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Module 3 - The Teacher and the Community

The Teacher and the Community, School Culture and Organizational Leadership
(Pangasinan State University)

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Study Guide in ProfEd 104: The Teacher and the Community School Culture and Organizational Leadership

STUDY GUIDE FOR MODULE NO. 3

THE TEACHER AND THE COMMUNITY

MODULE OVERVIEW

It has become commonplace to refer to certain projects, programs, networks, and collaboratives of
prospective or experienced teachers as teacher learning communities, despite the fact that they were rarely
mentioned in the educational literature or in professional educators' organizations. In the early twenty-first
century, the word combines two key concepts–teacher learning and community–that are part of the discourse
in teacher education, professional development, school reform, and educational policy.

MODULE LEARNING OBJECTIVES

At the end of this module, you should be able to:

a. Identify the stakeholders as integral environmental resource of the wider school community;
b. discuss the sociological considerations affecting the learning environment and the wider school community
in relation to the external environment and other factors;
c. reflect on laws and regulations that apply to teachers in the context of the community; and
d. demonstrate understanding of the teachers’ responsibilities to the state and the community as specified in
the Code of Ethics for Professional Teachers

A. External Environments and Accountability of Schools

Resource dependence theory was first introduced in the 1970s in a publication entitled The External Control
of Organizations: A Resource Dependence Perspective. Resource dependence theory (RDT) is the study of
the impact of resource acquisition on the behavior of an organization. In the publication, authors Jeffrey
Pfeffer and Gerald R. Salancik argue that resources are key to organizational success. However,
an organization does not always have control over the resources it needs and must devise strategies that
sustain access.

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.
 Suppliers gain power to decide whether schools get resources they need and determine if the schools
can use the resources the way they want.
 If organizations are unable to generate resources internally, they must enter into external exchanges
which may consume vital resources and/or demand changes from the organization. (Pfeffer, 1982,
1997)

Resource Dependence Perspective

The environment is a place to gain scarce resources for operating the organization.
Types of Resources (simple or complex)
fiscal
personnel
information
products and services

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Study Guide in ProfEd 104: The Teacher and the Community School Culture and Organizational Leadership

RDT is based on three core assumptions:

 Organizations contain internal and external actors that influence and control resources and by
extension, behavior. For example, how abundant are the resources? How much competition is
there? How easy are the resources to acquire? Is there a more cost-effective acquisition method?
 The environment contains valued resources essential to the continued operation of
the organization. Uncertainty develops around resource acquisition for those who do not control
access.
 Organizations work toward two core objectives. They must seek to minimize dependence on
critical resources from other organizations. They must also increase the dependence
that other organizations have on them for resources. Achieving either of these two objectives has
benefits for the power level of the organization.

Availability of Resources
Resource-Dependence Perspective Resource Continuum

Scarcity Munificence

• Competition for resources is fierce • Survival is easy

• Zero-sum game • Pursue wide-ranging goals
• Limited to basic academic and extracurricular • Abundant curricular and
programming extracurricular programs

Administering Task Environments

Uncertainty and dependency threaten or constrain autonomy and drive change; thus, organizations must
cope.
Coping Strategies:
– Buffering
– Planning and forecasting
– Boundary spanning
- Adjusting operations
- Accommodating structure

The Environment-Structure Fit

Change the Structure to fit the Environment
– If the environment is stable, a mechanistic structure is an effective accommodation.
– If the environment is unstable, then an organic structure is the better fit
– If the environment is stable and the organizational structure is organic, a dysfunctional flexibility emerges.
– If the environment is unstable and the structure is mechanistic, a dysfunctional rigidity is produced.

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Study Guide in ProfEd 104: The Teacher and the Community School Culture and Organizational Leadership

B. Adapting to External Environments

National Competency-Based Teacher Standards (NCBTS)
The National Competency-Based Teacher Standards (NCBTS) defines the desired practice of
effective teaching. The NCBTS sets performance indicators classified in appropriate domains and strands that
guide teacher professional development.

The NCBTS is an integrated theoretical framework that defines the different dimensions of effective
teaching, where effective teaching means being able to help all types of students learn the different learning
goals in the curriculum. The NCBTS provides a single framework that shall define teaching in all aspects of a
teacher's professional life and in all phases of teacher development. The use of a single framework should
minimize confusion about what effective teaching is. The single framework should also provide a better guide
for all teacher development programs and projects from the school-level up to the national level.

How Should Teachers Use the NCBTS? Teachers can use the NCBTS in many ways: As a guide to reflect on
their current teaching practices. As a framework for creating new teaching practices. As a guidepost for
planning and professional development goals. As a common language for discussing teaching practices with
other teachers.
Traditional View NCBTS View Teaching is a technical Teaching is facilitating process, and the good learning
and the qualities of this qualities of good technical process are teaching are defined in well defined. terms of
whether students learn or not. Teaching knowledge is Teacher knowledge is technical knowledge essentially
complex applicable to all and problematic; learners and contexts. applicability varies across learners and
contexts.

Traditional View NCBTS View

Teaching is technical process, and the good qualities Teaching is facilitating learning and the qualities of
of this technical process are well-defined. good teaching are defined in terms of whether
students learn or not.
Teaching knowledge is technical knowledge Teacher knowledge is essentially complex and
applicable to all learners and contexts. problematic; applicability varies across learners and
contexts.
Teaching involves consistent application of technical Teaching involves reflective and flexible application of
knowledge. technical knowledge in ways that best bring about
student.
Effective application of teacher knowledge is Effective teaching is determined within the limits and
dependent prerequisite inputs in teaching opportunities found in the learning environment.
environment.

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Study Guide in ProfEd 104: The Teacher and the Community School Culture and Organizational Leadership

7 Domains of NCBTS

Internationalization of Education
Globalization is a 'process that focuses on the worldwide flow of ideas, resources, people, economy,
values, culture, knowledge, goods, services, and technology', while internationalization of higher education is
described as 'the process of integrating an international, intercultural and global dimension into the goals,
teaching/learning, research and service functions of a university or higher education system'.
Internationalization emphasizes the relationship between and among nations, people, cultures, institutions,
systems while globalization stresses the concept of worldwide flow of economy, ideas, culture, etc. The
difference between the concept of 'worldwide flow' and the notion of 'relationship among nations' is both
striking and profound. Thus these two concepts are very much related to each other but at the same time
different. Debate continues whether internationalization of higher education is a catalyst, reactor or agent of
globalization.

There is no recipe or one set of indicators for an internationalized university. Internationalization is a

process of change which is tailored to meet the individual needs and interests of each higher education entity.
Consequently, there is no 'one size fits all' model of internationalization. Adopting a set of objectives and
strategies which are 'in vogue' and for 'branding' purposes only negates the principle that each program,
institution, or country needs to determine its individual approach to internationalization based on its own
clearly articulated rationales, goals and expected outcomes. This recognizes that the internationalization
process is driven by an assessment of individual needs and priorities and that a 'formulaic' or latest fad
approach is not appropriate, beneficial or sustainable. This truth can also present challenges. For example,
what if an institution or county sees internationalization of higher education as a tool for economic gain or
political advantage? This is an example where the academic purposes and values of cooperation, mutual
benefit and partnership need to be emphasized.

C. The Teacher and the Community

The Why and How of School and Community Partnership

Opportunities for School Community
Partnership implies two parties helping each other. Both parties benefit. This means that if a school -
community partnership exists, both parties benefit from the relationship. Thus in the following paragraphs we

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shall present what communities can do for school and what schools can do for communities. What can the
community do for schools?
Here are examples of what a community can do for schools:
1. Brigada Eskwela - This program engages all education stakeholders to contribute their time, effort and
resources in ensuring that public school facilities are set in time for the forthcoming school opening. It takes
place more or less two weeks before classes begin in June. This is a school maintenance program that has
been institutionalized since 2009 when DepEd issued DepEd Order # 100.
2. Curriculum development - This can mean use of community resources for learning. e.g. museum, elders
of the community as key informants in research or resource persons in the study of local history
3. Work experience programs - Business establishments and offices in the community can serve as training
ground for learners. A concrete example is the Work Immersion required of Senior High School students.
4. Remediation and enrichment classes - Parents and retired teachers may be involved in the School
Reading remediation and Learning Enrichment Programs.
5. Youth Development Programs - The young may involve themselves in youth development programs and
develop their skills and talents, learn how to deal positively with peers and adults and serve as resources in
their communities.
6. Community Service – Examples of community service are students participating in tutorial programs,
community reforestation programs, clean up drive for a river, assisting in medical mission; school head
involved in planning local celebrations, teachers managing programs, projects, activities; school band playing
in fiesta parade

What can schools do for communities in return?

Schools may allow the community to use school resources. Here are concrete examples enumerated by the
DepEd Primer on School Community Partnership:
 Classroom used by community organizations for meetings
 School used as a polling place and venue for medical mission which it may co-sponsor with the Rural
Health Unit
 School used by the Rural Health Unit for mothers' class on child care
 School used as an evacuation center
 School facilities used for community assemblies
 School basketball court used for local celebrations and barangay sports league
 Schools conduct livelihood skills-training programs for parents and out-of-school youths by using
school resources
 Livelihood skills-training for parents and out-of-school youths by teachers themselves

Code of Ethics for Professional Teachers

Pursuant to the provisions of paragraph (e). Article 11, of R.A. No. 7836. otherwise known as the Philippines
Professionalization Act of 1994 and Paragraph (a), section 6. P.D. No. 223. as amended, the Board for
Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.

PREAMBLE

Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well
as technical and professional competence in the practice of their noble profession, they strictly adhere to.
observe, and practice this set of ethical and moral principles, standards, and values.

THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a trustee of the
cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as
well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the
constitution and for all duly constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carryout the declared policies of the state, and
shall take an oath to this effect.

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Section 3. In the interest of the State and of the Filipino people as much as of his own. every teacher shall be
physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest,
and shall not. directly or indirectly, solicit, require, collect, or receive any money or service or other valuable
material from any person or entity for such purposes

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.

Section 7. A teacher shall not use his position or facial authority or influence to coerce any other person to
follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of
his researches and investigations: provided that, if the results are inimical to the declared policies of the State,
they shall be brought to the proper authorities for appropriate remedial action.

THE TEACHER AND THE COMMUNITY

Section 1. 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.

Section 2. Every teacher shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with
honor and dignity at all times and refrain for such activities as gambling, smoking, drunkenness, and other
excesses, much less illicit relations.

Section 4. 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.

Section 5. 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.

Section 6. 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.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.

Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not use his
positions and influence to proselyte others.

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Study Guide in ProfEd 104: The Teacher and the Community School Culture and Organizational Leadership

LEARNING ACTIVITY

A. Think, Pair, Share Think of your favorite teacher. Why was he/she your ideal teacher? What influence
did he/she have in your life? Did she act in accordance to the expectations of the community?

B. Here are quotes on teachers. Read and understand them. Explain each of the given quotation based
on your own experiences or understanding.

1. <Teachers, I believe are the most responsible and most important members of society because their
professional efforts affect the fate of the earth.=

2. <Every child deserves a champion, an adult who will never give up on them, who understands the power
of connection and insists they become the best they can possibly be.= – Rita Pierson

3. <The influence of a good teacher can never be erased.=

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Study Guide in ProfEd 104: The Teacher and the Community School Culture and Organizational Leadership

C. Create an infographic about the Code of Ethics for Professional teachers. Be guided by the rubric
given below.
Category 4 6 8 10

Content (40 %) At least 1 accurate At least 2 accurate At least 3 accurate At least 4 accurate
fact are displayed in facts are displayed in facts are displayed in facts are displayed in
the infographic the infographic the infographic the infographic

Graphics & Visuals Selection, color, Selection, color, Selection, color, Selection, color,
(40%) shape, size and shape, size and shape, size and shape, size and
arrangement of arrangement of arrangement of arrangement of
graphics are graphics are present graphics are eye- graphics contribute
distracting or but do not contribute catching and meaning to the
misleading to the meaning contribute some overall message
meaning.

References (20%) One or zero facts 2 facts have sources 3 facts have sources 4 facts have sources
have sources identified on the identified on the identified on the
identified on the infographic. infographic. infographic.
infographic.

SUMMARY

Here are some pointers to remember:

 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.
 Suppliers gain power to decide whether schools get resources they need and determine if the schools
can use the resources the way they want.
 If organizations are unable to generate resources internally, they must enter into external exchanges
which may consume vital resources and/or demand changes from the organization. (Pfeffer, 1982,
1997)
 Resource dependence theory describes the impact of resource acquisition on the behavior of a
company.
 Resource dependence theory argues that organizations with the most access to critical resources
exert power and influence over those with less access.
 Resource dependence occurs when an organization has little control over a resource it deems crucial
to daily operations. Dependence can be reduced by identifying multiple resource suppliers and
adjusting internal processes and structures.
 The NCBTS provides a single framework that shall define teaching in all aspects of a teacher's
professional life and in all phases of teacher development. The use of a single framework should
minimize confusion about what effective teaching is.
 These are the seven Domains of PPST: (1) Content Knowledge and Pedagogy; (2) Learning
Environment; (3) Diversity of Learners; (4) Curriculum and Planning; (5) Assessment and Reporting;
(6) Community Linkages and Professional Engagement; and (7) Personal Growth and Professional
Development.

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Study Guide in ProfEd 104: The Teacher and the Community School Culture and Organizational Leadership

 The upbringing of children is the main and irreplaceable duty and responsibility of the family. But with
the weakening influence of the family on the upbringing of children and with children's unlimited
exposure to modern technology like the internet, the challenge for schools to teach the young has
become even greater. So schools cannot do it all. They have to partner with community.
 In this partnership, children, the primary customers of schools, are most benefited but school and
community are likewise mutually benefited.
 RA 9155, also known as the Governance of Basic Education Act, BP 232 which is the Education Act
of 1982, RA. 8525, Adopt -A-School Program Act and Agenda 2030 stipulate school and community
partnership.
 There are many opportunities for school and community partnership. The Brigada Eskwela which is
now institutionalized in DepEd Schools is a glaring proof of school and community partnership.
Schools with all its human and material resources can offer services also to the community in many
ways.
 Article III of the Code of Ethics for Professional Teachers states that a professional teacher shall live
for and with the community.
 The community includes internal stakeholders (learners and their parents/guardians, teachers and the
school head) and external stakeholders (members of the community who have no children enrolled in
the school such as community non-government officials. church leaders, non-organizations and
government organizations).
 For the learners, you facilitate learning and the development of the youth. To do this, you have to
create a nurturing, positive learning environment.
 For the community, you are a leader. You take the initiative and leadership to actively participate in
community affairs and movements and in turn to involve the community in school activities for the
upliftment of both school and the community.
 This can readily happen if you are in a harmonious relations with all people in the community
 To keep parent and community involvement in school, they must be updated with happenings in the
school- accomplishment, achievements, problems and projects.
 At all times, at all places and for all people, don't misuse nor abuse that authority or power bestowed
on you as a professional teacher. For you to be credible as a community leader, you shall behave
with honor and dignity twenty-four hours a day, 7 days a week, respect community culture and seek to
understand them or else lose your "flavor" as a community leader.

REFERENCES

Prieto, Nelia G. et.al. (2019) The Teacher and the Community, School Culture and Organizational Leadership.
LORIMAR Publishing Inc.
https://slideplayer.com/slide/8634845/
https://www.britannica.com/topic/resource-dependency-theory
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1007&context=teaching_standards
https://www.aqu.cat/elButlleti/butlleti75/articles1_en.html#.YllW4ehBxPY
https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/#ARTICLE_II_-
_THE_TEACHER_AND_THE_STATE
https://fourweekmba.com/resource-dependence-theory/

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