PED 10 REVIEWER

EXTERNAL ENVIRONMENT- Environment plays a vital role in our schools in every community.

Two Perspectives in Environment:

1. Resource-Dependence Perspective- Dependence is characterized as the extent of the need for a resource
and its availability. It is directly related to the need for resources controlled by other organizations.

Administering Task Environments- Uncertainty and dependency threaten or constrain autonomy and drive
change; thus, organizations must cope.

2. Institutional Perspective- Institutions are more or less agreed-upon set of rules that carry meaning for and
determine the actions of some population of actors. Institutional environments are symbolic and cultural in nature.

Coercive – pressures of government mandates and inducements

Imitative – adopting standard responses from other sources to reduce uncertainty and gain
legitimacy

Normative – professional standards and codes are spread across organizations

• Keep organizational structures flexible: It is imperative to respond quickly

to environmental constraints.
• Nurture healthy relations with local groups and agencies: Parental groups
and local organizations are important aspects of the immediate environment.
• Engage the environment: It presents both constraints and opportunities.
• Develop internal and external coping strategies: Buffering and bridging are
two general strategies to cope positively with the external environment.
• Recognize that schools are institutions: Schools mirror the norms, values,
and ideology of the broader society.
• Develop fair accountability systems for teachers: Accountability is an
organizational reality.
• Ensure that tests are aligned with standards: Clear and rational alignment
limits conflict and improves success.
• Be open to constructive change: Change and reform are integral parts of
contemporary schooling.
• Beware of the dysfunctional consequences of high-stakes testing: A focus on
standardized test scores can encourage cheating and limit poor students’
prospects for success.
• Seek abstract resources such as neighborhood affiliations or school
culture: Abstract resources are more potent than simple ones in school
improvement.

Philippine Qualifications Framework- describes the levels of educational qualifications and

sets the standards for qualification outcomes.

Internalization- It is the growing tendency of companies to expand in international trade.

Internationalization- is a dynamic and demanding process. It is critical to deeply understand your
international competition and current market trends.
Globalization is the integration between nations concerning different factors such as economy, culture,
and politics. Globalization can be known as an economic movement whereas internationalization is a set
of best practices.
TEACHER AS A FACILITATOR OF LEARNING Article III, Section 1 states that “A teacher is a facilitator of
learning and of the development of the youth: he shall, therefore, render the best service by providing an
environment conducive to such learning and growth.”
TEACHER LEADERSHIP AND INITIATIVE FOR COMMUNITY PARTICIPATION Section 2 refers to the
“leadership and initiative of the professional teacher to participate in community movements for moral,
social, economic and civic betterment of the community.”
PROFESSIONAL TEACHER WITH HONOR AND DIGNITY Section 3 states: “Every teacher shall merit
reasonable social recognition for which purpose he shall behave with honor and dignity at all times and
refrain from such activities as gambling, smoking, drunkenness, and other excess much illicit relations.”
TEACHER’S ATTITUDES TOWARDS LOCAL CUTSOMS AND TRADITION Section 4 expects “Every teacher
shall live for and with the community and shall, therefore, study and understand local customs and
traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community.”
A PROFESSIONAL TEACHER AND INFORMATION UPDATE Section 5 states that “Every teacher shall help
the school keep the people in the community informed about the school’s work and accomplishments as
well as its needs and problems.” and
Section 6 states that “Every teacher is intellectual leader in the community, especially in the barangay.
and shall welcome the opportunity to provide such leadership when needed, to extend counseling services,
as appropriate, and to actively be involved in matters affecting the welfare of the people.
PROFESSIONAL TEACHER AND GOVERNMENT OFFICIAL AND OTHER PROFESSIONALS Section 7 states:
“Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.
PROFESSIONAL TEACHER DOES NOT USE POSITION TO PROSELYTE Section 8 states: “A teacher possess
freedom to attend church and worships as appropriate, but shall not use his positions and influence to
proselyte others.”
Karl Emil Maximilian Weber was one of most influential theorists who was resolving issues
on how workers do tasks efficiently.
Characteristic of the
Description
Bureaucracy
Each level controls the levels below and is
Hierarchical
controlled by the level above. Authority and
Management
responsibilities are clearly defined for each
Structure
position.
Tasks are clearly defined and employees
become skilled by specializing in doing one
Division of Labor
thing. There is clear definition of authority
and responsibility.
Employee selection and promotion are
based on experience, competence, and
Formal Selection
technical qualification demonstrated by
Process
examinations, education, or training. There
is no nepotism.
Management is separate from ownership,
and managers are career employees.
Career Orientation
Protection from arbitrary dismissal is
guaranteed.
 Rules and regulations are documented to
Formal Rules and ensure reliable and predictable behavior.
Regulations Managers must depend on formal
organizational rules in employee relations.
Rules are applied uniformly to everyone.
Impersonality There is no preferential treatment or
favoritism.
Formalization of Structure- Organization structure speaks about how an individual or team performs in
the organization to implement and achieve its goals and objectives. It generally shapes the behavior and
work performance of the people within the organization
Formalization is the extent to which an organization’s policies, procedures, job descriptions, and rules are
written and explicitly articulated. Formalized structures are those in which there are many written rules
and regulations.
Centralization is the degree to which decision-making authority is concentrated at higher levels in an
organization.
Levels of Hierarchy is dependent on the size of the organization.
Departmentalization can be categorized as either functional which means jobs are based on
similarity of functions or divisional which means jobs are based on the uniqueness of
products, services, clients or location the company is serving.

Mintzberg’s Coordinating Mechanism of Structure- Meaning, power and norms as social interaction
elements are produced and reproduced by the behavior of the people in the organization
(Giddens,1979).
Henry Mintzberg posits that organization has dimensions that make an organization distinct
from one another

Direct supervision - Through specific orders or one-to-many monitoring of the work

processes. This usually means that every worker or group, reports directly to one manager. A
manager may have to supervise several groups, increasing the span of control.

Standardization of skills - To ensure that everyone has the same knowledge and
qualifications.

Standardization of work processes - Every work process follows a predefined path and a set
of rules

Standardization of outputs - Sets up measures for the outcomes of the work.

Mutual adjustment (informal communication) - Lets individuals coordinate their own work
and communication between peers are the crucial activity which makes this possible.

SECTION 1. Short Title. – This Act shall be known as the “Governance of Basic Education Act of
2001.”

Organizational culture is commonly understood as how we do things around ((Lundy &

Cowling, 1996) which is based from the attitudes, beliefs, values shared by each member in
the organization which shapes the distinct character of the organization (Brown, 1998).

1. Level of basic assumptions are our mental orientation about the world and
about people. This mind set strongly affects our organizational reality.
2. Level of basic values are values that the organization considers significant in
ensuring achievement of goals and plans. The members are expected to
 imbibe these values in their daily work experiences in the organization.
3. Level of artefacts are observed in the appearance and utilization of material
resources like buildings and facilities that manifest what the organization
considered important (Schein, 1992).
TYPES OF ORGANIZATIONAL CULTURE:

1. Power culture is an organizational culture influenced by a leader with a

strong personality, who dominates every aspect of the organizational culture.
For educational organization, it is considered not a good culture for it limits
the potential of the school and its processes on different levels to potential of
person who plays the school head role.
2. Role culture which is bureaucratic in nature is rigidly based on laws and
regulations that don’t consider individual decision. This culture is static and
mechanistic that doesn’t approve of flexibility or freedom of action.
3. Task culture is considered the best culture that is established on the
potential of all members of the organization without compromising the goals
of the organization whose condition maximizes the potential of the
organization as a whole. This type strongly promotes the desire for students’
growth and development.
4. Person culture is strongly considering the potential of all members of the
organization but disregard the interest and goals of the organization (Handy
& Atiken,1986).
Culture is an active agent of change. It functions visibly and invisibly in any organization

School climate is more relational, it is observable on the attitudes and behaviors of the school
staff and is focused on the style of the school’s organizational system. Furthermore, it refers
to the schools’ effects on the student.
School Culture generally refers to the beliefs, perceptions, relationships, attitudes and written
and unwritten rules that shape and influence every aspect of how a school function.
School culture matters it is one of the key of the school to achieved success. It can be positive
or negative or toxic.

Elements of a Positive Culture

a. Collegiality – generally the school atmosphere is friendly. Responsibility and
authority are shared by everyone, one is free to be his/herself without
exerting to much effort to impress others. School heads does not impose
his/her authority strictly among his/her colleagues.

b. Experimentation – The type of atmosphere where mistakes are considered as

part of the learning process. No one is punished for committing mistakes.
Mistakes are also considered for room for improvement.

c. High Expectations – One’s level of achievement is always lower than one’s

level that aspiration. So, set high expectations for high achievement. But
according to Rober Marzano their might be 2 problems might arise: First,
expectations are subtle and difficult to change. Second, what actually
communicates expectations to students is teacher behavior.

d. Trust and confidence – School’s stakeholders like the students, parents must
 relate well and work well with teachers and school heads so that trust and
confidence are solidly built. There must be an honest communication with
each other.

e. Tangible support – Support within the school community must be concrete

this means support comes not just with words but actions.

f. Reaching out to the knowledge base – Teachers themselves engaged in

different activities where they can grow professionally.

g. Appreciation and Recognition – Simple words of appreciation and recognition

matters to build a favorable climate in the classroom. Sometimes, as teacher
we have share our sincere praise among our students than to just always
notice the negative situations happening in the classroom.

h. Caring, celebration, humor – Students don’t listen when teachers don’t care.
Teachers must be reminded that many of students, especially those who
struggle, don’t receive enough positive feedback in the classroom or even in
their personal lives.

i. Involvement in decision making – when you involved others in making

decision this will lead to foster a sense of ownership and they feel also
important.

j. Protection of what is important – What schools consider to be important

must be included as a part of the school’s tradition and must be protected at
all cost.

k. Traditions – A school must have a common values, beliefs and behaviors that
is being shared this will help to strengthen the sense of community.
Furthermore, this will also enable the school community to focus its attention
on what is more important and motivate them to work hard toward a
common purpose.

l. Honest and open communication – The school over-all atmosphere must

encourage everyone to speak his/her mind without the fear of being
ostracized.

4 Components of Organizational Climate (Owens)

1. Culture (school culture) - included assumptions, values, norms, beliefs,

ways of thinking, behavior patterns, and artifacts.

2. Ecology – seeks to explain how social and political conditions affect the
abundance and diversity of populations of an organization.

3. Mi-lieu – helps explain day-to-day decisions by leaders and managers

of organizations and frames the strategic dilemmas that organizations
 face.

4. Organization or structure - It is related to the quality and suitability of the

work environment. It has to do with the support that employees feel they
receive from the organization.

1. Managers Manage the Tasks at Hand. Leaders Lead Towards the Future.
Managers are focused on getting the current job done. That's fine—it
needs to get done. But a leader is looking at the big picture. In school, when the
principal is focusing on how the daily tasks are accomplished, he or she is
managing. But when the principal sets the goals of what to accomplish by the
school in the longer run, he or she is leading.
2. Managers Supervise People or Tasks. Leaders can be Individual Contributors.
Managers have subordinates. They have people working for them. They
have created powers and they lead with authority. Sometimes a leader doesn't
have a big title, and it's just the person that everyone looks up to for guidance and
direction to be an individual contributor. This person embodies leadership and
people naturally follow. Leaders have followers because they create influence and
they lead by inspiring.
3. Leaders Guide People Towards Success. Managers Tell People What to Do.
If the school heads are checklist type of managers, they probably not
leaders. Checkboxes aren't bad—they aren't. But, if all they can do is tell people
to check off boxes, it's not leadership. A leader inspires and supports other people
to succeed, and sometimes that involves individual tasks and sometimes it
involves letting things evolve on their own.
4. Leaders Are Willing to Give up control. Managers Set Directions for Everything.
When a direct report becomes too proficient, it can send ill-equipped
managers into a frenzy. Leaders rejoice and recognize that this person is ready for
more responsibility and a possible promotion. Managers may be tempted to keep
their tasks and their projects close at hand. Leaders recognize when someone is
ready to take on new responsibilities and rejoices in that.
5. Leaders Care About the People. Managers Care About the Numbers.
Numbers are important—anyone who tells you otherwise is off his rocker.
However, they aren't the only thing that matters. A manager might bark at a slow-
moving worker to pick up the pace, but an empathetic leader will ask if there is a
problem and offer a solution. Both leaders and managers may end up firing an
employee who can't pull it together, but a leader will try to resolve the issue first.
  Qualified: Some people become leaders because they achieve the necessary
certification or credentials for a position. They may otherwise meet
established criteria or prerequisites that persons in authority over them
associate with the leadership position. Examples: a teacher with the highest
degree of educational qualifications

 Merited: Some people become leaders primarily through faithful and

enthusiastic participation and competent performance over time. These
leaders may be considered to have “paid their dues.” Examples: a teacher
that was once a qualifier in the national competition during college years

 Captured: Some people become leaders by campaigning for a position, being

“political,” or otherwise maneuvering themselves into a position. Leaders in
this category may also take possession or seize the position through positive
or negative means. Examples: school principals.

 Identified: Some people become leaders because they possess personal or

professional qualities that are recognized as beneficial and undeniable, and
are appropriate for meeting the team’s needs at a particular time. Examples:
project manager of a business, military general

 Defaulted: Some people become leaders simply because other team

members are unwilling or unable to accept the position of responsibility.
Example: someone in a small discussion group needs to lead the discussion.

Skills Demanded of Leaders

There are three broad types of leaders skills according to Prieto, et al (2019).
These are:
1. Technical Skill. This refers to any type of process or techniques like
sending emails or preparing PowerPoint presentations.
2. Human Skill. This is the ability to work effectively with people and to build
teamwork. This is also known as people skills or soft skills.
3. Conceptual Skill. This is the ability to think in terms of models,
frameworks, and broad relationships such as long-range plans.

Leader is someone who has a goal or focus/belief and can convince or influence others to follow it.

The following are the different leadership styles (Prieto, et al,2019) :

1. Autocratic leaders are those who do decision making by themselves. This
 happens when memorandum is already issued on the implementation of
the policies even without the knowledge of the members on how the
policies are crafted.
2. Consultative leaders allow the participation of the members of the
organization by consulting them but make the decision themselves. This
happens during consultation meetings called by the school when there are
changes in the curriculum, an increase in tuition fees. However, even with
the consultations, decisions are still made by leaders.
3. Democratic leaders allow their members to fully participate in decision
making. This happened during faculty meetings wherein the concensus of
the group is considered as the final decision.
4. Laissez-faire leaders avoid responsibility and leave the members of the
organization to establish their own works. The advantage of this leadership
style is allowing each member to reach a level of maturity wherein the
members will work for the good of the organization even in the absence of
their leaders. However, chaos will be inevitable if members will work only as
they please even if it’s against the common good.
Great Leader Theory. This theory believes that leadership is an inborn quality. It asserts that leaders in
general and great leaders, in particular, are born and not made.

Educational Implications of Great Leader Theory. First, this theory teaches us to recognize greatness and
great people who have born talent potential.

Trait Theory of Leadership. This is the modification of the Great Man Theory which argues that
leadership qualities or traits can be acquired. Jenkins identified two traits; emergent traits (those which
are heavily dependent upon heredity) as height, intelligence, attractiveness, and self-confidence and
effectiveness traits (based on experience or learning), including charisma, as a fundamental component
of leadership

Cardinal Traits. Traits that dominate an individual’s whole life, often to the point that the person
becomes known specifically for these traits.

Central Traits. These are the general characteristics that form the basic foundations of personality.

Secondary Traits. These are the traits that are sometimes related to attitudes or preferences and often
appear only in certain situations or under specific circumstances.

Contingency Theory or the Situational Leadership Model. This theory recommends that leadership style
is reliant upon factors such as the quality, situation of the followers, or some other variables.

1. The relationship between the leaders and followers: it is believed

that the more leaders are liked and respected, they would more likely
have staff support.
2. The structure of the task: if the work to be done is clearly stated to
the staff, they will be more likely to do it, and consequently, the
leader is likely to be more effective.
3. Position of power: if the purpose of giving power to the leader is for
the effectiveness of job output, this would quite likely enhance the
 influence of the leader.
Behaviorist Theory of Leadership. Behaviour is observable, measurable, and habitual. In a classroom
setting, for example, Luke moves and talks a lot. It is on these observable and measurable actions that the
behaviorist theory was developed.

Servant leadership as first proposed by Greenleaf (1977) is a theoretical framework that stipulates that a
leader’s primary motivation and role is service to others.

transformational leadership is related with leaders charisma and with the ability to enact a vision of a
more satisfactory future state, guiding the followers to go beyond their interests and, at the same time,
considering the moral and ethical implications of their actions and goals.

Transformational leaders are those who transform their followers.

Individualized Consideration (Compassionate leader). This is a transformational leadership trait that

gives focus on the development of the followers or members.

Intellectual Stimulation (Thinking outside of the box). This trait allows leaders to stimulate followers'
creativity. Leaders employing intellectual simulation question assumptions, processes, and existing
paradigms, are forcing their followers to rethink their solutions and create new approaches to problems.

Inspirational Motivation (Sharing the vision). Leaders with high levels of Inspirational Motivation
behaviors motivate and inspire their followers via the spoken word.

Idealized Influence (Actions speak louder than words). This trait is associated with modeling, or “walking
the talk.” It often relates to morality and ethics. Idealized influence leaders exhibited attributes ascribed
to them by their followers.

Evolutionary leadership theory (ELT) explains that certain specialized psychological mechanisms are
being used by humans for solving coordination problems through leadership and followership.

Evolutionary leadership refers to the leader’s capacity to empower and mobilize others including
himself/herself to be catalysts for redesigning and changing worldviews, cultures, and institutions for a
more just and sustainable society

Evolution refers to the gradual process in which something changes into a different and usually better or
more complex form.

Evolutionary leadership serves as an impetus for transformative changes in society.

Personal evolution competency is needed for leaders to have a different way of perceiving
things, to use different lens to observe the world in order to develop his/her consciousness
and produce a new worldview.
Emotions & Generative Language- Evolutionary leaders need to use “the power of emotions and
language to bring forth new realities.
Systems thinking serves as a powerful tool for observing how the system operates its dynamics as well as
its outcomes. With this, the greater whole is seen, not just the parts, allowing leaders to see the various
causes of our world problems.
systemic sustainability is a macrocosm that is made up of three important sub-systems:
environmental sustainability, human sustainability, and institutional sustainability. All these
three sub-systems are mutually interdependent.

ontological designing is defined as a discipline for consciously designing our worlds, our institutions, our
processes, and our very own self, so that we can contribute toward the sustainability of life on this planet.
adaptive work and collaboration- defined adaptive challenge as a challenge that involves a disparity
between values and circumstances, a challenge in which learning must occur for an effective solution to
be found.
evolutionary visions, scenarios and wisdom- This competency supports leaders to understand our
evolutionary history. It leads them to gain greater wisdom in understanding living systems and human
beings.