THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE,

AND ORGANIZATIONAL LEADERSHIP

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WEEK 1: INTRODUCTION
COMMUNITY
➔​ It is a social unit (a group of living things)
BASIC CONCEPTS
➔​ People with commonalities such as
norms, religions, values, customs, or
EDUCATION / SCHOOL identity.

➔​ It is an institution created by society.

➔​ Communities may share a sense of place
situated in a given geographical area.
➔​ It is a function of society and as such
(like a country, village, town, neighborhood,
arises from the nature and character of
or even in a virtual space through
the society itself.
communication platforms.)
(Education is deeply connected to society because
it reflects the values, beliefs, and needs of the
EDUCATION
community it serves. Since society shapes the
goals and priorities of education, the way people ➔​ It is a social institution through which a
are taught depends on the culture, traditions, and society’s children are taught basic academic
economic conditions of that society.) knowledge, learning skills, and cultural
norms.
SOCIETY
➔​ The result is produced by instruction,
➔​ It seeks to preserve itself and to do this, it
training, or study.
maintains functions and institutions, one of
which is EDUCATION, to assure its
➔​ The science or art of teaching.
survival, stability, and convenience.
➔​ The act or process of imparting or
➔​ The body of human beings is associated
acquiring general knowledge, developing
with or viewed as members of the
the powers of reasoning and judgment, and
community.
generally preparing oneself or others
intellectually for a mature life.
➔​ A highly structured system of human
organization for large-scale communities,
➔​ It is also the process of facilitating
living normally furnishes protection,
learning, or the acquisition of knowledge,
continuity, security, and a national
skills, values, beliefs, and habits.
identity for its members.
➔​ Frequently takes place under the guidance
➔​ A social group of any size whose
of educators, however, learners can also
members reside in a specific locality,
educate themselves.
share government, and often have a
common cultural and historical heritage.
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●​ Idealists look for, and value, universal or

absolute truths and ideas.
UNIVERSITY EDUCATION
●​ They also believe that ideas should remain
➔​ A degree level or kind of schooling
constant throughout the centuries.
EDUCATIONAL METHODS
●​ Idealism as a philosophy was founded
➔​ Teaching
by Plato who said that
➔​ Training
“In order to know something, we need to
➔​ Storytelling
withdraw from the use of our senses and
➔​ Discussion
rely on a purely intellectual approach”.
➔​ Directed research

●​ Idealism centers its perspective on the

WEEK/LESSON 2: SOCIETY AND EDUCATION notion that ideas are the only true reality
which means it is the only thing worth
knowing for idealists believe that ideas
and knowledge are capable of changing
PHILOSOPHICAL PERSPECTIVES ES
lives.

Every individual follows a certain philosophy in ●​ Idealism also highlights the duality of mind
life that defines one's identity as a person, making
and body, which explains that there are two
such an individual different from the rest. At the
same time, it serves as a guiding tool to a worlds the spiritual/mental world and the
particular course of action or a decision to be taken. world of appearance which relate to each
other.
CLASSICAL PHILOSOPHIES
a.​ Idealism EDUCATIONAL IMPLICATIONS OF IDEALISM
b.​ Realism
c.​ Existentialism
d.​ Pragmatism ●​ When translated to the classroom, teachers
with an Idealist school of thought would
emphasize being a role model of these
IDEALISM absolute truths, ideas, and values.

●​ a school of philosophy that emphasizes that ●​ The curriculum would focus on broad ideas,
“ideas or concepts are the essences of particularly those contained in great works
all worth knowing”. of literature and/or scriptures.

●​ the only true reality is that of ideas. ●​ Teaching methods used within idealism
●​ Based on the writings of Plato include:
➢​ lecture
●​ this school of philosophy encourages ➢​ discussion
conscious reasoning in the mind. ➢​ Socratic dialogue
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AND ORGANIZATIONAL LEADERSHIP
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●​ Essential to these teaching methods is ●​ According to the study of Acheampong, in

posing questions that generate thoughts Idealism our thoughts and ideals shapes our
and spark connections. reality, while in Realism reality has an
absolute existence independent from our
thoughts and ideas.
AIMS TO EDUCATION OF IDEALISM

●​ Idealism’s perspective emphasizes “what

●​ to discover and develop the abilities of could be” while REALISM focuses its
every learner perspective on “what actually is”.

●​ to uphold full moral excellence among ●​ As a philosophy, Realism stresses the

individuals for them to serve society well. notion that the world where we are living
is made up of real, substantial, and
●​ Lecture, the Socratic method which material entities, and knowledge is
showcases a question-and-answer process derived from scientific means.
that may create a dialogue between teacher
and students, and reflective thinking are
EDUCATIONAL IMPLICATIONS OF REALISM
some of the useful methods in line with the
philosophy
●​ the curricular focus is on scientific research
and development as Realists consider
REALISM
education a matter of reality rather than
speculation.
●​ a school of philosophy with origins in the
work of Aristotle. ●​ The teacher's role is to teach students about
the world they live in.
●​ This philosophy emphasizes that
“reality, knowledge, and value exist independent of ●​ Realists view the subject expert as the
the human mind” (Johnson, 2011, p. 89). source and authority for determining the
Curriculum.
●​ Realists argue for the use of the senses
and scientific investigation to discover ●​ Realist also sees educational institutions as
truth. transmitters of basic essential knowledge,
and culture and helps develop human
●​ The application of the scientific method also nature through order and discipline.
allows individuals to classify things into
different groups based on their essential ●​ Outcomes of this thinking in classrooms
differences. today include the appearance of:
➢​ standardized tests
●​ Realism is the opposite of Idealism which ➢​ serialized textbooks
was founded by Aristotle known as the ➢​ specialized curriculum
“Father of Realism”.
●​ Teaching methods used in realism include
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➢​ Demonstration experiences, therefore our final realities

➢​ Recitation reside within each of us as individuals.
➢​ Critical thinking ●​ As such, the physical world has no real
➢​ Observation meaning outside our human experience and
➢​ Experimentation there is no objective, authoritative truth
about metaphysics, epistemology, and
ethics.
AIMS TO EDUCATION OF REALISM

EDUCATIONAL IMPLICATIONS OF
●​ seeks to provide vital knowledge for the
EXISTENTIALISM
learners to survive the natural world and to
be prepared for real-life scenarios.
●​ It is concerned with helping learners
●​ Learners learn by allowing them to understand and appreciate themselves as
understand the world through inquiry and unique individual by teaching them to define
observation. themselves through various activities and by
exposing them to different kinds of
environments that allow them to choose
EXISTENTIALISM
their own preferred way.

●​ Existentialism is founded by Soren ●​ The teacher’s role is more likely focused on

Kierkegaard a Danish Philosopher. assisting students in the course of their
journey in determining their role as an
●​ It sees reality and knowledge in a subjective individual in a self-paced and self-directed
manner which lies within the individual and manner.
varies from one person to another.
●​ Subject matter takes second place in
●​ It also focuses on an individual’s freedom, helping the students understand and
individual authentic development based on appreciate themselves for who they are as
individuals choices and standards and as individuals.
well as, defining one's existence
●​ The teacher’s role is to help students accept
●​ Existentialism believes that Man is the individual responsibility for their personal
molder of his/her life. thoughts, feelings, and actions. To do this,
the teacher is responsible for creating an
●​ A school of philosophy that environment in which students may freely
“focuses on the importance of the individual rather choose their own preferred way of learning
than on external standards” (Johnson et. al., 2011, by giving students latitude in their choice of
p. 93). subject matter.

●​ Existentialists believe that our reality is ●​ Answers come from within the individual in
made up of nothing more than our lived an existential classroom, not from the
teacher.
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●​ Existentialists strongly oppose

standardized
PRAGMATISM
assessments that measure or track student
learning. Instead, they want the educational
experience of the student to focus on “A process philosophy that stresses
creating opportunities for self-direction evolving and change rather than being” (Johnson
and self-actualization of the whole et. al., 2011, p. 91).
person, not just the mind. ●​ In other words, pragmatists believe that
reality is constantly changing so we learn
best through experience.
AIMS TO EDUCATION OF EXISTENTIALISM
There is “no absolute
●​ The curriculum is structured to provide and unchanging truth, but rather, truth is what
students with experiences that will help works”
unleash their creativity and (Cohen, 1999, p.1).
self-expression through an emphasis on ●​ According to pragmatists, the learner is
teaching humanities. For example, rather constantly conversing and being changed
than emphasizing historical events, by the environment with which he or she is
existentialists focus on the actions of interacting.
historical individuals, each of who provides
possible models for the student's own ●​ Based on what is learned at any point and
behavior. time, the learner or the world in which he or
she is interacting can be changed.
●​ Math and science may be de-emphasized
because their subject matter would be ●​ Pragmatism is also known as
considered “cold,” “dry,” and “objective,” and experientialism which is the root of
therefore less fruitful to self-awareness. progressivism and reconstructionism,
which showcases some practical
●​ In teaching art, existentialism encourages approaches to solving problems.
individual creativity and imagination more
than copying and imitating established
EDUCATIONAL IMPLICATIONS OF
models.
PRAGMATISM

●​ Existentialist methods focus on the

individual. ●​ The curriculum should be so planned in
such a way that it teaches the learner how
●​ Learning is self-paced, and self-directed, to think critically rather than what to think.
and includes a great deal of individual
contact with the teacher, who relates to ●​ Teaching should, therefore, be more
each student openly and honestly. exploratory in nature than explanatory. To
promote this approach to teaching, students
should be actively engaged in the learning
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process and be challenged to solve

problems. ●​ Perennialism supports liberal arts
curricula that help produce well-rounded
●​ The teacher's job is to help support students Individuals with some knowledge across the
learning by promoting questioning and arts and sciences.
problem-solving during the natural course of
lesson delivery. ●​ All students should take classes in
English Language Arts, foreign
●​ The curriculum is also interdisciplinary. languages, mathematics, natural
sciences, fine arts, and philosophy.
●​ Teaching methods used in pragmatism
include: ●​ Like Essentialism, Perennialism may tend
➢​ Hands-on problem solving to favor teacher-centered instruction;
➢​ Experimenting however, Perennialists do utilize
➢​ Projects student-centered instructional activities
➢​ Cooperative Learning like Socratic Seminar, which values and
encourages students to think, rationalize,
and develop their own ideas on topics.
MODERN PHILOSOPHIES
PROGRESSIVISM
e.​ Perennialism
f.​ Progressivism
g.​ Humanism ●​ Focuses its educational stance toward
h.​ Post Modern Philosophies experiential learning with a focus on
developing the whole child.

PERENNIALISM
●​ Students learn by doing rather than by
being lectured to by teachers.
●​ Advocates for seeking, teaching, and
learning universal truths that span across ●​ The curriculum is usually integrated across
historical time periods. contents instead of siloed into different
disciplines.
●​ These truths, Perennialists argue, have
everlasting importance in helping humans ●​ Progressivism’s stance is in stark contrast
solve problems regardless of time and to both Essentialism and Perennialism in
place. this manner.

●​ While Perennialism resembles essentialism ●​ Progressivism follows a clear pragmatic

at first glance, perennialism focuses on ontology where the learner focuses on
the individual development of the solving real-world problems through real
student rather than emphasizing skills. experiences.
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●​ Progressivist classrooms are Postmodernists are "skeptical of explanations

student-centered where students will work which claim to be valid for all groups, cultures,
in cooperative/collaborative groups to traditions, or races, and instead focuses on the
do project-based, expeditionary, relative truths of each person".
problem-based, and/or service-learning
activities. ●​ Regarding postmodernism, the aims of
education are teaching critical thinking,
●​ In progressivist classrooms, students have production of knowledge, development
opportunities to follow their interests and of individual and social identity, and
have shared authority in planning and self-creation.
decision-making with teachers.
●​ In postmodern education, teachers just
lead students to discover new things.
HUMANISM

●​ A philosophy that emphasizes seeing the WEEK/LESSON 3: SOCIOLOGICAL

"whole" person and appreciating the PERSPECTIVES
uniqueness of every individual.
SOCIAL DIMENSIONS OF EDUCATION
●​ The primary assumptions of humanism are
that humans are inherently good, have free
will, have the ability and desire to SOCIOLOGY
self-actualize, and that the subjective reality
➔​ the scientific study of human social
of each individual is valuable. behavior.

●​ Humanistic teachers believe that students ➔​ the study of humans in their collective
will be motivated to learn a subject if it's aspect.
something they need and want to know.
➔​ Sociology is concerned with all group
activities: economic, social, political,
●​ The goal of education should be to foster
and religious.
students' desire to learn and teach them
how to learn. ➔​ Sociologists see education as one
a major institution that constitutes
●​ Students should be self-motivated in their society.
studies and desire to learn on their own.
➔​ While theories guide research and policy
formulation in the sociology of education
POST-MODERN they also provide logical explanations for
why things happen the way they do. These
theories help sociologists understand
●​ It is associated with relativism and a focus educational systems.
on the role of ideology in the maintenance
of economic and political power.
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AND ORGANIZATIONAL LEADERSHIP
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CONFLICT AND CONSENSUS THEORY

➔​ The conflict theorists are interested in how
society’s institutions-the family government,
religion, education, and the media may help
CONSENSUS to maintain the privileges of some groups
and keep others in subservient positions.
➔​ a general or widespread agreement among ➔​ Emphasis on social change and
all members of a particular society. redistribution of resources makes conflict
➔​ Shared norms and values as fundamental to theories more "radical" and "activist“
society. (Schaefer, 2003).
➔​ Focus on social order based on tacit
agreement. CONFLICT THEORY IN THE EDUCATIONAL
➔​ Social change occurs in a slow and orderly SYSTEM
fashion.
➔​ Consensus theorists are concerned with the ★​ The educational system reinforces and
maintenance or continuation of social order perpetuates social inequalities that arise
in society, about accepted norms, values, from differences in class, gender, race, and
rules, and regulations as widely accepted or ethnicity.
collectively by the society or within a ★​ The educational system preserves the
particular society itself. status quo and pushes people of lower
status into obedience.
CONSENSUS THEORY IN THE EDUCATIONAL ★​ Education works as a means by which
SYSTEM. those in power stay in power.
★​ The fulfillment of one’s Education is closely
★​ Schools teach generally accepted norms linked to social class.
and values. ★​ Schools contribute to the unequal
★​ The education system follows consensual distribution of people into jobs in society.
norms and values.
★​ Students learn to agree on how to behave in KARL MARX
some social
★​ situations. e.g. greetings & school/
classroom rules
★​ School Community & Stakeholders are the founder of the conflict school of thought
involved in SchoolBased Management. believed that because the class system
★​ Education is essential to maintain the separates the employers from workers and
modern workforce. workers from the benefits of their own labor,
class struggle is inevitable. According to him,
CONFLICT inevitably, the workers would overthrow the
capitalists and establish a new society where
the proletariat could freely avail of the
➔​ a clash between ideas and principles and
benefits of their labor.
people.
➔​ Emphasize the dominance of some social (Conflict Theory, 2000)
groups.
➔​ See social order as manipulation and
control by dominant groups.
➔​ Social change occurs rapidly and in a
disorderly fashion, as subordinate groups
overthrow dominant groups.
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MAX WEBER EMILE DURKHEIM

the father of bureaucratic thought was believed that education plays a significant
convinced that although power relations role in creating moral unity, which is an
between dominant and powerless groups imperative in social cohesion and harmony.
shape society, class differences alone could (Bago, p.10)
not fully explain the complex ways human
beings form hierarchies and belief systems Durkheim defined education and the
and make them work. Weber examined status concerns of sociology as follows:
cultures as well as class positions. According “Education is the influence exercised by adult
to him, the main activity of schools is to teach generations on those that are not yet ready for
particular “status cultures” both in and social life. Its object is to arouse and to develop
outside the classroom. in the child a certain number of physical,
intellectual and moral states which are demanded
of him by both the political society as a whole and
STRUCTURAL FUNCTIONALISM special milieu for which he is specifically
destined…”
●​ known as equilibrium theory

●​ The key terms in this theory are

interdependence and consensus. INTERACTIONIST THEORY

●​ The consensus is the normal state of

society (Ballantine, 1989) ●​ the focus of the interaction theory is the
communication and the relationship that
●​ Social equilibrium is achieved through the exists among and between groups in
process of socialization of members into the education, peers, teachers - students,
basic values and norms of particular group teacher - principal, and teacher – parents
so that consensus is reached. (Ballantine, 1989).

●​ The different parts or members of the ●​ The concern is to study the

society are interdependent, grouped, and social-psychological questions that impact
organized to form a system. on normative attitudes, values, aspiration
sad self-concepts of particular groups that in
turn impact on the teachinglearning
TALCOTT PARSONS process. (Ibid, p 18)

LABELLING THEORY
conceptualized society as a collection of
systems within systems.
(McLeland, 2000)
this theory is related to expectations. For
instance, in general, the expectations of
significant others on the learners, determine
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FUNCTIONS OF AN INSTITUTION
to a large extent the behavior of students. To
this extent, the processes by which students 1. Institutions simplify social behavior for the
are labeled either as gifted or learning individual person.
disabled, fast or slow learners, smart or
dumb, affect the quality as well as the extent 2. Provide ready-made forms of social relations and
and speed of learning. social roles for individual
(Ibid. p. 24)
3. Act as agencies of coordination and stability
for the total culture.
EXCHANGE THEORY 4. Control behavior.

MAJOR SOCIAL INSTITUTIONS

is based on the concept of reciprocity or ★​ Family
“katugunan”. ★​ Education
( Jocano, 1998) ★​ Religion
★​ Economic Institutions
★​ Government as a Social Institution
Reciprocal interactions bind individuals
(teachers, students, parents, administrators)
with obligations. The consequences of FAMILY
interaction are rewards and benefits
➔​ The smallest social institution with the
unique function or producing and rearing the
WEEK/LESSON 4: SCHOOLS AND SOCIAL young.
INSTITUTION ➔​ It is the basic unit of Philippine society and
the educational system where the child
begins to learn his ABC.
SOCIAL INSTITUTION ➔​ The basic agent of socialization because it
is here where the individual develops
➔​ Is a social structure and social mechanisms values, behaviors, and ways of life through
of social order and cooperation that governs interaction with members of the family
the behavior of its members. (Vega, 2004).
➔​ Is a group of social positions connected by CHARACTERISTICS OF FAMILY
social relations performing a social role. ★​ The family is closely knit and has strong
family ties.
➔​ Any institution in a society that works to ★​ The Filipino family is usually extended one
socialize the group of people in it. and therefore, big.
★​ In the Filipino family, kinship ties are
CHARACTERISTICS OF AN INSTITUTION extended to include the "compadre" or
According to Palispis: sponsors.
➢​ Institutions are purposive. FUNCTIONS OF THE FAMILY
➢​ Relatively permanent in content. 1.​ Reproduction of the race and rearing of the
➢​ Institutions are structured. young.
➢​ Institutions are a unified structure. 2.​ Cultural transmission or enculturation.
➢​ Institutions are necessarily value-laden. 3.​ Socialization of the child.
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4.​ Providing affection and a sense of security. ACCORDING TO AUTHORITY:

5.​ Providing the environment for personality
development and the growth of self-concept A. PATRIARCHAL
about others. - when the father is considered the head and plays
6.​ Providing social status. a dominant role.

B. MATRIARCHAL
KINDS OF FAMILY - when the mother or female is the head and makes
the major decisions.
ACCORDING TO STRUCTURE:
C. EQUALITARIAN
A. CONJUGAL OR NUCLEAR FAMILY - when both father and mother share in making
- the primary or elementary family consisting of decisions and are equal in authority.
husband, wife, and children.
EDUCATION
B. CONSANGUINE OR EXTENDED FAMILY
-consist of married couple, their parents,
siblings, grandparents, uncles, aunts, and ➔​ a form of learning in which the knowledge,
cousins. skills, and habits of a group of people are
transferred from one generation to the next
ACCORDING TO TERM OF MARRIAGE: through teaching training, or research.

A. POLYANDRY ➔​ described the school as first and foremost a

- one woman is married to two or more men at the social institution, that is, an established
same time. organization having an identifiable structure
and a set of functions meant to preserve
B. POLYGAMY and extend social order.
- one man is married to two or more women at the
same time. ➔​ School is the place for the contemplation of
reality, and our task as a teacher , in
C. CENOGAMY simplest terms, is to show this reality to our
- two or more men mate with two or more women in students, who are naturally eager about
group marriage. them.

ACCORDING TO DESCENT: PURPOSE OF EDUCATION

A. PATRILOCAL Social Purpose

- when the newly married couple lives with the - to socialize children into the various roles,
parents of the husband. behaviors, and values of society.

B. MATRILOCAL Economic Purpose

- when the newly married couple lives with the - to prepare students for their later occupational
parents of the wife. roles, and to select, train, and allocate individuals
into the division of labor.
C. NEOLOCAL
- when the newly married pair maintains a separate
household and live by themselves.
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FUNCTIONS OF SCHOOL FUNCTIONS OF RELIGION

➢​ Serves as a means of social control.
➢​ Conservation Function
➢​ Instructional Function ➢​ Exerts a great influence upon personality
➢​ Research Function development.
➢​ Social Service Function
➢​ Allays' fear of unknown.
MULTIPLE FUNCTIONS OF SCHOOLS
➢​ Explains events or situations that are
➢​ Technical- Economic beyond comprehension of man.
➢​ Human/Social
➢​ Political ➢​ It gives man comfort, strength, and hope in
➢​ Cultural times of crisis and despair.
➢​ Education
➢​ It preserves and transmit knowledge, skills,
MANIFEST FUNCTIONS OF SCHOOLS spiritual, and cultural values and practices.

➢​ Social Control ➢​ It serves as an instrument of change.

➢​ Socialization
➢​ Placement Transmitting Culture ➢​ Promotes closeness, love, cooperation,
➢​ Promoting Social & Political Integration friendliness and helpfulness.
➢​ Agent of Change
➢​ Alleviates sufferings from major calamities.
LATENT FUNCTIONS OF SCHOOLS
➢​ It provides hope for a blissful life.
➢​ Restricting some activities.
➢​ Matchmaking and production of social FOUR ELEMENTS OF RELIGION
networks. ➢​ Sacred and profane.
➢​ Creation of generation gap. ➢​ Legitimation of norms.
➢​ Rituals.
➢​ Religious community.
RELIGION

ECONOMIC INSTITUTIONS
➔​ is a system of beliefs and rituals that serves
to bind people together through shared
worship, thereby creating a social group. MICROECONOMICS
- Concerned with the specific economic units of
➔​ set of beliefs and practices that pertain to a parts that make an economic system and the
sacred or supernatural realm that guides relationship between those parts.
human behavior and gives meaning to life - Emphasis is placed on understanding the
among a community of believers. behavior of individual firms, industries, and
households, and how such entities interact.
CHARACTERISTICS OF RELIGION (Spencer, 1980; Javier,2002)
★​ Belief in a deity.
★​ A doctrine of Salvation. MACROECONOMICS
★​ A(Small-scale
Microeconomics code of conduct.
Economics) - Concerned with the economy as a whole or large
Focuses on ★​ Religious
small parts of therituals segments of it.
economy, like individual people, businesses, and industries.
It studies how these small units make decisions about buying, selling, and pricing. - It focuses on such problems as the role of
Example: Why does a coffee shop raise its prices? How do families decide what to buy with their money?
Macroeconomics (Big-scale Economics) unemployment, the changing level of prices, the
Focuses on the economy as a whole, looking at big issues like unemployment, inflation, and government spending.
It studies how these big factors affect a country’s overall financial health.
Example: What happens to a country’s economy if many people lose their jobs? Why do prices of goods rise over time?
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nation's total output of goods and services, and 2.​ More remote learning opportunities
how the government raises and spends money. ➔​ The cornerstone of Education 4.0 is
making learning available anywhere,
GOVERNMENT AS SOCIAL INSTITUTION anytime with the set of e-learning
tools that promote remote and
self-paced learning.
➔​ Is the institution which solves conflicts that
are public in nature and involve more than a
few people. 3.​ The plethora of education tools
➔​ It is the institution by which an independent ➔​ Education 4.0 offers a clear route to
society makes and carries out those rules of students by making tools and
action which are necessary to enable men techniques handy in their learning
to live in a social state, or which are environment.
imposed upon the people of that society by
those who possess the power or authority of
prescribing them. 4.​ Data at the fingertips
➔​ There are greater insights into the
THREE BRANCHES OF GOVERNMENT student's learning journey with data
1.​ Executive analytics and reporting in Education
2.​ Legislative 4.0. The statistical analysis allows
3.​ Judicial teaching staff to learn where
students exactly stand and guide
EDUCATION 4.0: them appropriately.
RESPONDING TO THE DEMANDS OF THE
SOCIETY 5.​ Easy and accurate assessment

EDUCATION 4.0
EDUCATION 4.0:
➔​ Education 4.0 is a purposeful approach to
Top 10 Digital Skills of 4.0 Demands
learning that lines up with the fourth
industrial revolution and about transforming
the future of education using advanced 1. Complex Problem Solving
technology and automation. -​ This is a skill that can enable a person to
see a link between industries and create
unique and creative solutions to various
MAJOR TRENDS OF EDUCATION 4.0 problems.

1.​ A more personalized learning 2. Critical Thinking

➔​ Education 4.0 appreciates the -​ By the ancient essential undertaking of
individuality of every single student thinking, these skills combine a set of five
and their own pace of learning. skills.
Having a personalized way of 1.​ Analytical
teaching will have a greater impact 2.​ Open-minded
on students to achieve their 3.​ Problem solving
outcomes easily. 4.​ Organization
5.​ Communication
THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE,
AND ORGANIZATIONAL LEADERSHIP
PRELIM
EPB4 22 | Bachelor of Secondary Education Major in English

3. Creativity 10. Cognitive Flexibility

-​ An idea is just an idea unless the execution -​ This skill is all about the brain’s ability to
happens. Still, the idea is a mandatory step transition from thinking about one concept in
and very first impulse that will eventually a satisfying way or another.
lead to proper solutions.
“These skills may sound scary to some, or like
4. People Management too much of a challenge, but in reality, they are
-​ People management is human resource self-taught if you are just willing to embrace them
management (HRM), and it is built from and implement them in your life.
numerous, different but yet intertwined,
tasks, such as: On the other hand, Education 4.0 emphasizes
1.​ Recruitment the need to prepare students to take on challenges,
2.​ Management head-on. Students should be adept with skills set
3.​ Ongoing support by the fast-changing technology; they should be
led, but not instructed; information should be made
5. Coordinating with others accessible, but not fed to them.
-​ In general, coordination always refers to
whether a child can get legs and arms to Both general and vocational education should
work together. In a world of an adult person, aim at making students skill-ready to compete with
coordination with others refers to effective the outside labor force”
communication and team collaboration.

6. Emotional Intelligence
-​ Intelligence comes in many forms. No one is
intelligent in the same way.

7. Judgment and Decision-Making

-​ This skill is tightly linked with one’s ability to
condense a vast amount of data, using data
analytics and interpret data in a way that will
offer the right decision. The idea for this
decision is to lead to a solution that will be
useful in the digital era.

8. Service Orientation
-​ The judgment in decision making is all
about the cognitive process of reaching a
decision that will draw a solution.

9. Negotiation
-​ The ability to negotiate is much appreciated
in everyday situations.
THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE,
AND ORGANIZATIONAL LEADERSHIP
PRELIM
EPB4 22 | Bachelor of Secondary Education Major in English

➔​ Refers to activities and interaction of

WEEK/LESSON 5: SCHOOL AS A SOCIAL
groups consisting of members brought
SYSTEM together for a common purpose.

➔​ Classroom is a good example of social

“To understand the behavior of teachers and system.
educational administrators, it is helpful to use
certain sociological concepts. The school is
basically a social organization characterized by SOCIAL SYSTEM MODEL
structure and norms. Structure refers to the
relative rankings, both formal and informal, of A patterned series of individuals, groups and
positions and individuals within the school. institutions that form a unified whole.
Norms refer to standards for behavior within
the system.”

SCHOOL

➔​ Is a system of social interaction

➔​ An organized whole comprising

interacting personalities bound together
in an organic relationship

➔​ As a social system, it is characterized by

an interdependence of parts, a clearly
defined population, and differentiation
from its environment.

➔​ A complex network of social

relationships and its own culture.

SOCIAL SYSTEM

➔​ a social organization

➔​ A group of elements and activities that

interact and constitutes a single social
entity .
KEY ELEMENTS OF SCHOOL AS SOCIAL
➔​ It is a model or organization that SYSTEM
possess creativity beyond its component
parts; it is distinguished from its ➢​ Structure
environment by a clearly defined -​ roles are expectations of
boundary. positions that are arranged in a
hierarchy.
➔​ Composed of subunits, elements and
subsystems that are interrelated within ➢​ Individual
relatively stable patterns of social order. -​ the individual is a key unit in any
social system; regardless of
 THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE,
AND ORGANIZATIONAL LEADERSHIP
PRELIM
EPB4 22 | Bachelor of Secondary Education Major in English

position, people bring with them

individual needs, beliefs, and a
cognitive understanding of the
job.

➢​ Culture
-​ represents the unwritten feeling
part of the organization: its
shared values

➢​ Politics
-​ informal power relations that
develop spontaneously.

➢​ Technical Core
-​ the teaching-learning process is
the technical core of schools.

➢​ Environment 1. Inputs (What goes into the school system)

-​ everything outside the These are the resources and conditions that influence the school, including:

organization; source of inputs. Environmental constraints – Challenges from the outside world (e.g., government policies,
economy, society).
Students – The learners who are part of the school system.
➢​ Outcomes Human and capital resources – Teachers, staff, facilities, and funds.
-​ important to school to have Vision, Mission, and Policy – The school's goals and rules.
Materials and methods – Books, teaching strategies, and technology used in education.
consistent norms to achieve 2. Transformation Process (How the school system works)
goals. This is how the school operates internally to process inputs and create outputs. It includes four
key systems:

➢​ Feedback Loops Structural System (Bureaucratic Expectations) – The school’s rules, hierarchy, and
Functions of School -​ communication that monitors organization.
Conservation Function – Schools help preserve knowledge, traditions, and Political System (Power Relations) – The influence of leadership, decision-making, and
behavior.
cultural values by passing them down to the next generation. authority.
Instructional Function – The main role of schools is to teach students Cultural System (Shared Orientations) – The values, traditions, and beliefs shared within the
important subjects and skills they need in life. school community.
Research Function – Schools and universities conduct studies to discover Individual System (Cognition and Motivation) – The way students and teachers think, learn,
new information and improve knowledge in different fields. and stay motivated.
Social Service Function – Schools contribute to society by helping students
These systems interact through learning and teaching, which shape the school environment.
become responsible citizens and by engaging in community service.
Multiple Functions of Schools
Technical-Economic – Schools prepare students for jobs by teaching skills
3. Outputs (What results from the school system)
needed for different careers. These are the effects of the school system on students, teachers, and the overall institution:
Human/Social – Schools help students develop good relationships and social
skills. Achievement – Academic success of students.
Political – Schools teach about government, laws, and responsibilities as Job satisfaction – How happy and motivated teachers and staff are.
citizens. Absenteeism – How often students and teachers miss school.
Cultural – Schools promote cultural appreciation and respect for diversity. Dropout rate – The number of students leaving school before completion.
Education – Schools provide learning experiences to help students grow Overall quality – The general effectiveness of the school.
intellectually and emotionally. 4. Feedback Loop (Checking performance)
Manifest (Obvious) Functions of Schools The model includes a feedback mechanism where the school compares the actual
Social Control – Schools set rules and teach discipline to maintain order in performance with the expected performance.
society. If there is a discrepancy (difference between what is expected and what is happening),
Socialization – Students learn how to interact with others, follow norms, and adjustments are made to improve the system.
behave properly. Summary
Placement & Transmitting Culture – Schools help students find their roles in This model shows that a school is more than just a place where students learn—it is a
society and pass on cultural traditions. complex system with various parts working together. Schools must manage resources,
Promoting Social & Political Integration – Schools unite people from different policies, learning, leadership, and culture to produce good results. When issues like low
backgrounds and teach them how to work together. achievement or high dropout rates arise, schools analyze and adjust their processes to
Agent of Change – Schools introduce new ideas and encourage students to
improve outcomes.
improve society.
Latent (Hidden) Functions of Schools
Restricting Some Activities – Schools keep students occupied, reducing the
chances of them engaging in negative behaviors outside.
Matchmaking and Production of Social Networks – Schools help students
make friends and even meet future partners.