokno (2010) observed that internationalization has opened the door for many
countries to improve their educational systems, especially in higher education.
Specifically, internationalization in education ranges from various activities such as
faculty and student exchange programs, development of offshore campuses or satellite
campuses, establishment of joint research projects and university linkages, among
others. Part of these programs and projects mentioned is the development and
promotion of cultural understanding and respect to diversity.

ACTIVITY 5
Directions: Describe school activities and projects that aim to respond to the needs and
demands of a culturally diverse global community.

LESSON 8: ROLES OF ADMINISTRATORS, TEACHERS, AND

STUDENTS IN PROMOTING SCHOOLS AS AGENTS OF
SOCIAL CHANGES AND TRANSFORMATION

Leadership and collaboration are essential elements to ensuring success in all education
endeavors. The kind of leadership that school administrators provides could inspire teachers,
staffs, and other school personnel to pursue important education goals, which could be
translated in the successful achievements of students in their studies.
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

When we speak of leadership, we mean effective leadership that pushes more

innovations in a creative organizational environment. And when we talk of collaboration, it
should be meaningful and constructive that allows creativity, critical thinking, problem song, and
decision-making. Thus it is important to understand what drives effective leadersnip and
meaningful collaboration in schools.
Several strategies that leaders in schools could do to be effective in complex times
(Fullan, 2001) :

1. Educational leaders must be guided by moral purpose. Moral purpose is about

making a positive difference in the lives of students and striving to improve the quality of
working relationship in the school.
2. It is essential for leaders to understand the change process. Any form of change in
school or in the whole education system is not easy. All stakeholders must understand
the change that is going to happen and be guided in the process. It is essential to
understand that opposition, discontentment, discouragement, negative feedbacks, is
natural when undergoing some changes. An effective leader is a coach, a mentor, and a
teacher in the change process.
3. It is essential to build relationships. If relationships are improved, things will surely
get better. Thus leaders must be consummate relationship builder within the school with
teachers, staff, and students, and between the school and with all stakeholders.
Effective leaders constantly foster purposeful interaction and communication.
4. Leaders must commit to knowledge creation and sharing. School leaders should
commit themselves constantly in generating and increasing knowledge inside and
outside the school organization. They also share vital information to all teachers, staff,
and stakeholders.
5. Effective leaders seek coherence in everything they do. This is difficult considering
the issues, problems, and demands that schools and the total education system are
facing. However, ensuring coherence is important by constantly following logic and
rationale thinking in making decisions, being guided by the school values and
philosophy, and being scientific and systematic in conducting business in school.

ACTIVITY 6
Directions: How can administrators, teachers, and students help in building successful
schools?

Strategies that administrators, teachers, and other personnel execute to ensure success of the
school.
1. Strong principal leadership- the principal plays a vital role in the school. In principal
ensures that all educational goals, targets, and plans set by the school and by the
Department of Education should be implemented effectively.
2. Setting high expectations for students' achievement- the business of the school is to
ensure that all students should be successful in their students; ensuring that all
curriculum competencies should be mastered by the students and this is measured by
the assessment of their learning performance.
3. Empowerment and providing positive support to teachers- teachers need to be
empowered in making decisions for their classes and in the subjects they teach. Trust
and support for teachers are important morale boosters that drive teachers to do more
innovations in their classes.
4. Creating a clear vision and mission- any administrator should help the school
community to create a clear vision and a great sense of mission. This sets the
foundation of good leadership- a vision and mission that is shared by all members of the
school community.
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

5. Monitoring students' progress and teachers performance- effective school leaders

regularly monitor students' progress and evaluate teachers' performance. This means
providing instructional leadership is important.
6. Establishing a positive school climate- ensuring transparency, integrity, and honesty
in all school transactions, establishing clear standards to follow, could do this exercising
fairness, and supporting professional growth of teachers and staffs.
7. Establishing linkages and collaboration with parents, community, and all
stakeholders there is an old African proverb that says "it takes a village to educate a
child" which simply means that ensuring support and participation of all stakeholders in
every school activities and encouraging parents to have active role in the education of
their children are essential.

MODULE 2: THE SCHOOL AS AN ORGANIZATION

WHAT IS THEORY?
WHAT IS ORGANIZATIONAL THEORY?

Organizational Theories
It is evident in the way how the current government and private organizations are
structured including the system on how people will function to achieve a specific goal.
According to Kashyap (n.d.), ever since the dawn of civilization, people have
always formed organizations to combine effort for accomplishment of their common goal.
In simple words, Kashyap (n.d.)defines it as a group of persons formed to seek certain
goals.

Organization
� Differs according to approaches and characteristics defined by different theorist.
According to an article “Organization Theory”(n.d.), “organization is basically
defined as an assembly of people working together to achieve common objectives
through division of labor.”
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

McNamara (n.d.) also defined organization as group of people intentionally

organized to accomplish an overall, common goal or set goals which have major
subsystems that functions with other subsystems in order to achieve the overall goal of
the organization.”
In an educational setting, a school is established with a clear vision, mission
goals and objectives (VMGOs). School’s VMGO is a declaration of the school’s
objectives which serves as a guide for planning and decision-making.

Theories that explain the structure of organization/ classical or modern

organizational theories which deal with formal organizational concepts:
⮚ Taylor’s scientific management approach
⮚ Weber’s bureaucratic approach
⮚ Fayol’s administrative approach

According to Lagaard (2006), Frederick Winslow Taylor was the primary

contributor of Scientific Management which originated in the beginning of the 20 th
century which was later adopted by industrial companies. “Scientific management was
based on idea of systematization where attempts were made to enhance efficiency of
procedures to be best via scientific analyses and experiments.
� concept of planning of work to achieve efficiency, standardization, specialization, and
simplification that promotes mutual trust between the management and workers
Four Principles of Scientific Management
1. Science, not rule of thumb – develop a science of each element of man’s work , which
replaces the old rule-of-thumb.
2. Scientific selection of the worker- scientifically select and then train, teach, and
develop the workman, whereas in the past he chose his own work and trained himself
the best he could.
3. Management and labor cooperation rather than conflict- heartily cooperate the men
so as to ensure all of the work being done is in accordance with the principles of science
which has been developed.
4. Scientific training of the worker- workers should be trained by experts using scientific
method.

The following concepts suggested by Taylor in order to increase the level

of trust (Organization Theories,n.d.)
⮚ The advantages of productivity improvement should go to workers
⮚ Physical stress and anxiety should be eliminated as much as possible
⮚ Capabilities of worker should be developed through training; and
⮚ The traditional “boss” concept should be eliminated.

Fayol’s administrative principles

� First foundation for modern scientific management in the early 1990 which serves as
guidelines for decision-making and management actions. (Van,2009) It is known as the
14 principles of management.
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

1. Division of Work – tasks is divided among employees

2. Authority and Responsibility- the management has the authority to give orders to
subordinates that comes with corresponding responsibility.
3. Discipline- is about the core values anchored on the vision and mission of an
organization to form of good conduct which essential to the successful operation of
the organization.
4. Unity of Command- all orders received must come from one manager only
otherwise it will cause confusion to employees.
5. Unity of Direction- this ensures that all actions are properly coordinated and
requires employees to perform and carry out activities as one team leading to the
same objectives using one plan.
6. Subordinate of Individual Interest- is about prioritization of organization’s interest
over personal interest which applies to all members of the organization.
7. Remuneration- is about rewards and compensations to efforts that have been made
which could be in a form of monetary or non- monetary that keeps employees
motivated and productive.
8. The Degree of Centralization- this implies the concentration of decision-making
authority at the top management.
9. Scalar Chain- is about the hierarchical structure that is always present at any type
organization. There should be a clear line of in the area of authority from the top
management down to the lowest level.
10. Order- this pertains to the order and safety of employees in order to function
properly at work.
11. Equity- this implies equal treatment among members of the organization.
12. Stability of Tenure of Personnel- this is about the proper deployment and
management of personnel by providing employees the opportunity to be considered
for tenured position based on their performance.
13. Initiative- this allows employees to express ideas that will help benefit the company.
14. Esprit de Corps- this promotes unity among employees, develops morale in the
workplace, and creates atmosphere of mutual trust and understanding.

Max Weber
- He is a German sociologist known for bureaucratic theory of management and is considered
as the father of sociology.
- “Weber believed that the most efficient way to set up an organization is through bureaucracy
which is way better than the traditional structure.

BUCREAUCRACY
� AN ORGANIZATIONAL STRUCTURE THAT IS CHARACTERIZED BY MANY RULES,
STANDARDIZED PROCESS, PROCEDURES AND REQUIREMENTS, NUMBER OF
DESKS, METICULOUS DIVISION OF LABOR AND RESPONSIBILITY, CLEAR
HIERARCHIES AND PROFESSIONAL , ALMOST IMPERSONAL INTERACTION
BETWEEN EMPLOYEES.
Mulder (2017) and Lagaard (2006 highlighted the three types of power that can be found
in an organization based on Weber’s Bureaucratic model and these are the following:
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

o Traditional authority- based on historically created legitimacy where authority is

hereditary and based on dependent subordinates;
o Legal, rule-oriented authority – the bureaucratic type of authority, based on
normative rules for career, hierarchy; and
o Charismatic authority- the personal authority, based on a type of “seduction” and
hence, the devotion of supporters.

Mulder (2017) also articulated the following elements that support Fayol’s bureaucratic
management:
o All regular activities within a bureaucracy can be regarded as official duties;

o Management has the authority to impose rules; and

o Rules can be easily respected on the basis of established methods.

Salient features of Max Weber’s Bureaucratic Theory (Mulder, 2017)

1. Task specialization – “division of labor”
2. Hierarchical of authority- managers are organized into hierarchical layers, where each
layer of management is responsible for its staff and overall performance in bureaucratic
organizational structures
For example: school organization
3. Formal selection- all of employees are selected on the basis of technical skills and
competencies, which have been acquired through training, education and experience and are
paid accordingly.
4. Rules and requirements – Formal rules and requirements are required to ensure uniformity,
so that employees know exactly what is expected of them.
For example: educational institutions
5. Interpersonal – regulation and clear requirements create distant and impersonal
relationships between employees, with the additional advantage of preventing nepotism or
involvement from outsiders or politics. Decisions must be based on rational factors rather than
personal factors.
6. Career orientation – employees of a bureaucratic organization are selected on the basis of
their expertise. This helps in the deployment of the right people in the right positions and
thereby optimally utilizing human capital . Professional growth and career development is
encouraged to support employees to become experts in their own field and significantly improve
their performance.

SCHOOL LEADERSHIP
❖ Leadership is an essential factor that contributes to the successful operation of an
organization.
❖ School leadership is only secondary to teaching in terms of its impact to student
learning.
❖ Leadership is considered as vital to the effectiveness of educational institution.
❖ School leaders’ primary function is to take charge of the management of the school.
❖ Christie, Thompson and Whiteley (2009) believe that getting the right people to become
school leaders is critical to their profession.
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

Some of the important aspects of a school leader’s role highlighted by Christie, Thompson and
Whitely (2009)
1. Developing a deep understanding of how to support teachers
- school leaders should understand the need of teachers that will capacitate them in
order to become effective teachers.
2. Managing the curriculum in ways that promote student learning
- learners have different learning styles; hence curriculum shall be carefully managed
accordingly by planning for appropriate strategies in curriculum delivery that will suit the learning
style of students.
3. Developing the ability to transform schools into more effective organization to foster
powerful teaching and learning for all students
- transformational leadership is one of the leadership theories that requires leaders to
have passion and energy to achieve great things. Leaders should have in-depth understanding
of powerful teaching and learning through the use of brain-based instruction that promotes
active-inquiry, in-depth learning and performance assessment including culture of excellence
that will lead to the effective teaching and learning.
� Leadership is inherent to the teaching profession.
� According to Jackson (2015), teacher leaders transcend formally defines roles in
building which means that every teacher at some point in their career, becomes a
teacher leader.
� The roles and responsibilities of teacher nowadays are becoming more complex in view
of the reform in education brought about by global demands.
� The skills required for teachers is no longer just for teaching but also include
administrative functions that are required of a teacher leader.

According to Gabriel (2005), teacher leaders possess a semblance of authority but no formal
power. While not all leadership positions are formal in nature and are not fixed, every school
teacher do not serve or may not have served as official leaders but may be assigned to
leadership roles.

Among the roles that teacher may assume are the following:
❑ Grade Level/ Subject Coordinator – this may include instructional leadership and
administrative functions.
❑ Department Chair/ Coordinator – serve as liaison officer between administration and
colleagues.
❑ Curriculum and Assessment Specialist – leads teachers to follow curriculum
standards and develop appropriate assessment.

Among the roles that teacher may assume are the following:
❑ Mentor/ Coach – serves as a mentor for co-teachers.
❑ Facilitators – facilitates professional development.
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

Leaders can influence the effectiveness of an organization through the following:

▪ the choice of objectives and strategies to pursue;
▪ the motivation of members to achieve the objectives;
▪ the mutual trust and cooperation of members;
▪ the organization and coordination of work activities;
▪ the allocation of resources to activities and objectives;
▪ the development of members skills and confidence;
▪ the learning and sharing of knowledge by members;
▪ the enlistment support and cooperation from outsiders;
▪ the design of formal structure, programs, system; and
▪ the shared belief and values of members.

LEADERSHIP STYLE
● Instructional Leadership
→ The primary role of a School Principal is to promote learning and make students
successful in their academic endeavours. It requires instructional leadership that is
critical to the success an effectiveness of the curriculum and instruction. Instructional
leadership is based on three dimensional approach which includes defining the school’s
mission, managing the instructional program, and promoting a positive school climate
(Hallinger, 2010).

● Transformational Leadership
→ According to Bass and Riggio (2006), this leadership theory was conceptualized by
James MacGregor Burn in 1978. Transformational leaders are type of leaders who
inspire their followers to achieve extraordinary outcomes by inspiring them and, in the
process develop their own capacity. This leadership approach supports the instructional
leadership style. It focuses on developing one’s capacity to innovate and support the
development of changes to practices of teaching and learning (Hallinger, 2010).

● Distributed Leadership
→ It draws from different perspectives to support the instructional leadership team by
establishing a system of improving curriculum and instruction through collaboration. It is
believed that leadership can be more effective when it is distributed among group of
individuals with different competencies but a shared mission and to foster culture of
learning.

THE SCHOOL AS AN EDUCATIONAL ORGANIZATION

School serves as a venue to help learners develop competencies, as a future teacher
and educational leader it is also important for you to learn and understand what constitutes a
school and how it functions. Before entering into the teaching profession ,it is also essential to
known who are the persons responsible behind its operation of the school and understand their
functions and responsibilities.

The establishment of a basic school in the Philippines requires:

� Administrator/Principal
� Teaching Personnel/Faculty Member
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

� Academic Non-teaching Personnel

� Students
� Community
ADMINISTRATOR/PRINCIPAL
�  Each school need a leader that will guide faculty members and support staff in fulfilling
school's mandate.
� In charges of managing the major administrative task and supervising all the teachers
and students
� Evaluating school programs and projects, policy development, hiring of teachers,
delegating task and maintaining a positive relationship with parent, community and other
situations.
TEACHING PERSONNEL/FACULTY MEMBERS
They are the teacher assigned to teach in different areas in different grade levels and
are responsible for managing classroom environment, facilitating instruction and assessment of
the student learning.
Work with:
� School administrator
� Parents, and
� The Community
to improve student learning and to promote school programs and projects.

ACADEMIC NON-TEACHING PERSONNEL

They are the non-teaching personnel assigned to support to help maintain a positive
learning environment and to keep the school clean safe from harm.
Work as;
� Teacher aids
� Librarians
� Guidance counselor
� Office personnel
� Security and maintenance staff

STUDENTS
They are the primary stakeholders that benefits from the school. They come from
different age groups, cultures and backgrounds whose ultimate goal is to be trained and
educated.

COMMUNITY
It is the location where the school is situated. It plays a very important role in creating a
positive learning environment. The partnership between the school and the community help to
strengthen the relationship of teachers with parents, government officials, and private
organization that help promote school programs and projects.
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Reforms in the Department of Education

When the trifocalization of the Philippine educational system took place in the early
nineties; technical-vocational education and training (TVET) and higher education (CHED) were
separated from basic education
� R.A 7722 and R.A.7784; The CHED and Technical Education and Skills Development
Authority (TESDA) where created.
� R.A 9155 Known as Governance of Basic Education Act of 2001 was passed
transforming he name of Department of Education Culture and Sport (DECS) to DepEd
and redefining the roles of its offices from the national level down to the school level.
Given its mandate, DepEd has initiated many reforms that have significantly contributed
in the improvement of the Philippine basic education system to provide every Filipino with
education they need to compete in global context.

The Enhanced Basic Education

DepEd push for the implementation of K to12 program , which entails the institutional of the
kindergarten and the additional two more years of high school in the basic education cycle.
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

Issues that influenced the implementation of K to 12 program

1. Net elementary participation rates have declined from 90.1 percent in 2002 to 88 percent
in 2010. Fewer children of school age proceed to high school and an even smaller
number pursue collage education.
2. Access to education is unequal with the poor having significantly lower participation
rates than the non poor.
3. Efficiency is a problem as manifested in the still high, albeit declining dropout school
leaver rates.
4. The result of functional literacy, Education and Mass Media Survey (FLEMMS) showed
that out of school with age 6 to 15 years old do not attend classes mainly due to lack of
personal interest, high cost education, too young to go to school.
5. Low score in the country’s assessment test.
6. The result of international test such as Trends in International mathematics and science
study (TIMMS) shows that Philippines is among the worst participating countries.

Six reasons were highlighted why the Philippines should shift to k to 12.
1. The Philippine is the only country in Asia with a 10 years basic education.
2. Poor quality of education.
3. Too many non practical subjects.
4. Not prepared for college education.
5. Too young for labor force.
6. No global recognition
RA No. 10533 in 2012 was passed institutionalizing the K to 12 curriculum
The following are the salient features of the k to 12 highlighted by DepEd.
1. Strengthening of the kindergarten in the Philippines.
2. Making the curriculum relevant to learners.
3. Building proficiency.
4. Ensuring integrated and seamless learning.
5. Gearing up for the future.
6. Nurturing the holistically developed Filipino.

Institutionalization of kindergarten
General kindergarten program refers to 10 months program provided to children who are
at least 5 years old in regular elementary school using thematic and integrative curriculum to
ensure the development foundational skills among children to prepare them for grade 1.
In 2011, RA 10517 otherwise known as the “Kindergarten Education Act” was passed
institutionalizing the kindergarten into the basic education system . This Act also provided equal
opportunities for all children to avail of accessible mandatory and compulsory kindergarten
education that effectively promotes physical, social, affective, cognitive, and creative-aesthetic
development that will prepare them for formal elementary schooling. Responsibility to help
develop children in their formative years between ages 5 – 8 was given to DepEd by virtue of
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RA 10533 known as the “Enhanced Basic Education Act of 2012 which covers the inclusion of
Kindergarten in the basic education system

Mother Tongue-Based Multilingual Education

The following are the benefits associated with an education that takes into account children's
mother tongue ;
1. Children learned better and faster in a language they can understand.
2. They enjoy school more and fell more at home.
3. Pupil tend to increase self esteem.
4. Parents participation is increased by helping kids in their homework and participating in
school activities.
5. When children take advantage of their multilingualism they also enjoy higher socio
economic status including higher earnings.
6. On average, schools perform better, reporting less repetition.
7. Finally, children stay in school longer.

Contextualized curriculum
In terms of curriculum, DepEd has restructured the content of the old basic education curricula
to make it more relevant to learners through contextualization and enhancement.
Contextualization is done by using examples, activities, songs, poems, stories, and illustrations
for teaching and learning that are based on local culture, history and reality. Curriculum was
also made seamless using spiral progression concept by teaching the simplest concept to more
complicated concept through grade levels which will ensure mastery of knowledge and skills
after each level.

Senior high School

The additional 2 years of Senior High School is one of the most relevant reforms that
may be considered. The 2 years of senior high school was made to provide students sufficient
time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills, development, employment, and entrepreneurship.
ED 6- The Teacher and the Community, School Culture and Organizational Leadership

Organizational Structure of the Department of Education

When the Department of Education as restructured in 2001 through the passage of R.A
9155, DECS was renamed to DepEd and shifted the focus of its mandate to basic education. By
virtue of executive order no. 366, series of 2004 directing strategic review of the operations and
organizations of the executive branch, DepEd initiated a rationalization plan which includes
rationalized structure and staffing pattern of offices in central, regional and school division level.
(Department of Education, 2015)
� The new DepEd organizational structure is a result of the thorough study conducted by
the DepEd Change Management Team (CMT) via the long term education reforms.
� Consistent with the pertinent provision of RA 9155, DepEd also continued to adapt the
decentralization and shared governance to ensure accountability and relevance to the
needs and demands of its stakeholders.
� Organizational strands were also identified by the DepEd CMT that reflects the similarity
of functions and of offices.
� In the organizational structure, there are newly created offices while other existing
offices were renamed, merged, transferred, and some are abolished like the Bureau of
Physical Education.
� Under the office of secretary (OSEC) there are five (5) undersecretaries for curriculum
and instructions, governance and operations, legal and legislative affairs, finance and
administrations, strategic management including five assistant secretaries for curriculum
and instruction, governance and operations, legal and legislative affairs, finance and
administration and the chief of staff.

� The organizational structure of DepEd is an example of a typical structure where there is

hierarchy of the chain of command.
� The person at the top which is the DepEd Secretary oversees the next level down which
are the undersecretaries for curriculum and instruction, governance and operations,
legal and legislative affairs, finance and administration, and strategic management office
including field operations, attached office and coordinating councils.
� Undersecretaries which are the next level of managers to the secretary oversee the first
line of line of managers who are in charge in different departments that are broken down
based on their specialization.
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