CHAPTER 1

PHILOSOPHICAL THOUGHTS ON George Counts – “Building a

EDUCATION new social order”
 Philosophy - came from the Greek George Sylvester Counts
words “Philo” which means “love”
and “Sophia” which means - he called upon schools to focus less on
“wisdom”. The science of all the student and more on the social
things. issues of the time.
- Teachers should lead the society
- Teachers are agents of change.
John Locke – “The Empiricist - They are to make important choices on
Educator” controversial areas.

One of the most influential

Enlightenment thinkers’
contributions to both empiricism and
education. Theodore Brameld - “Social
Reconstructionism”
THE EMPERICIST EDUCATOR - A philosopher and visionary educator who
developed the reconstructionist
- Students should acquire knowledge about
philosophy of education,
the world through learning by doing and the
inductive method. Asserts that schools should critically examine
present culture and resolve inconsistencies,
INDUCTIVE METHOD
controversies and conflicts to build a new
- Also known as the “Empirical method” a society not just change society
way of acquiring knowledge through careful
- For the social reconstructionists,
observation - Human mind starts as a
education is designed "to awaken
“Tabula Rasa” or a blank slate
students' consciousness about social
problems and to engage them actively
in problem solving". (Ornstein, 1984)
Herbert Spencer - “Utilitarian
Education”
- A British positivist philosopher,
sociologist and educational reformer Paulo Freire “Critical Pedagogy
- Individual competition leads to social
“
progress. He who is fittest survives.
- Specialized Education of Spencer vs. - One of the most influential philosophers
General Education of education of the twentieth century
- Paulo Freire, a critical theorist, like social
- reconstructionists.

John Dewey “Learning Through Banking approach

Experience” - The 'banking' concept of education Rather
than "teaching as banking," in which the
- an American philosopher, psychologist,
educator deposits information into students'
and educational reformer.
heads
- cofounder of the philosophical movement
known as pragmatism. - Learners are not empty receptacles to be
filled.

Schools are for the People and BY the

People CHAPTER 2
- Schools are democratic institutions where
HISTORICAL FOUNDATION OF
everyone regardless of age, ethnicity, social
status is welcome and is encouraged to EDUCATION
participate in the democratic process of Education or school is an institution
decision- making. created by society.

The socialization process.

 Socialization – is the "process of THE HISTORY OF THE PHILIPPINE
learning the roles, statuses and values EDUCATIONAL SYSTEM
necessary for participation in social
institutions. Socialization is a lifelong  Education during the Pre-colonial
process. Period - education was informal,
unstructured, and decentralized.
 Role learning that prepares us for future Fathers taught their sons how to look for
roles is termed anticipatory food and other mean of livelihood.
socialization. Mothers taught their girls to do the
 The family is the most important household chores.
agent of socialization.
 Education During the Spanish Era -
Education in Primitive Society education was mostly run by the
(Brinkerhoof) Church. Spanish friars and missionaries,
educated the natives and converted
These life skills included: indigenous populations to the Catholic
faith
1. tool or instrument making,
2. adherence to the moral behavior code
 The Educational Decree of 1863
of group life and
– provided a free public education
3. language.
system in the Philippines, managed by
the government. The decree mandated
KEY PERIODS IN EDUCATIONAL the establishment of at least one
HISTORY primary school for boys and one for
girls in each town under the
 Primitive societies - survival against
responsibility of the municipal
natural forces was the need and so
government.
what were taught were survival skills and
values to cultivate group cohesiveness. The curriculum requires the study of:

 Athenian - in ancient Greece, what  Christian Doctrine

mattered most in education was the  Values
rounded development of every  History
individual  Reading and writing in Spanish
(Steno)
 Spartan - it was the development of  Mathematics
soldiers and military leaders.  Agriculture
 Etiquette
 Early Romans – schools needed to  Singing
develop a sense of civic responsibility and  World geography
to develop administrative and military  Spanish History
skills as citizens of the Roman Empire. Education during the American Regime
1898-1946
 Ancient Arabic - world where Islam
rose the most important concern of - democratic way of life. A system of free
education was to cultivate religious and compulsory elementary
commitment to Islamic beliefs. education was established by the
Malolos Constitution.
 Medieval period - schools were
concerned with the development of
THE DEPARTMENT OF PUBLIC
religious commitment, knowledge
INSTRUCTION SET UP A THREE-LEVEL
and ritual to establish order.
SCHOOL SYSTEM.
 Renaissance period – “rebirth”. The Commonwealth Period
Education was focused on the
rediscovery of classical philosophy, - Free education in public schools was
literature and art. provided all over the country, in
accordance with the 1935 Constitution.
 Reformation period - the cultivation of - Vocational education and some
a sense of commitment to a particular household activities like sewing, cooking,
religious denomination and general and farming were also given importance.
literacy. - Education also emphasized nationalism
so the students were taught about life of
the Filipino heroes
The Japanese Occupation

- giving up over emphasis on materialism

and promotion of vocation education. CHAPTER 3
Striving for the termination of the use of
English in schools. Developing in THREE PRIMARY THEORETICAL
people the love of labor. PERSPECTIVES BY SOCIOLOGISTS:
 the functionalist perspective
 the conflict perspective
Post-colonial Philippines  the symbolic interactionist
- Education aimed at the full of perspective.
realization of the democratic ideals
and way of life. - These perspectives offer sociologists
- The Civil Service Eligibility of theoretical paradigms for explaining how
teachers was made permanent pursuant society influences people, and how
to R.A. 1079 in June 15, 1954. people influence society.
- Elementary education was - Each perspective uniquely conceptualizes
nationalized and matriculation fees were society, social forces, and human
abolished. behavior.
- Carta for Magna Teachers was passed
 Functionalist theory - introduced by
into law by virtue of R.A. 4670.
The Dem Bones song.
- A daily flag ceremony was made
compulsory in all schools including the
singing of the National Anthem pursuant THREE SOCIAL THEORIES
to R.A. 1265 approved on June 11, 1955.
1. STRUCTURAL - FUNCTIONAL THEORY

Herbert Spencer – the proponent of

Fundamental Aims of Education structural-functional theory.
(1973 Constitution) - Herbert Spencer views society as "a
 foster love of country system of interconnected parts each
 teach the duties of citizenship with a unique function. The parts
 develop moral character, self- have to work together for stability
discipline; and and balance of society."
 scientific, technological and vocational - Society is like a human body where
efficiency. different parts need to work together.
- Society has different but interrelated
components such as the family, the state,
Education Act of 1982 – created the the school, the Church, mass media,
Ministry of Education, Culture and economics.
Sports.
Cybercrime Act of 2012 - address issues
 Executive Order No. 117 - President on online transactions.
Corazon C. Aquino renamed Ministry
of Education, Culture and Sports
(MECS) into DECS Department of The functionalist theory of education
Education Culture and Sports in 1987
 (DECS) to the Department of Education - focuses on how education serves the
(DepEd). R.A. 9155, in August 2001. need of society through the
 K to 12 Program (R.A. 10533), May development of skills and the Community,
15, 2013 – covers Kindergarten and School Culture and Organizational
12 years of basic education. Leadership encouraging social cohesion.

Purposes of Schooling according to

Functionalists

1) Intellectual purposes - acquisition of

cognitive skills.
2) Political purposes - educate future
citizens; promote patriotism, etc.

2. CONFLICT THEORY
 - there are always two opposing sides in CHAPTER 4
a conflict situation.
- Conflict theory welcomes conflict for The Strengths and Weaknesses of
that is the way to the the Filipino Character: A Socio-
establishment of a new society. Cultural Issue
In 1998 Senator Leticia Shahani
How Proponents of Conflict Theory submitted to the Senate this Report titled "A
Regard Education Moral Recovery Program: Building a
According to the conflict theory, education People, Building a Nation".
is not truly a social benefit or opportunity  This report cites the strengths and
as seen by the functionalists. weaknesses of the Filipino
The purpose of education is to maintain character.
social inequality and to preserve the
power of those who dominate society.
The strengths of the Filipino character
are:
3. THE SYMBOLIC INTERACTIONIST  pakikipagkapwa-tao
THEORY  family orientation
Three tenets of symbolic interactionist  joy and humor
theory:  flexibility, adaptability and creativity
 hard work and industry
1) An individual's action depends on  faith and religiosity
meaning. We act based on the meaning  ability to survive.
we give to symbols.
2) Different people may give different
meanings to the same thing. The Filipino character also has
3) Meanings change as individuals interact weaknesses:
with one another.
 extreme family centeredness
Implications to Teaching  extreme personalism
 Let us continue to teach for meaning.  lack of discipline
 Let us use positive symbols in the form  passivity and lack of initiative
of gestures, words, actions, and  colonial mentality
appearances to express our trust,  kanya-kanya syndrome
belief in our students' abilities, an  talangka mentality
affirmation of their being.  lack of self-analysis and self- reflection
 emphasis on porma rather than
substance.
Symbolic Interactionism

- the Symbolic interactionist perspective Value Education in Schools

- directs sociologists to consider the
symbols and details of everyday life.  So that it will not be "more form than
substance" as described in Senator
- states that people interact with one
Shahani's Report, Philippine schools
another through symbols.
have to intensify values education in
the curriculum.
Weakness of Symbolic Interaction  Edukasyon sa Pagpapakatao in K to
Theory 12 Curriculum – was introduced as a
separate subject in the basic
 Critics claim that symbolic interactionism
education curriculum under the Values
neglects the macro level of social
Education Framework program of Dr.
interpretation-the "big picture."
Lourdes Quisumbing, then Department
 Symbolic interactionism traces its origins
of Education, Culture, and Sports
to Max Weber's assertion that individuals
Secretary in 1988-1990.
act according to their interpretation of the
 The Values Education Framework –
meaning of their world
was conceptualized in 1987. In 2002,
 American philosopher George H. Mead
the Basic Education Curriculum (Grade 1-
(1863-1931) who introduced this
6, and First-Fourth Year High School)
perspective to American sociology in the
integrated values in the major learning
1920s.
areas or subjects.
 Beginning with the K to 12 Curriculum in for longer than necessary. Here are various
2013, Values Education was renamed forms of violence:
Edukasyon sa Pagpapakatao (ESP) for
Grades 1-10.
 In the Senior High Curriculum (Grades 11- Various Forms of Violence
12), there is no course with the title,
Values Education or Edukasyon sa  Physical Violence – occurs when
Pagpapakatao but core courses such as someone uses a part of their body or an
Introduction to the Philosophy of the object to control a person's actions
Human Person and Personal  Sexual Violence – when a person is
Development, are in essence, Values forced to unwillingly take part in
Education subjects themselves. sexual activity
 Emotional Violence – occurs when
someone says or does something make a
person feel stupid or worthless.
 Physical Violence – occurs when
someone uses a part of their body or an
object to control a person's actions
 Emotional Violence – occurs when
someone says or does something make a
person feel stupid or worthless
 Psychological violence – occurs when
CHAPTER 5 someone uses threats and causes fear
The Top Ten Global Issues and How in an individual to gain control
They Can be Addressed  Spiritual (or religious) violence –
occurs when someone uses an
individual's spiritual beliefs to
manipulate, dominate or control that
CLIMATE CHANGE
person.
The global temperatures are rising, and are  Cultural violence – occurs when an
estimated to increase from 2.6 degrees individual is harmed as a result of
Celsius to 4.8 degrees Celsius by 2100. practices that are part of her or his
This would cause more severe weather, culture, religion or tradition.
crises with food and resources and the
spread of diseases. The reduction of
greenhouse emissions and the spreading of Security and Well Being
education on the importance of going green
The U.N is a perfect example of what should
can help make a big difference. Lobbying
be done to prevent the lack of security and
governments and discussing policies to
well-being a serious global issue. Through its
reduce carbon emissions and encouraging
efforts with regional organizations and
reforestation is an effective way of making
representatives that are skilled in security,
progress with climate change.
the UN is working toward increasing the
wellbeing of people throughout the world.

POLLUTION

Pollution includes ocean litter, pesticides LACK OF EDUCATION

and fertilizers, air, light and noise
- More than 72 million children throughout
pollution. Clean water is essential for
the globe that are of the age to be in primary
humans and animals, but more than one
education are not enrolled in school. This
billion people don't have access to clean
can be attributed to inequality and
water due to pollution from toxic substances,
marginalization as well as poverty.
sewage or industrial waste.
Fortunately, there are many organizations
that work directly with the issue of education
in providing the proper tools and resources to
VIOLENCE
aid schools.
Violence can be found in the social,
The Philippines has consistently made a
cultural and economic aspects of the
significant stride in its functional literacy
world. Whether it is conflict that has broken
rate.
out in a city, hatred targeted at a certain
group of people or sexual harassment Functional literacy – as defined by the
occurring on the street, violence is a National Statistics Authority is the level of
preventable problem that has been an issue literacy which includes not only reading
and writing but also numeracy skills that and the teaching of cooking and gardening
would help people cope with the daily skills, people who are suffering will be more
demands of life. likely to get jobs, earn enough money to buy
food and even learn how to make their own
Based on the 2013 Functional Literacy,
food to save money.
Education and Mass Media Survey (FLEMSS),
the country registered a 90.3% rate, which Malnutrition – includes under nutrition
means that nine out of every 10 Filipinos (wasting stunting, underweight), inadequate
aged 10-64 were functionally literate. vitamins or minerals, overweight, obesity,
and resulting diet-related noncommunicable
diseases.
UNEMPLOYMENT
The planet creates more than enough food to
- Without the necessary education and skills meet everyone's needs. But there are still
for employment, many people, particularly millions of hungry people in the world.
15- to 24 years old, struggle to find jobs and
create a proper living for themselves and
their families. This leads to a lack of SUBSTANCE ABUSE
necessary resources, such as enough
Substance abuse – is "the harmful or
food, clothing, transportation and
hazardous use of psychoactive
proper living conditions.
substances, including alcohol and illicit
 The unemployment rate in the Philippines drugs" (World Health Organization)
inched lower to 5.2 percent in the
 The United Nations reports that, by the
March quarter of 2019 from 5.3
beginning of the 21" century, an
percent a year ago. Unemployment
estimated 185 million people over the
rate in Philippines averaged 8.34
age of 15 were consuming drugs globally.
percent from 1994 until 2019,
 The drugs most commonly used are
reaching an all-time high of 13.90 percent
marijuana, cocaine, alcohol,
in first quarter of 2000 and a record low
amphetamine stimulants, opiates
of 4.70 percent in the fourth quarter of
and volatile solvents.
2016.
 Different classes of people, both poor and
rich, partake in substance abuse, and it is
a persistent issue throughout the world
GOVERNMENT CORRUPTION
but the developing world, marginalized
- Means of corruption include graft, groups and communities are the most
bribery, embezzlement, backdoor deals, vulnerable to this reality.
nepotism, and patronage.  The Philippines faces this huge problem
on substance abuse.

Corruption – is a major cause of poverty

considering how it affects the poor the most, TERRORISM
eroding political and economic development,
Terrorism – is an issue throughout the world
democracy and more.
that causes fear and insecurity, violence
 Corruption can be detrimental to the and death. Across the globe, terrorists
safety and wellbeing of citizens living attack innocent people, often without
within the corrupted vicinity, and can warning. This makes civilians feel
cause an increase in violence and defenseless in their everyday lives. Making
physical threats without as much national security a higher priority is key in
regulation in the government. combating terrorism, as well as promoting
justice in wrongdoings to illustrate the
enforcement of the law and the serious
The Philippines ranked 94th out of 177 punishments for terror crimes.
countries in Transparency
International's 2013 corruption index.
The 17 SDGS

UN Secretary-General, Ban Ki-moon,

MALNOURISHMENT AND HUNGER said: "The seventeen Sustainable
Currently there are 795 million people who Development Goals are our shared
do not have enough to eat. Long-term vision of humanity and a social contract
success to ending world hunger starts with between the world's leaders and the
ending poverty. By fighting poverty through people. They are a to-do list for people
proper training for employment, education and planet and a blueprint for success."
After Millennium Development Goals of 2015, Here are examples of what a community
here comes another to-do list for the sake of can do for schools:
the entire humanity. Refer to the 17
Sustainable Development Goals, 2015-2030
in the first part of this Chapter. 1. Brigada Eskwela
Global Issues, SDGs 2015-2030 and - This program engages all education
Education stakeholders to contribute their time,
effort and resources in ensuring that
- In September 2015, the General
public school facilities are set in time for
Assembly adopted the 2030 Agenda for
the forthcoming school opening. It takes
Sustainable Development that includes
place more or less two weeks before
17 Sustainable Development Goals
classes begin in June. This is a school
(SDGs).
maintenance program that has been
- Building on the principle of "leaving no
institutionalized since 2009 when
one behind", the new Agenda
DepEd issued DepEd Order # 100.
emphasizes a holistic approach to
achieving sustainable development. The
realization of the 17 SDGs means solving
2. Curriculum Development
the top global issues cited by two
sources. - This can mean use of community
These global issues and SDGs 2015-2030 resources for learning. e.g., museum,
must be intentionally taught in schools elders of the community as key
because they are made part of the informants in research or resource
curriculum. persons in the study of local history

3. Work Experience Programs

Top global issues today are: - Business establishments and offices

in the community can serve as
 large scale training ground for learners. A
conflict/wars/violence/terrorism; concrete example is the Work
 inequality (income, discrimination) Immersion required of Senior High
 poverty, unemployment; School students.
 religious conflicts;
 graft and corruption; “The competencies, work ethics, and values
 food and water security/malnourishment, relevant to pursuing further education and
hunger; /or joining the world of work.... Partner
 lack of education; offices for immersion provide Senior High
 safety, security and well-being; and School students with opportunities:”
 lack of economic opportunity and 1) to become familiar with the workplace;
employment; 2) for employment simulation; and
 pollution. 3) to apply their competencies in areas of
specialization /applied subjects in
authentic work environments
The 17 Sustainable Development Goals (Enclosure to DepEd Order No. 30. 3.
are the blueprint to achieve a better and 2017).
more sustainable future for all. They address
the global challenges we face, including
those related to poverty, inequality, climate, Remediation and enrichment classes -
environmental degradation, prosperity, and Parents and retired teachers may be
peace and justice. involved in the School Reading
remediation and Learning Enrichment
Programs.
CHAPTER 6 Youth Development Programs - The
young may involve themselves in youth
- Opportunities for School-Community
development programs and develop
Partnership implies two parties helping
their skills and talents, learn how to deal
each other
positively with peers and adults and serve as
- Both parties’ benefit. This means that if a
resources in their communities.
school - community partnership exists,
both parties’ benefit from the Community Service - Examples of
relationship. community service are students
participating in tutorial programs,
community reforestation programs,
clean up drive for a river, assisting in school for their feeding program or sold them
medical mission; school head involved in for cash for the purchase of seedlings and
planning local celebrations, teachers planting of more vegetables.
managing programs, projects, activities;
school band playing in fiesta parade
PAMS brought together students,
teachers, school head, parents
Community Partnership: barangay officials and other members of
the community clean up little nooks for
- Classroom used by community
garbage and converted them into green
organizations for meetings.
areas with vegetables shared by all.
- School used as a polling place and venue
for medical mission which it may co-  Revitalized Enthusiasm for
sponsor with the Rural Health Unit School Assistance to Children of Humanity
used by the Rural Health Unit for mothers' (REACH) - where each teacher adopted
class on childcare. one student and acted as his/ her mentor
- School used as an evacuation center. for the entire school year. The teacher
- School facilities used for community gave free tutorial to the adopted student
assemblies and; during his/her free time, visit the
- School basketball court used for local student's family every now and in some
celebrations barangay sports league. instances gave the student a daily
- Schools conduct livelihood skills-training allowance of ten pesos from the teacher's
programs for parents and out-of-school own pocket.
youths by using school resources.
- Livelihood skills-training for parents and  Urbanidad Kids - were ideal students
out-of-school-youths by teachers who acted as role models for the
themselves. students and the PEMBO community.
They were the cleanest, most well-
mannered, and most diligent in class.
Learning from the Experiences of
Schools and Community Partners  BOWLS means Brain Operates Well
on Loaded Stomach – Every recess,
Here are concrete examples:
children who were selected by the
1. Dumingaga Central School, school as BOWLS beneficiaries due to
Dumingag, Zamboanga del Sur malnutrition were provided a free bowl
of lugaw
- Strong school community partnership
Feeding program was maintained by
 Pera sa Panapon - was a weekly trash
community donors - Mother Butler Mission
market where students, their parents
Guild, barangay councils, office of the
and other members of the community
mayor, parents who budgeted, cooked,
were invited to bring their recyclable
purchased.
garbage. The project helped the school
"Kiddie Cop" classes - Cops lectures on purchase the necessary supplies and was
good manners and right conduct, drug able to support two students to a 2010
addiction, child abuse, child welfare. math competition in Singapore.

Municipal Welfare and Development Sociological Basis of School-Community

Office - Municipal Health Office conducted Partnership
special classes on health and nutrition,
 The functionalist theory states that
rights of the child.
institutions must perform their
2. Angels Magic Spot and Project respective functions for the stability of
REACH, etc. society.
 Other institutions must come in if one
Pembo Elementary School, Makati institution fails to do its part for the
Pembo Angels Magic Spot (PAMS) were sake of society.
the volunteer environmental steward-
students of Pembo Elementary School while “It takes a village to educate a child” –
magic spots were the small dumpsites or African Proverb
empty lots in the barangay which were
 School must work in partnership with
converted by the students into vegetable
other institutions in the community
gardens from which members of the
such as the church, government
barangay could harvest for home supply, the
 organizations and non-government
organizations.
 RA. 8525, Adopt-A-School Program
 The school, the Church and other
Act – provides for school-community
social institutions come in to assist
partnership. It allows "private entities
parents and families to fulfill their
to assist a public school, whether
irreplaceable obligation.
elementary, secondary, or tertiary… in
 With the breakdown of families,
but not limited to, the following areas:
schools face greater challenge in
staff and faculty development for training
educating the young.
and further education; construction of
 The rearing and education of the child
facilities; upgrading of existing facilities,
is the primary obligation of parents.
provision of books, publications and other
 The breakdown of marriages, the
instructional materials; and modernization
demand for both mother and father to
of instructional technologies."
work to meet the demands of a rising
 Philippine Education for All (EFA)
cost of living resulting to less or
2015 Plan – then a vision and a holistic
practically no more time for parents to
program of reforms that aimed to improve
spend time with their children have,
the quality of basic education for every
however, attacked the stability of
Filipino by end 2015 likewise states:
families and have adversely affected
"Schools shall continue to harness local
families in the performance of their
resources and facilitate involvement of
irreplaceable duty to educate children.
every sector of the community in the
 While the use of technology has
school improvement process."
brought a lot of convenience its
uncontrolled and unregulated use by
the tech-savvy kids expose these kids
to all sorts of information not Dr. Qian Tang - UNESCO Assistant
necessarily favorable for their Director General for Education
development. He said: "Our vision must be more
LEGAL BASES FOR PARENTS AND aggressive, more committed not just
COMMUNITY INVOLVEMENT involving government, non-government
agencies but all stakeholders."
 RA 9155, Governance of Basic
Education Act

Section E (10)  R.A 9155 – states that partnership

between school community also
"establishing school and community ensures... that:
networks and encouraging the active 1) educational programs, projects and
participation of teachers organizations, services take into account the
nonacademic personnel of public schools, interests of all members of and the
and parents-teachers-community community (Sec 3, d);
associations." 2) the schools and learning centers
reflect the values of the community by
Section 3 (f)
allowing teachers/learning facilitators
"local initiatives for the improvement of and other staff to have the flexibility to
schools and learning centers and to provide serve the needs of all learners (Sec 3,
the means by which... improvements may be e); and
achieved and sustained." 3) local initiatives for the improvement of
schools and learning centers are
 Batas Pambansa Blg. 232, known as
encouraged and the means by which
the Education Act of 1982, Section 7
these improvements may be achieved
states that:
and sustained are provided (Sec 3, f).
Every educational institution shall
So, schools and communities function better
provide for the establishment of appropriate
when they work as a team.
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.
 Section 6
CHAPTER 7
“Every teacher is an intellectual leader in the
Code of Ethics for Professional community, especially in the barangay. And
Teachers, Article III shall welcome the opportunity to provide
 indicates that teachers are expected such leadership when needed, to extend
to be part of the community. counseling services, as appropriate, and to
 To be part of the community definitely be actively involved in matters affecting the
means to participate in the life of welfare of people.”
that community.

Professional Teacher with

The 8 Sections of Article III of the
Honor and Dignity
Code of Ethics
Section 3
 refers to the community within the
school and the community outside the - states: “Every teacher shall merit
school. reasonable social recognition for which
purpose he shall behave with honor
and dignity at all times and refrain
TEACHER AS FACILITATOR OF from such activities as gambling,
LEARNING smoking, drunkenness, and other
excesses much less illicit relations.”
Article III, Section 1

 states that the teacher is a facilitator TEACHER’S ATTITUDE TOWARD

of learning and the development of the LOCAL CUSTOMS AND
youth… therefore shall render the best TRADITIONS
service by providing an environment
conducive for such learning and growth. Section 4
 Facilitator comes from the word
- expects every teacher to live for and
“facilitate” which means to make
with the community and shall,
something easy or easier.
therefore study and understand local
 To facilitate learning, a conducive
customs and traditions in order to
learning environment is necessary.
have a sympathetic attitude, therefore,
 A pleasant environment is where the
refrain from disparaging the community.”
learners can be themselves because
- The professional teacher is neither
teachers are caring.
ethnocentric nor xenocentric.

TEACHER LEADERSHIP AND

INITIATIVE FOR COMMUNITY THE PROFESSIONAL TEACHER
PARTICIPATION AND INFORMATION UPDATE
Section 2 Section 5

- refers to the “leadership and initiative - states that the teacher “shall help the
of the professional teacher to school inform the community about
participate in community movements for the school’s work, accomplishments,
moral, social, economic and civic needs and problems.
betterment of the community.”

Internal stakeholders

 students
Section 2 of Article III  parents of the students
 teachers.
- “provides leadership and initiative…” This
implies that as a professional teacher
you have not to wait for community The external stakeholders
to ask for help.
- states that you, the professional teacher  other parents in the community
ought to take the initiative to offer your without children enrolled in school
help for the improvement of the  barangay officials
community  other government officials
 non-government organizations
  government organizations THE PROFESSIONAL TEACHER
 alumni /alumnae
DOES NOT USE POSITION TO
 retirees
PROSELYTE
Section 8

- “A teacher possesses freedom to

Why do these stakeholders have to be attend church and worship as
informed? appropriate, but shall not use his
- The school is there for the community and position and influence to proselyte
so the community has the right to be others.
informed about its activities, For you to be credible as a community
accomplishments, needs and problems leader, you shall behave with honor and
dignity twenty-four hours a day, 7 days a
week, respect community culture and seek
The Parents-Teachers Association to understand them or else lose your “flavor”
as a community leader.
- PTA — is an association of teachers
and parents with children who are
enrolled in a school. It is a forum for
discussions on school problems and how
they can be solved.
CHAPTER 8
This is for internal stakeholders only.
Organizational Leadership
Some private schools call it Home School
Association or Family Advisory Council. - The leaders help set strategic goals
for the organization while motivating
individuals within the organization to
The School Governing Council successfully carry out assignments in
order to realize those goals.
- It determines general policies on
- works towards what is best for the
student welfare, discipline, well-
individual members and what is best in
being; it is concerned with the
the organization as a group at the same
development and implementation,
time
monitoring and evaluation of the
- is also an attitude and a work ethic that
School Improvement Plan (SIP), and
empowers individual in any role to lead
reporting of the progress of the SIP
from the top, middle, or bottom of an
implementation to the Schools Division
organization
Superintendent and the community.

School Governing Council as a policy - SCHOOL HEAD MUST BE BOTH A LEADER

making body has the school head as Chief AND A MANAGER
Executive Officer, Manager and Chief
Comparison of a Leader and a Manager
Operations Officer.
MANAGERS

 Administer – their process is

THE PROFESSIONAL TEACHER transactional; meet objectives and
AND GOVERNMENT OFFICIALS delegate tasks
AND OTHER PROFESSIONALS
 WORK FOCUSED – The goal is getting
Section 7 things done. They are skilled at
allocating work.
- states: “Every teacher shall maintain
harmonious a pleasant personal and
 DO THINGS RIGHT – Managers enact the
official relations with other
existing culture and maintain status
professionals, with government officials
quo
and with the people individually or
collectively.”

LEADERS

 Innovate – Their process is

transformational; develop a vision and
find a way forward.
 People focused – The goals include  Individuals are more able to do the
people and both results. They care task; however, they are demotivated
about you and want you to succeed for this job or task. Unwilling to do the
 Have Followers – They create circles of task
influence and lead by inspiring.
Participating/Supporting
 Do the things right – Leaders shape
the culture and drive by the authority.  Individuals are experienced and able
to do the task but lack the
confidence or the willingness to take on
Types of Skills Demanded of Leaders responsibility.

 Technical Skill Delegating

 Human Skill
 Individuals are experienced at the
 Conceptual Skill
task, and comfortable with their own
ability to do it well. They are able and
 Technical Skill – refers to any type of
willing to not only do the task, but to take
process or technique like sending
responsibility for the task.
email and preparing a PowerPoint
presentation.
 Human Skill – is the ability to work
effectively with the people and to Servant Leadership
build teamwork. This is also referred  Robert K. Greenleaf (1997) coined the
to people skills or soft skills. paradoxical term servant-leadership.
 Conceptual Skill – is the ability to He describes the servant “servant
think in terms of models, broad first”.
relationships such as long-range plans.  It begins with the natural feeling
that one wants to serve. Then
Leadership Styles: conscious choice brings one to aspire
to lead. The best test is: do those
 Autocratic served grow as persons: do they, while
being served, become healthier, wiser,
Autocratic leaders do decision making
freer, more autonomous, more likely
by themselves.
themselves to become servants? And,
what is the effect on the least
privileged in society; will they benefit,
 Democratic
or, at least, not be further deprived?”
Democratic leaders allow the members
of the organization to fully Transformational Leadership
participate in decision making.
 As a transformational leader he/she
Decisions are arrived by way of
makes positive changes in the
consensus.
organization by collaboratively
developing new vision for the
 Consultative
organization and mobilizing members to
Consultative leaders allow participation
work towards that vision.
of the members of the organization
by consulting them but make the
To do this, the transformational leader
decision themselves.
combines charisma, inspirational
leadership and intellectual stimulation to
 Laissez Faire
introduce innovation for the
In laissez faire or free-rein leadership
transformation of the organization.
style, leaders avoid responsibility and
leave the members of the
organization to establish their own work Sustaining Change

 For reforms to transform, the

BEHAVIOR STYLES IN SITUATIONAL innovations introduced by the
LEADERSHIP transformational leader must be
institutional and sustained. Or else
Selling/Directing
that innovation is simply a passing fad
 Individuals lack the specific skills that loses its flavor after a time.
required for the job in hand and they
To ensure that the innovation he/she
are willing to work at the task. They are
introduces leads to the transformation
novice but enthusiastic
of the organization, Morato of Bayan
Telling/Coaching
ABS-CBN, (2011) gives the following
advice.

1. Seek the support of the stakeholders.

2. Get people involved early and often.
3. Plan a communications campaign to “sell”
the innovation.
4. Ensure that the innovation is understood
by all.
5. Consider timing and phasing.

Summary:

 Organizational leadership works

towards what is best for individual
members and what is best for the
organization as a group at the same time.
 The three types of skills demanded of
leaders are technical, human and
conceptual skills.

 The four leadership styles are

autocratic, consultative, democratic
and, laissez faire leadership styles.

 In the situational leadership, Paul

Hersey and Kenneth H. Blancard
categorized all leadership styles into
four behavior styles, which they named
S1 to S4.