Prof Ed 03: The Teacher and the Community, School Culture and Organizational Leadership PDF

PROF ED 03 THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Charmaine Shane S. CuÑada Subject Teacher Chapter I: Society as Foundation of Schools and Schooling In this chapter, the focus is on examining schools and sc...

PROF ED 03 THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Charmaine Shane S. CuÑada Subject Teacher Chapter I: Society as Foundation of Schools and Schooling In this chapter, the focus is on examining schools and schooling through a sociological perspective. This means that the study of education is approached by considering the broader social context, societal influences, and the impact of various social factors on the education process. By adopting this sociological approach, the chapter aims to offer insights into how sociology helps teachers understand phenomena and challenges in the field of education today. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Key points on how sociology The economic status of families and communities can affect access to helps teachers understand The beliefs, values, and practices of a society influence how education is education resources, phenomena and challenges: the quality of education perceived, what is considered available, and the opportunities important to teach, and how students have for educational students are expected to behave and Social success. Context and Education: Sociology learn.emphasizes that schools do not operate in isolation but are deeply influenced by the larger social context. This includes cultural norms, economic conditions, political ideologies, and social structures. By taking these factors into account, teachers can better comprehend the factors Educational policies and practices are often influenced by the prevailing shaping their students' Hierarchies, social classes, and other structural aspects of society can lives and political the education ideologies system of a society. These they operate impact within. educational opportunities and ideologies shape curriculum content, outcomes. For instance, social funding decisions, and educational inequalities may affect how students goals. from different backgrounds experience education. Chapter I: Society as Foundation of Schools and Schoolin Key points on how sociology helps teachers understand education phenomena and challenges: Social Inequality and Education: Sociological research often highlights the existence of social inequalities within education. These inequalities may stem from differences in socio-economic status, race, gender, and other social categories. By understanding these disparities, teachers can be more sensitive to the diverse needs and backgrounds of their students and work to address them effectively. Chapter I: Society as Foundation of Schools and Schoolin Key points on how sociology helps teachers understand education phenomena and challenges: Education as Socialization: One of the primary functions of education is socialization, where individuals learn the values, norms, and beliefs of their society. Sociological insights help teachers recognize the role of education in shaping students' identities and cultural identities, allowing them to be more responsive to the cultural diversity in their classrooms. Chapter I: Society as Foundation of Schools and Schoolin Key points on how sociology helps teachers understand education phenomena and challenges: Educational Policy and Society: Sociology sheds light on how educational policies are influenced by societal values, political ideologies, and economic interests. Understanding this relationship can help teachers make sense of the rationale behind certain policies and the implications they may have on their teaching practices. Chapter I: Society as Foundation of Schools and Schoolin Key points on how sociology helps teachers understand education phenomena and challenges: Education and Social Change: Sociological analysis explores how education can be a driver of social change and societal progress. Teachers can gain insights into the transformative potential of education and how their role in the classroom can contribute to shaping a more equitable and just society. Chapter I: Society as Foundation of Schools and Schoolin Regarding the discussion on the relationship between society and schools and how society influences the education process: Cultural Influence: Schools reflect the values, traditions, and cultural norms of the society in which they exist. The curriculum, teaching methods, and educational goals are often shaped by the prevailing cultural beliefs and priorities. Chapter I: Society as Foundation of Schools and Schoolin Example of Cultural Influence: In a country with a strong emphasis on collectivism and community values, the education system might prioritize group activities and collaboration over individual achievement. The curriculum might focus on subjects that promote social cohesion, respect for elders, and a sense of responsibility towards the community. Additionally, the teaching methods might emphasize group discussions, teamwork, and cooperative learning. On the other hand, in a society that highly values competition and individualism, the education system might emphasize individual achievement and personal success. The curriculum might focus on subjects that encourage entrepreneurial skills, critical thinking, and independent problem-solving. The teaching methods might encourage students to work independently, compete for high grades, and develop self-reliance. Chapter I: Society as Foundation of Schools and Schoolin Example of Cultural Influence: Furthermore, cultural norms and traditions might also influence the inclusion of certain topics in the curriculum or the exclusion of others. For example, a society with a strong religious influence might incorporate religious education into the school curriculum, while a more secular society might opt for a broader approach to religious studies or omit it altogether. Chapter I: Society as Foundation of Schools and Schoolin Regarding the discussion on the relationship between society and schools and how society influences the education process: Economic Factors: Economic conditions and disparities within society have a significant impact on education. Unequal distribution of resources, funding, and access to educational opportunities can affect the quality of education provided in different regions or schools. Chapter I: Society as Foundation of Schools and Schoolin Example of Economic Factors: Unequal Distribution of Resources: In many societies, there is a significant disparity in the distribution of educational resources such as well-equipped classrooms, modern teaching materials, technology, and libraries. Schools in economically disadvantaged areas may lack these resources compared to schools in more affluent regions. As a result, students in underprivileged schools might not have access to the same quality of education, hindering their academic performance and future opportunities. Chapter I: Society as Foundation of Schools and Schoolin Unequal Distribution of Resources: Example: Consider two public schools in a city—one located in a wealthy neighborhood and the other in a low-income area. The school in the affluent neighborhood might have better-funded programs, state-of-the-art facilities, and a wider range of extracurricular activities. In contrast, the school in the low-income area might struggle with outdated infrastructure, limited access to educational technology, and fewer extracurricular options. This discrepancy in resources can impact the students' overall learning experience and potential for success. Chapter I: Society as Foundation of Schools and Schoolin Educational Opportunities: Economic conditions can also impact the ability of students to access educational opportunities beyond the basic curriculum. Wealthier families can afford private tutoring, test preparation courses, and educational trips, giving their children an advantage in their academic pursuits. Conversely, students from lower-income families might lack access to these supplementary resources, putting them at a disadvantage in the education system. Chapter I: Society as Foundation of Schools and Schoolin Economic Factors: In conclusion, economic factors have a substantial impact on education by influencing the distribution of resources, funding, and access to educational opportunities. Reducing these disparities and providing equal opportunities for all students, regardless of their economic backgrounds, is crucial to ensure a fair and inclusive education system. Chapter I: Society as Foundation of Schools and Schoolin Regarding the discussion on the relationship between society and schools and how society influences the education process: Political and Ideological Influences: Educational policies and practices are subject to political decision-making and ideological perspectives. The dominant political ideologies of a society may influence the content and direction of education. Example: K-10 Program Chapter I: Society as Foundation of Schools and Schoolin Regarding the discussion on the relationship between society and schools and how society influences the education process: Social Change and Education: As society evolves, so does education. Social movements, changing values, and technological advancements can lead to reforms and innovations in the education system. Chapter I: Society as Foundation of Schools and Schoolin Example of Social Change and Education: Social Movements and Inclusive Education: Example: The Disability Rights Movement in the Philippines has led to increased awareness and advocacy for inclusive education. As a result, the government has taken steps to improve access to education for students with disabilities by implementing policies and programs that promote inclusive learning environments. This includes training teachers on inclusive teaching methods, providing assistive technology, and modifying school infrastructure to accommodate students with disabilities. Chapter I: Society as Foundation of Schools and Schooling Example of Social Change and Education: Changing Values and Environmental Education: Example: Growing concerns about environmental sustainability and climate change have influenced the integration of environmental education into the curriculum. Schools now emphasize environmental awareness, conservation, and sustainable practices. Students are encouraged to participate in activities such as tree planting, waste segregation, and environmental campaigns to promote responsible citizenship and stewardship of the environment. Chapter I: Society as Foundation of Schools and Schooling Example of Social Change and Education: Technological Advancements and Blended Learning: Example: The widespread use of technology in education has led to the adoption of blended learning approaches in the Philippines. Blended learning combines traditional classroom teaching with online resources and digital tools. During the COVID-19 pandemic, when schools faced challenges in conducting face-to-face classes, many institutions in the Philippines turned to blended learning methods, utilizing online platforms, video conferencing, and e-learning materials to continue education remotely. Chapter I: Society as Foundation of Schools and Schooling Example of Social Change and Education: Changing Values and Gender Education: Example: As gender equality becomes a more prominent societal value, there has been a push to promote gender-sensitive and gender-responsive education in the Philippines. Schools have implemented programs that challenge gender stereotypes, address issues of gender-based violence, and provide support for students of all genders to pursue their interests and aspirations. Chapter I: Society as Foundation of Schools and Schooling THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Chapter I: Theoretical Perspectives in the Sociology of Education The sociology of education is a field of study that examines the relationship between education and society. It explores how education systems function, how educational institutions shape and are shaped by social structures, and how education impacts individuals and society at large. Several theoretical perspectives have been developed to analyze and understand the role of education in society. Here are some prominent ones: Structural Functionalism; Conflict Theory; Symbolic Interactionism; Code Theory; Cultural Capital Theory; and Feminism THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Structural Functionalism This perspective views education as a vital institution that serves several functions in society. It emphasizes the role of education in socializing individuals, transmitting cultural values, and preparing students for their future roles in the workforce and society. Structural functionalists argue that educational institutions contribute to social stability by fostering shared norms and values. Education is concerned with transmission of core values for social control. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Structural Functionalism In the context of structural functionalism, the education system is viewed as an institution that serves specific functions to maintain the stability and cohesion of society. Some of the key functions of the education system include: Transmission of knowledge; Socialization; Sorting and stratification; Credentialing and role allocation; Innovation and progress. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Structural Functionalism Transmission of knowledge: One of the primary functions of the education system is to impart knowledge and skills to the younger generation. This ensures that society can pass down its accumulated knowledge and cultural values from one generation to another. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Structural Functionalism Socialization: Education also plays a crucial role in socializing individuals into the norms, values, and behaviors of society. It helps to instill a sense of collective identity and citizenship, contributing to social cohesion. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Structural Functionalism Sorting and stratification: The education system often serves as a mechanism for sorting individuals based on their abilities and talents. This sorting process can lead to social stratification, where individuals are placed into different social positions based on their educational achievements. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Structural Functionalism Credentialing and role allocation: Education provides individuals with qualifications and credentials that are necessary for certain roles and occupations in society. For example, obtaining a medical degree allows someone to become a doctor, and a law degree enables one to become a lawyer. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Structural Functionalism Innovation and progress: Education fosters critical thinking and creativity, contributing to the generation of new ideas and innovations. These advancements can lead to societal progress and improvements in various fields. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Structural Functionalism In the context of structural functionalism, any changes or disruptions in the education system (e.g., changes in curriculum, educational policies, or funding) will have consequences for the functioning of other social institutions. For instance, alterations in the education system might impact the labor market, as different skillsets are demanded by the economy. It could also influence family dynamics, as educated individuals may have different expectations and aspirations for their families. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Conflict Theory Conflict theory is a sociological perspective that analyzes society and social structures through the lens of conflict and power struggles. It emphasizes the idea that society is characterized by inequality, competition, and tension between different groups, often divided along lines of class, race, gender, and other social categories. Conflict theorists argue that these conflicts and inequalities shape the way society functions and evolve over time. Example : Access to Higher Education THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Conflict Theory Access to Higher Education: In higher education, the cost of tuition and the availability of financial aid can create barriers for students from lower-income families. Conflict theorists would view this as an example of the bourgeoisie (wealthy elites) controlling access to education, limiting opportunities for the proletariat (working class) to advance socioeconomically. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Conflict Theory Conflict theory helps us understand how power struggles, inequalities, and social divisions impact the education system. By recognizing and addressing these issues, policymakers and educators can work towards creating a more equitable and inclusive educational environment for all students. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Symbolic Interactionism Symbolic interactionism is a sociological perspective that focuses on how individuals create and interpret symbols, which are the basis of human communication and social interaction. Developed by George Herbert Mead and further expanded by Herbert Blumer, symbolic interactionism emphasizes the role of symbols, meanings, and interactions in shaping human behavior and the construction of reality. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Symbolic Interactionism An individual’s action depends on meaning. if a student understands that teacher believes in his/ her ability, he/she tries his/ her best to prove that indeed he/she is able. If a teacher does otherwise, a student tends to behave in accordance with teacher’s poor perception. Different people may give different meanings to the same thing. When a teacher is strict, some students see it as an expression of care. Others may rebel because they perceive teacher’s behvaior as limiting their moves and desires. Meanings change as individuals interact with one another. After you have taught well, your first impression of teaching as boring is changed to teaching is exciting. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Symbolic Interactionism Symbols: Symbols are elements or objects with shared meanings that individuals use to represent something else. These symbols can be words, gestures, signs, or even objects. For example, a smile can be a symbol of friendliness, while a red light at an intersection symbolizes the need to stop. Meaning: The core of symbolic interactionism lies in the meaning that individuals attach to symbols. Meanings are not fixed but are socially constructed through interaction with others. The interpretation of symbols can vary across different individuals or groups. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Symbolic Interactionism Interaction: Human behavior is not just a response to stimuli; it is a result of social interactions. People continuously adjust their actions based on the meanings they attribute to symbols and the reactions they receive from others. This process of interaction and adaptation helps shape social reality. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Symbolic Interactionism Example: Symbol, Meaning and Interaction Scenario: A new student, Alex, joins a high school in a different city. On her first day, she enter the classroom, feeling anxious and unsure about how she will fit in. Symbolic Interactionism Perspective: Symbols: In this context, symbols could be the school uniform, the teacher's authority, and even the seating arrangement in the classroom. Meaning: Alex interprets the school uniform as a symbol of belonging to the school community. The teacher's authority symbolizes the need to follow rules and instructions, while the seating arrangement may signify social hierarchies and cliques among the students. Interaction: As Alex interacts with her classmates and the teacher, she adapts her behavior based on the reactions she receive from others. For example, if she receives positive feedback or acceptance from classmates, she may become more confident and engage more actively in class discussions. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Takeaways Functionalism is a theory of society that focuses on the structures that create the society and on how the society is able to remain stable. Functionalists are for stability and a state of equilibrium in society. To maintain this state of stability, various institutions are expected to do their part. For the functionalists, change is necessary only when things get unstable. Conflict theory welcomes conflict for conflict paves the way to change, to the establishment of a new society. Symbolic-interactionist theory is focused on individuals who act based on meaning which is based on individual’s experience. These meanings are not permanent. They change over time as the individual continues to interact with others and with symbols. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Chapter I: Contemporary Theories Cultural Capital Code Theory Social Capital Feminist Theory THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Cultural Capital Theory Developed by Pierre Bourdieu, cultural capital theory examines how cultural knowledge, skills, and values acquired within families and social networks can influence educational outcomes. Bourdieu argues that individuals from privileged backgrounds possess cultural capital that gives them an advantage in navigating the education system and achieving academic success. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Cultural Capital Theory Example: Imagine two students, Alex and Sam, attending the same high school. Alex comes from a family with high cultural capital, where both parents have advanced degrees and are highly educated professionals. They regularly engage in intellectual discussions at home, have an extensive collection of books and artworks, and participate in cultural activities such as attending museums and concerts. Alex's parents also have the financial means to provide additional educational resources, such as private tutoring or extracurricular classes. On the other hand, Sam comes from a working-class family with limited cultural capital. Sam's parents have only completed high school and work in low-paying jobs that don't involve much exposure to intellectual or cultural activities. The family's financial resources are limited, making it challenging to access additional educational resources outside of school. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Cultural Capital Theory Cultural capital can shape students' experiences and outcomes in the educational landscape. It highlights the role of family background, cultural exposure, and resources in influencing educational success and social mobility. It is essential to recognize these disparities and work towards creating more equitable educational systems that provide all students with equal opportunities to succeed, regardless of their cultural capital. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Social Capital Theory Emphasizes the importance of social networks, relationships, and resources in shaping educational experiences and outcomes. It underscores how the connections individuals have can impact their access to information, opportunities, and support, ultimately influencing their success in the educational system. Main Components: Bonding Social Capital, Bridging Social Capital, Linking Social Capital THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Social Capital Theory Bonding Social Capital: This refers to the close-knit relationships and strong ties that individuals have within their immediate social circles, such as family and close friends. In the context of education, bonding social capital can provide emotional support, motivation, and a sense of belonging, which can positively impact a student's engagement, persistence, and academic achievement. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Social Capital Theory Bridging Social Capital: This involves connections and relationships that extend beyond one's immediate social circle to include acquaintances, peers, and colleagues from diverse backgrounds. Bridging social capital can expose individuals to a wider range of perspectives, information, and opportunities. In education, bridging social capital can lead to access to information about scholarships, extracurricular activities, and other resources that might not be available within one's immediate circle. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Social Capital Theory Linking Social Capital: Linking social capital refers to connections that individuals or groups have with external institutions, organizations, and individuals who hold positions of authority or influence. These connections can provide access to resources, information, and opportunities that might not otherwise be available. For instance, linking social capital can involve having connections with teachers, mentors, community leaders, or professionals who can offer guidance and support in educational and career pursuits. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Code Theory Code theory in the sociology of education refers to a concept that examines how educational systems and institutions transmit social values, norms, and cultural ideologies to students through various forms of communication, symbols, and practices. This theory is based on the idea that education serves not only as a means of transmitting knowledge and skills but also as a mechanism for reproducing and reinforcing societal norms and power structures. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Code Theory Code theory helps us understand that education doesn't just teach us facts; it also teaches us how to fit in, how to interact with others, and how to think about ourselves and the world around us. It's like learning the code or language of our society, which helps us understand what's considered right or wrong, normal or strange. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Code Theory Example: Imagine a school where the students are taught to always wait their turn, speak softly, and follow instructions without questioning. These behaviors are part of the hidden curriculum and reflect the school's emphasis on discipline and order. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Feminist Theory Feminist theory in the sociology of education is a critical framework that examines the intersections of gender, power, and education. It focuses on understanding how educational systems and institutions both reflect and perpetuate gender inequalities and how they can be transformed to promote gender equity and social justice. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP Feminist Theory Feminist theory seeks to promote women’s rights to equal education (and its resultant benefits) across the world. THE TEACHER and the COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP