CHAPTER I: The School as an Agent of Social Change namely (1) Bureau of Curriculum Development, (2) Bureau of Learning

Delivery, (3) Bureau of Learning Resources, and (4) Bureau of

Educational Assessment. The Regional Offices are headed by
This chapter focuses on the role of the school as an agent of social Regional Directors supported different education supervisors. The
change. It explores significant literatures and theories in understanding the Division Offices are headed by the Superintendent and also supported
significant role of the school in imparting positive social transformation. The by educational supervisors. The District Offices are headed by District
chapter includes activities that will provide us with good insights and Supervisor and supported by educational supervisors. Lastly, at the
perspectives on the role of the school as an agent of social change. It allows school level, the principal serves as the chief administrative and
us to critically reflect on relevant practices and issues of teachers. The academic officer of the school. Master teachers and classroom
objectives of this chapter are the following: teachers support the principal in accomplishing various tasks.

• discuss how the school can serve as an agent of change; • School as a learning organization - its main function is to help learners
• discuss how teachers, students, administrators and other personnel to learn and develop knowledge, skills, and values essential for every
could contribute in affecting positive social change in the society; and individual. Its main function is to implement the curriculum prescribed
• observe how innovative schools serve as agent of social change. by the Department of Education. Guided by the different principles and
theories of teaching and learning, the school carries this function by
helping to mold the minds and character of students. Students in
school with the help of teachers develop much knowledge and skills.
Introduction
• School as a community - it is composed of teachers, administrators,
Schools play an important role in the development of individuals and students, staff, and other stakeholders united in one purpose and
societies. Schools are vital sources of knowledge and innovations, they are guided by common values and culture. As a community, the school is
contributors to economic development, they are agents of social and cultural guided by the following essential elements:
development, and they are warehouses of information. Schools also develop
the manpower needs of the society developing the necessary skills, values,
and knowledge needed in everyday life particularly in the industry. • Vision – a sense of direction of what the school hopes to
Furthermore, schools are national and regional symbols serving as repository accomplish for itself, for the people, and for the society;
of the people's history and culture. In the nutshell, school is a dynamic social
organization that develops every learner for various social roles. It is • Values – provides a framework for organizational culture and
influenced by a system anchored on a philosophy, mission, and vision. behavior of the entire school;

• School as an organization - it has its own system of governance • Leadership – provides administrative and management support
influenced by a fixed organizational structure or bureaucracy. In basic for the day–to–day activities and functions of the schools; and
education, the Department of Education determines the bureaucratic
structure of schools from national, regional, division, district, and the • Culture – pertains to shared values and behavior of students,
local school level. At the national level, the DepEd Secretary acts as teachers, staff, and administration.
the head of the whole bureaucracy supported by Undersecretaries and
Assistant Secretaries. The Central Office is composed of 4 Bureaus
Compiled by Shieldon Carabio pg. 1
 The school as a social organization aims to respond to the different administrators. There was a clamor for empowering teachers and
changes and challenges in the society brought by different social and natural principals in making classroom-based and school-based decisions.
forces. It plays an important role in shaping the future of the society it belongs. There is a need to strengthen their positions in soliciting public support
The schools' working mechanism has a strong effect not only on the delivery for their schools. They need to develop innovative programs that are
of quality education but also on the development of human resources needed truly relevant and responsive to the context of the school. School
by the society. principals need more freedom to make decisions concerning their
schools, and teachers need to be empowered to make instructional
innovations and decisions concerning their classes and students.
School as a Social Organization
Schools are important organizations that prepare young children of • Culture and Climate: School culture is preserved and transferred to
their future roles as productive citizens in the country. The way schools fulfill new members by the socialization process (Kowalski, 2010). New
this function has a strong effect on the quality of education they provide. teachers learn shared values, beliefs, and norms when they interact
There are several theories that try to explain the nature of the school and build relationships with their colleagues. The school culture is
organizations. The systems theory is best to explain the nature of school as a influenced by the philosophy and core values of the school. It is also
social organization. Under the systems theory, it is best to examine some of continuously shaped by the culture of every individual members of the
the characteristics of schools including structure, culture, climate, leadership, school. Private schools especially sectarian schools are famous for
decision-making, and the relationships among personnel (Bozkus, 2014). their ability to sustain their institutional norms and culture especially
among students.
• Structure: As social systems, schools' structures have characteristics
of rational, natural, and open systems. They have hierarchies of Norms are influential in shaping students' character and values system.
authority, goals, and role expectations similar to bureaucratic Oftentimes, the norms or school culture create a sense of place among
organizations. Individual needs affect employee behavior, students. School has become not only a place for learning but also a
organizational goals are not firm, informal organizations derive from home for them. Much of who they are as a person including their views
interactions among individuals, and schools (Bozkus, 2014). on various issues are influenced by the hidden curriculum they got
from the school. The institutional culture is the thread that binds all
A school is structured in a seamless bureaucracy that includes teachers, students, staff, and alumni. It is their identity as a school.
positions and offices based on the type of programs and services
offered by the school. The size or the population of the school also Climate on the other hand represents an organization's distinguishing
determines the structure of the school. characteristics, feelings, and behavior that can be presented with a
framework which consists of four elements: (1) physical frame is the
Not only that the school is an integral part of the bigger education physical factors of a school like equipment, classrooms; (2) social
system from district, division, region, and national level. The line of frame is the social factor ; (3) environment mostly related to social
authorities and responsibilities are clearly defined. behavior of individuals within a school; and (4) structural frame
represents factors such as hierarchy, authority, role, and symbolic
This bureaucratic structure of the school has received much criticism frame is the parts of culture like believes, norms, values (Kowalskj,
from the public especially among the teachers and local school 2010).
Compiled by Shieldon Carabio pg. 2
 These changes occur over time and often have profound and long-term
• Leadership and Decision Making: In social systems of schools an effects for the society. The Financial Institutions 2025 Risk Index identified six
important aspect of leadership is the quality and systematic effects of megatrends that continues to shape and influences our society.
functions and behaviors of principals as leaders (Bozkus,2014).
• Digitalization and technological advances - Technological
The Governance of Basic Education Act provided a way to enhance advancement is impacting the finance industry as new challengers are
the system of leadership and decision-making process in the school. emerging and growing customer expectations drives significant IT
Currently, principals are now the local executives in their schools. They infrastructure investment.
help to develop the vision and plans for improving the school and for
• Demographic and behavioral changes - The changing
helping students improve their scholastic performance. Annually, the
demographics, geographical, and behavioral profile of customers are
schools are mandated to submit their annual school improvement plan
forcing financial Institutions to deal with divergent customer
(SIP), which serves as the basis for their budget and for evaluating
expectations, and new customer bases and workforces.
their performance. Likewise, the teachers are now empowered to
develop innovations that will improve students’ achievement and • Global talent and skills race - Talent capable of navigating a rapidly
performance. evolving financial landscape will be required to respond to increasing
regulatory pressures, a changing approach to risk management and
• Relationships: Social organizations like schools are stemmed from
the emergence of new markets.
interaction among people both within and outside of the organization.
Relationships within school building and with the community are • Business Operating Model pressures - Regulation and the
essential elements of socialization and have a significant impact on increasing cost of capital is exerting pressure on business operating
many vital processes (Bozkus, 2014). structures, driving segmentation, and disintermediation in the financial
sector.
Social change and its Effect in the Educational System • Regulatory changes and complexity - Regulatory pressures arising
from the financial crisis have increased the cost of capital, prompted
Social change is a broad term and every society develops and evolves
large-scale divestment, reshaped attitudes toward risk, and redrawn
in a unique way as influenced by various social factors and events. Change is
the boundary between retail and wholesale banking.
always happening in every of the society and it is inevitable. The physical
features of the society are always changing as a result of economic • Changes in investment, capital sources and returns - Non-bank
developments and cultures also have changed as a result of various se result financial institutions, fintech companies, and new investors are bringing
of economic developments. Human relationships and interactions have fresh capital into the sector while banks meet capital requirements,
changed as a result of various social forces and events. Many can with the manage stress tests, and spend on compliance upgrades.
influence of technology and advancements in science, we expect more
change to happen in the coming years. The future remains unpredictable due These social changes, among others, demands that all educational
to these social change forces. institutions at any level must not only respond to these changes but they must
also evolve and be changed.
In general, sociologists define social change as changes in the human
interactions and relationships that transform cultural and social transformation. 1. New ways of teaching and learning must be developed and introduced
Compiled by Shieldon Carabio pg. 3
 2. Instruction must focus on the holistic development of every learners Schwab (2016) describes how the 4th Industrial Revolution is
fundamentally different from the previous three industrial revolutions.
3. Technology must be utilized to improve access to quality education
Accordingly, these new and emerging technologies have great potential to
4. Curriculum must be progressive and innovative continue to connect billions more people to the web, drastically improve the
efficiency of business and organizations, and help regenerate the natural
5. Alternative learning system must be harnessed environment through better asset management. We are facing a world
transformed by technology, in which the Internet, cloud computing, and social
6. New literacies and skills must be developed
media. Create different opportunities and challenges in all social institutions
7. Teachers must be equipped with high level of technological, and particularly for me global education systems. Bernard (2016) posits that
pedagogical, content knowledge (TPCK) the 4th Industrial Revolution provides various opportunities to improve human
communication and conflict resolution.
8. Classrooms must be equipped with technology
The Fourth Industrial Revolution brought significant social
9. New subjects and courses must be developed to respond to the needs transformation that created a new world economy characterized by:
of the society
a. Wider Employment Opportunities
10. Old disciplines must evolve to embrace new research and
developments in the field b. Demand for Quality, Competitive and flexible Workers

11. Critical thinking, creativity, and innovation must be developed among c. Globalization
students
d. Millennial Workforce
12. Industry-school partnerships must be developed e. e Mobility
Social Changes and Challenges Brought by the 4th Industrial f. Technological Advancement
Revolution g. New Behaviors
The concept of Fourth Industrial Revolution, according to Davis (2016) The 4th Industrial Revolution calls for the educational system to
builds on the Digital Revolution with cyber-physical systems providing new develop graduates who are equipped with knowledge and new skills and
mechanisms and allowing technology to be embedded within societies and prepared for responding to the various social challenges that may come. In
even the human body. It is marked by emerging technology breakthroughs in order to produce qualified graduates, the curriculum needs a new orientation.
a number of fields including robotics, artificial intelligence, nanotechnology, The old literacies (reading, writing and math), have to be strengthened as well
as by adding the new and emerging literacies, to produce qualified human
quantum computing, biotechnology, internet of things, 3D printing and
who can thrive in digital era.
autonomous vehicles (Bernard et al. 2016).

Compiled by Shieldon Carabio pg. 4

 Education should adjust itself to different social challenges and • Emotional Quotient
demands. There are three literation that needs to be developed to prepare
graduates for this 4th Industrial Revolution: • Decision Making

1. Data Literation - the ability to read, to analyze, and to use information • Negotiation Skills
in the digital world.
• Entrepreneurship
2. Technology Literation - The ability to understand mechanical (system)
work, to use the application of technology like (Coding. Artificial • Cognitive Fluency
Intelligence, & Engineering Principles).
3. Human Literation - Humanities, Communication, and Design. This
calls for development of leadership skills, social competence,
collaboration and teamwork, professionalism, and new sets of values Change Forces
to be developed among students. Sergiovani (2000, pp. 154-155) identified six forces affecting changes
The school or the education system cannot isolate itself from the in schools: bureaucratic, personal, market, professional, cultural, and
demands and needs of the changing society, Schools and the education democratic. Each of these forces is influential in implementing changes in
system should be at the forefront or these social changes. People should see schools:
schools as innovation hubs to solve human and social issues. Schools should • Bureaucratic forces are rules, mandates, and other requirements
ignite peoples' imagination to be more creative and innovative in creating a intended to provide direct supervision, standardized work process, or
desired future for all the people. With the changes and challenges of the 4th standardized outcomes that are used to prescribed change.
Industrial Revolution, schools need revisit their academic programs and focus
on what are essentials skills that need to learn for human beings to become • Personal forces are personality, leadership styles, and interpersonal
productive and enjoy the fullness of life. The wo Economic Forum in 2016 skills of change agents that could push for changes to happen in
identified examples of these skills: school.
• Complex Problem Solving • Market forces are competition, incentives, and individual choice that
are used to motivate change.
• Innovation Skills
• Professional forces are standards of expertise, codes of conduct,
• Critical Thinking collegiality, felt obligations, and other professional norms intended to
• Creativity build professional community to compel change.

• People Management • Cultural forces are shared values, goals, and ideas about pedagogy,
relationship, and politics intended to build covenantal community that is
• Collaboration used to compel change.

Compiled by Shieldon Carabio pg. 5

 • Democratic forces are democratic social contacts and shared Pupil
commitments to the common good intended to build a community that
is used to compel change. • Pupils are nice to each other

Due to the change forces, schools needed to build internal • Everyone is treated fairly
commitment to change and positive social transformation, internal
commitment is an essential contributor to school effectiveness, internal • There is a friendly atmosphere
commitment means faculty, administrators, and staff experience a high • Teachers control the classes but not too strict
degree of ownership and feeling of responsibility on the changes that they
wish to happen. Teachers, students, and staff must see their roles and • Teachers help you with things you are not good at
responsibilities in the change that will happen. Cooperation, collaboration,
and open communication is essential. Responding to the different change Teacher
forces requires empowerment of every member of the school community. It
also requires ethical and moral leadership from school managers and • Communication is good among all members
administrators. Furthermore, all the members of the school must possess
• Staff development is good
innovative behaviors and creativity.
• The environment is good to work in
Characteristics of a Good School as an Agent of Social • Pupils are happy and well-motivated
Change
• All pupils are helped to achieve what they are capable of
To effectively serve as an agent of social change, schools need to
evolve and be a model of a good social institution. Reviewing the current
literatures on the characteristics of a good school makes us conclude that Parent
good schools are generally described as being learner-centered. Good
schools make an effort to serve all types of students by providing a good • There is a welcoming friendly atmosphere
physical and socio-emotional environment for all students. They provide • Staff are caring and communicate well with pupils
instructional support system to help students to learn effectively and to
develop curricular program to further enrich the knowledge and skills of the • Discipline is good
students. They respect the ethnic and linguistic differences among students.
• Extra time is spent with children who learn less quickly
Based on the study of MacBeath, Boyd, Rand, and Bell (1995), there
are six indicators or an effective school that were also affirmed by • Relationships are good between teachers and parents
Sergiovanni (2000):

Management
TABLE 1: Indicators of a Good School from Six Composite Perspectives
Compiled by Shieldon Carabio pg. 6
 • Pupils are safe • The school climate must be professional and friendly to all;

• All members of the school community work toward clear objectives • There must be a positive relationship among students, faculty, staff,
administrators, and stakeholders,
• A high quality of information is given to parents and visitors
• The classroom atmosphere must be mentally and emotionally
• Rules are applied evenly and fairly engaging for learning;
• All pupils are helped to achieve what they are capable of • There is enough and adequate support for learning:

• The teachers and other staff received support for professional and
Support Staff personal growth;
• Resources are good and up to date • The school must be efficient in managing its resources;
• Classrooms are clean, warm, and comfortable • There must be an efficient communication system among teachers,
students, administrators, staff, parents, and other stakeholders;
• Support staff are given credit for their competence and contribution
• The school has a system to recognize good works and other
• The environment is friendly and welcoming achievements,
• Staff development involves all staff • There must be a strong school and home relationship, and
Board Member, Trustee • All members of the school community must be treated with respect
• Excellent reputation with the local community The school as an agent of positive social change and transformation must
• Strong leadership from senior management elicit support and cooperation from all its constituents and stakeholders. The
embers of the school community believe and support its vision and mission. It
• A happy and welcoming environment encourages collaboration rather than competition. It disassociates itself from
• Pupils being helped to reach their individual potential unhealthy academic politics and practices that destroy unity and good
relationship among the faculty and staff.
• A safe place for pupils
Schools are guided by a clear vision and passion to pursue a noble
mission. Schools everywhere are not only centers of learning and knowledge
As an agent of social change, a school must set an example of a good production. They are the guardians of peoples' freedom and democratic life.
social institution. Schools need to model a dynamic social organization They are shrines of noble ideas and ethical principles. They are the minds
characterized by the following: and conscience of the people in the field of education.

Compiled by Shieldon Carabio pg. 7

 country. It has immensely influenced the economic and cultural development
Responding to the Needs of the Country and Local of Dumaguete City and the whole island of Negros. Currently, Silliman has a
strong research in marine science that focuses on the conservation of our
Communities
country’s marine resources.
In the Philippines, the genesis of the community schools of the
Other schools have done noble contributions to nation building. The
American period pointed the seed of the development of a good-school
following are just a few examples:
community partnership and the development of a functionally citizenry.
Community school were expected to contribute to economic and cultural
a. The UP Baguio research on the indigenous people’s culture in
development of the people and the communities where they served. They are
the cordillera region.
shrines of knowledge and wisdom when there are only few basic education
b. Ateneo De Manila University is also known for its contributions
schools in the country. They are concrete reflections of state’s commitment to
in helping the poor people in various parts of the country and it
ensure equity and access to quality education. Many of these community
has collaborations with other agencies and institutions like
schools have evolved into community colleges and they became the pioneer
Gawad Kalinga, in its mission to end poverty and serve the poor.
units of the many state colleges and universities in the country now.
c. Merriam College in partnership in developing children’s literacy
in poor communities.
Trade and agricultural schools are also good models of how a school
d. St. Scholastica’s College program for empowering women and
can influence positive social changes. These schools aim to contribute to the
in promoting gender equity.
economic development of the people and the community. Over the years,
e. The UP College of law, Law Center for providing free legal
these schools have produced professionals and scientist who are helpful in
assistance for poor people.
the development of agriculture and food production in the country. For
f. The Central Visayas Institute of Technology for developing
example, we have the world renowned University of the Philippines Los
science literacy by building a good science and mathematics
Baños, which is famous in the field of agriculture, forestry, and any other
program in a small town of Jagna in the province of Bohol.
professional fields in the Philippines and in the Asia pacific region. Some
g. Mindanao State University for advancing the education of
outstanding agriculture schools are Central Luzon State University, Central
Muslims and indigenous group in Mindanao.
Mindanao University, Mariano Marcos State University, Eastern Visayas State
h. Mary Johnston college of Nursing for serving the health needs
University and many others agricultural Universities.
of poor families in Tondo, Manila.
i. TESDA schools all over the country, are helping to develop
The University of the Philippines, Manila also made an outstanding
vocational and technical skills of millions of students.
contribution in developing local doctors who are serving in local communities
in the country. Its satellite campuses in Leyte, Davao, and Aurora are
excellent models on how schools can help serve the people.
There are also a good number of mission schools established by
various catholic and protestant churches that are good models. The Seventh
Silliman University, a private protestant school established during the
Day Adventist Church in the Philippines has pioneered multigrade classes in
time of the Americans in Dumaguete City is a good example of how a school
different local communities in the Philippines. These schools have contributed
can influence the transformation of the society. Silliman did not only produce
a lot in providing access to quality education in the country.
outstanding leaders and professionals in various disciplines and fields in the

Compiled by Shieldon Carabio pg. 8

 All schools under the K-12 Education Program are expected to function cultural literacy. To be culturally literate according to Hirsch (1987) is to
as agents of social change and transformation. They are expected to possess the basic information extending over the major domains of human
contribute to nation building developing holistically developed and functionally activity from arts, sports, and science, needed to thrive in the modern world.
literate learners characterized by:
Certain provisions in the school curriculum should allow students to
• A healthy mind and body; immerse to different cultures. The thrust of the school curriculum should be
focused on the development of learners who appreciate various cultures and
• Solid moral and spiritual groundings; ideas among different countries (Pawilen et al., 2009).
• Essential knowledge and skills to continuously develop himself/herself Schools have great roles in addressing issues and demands of cultural
to the fullest; diversity. Our classrooms too are becoming more complex and diverse (Shim,
2011). Teachers therefore, lay a significant role in helping the students to
• Engagement in critical and creative problem solving: become cosmopolitan members of the society. It is therefore essential to
study the preparation of teachers who will accomplish this task, Merryfield
• Contribution to the development of a progressive and humane society;
(2000) also noted that despite the increasing demands for teacher to teach for
and
equity, diversity and the global interconnectedness, college of education are
• Appreciation of the beauty of the world and cares for the environment not producing teachers who are internationally adept. Brodin (2010) also
for a sustainable future. observed that the need for educating all citizens and providing them with
information about other cultures and countries has become imperative.

Responding to the Needs of a Culturally Diverse Global In the same note, Tilghman (2007) emphasized that instilling a global
perspective among students; exposing them to the histories, languages,
Community
religious traditions, and cultures of countries other than their own; and
We are witness to the fact that various countries in the world are building academic bridges between schools and colleges and their respective
becoming more and more interconnected due to the growing influence of faculties around the world is today a scholarly which is a global concern
politics, technology, economic cooperation, educational collaborations, and among educators and governments, is the key and addressing various needs,
tourism activities. Shim (2011) pointed out that from a global perspective, challenges and problems posed by cultural diversity.
people now live in the world wherein entanglement is an inherent condition of
Diakno (2010) observe that the internationalization has opened the
human existence; constant border crossing among cultural and language
door for many countries to improve their educational systems, especially in
boundaries using technology becomes inevitable. As a result, people live in
higher education. Specifically, internationalization in education ranges from
countries, which are becoming more ethnically, racially, culturally, and
various activities such as faculty and students exchange programs,
linguistically diverse every year (Shim, 2011). Thus, the growing case of
development to offshore campuses or satellite campuses, establishment of
immigration in various countries also has made the society multicultural.
joint research projects and university linkages among others. Part of these
In the study of Ball (2000), the enormous complexities of today's world programs and projects mentioned is the development and promotion of
require a new vision for schooling that responds to the needs of the global cultural understanding and respect to the diversity.
and multicultural society in which we live. There is a need to prepare students
who possess high level of knowledge and skills that include high level of
Compiled by Shieldon Carabio pg. 9
Roles of Administrators, Teachers, and Students in increasing knowledge inside and outside the school organization. They
Promoting Schools as Agents of Social changes and also share vital information to all teachers, staff and stakeholders.
Transformation 5. Effective leaders seek coherence in everything they do. This is difficult
considering the issues, problems, and demands that schools and the
Leadership and collaboration are essential elements to ensuring
total education system are facing. However, ensuring coherence is
success in all education endeavors. The kind of leadership that school
important constantly following logic rationale thinking in making
administrators provides could inspire teachers, staffs, and other school
decisions, being guided by the school values and philosophy, and
personnel to pursue important education goals which could be translated in
being scientific and systematic in conducting business in school.
the successful achievements of the students in their studies. When we speak
a leadership, we mean effective leadership that pushes more innovations in a There are other strategies that administrators, teachers, and other
creative organizational environment. And when we talk of collaboration, it personnel can do to ensure success of the school.
should be meaningful and constructive that allows creativity, critical thinking,
problem solving, and decision-making. Thus, it is important to understand 1. Strong principal leadership - the principal plays a vital role in the school.
what drives effective leadership and meaningful collaboration in schools. the principal ensures that all educational goals, targets, and plans set
by the school and by the department of education should be
What do effective leaders do? Fullan (2001) identified several implemented effectively.
strategies that leaders in school could do to be effective in complex times:
2. Setting high expectations for student's achievement - the business of
1. Educational leaders must be guided by moral pursue. Moral purpose is the school is to ensure that all students should be successful in their
about making a positive difference in the lives of students and to students; ensuring that all curriculum competencies should be
striving to improve the quality of working relationship in the school. mastered by the students and this is measured by the assessment of
their learning performance.
2. It is essential for leaders to understand the change process. Any form
of change in school or in the whole education system is not easy. All 3. Empowerment and providing positive support to teachers - teachers
stakeholders must understand the change that is going to happen and need to be empowered in making decisions for their classes and in the
be guided in the process. It is essential to understand that opposition, subjects they teach. trust and support for teachers are important
discontentment, discouragement, negative feedbacks, is natural when morale boasters that drive teachers to do more innovations in their
undergoing some changes. An effective leader is a coach, a mentor, classes.
and a teacher in the change process.
4. Creating a clear vision and mission - any administrator should help the
3. It is essential to build relationships. If relationships are improved things school community to create a clear vision and a great sense of mission.
will surely get better. Thus, leader must be consummate relationship this sets the foundation of good leadership--a vision and mission that is
builder within the school, the teachers, the staff, and students, and shared by all members of the school community.
between the schools and with all stakeholders. Effective leaders
constantly foster purposeful interaction and communication. 5. Monitoring students' progress and teachers' performance - effective
school leaders regularly monitor students' progress and evaluate
4. Leaders must commit to knowledge creation and sharing. School teachers' performance. This means providing instructional leadership is
leaders should commit themselves constantly in generating and important.
Compiled by Shieldon Carabio pg. 10
 6. Establishing a positive school climate - ensuring transparency, integrity, • The school curriculum and all educational programs need to evolve
and honesty in all school transactions, establishing clear standards to with the different changes and challenges happening in the society.
follow, could do this exercising fairness, and supporting professional
growth of teachers and staffs. • Effective principal leadership is needed.

7. Establishing linkages and collaborations with parents, community, and • Teacher leadership is essential in schools.
all stakeholders - there is an old African proverb that says '' it takes a
village to educate a child'' which simply means that ensuring support • Empowerment of administrators and teachers is important in
and participation of all stakeholders in every school activities and developing innovations.
encouraging parents to have active role in the education of their
• Innovative behavior and creativity are essential in fulfilling the role of
children are essential.
schools as agents of social changes and transformation.

• The school culture must be positive.

Summary • A school's bureaucratic structure must be rationalized to serve the
interest of the whole school.
The role of the school as an agent of social change is important.
Schools mold the minds and character of the students. Some important This chapter ends with a positive note that schools as agents of social
principles in this chapter are the following: change will help us all to create the future that we desire for the generations
to come after us.
• A school is not just a place for learning. It is a community of people
committed to develop human potentials with a goal of attaining positive
social transformation.
CHAPTER II: The School as an Organization
• The school as a community is characterized by formal and informal
systems. This module discusses the different theories and concept of
organization as it applies to education. It presents significant literatures and
• Schools need to respond to various challenges and social changes. studies that include various topics which may help you in understanding the
• Every member of the school community plays an essential role in important role of an educational institution in the society. This also includes
attaining the goals of the school. activities that will help you appreciate relevant topics concerning how
educational system operates including leadership and management theories
• Commitment to academic excellence coupled with deep devotion to and principles that will lead toward achieving organizational goals and
contribute to the development of the community is essential for schools. objectives. Further, this allows students to critically examine and analyze the
relevance of school organization in the teaching profession.
• Operational excellence and organizational excellence are essential in
attaining the goals of schools. Introduction
The school is considered as one of the major institutions that constitutes
• Schools need to be relevant and responsive to the needs of the society. society. It is a place where people of different ages learn and acquire
Compiled by Shieldon Carabio pg. 11
education and training in different grade or year levels. It can be in basic declaration of the school’s objectives which serves as a guide for planning
education school (preschool, elementary, junior, colleges, universities), and decision-making.
technical-vocational institution, or higher education institution (colleges and
universities). There are several theories that explain the structure of organization and these
are classified as classical or modern organizational theories which deal with
Just like any other organizations, the school is established and organized to formal organizational concepts. Among these are Taylor’s scientific
pursue a collective goal and meet specific objectives. There are many ways management approach, Weber bureaucratic approach, and Fayol’s
to look at school as an organization. administrative approach.

ORGANIZATIONAL THEORIES Lagaard (2006) - According to him, Frederick Winslow Taylor was the
primary contributor of scientific management which originated in the
The establishment of an organization became popular and has significantly beginning of the 20th century which was later adopted by industrial
influenced the human activities in all parts of the world. It is evident in the way companies.
how the current government and private organizations are structured
including the system on how people will function to achieve a specific goal. For him, “scientific management was based on idea of systematization where
attempts were made to enhance efficiency of producers to be best via
The Theorists and Their Contribution scientific analyses and experiments” (Lagaard, 2006, p. 14).

Kashyap – He defined organization as a group formed to seek certain goals. Frederick Taylor - Taylor’s work was based on the concept of planning of
According to him, ever since the dawn of civilization, people have always work to achieve efficiency, standardization, specialization, and simplification
formed organizations to combine effort for accomplishment of their common that promotes mutual trust between the management and workers in order to
goal. Example is he emperors of China who used to construct irrigation increase productivity”
system.
Taylor's proposed four (4) Principles of Scientific Management:
The definition of the term or organization differs according to approaches and
characteristic defined by different theories. According to an article 1. Science, not rule of thumb – develop a science of each elements of
“organization is basically defined as an assembly of people working together man’s wok, which replaces the old rule-of-thumb.
to achieve common objectives through division of labor”. 2. Scientific selection of the worker – scientifically select and then train,
teach, and develop the workman, whereas in the past he chose his own work
McNamara - Defined organization as group of people intentionally organized and trained himself the best he could.
to accomplish an overall, common goal or set goals which have major 3. Management and labor cooperation rather than conflict – heartily
subsystem that function with other subsystems in order to achieve the overall cooperate with the men so as to ensure all of the work being done is in
goal of the organization.” accordance with the principles of science which has been developed.
4. Scientific training of the worker – workers should be trained by experts
In an educational organizational setting, a school is established with a clear using scientific method.
vision, mission goals, and objectives (VMGOs). Schools VMGO is a

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The following concepts are suggested by Taylor in order to increase the level 6. Subordinated of individual interest – is about prioritization of organization’s
of trust (organization theories, n.d.): interest over personal interest which applies to all members of the
• The advantage of productivity improvement should go to workers; organization.
• Physical stress and anxiety should be eliminated as much as possible; 7. Remuneration – is about rewards and compensation to efforts that have
• Capabilities of worker should be developed through training; and been made which could be in a form of monetary or non-monetary that keeps
• The traditional ‘boss’ concept should be eliminated. employees motivated and productive.
8. The degree of centralization – this implies the concentration of decision-
Henri Fayol – He developed another approach called the administrative making authority at the top management.
theory. 9. Scalar chain – is about the hierarchical structure that is always present at
any type organization. There should be a clear line in the area of authority
According to Laagard, contrary to Taylor’s scientific approach which is from the top management down to the lowest level.
categorized as bottom up approach, Fayol’s administrative principles is in the 10. Order – this pertains to the order and safety of employees in order to
form of the management’s hierarchical pyramid structure which is considered function properly at work.
as top down approach and its focus is on administrative process rather than 11. Equity – this implies equal treatment among members of the organization.
technical processes. 12. Stability of tenure of personnel – this is about the proper deployment
and management of personnel by approving employees the opportunity to be
Fayol laid the first foundation for modern scientific management in the early considered for tenured position based on their performance.
1900 which serve as guidelines for decision-making and management actions. 13. Initiative – this allows employees to express ideas that will help benefit
This management concept which is known as the 14 principles of the company.
management is considered as the underlying factors for successful 14. Esprit de Corps – this promotes unity among employees, develops
management. morale in the workplace, and creates atmosphere of mutual trust and
understanding.
The 14 Principles of Management
Max Weber - A German sociologist known for bureaucratic theory of
1. Division of work – tasks is divided among employees according to their management and is considered as the father of sociology.
field of expertise or field of specialization. “Weber believes that the most efficient way to set up an organization is
2. Authority and responsibility – the management has the authority to give through bureaucracy which is way better than the traditional structure.
orders to subordinates that come with corresponding responsibility. Bureaucracy is an organizational structure that is characterized by many rules,
3. Discipline – is about the core values anchored on the vision and mission standardized process, procedures and requirement, number of desk,
of an organization to form a good conduct which is essential to the successful meticulous division of labor and responsibility, clear hierarchies and
operation of the organization. professional, almost impersonal interaction between employees”.
4. Unity of command – all orders received must come from one manager
only otherwise it will cause confusion to employees. Mulder (2017) and Lagaard (2006) highlighted the types of power that can
5. Unity of direction – this ensures that all actions are properly coordinated be found on an organization based on Weber’s bureaucratic model and these
and requires employees to perform and carry out activities as one team are the following:
leading to the same objectives using one plan. • Traditional authority – based on historically created legitimacy where
authority is hereditary and based on dependent subordinates;
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• Legal, rule-oriented authority – the bureaucratic type of authority, based education, formal selection process is being followed using an established set
on normative rules for career, hierarchy etc.; and of standards and requirement are applied.
• Charismatic authority – the personal authority, based on a type of 4. Rules and requirements – formal rules and requirements are required to
‘seduction’ and hence, the devotion of supporters. ensure uniformity, so that employees know exactly what is expected of them.
In a bureaucratic form of organization like the educational institutions, the
Mulder - Articulated the following elements that support Fayol’s bureaucratic operation is governed by specific policies, standard, and guidelines which can
management: be in a form of memo or an order. It serves as a guide for the members of the
• All regular activities within a bureaucracy can be regarded as official duties; organization to follow.
• Management has the authority to impose rules; and 5. Impersonal – regulation and requirements create distant and impersonal
• Rules can be easily respected on the basis of established methods. relationship between employees, with the additional advantage of preventing
nepotism or involvement from outsiders or politics. Decision must be based
In additional, Mulder (2017) explained that “Bureaucracy, according to Weber, on rational factors rather than personal factors.
is the basis for the systematic formation of any organization and is design to 6. Career orientation – employees of a bureaucratic organization are
ensure efficiency and economic effectiveness which is an ideal model for selected on the basis of their expertise. This helps in the deployment of the
management and administration in order to bring an organization‟s power right people in the right positions and thereby optimally utilizing human capital.
structure into focus. Professional growth and career development is encouraged to support
employees to become experts in their own field and significantly improve their
Weber lays down the basic principles of bureaucracy and emphasis on performance.
the division of labor, hierarchy, rules and impersonal relationship.”

1. Task specialization – sometimes called the division of labor wherein School Leadership
individual tasks are divided into separate jobs which allows to manage tasks
easily. In a school setting, each department has different functions and each Leadership
member has different field of expertise. Teachers for examples are usually Leadership is an essential factor that contributes to the successful operation
assigned with teaching loads based on their area of expertise while other of an organization.
functions that are administrative in nature are assigned to non-teaching
academic personnel. Primary Function:
2. Hierarchical of authority – managers are organized into hierarchical ➢ to take charge of the management of the school
layers, where each layer of management is responsible for its staff and ➢ to have a collective vision of the future direction of the organization—
overall performance. In bureaucratic organizational structures like the clearly understood by its stakeholders to meet the school
educational system, there are many hierarchical positions from top organization's goals and objectives
management to lower level. The top level of a bureaucratic organizational
structure has the greatest power to control the lower level while the bottom Aspects Of School Leaders
layers are always subject to supervision and control of the higher levels. 1. Developing a deep understanding of how to support teachers- School
3. Formal selection - all employees are selected on the basis of technical leaders should understand the needs of teachers that will capacitate
skills and competencies, which have been acquired through training, them in order to become effective teachers.
education and experience and are paid accordingly. In the department of
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 2. Managing the curriculum in ways that promote student learning ▪ The mutual trust and cooperation of members.
Learners have different learning styles: hence curriculum shall be ▪ The organization and coordination of work activities.
carefully managed accordingly by planning for appropriate strategies in ▪ The allocation of resources to activities and objectives.
curriculum delivery that will suit the learning styles of students. ▪ The development of member skills and confidence.
3. Developing the ability to transform schools into more effective ▪ The learning and sharing of knowledge by members.
organizations to foster powerful teaching and learning for all students. ▪ The enlistment of support and cooperation from outsiders.
Transformational leadership is one of the leadership theories that ▪ The design of formal structure, programs, systems.
requires leaders to have passion and energy to achieve great things. ▪ The shared belief and values of members.

Jackson (cited in ASCD, 2015) School Leadership Style

Teacher leadership transcends formally defined roles in building, which refers to the approach or philosophy that a school leader, such as
means that every teacher, at some point in their career, becomes a teacher principal or head teacher, uses to guide and manage school.
leader.
1. Instructional leadership - it is the guidance and support provided by
Gabriel (2005) school administration such as principal and department chairs, to
Teacher leaders possess a semblance of authority but no formal power. improve teaching and learning.
While not all leadership positions are formal in nature and are not fixed, every 2. Transformational leadership - style that inspires and motivates
school teacher may or may not have served as official leaders but may be individuals to achieve a shared vision and goals.
assigned to leadership roles. 3. Distributed leadership - empowers multiple individuals within an
organization to take on leadership roles and responsibilities.
Roles that teacher leaders may assume:
1. Grade Level/Subject Coordinator – This may include instructional
leadership and administrative functions. The School as an Educational Organization
2. Department Chair/Coordinator – Serves as a liaison officer between
administration and colleagues.
3. Curriculum and Assessment Specialists – lead teachers to follow Introduction
curriculum standards and develop appropriate assessments. The establishment of a basic education school in the Philippines
4. Mentor/Coach – serves as a mentor for co-teachers. requires a School Principal/Administrator, Academic Non-Teaching Personnel
5. Facilitator – facilitates professional development. (registrar, librarian, school physician, school dentist, school nurse, school
office staff, guidance counselor, support staff, etc.), and teaching staff as
Yuki (2013) embodied in DECS Order No. 12, series of 1991.
Leadership is different from managers.
Administrator/Principal
Leaders can influence the effectiveness of an organization through the • Each school need a leader that will guide faculty members and support
following: staff in fulfilling school's mandate.
▪ The choice of objectives and strategies to pursue.
▪ The motivation of members to achieve the objectives.
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 • School administrators who work in elementary, junior high school, and
senior high school are known as Principals who are responsible for
leading the entire organization of school.

Teaching Personnel/ Faculty Members

• They are the licensed teachers assigned to teach in different subject
areas in different grade levels and are responsible for managing
classroom environment, facilitating instruction and assessment of
student learning.
• They work with school administrators, parents and the community to
improve student learning and to promote school programs and projects.

Academic Non-teaching Personnel

• They are the non-teaching personnel assigned to support to help
maintain a positive learning environment and to keep the school clean
and safe from harm.
• They work as teacher aids, librarians, guidance counselors, office
personnel, and security and maintenance staff.

Students
• They are the primary stakeholders that benefit from the school. They Sample Organizational Chart of a Private Basic Education School
come from different age groups, cultures, and backgrounds whose
ultimate goal is to be trained and educated. The organizational structure of a school
• They make the teaching profession a challenging work for teachers involves various theories which include:
and serve as a bridge in connecting with parents and the community.
Formalization of School Procedures
Community • Centralization/decentralization of
• It is the location where the school is situated. It plays a very important decision making
role in creating a positive learning environment. • Specialization of tasks and roles
• The partnership between the school and the community help to within the organization.
strengthens the relationship of teachers with parents, government
officials, and private organizations that help promote school programs Formalization of Procedures
and projects. • It involves development of
written policies that serve as a
Sample Organizational Chart of a Public Basic Education School guide for members of the
organization to follow which may
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 also include plans, vision, mission, goals, and objectives. Department of Education and redefining the roles of its offices from the
national level down to the school level. The RA 9155 provided the overall
Centralization /decentralization framework for school head empowerment by strengthening their leadership
• Is the division of tasks in decision-making from the top management or roles and school-based management within the context of transparency and
the Administrator/School Principal down to middle managers or the local accountability.
Assistant Principal and Instructional Leaders/Head Teachers known as
top-down approach or in some cases use the bottom-up approach By virtue of RA 9155, culture and sports related functions, programs, and
where middle managers make a decision and relay to the top activities were transferred to other relevant government agencies. The
management for approval. Komisyon ng Wikang Filipino, National Historic Institute, Record Management
and Archive Office, and the National Library which are previously under the
Specialization of Task DepEd were administratively attached to the National Commission for Culture
• It is perhaps one of the most applicable theories in educational and Arts (NCCA). Sports competition was also transferred to the Philippine
organizations. Sports Commission while programs for school sports and physical fitness
• Departmentalization is one of the horizontal specializations often used activities remained under DepEd.
in an educational organization.
• It could be a Language Department, a Science Department, a Math Given its mandate, DepEd has initiated many reforms that have significantly
Department a Physical Education Department, etc. contributed in the improvement of the Philippine basic education system to
• Faculty members from these departments are considered experts in provide every Filipinos with the education they need to compete in global
their own field and are given teaching assignments that are aligned context.
with their field of specialization.
• The Enhanced Basic Education
According to the Senate Economic Planning Office (SECO) (2011), the
Reforms in the Department of Education Philippines, together with Djibouti and Angola of Africa are the only three
When the trifocalization of the Philippine educational system took place in the remaining countries in the world that retains 10-year basic education system.
early nineties, technical-vocational education and training and higher SECO articulated that the continuous deterioration of the quality of education
education were separated from basic education. in the Philippines despite of the constitutional guarantees has prompted
DepEd to push for the implementation of the K to 12 program, which entails
By virtue of RA 7722 and RA 7784, the Commission on Higher Education the institutional of the kindergarten and the additional two more years of high
(CHED) and Technical Education and Skills Development Authority (TESDA) school in the basic education cycle.
were created. The mandate of the Department of Education Culture and
Sports (DECS) was then refocused to basic education which covers The following are the issues that influenced the implementation of the K
elementary, secondary, and non-formal education, including culture and to 12 programs highlighted by SECO (2011):
sports. 1. Net elementary participation rates have declined from 90.1 percent in
2002 to 88 percent in 2010. Fewer children of school age proceed to
In 2001, Republic Act No. 9155 otherwise known as the “Governance of Basic high school and an even smaller number pursue college education.
Education Act”, was passed transforming the name of DECS to the 2. Access to education is unequal, with the poor having significantly lower
participation rates than the non-poor.
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 3. Efficiency is a problem as manifested in the still high, albeit declining enough time in basic education to master skills and develop competencies
dropout school leaver rates. that will enable them perform better when they decided to go to the field work.
4. The results of Functional Literacy, Education and Mass Media Survey
(FLEMMS) showed that out of school with ages 6 to 15 years old do • Institutionalization of Kindergarten
not attend classes mainly due to lack of personal interest, high cost of General kindergarten program refers to the 10-month program
educational, too young to go to school. provided to children who are at least five years old in regular elementary
5. Low score in the country’s national assessment test. schools using thematic and integrative curriculum to ensure the development
6. The result of international test such as Trend in International of foundational skills among children to prepare them for grade 1 (DepEd
Mathematics and Science Study (TIMMS) shows that Philippines is 2012).
among the worst participating countries.
In 2011, Republic Act No. 10517 otherwise known as the “Kindergarten
There are many compelling reasons why the Philippine government pushed Education Act,” was passed institutionalizing the kindergarten into the basic
for the enhancement of the basic education system. In an article published by education system.
K-12 Philippines (2015), six reasons were highlighted why the Philippines
should shift to K-12, these are the following: With the passage of RA 10410 otherwise known as the “Early Years Act of
1. The Philippines is the only country in Asia with a 10-year basic 2013,” children ages 0-4 became the responsibility of the ECCD Council while
education the responsibility to help develop children in their formative years between
2. Poor quality of education ages 5-8 was given to DepEd by virtue of RA 10533 known as “Enhanced
3. Too many non-practical subjects Basic Education Act of 2012 which covers the inclusion of Kindergarten in the
4. Not prepared for college education basic education system.”
5. Too young for labor force
6. No global recognition • Mother Tongue-Based Multilingual Education
Consistent with the policy of the state to make education learner-
Finally, in 2012, RA No. 10533 otherwise known as the “Enhanced Basic oriented and responsive to the needs, cognitive and cultural capacity, the
Education Act” was passed institutionalizing the K to 12 curriculum which circumstances and diversity of learners per RA 10517, the mother tongue
added kindergarten and two more years of Senior High School in the basic based multi lingual education (MTB-MLE) was made as medium of instruction
education program. The following are the salient features of the K to 12 for teaching and learning the kindergarten level by virtue of DepEd Order No.
highlighted by DepEd: 32, series of 2012.
1. Strengthening of the Kindergarten in the Philippines
2. Making the curriculum relevant to learners Mother tongue is seen as an important medium of instruction by using a local
3. Building proficiency language understood by the learners. Rutus Foundation (2018) articulated the
4. Ensuring integrated and seamless learning following benefits associated with an education that takes into account
5. Gearing up for the future children’s mother tongue:
6. Nurturing the holistically developed Filipino 1. Children learn better and faster in a language they can understand
2. They enjoy school more and feel more at home
The goal of the K to 12 basic education programs is to prepare Filipino 3. Pupil tend to increase self-esteem
students for tertiary education and in the field of work providing those with
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 4. Parents participation is increased by helping kids in their homework ▪ Agri-Fishery
and participating in school activities ▪ Home Economics
5. When children take advantage of their multilingualism they also enjoy ▪ Information and Communications Technology
higher socio-economic status including higher earnings ▪ TVL Maritime
6. On average, schools perform better, reporting less repetition
7. Finally, children stay in school longer • Sports
• Arts and Design
• Contextualized Curriculum
In terms of curriculum, DepEd has restructured the context of the old basic
education curricula to make it more relevant to the learners through Organizational Structure of the Department of Education
contextualization and enhancement. Curriculum contextualization is done by
using examples, activities, songs,
When the Department of Education has restructured in 2001 through
poems, stories, and illustrations for teaching and learning that are based on
the passage of RA 9155, DECS was renamed to DepEd and shifted the focus
local culture, history, and reality.
of its mandate to basic education.
The enhanced curriculum also aims to provide students the opportunity to
According to DepEd, the new DepEd organizational structure is a result of the
acquire in-depth knowledge, skills, values, and attitudes through continuity
thorough study conducted by the DepEd Change Management Team (CMT)
and consistency across all levels and subjects (K12 Official Gazette, n.d).
vis-à-vis the long-term education reforms.
• Senior High School
The additional 2 years of Senior High School is one of the most
relevant reforms that may be considered. The 2 years of senior high school
was made to provide students sufficient time for mastery of concepts and
skills, develop lifelong partners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship (K12
Official
Gazette,n.d.).

Tracks in Senior High School:

• Academic Track
▪ Accountancy, Business and Management (ABM)
▪ Humanities and Social Sciences (HUMSS)
▪ Science, Technology, Engineering, and Math (STEM)
▪ Pre-baccalaureate Maritime

• Technical-Vocational-Livelihood
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 • Instructional, transformational, and distributed leadership are essential
to the improvement of teaching and learning.
• Understanding the function of a school as an educational organization
and the role of every person behind it is crucial to becoming a school
leader.
• Formalization of school procedures, centralization/decentralization of
decision making, and specialization of task and roles are some the
theories that are applicable to the organizational structure of a school.
• The k to 12 curriculum is one of the most important reforms
implemented in basic education.
• The institutionalization of the kindergarten is crucial to the development
of a child.
• Senior high school is a great opportunity for students to choose their
own field of interest.
• Decision making in bureaucratic form of organization lies on the top
DepEd Organizational Structure management.
The organizational structure of the Department of Education is an • There is a need to foster teacher leadership.
example of a typical structure where there is hierarchy of the chain of
command. The person at the top which is the DepEd Secretary oversees the
next level down which are the undersecretaries for Curriculum and Instruction,
Governance and Operations, Legal and Legislative Affairs, Finance and
Administration, and Strategic Management Office including Field Operations,
attached Offices and Coordinating Councils.

SUMMARY
To aid you in reviewing the important concepts in this module, here are the
highlights.
• Organizations are established by a group of people with a specific
common goal to achieve.
• Educational organizations are established with a clear vision, mission,
goals, and objectives intended to guide leaders in decision-making.
• Effective management is crucial to the success of an organization.
• Leadership is an essential factor that contributes to the successful
operation of an organization.
• Leadership is inherent to the teaching profession and every
teacher/any teacher may become a leader.
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