E D U 32

THE TEACHER AND THE

COMMUNITY, SCHOOL
CULTURE AND
ORGANIZATIONAL
LEADERSHIP
TEACHER
- all persons involved in teaching at the elementary and secondary
levels whether on part – time or full – time basis, including industrial arts
or vocational teachers and all other persons performing supervisory
and/or administrative functions in all schools in the aforesaid levels and
qualified to practice teaching under this act (R.A. 7836 – Philippine
Teachers’ Professionalization Act of 1994).
- all persons engaged in classroom teaching, in any level of
instruction, on full-time basis, including guidance counselors, school
librarians, industrial arts or vocational instructors, and all other persons
performing supervisory and/or administrative functions in all schools,
colleges and universities operated by the Government or its political
subdivisions; but shall not include school nurses, school physicians, school
dentists, and other school employees. (R.A. 4670 – Magna Carta for Public
School Teachers)
 - a person who helps students to acquire knowledge, competence or virtue
(Wikipedia)

Terrible Everyday At Class Hoping Everyone goes

-
Running
TEACHING
- refers to the profession concerned with classroom instruction at the elementary and
secondary levels in accordance with the curriculum prescribed by the Department of Education
whether on part – time or full – time basis in public or private schools (R.A. 7836 – Philippine
Teachers’ Professionalization Act of 1994)

QUOTES THAT DESCRIBE TEACHERS

1. “I never teach my pupils. I only attempt to provide
the conditions in which they can learn.”(Albert Einstein)
2. “The mediocre teacher tells. The good teacher explains.
The superior teacher demonstrates. The great teacher
inspires.” (William Ward)
3. “If you are planning for a year, sow rice; if you are
planning for a decade, plant trees; if you are planning for
a lifetime, educate people.” (Chinese Proverb)
4. “A good teacher is like a candle – it consumes itself to light the way for others.”
(Mustafa Kemal Atatürk)
5. “If a child can’t learn the way we teach, maybe we should teach the way they
learn.” (Ignacio ‘Nacho’ Estrada)
6. “What the teacher is, is more important than what he teaches.” (Karl Meninger)
7. “The best teachers teach from the heart, not from the book.” (Unknown)
8. “The true teacher defends his pupils against his own personal influence.” (Amos Bronson
Alcott)
9. The mind is not a vessel to be filled but a fire to be ignited. (Plutarch)
10. "I hear, and I forget. I see, and I remember. I do, and I understand." - Chinese
Proverb
11. "Teachers open the door, but you must enter by yourself." - Chinese Proverb
12. A teacher affects eternity; he can never tell where his influence stops. (Henry Brooks
Adams)
13. A teacher who can arouse a feeling for one single good action, for one single good
poem, accomplishes more than he who fills our memory with rows and rows of natural
objects, classified with name and form. (Johann Wolfgang von Goethe)
14. Good teachers are those who know how little they know. Bad teachers are those who
think they know more than they don't know. (R. Verdi )
15. A teacher who is attempting to teach without inspiring the pupil with a desire to learn is
hammering on cold iron. (Horace Mann)
16. Tell me and I forget. Teach me and I remember. Involve me and I learn. (Benjamin
Franklin)
17. "Give me a fish and I eat for a day. Teach me to fish and I eat for a lifetime." -
Chinese Proverb
18. "Teachers should guide without dictating, and participate without dominating." - C.B.
Neblette
19. "The authority of those who teach is often an obstacle to those who want to learn." -
Cicero
ATTRIBUTES OF A TEACHER
A. Physical
 physical appearance
 personality – traits that define
who you are as a person

■ABC’s of a teacher
B. PROFESSIONAL QUALITIES
■Mastery of the subject matter
■Understanding the nature of the learner
■Understanding of teaching principles and skill in
the use of approaches, strategies, methods and
techniques for their implementation
■General understanding of the other branches of
knowledge
■Understanding and appreciation of the teaching
profession
PROFESSIONAL TEACHER - is the licensed
professional who possess dignity and reputation with
high moral values as well as technical and professional
competence. S/he adheres to observes, and practices a
set of ethical and moral principles, standards and values.”
- perceives himself/herself as someone who can
effect change, (sense of efficancy) because s/he is an
expert in what s/he teaches (subject matter knowledge,
and in how he/she teaches (pedagogical knowledge.)
PEDAGOGY – the science and art of education and learning theory.
 PRINCIPLES OF TEACHING
1. PRINCIPLE OF CONTEXT
- learning depends largely on the setting particularly including the use of
materials in which the process goes on with this scales of application:
a. text book only
b. textbook with supplementary materials
c. non – academic and current materials (newspaper,
clippings, articles, magazines)
d. multisensory aids
e. demonstration and demonstration by experts
e. field experiences, personal, social and community
understanding
2. PRINCIPLE OF FOCUS
- instruction must be organized about a focus or
direction, following these scales of application, and
where focus is established by:
a. page assignment in textbook
b. announced topic together with page or chapter
references.
c. broad concept or problem to be solved or a skill
to
be acquired to carry on understanding.
3. PRINCIPLE OF SOCIALIZATION
- instruction depends upon the social setting in
which it is done, with this scales of application
and where social patterns are characterized by:
a. submission
b. contribution
c. cooperation
4. PRINCIPLE OF
INDIVIDUALIZATION
- instruction must progress in terms of the learners own
purposes, aptitudes, abilities and experimental procedures,
following these scales of application and where
individualization may be done through:
a. differential performance in uniform task
b. homogeneous grouping
c. control plan
d. individual instruction
e. large units with optional related activities
f. individual undertakings, stemming from and
contributing to the joint undertaking of the group of
learners.
5. PRINCIPLE OF SEQUENCE
- instruction depends on effective ordering of a series of learning task who moves from:
a. from meaningless → emergence of meaning
b. from immediate → remote
c. from concrete → symbolic
d. from crude → discriminating
and where sequence comes through:
a. logical succession of blocks of contents (lesson/courses)
b. kniting learning/ lessons/ course together by introduction,
previews, pretests, reviews
c. organized in terms of readiness
d. organized in terms of lines of emerging meanings
6. PRINCIPLE OF EVALUATION
- learning is heightened by a valid and
discriminating appraisal o f all it s as p e c t s ,
following these scales of application:
a. evaluation or direct results only
b. evaluation related to objectives and
processes
c. evaluation on total learning process and
results
21st CENTURY TEACHERS
■ being up-to-date with the latest classroom technology
to help students learn better and faster.
■ looks forward to the future
■ aware of the ever-changing trends in technology
■ in tune of what the future may bring to education
■ aware of the career opportunities that will be in the
coming years for their students
■ always advocating towards forward thinking and
planning to ensure all students will not be left behind
■ be able to adapt to new technology, but can still use
his or her imagination to teach in creative ways.”
CHARACTERISTICS OF A 21ST CENTURY TEACHER:
■ A Master of Technology in the Classroom
An effective teacher knows what technology in the classroom can truly help
transform their students’ education.
■ Knows How to Collaborate
Learning is deemed to be more effective when you can share your ideas and
knowledge with others.
■ Is Adaptive
The 21st century teacher is able to adapt their teaching style to include
different modes of learning, adapt when a lesson fails, and adapt to new
technology.
■ Is a Lifelong Learner
The 21st century teacher may still use the same lesson plan from years
before, and they know how to change it to keep up-to-date with what is current.
■ Advocates for Their Profession
The 21st century teacher pay close attention to the important issues and talk
about them with their community. They keep parents and students informed on
what’s going on in education and address on issues head on.
PHILOSOPHICA
L
THOUGHTS ON
EDUCATION
“EDUCATION WITHOUT
PHILOSOPHY IS BLIND
AND PHILOSOPHY
WITHOUT EDUCATION IS
INVALID”
PHILOSOPHY
- derived from two Greek words, ‘PHILOS’ means love and ‘SOPHIA’ means
wisdom.
- means love for knowledge or passion for learning.
- the tenacious attempt of reasoning men to think through the most fundamental
issues of life, to reach reasonable conclusions on first and last things, to suggest
worthwhile goals that can command loyalty of individuals and groups. - CARLIS LAMONT
- search for comprehensive view of nature, an attempt at a universal explanation
of nature of things. - ALFRED WEBER
- the ‘Science of Sciences’ – COLERIDGE
- a persistent effort of both ordinary and persistent people to make life as
intelligible and meaningful as possible. - BRANOLD
 - a philosophical process of solving some characteristic
methods, from a characteristic attitude and arriving at
characteristic conclusions and results.’ - DR. RAMNATH
SHARMA
- ‘Whenever philosophy has been taken seriously, it has
always been assumed that it signified achieving as wisdom that
would influence the conduct of life.’ - JOHN DEWEY
IMPORTANCE OF PHILOSOPHY TO
STUDENTS OF EDUCATION
■ 1. Philosophy helps us be reasonable.
“Reasonableness” is the essence of philosophy and it can be taught
in the specializations of logic (good argumentation) and
epistemology (the study of knowledge). Everyone is already a
philosopher insofar as they are reasonable, and everyone does some
philosophy insofar as they think reasonably.
■ 2. It helps us be moral.
Morality is of the utmost importance because our decisions can
have a powerful impact on ourselves and others. Our decisions can
help or hurt people. Those who “specialize” in morality are
philosophers. A reasonable understanding of morality is known as
“moral philosophy” and “ethics.” Philosophers provide us with moral
theories and the most reasonable methods of making moral
decisions.
■3. It offers us knowledge.
Philosophy has offered us the knowledge necessary to
understand formal logic, develop natural science, discover
highly plausible beliefs concerning being reasonable, highly
plausible beliefs concerning morality, and more. Even the
highly speculative areas of philosophy involving the nature of
reality, mental causation, the nature of mathematics, the
nature of morality, and controversial applied ethics involves a
great deal of knowledge.
■4. It is enjoyable.
Why is philosophical knowledge so important? Again, it is
important to be a reasonable and moral person. However, the
knowledge we attain through philosophy is also enjoyable and
perhaps even “good for its own sake.” It might be worthy of
learning just because it’s a good kind of knowledge to have,
even when it’s not used for anything.
■5. It helps lead to many of the greatest achievements.
Philosophy itself is often the greatest human achievement
in itself because human beings using their minds to
reason well about complicated issues includes some of
the greatest work we’ve ever done.
■6. It satisfies our sense of being a human being in a
unique way.
There is a sense of being a human being beyond our jobs,
beyond our family, beyond our own benefit. There is a
thirst for knowledge of the most difficult issues—reality,
reasonableness, and ethics. We want to know how to
make the world a better place and prioritize our lives in
the best way possible.
■7. It helps us live a better kind of life.
Philosophy can help us live a better life in at least two
ways. One, a “good life” can be, in part, a philosophical
life. Two, it can help us decide how our lives can be
improved.A philosophical life might be a better life.
■8. It helps us identify deception.
There is good reasoning and bad reasoning and it’s
possible to learn more about the difference between the
two. Once we learn the difference, we will be able to
identify deception, avoid deception, and help others learn
about it. Fighting against deception is part of making the
world a better place.
■9. It helps us understand the history of thought.
Philosophy can teach you the history that is often taken out of
history books—the history of worldviews and thought itself.
You can’t know how we have “progressed” and attained the
wonders of science and technology without knowing the
history of philosophy.
■10. It helps us be more creative.
Philosophy can help us learn how to think more creatively.
Learning about the answers people have thought of to life’s
greatest questions opens possibilities that you would have a
very difficult time to realize on your own. Philosophers often
contribute to the world by thinking in entirely new ways and
offering entirely new answers—and you can learn to do so as
well through example.
■11. Philosophy can help make the world a better place.
If philosophy becomes widespread and of great
importance in enough people’s lives, then our entire
culture will be improved and the behavior of people within
the culture will be improved. This is a holistic way to make
the world a better place.
EDUCATION
-came from two Latin words: ‘EDUCARE’ and
‘EDUCERE’. ‘Educare’- means ‘to nourish’, ‘to bring
up’, ‘to raise’; ‘Educere’- means ‘to bring forth’, ‘to draw
out’, ‘to lead out’.

‘Educatum’- means- ‘the act of teaching and training’.

EDUCATION
■Acquisition of knowledge
■A tool to discipline the intellect
■A preparation for life
■Direction
■Growth
■Transmission of culture
PHILOSOPHY OF EDUCATION
■a p p l i c a t i o n o f t h e f u n d a m e n t a l p r i n c i p l e s o f a
philosophy of life to the work of education.
■offers a definite set of principles and establishes a
definite set of aims and objectives.
CLASSICAL PHILOSOPHIES
• Idealism
• Realism
• Pragmatism
• Existentialism
IDEALISM
Idealists include: Plato, Descartes, Spinoza, Leibniz,
Kant, Berkeley, Hegel
George Berkeley – founder of idealism – the
philosophical view that “all physical objects are
dependent on the mind for their existence”.
- he said that “An object such as a table exists
only if a mind is perceiving it. Hence, objects are
ideas.”
Objective of Education
1. The aim of education is to discover and develop
each individual's abilities and full moral excellence
in order to better serve society.
REALISM
Realist include: Aristotle (doctrine of particulars), St.
Thomas Aquinas, John Amos Comenius,
Descartes, Spinoza, John Locke, Kant, Johann
Freidrich Herbert, William James, the neorealists
and the critical realists.
Aristotle - Aristotle was the leading proponent of
realism.
- possibly the greatest thinker in Western history
and, historically, perhaps the single greatest
influence on Western intellectual development.
2. Comenius – Father of modern education.
- “Education is a formation: the school is the true forging place of man”
3. John Wild – “Education is both a basic need and a basic right of man.”
4. Harry Broudy – “Education is dependent of government for support particularly formal
education.”
- “The value of education is to live the good life.”
5. Redden and Ryan – “State is only one of the social institutions concerned with education. The church
is another so the state has no control on education.
Objectives of Education
1. To provide students with essential knowledge to survive in the natural world.
2. There is pluralism of objectives by various sectors and at various levels of formal education.
3. The attainment of “the good life”. The school’s task is to transcribe good life.
4. Understand objective reality through "the diligent and unsparing scrutiny of all observable data."
5. The methods of instruction include Socratic method, disputation, lecture, memorization, use of
visuals and problem solving.
PRAGMATISM
Pragmatists include: Heraclitus, Protagoras and Gorgias, Francis Bacon, Auguste Comte,
Charles Peirce, William James and John Dewey
Charles Sanders Peirce - introduced pragmatism - no object or concept possesses inherent
validity or importance. Its significance lies only in the practical effects resulting from its
use or application. The “truth” of an idea or object, therefore, can be measured by
empirical investigation of its usefulness.
Objective of Education
1. To teach one how to think so that one can adjust to an ever changing world.
2. More education. Education is a continuous reconstruction of experience
3. Effective experiencing
4. Social efficiency
EXISTENTIALISM
Existentialists include: Soren Kierkegaard, Martin Heidegger, Jean Paul Sartre, Friedrich
Nietzsche, Blaise Pascal, Martin Buber, Miguel de Unamuno etc.
Soren Kierkegaard – considered the father of existentialist philosophy.
- develops the belief that truth is subjective, not objective.
Objective of Education
1. Train the individual for significant and meaningful existence.
2. Education of the whole person, not just the mind.
3. Create an intensity of awareness regarding the meaning of the freedom to choose.
4. Cultivate sense of self-definition
EDUCATIONAL PHILOSOPHIES
• Essentialism
• Behaviorism
• Perennialism
• Reconstructionism
• Progressivism
ESSENTIALISM
Essentialists include: William C. Bagley, Michael Demiashevich, Henry Morisson, Thomas
Briggs, Isaac Kandel, Ross Finney
William C. Bagley – principal proponent of Essentialism
- urged school system to return to the essentials of the basic skills of reading, writing,
arithmetic (3 R’s).
Aims of Education
1. To promote the intellectual growth of individual learners.
2. The essence of education is knowledge and skills needed in preparation for adult life.
3. Pass on the cultural and historical heritage to each new generation of learners,
beginning with the “basics”.
PERENNIALISM
Perennialists include: Aristotle, Thomas Aquinas, Robert Maynard Hutchins and Mortimer
Adler. The last two were known as the principal proponents of Perennialism.
- The methods of instruction are reading and discussion of the “Great Books”.

Objectives of Education
1. To develop the power of thought.
2. Develop the students’ rational and moral powers; reasoning skills.
3. Students acquire knowledge of unchanging principles or great ideas.
4. Education is not a replica of life but preparation of it.
PROGRESSIVISM
Progressivists include: Francis W. Parker, William Heard Kilpatrik, John L. Childs and Boyd H.
Bode
Principal pronents are: Johann Herbart and Friedrich Froebel
- A theory of education that is concerned with “learning by doing” – John Dewey,
purports that children learn best when pursuing their own interest and satisfying their own
needs.
Friedrich Froebel – the originator of the kindergarten – means “children’s garden)
- father of Kindergarten.
- “The natural growth of a child is through action or play.”
Objectives of Education
1. To provide the students with the necessary skills to be able to interact with his ever
changing environment.
2. To develop the whole person to be able to adjust to an environment that is constantly
changing.
SOCIAL RECONSTRUCTIONISM
Principal proponent: Theodore Brameld, George Counts
George Counts – “Education ought to prepare people to resolve social crisis by
reconstructing ideas, beliefs and values in the light of changing condition.
Paulo Freire – was a Brazilian whose experiences living in poverty led him to champion
education and literacy as the vehicle for social change. In his view, humans must learn to
resist oppression and not become its victims, nor oppress others.
- criticized contemporary education as the education of the oppressed.
- described traditional education in his book “Pedagogy of the Oppressed” as the
banking concept of education responsible for the “culture of silence” among the
oppressed.
- saw teaching and learning as a process of inquiry in which the child must invent and
reinvent the world.
Aims of Education
1. To improve and reconstruct society; education for change and social reform.
2. The means and ends of education must be completely refashioned to meet the
demands of the present cultural crisis and to accord with findings of behavioral Science.
RELEVANT PHILOSOPHIES OF EDUCATION
OPERATING IN PARTICULAR CLASSROOM
SITUATIONS
PHILOSOPHIES OF CURRENT EDUCATIONAL CLASSROOM PRACTICES
EDUCATION
1. IDEALISM • DECS Order No. 13, s 1998 – Revised rules and regulations on
the teaching of religion in public elementary and secondary schools.

2. SOCIAL • DECS Order No. 57, s. 1998 – Clarification on the changes in the
RECONSTRUCTIO Social Studies program
NISM / Sequencing Social Studies are as follows:
PROGRESSIVISM *Old: Third year and Fourth year students take
Ekonomiks and Kasyasayan ng
Daigdig respectively.
New: Kasaysayan ng Daigdig will be taken by
Third Year while Ekonomiks will be taken
by the Fourth Year students.
 PHILOSOPHIES OF CURRENT EDUCATIONAL CLASSROOM PRACTICES
EDUCATION
EXISTENTIALISM / • DECS Order No. 65, s. 1998 – Revised guidelines on
SOCIAL the selection of honor students in private and public
RECONSTRUCTIONIS secondary schools.
M
SOCIAL • DECS Order No. 106, s. 1998 – Revised rules on the
RECONSTRUCTIONIS exemption of Scouts from Citizen’s Army Training
M (CAT)
PROGRESSIVISM • DECS Order No. 91, s. 1998 – Changes in the
Technology and Home Economics (TLE) program of
the NSEC
EXISTENTIALISM • DECS Order No. 70, s. 1998 – Revised system of
rating and reporting of student performance for
secondary schools
PROGRESSIVISM • DECS Order No. 67, s. 1997 – Implementation of
Revitalized Homeroom Guidance Program (RHGP)
 PHILOSOPHIES OF CURRENT EDUCATIONAL CLASSROOM PRACTICES
EDUCATION
S O C I A L • DECS Order No. 71, s. 1996 – Establishment of pilot
RECONSTRUCTIONISM Regional School of the Future (SOF)
REALISM/PROGRES • DECS Order No. 33, s. 1996 – Reiterating the
SIVISM Implementation of RA 1425 mandating the inclusion of
Rizal’s Life, works, writings, teaching and virtues as a
course.
P E R E N N I A L I S M / • DECS Order No. 40, s. 1995 – Promoting Culture
ESSENTIALISM and Arts in schools.
S O C I A L • DECS Order No. 54, s. 1995 – War on Waste (WOW)
RECONSTRUCTIONIS
M / PROGRESSIVISM
ESSENTIALISM • DECS Order No. 1, s. 1993 – Increasing the number
of school days and time allotment in the New
Elementary School Curriculum (NESC).
 John Locke (1632-1704): The Empiricist
A.

Educator
- Acquire knowledge about the world through the senses - learning by doing and by
interacting with the environment
- Simple ideas become more complex through comparison, reflection and generalization-
the inductive method
- Questioned the long traditional view that knowledge came exclusively from literary
sources, particularly the Greek and Latin classics
-Opposed the "divine right of kings" theory which held that the monarch had the right to
be an unquestioned and absolute ruler over his subjects
- Political order should be based upon a contract between the people and the government
- Aristocrats are not destined by birth to be rulers. People were to establish their own
government and select their own political leaders from among themselves; civic education is
necessary People should be educated to govern themselves intelligently and responsibly
(Ornstein, 1984)
B. Herbert Spencer (1820-1903):
Utilitarian Education
- Spencer's concept of "survival of the fittest" means that human development had gone
through an evolutionary series of stages from the simple to the complex and from the uniform
to the more specialized kind of activity.
- Social development had taken place according to an evolutionary process by which
simple homogeneous societies had evolved to more complex societal systems characterized
with humanistic and classical education.
- Industrialized society require vocational and professional education based on scientific
and practical (utilitarian) objectives rather than on the very general educational goals
associated with humanistic and classical education.
- Curriculum should emphasize the practical, utilitarian and scientific subjects that helped
human kind master the environment.
- Was not inclined to rote learning; schooling must be related to life and to the activities
needed to earn a living.
- Curriculum must be arranged according to their contribution to human survival and
progress.
- Science and other subjects that sustained human life and prosperity should have
curricular priority since it aids in the performance of life activities.
Individual competition leads to social progress. He who is fittest survives. (Omstein, 1984)
C. John Dewey (1859-1952): Learning through Experience
- Education is a social process and so school is intimately related to the society that it
serves.
- Children are socially active human beings who want to explore their environment and
gain control over it.
- Education is a social process by which the immature members of the group, especially
the children, are brought to participate in the society.
- The school is a special environment established by members of society, for the purpose
of simplifying, purifying and integrating the social experience of the group so that it can be
understood, examined and used by its children.
- The sole purpose of education is to contribute to the personal and social growth of
individuals.
- The fund of knowledge of the human race-past ideas, discoveries and inventions was to
be used as the material for dealing with problems. This accumulated wisdom of cultural
heritage has to be tested. If it served human purposes, it becomes part of a reconstructed
experience.
- The school is social, scientific and democratic. The school introduces children to society
and their heritage. The school as a miniature society is a means of bringing children into
social participation.
 - The school is scientific in the sense that it is a social laboratory in which children and
youth could test their ideas and values. In here, the learner acquires the disposition and
procedures associated with scientific or reflective thinking and acting.
- The school is democratic because the learner is free to test all ideas, beliefs and values.
Cultural heritage, customs and institutions are all subject to critical inquiry, investigation and
reconstruction.
- School should be used by all, it being a democratic institution. No barrier of custom or
prejudice segregate people. People ought to work together to solve common problems.
- The authoritarian or coercive style of administration and teaching is out of place because
they block genuine inquiry and dialogue.
- Education is a social activity and the school is a social agency that helps shape human
character and behavior.
- Values are relative but sharing, cooperation, and democracy are significant human values
that should be encouraged by schools. (Ornstein, A. 1984)
D. George Counts (1889-1974): Building a New Social Order
- Education is not based an eternal truths but is relative to a particular society living at a
given time and place By allying themselves with groups that want to change society, schools
should cope with social change that arises from technology
- There is a cultural lag between material progress and social institutions and ethical
values
- Instruction should incorporate a content of a socially useful nature and a problem-
solving methodology. Students are encouraged to work on problems that have social
significance.
- Schools become instrument for social improvement rather than an agency for preserving
the status quo.
- Teachers should lead society rather than follow it. Teachers are agents of change.
- Teachers are called on to make important choices in the controversial areas of
economics, politics and morality because if they failed to do so, others would make the
decisions for them.
- Schools ought to provide an education that afford equal learning opportunities to all
students. (Ornstein, A. 1984)
E. Theodore Brameld (1904-1987) - Social Reconstructionism
- As the name implies, social reconstructionism is a philosophy that emphasizes the
reformation of society.
- So the social reconstructionist asserts that schools should: critically examine present
culture and resolve inconsistencies, controversies and conflicts to build a new society not
just change society.
- Technological era is an era of interdependence and so education must be international in
scope for global citizenship.
- For the social reconstructionists, education is designed "to awaken students;
consciousness about social problems and to engage them actively in problem solving".
(Ornstein, 1984)
- Social reconstructionists are firmly committed to equality or equity in both society and
education. Barriers of socio-economic class and racial discrimination should be eradicated.
- They also emphasize the idea of an interdependent world. The quality of life needs to be
considered and enhanced on a global basis. (Ornstein, A. 1984)
F. Paulo Freire (1921-1997) - Critical Pedagogy
Critical Pedagogy and Dialogue vs. the Banking Model of Education
• Paulo Freire, a critical theorist, like social reconstructionists, believed that systems must
be changed to overcome oppression and improve human conditions.
• Education and literacy are the vehicle for social change. In his view, humans must learn to
resist oppression and not become its victims, nor oppress others. To do so requires
dialogue and critical consciousness, the development of awareness to overcome
domination and oppression. .
• Rather than "teaching as banking," in which the educator deposits information into
students' heads, Freire saw teaching and learning as a process of inquiry in which the
child must invent and reinvent the world
• Teachers must not see themselves as the sole possessors of knowledge and their
students as empty receptacles. He calls this pedagogical approach the "banking method"
of education.
• A democratic relationship between the teacher and her students is necessary in order for
the conscientization process to take place.
• Freire's critical pedagogy is problem-posing education.
• Dialogue is the basis for critical and problem-posing pedagogy, as opposed to banking
education, where there is no discussion, only the imposition of the teacher's ideas on the
students. (Ornstein, 1984)
 HISTORICAL
FOUNDATION OF
EDUCATION
Points of Emphasis on Education in History

Historical Group or Educational Goals Curriculum Agents Influences on

Period Western Education

Primitive societies To teach group Practical skills of Parents, Emphasis on the role
7000 BC- 5000 survival skills; to hunting, fishing. food tribal elders, of informal education
B.C.. cultivate group gathering stories, and priests in transmission of
cohesiveness myths, songs, poems, skills and values
dances
Greek 1600 B.C To cultivate civic Athenian: reading. Athens: Athens: The concept
300 B.C responsibility and writing, arithmetic, private of the liberally
identity with city- physical education, teachers and educated person
drama, music, literature, poetry schools:
state; Sophists Sparta: The concept
Athenian: to Spartan: drill, military well-rounded, of the military state
develop well- songs and tactics philosophers
rounded person
Spartan: to Sparta
develop soldiers military
and military teachers,
leaders drill ser-
geants
Historical Group Educational Goals Curriculum Agents Influences on
or Period Western Education

Roman 750 To develop sense of Reading, writing. Private schools Emphasis on

B.C.- AD. 450 civic responsibility arithmetic, Laws of and teachers; education for
for republic and then Twelve Tables, schools of ability practical
empire, to develop rhetoric law, to use administrative
administrative and philosophy skills; relating
military skills education to civic
responsibility
Arabic AD 700 To cultivate religious Reading, writing. Mosques: court Arabic numerals
AD 1350 commitment to mathematics, schools and computation:
Islamic beliefs; to religious literature; re-entry of
develop expertise in scientific studies classical materials
mathematics, on science and
medicine, and medicine
science
Medieval A.D. To develop religious Reading, writing, Parish, chantry, Establishing the
500 A.D.1400 commitment, arithmetic, liberal and cathedral structure, content,
knowledge, and ritual, arts; philosophy. schools, and organization
to re- theology, crafts; universities; of the university as
appren- ticeship: a
knighthood
Historical Educational Goals Curriculum Agents Influences on Western
Group or Education
Period

establish social military tactics major institution of higher

order, to prepare and chivalry education; the
persons for institutionalization and
appropriate roles preservation of
knowledge
Renaissance To cultivate a Latin, Greek, Classical humanist An emphasis on literary
A.D. 1350- humanist who was classical An emphasis knowledge, excellence,
A.D. 1500 expert in the literature, poetry, educators and on and style as expressed in
classics-Greek and art literary schools classical literature, a two-
Latin; to prepare such as lycee, track system of schools
courtiers for service gymnasium, Latin
to dynastic leaders grammhar school
Reformation To cultivate a sense Reading, writing, Vernacular A commitment to
A.D. 1500- of commitment to a arithmetic, cate- elemen- tary universal education to
A.D. 1600 particular religious chism, religious schools for the provide literacy to the
denomination, to concepts and masses; classical masses; the origins of
cultivate general ritual; Latin and schools for the school systems with
literacy Greek, theology upper classes supervision to ensure
doctrinal conformity
A. EARLY CONCEPTIONS OF EDUCATION
1. Education for Conformity [PRIMITIVE EDUCATION]
Aim: To survive and to conform to the tribe to which they belong
Contents: Practical and Theoretical Education
Methods: Tell me and show me, trial and error, enculturation, indoctrination
Proponents: Primitives
ENCULTURATION - the gradual acquisition of the characteristics and norms of a culture or group by a
person, another culture, etc.
- the passing on of group’s custom, beliefs and traditions from one generation to the next generation
- process by which people learn the dynamics of their surrounding culture
and acquire values and norms appropriate or necessary to that culture
and its worldviews.
ACCULTURATION – learning other culture; the passing of customs, beliefs and tradition through
interaction / reading / inter-marriages, etc.
INDOCTRINATION - the process of repeating an idea or belief to someone until they accept it without
criticism or question.
2. Education for the Preservation of Social Stability [ORIENTAL
EDUCATION] Aim: To impress traditional ideas and customs in
order to maintain and perpetuate the long_x0002_established
social order
Contents: Moral and Theoretical Training
Methods: Imitation, Memorization
Proponents: Orientals (Chinese, Indians, Egyptians)
3. Education for the Development of Individuality [GREEK EDUCATION]
Aim: To promote individual success and welfare through the harmonious
development of the
various aspects of human personality
SPARTAN: To develop a good soldier in each citizen
ATHENIAN: To perfect man (body and mind) for individual excellence needed
for public usefulness
Contents
SPARTAN: Military and physical training
ATHENIAN: Liberal education
Methods
SPARTAN: Competition and rivalry
ATHENIAN: Principle of individuality
Proponents: Greeks
4. Education for Utilitarianism [ROMAN EDUCATION]
Aim: To educate the Roman youth for realizing national ideals
Contents: Physical training (martial arts, use of war weapons)
Methods
ELEMENTARY: memorization, imitation
SECONDARY: literary exercises, intensive drill on speech, grammar
Proponents: Romans
B. MODERN CONCEPTIONS OF EDUCATION
1. Education for Rich, Full Life / Italian or Individualistic Humanism
Aim: To secure rich and full life for each individual through contacts with
the ancient
Contents: Grammar, Literature and Mathematics
Methods: Test study, written themes, self-activity and self-expression
Proponent: Vittorino da Feltre

Vittorino da Feltre
 His pupils pictured him as a successful teacher who loved them, cared for their
health and character, and adapted his methods to their abilities.
 he coined the idea of the “complete man,” — health of body, strength of
character, wealth of mind.
 concerned himself seriously with his pupils' work, welfare, interests, abilities,
personalities, and character, and gave them personal, educational, and vocational
guidance. In his opinion, the chief purpose of education was to train young men
to serve God and state in whatever position they would be called upon to assume.
2. Northern or Social Humanism
Aim: For social reform
Contents: Classical and biblical literature (Religioius)
Methods: Individualized instruction, repetition, mastery, motivation, set of praise and
rewards
Proponent: Desiderius Erasmus
Desiderius Erasmus
 the first editor of the New Testament
 He used this text (Handbook of a Christian Knight) to urge people to interpret Scripture
through the lens of ancient philosophers, while also asserting that living a monastic life
didn’t necessarily equate to Christian piety.
3. Reformation
Aim: Religious moralism
Contents: Physical education, Character education, Math, History, Science
Methods: Memorization, religious indoctrination
Proponent: Martin Luther
4. Counter-Reformation
Aim: To develop an unquestioning obedience to the church
Contents: 4R’s – reading, writing, arithmetic, religion / right conduct
Methods:
- Adapting the lesson to the abilities, needs, and interests of children
- Reviewing previous lessons
- Repetition for mastery
- Memorization with understanding
- Use of textbooks
Proponents: Christian brothers, Jansenists, Jesuits
5. Education as a Training of the Mind / Formal Discipline
Aim: To train the mind through rigorous exercises in order to develop intellectual
capacities
Contents: Classical languages and Math; Physical (vigor of the body), mental (mental
power), and
moral (good conduct)
Methods: Formal – sensation, memory and reasoning, Drill method
Proponent: John Locke

6. Rationalism
Aim: To enable man to think for themselves
Contents: Philosophical / scientific knowledge, ethics and morality
Methods: critical analysis, application of reason
7. Education in Harmony with Nature / Nationalistic Conception of Education
Aim: To develop the individual in accordance with the laws of human development and to
preserve
the natural goodness of man
Contents: Holistic education (physical, moral, intellectual)
Proponent: Jean Jacques Rousseau

8. Education for Patriotic Citizenship / Nationalistic Conception

Aim: To develop military preparedness and aggressiveness for the preservation and
glorification of
the State
Content: Social Studies
Methods: Practica
9. Education as Psychological Development
Aim: To direct and control growth and development through appropriate educational
procedures
JOHANN HEINRICH PESTALOZZI: Social regeneration of humanity
FRIEDRICH FROEBEL: Development of the child
JONATHAN HERBART: Moral development
EDWARD LEE THORNDIKE: realize the fullest satisfaction of human wants
Contents: Math, science, language, arts, history, literature
Methods: Principles and Laws of Learning

10. Education as Scientifically Determined Process

Aim: To make education a science
Contents: Science
Methods: Experimental, problem-solving, scientific method and research
11. Education as Social Reconstruction / Social Experimentalism
Aim: Prepare for a progressive rebuilding of the social order
Contents: Social studies
INTELLECTUAL: critical examination of the social conditions and social problems
CIVIC: intelligent participation and cooperation in civic affairs
VOCATIONAL: social relationships of one’s job
Methods: Guidance (including social guidance), intelligent and cooperative participation;
Field Trips,
Directed Classroom Study (community life)
PHILIPPINE EDUCATIONAL SYSTEM
A. Education during the PRE-SPANISH PERIOD
AIMS CONTENTS
For survival, conformity, & enculturation informal education,
religion-oriented
METHODS: tell me and show me, observation, trial & error
B. Education during the SPANISH PERIOD
 The vernacular was used as the medium of instruction in the parochial
schools
 The religious orders introduced the parochial school
 Education is suppressed, exclusive (for the elite), and inadequate
AIMS CONTENTS
To propagate Christianity Religious education, vocational courses
METHODS: Dictation and memorization
C. Education during the AMERICAN PERIOD
 Formal Education was established
AIMS: To teach democracy as a way of life
CONTENTS: Reading, writing, arithmetic, language, GMRC, civics,
hygiene
and sanitation, gardening, domestic science, American History,
and Philippine History
METHODS:Socialized recitation, students’ participation
D. Education during the COMMONWEALTH PERIOD (1935 – 1942)
 Education under the Commonwealth helps prepare for the
coming independence of a new Filipino nation
AIMS: (as provided for in the 1935 Constitution)
- To develop moral character, personal discipline, civic conscience,
and vocational efficiency
- To teach the duties of citizenship
- To continue the promotion of democratic ideals and way of life
CONTENTS: Character education and citizenship training
E. Education during the JAPANESE ERA (1943 – 1945)
AIMS
- To strive for the diffusion of the Japanese language in the
Philippines and to terminate the use of the English language
in schools
- To stress the dignity of manual labor
CONTENTS
Vocational, Technical, Agriculture, Values rooted in
love for labor, physical education and singing
Japanese songs, health / vocational education
F. Education during the REPUBLIC (1943 – 1972)
AIMS
- Full realization of the democratic ideals and way of life
- Promotion of equal educational opportunities for all
CONTENTS
- Social orientation as manifested by the conservation
of the Filipino heritage
- Training for occupation
- Promotion of democratic nation building
- A new thrust on community development
G. Education during the NEW SOCIETY (1972 – 1986)
 made education relevant to the needs of the changing world
 BILINGUAL EDUCATION POLICY – use of English and Filipino as media of instruction in
specific learning areas
AIMS - For national development (based on the 1973 Constitution)
- Foster love of country
- Teach the duties of citizenship; and
- Develop moral character, self-discipline, and scientific, technological and vocational
efficiency
CURRICULAR CHANGES
(in Elementary Education) (in Secondary Education)
- focused on the 3R’s - increase in time allotment
- integration of values in all learning areas - YOUTH DEVELOPMENT TRAINING (YDT)
and CITIZENSHIP ADVANCEMENT
- emphasis on mastery learning TRAINING (CAT) were introduced as new
courses
- Elective offerings as part of the curriculum
H. Education during 1986 – 2000
AIM: To promote national development and values education
 the national government appropriates the highest budgetary allocation to education
 promotion and improvement of the public school teachers
 implementation of NEW ELEMENTARY SCHOOL CURRICULUM (NESC) – addressed to
civic, intellectual, and character development of the child, with the following features:
- emphasis on mastery learning; focused on fewer learning areas
- focused on the development of the 3R’s
- emphasis on the development of intellectual skills which are as important as work skills
- multi-disciplinary treatment of curriculum content
- student-oriented
- cognitive-affective manipulative based curriculum
- values education offered as separate subject area
- emphasis on Science and Technology
- Bilingual policy
- Emphasis on Critical Thinking
 the CONGRESSIONAL COMMISSION ON EDUCATION (EDCOM),
in its 1991 report, recommended the following:
i. trifocalization of DECS into the Department of Education
(DepEd), Technical Education and Skills Authority (TESDA), and
Commission on Higher Education (CHED);
ii. establishment of Teacher Education Council and Centers of
Excellence;
iii. professionalization of teachers; and
iv. Technical-Vocational Education reform.
I. Education during the 21ST CENTURY
AIM: To provide the school-age population and young adults with
skills, knowledge and values to become caring, self-reliant,
productive and patriotic citizens
 REPUBLIC ACT 9155 (GOVERNANCE OF BASIC EDUCATION
ACT), was passed transforming the name of the Department of
Education, Culture and Sports (DECS) to the Department of
Education (DepEd) and redefining the role of field offices
(regional offices, division offices, district offices and schools).
The act provides the overall framework for:
- school and head empowerment by strengthening their leadership
roles
- school-based management within the context of transparency
and local accountability
 The K-12 PROGRAM
- implementation started on SY 2012-2013
- kindergarten is now a part of the compulsory education system
- a new curriculum for Grade 1 and Grade 7 pupils and students,
respectively, was introduced
- by SY 2016-2017, Grade 11 / Year 5 will be introduced, and
Grade 12 / Year 6 by SY 2017-2018
- the phased implementation of the new curriculum will be
finished by the SY 2-17-2018
Social Science Theories
and Their Implications
to Education
SOCIOLOGY - the science of man and society
- study of patterns of human behavior
- study of groups and societies and how they affect the people
SOCIETY
- a group of organized individuals who think of themselves as a
distinct group, and who live together sharing the same culture occupying
the same territory, who interrelates and interacts with one another, recruits
its members by intergroup sexual reproduction and has a shared
comprehensive culture, with common shared attitudes, sentiments,
aspirations and goals
SOCIALIZATION - a process of adapting or conforming to the common
needs and interests of a social group
- a process whereby people learn the attitudes, values and actions
appropriate to individuals as
members of a particular society, where a member of a group learns and
internalizes the norms
and standards of the other member among whom s/he lives
Agents of socialization:
a. Family – smallest social institution whose members are united by blood, marriage, or
adoption, constituting a household and having a common culture
b. School / Education – established by society for the basic enculturation of the group; an
agency which makes a student learn how to value oneself and eventually others;
an agency organized by society for the basic function of teaching and learning
c. Church
d. Mass media
The 3 Primary Theoretical Perspectives used by Sociologist to Explain the Influence of
Society to People and and vice versa:
a. functionalist perspective
b. conflict perspective
c. symbolic interactionist perspective

STRUCTURAL-FUNCTIONAL THEORY - proposed by Herbert Spencer

- he views SOCIETY as "a system of interconnected parts each with a unique
function. The parts have to work together for stability and balance of society."
Compare Human Body and Scoiety
 compose of different interrelated parts
 each part performs different function
 each part work together for stability and balance
 each part coordinate and collaborate with each other to function well.
 the health of each part contributes to the over-all health of the organism
Functionalist Theory
 Education focuses on how education serves the need of society through
the development of skills encouraging social cohesion.
 The role of schools is to prepare students for participation in the
institutions of society.
 Education is concerned with transmission of core values for social control.
 Education is concerned with socializing people by bringing together
people from different backgrounds.
 Focused on social stability and solidarity.
 Education is a beneficial contribution to an ordered society.
Lets Ponder on This:
Functionalism does not encourage people to take an active role in
changing their social environment, even when such change may benefit them.
Instead, functionalism sees active social change as undesirable because the
various parts of society will compensate naturally for any problems that may
arise.
The purposes of schooling according to the functionalist theory are:
1)Intellectual purposes - acquisition of cognitive skills, inquiry skills
2)Political purposes - educate future citizens; promote patriotism: promote assimilation of
immigrants; ensure order, public civility and conformity to laws
3) Economic purposes - prepare students for later work roles; select and train the labor
force needed by society
4) Social purposes - promote a sense of social and moral responsibility; serve as a site for
the solution or resolution of social problems; supplement the efforts of other institutions of
socialization such as the family and the church.
Institutional Group Agencies for Education
Three (3) very important groups that serve as agencies for learning:
1. Family - smallest social institution
Educative Functions of the Family (Home):
HEALTH EDUCATION – proper food to eat, proper hygiene
ETHICS / MORALITY / RELIGION – spiritual, moral, and desirable social values
SOCIALIZATION – roles and status in society
PSYCHOMOTOR AND MANIPULATIVE SKILLS – how to walk, dance and to properly use
kitchen tools, utensils, etc.
RECREATIONAL SKILLS
ACADEMIC – reading, writing, arithmetic (3R’s)
2. School
- an institution, center of learning, established by society in which the
accumulated experiences of the past generations are passed on to the
incoming generation by means of systematized programs of instructions
Roles of the School:
1. Agent of SOCIALIZATION
- children learn how to get along with other students in the school
- social ethics are taught in the schools
- the student government trains the students to become good leaders and
followers
- the school prepares the individual to become worthy members of the
society by making them aware of their responsibilities
2. Agent of CULTURAL TRANSMISSION - Culture can be transferred through:
a. ENCULTURATION – the passing on of group’s custom, beliefs and traditions from one
generation to the next generation
b. ACCULTURATION – learning other culture; the passing of customs, beliefs and tradition
through interaction / reading / inter-marriages, etc.
- Values and attitudes formation are easily transmitted through lessons provided by the
teachers
- Culture can be transmitted through field trips, experiential learning, experimentation, group
dynamics, cooperative learning, peer learning, role playing and dramatization
- Knowledge about the latest development in science and technology, and about the nations
and
people of the world can be acquired through different learning activities
c. Agent of CULTURAL CHANGE
- Cultural changes are best discussed in school
d. Agent of MODERNIZATION
- Educational systems are focused on future needs of the students
- Changes which are mostly attempts towards modernization are discussed in the school
- The elements of cultural change which lead to modernization:
development of oral and written communication and other modern means of
communicationmprovement of science and technology in all fields
d. Other functions of the schools
- serves as a multi-purpose institution
- provides training of the mind, teaches the basics
- develops problem-solving and critical thinking
- promotes social integration, enculturation and cultural perception
- accelerates adjustment of society
3. Church
- a lifetime school of learning
Education from the Church (through the Bible):
History e.g., Persia (now Iran), Mesopotamia (now Iraq)
Prophecies e.g., earthquake, famine, calamities
Divine Values e.g., love, hope, faith, wisdom
2. Conflict Theory
 There are always two opposing sides in a conflict situation. People take
sides between maintaining the status quo and introducing change then
arrive at an agreement.
 Welcomes conflict for that is the way to the establishment of a new
society.
 Fnd potential conflict between any groups where inequality exists: racial,
gender, religious, political. economic, and so on.
 Unequal groups usually have conflicting values and agendas, causing them
to compete against one another. (This constant competition between
groups forms the basis for the ever-changing nature of society.)
How Proponents of Conflict Theory Regard Education
 Education is not truly a social benefit or opportunity as seen by
the functionalists. Rather, education is a powerful means of
maintaining power structures and creating a docile work force
for capitalism.
 The purpose of education is to maintain social inequality and to
preserve the power of those who dominate society and teach
those in the working class to accept their position as a lower
class worker of society. (known to them as “hidden curriculum”)
3. The symbolic interactionist theory perspective
Three tenets of symbolic interactionist theory are:
[Link] individual's action depends on meaning. We act based on the
meaning we give to symbols. Symbols can be actions, objects or
words. If a student understands that teacher believes in his /her
ability he/she tries his/her best prove that indeed he/she is able.
If a teacher does otherwise, a student tends to behave in
accordance with teacher's poor perception.

2. Different people may give different meanings to the same thing.

When teachers are strict, some students see it as an expression
of care. Others may rebel because they perceive teacher's
behavior as limiting their moves and desires. A businessman may
look at a tree and starts estimating how much money he can get if
he has the tree cut down for lumber. A philosopher or a poet may
look at it with the thought, "they also serve who only stand and
wait" like John Milton's from his poem "On his Blindness".
3) Meanings change as individuals interact with one another. A negative
meaning that you used to associate with hospital when you went to a hospital
which looked more as a hotel than the usual hospital you know is changed.
After you have taught well, your first impression of teaching as boring is
changed to teaching is exciting.

Implications to Teaching
 continue to teach for meaning.
 Individuals act based on meaning. This meaning is based upon individuals'
experiences. Meanings change.
 promote and create opportunities for genuine interaction among our
students, teachers, between students and teachers.
 Interaction does not only mean dealing with warm bodies. Interaction
includes reading, listening, viewing.
 Other people's views and meanings are conveyed in what they have written,
in speeches and lectures they have delivered.
 use positive symbols in the form of gestures, words, actions, and
appearances -to express our trust, belief in our students' abilities, an
affirmation of their being.
Let’s Ponder on This
Faulty communication can result from differences in the
perception of the same events and symbols. Did you experience
this in your activity of giving symbols of caring? While you looked
at your symbol as something expressing your love and care, your
partner may have not understood it that way at all.
 The Strengths and
Weaknesses of the
Filipino Character: A
Socio-Cultural Issue
ANTHROPOLOGY
- science that studies the origin and development of man, his
work and achievements which includes the study of physical,
intellectual, moral, social and cultural development of man,
including his customs, mores, folkways, and beliefs.
Culture
- the shared products of human learning, the set of learned
behaviors, beliefs, attitudes, values, and ideals that are
characteristics of a particular society or population.
- the complex whole which includes knowledge, beliefs, arts, laws,
morals, customs and other capabilities and habits acquired by
man as a member of society.
Characteristics of Culture:
transferrable dynamic learned
continuous shared universal
symbolic adaptive borrowed

Elements of Culture:
1. LANGUAGE – an abstract system of word meanings
and symbols for all aspects of culture; the foundation of
culture; verbal and non-verbal
2. NORMS – are established standards of behavior
maintained by a society; it must be shared and
understood
3. SANCTIONS – penalties or rewards for conduct concerning
social norms
a. POSITIVE SANCTIONS: pay, promotion, medals, word of
gratitude.
b. NEGATIVE SANCTIONS: fines, imprisonment, threats, stares,
ostracism.
4. VALUES – are collective conceptions of what is considered
good, desirable and proper or bad, undesirable and
improper in a particular culture
Change:
- an enduring force in history; is inevitable, takes place from time
to time
- the adjustment of persons or groups to achieve relative harmony
Forms of Change
1. CULTURAL CHANGE – refers to all alteration affecting new
trait or trait complexes to change the culture’s content and
structures
2. TECHNOLOGICAL CHANGE – revision that occur in man’s
application of his technical knowledge and skills as he adopts
himself to environment
Examples of technological changes in education:
- introduction of new methods of learning
- vocational education, computer education, and practical arts in
the curriculum
- inclusion of information and communication technology in the
curriculum
3. SOCIAL CHANGE – refers to the variation or modifications in
the patterns of social organization, of such groups within a society
or of the entire society

Example of social changes in education:

- revival of nationalism themes in literature, music, and arts, etc.
Anthropological-Sociological Implications to
Education:
- The curricular program of all learning institutions should be
examined by the Commission on Higher Education (CHED) and the
Department of Education (DepEd) so that those will be responsive
to the needs of the society.

- Parents should be involved in the school projects and activities,

and in enculturation and socialization processes.
SOCIAL CONCEPTS
1. VALUES – generally considered as something – a principle,
quality, act or entity – that is intrinsically desirable.
2. JUSTICE – giving others what is due to them; rendering to
every man that exact measure of his due without regard to his
personal worth or merit
3. FREEDOM, RIGHTS AND RESPONSIBILITY
- The reciprocation of rights and duties is the true foundation of
social order
FREEDOM – is not absolute. It is not doing something without
restrictions or reservations or interference and influence of others.
RIGHT – means what is just, reasonable, equitable, what ought
to be, what is justifiable, something that is owed or due to others.
 RIGHTS AND RESPONSIBILITY – come in pairs. If one wants
more rights and freedom, s/he shall also have to accept more
responsibility. A right is abused when it interferes with the rights
of others.
DUTIES – refer to those that are due justice, to another
individual or collective persons and to God
AUTHORITY – refers to the right given to give commands,
enforce laws, take action, make decisions, and exact obedience,
determine or judge
ACCOUNTABILITY – means to be answerable for; emphasizes
liability for something of value either contractually or because of
one’s position of authority
RESPONSIBILITY – refers to trustworthy performance of fixed
duties and consequent awareness of the penalty for failure to do
so.
ETHICS / MORAL LAW
ETHICS - based on one’s station in life; to each station
corresponds a certain behavior according to which a person must
live.

Weaknesses of the Filipino character

1. EXTREME FAMILY CENTEREDNESS - Excessive concern for
family means using one's office and power to promote family
interests and thus factionalism patronage, political dynasties and
the protection of erring family members.
It results in lack of concern for the common good, and acts
as a block to national consciousness.
2. EXTREME PERSONALISM
Takes things personally, cannot separate objective task
from emotional involvement. Because of this the Filipino is
uncomfortable with bureaucracy, with rules and regulations and
with standard procedures. He uses personal contacts, and gives
preference to family and friends in hiring, services and even
voting. Extreme personalism leads to the graft and corruption
evident in Philippine society.

3. Lack of discipline - A casual attitude toward time and space,

manifested in lack of precision and compulsiveness, in poor
time management and procrastination.
- Aversion to following procedures strictly results in lack
of standardization and equality control.
- Impatience results in short cuts, palusot, ningas cogon.
- often results to inefficient work systems, the violation of rules and
a casual work ethic lacking follow through.
4. Passivity and lack of initiative - Waiting to be told what
to do, reliance on others (leaders and government),
complacence, lack of a sense of urgency. There is high
tolerance of inefficiency, poor service, and even violations
of one's basic right. Too patient and matiisin, too easily
resigned to his fate, the Filipino is easily oppressed and
exploited.

5. Colonial mentality Lack of patriotism, or of an active

awareness, appreciation and love of the Philippines and
an actual preference for things foreign.
6. Kanya-kanya syndrome, talangka mentality tsismis,
intriga, unconstructive criticism... it is evident in the
personal ambition that is completely insensitive to the
common good, eg, the lack of a sense of service among
people in the government bureaucracy. This results in the
dampening of cooperative and community spirit, and in
the trampling upon other's rights.
7. Lack of self-analysis and self-reflection The tendency
to be superficial and some what flighty. In the dace of
serious personal and social problems, there is lack of
analysis or reflection, and instead satisfaction with
superficial explanations and solutions.
8. Emphasis on porma rather than substance - This lack
of analysis and emphasis on form is reinforced by an
educational system that is more from than substance.

These weaknesses are rooted from the following factors:

a. home,
b. social and economic environment
c. culture and language
d. history
e. religion
f. educational system
g. mass media
h. leadership and role models.
Different Goals Proposed to Develop in the Filipino:
1. a sense of patriotism and national pride;
2. a sense of the common good;
3. a sense of integrity and accountability,
4. the values and habits of discipline and hard
work;
5. the value and habits of self-reflection and
analysis;
6. the internalization of spiritual values and
7. the emphasis on essence rather than on form.
Strengths of the Filipino character (Leticia Ramos
Shahani):
1. pakikipagkapwa-tao;
2. family orientation;
3. joy and humor;
4. flexibility, adaptability and creativity;
5. hard work and industry;
6. faith and religiosity; and
7. ability to survive,
Weaknesses of the Filipino character
1. extreme family centeredness;
2. extreme personalism;
3. lack of discipline;
4. passivity and lack of initiative;
5. colonial mentality;
6. kanya-kanya syndrome, talangka mentality;
7. lack of self-analysis and self- reflection, and
8. emphasis on porma rather than substance.
DepEd’s Core Values
1. maka-Diyos
2. maka- tao
3. makakalikasan
4. makabansa.
Let’s Ponder on this:
1. Teacher observes that when students submit report, the more ornate and
artistic the folder is, the less substantial the report. Which weakness in the
Filipino character is pointed to? If you were the teacher how do you counteract
such?
2. In line with the government's austerity program, DepEd reiterates the following
policies:
a. Graduation rites should be simple but meaningful to encourage civil rights, a
sense of community, and personal responsibility. While these rites mark a
milestone in the life of the learners, these should be conducted without exces
sive spending, extravagant attire or extraordinary venue;
b. Moving Up or Completion Ceremonies should be simple, involving only the
leamers, their parents and the school and
c. Non-academic projects such as attendance to field trips, film showing, Junior-
Senior promenade, and other school events should not be imposed as
requirements for graduation or completion. (D.O. 02, s. 2019)
Which of the weaknesses of the Filipino does this DepEd Order wish to help
eliminate? Explain.
3. In a post-observation conference, school head
cites points for improvement for the teacher
observed. It happens that there are more points for
improvement than positive points. Teacher
concludes the school head is biased against her.

Which Filipino weakness is revealed? What should

be done?
Global Issues
that Concern
Schools and
Society
Top-10 world Issues, according to millennials based on World Economic
Forum's Global Shapers Survey in 2017)
1. Climate change / destruction of nature (48.8%)
2. Large scale conflict/ wars (38.9%)
3. Inequality (income, discrimination) (30.8%)
4. Poverty (29.2)
5. Religious conflicts (23.9%)
6. Government accountability and transparency/corruption(22.7)
7. Food and water security (18.2%)
8. Lack of education (15.9%)
9. Safety/security/well being (14.1 %)
10. Lack of economic opportunity and employment (12.1%)
Top 10 Current Global Issues according to Chloe Turner

1. Climate change
2. Pollution
3. Violence
4. Security and Well Being
5. Lack of Education
6. Unemployment
7. Government Corruption
8. Malnourishment & Hunger
9. Substance Abuse
10. Terrorism
The 17 Sustainable Development Goals for the
period 2015-2030
1. End poverty in all its forms everywhere
2. End hunger, achieve food security and improved
nutrition, and promote sustainable agriculture 3.
Ensure healthy lives and promote well-being for all
at all ages
4. Ensure inclusive and equitable quality education
and promote life-long learning opportunities for all
5. Achieve gender equality and empower all women
and girls
6. Ensure availability and sustainable management of
water and sanitation for all
7. Ensure access to affordable, reliable, sustainable, and
modern energy for all
9. Build resilient infrastructure, promote inclusive and
sustainable industrialization and foster innovation 10.
Reduce inequality within and among countries
11. Make cities and human settlements inclusive, safe,
resilient and sustainable
12. Ensure sustainable consumption and production
patterns
13. Take urgent action to combat climate change and its
impacts (in line with the United Nations
FrameworksConvention on Climate Change)
14. Conserve and sustainably use the oceans, seas and
marine resources for sustainable development.
15. Protect, restore and promote sustainable use of
terrestrial ecosystems, sustainably manage forests,
combat desertification, and halt and reverse land
degradation and half biodiversity loss.
16. Promote peaceful and inclusive, societies for
sustainabledevelopment, provide access to justice for all
and build effective, accountable and inclusive institutions
at all levels.
17. Strengthen the means of implementation and revitalize
the global partnership for sustainable development.
The Top Ten Global Issues and How They Can be Addressed

CLIMATE CHANGE
• temperatures are rising (2.6 - 4.8 oC by year 2100)
• cause more severe weather
• crises with food and resources
• spread of diseases.

What should we do:

• reduction of greenhouse emissions
• spreading of education on the importance of going green
• lobbying governments and discussing policies to reduce carbon emissions
• encouraging reforestation
POLLUTION

Pollution includes ocean litter, pesticides and fertilizers, air, light

and noise pollution. Clean water is essential for humans and
animals, but more than one billion people don't have access to
clean water due to pollution from toxic substances, sewage or
industrial waste.

VIOLENCE
Violence can be found in the social, cultural and economic aspects
of the world. Whether it is conflict that has broken out in a city,
hatred targeted at a certain group of people or sexual harassment
occurring on the street, violence is a preventable problem that has
been an issue for longer than necessary.
Various Forms of Violence:
Physical Violence Sexual Violence Emotional Violence
- occurs when someone - occurs when a person is - occurs when someone
uses a part of their body forced to unwillingly says or does something
or an object to control a take part in sexual make a person feel
person's actions activity stupid or worthless
Psychological Spiritual Violence Cultural Violence -
Violence (or religious) violence occurs when an
- occurs when - occurs when individual is harmed
someone uses threats someone uses an as a result of practices
and causes fear in an individual's spiritual that are part of her or
individual to gain beliefs to manipulate, his culture, religion or
control dominate or control tradition.
that person.
SECURITY AND WELL - BEING
• The UN is a perfect example of what should be
done to prevent the lack of security and well
being a serious global issue. Through its efforts
with regional organizations and representatives
that are skilled in security, the UN is working
toward increasing the well being of people
throughout the world.
LACK OF EDUCATION
More than 72 million children throughout the globe that are of
the age to be in primary education are not enrolled in school.
This can be attributed to inequality and marginalization as well
as poverty. Fortunately, there are many organizations that work
directly with the issue of education in providing the proper tools
and resources to aid schools.
The Philippines has consistently made a significant stride
in its functional literacy rate. Functional literacy, as defined by
the National Statistics Authority is the level of literacy which
includes not only reading and writing but also numeracy skills
that would help people cope with the daily demands of life.
Based on the 2013 Functional Literacy, Education and Mass
Media Survey (FLEMMS), the country registered a 90.3% rate,
which means that nine out of every 10 Filipinos aged 10-64
were functionally literate.
UNEMPLOYMENT
- individuals who are employable and seeking a job but are
unable to find a job.
- Includes also those people in the workforce who are
working but do not have an appropriate job.
- serves as one of the indicators of a country’s economic
status.
• Unemployed means you don't have a job, while
underemployment means the job you have is inadequate.
• Underemployed workers are unable to work as much as
they’d like or to find jobs that are a match for their
skills, abilities, or experience.
• Underemployment differs from unemployment in that
underemployed workers are able to find a job, just not
one that fits their needs and abilities.
GOVERNMENT CORRUPTION
- a major cause of poverty considering how it
affects the poor the most, eroding political and economic
development, democracy and more.
- include graft, bribery, embezzlement, backdoor
deals, nepotism, and patronage.
Note: The Philippines ranked 94 out of 177 countries in
Transparency International's 2013 corruption index.
MALNOURISHMENT and HUNGER
MALNOURISHMENT - deficiencies or excesses in nutrient intake,
imbalance of essential nutrients or impaired nutrient utilization.
- the condition that develops when the body is deprived of vitamins,
minerals and other nutrients it needs to maintain healthy tissues and
organ function.
- includes undernutrition and overnutrition.
- includes under nutrition (wasting, stunting, underweight),
inadequate vitamins or minerals, overweight, obesity, and resulting diet-
related noncommunicable diseases.([Link]
room/fact-sheets/detail/malnutrition)
HUNGER - craving or urgent need for food or a specific nutrient.
- happens when people do not have enough food to eat. The main
cause of hunger is not a shortage of food, but the ability to access it.
- a broad concept and is focused more on the physical and
psychological experience of going without food than on the more
quantifiable nutritional aspects and physical outcomes we associate with
good nutrition.
WORLDWIDE:
• As many as 783 M people are hungry.
• 14 M children suffer accute severe acute malnutrition
• 45% of child deaths are due to hunger and related causes
• 700 children Die each day from illnesses caused by dirty water
and unhygienic living conditions.

In the Philippines:
E very day, 9 5 children in t he Philippines die f r om
malnutrition. Twenty-seven out of 1,000 Filipino children do not
get past their fifth birthday. A third of Filipino children are stunted,
or short for their age. Stunting after 2 years of age can be
permanent, irreversible and even fatal.
SUBSTANCE ABUSE
- "the harmful or hazardous use of psychoactive
substances, including alcohol and illicit drugs”
- encompasses a harmful pattern of use of alcohol,
tobacco products, and illegal drugs; this includes the
presence of substance use and trade within school and
campus environments and during school-related activities.
In 2022 (Philippines)
• total of seventy (70) treatment and rehabilitation
facilities (sixty-two (62) are residential and eight (8) are
outpatient), reporting to the Treatment and
Rehabilitation Admission Information System (TRAIS).
• 3,865 admissions were recorded from these reporting facilities. Of these number, three
thousand, three hundred forty-three (3,343) are new admissions, seventy-nine (79) are
readmitted or relapse cases and four hundred forty-three (443) are Outpatient.
• around forty-three percent (42.73%) increase in admission was noted in 2022 compared
to the previous years
• enter admissions consist of ninety percent (90.06%) males, nine percent (9.08%) females,
and around one percent (0.85%) LGBT.
• The youngest admission for the year under review is 13 , whilethe eldest is 72.
• majority of the admissions belong to the age group of 40 years old and above.
• Fifty-three percent (52.68%) are single and around twenty-four percent (23.91%) are
married
• almost a third (26.99%) have attained high school level. On the second spot are those
who have reached college with twenty percent (19.61%) followed by those who have
graduated high school at seventeen percent (17.44%).
Most Commonly Abused Drugs
• Methamphetamine Hydrochloride or “Shabu” - remains the leading drug of abuse,
comprising ninety-two percent (92.06%) of the total admission.
• Cannabis (Marijuana) - 7.04%
• MDMA or Ecstasy - 0.65%
TERRORISM
- the unlawful use of violence and intimidation, especially
against civilians, in the pursuit of political aims.
- the calculated use of violence to create a general climate
of fear in a population and thereby to bring about a particular
political objective.
The Why and How
of School and
Community
Partnership
EXAMPES of what a community can do for schools:
■Brigada Eskwela - a school maintenance program that has been
institutionalized since 2009 when DepEd issued DepEd Order #
100.
- takes place more or less two weeks before classes begin
- This program engages all education stakeholders to
contribute their time, effort and resources in ensuring that public
school facilities are set in time for the forthcoming school opening.
■Curriculum development - use of community resources for
learning. e.g. museum, elders of the community as key
informants in research or resource persons in the study of local
history
■Work experience programs - Business establishments and
offices in the community can serve as training ground for
learners like the Work Immersion required of Senior High School
students wchich provides the following opportunities to Senior
High School students:
 1. become familiar with the work place
2. employment simulation
3. apply their competencies in areas of specialization / applied subjects in authentic
work environments
■ Remediation and enrichment classes - Parents and retired teachers may be involved in
the School Reading remediation and Learning Enrichment Programs.
■ Youth Development Programs - The young may involve themselves in youth development
programs and develop their skills and talents, learn how to deal positively with peers and
adults and serve as resources in their communities.
■ Community Service - Examples of community service are students participating in
tutorial programs, community reforestation programs, clean up drive for a river, assisting
in medical mission; school head involved in planning local celebrations, teachers
managing programs, projects, activities; school band playing in fiesta parade
What can schools do for communities in return?
• Schools may allow the community to use school resources. Here are
concrete examples enumerated by the DepEd Primer on School-
Community Partnership:
• Classroom used by community organizations for meetings
• School used as a polling place and venue for medical mission which it
may co-sponsor with the Rural Health Unit
• School used by the Rural Health Unit for mothers' class on child care
• School used as an evacuation center
• School facilities used for community assemblies
• School basketball court used for local celebrations and barangay sports
league
• Schools conduct livelihood skills-training programs for parents and
out-of-school youths by using school resources
• Livelihood skills-training for parents and out-of-school- youths by
teachers themselves
Concrete Examples on School - Community Partnership
1. "Kiddie Cop" classes - Cops lectures on good manners and
right conduct, drug addiction, child abuse, child welfare. Municipal
Welfare and Development Office Municipal Health Office
conducted special classes on health and nutrition, rights of the
child.
2. PAMS - (Pembo Angels Magic Spot) - Pembo Angels are
performed by the Pembo Elementary pupils who are acting as
volunteer environmental stewards while the Magic Spots were
dumpsites or empty lots in the barangay which were converted by
the students into vegetable gardens from which members of the
barangay could harvest for home supply, the school for their
feeding program or sold them for cash for the purchase of
seedlings and planting of more vegetables.
3. Project BOWLS - Brain Operates Well on Loaded Stomach
- Every recess, children who were selected by the school as BOWLS beneficiaries
due to malnutrition were provided a free bowl of lugaw.
4. Pera sa Panapon - a weekly trash market where students, their parents and other
members of the community were invited to bring their recyclable garbage.

Sociological Basis of School-Community Partnership

■The functionalist theory states that institutions must perform
their respective functions for the stability of society.
■Remember the African proverb "It takes a village to educate a
child” - School should work in partnership with other
institutions in the community such as the church, government
organizations and non-government organizations.
■
Legal Bases for Parents and Community Involvement
■ RA 9155 - Governance of Basic Education Act
Section E (10) - xplicitly states that one of the responsibilities of
school heads is "establishing school and community networks and
encouraging the active participation of teachers organizations, non-
academic personnel of public schools, and parents-teachers-community
associations."
Section 3 (f) - encourages "local initiatives for the improvement of
schools and learning centers and to provide the means by which...
improvements may be achieved and sustained."
■ Batas Pambansa. Blg. 232, otherwise known as the Education Act of
1982
Section 7 - Every educational institution shall provide for the
establishment of appropriate bodies through which the members of the
educational community may discuss relevant issues and communicate
information and suggestions for assistance and support of the school and
for the promotion of their common interest. Representatives from each
subgroup of the educational community shall sit and participate in these
bodies, the rules and procedures of which must be approved by them and
duly published.
■ RA. 8525 - Adopt -A-School Program Act - provides for school-community partnership.
It allows "private entities to assist a public school, whether elementary, secondary, or
tertiary,... in, but not limited to, the following areas: staff and faculty development for
training and further education; construction of facilities; upgrading of existing facilities,
provision of books, publications and other instructional materials; and modernization of
instructional technologies."
■ Philippine Education for All (EFA), 2015 - Plan, then a vision and a holistic program of
reforms that aimed to improve the quality of basic education for every Filipino by end
2015 likewise states: "Schools shall continue to harness local resources and facilitate
involvement of every sector of the community in the school improvement process."
■ RA 9155 - states that partnership between school and community also ensures... that: 1)
educational programs, projects and services take into account the interests of all
members of the community (Sec 3, d); 2) the schools and learning centers reflect the
values of the community by allowing teachers/learning facilitators and other staff to have
the flexibility to serve the needs of all learners (Sec 3, e); and 3) local initiatives for the
improvement of schools and learning centers are encouraged and the means by which
these improvements may be achieved and sustained are provided (Sec 3. f). So schools
and communities function better when they work as a team.
The Teacher and the
Community: Teacher's
Ethical and
Professional Behavior
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
- outlines teachers' main responsibilities to their students
and defines their role in students' lives.
- likewise, teachers must demonstrate integrity, impartiality
and ethical behavior in the classroom and in theirconduct with
parents and coworkers.
- serves as guide for teachers specifically to new teachers
for them to exhibit proper behavior to the learning community at
all times. It is imperative that you observe and practice this set of
ethical and moral principles, standards, and values.
Article III - THE TEACHER AND THE COMMUNITY
- indicates that teachers should be part of the community:
a. community within the school
b. community outrside the school
Article III
Section 1. A teacher is a facilitator of learning and of the
development of the youth: he shall, therefore, render the best
service by providing an environment conducive to such learning
and growth.
Teacher as facilitator - make something easy or easier
a. - make learning easier by making dry or very
dry lessons interesting, exciting and
enjoyable.
Note: You make learning easier when you simplify the complex
and concretize the abstract.
b. - make the environment conducive for
learning
Note: There is a conducive learning environment when learners
can be themselves because teachers care for them and if they
believe that they can do the work and they feel accepted.
A teacher who is a facilitator always believed that "Every child deserves a
champion, an adult who will never give up on them, who understands the
power of connection and insists they become the best they can possibly
be"

Section 2 - Every teacher shall provide leadership and initiative to actively

participate in community movements for moral, social, educational,
economic and civic betterment.
- you are expected to be-in-the-world and to be-in-the-world-
with others and for others
- Every teacher is an intellectual leader in the community, especially
in the barangay (extend counseling services, as appropriate, and to be
actively involved in matters affecting the welfare of people)
- take the initiative to offer your help for the improvement of the
community
- enourage parents and other members of the compunity to actively
participate in all school activities.
Section 3. Every teacher shall merit reasonable social recognition
for which purpose he shall behave with honor and dignity at all
times and refrain for such activities as gambling, smoking,
drunkenness, and other excesses, much less illicit relations.
Honor - a showing of usually merited respect, good name or
public esteem
Dignity - the quality or state of being worthy, honored, or
esteemed
- "Look, who is talking!" It is a matter of "do what I say not
what I do."
- "The influence of a good teacher can never be erased" but
the influence of a dishonorable teacher is as lasting."
Section 4. Every teacher shall live for and with the community and
shall, therefore, study and understand local customs and traditions
in order to have sympathetic attitude, therefore, refrain from
disparaging the community.
- teacher is neither ethnocentric nor xenocentric
- live with the community
- exert effort to understand their local customs and
traditions
- appreciate local customs and traditions
Section 5. Every teacher shall help the school keep the people in the community informed
about the school’s work and accomplishments as well as its needs and problems.
- teachers should inform the community about its activities, accomplishments, needs
and problems.
- PTA/PTCA and otherwise called as Home School Association or Family Advisory
Council in the private schools.
- SGC (School Governing Council)
SGC - as a policy-making body has the school head as Chief Executive Officer, Manager
and Chief Operations Officer.
- It determines general policies on student welfare, discipline, well- being; it is
concerned with the development and implementation, monitoring and evaluation of the
School Improvement Plan (SIP), and reporting of the progress of the SIP implementation to
the Schools Division Superintendent and the community.
Internal stakeholders - include the students, the parents of the students and the teachers.
external stakeholders - include other parents in the community without children enrolled in
school, barangay officials and other government officials, non-government organizations,
government organizations, alumni /alumnae and retirees.
Section 6. Every teacher is intellectual leader in the community,
especially in the barangay and shall welcome the opportunity to
provide such leadership when needed, to extend counseling
services, as appropriate, and to actively be involved in matters
affecting the welfare of the people.
Section 7. A teacher shall not use his position or facial authority
or influence to coerce any other person to follow any political
course of action.
- be guided by Desiderata’s advise "As far as possible,
without surrender, be on good terms with all persons. Speak your
truth quietly and clearly, and listen to others, ven the dull and the
ignorant; they too have their story."
Section 8. A teacher posses freedom to attend church and
worships as appropriate, but shall not use his positions and
influence to proselyte others.
- "To be in a position means to have power or influence for
a purpose
- "No law shall be made respecting an establishment of
religion, or prohibiting the free exercise thereof. The free exercise
and enjoyment of religious profession and worship, without
discrimination or preference, shall forever be allowed." (Article II,
Section 6).
Organizational
Leadership
ORGANIZATIONAL LEADERSHIP - a management approach in
which leaders:
a. help set strategic goals for the organization while
motivating individuals within the group to successfully carry out
assignments in service to those goals.
b. help set the goals/targets for the school and motivates
teachers, parents, learners, non-teaching personnel and other
members of the community to do their task to realize the school
goals (for school setting)
- works towards what is best for individual members and
what is best for the organization as a group at the same time.
- an attitude and a work ethic that empowers an individual in
any role to lead from the top. middle, or bottom of an organization.
MANAGERS VS LEADERS
MANAGERS LEADERS
Administer Innovate
Their process is transactional; meet Their process is transformational
objectives and delegate tasks. develop a vision and fi nd a way
forward
Worked Focused People Focused
The goal is to get things done. The goals include both people and
They are skilled at allocating work. results. They care about you and
want you to succeed.
Have Subordinates Have Followers
They create circles of power and They create circles of influence and
lead by authority lead by inspiring.
Do Things Right Do the Right Thing
Managers enact the existing culture Leaders shape the culture and drive
and maintain status quo. integrity,
SCHOOL HEAD as Both a Leader and a Manager
as a LEADER:
- formulates the vision, mission, goals, and school
improvement plan.
as a MANAGER:
- sees to it that the vision, mission, goals, and school
improvement plan are well implemented on time
- ensures that the resources needed are there
- ensuresthe persons doing the job are qualified and
available
USA Types of Skills Demanded of Leaders
a. Technical skills - any type of process or technique like sending
e-mail, preparing a power point presentation.
b. Human skill - the ability to work effectively with people and to
build teamwork. This is also referred to as people skills or soft
skills.
c. Conceptual skill - the ability to think in terms of models,
frameworks and broad relationships such as long range plans.
Note: 1. Conceptual skills deal with ideas while human skill
concerns relationship with people and technical skills involves
psychomotor skills and things.
2. The ideal school leader possesses all three.
TYPES OF LEADESHIP STYLES
1. Autocratic - leaders do decision making by themselves.
2. Consultative - leaders allow participation of the members of the
organization by consulting them but make the decision themselves. This is
what happens in consultation meetings called by schools when they
increase tuition fees.
3. Democratic - leaders allow the members of the organization to fully
participate in decision making. Decisions are arrived at by way of
consensus. This is genuine participation of the members of the
organization which is in keeping with school empowerment.
4. Laissez faire or free-rein leadership style - leaders avoid responsibility
and leave the members of the organization to establish their own work.
This leadership style leads to the kanya-kanya mentality, one weaknesses
of the Filipino character. There will be no problem if the situation is deal,
i.e. each member of the organization has reached a level of maturity and
so if members are left to themselves they will do only what is good for
the organization. On the other hand, it will be chaos If each member will
do as he/she please even if it is against the common good.
SITUATIONAL LEADERSHIP - adapting your leadership style to
each unique situation or task to meet the needs of the team or
team members.
- Ken Blanchard and Paul Hersey developed the Situational
Leadership® Theory in 1969.
4 Behavioral styles to which the Situational Leadership is
categorized
S1 S2 S3 S4
Selling/Directing Telling/Coaching Participating / Supporting Delegating

Individuals lack the Individuals are more Individuals are experienced Individuals are
specific skills required able to do the task; and able to do the task but lack experienced at the able
for the job in hand and however, they are task, and comfortable the and willing to not only do
they are willing to work demotivated for this confidence or the with their the task, but to take
at the task. They are job or task. Unwilling own ability willingness to take responsibility for the task.
novice but enthusiastic to do the task on to do it well. They are
responsibility
Note: If the group member is able, willing and confident (high
readiness), the leader uses a delegating leadership style. The
l e a d e r t u r n s o ve r t h e r e s p o n s i b i l i t y f o r d e c i s i o n s a n d
implementation to the members. On the other hand, if the group
members have low readiness, ie.. unable and unwilling, the leader
resort to telling or coaching the group members what to do.

SERVANT LEADERSHIP - based on the idea that leaders prioritize

serving the greater good.
- Leaders with this style serve their team and organization
first. They don't prioritize their own objectives.
- Employees in a servant leadership environment are more
likely to feel that their voices are heard.
- First coined by Robert K. Greenleaf in 1970 in the essay
“The Servant as Leader.”
NOTE: The greatest teacher of humankind, Jesus Christ, was a
servant leader. He taught his disciples "he who wants to great
must be the servant of all". The life of the Greatest Teacher was a
life of total service to all.

TRANSFORMATIONAL LEADERSHIP - leadership approach that

causes change in individuals and social systems.
- In its ideal form, it creates valuable and positive change in
the followers with the end goal of developing followers into
leaders.
- not contented with status qou and sees the need to
transform the way the organization thinks, relates and does things.
- makes positive changes in the organization by
collaboratively developing new vision for the organization and
mobilizing members to work towards that vision.
Note: Transformational leader combines charisma, inspirational
leadership and intellectual stimulation to introduce innovation for
the transformation of the organization.
The School Head
in School- Based
Management
(SBM)
SCHOOL BASED - MANAGEMENT - is a decentralized
management initiative by developing power or authority to school
heads, teachers, parents and students.
- the systematic decentralization to the school level of
authority and responsibility to make decisions on significant
matters related to school operations within a centrally determined
framework of goals, policies, curriculum, standards, and
accountability.
- a strategy to improve education by transferring significant
decision- making authority from the DepEd Central Office,
regional offices, division offices to individual schools.
- provides principals, teachers, students, and parents
greater control over the education process by giving them
responsibility for decisions about the budget, personnel, and the
curriculum.
NOTE: Through the involvement of teachers, parents, and other
community members in these key decisions, SBM can create more
effective learning environments for children.

PRINCIPLE OF SUBSIDIARITY - which states that it is the people

at the lowest level who will know best their problems and so are in
the best position to address the same.
- This tenet holds that "nothing should be done by a larger
and more complex organization which can be done as well by a
smaller and simpler organization.
- its general aim is to guarantee a degree of independence
for a lower authority in relation to a higher body or for a local
authority in relation to central government. It therefore involves the
sharing of powers between several levels of authority.
The following are strengths of SBM:
■ Allow competent individuals in the schools to make decisions that will improve learning;
■ Give the entire school community a voice in key;
■ Focus accountability for decisions; decisions;
■ Lead to greater creativity in the design of programs;
■ Redirect resources to support the goals developed in each school:
■ Lead to realistic budgeting as parents and teachers become more aware of the school's
financial status, spending limitations, and the cost of its programs; and,
■ Improve morale of teachers and nurture new leadership at all levels.
■ problems and needs at the school level get solved faster and specific personalities and
cultures are taken into consideration.
LEGAL BASIS OF SBM
Republic Act 9155 - also known as Governance of Basic Education Act of
2001
- the Department of Education (DepEd) shall continue providing
School-Based Management (SBM) Grants as additional funds to public
elementary and secondary schools, which shall be used to augment the
school fund on Maintenance and Other Operating Expenses (MOOE).
SECTION 2 of Republic Act 9155 - the legal basis of pursuing SBM
- governance of basic education shall begin at the national level. It
is at the regions, divisions, schools and learning center where the policy
and principle for GOVERNANCE OF BASIC EDUCATION shall be
translated into programs, projects and service develop and adopted and
offered to fit local needs.
Note: School empowerment is based on the assumption that the school
heads including teachers, key leaders in the community, parents know
best the root and solution to the problem.
DepEd Order No. 230 s. 1999 - further stressed in the context of
SBM that decentralization refers to the transfer of responsibility
for planning school empowerment, raising, allocating and
managing resources from the central, regional and division levels
down to the school sites.
Conditions for the Success of SBM
■Teachers, school heads must be given the opportunity to make
choices. They must actively participate in school improvement
planning.
■The involvement of parents and teachers must be strongly
encouraged and highly welcomed.
■Stakeholders must participate in the development of a School
Improvement Plan. They must have a say on resource allocation
to meet specific needs.
■Higher authorities m u st actively encou rage thou ghtfu l
experimentation and innovation in an atmosphere where
mistakes are viewed as learning experiences. They must be
willing to share their authority with the academic and the larger
community.
■Teachers must develop reflection, problem solving.
In addition, based on international experience, must be present for
SBM to succeed in schools:

■have basic resources;

■have developed an effective school support system;
■are provided with regular information on their performance
■are given advice on how they may improve; and
■emphasize the motivational element in the management work of
the principal
Functions of a School Head
Roles Functions Knowledge/Skills/ Attitudes
Required
Visionary Lead in setting the vision, mission and Change and future
principal, goals of the school orientation
motivator
advocate and
planner
Builder of networks 1. Organize/ expand school, community and Networking, organizing social
and support systems local government networks and groups that will mobilization, advocacy.
actively participate in school improvement 2. Development of teamwork
2. Lead in developing the School Improvement building consensus and skills in
Plan with the participation of the staff and negotiation and conflict resolution
the community 3. Participatory planning and
3. Lead in developing and maintaining the administrative management
School Management Information System 4. Generation and use of data and
information as basis for planning
and management
 Roles Functions Knowledge/Skills/ Attitudes
Required
Curriculum 1. Create a physical and psychological cli mate 1. Development of collective
developer conducive to teaching and learning accountability for school and
2. Localize and implement school curriculum student performance.
3. Encourage development and use of innovative 2. Designing of the curriculum to
instructional methods focused on improving address both national goals, local
learning outcomes, increasing access to basic needs and aspirations.
education, Improving the holding power of schools 3. Creation of an open learning
and addressing specific local problems system based on several resource
materials rather than on single
textbooks.
4. Participatory and peer- based
instructional supervision

Fiscal Resource 1. Administer and manage all personnel, physical 1. Fund management
Manager and fiscal resources of the school 2. Serving as model for
2. Encourage and accept donations, gifts, bequests transparency and accountability
and grants for educational purposes and report all especially in financial management
such donations to the appropriate offices
Philippine Accreditation System for Basic Education (PASBE)
- an accreditation process that looks into the operations of
the public and private elementary and secondary schools if they
meet the quality standards as established by stakeholders of basic
education.
- Officially launched through DepEd Order No. 64, s. 2012,
the harmonized accreditation was relaunched in DepEd Order No.
83, s. 2012 as an integral component of School-Based
Management (SBM) practice.
- In this DepEd Order, an accredited status in PASBE is
equivalent to Level III SBM practice. This reinforces the role of
SBM and accreditation as an integrated quality measure, where
PASBE is the quality assurance mechanism of the SBM practice.
Standards of quality or effective schools are grounded on the four
principles of A Child-and -Community Centered Education
Systems (ACCESS)
(1) principle of collective leadership
(2) principle of community-based learning
(3) principle of accountability for performance and results and
(4) principle of convergence to harness resources for education

The Different school's level of SBM practice:

[Link] 1, developing - the school is developing structures and
mechanisms with acceptable level and extent of community
participation and impact on learning.
2. Level II, Maturing - the school is introducing and sustaining
continuous improvement process that integrates wider community
participation and significantly improve performance and learning
outcomes.
3. Level III, Advanced (Accredited) - the school is ensuring the
production of intended outputs/outcomes and meeting all
standards of a system fully integrated in the local community and
is self-renewing and self- sustaining.
Factors that Contribute to School Effectiveness
1. Human factors - These include a dynamic school head, highly
selected competent and committed teachers, highly motivated
pupils with high expectations, and a supportive community.

2. Non- human factors, processes - These refer to clear and

shared vision-mission (focus), high expectations/ ambitious
standards, emphasis on accountability, aligned curriculum,
instruction and assessment with state / DepEd standards,
efficiency or optimal utilization of resources and facilities,
collaboration and communication, focused professional
development, and global and future orientation.
Creating a Positive
School Culture
SCHOOL CULTURE - one of the most complex and important
concepts in education (Schein, 1985).
- beliefs, perceptions, relationships, attitudes and written
and unwritten rules that shape and influence every aspect of how
school functions.
- encompasses more concrete issues such as the physical
and emotional safety of students, the orderliness of classrooms
and public spaces or degree to which a school embraces racial,
ethnic, linguistic and cultural diversity.
- consists of the norms and shared experiences that evolve
over school's history.
- reinforced by norms, expectations and traditions, including
everything from dress codes to discipline systems to celebrations
of achievement.
 - described as the character of a school that gives a school
qualities beyond its structures, resources and practices.

Culture as a Social Construct

Culture is a social construct not a genetic construct. This means
that school culture is, therefore, something that we do not inherit
or pass on through the genes. Rather, it is something that we
create and shape. It is shaped by everything that all people in
school see, hear, feel and interact with. It is a creation of the
school head. teachers, parents, non-teaching staff students and
community.
School Climate - illustrated by the attitudes and behaviors of the
school, staff and is focused on the style of the school's
organizational system.
 - the school's effects on students, including teaching
practices, diversity and the relationships among administrators,
teachers, parents and students.
- driven by and reflected in daily interactions of staff,
administration, faculty, students support staff and the outside
community.

The Role of School Culture in Learning

Research confirms the central role of culture to school
success. School culture can be positive or negative or toxic. A
positive school culture fosters improvement, collaborative decision
making, professional development and staff and student learning.
A negative culture fosters the opposite.
Elements of a Positive Culture
1. Collegiality - a friendly relationship between people who work
together or do the same job.
Note: The school atmosphere is friendly. You work in an
atmosphere where responsibility and authority are shared by
everyone. You can be yourself. You have not to put your best
forward to impress others. The school head does not throw
his/her weight. He/she does not make his/her authority felt by
his/her colleagues.
2. Experimentation
The atmosphere encourages experimentation and so will
welcome mistakes as part of the learning process. No student, no
teacher gets punished for a mistake. Mistakes are not intended. They
give a lot of lesson. Referring to his 10,000 failed attempts then he
was experimenting in the light bulb, Edison said: "I have not failed.
I've just found 10,000 ways that won't work."
3. High expectations
It has been said one's level of achievement is always lower
than one's level that aspiration, So set high expectations for high
achievement.
4. Trust and confidence
Students, teachers, school heads and parents relate well and
work well when relationships are solidly built on trust and
confidence. In fact, honest and open communication (# 12 in this
list) is possible only when there is trust and confidence in each
other in the school community.
5. Tangible support
Everyone in the school community gets concrete support for
the good that they do. Support comes in not just in words but in
action. School head sees to it that LCDs in the classrooms are
functioning.
6. Reaching out to the knowledge base
Teachers care to grow professionally to update themselves
on content knowledge and pedagogy, the first domain in the
Philippine Professional Standards for Teachers.
7. Appreciation and recognition
Certainly words of appreciation and recognition make
classroom climate highly favorable. A reminder to teachers: "You
are not made less when you praise others. Instead, you become
magnanimous.
8. Caring, celebration, humor - Kids don't care what you know
until they know that you care. They don't listen to teacher when
teacher doesn't care.
9. Involvement in decision making
Involving others who are concerned with decisions to be
made enhances sense of ownership. They also feel important.
10. Protection of what is important
What schools consider important must form part of their
tradition and so must be protected by all means. In the Activity
above, mention was made on School Canteen Policies that include
"no soft drinks, no chocolate etc." and CLAYGO because the
school considers nutrition and health and cleanliness as important.
11. Traditions
A school must have an intentional culture-based program on
shared values, beliefs, and behaviors. This strengthens sense of
community. A truly positive school culture is not characterized
simply by the absence of gangs, violence or discipline problems
but also by the presence of a set of norms and values that focus
school community's attention on what is most important and
motivate them to work hard toward a common purpose.
12. Honest and open communication
No one gets ostracized for speaking up his mind. The
atmosphere is such that everyone is encouraged to speak his mind
without fear of being ostracized. The agreement at every
discussion is "agree to disagree."
School Policies
and Their
Functions
Policy on grading given by the DepEd Central Office in DepEd
Order 8, s. 2015, dated April 1, 2015.

Weight of Components for Grades 1-10

Components Languages. AP Science and Math MAPEH EPP and
ESP TLE
Components 30% 40% 20%
Performance 50% 40% 60%
Tasks
Quarterly 20% 20% 20%
Assessment
Policy on students' absences and tardiness (for Grades 4-6):
1. A learner who incurs absences of more than 20% of the
prescribed number of class or laboratory periods during the school
year or semester should be given a failing grade and not earn
credits for the learning area or subject. Furthermore, the school
head may, at his/her discretion and in the individual case, exempt
a learner who exceeds the 20% limit for reasons considered valid
and acceptable to the school. The discretionary authority is vested
in the school head and may not be availed of by a student or
granted by a faculty member without the consent of the school
head.... (DepEd Order 8, s. 2015)
2. Habitual tardiness, especially during the first period in the
morning and in the afternoon, is discouraged. Teachers shall
inform the parents/ guardians through a meeting if a learner has
incurred 5 consecutive days of tardiness.
3. For All Students
a. Activities. All PTA activities within the school premises or which
involve the school, its personnel or students shall be with prior
consultation and approval of the School Head. (excerpt of DepEd
Order 54, s. 2009.")
b. Financial Matters. Such collections shall be made by the PTA
subject to the following conditions: If collection of the School
Publications Fee, Supreme Student Government (SSG)
Developmental Fund and other club membership fees and
contributions is coursed through the PTA as requested by the
concerned organization, the amount collected shall be remitted
immediately to the school, SSG or other student organizations
concerned on the day it was collected. The pertinent organization
shall deposit the funds with a reputable bank on the next banking
day under the organization's account. No service fee shall be
charged against any student organization by the PTA.
c. Non-compliance or any violation of the aforementioned
conditions shall be a ground for the cancellation of the PTA's
recognition and/or the filing of appropriate charges as the case
may be.

Policy on Collection of Contributions

a. a duly recognized PTA may collect voluntary financial
contributions from members and outside sources to enable it to
fund and sustain its operation and the implementation of its
programs and projects exclusively for the benefit of the students
and the school where it operates. The PTA's programs and
projects shall be in line with the School Improvement Plan (SIP).
b. The contributions should be a reasonable amount as may be
determined by the PTA Board of Directors; Non-payment of the
contributions by the parent-member shall not be a basis for non-
admission or non-issuance of clearance(s) to the child by the
school concerned
[Link] contributions shall be collected by the PTA Treasurer on a
per parent-member basis regardless of the number of their
children in school.
d. No collection of PTA contributions shall be done during the
enrollment period.
e. No teacher or any school personnel shall be involved in such
collection activities.
f. All collections of contributions or proceeds of fundraising
activities shall be deposited in a reputable banking institution as
determined by the Board of Directors. The PTA's Treasurer or a
duly authorized representative shall undertake the collection and
shall issue official receipts/acknowledgement receipts. In no case
shall any school official or personnel be entrusted with the
safekeeping and disbursement of collections made by the PTA. All
disbursements of funds shall be in accordance with generally
accepted accounting and auditing rules and regulations.
PTAS are prohibited from:
a. Interfering in the academic and administrative management and
operations of the school, and of the DepED, in general;
b. Engaging in any partisan political activity within school
premises;
c. Operating a canteen/school supplies store, or being a
concessionaire thereof inside the school or nearby premises, or
offering these services to the school as its client either directly or
indirectly;
d. Selling insurance, pre-need plans or similar schemes or
programs to students and/or their parents;
e. PTA Officers and members of the Board of Directors are
prohibited from collecting salaries, honoraria, emoluments or other
forms of compensation from any of the funds collected or
received by the PTA.
f. PTAS shall have no right to disburse, or charge any fees as service fees
or percentages against the amount collected pertinent to the School
Publication Fee, Supreme Student Government (SSG) Developmental Fund
and other club membership fees and contributions.
g. In no case shall a PTA or any of its officers or members of the Board
of Directors call upon students and teachers for purposes of investigation
or disciplinary action.

Note: The recognition of any PTA shall be cancelled by the Division PTA
Affairs Committee upon the recommendation of the School Head
concerned for any violation of the above-mentioned prohibited activities
and these Guidelines. Thereafter, the School Head may call for a special
election to replace the Board of Directors of the PTA whose recognition
was cancelled. Criminal, civil and/or administrative actions may be taken
against any member or officer of the Board of the PTA who may appear
responsible for failure to submit the necessary annual financial
statements or for failure to account the funds of the PTA.
Importance of Policies
a. Ensures everyone in the school community to tow the line.
b. For PTA’s - Avoid doing prohibited activities like illegal
collections, malversation of funds etc.
c. on grading system - For both students and parents know how
grades are derived objectively.
d. Teachers are guided in their assessment practices to ensure
objective assessment practice.

Let’s Ponder on this:

"The Sabbath is made for man and not man for
the Sabbath."
 Roles and
Competencies
of School Heads
SCHOOL HEAD - the custodian of school values, mission and
vision.
- a mentor, who supports staff’s professional development
and helps them cultivate the most appropriate behaviours and
teaching practices.
- plays a key role in monitoring school progress, as well as
building relations with community members and parents.
- an administrative and an instructional leader.
- he/she supervises instruction by observing teachers while
they teach, conducting post-observation conferences with
individual teachers, mentoring and coaching them, ensuring that
teachers have the needed resources for teaching.
Competencies for School Heads: The NCBSSH
NCBSSH - National Competency-Based Standards for School
Heads
- DepEd Order 32, s. 2010 on April 16, 2010.
The National Competency-Based Standards for School Heads
Competency Framework for Southeast Asian School Heads, 2014
Edition
Competency Framework for Southeast Asian School Heads, 2014
Edition
Domain: STRATEGIC THINKING AND INNOVATION (STI)
Competency Enabling Indicators Indicators Competency

1. (STI) [Link] with the 1.1.1. Demonstrate knowledge and understanding of the
Charting school and strategic planning process 1.1.2. Build constituency in
the strategic community reviewing, creating and implementing the vision, mission,
direction of stakeholders in values, and goals, and translate these into agreed
the school developing the objectives and operational
strategic plan plan that promote and sustain school improvement
1.1.3. Ensure that the strategic plan promotes inclusion,
diversity of learners, and
values and experiences of the school community
1.1.4. Ensure that the strategic plan contributes to
school effectiveness and continuous
improvement of learners’ performance
1.1.5. Provide ongoing and effective communication for
stakeholders to own the plan
and carry it forward
Competency Enabling Indicators Indicators Competency
1. (STI) [Link] in the 1.2.1. Delegate effectively to achieve objectives set in
Charting implementation of the plan
the strategic the strategic plan 1.2.2. Promote creativity, innovation and the use of
direction of technology in the implementation of
the school the plan
1.2.3. Ensure that human, material and financial
resources are made available when
needed
1.2.4. Manage the monitoring and evaluation of plan
implementation and utilize results
for improvement
[Link] the 1.3.1. Ensure that decision-making and implementation
vision and model strategies are based on a shared vision and
the values in understanding of the school culture
everyday work and 1.3.2. Work with stakeholders to create shared values
practice and a positive school culture
1.3.3. Hold self and the school staff accountable for
aligning actions and words to the
school vision and values
Competency Enabling Indicators Indicators Competency

2. (STI) [Link] a range of 2.1.1 Lead in identifying and gathering useful sources of
Making evidence to information and utilizing additional information
informed support, monitor, 2.1.2 Analyze multiple forms of data/information and use
decisions evaluate, and the findings for strategic planning
improve the 2.1.3 Synthesize complex and diverse data and create
strategic plan systems for engaging stakeholders in data discussions
2.1.4 Ensure that adequate and relevant data are available
to influence school staff to improve practice

[Link] regular 2.2.1 Lead in gathering multiple data in plan

review of implementation and utilize these in appropriate situations
plan/program 2.2.2 Analyze a wide range of data to determine progress
implementation and towards achieving goals and objectives of the plan
utilize results in 2.2.3 Resolve problems in early stages of plan
addressing implementation and develop realistic alternative solutions
implementation 2.2.4 Assess the importance, urgency, and risk associated
concerns and issues with each component of the school plan and take actions
that are timely and in the best interest of the school
Competen Enabling Indicators Competency
cy Indicators
3. (STI) 3.1. Lead change 3.1.1 Assess local, national and global challenges and trends in education and
their implications for the school
Leading process toward
3.1.2 Maintainan open mind towards ideas to reach creative solutions to
change the development educational problems
and and 3.1.3 Assess forces that promote and inhibit change and innovation, and utilize
innovatio implementation results
3.1.4 Facilitate change and promote innovation consistent with current and
n of new
future
approaches, school community needs
systems, and 3.1.5 Empower and support school staff to design programs for change and
structures innovation
that demonstrate problem-solving and creative learning process
3.1.6 Lead the school in responding to uncertain and ambiguous environments
3.2. Sustain 3.2.1 Foster collegial movement to sustain creativity and innovation
3.2.2 Recognize and reward those who initiate and sustain change and
creativity and
innovation 3.2.3 Demonstratea willingness to act against the way things have
innovation in the traditionally been
school programs done when tradition impedes change and innovation for performance
to achieve improvement
3.2.4 Evaluatethe impact of change and innovation on current and future
higher learning
scenarios 3.2.5 Facilitatethe institutionalization of change and innovation
outcomes
Domain: INSTRUCTIONAL LEADERSHIP (IL)
Competency Enabling Indicators Competency
Indicators
1.(IL) 1.1. Manage 1.1.1 Review, enrich, and contextualize curriculum, programs,
Leading curriculum and learning resources
curriculum implementati 1.1.2 Direct curriculum implementation
implementati on 1.1.3 Organize regular learning sessions on curriculum
on and implementation and
improvement improvement
1.1.4 Initiate co- and extra-curricular activities that support
curriculum
implementation
1.2. Promote 1.2.1 Ensure that teachers consider diversity in planning and
sensitivity of delivering differentiated instruction
diversity and 1.2.2 Sustain initiatives that incorporate respect for diversity
differentiated
instruction
Competency Enabling Indicators Competency
Indicators
2. (IL) 2.1. Promote 2.1.1
Creating a learner- 2.1.2 Provide a comfortable, stimulating learning environment
learner- centered that meets learners’
centered activities holistic development, physical, social-emotional, intellectual,
environment and recreational
needs
2.1.3 Ensure that teachers promote life-long and self-directed
learning
2.1.4 Encourage teachers to utilize collaborative and effective
teaching–learning
activities and pedagogy
2.2. Promote 2.2.1 Ensure that school facilities and learning resources are
a healthy, accessible to all learners
safe, and 2.2.2 Maintain a school environment that is safe, clean, and
inclusive hazard-free
learning 2.2.3 Put in place a system for disaster mitigation and
environment resiliency
2.2.4 Assess the impact of school environment to students’
learning outcomes
Competency Enabling Indicators Competency
Indicators
2. (IL) 2.3. Promote 2.3.1 Implement school policies that promote peace and respect for diversity
2.3.2 Ensure that peace education and respect for cultural diversity are
Creating a a culture of
embedded
learner- peace and in the curriculum
centered respect 2.3.3 Foster the development of peace champions among students and
environment for diversity teachers

3. (IL) 3.1. Apply 3.1.1 Demonstrate knowledge and understanding of current and future trends in
supervision
Supervising appropriate
3.1.2 Develop, implement, and evaluate an instructional supervisory plan
and models for 3.1.3 Evaluate teachers’ work-in-practice and provide actionable feedback
evaluating supervision 3.1.4 Focus on instructional results
teachers’ and 3.1.5 Use technology and multiple sources of data to improve supervisory
practice
performance evaluation
3.2. Nurture 3.2.1 Recognize potential leaders and facilitate their development 3.2.2 Ensure
that key leadership functions are delegated
teacher-
3.2.3 Create a school climate that sustains leadership among teachers 3.2.4
leaders Influence others to be education leaders and advocates
Competency Enabling Indicators Competency
Indicators

4. (IL) 4.1. Promote 4.1.1 Create a highly effective team that enhances school
Delivering team-based performance and promotes a professional learning community
planned approaches 4.1.2 Empower teachers to share their best work and learn from
learning to each other
outcomes instructional 4.1.3 Support team initiatives
leadership 4.1.4 Monitor and evaluate team effectiveness

4.2. Manage 4.2.1 Ensure that standards and goals related to student
assessments assessment are communicated to stakeholders
to 4.2.2 Align teacher’s instructional plan with the school
improve standards and goals
teaching and 4.2.3 Ensure regular integration of appropriate assessment in
learning classroom instruction
4.2.4 Use learners’ assessment results for decision-making
Domain: PERSONAL EXCELLENCE (PE)
Competency Enabling Indicators Competency
Indicators
1. (PE) 1.1. Lead by 1.1.1 Demonstrate a strong belief that all children can learn
Managing example 1.1.2 Express and model professional ethics, values, and moral
personal leadership 1.1.3 Address areas for self-improvement
effectiveness 1.1.4 Influence the school population to follow own example
1.2. 1.2.1 Inform stakeholders of own responsibilities and report results
Demonstrate 1.2.2 Set a system of checks and avenues for feedback and
transparency communicate with
and stakeholders to account for one’s work
accountability 1.2.3 Hold oneself accountable for personal and organizational
setbacks and share
learning points
1.3. Practice a 1.3.1 Engage in physical and mental exercise complemented with
balanced healthy diet and adequate rest
healthy lifestyle 1.3.2 Adapt and adjust to pressures
1.3.3 Demonstrate a high level of emotional intelligence in dealing with
others
1.3.4 Practice self-reflection and self-discipline
Competency Enabling Indicators Competency
Indicators
1.4. Take pride 1.4.1 Show passion in demonstrating one’s profession
in one’s 1.4.2 Demonstrate self-confidence, hope, and resiliency
profession 1.4.3 Demonstrate the ability to accomplish tasks

1.5. Deliver 1.5.1 Align personal goals with organizational goals

results 1.5.2 Set targets and implement measures to achieve personal
and organizational
goals
1.5.3 Stay focused on achieving personal goals and objectives
1.5.4 Take calculated risks
1.5.5 Influence others to contribute to the achievement of
organizational goals
2.(PE) Acting 2.1. Manage 2.1.1 Demonstratean understanding of what’s important, what’s
on priorities not, and what should be worked on
challenges 2.1.2 Focus attention on critical tasks and manage conflicting
and demands
possibilities
2.1.3 Use effective time management techniques and always be
aware of timelines
Competency Enabling Indicators Competency
Indicators
2.2. Exhibit 2.2.1 Exercise sound judgement based on facts, experience and
decisiveness in functional knowledge
addressing 2.2.2 Demonstrate the ability to make timely and effective decisions
challenges based on prescribed national policies, appropriate tools, and
processes
2.2.3 Take responsibility for decisions made
2.3. Exhibit an 2.3.1 Demonstrate optimism and positive thinking
enterprising 2.3.2 Support enterprising activities of teachers and students
attitude 2.3.3 Coordinate across and within organizations to support
enterprising activities

3. (PE) 3.1. Take 3.1.1 Maintain curiosity and interest in current and future trends
Pursuing responsibility 3.1.2 Gain the prescribed professional qualifications and competencies
continuous for lifelong 3.1.3 Seek a mentor who gives feedback and provides lifelong
professional learning leadership and
development development support
3.1.4 Engage in self-learning through ICT and other multimedia
resources
3.1.5 Participate in learning activities sponsored by institutions and
organizations
that impact education
3.1.6 Develop a personal and professional learning network
Competency Enabling Indicators Competency
Indicators
3.2 Advocate 3.2.1 Demonstrate understanding of the rationale behind the
ASEAN values ASEAN framework 3.2.2 Share knowledge on policies in
and education in support of ASEAN integration 3.2.3 Promote
perspective multicultural understanding and respect for diversity
3.2.4 Develop skills and values in using a language that
connects the ASEAN Region
Domain:
Competency STAKEHOLDER
Enabling
Indicators
ENGAGEMENT
Indicators Competency (SE)
1. (SE) 1.1. Build trust 1.1.1 Understand the school community within the socio-
Promoting and lead political context of the broader community
shared teams / 1.1.2 Set expectations, roles and responsibilities of the school
responsibili communities and the community in providing quality education
ty for for school 1.1.3 Create synergy among parents and community members
school improvement to support school initiatives
improveme 1.1.4 Conduct regular socio-cultural events involving school
nt stakeholders
1.1.5 Instill a sense of ownership of school programs and
projects
1.1.6 Engage stakeholders in school governance structure
1.2. Empower 1.2.1 Provide opportunities to parents and community members
the for knowledge sharing
community to 1.2.2 Engage stakeholders in planning and implementing school
work for programs and projects
enhancement 1.2.3 Influence stakeholders to invest and share the cost for
of school improving learning outcomes
performance 1.2.4 Provide visible and proactive support to sustain the
school-community based initiatives
Competency Enabling Indicators Competency
Indicators
2.(SE) 2.1. 2.1.1 Use language appropriate to different stakeholders
Managing Communicate 2.1.2 Employ appropriate multimedia to communicate with
education effectively different stakeholders 2.1.3 Ensure clear, consistent and
alliances and with different interactive communication to receive buy-in from
networks
stakeholders the school community
2.2. Facilitate 2.2.1 Identify education advocates, allies, partners and other
school critical stakeholders of the school
community 2.2.2 Reach out to community stakeholders for total
partnerships involvement in school affairs
and activities 2.2.3 Build and sustain networks with teachers, students,
parents, and the
community
2.2.4 Ensure that the discussion objectives are met and
agreements are
documented
2.2.5 Serve as the key link between the school and community
to project a positive
school image
Competency Enabling Indicators Competency
Indicators

2.3. Promote 2.3.1 Create a climate and culture where diverse viewpoints are
consensus- expected and all stakeholders empathize with others’
building perspectives
2.3.2 Conduct dialogue which builds unity, understanding, and
partnerships
2.3.3 Foster anti-discriminatory principles and practices
2.3.4 Enforce carefully deliberated group decision

2.4. Manage 2.4.1 Listen empathically and look at issues as opportunities for
conflict and improving school performance
practice 2.4.2 Resolve conflict in a direct but constructive manner
negotiation seeking “win-win” solutions
skills 2.4.3 Negotiate for resources affecting school improvement
2.4.4 Organize a support mechanism for stakeholders’
comments and suggestions to
improve the quality of school services and programs
Competency Enabling Indicators Competency
Indicators

3. (SE) 3.1. Support 3.1.1 Maintain a welcoming atmosphere for parents and the
Sustaining community- community
collaborativ based 3.1.2 Determinethe community’s basic education needs in
e programs and collaboration with key
relationship projects stakeholders
s with 3.1.3 Provide support to life-long and community-based
stakeholder learning programs 3.1.4 Organize working committees for
s community-based and outreach
programs/projects for students, parents, and families
3.2. 3.2.1 Prepare periodic reports on school performance
Communicate 3.2.2 Maintain open communication channels through
school multimedia resources 3.2.3 Engage the school community in
performance the systematic and rigorous evaluation of
report to school effectiveness
stakeholders 3.2.4 Promote the school image and achievements to the wider
community
Domain:
Competency MANAGERIAL
Enabling
Indicators
LEADERSHIP
Indicators Competency (ML)

1. (ML) 1.1. Manage 1.1.1 Conduct budget planning in relation to overall school improvement
Managing financial plan 1.1.2 Access and mobilize financial resources for the school
school resources 1.1.3 Manage budget with flexibility and use funds judiciously within
resources overall budget 1.1.4 Account for school funds and expenditures
and systems
1.2. Manage 1.2.1 Assess and match facilities and equipment with program needs
learning 1.2.2 Design physical and facilities improvement plan into the school
environments plan
1.2.3 Allocate funds for improvement and maintenance of school
physical facilities 1.2.4 Supervise facilities and equipment management
to ensure a safe and conducive
learning environment
1.3. Manage 1.3.1 Establish and maintain management systems that promote
systems and learning, collaboration, and communication throughout the school
procedures 1.3.2 Implement systems and processes to ensure effective operations
that support student learning
1.3.3 Evaluate and improve systems and processes to attain learning
outcomes
1.3.4 Promote the use of technology for effective school management
and networking
Competency Enabling Indicators Competency
Indicators

2. (ML) 2.1. Manage 2.1.1 Align staffing decisions with the vision and mission of the school
Managing school 2.1.2 Use data of effective teaching as the primary factor in
staff personnel recruitment, hiring,
performance requirements assignment, and promotion decisions
2.1.3 Build relationships in the profession to select talented, highly
qualified staff
2.1.4 Build a strong network of professional connections to
complement existing
school personnel
2.1.5 Conduct teachers’ performance appraisals
2.2. Support 2.2.1 Create a school culture where teachers collaborate, learn from
professional each other, and grow professionally
development of 2.2.2 Plan and develop research-based professional learning to
staff support the individual needs of staff
2.2.3 Use a range of professional development strategies to facilitate
staff professional growth
2.2.4 Design, implement, and evaluate a coaching and mentoring
program for effective job performance
2.2.5 Develop staff capacity to reflect on their own practice
Competency Enabling Indicators Competency
Indicators
2.3. Recognize 2.3.1 Provide clear expectations for staff performance
staff 2.3.2 Ensure that the staff take responsibility in improving their
performance performance 2.3.3 Provide appropriate incentives to performing staff
2.3.4 Take appropriate personnel action for non-performing staff
3. (ML) 3.1. 3.1.1 Lead in formulating a plan of action for programs and
Managing Demonstrate projects 3.1.2 Ensure that programs and projects support
sustainable program and student performance 3.1.3 Supervise and evaluate program and
school project project implementation
programs management
and projects skills
3.2. Promote 3.2.1 Demonstratean understanding of education for sustainable
school-based development 3.2.2 Collaborate with local, national, regional, and
programs and international partners that
projects that support education for sustainable development
support 3.2.3 Engage the community in creating a safe, healthy, resilient, and
sustainable learner-
development centered environment
3.2.4 Develop and coordinate programs and projects that support
sustainable
development
Instructional Leadership
Instructional Leadership encompasses 4 competencies:
■1) leading curriculum implementation and improvement;
■2) creating a learner- centered environment:
■3) supervising and evaluating teachers performance; and
■4) delivering planned learning outcomes
competencies strengthen school and community partnership:
(According to Southeast Asian Competency Framework)
■1) promoting shared responsibility for school improvement;
■2) managing education alliances and networks and
■3) sustaining collaborative relationships with stakeholders.