FTC 4 – The Teacher

and The Community,

School Culture and
Organizational
Leadership
This is a property of
PRESIDENT RAMON MAGSAYSAY STATE
UNIVERSITY NOT FOR SALE

1 | FTC 4 T h e T e a c h e r a n d T h e C o m m u n i t y , S c h o o l C u l
tureand OrganizationalLeadership

The Teacher and

 The Community, School Culture and
Organizational Leadership Chapter 1

Sociological Perspectives on
Education

Activity Sheet
Name: Angel Rose Sampilo Year & Section: BSE Filipino
III
Subject: FTC 4 Score: ____________________
Activity 1 Answer the following.
1. Construct a classroom situation. One situation per theory,
a. Functionalist Theory

For example, you might notice an engaging fellow student when he gives an
unusually fascinating answer in class—approaching him and making a date speaks to the
latent function of courtship fulfilled by exposure to a peer group in the educational
setting.

b. Conflict Theory

Certain demographics are more likely to be punished for minor offenses and removed
from school in the form of expulsion or suspension. These punishments may result in
students being labeled as troublemakers by their teachers and peers. The absence from
school can also result in the loss of learning important subject material, beginning a
process in which a child's performance and attendance steadily decline. Schools are also
more likely to involve authorities when altercations involve minority groups, which
introduces them to the justice system at a young age.

c. Symbolic Interactionism

Symbolic interactionist studies of education examine social interaction in the

classroom, on the playground, and in other school venues. These studies help us
understand what happens in the schools themselves, but they also help us understand how
what occurs in school is relevant for the larger society. Some studies, for example, show
how children’s playground activities reinforce gender-role socialization. Girls tend to
play more cooperative games, while boys play more competitive sports

2. What was the function of education on:

a. Social Integration

In a country, education plays as a means for its citizens to unite together as a unified
society. In a country like Philippines well known for its diversity, education can have a
profound impact on the citizens by means of adopting a common core value by
promoting national identity. Education is a powerful medium to achieve such cultural &
national integration by engaging the learners in a wholesome/overall educational
experiences & program which will develop the understanding & appreciation of others’
cultural patterns, beliefs & ways of living. Education can bind the pupils within the same
community where they will share a sense of belongingness by living & learning together
about each other’s’ culture which in turn will lead to cultural, social & national
integration & inclusion of all the people across cultures.

Philippines being a democratic country since its independence has always advocated
national integrity. The 42nd amendment of the constitution of Philippines enacted in 1987
asserted Philippines as a secular nation & realized that there was a need to focus on the
unifying force of the country. Therefore, the constitution of Philippines is based on the
principle of Secularism i.e., indifferent to any religion & treat all the religion equally.
 However social integration in education was first adopted through the National
System of Education in 1975 with a new curriculum of 10+2+3 pattern of education first
formulated by NCERT that focusses on a common educational structure, national
curriculum & common three language formulae (with English, mother language & one
modern Filipino language).

b. Socialization

Socialization refers to a process by which individuals acquire a personal identity and

learn the knowledge, language, and social skills required to interact with others. Again,
students don't only learn from the academic curriculum prepared by teachers and school
administrators. They also learn social rules and expectations from interactions with
others. Students in America receive rewards for following schedules and directions,
meeting deadlines, and obeying authority. They learn how to avoid punishment by
reducing undesirable behaviors like offensive language. They also figure out that to be
successful socially, they must learn to be quiet, to wait, to act interested even when
they're not, and to please their teachers without alienating their peers.

c. Social Placement

Social placement education helps young people assume culturally approved statuses
& perform roles that contribute to the ongoing life of society. Teachers encourage the
best & brightest to pursue the most challenging & advanced studies, while guiding
students with more ordinary abilities into programs suited for them. Schooling enhances
meritocracy.

d. Social and Cultural Innovation

Social and cultural innovation is a fourth function of education. Our scientists cannot
make important scientific discoveries and our artists and thinkers cannot come up with
great works of art, poetry, and scientific work unless they have first been educated in the
many subjects they need to know for their chosen path.
Activity 2 Essay
Make an explanation about “THE FUNCTION OF SCHOOL”
Functional theory stresses the functions that education serves in fulfilling a society’s various
needs. Perhaps the most important function of education is socialization. If children are to learn
the norms, values, and skills they need to function in society, then education is a primary vehicle
for such learning. Schools teach the three Rs (reading, ’riting, ’rithmetic), as we all know, but
they also teach many of the society’s norms and values. In the United States, these norms and
values include respect for authority, patriotism (remember the Pledge of Allegiance?),
punctuality, and competition (for grades and sports victories).
A second function of education is social integration. For a society to work, functionalists say,
people must subscribe to a common set of beliefs and values. As we saw, the development of
such common views was a goal of the system of free, compulsory education that developed in
the nineteenth century. Thousands of immigrant children in the United States today are learning
English, US history, and other subjects that help prepare them for the workforce and integrate
them into American life.
A third function of education is social placement. Beginning in grade school, students are
identified by teachers and other school officials either as bright and motivated or as less bright
and even educationally challenged. Depending on how they are identified, children are taught at
the level that is thought to suit them best. In this way, they are presumably prepared for their later
station in life. Whether this process works as well as it should is an important issue, and we
explore it further when we discuss school tracking later in this chapter.
Social and cultural innovation is a fourth function of education. Our scientists cannot make
important scientific discoveries and our artists and thinkers cannot come up with great works of
art, poetry, and prose unless they have first been educated in the many subjects they need to
know for their chosen path.
Education also involves several latent functions, functions that are by-products of going to
school and receiving an education rather than a direct effect of the education itself. One of these
is child care: Once a child starts kindergarten and then first grade, for several hours a day the
child is taken care of for free. The establishment of peer relationships is another latent function
of schooling. Most of us met many of our friends while we were in school at whatever grade
level, and some of those friendships endure the rest of our lives. A final latent function of
education is that it keeps millions of high school students out of the full-time labor force. This
fact keeps the unemployment rate lower than it would be if they were in the labor force.
Because education serves so many manifest and latent functions for society, problems in
schooling ultimately harm society. For education to serve its many functions, various kinds of
reforms are needed to make our schools and the process of education as effective as possible.
The Teacher and The Community, School
Culture and Organizational Leadership
Chapter 2

Education and Society

Activity Sheet
Name: Angel Rose Sampilo Year & Section: BSE Filipino III
Subject: FTC 4 Score: ________________________________
Activity 1 Answer the following.
1. What are similarities and differences between the non-formal education and the
formal education?

FORMAL
EDUCATION NON-FORMAL EDUCATION

Differences Similarities Differences

* Long-term and general * Both impart knowledge * Short-term and
and skill specific
* Credential based * Both lead to a change in * Non-credential
attitude and behavior. based
* Long cycle * Both are totally dependent * Short cycle
on the learner * Recurrent
* Preparatory * Enrollment * Part-time
* Full-time * Scheduled lessons, either * Output-centered
physical or virtual and individualized
* Input-centered and * Teacher or trainer and * Practical
standardized several students
* Academic * Courseware * Entry
requirements
determined by
clientele
* Clientele determined by * Assignments and home- * Environment-
entry requirements work based
* Institution-based * Final examinations * Community
* Isolated related
* Rigidly structured * Flexibly
structured
* Teacher-centered * Learner-centered
* Resource-intensive * Resource-saving
* Externally controlled * Self-governing
* Hierarchical * Democratic
2. What was the big help of an open education system in the Philippines for all the
Filipinos? State the advantages and disadvantages of it.

The education system of the Philippines has been highly influenced by the country’s
colonial history. That history has included periods of Spanish, American and Japanese rule
and occupation. The most important and lasting contributions came during America’s
occupation of the country, which began in 1898. It was during that period that English was
introduced as the primary language of instruction and a system of public education was first
established—a system modeled after the United States school system and administered by the
newly established Department of Instruction.

The United States left a lasting impression on the Philippine school system. Several
colleges and universities were founded with the goal of educating the nation’s teachers. In
1908, the University of the Philippines was chartered, representing the first comprehensive
public university in the nation’s history.

Like the United States, the Philippine nation has an extensive and highly inclusive
system of education, including higher education. In the present day, the United States
continues to influence the Philippines education system, as many of the country’s teachers
and professors have earned advanced degrees from United States universities.

Although the Philippine system of education has long served as a model for other
Southeast Asian countries, in recent years that system has deteriorated. This is especially true
in the more remote and poverty-stricken regions of the country. While Manila, the capital
and largest city in the Philippines, boasts a primary school completion rate of nearly 100
percent, other areas of the country, including Mindanao and Eastern Visayas, have a primary
school completion rate of only 30 percent or less. Not surprisingly, students who hail from
Philippine urban areas tend to score much higher in subjects such as mathematics and science
than students in the more rural areas of the country.

Advantages of Open Education System in the Philippines

 expanded access to learning. Students anywhere in the world can access OERs at any
time, and they can access the material repeatedly.
 scalability. OERs are easy to distribute widely with little or no cost.
 augmentation of class materials. OERs can supplement textbooks and lectures where
deficiencies in information are evident.
 enhancement of regular course content. For example, multimedia material such as
videos can accompany text. Presenting information in multiple formats may help
students to more easily learn the material being taught.
 quick circulation. Information may be disseminated rapidly (especially when
compared to information published in textbooks or journals, which may take months
or even years to become available). Quick availability of material may increase the
timeliness and/or relevance of the material being presented.
 less expense for students. The use of OERs instead of traditional textbooks or course
packs, etc. can substantially reduce the cost of course materials for students.
 showcasing of innovation and talent. A wide audience may learn of faculty research
interests and expertise. Potential students and donors may be impressed, and student
and faculty recruitment efforts may be enhanced.
 ties for alumni. OERs provide an excellent way for alumni to stay connected to the
institution and continue with a program of lifelong learning.
 continually improved resources. Unlike textbooks and other static sources of
 information, OERs can be improved quickly through direct editing by users or
through solicitation and incorporation of user feedback. Instructors can take an
existing OER, adapt it for a class, and make the modified OER available for others to
use.

Disadvantages of Open Education System in the Philippines

 quality issues. Since many OER repositories allow any user to create an account and
post material, some resources may not be relevant and/or accurate.
 language and/or cultural barriers. Although efforts are being made to make OERs
available in multiple languages, many are only available in English, limiting their
usefulness to non-English speakers. Additionally, not all resources are culturally
appropriate for all audiences.
 technological issues. Some students may have trouble using some OERs if they have
a slow or erratic internet connection. Other OERs may require software that students
don’t have and that they may not be able to afford.
 intellectual property/copyright concerns. Since OERs are meant to be shared openly,
the “fair use” exemption from the U.S. Copyright Act ceases to apply; all content put
online must be checked to ensure that it doesn’t violate copyright law.
 sustainability issues. Since OER creators generally do not receive any type of
payment for their OER, there may be little incentive for them to update their OER or
to ensure that it will continue to be available online.

2. How it helps the Filipino Student in the additional two years in school calendar?

Additional two years in school calendar really helps the Filipino students because
getting a K to 12 educations can open new doors and increase the chance of finding a
stable job. Students can get the opportunity to build a network, acquire more skills, and
find the career that they really love. The addition of two more years or two more grade
levels, Grades 11 and 12, will better equip the students with the necessary skills,
knowledge, and values needed for a successful future in their fields or course.
 The Teacher and The Community, School
Culture and Organizational Leadership
Chapter 3

Education and Culture

32 | FTC 4 T h e T e a c h e r a n d T h e C o m m u n i t y , S c h o o l C u l t u r e a n d O r g a n i z a t i o n a
lLeadership
Chapter 3
Activity Sheet
Name: Angel Rose Sampilo Year & Section: BSE Filipino III
Subject: FTC 4 Score: _____________________
Activity 1 Answer the following.

1. Describe the educational system of our country in five (5) sentences.

There are three agencies that handle the different levels of the Philippines
education system: The Department of Education (DepEd) oversees basic (pre-university)
education. The Commission on Higher Education manages tertiary and graduate
education, and the Technical Education and Skills Development Authority (TESDA)
oversees technical-vocational courses and middle education. Most of the problems in the
Philippines education system stem from a lack of funding: low teacher salaries, a
shortage of classrooms and lack of facilities such as laboratories. Additionally, there is a
lack of educational equality between regions: government policy tends to favor schools
near Manila, with regions farthest from the capital (such as Mindanao) showing lower
levels of student performance. Despite these issues, the education system in the
Philippines is still seen as one of the most developed in Asia: rates of basic education
completion, higher education participation and adult literacy are comparable to far more
developed economies in Hong Kong, Singapore and South Korea.

2. Write 3 (three) important factors to consider in Expectations from the Teacher

Student. State your answers briefly.
a. They want teachers who make class interesting and fun
Students have proactive and exuberant minds; they want a class that is active and
can provide a shared responsibility for learning.

b. They want teachers who encourages them to speak up

Let them ask questions; let them be able to share their perspectives on a subject. Even
if they are off topic, just give them a chance to share their thoughts.

c. They want teachers who value their time

It is important to appreciate any effort that the student makes. By commending them,
showing appreciation or encouraging them you show that you value their time and whatever
effort they are putting in to learning.

3. What was the relationship between the educational system to an economic system?

The economic system and its development are essentially connected with the
educational system, because knowledge is the basis of any economic system. To achieve
closer cooperation between these two systems managements is necessary to meaningfully
connect them. The first chart makes it clear: Every level of education passed decreases the
chances of unemployment, and raises personal income. In other words, every level of
education passed lessens the costs of unemployment insurance, creates additional taxable
income, and thus strengthens our economy. The higher productivity of well-educated workers
is one of the factors that explain higher GDPs and, therefore, higher incomes in developed
countries. A strong correlation between GDP and education is clearly visible among the
countries of the world.
The Teacher and The Community, School
Culture and Organizational Leadership
Chapter 4

School Culture and School

Improvement
52 | FTC 4 T h e T e a c h e r a n d T h e C o m m u n i t y , S c h o o l C u l
tureand OrganizationalLeadership

Activity Sheet

Name: Angel Rose Sampilo Year & Section: BSE Filipino III
Subject: FTC 4 Score: _____________________
Activity 1 Answer the following.

1. Make a power point presentation about the Educational Changes in the

Philippines.
2. Discuss this chart on your own understanding.

Cultural differences contribute to persons’ relationship with their external

environment. The result of these groupings can be characterized in identifiable behavioral,
and personality differences. Addressed as social competencies, they may include differences
in levels of self-disclosure, assertiveness, willingness to cooperate, maintain positions of
individual or shared interpersonal style. For example, the culture that dictates that individuals
dominate their environment in contract with the culture that promotes living in harmony.
Worldviews may as well reflect cultural differences. While one culture values the
contributions of their:

 Power Distance
Power distance is the degree to which less powerful members of institutions and
organizations accept that power is distributed unequally. In very high-power distance
cultures, the lower-level person will unfailingly defer to the higher-level person, and feel
relatively ok with that as it is the natural order.
 Uncertainty Avoidance
Cultures that score high in uncertainty avoidance prefer rules (e.g., about religion and
food) and structured circumstances, and employees tend to remain longer with their
current employer.
 Individualism and Collectivism
Both collectivist and individualistic cultures are concerned with how individuals in a
society prioritize and manage their relationships and goals. Collectivist culture prioritizes
 solidarity over individual goals while individualistic culture focuses on human
independence and freedom.

 Masculinity/Femininity
In a masculine culture, men are expected to be assertive, competitive, and focused on
material success. Women are expected to be nurturing and focused on people and quality
of life. In contrast, Hofstede says a feminine culture or feminine society is one where
gender roles are more fluid.
 Long-term Orientation
Long-term orientation is a cultural orientation that deals with time—past, present, and
future—to foster virtues oriented towards future rewards, in particular perseverance and
thrift.
60 | FTC 4 T h e T e a c h e r a n d T h e C o m m u n i t y S c h o o l C u l
tureand OrganizationalLeadership

The Teacher and

The Community, School Culture and
Organizational Leadership Chapter 5

School Leadership
Activity Sheet
Name: Angel Rose Sampilo Year & Section: BSE Filipino III
Subject: FTC 4 Score: _____________________
Activity 1 Answer the following. (200 words each number)
1. In your own, what does it mean to be a 21st century leader?

When you think of "leadership qualities," do you picture someone confident,

assertive and able to make tough decisions under pressure? Or do you imagine a
person with an inspiring vision for the future?

In this day and age, we need leaders who can guide us in today's world. The skills
required by this new era go beyond what once made leaders successful; it requires
being able to lead people through emotional challenges, such as conflicts or crises,
without resorting to harsh or coercive tactics. Today's leaders must be able to speak
the language of multiple generations, to understand how our ever-changing
technologies are shaping society and their organization, and to embrace diversity in
all its forms.

2. How important it is to have a commitment as a leader or as a teacher?

Teacher commitment is an internal force that derives teachers to invest more

time and energy in keeping up involvement in the school. This willingness of
promoting the school creates emotional link between teachers and the school
which ultimately inspires teachers to seek ways to enhance teaching profession
and establish an effective learning environment to allow students to reach their
targets. Commitment to teaching is a crucial factor to contribute to the
achievement of students. In addition, passion has a motivating factor; therefore, it
is a significant need for high quality learning and teaching. Passion is seeking for
the new, and experiencing new ideas. Passion is on the basis of effective teaching.
Passion which is indispensable for learning and teaching facilitates learning
thorough desire and enthusiasm it creates. Passionate teachers via creating
effective learning environments endeavor to increase learning potentials of their
students.

3. What was the similarities and differences of the four major educational
leadership?

Leadership is not a medal, nor a position, nor a hierarchy. It is a dynamic

process that sets in motion people who assume responsibilities, members of a
group who are challenged and mobilized, and causes that are worth striving for.

The similarities of the four major educational leadership are when it comes to
schools, leadership must include direction (where to go), planning (how to get
there) and emotion (a desire to do so).

While the differences of those four major educational leaderships is that

transformational leadership is oriented beyond self-interest. It raises the entire
team’s awareness level and purpose in relation to a shared project. Servant
leadership style brings into play a new moral principle: the only authority that
deserves our support is that which is freely and consciously given to the leader by
her collaborators, in response and in direct proportion to the obvious and clear role
 of the leader as a servant. Responsible leadership takes care of common values
and the community in which it operates. It offers inspiration and perspective on a
desired future. It supports all members. It creates meaning. And distributed
leadership is not something we do to other people, but something we do with other
people. In the case of educational leadership, it is essential to know how to move
from “me to we," from “me to us."

78 | FTC 4 T h e T e a c h e r a n d T h e C o m m u n i t y , S c h o o l C u l t u r e a n d O r g a n i z a t i o n a
lLeadership