Download the role of leadership in institution building

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Module 1
INSTITUTION BUILDING
Environmental
Effect
Competency
Gained
Institution
Building
Leadership Role
Image Gained
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Introduction
It is a fact that in our system of education, only those who obtained a higher
level of education are most likely given the opportunity to administer a certain
educational institution. This statement can be substantiated by actual situation
obtaining in the field that administrators starting from the school head up to the
highest executive position in the DECS and CHED administered schools, are
holders of either masteral degree or doctoral degree. This enigmatic situation can
perhaps be attributed to the exposure, experiences and interaction that these people
have had with others, thereby gaining knowledge, skills and abilities necessary to
make the institution and the people they lead to a better and conducive place of
study and source of information and technologies.
Becoming an administrator is not an easy task. It brings with it enormous
responsibility and authority that can make or unmake the individual, together with,
the institution he leads. From the educator’s point of view, it is a culmination of a
long cherished aspiration, a fruit of a long and hard labor and a final step in the
totem pole of a life-long career.
However, as school administrator, his main concern is to build the
institution… one which is recognized as a fountain of truth and wisdom, of
knowledge and skills, and competence and abilities required for institution building.
Institution building maybe viewed as a function and interdependence of four
conceptual dimensions, namely: leadership role, environmental effect, competencies
and institutional image gained.
Leadership can be likened to a bow, which gives guidance and direction to an
arrow to reach its target. It is that binds the integral part or components of an
institution into one functional and united whole; and the force that pushes an
institution focus towards its goal and objective.
As a system within a system, the school has its own environment… internally
and externally. Internally, it has to be viewed in relation to integral parts wholistically;
and externally, it’s reciprocal relationship with the larger systems in terms of its
contribution, pressure and effect and vice versa.
Competence is having all the natural or acquired powers to meet the demand
of a situation or work. It is the result of the administration and supervision interaction,
research proper, outreach proper, productivity and administrative function.
Institutional image is a manifestation of an institutions accomplishment in
various areas of competence in terms of its product… faculty and staff, scholarly
researchers, excellent programs, projects and auxiliary services, graduates and
recognition received.
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Module 1
THE ROLE OF LEADERSHIP
In Institution Building
Styles, Types &
Leadership
Traits
Leadership
Managerial
Dimension
Leadership Role
Leadership
Function
Problems and
Issues
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Introduction
This unit discusses how leadership becomes one of the most important
factors in institution building. Initially, it will start discussing the concept of leadership
in terms of types, style, traits and managerial dimensions of leadership. It will be
proven by establishing leadership as a linking pin in decision-making, organizing,
planning, staffing, coordinating, communicating, evaluating and controlling. It will
also delve on the process and outcome of institution building. The unit will end up
presenting some problems and issues concerning the role of leadership in institution
building.
At the end of this module, students should be able to:
1. Acquire a clearer concept of leadership in terms of types, styles, traits and
managerial dimensions of leadership.
2. Establish the roles of leadership in institution building in terms of:
i.
decision-making
ii.
organizing
iii.
planning
iv.
staffing
v.
coordinating
vi.
communicating
vii.
controlling
viii.
evaluating
3. Examine some problems and issues associated with institution building.
Suggested Time Frame
:
9.5 hours
Concept of Leadership
Several viewpoints have been advanced regarding leadership. For instance,
former U.S. President Eisenhower viewed leadership as “ability to get people to do
what you want because they want to do it”. Other authors said that it is a “process
whereby an individual directs, guides. Influences or control the thoughts, feelings or
behavior of other human beings”; any contribution to the establishment and
attainment of the purposes of the group which is exercised by the leader as a result
of his demonstrated mastery of the social relationship in the group”; “a quality
possessed to some degree by a member of the group regardless of his formally
designated office or position”; and the discipline which deliberately exerting special
influence within a group to bring it towards goals that fulfill the group’s real needs.
Leadership is the relationship between an individual and a group built around
some common interest and behaving in a manner directed or determined by him; a
leader who moves in a particular direction and succeed in inducing others to follow
him; and one acting leader in a group having common interest, purpose and goals
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and influences the effort of the group towards achievement of the goal (Gibson and
Hunt, 1965).
Leadership is the art and process of influencing people so that they will strive
willingly and enthusiastically towards the achievement of group goal; an influential
increment over and above mechanical compliance with the routine directives of the
organization (Zulueta, et. al, 1999); and an impressive leader earns client respect,
cooperation, praise, and support by performing responsibility and eliciting obedience
from the members (Lupdag, 1984).
From these different views, leadership can be concretely defined as the
influencing actions, behavior, beliefs and goals of a member in an organization by
another member with the willing cooperation of the member being influenced.
Elements of Leadership
As regards elements of leaderships, (Zulueta, et. al, 1999), elucidated that
skill in leadership includes four major elements in terms of (i) ability to use power
effectively and in a responsible manner, (ii) the ability to comprehend that human
beings have different motivation at different times and different situations; (iii) the
ability to inspire, and (iv) the ability to act in a manner that will develop a climate
conducive to responding to and arousing motivation.
The first element of leadership is power. Power is differentiated by authority.
Power is the ability of an individual to induce or influence the beliefs, action of other
persons or group of persons; and authority is the right in a position of the person to
exercise discretion in making decision affecting others.
The second element of leadership is basically understanding of people. The
manager should know the motivation theory and is able to relate it into meaningful
practice.
The third element is the ability to inspire followers to apply their full
capabilities to an undertaking. Inspiration emanates from group head that may give
rise to devotion, commitment and loyalty, and in effect of a strong desire on the
subordinates to promote what they want the leaders to accomplish for the
organization.
The fourth element of leadership is the style of the leader and the climate he
develops. The strength of motivation to a large extent depend on expectancies,
perceived reward, the amount of effort necessary for the tasks to be done and other
factors that are part of the environment and the organization climate. The
fundamental principle of leadership is that people tend to follow those who in their
mind offer them means of satisfying their own personal goals. The manager should
understand what motivates their subordinates and how the motivations operate and
that they reflect this understanding in carrying out their managerial actions.
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Styles and Types of Leadership
Types of Leadership
The two types of leadership mentioned by Aquino, (1985) can be stated as
the status leadership and the emergent leadership.
Status leadership is associated with a particular position such as (I)
university/college president, (ii) school superintendent, (iii) principal, (iv) head
teacher, and so on. A person assigned to a given position is referred to as one
occupying a position of leadership. This means that leadership is associated with
and expected from the person who occupies a certain position.
Emergent leadership is often exercised by a person who holds no particular
position. Such position emerges in relation to a particular problem is called emergent
leadership. In any group when one helps the group to formulate plan or solve
problem or if he expresses a useful idea and make useful suggestion to a status
leader, his acts may constitute highly important leadership behavior.
Leadership Styles
These leadership styles based on the use of authority can be cited as (i)
autocratic leader, (ii) democrative or participative leader, (iii) benevolent-autocrat,
(iv) liberal or free-rein leader, (v) laissez-fare and (vi) manipulative inspirational
(Zulueta, et. al, 1999).
Autocratic Leader. The autocratic leader commands and expects
compliance, dogmatic and positive; and leads by ability to withhold or give rewards
and punishments. It is one-man rule type. The leader in the authority does not
delegate; tell people what to do; one feels he is indispensable, and he determines all
policies.
Democratic or participative leader. The leader consults with subordinates
on proposal actions and decisions and encourages participation from them; the
leader does not take action without the subordinates’ concurrence; the leader is
there to assist, suggest, communicate and being aware of problems for solution;
involves subordinates in decision-making so that they feel jointly responsible for the
goals purposes and projects.
Benevolent Autocrat. The leader is a father figure who wants everyone to
feel good. The emphasis is on keeping everyone happy and satisfied. He listens to
his subordinates’ opinions but he makes decisions as his own. The father-figure is
admired and respected, but makes people dependent and weak. When he dies, the
organization may also die.
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Liberal leader or free-rein leader. This type of leader uses his power very
rarely, if at all giving subordinates a high degree of independence in their operation.
Leader depends largely on subordinates to set their own goals and the means of
achieving them; and he sees his role as one aiding the operation of the followers by
furnishing them with needed data/ information, and he acts primarily as contact with
the group’ external environment.
Laissez-faire. This means letting people do as they choose. It allows
everything to run its own course. Minimum and maximum freedom is allowed for the
group to make decision. The leader retreats into the background, let members work
out details of how the organization is to function. Practically the leader provides no
leadership at all.
Manipulative-inspirational. This style of leadership is usually hard to find.
The leader or group leaders set the rules and interpret as they see it fit. High
pressure tactic or emotionalism is used to make the people to follow direction set by
the leader.
Three Types of Power
There are reasons why followers are varied and complex. These reasons can
be examined from different perspective and each of them has different motivational
and psychological roots. These type of power can be cited as (i) coercive power, (ii)
utility power, (iii) principle-centered power (Zulueta, et. al, 1999).
Coercive power. The leader in this case has created a fear in the
subordinates that either something bad is going to happen to them or something
good will be taken away if they do not comply out of fear of potentially adverse
consequences. Followers acquiesce and get along by going along or by giving lip
service loyalty, but their commitment is superficial and their energy can quickly turn
to sabotage and destruction where no one is looking or when the threat is no longer
present. The leader who control, will find the control reactive and temporary. It is
gone when the leader or controlling system is gone. It encourages suspicion, deceit,
dishonest, and in the long run, dissolution.
Utility power. Subordinates follows because of the benefits that come to
them if they do. The power relationship is based on the useful exchange of good and
services. Utility power is based on equity and fairness. As long as the followers feel
that they are receiving fairly for what they are giving the relationship will be
sustained.
Principle-Centered power. Leaders are followed because others want to
follow them, want to believe in them and their cause; want to do what the leaders
want. It is a relationship of power that is based on honor and trust; and with the
leader honoring the followers and the followers choosing to contribute because the
leader is also honored.
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Principle-centered power occurs when the cause, purpose or goal is believed
in as deeply as the followers as by the leader.
Power Process
(Source: Zulueta, et. al, 1999)
You
Leadership
Choice
Utility power
Coercive
power
Honor
Fairness
Fair
Sustained
Proactive
Influence
Functional
Reactive
Influence
Temporary
Control
Principle-Center
Power
Theories on Leadership
Some of the important theories regarding leadership can be cited as (i) trait
theory, (ii) environment theory, (iii) personal-environment theory, (iv) exchange
theory, (v) humanistic theory, (vi) exceptional theory, (vii) contingency theory, (viii)
path-goal theory.
i.
ii.
iii.
Trait theory. The leader in this theory is conceived to be great man
whose superior endowment involves others to follow him.
Environment theory. This theory explains leadership on the basis of
situation and crisis that provides opportunity for people to propose
solutions or exhibit heroic that place them in the position of leadership.
Personal-environment
theory.
This
theory
maintains
that
characteristics of a leader, the followers and the situations that interact
determine who will be the leader.
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iv.
Exchange theory. This theory suggests that group interactions
represent and exchange process in which leadership is centered upon
members for their effort on behalf of the group.
v. Humanistic theory. This theory suggests that group will be effective
and members will be more satisfied when the leader shows freedom to
satisfy their needs for achievement and self-actualization.
vi. Exceptional theory. This theory maintains that leadership is most likely
to be achieved by the members who succeed in initiating and reinforcing
the expectations that will maintain the role structure and goal directions
of the group.
vii. Contingency theory. This theory proposes that a given pattern of
leadership behavior will lead to effective group performance in some
circumstances and ineffective in some cases.
viii. Path-goal theory. This theory suggests that certain pattern of leader
behavior s facilitate the classification of the group goals while other
patterns of behavior stimulate effective instruments and responses on
the follower groups.
Managerial Leadership
In this topic, the central focus of discussion is to substantiate managerial
leadership within the context of institution building. It is thus premised, that
discussion should orderly delve on (i) concept of organization, (ii) elements of
organization, (iii) the management process with respect to the interplay of these
elements in an organization, role of leadership in the management process.
Concept of Organization
Organization refers to a formalized structure of various roles and positions. It
is a structure that integrates the activities of people working and cooperating with
one another to accomplish goals (Zulueta, et. al, 1999).
It has set of procedures to follow in terms of (i) selecting a leader, (ii)
determining the role to play by each member of the group, and (iii) determining the
goals of the group.
In like manner, Gross (1968) conceptualized organization as a group of
cooperative system in which there is (i) an accepted pattern or purposes, (ii)
belongingness, (iii) continuity of interactions, (iv) differentiation of functions, and (v)
integration. It has some characteristics such as (i) goal oriented or organization
purposes, beliefs, vision, and mission, (ii) psychological orientation or member’s
varied social background and individual differences, (iii) structural system on
members specific role and tasks to perform; and (iv) technological system or tools,
equipment for use in the application of technique to achieve organization’s objective,
and management system or the integration of diverse elements in unifying the total
efforts to accomplish goal or objectives of the organization.
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Types of Organization
The different types of organization can be categorized as:
i. Formal organization and;
ii. Informal organization
Formal Organization. Refers to the deliberate structure of roles in formally
organized institution. It has formal policies, structure, procedures and existing social
and cultural environment. Each position is prescribed with corresponding activity and
responsibility. System’s rule and procedures are specific and made clear to all about
their roles, responsibilities and accountabilities within the organization. It reflects
closely lines of responsibility authority and relationship.
Informal organization. According to Davis ( ) informal organization is a
network of personal and social relations, arising spontaneously as people associate
with one another. This includes the behavioral, informal and undefined
interrelationship and work climate within the organization. The power and authority
of members are determined by personal relationship, years of experience, education
level, acceptable leadership, and other human social relationship. Grouping depends
upon shared interest and desired goals. Informal grouping can be used as leverage
to the abuses of management.
Elements of an Organization
The four essential elements of an organization can be identified as the (i)
people, (ii) structure, (iii) technology, and (iv) the environment (Zulueta, et. al, 1999).
People. The people make up the internal system of an organization. They
consist the individual and groups, large or small, with different values and
orientations. People are thinking, living, and feeling beings that interact as they work
in organization to achieve their objectives. Organizations exist to serve people;
people do not exist to some organizations. The diversity of work force in educational
backgrounds, talents, values, cultures, needs and perspective in their job present a
challenge to management to resolve some employees’ problems. Management
needs to adapt a management style to these diverse patterns and trends.
Structure. The structure fundamentally defines the formal relationship and
use of human resources in an organization. Different tasks are required to
accomplish the activities of an organization. People have to be related in some
structured ways, so their tasks can be coordinated effectively; these relationships
create some complex problems of negotiation, cooperation and decision-making.
Technology. The use of technology has a tremendous influence on working
relationships. It provides the resources, in which people work and affects the task
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they perform. The great benefit of technology is that it allows workers to perform
much better work. Technology has costs as well as benefits. The impact of
technology in terms of using automated control system, advances in computer
hardware and software can not be disputed.
Environment. All organizations operate within an internal and external
environment. A single organization does not exist alone. It is a part of the bigger
system that contains many other related components such as the school,
government, military, family, and other organizations. There are various changes in
the environment because of new demands on organizations.
The Management Process
Zulueta, et. al, (1999) provided us an idea about management when he cited
ideas of some authors like Weidrich (1993), who stated that it is that process of
designing and maintaining an environment in which an individuals working together
can efficiently accomplish selected aims; Mahony (1961), asserts as the unifying and
coordinating activity which combines the actions of individuals into meaningful and
purposely group endeavors; Terry (1982), states it as a distinct process consisting of
planning, organizing, and controlling in order to determine and accomplish the
objectives by the use of people and resources; Massie (1964), sees it as a
cooperative group that directs action toward common goals; and Drucker (1987),
views management as a discipline and a field of study that denotes a social position
an authority involving people and their functions.
It maybe be noted from above cited authors that management contains a
complex pattern human endeavors that may result in the environment of an
organization. These activities can be easily cited as (i) planning, (ii) organizing, (iii)
communicating, (iv) coordinating, (v) decision-making, and (vi) evaluating
process;(vii) staffing; and (vii) evaluating.
Decision-making Process
As head of an institution, a leader function can be described as difficult
considering of so many interacting forces that need to be dealt with. As he carries on
his responsibilities, specifically the decision that needs to be made from time to time,
he can not avoid that some group of people are adversely affected and others are
favored. This brings a curse situation of “Damned, if you do it; and Damned, if you
don’t.” In such situation, he needs to make up his mind that on what has to be done
has to be done and it is to be done. He has to make a decision and these decisions
may concern on material and facilities, personnel, curriculum, finance and budget
and in other school aspect.
A decision has to be made with respect to problems or tasks of the school.
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Decision differs in substance, scope and methods. Substance refers to
specific areas of concern… facilities, teaching method and salaries, etc. The scope
of decision will differ in that decision will affect the whole school system while other
affects only one person. Decision will differ in method in which they will be arrived at
like the initiative of the administrator himself response to some events, some with
the advice of personnel involved and some upon advice of specialist.
Models of decision-making Process. The conventional method of decisionmaking is a time known process, consisting of nine (9) consecutive steps… (I)
Recognition of a problem; (ii) collection of data; (iii) classification and analysis; (iv)
inventory of means; (v) listing of alternatives; (vi) evaluation of alternatives; (vii)
decision; (viii) implementation; and (ix) follow-up
Decision-making competencies. In making decision, an administrator must
possess these competencies… (I) skills in differentiating among types of decision;
(ii) skill in determining the amount and type of information needed to reach a
decision; (iii) skill in determining the appropriate involvement of other people in
reaching a decision; (iv) skill in establishing priorities for action; and (v) skill in
anticipating both the intended and the unintended consequences of decisions
When to make decision. There are three occasions which can be utilized as
bases to initiate a decision in terms of (I) authoritative communications from
superior; (2) cases referred to by subordinates; (3) cases originating on the initiative
of the individual concerned. From these situations, this typology of decision
evolves… (I) intermediate decision, (ii) appellate decision, and (iii) creative decision.
Intermediate and appellate decisions are functions of the organizational role
structure, originating outside the person of the decision-maker. These decisions
seldom cause difficulty in terms of problem awareness. Creative decisions originate
with the decision-maker, representing a change in goals, policies, procedure on
relationship (Aquino, 1985).
Planning Process
Planning can be described as a process of stating the missions, objectives
and the action to achieve them; a process that begins with objectives, a well defined
strategies, policies, procedure or a detailed plan to achieve them; a definition of all
work requirements so that each work participants will be able to identify the work
required; and determine what needs to be done by whom and when in order to fulfill
one’s assigned responsibility.
As a process, planning determines in advance what needs to be done in
order to achieve a particular goal, how it should be done, when it should be done,
and who should do it. It bridges the gap from where we are now to where we want to
go.
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Organizing a plan encompasses (I) vision, (ii) purpose or mission, (iii) goals
and objectives, (iv) strategies, (v) policies, (vi) procedure, (vii) rules, (viii) programs,
and (ix) budgets.
Vision. It is a way of seeing or concerning what your school or organization
wants to create or achieve. It sets up the school organization philosophy, belief, and
principles.
Mission or purpose. The mission or purpose identifies the basic functions of
the school and/or organizations have to assume and perform in terms of activities
via clearly defined directions. (E.g. a school system to produce upright citizenry; or
a university’s purpose of academic excellency, research and extension service.)
Goals and objectives. Theses are the endpoints that the school/organization
wants to reach; an achievement toward which effort is directed. Goals should
identify the audience who is expected to change, how such change has to take
place, for how long and how much. On the other hand, objectives are goals
expressed in concrete terms that are readily measurable. (E.g. that goal is to
increase enrollment of 10% more than last year enrollment.)
Strategies. Strategy involves a plan or series of manners for obtaining a
specific goal. It is the use of course of action and allocation of resources necessary
to attain goals. It furnishes an activity framework for action or a combination of
means how planned activities will achieve desired changes.
Policies. Policies are basically broad statements that guide manager in
decision-making. Policies define the parameter of an organization operation;
decides issues before they become problems; and normally exist in all levels of the
organization. Policies exist in various types… like policies of hiring teachers based
on educational qualification; and promoting employees from within every five years
of service.
Procedures. These are plans spelled out in a detailed manner in which
activities must be accomplished. It serves as guide that establishes a required
method of handling future activities in terms of step-by-step description of required
action.
Rules. Usually the simplest type of plan which spell out specific required
action. Rules are regulations promulgated by the agency governing conduct
observed by employees without specifying a time sequence.
Program. It is a plan focusing on goals, policies, procedures, rules, task
assignment, steps to be implemented, resources to utilize and other elements
necessary to carry out given course of action.
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Budget. A plan that gives statement of expected results express in
numerically measurable terms.
Kinds of Planning
Anthony ( ) identified three kinds of planning (I) strategic planning, (ii)
management control, and (iii) operational planning.
Strategic planning. This is a process of deciding the objectives of the
organization, resources necessary to accomplish the objectives and the policies that
should govern the acquisition, use and disposition of these resources. Included in
the strategic plan is choosing the objectives, organizes plan, policies for personnel
and finance, including linkages with other agencies. Some of the factors considered
with the environmental change, resources, capacity of the organization and values
mission and vision. The time frame used for strategic planning span is five or more
years.
Management control. This is a process in which the resources are obtained,
utilized effectively and efficiently. It covers such activities as budget preparation,
planning staff level, formulating policies, and organization routine standard.
Operational planning. It is a process that assures specific projects are
carried out effectively and efficiently. It covers such activities as controlling,
monitoring, policy implementation and scheduling of planned activities.
Major Steps in Planning/ Planning Process
A comprehensive planning process includes these steps as in (i) being aware
of opportunities or knowing that the real starting point in planning is the problem in
the environment; (ii) establishing objective or objectives specifying expected result
and the end points as performance indicators whether objectives are accomplished
or not; (iii) developing premises or critical premises for planning like forecasting,
applicable basic policies and existing agency plans; (iv) determining alternatives or
looking for and examining critically alternative courses of action or evaluate
alternative by weighing them in terms of promises and goals; (vi) selecting a course
of action or the crucial point is when the plan is to be adapted; that is for making
decision-making; (vii) implementing the plan or the selected alternative is now
programmed for implementation, and (viii) evaluating or so that proper evaluation
determines the gaps between plans and execution. (Zulueta, et, al, 1999)
Further, Tan Kwang Hon (1994), planning process will be successful if
approached systematically, using these steps as guidelines in terms of:
i.
considering the goal of the entire organization not just those of on
department (e.g. needs, wishes by members of other departments and
unit);
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ii. estimating the strength and weaknesses of the institution;
iii. watching out for limitations, drawing out a master plan and supporting
plans;
iv. putting numbers and dates on everything, pinning down assignment and
explaining the plan to all concerned; and
v. reviewing the plans regularly in the light of changes in circumstances and
restriction.
Organizing Process
Organizing is one of the important functions of management. As plans are
implemented, there must be an organized structure to carry out the plan. Organizing
involves the acquisition of necessary resources to achieve the plan, identification of
activities and structure necessary to accomplish the objectives. It is the framework of
an organization that decides what job to accomplish, and who to accomplish the job.
It includes clarifying responsibilities via job description, organizational chart and line
of authority, thus organizing depicts the internal structuring of an agency and
staffing.
Organizing therefore can be viewed as the process of defining the
relationship among people and resources to accomplish the goal. It involves three
(3) key resources, namely… (I) work force, (ii) machines or tools, (iii) material, and
money.
Simply defined, organizing refers to the formal structure of authority showing
the different rank of official from the lowest employees, as well as, the functions
allocated to each office.
Purpose of organizing. The main purpose of organizing is to ensure smooth
operation, (ii) avoid overlapping of activities, (iii) to establish lines of authority, and
(iv) to pinpoint responsibility.
These purposes are put to practice through a clear definition of (I) job
description/ functions assigned to a particular office, (ii) staffing as filling up positions
with appropriate position defined functions, and (iii) delegation of authority.
Basic elements in organizing. There are four basic elements in organizing
like (i) task specialization, (ii) standardization or procedure that have to be observed
by members for consistency and uniformity in their job performance and output, (iii)
coordination, and (iv) authority.
Organizing process. The organizing process consists of (I) establishing the
objectives of the organization; (ii) formulating supporting objective, policies and
plans; (iii) identifying and classifying the activities necessary to accomplish these;
(iv) grouping these activities in the light of human and natural resources available
and under the circumstances, the best way of using them; (v) delegating to the head
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of each group the authority necessary to perform the activities; and (vi) tying the
groups together horizontally and vertically through authority relationship and
information flows.
Principles governing organizing process. These principles covers the
length and breadth of the institution in terms of (i) that the delegation of responsibility
requires the delegation of authority necessary to fulfill the responsibility; (ii) that the
acceptance of responsibility involves the obligation to perform the task assigned; (iii)
only duties which do not require constant referrals for decision should be delegated;
(iv) duties should be delegated only to individuals capable of doing them; (v)
delegation of responsibility for a task does not relieve the head of office of his
responsibility for it; (vi) responsibility delegated should be within the limit of the
facilities and material resources available; (vii) clear lines of authority and
communication should be drawn; (viii) line of delegation should be short and simple
as possible; and (ix) organization is flexible enough that it can adapt to be changing
needs and condition.
Staffing
An organization when organized will compose of various positions necessary
to attain system goals and objectives. It is therefore essential to have this position
filled up with personnel who have the appropriate qualifications and the motivation to
perform the expectation effectively. These particular functions can be properly
addressed in terms of a systematic staffing pattern adapted by the institution head.
Staffing is the formal process of ensuring that the organization has qualified
workers available at all levels to meet its short term and long term objective (Tan,
K.H., 1994). It is the process of supplying the organization with the needed
personnel to achieve the objectives which it has been established.
Factors to consider in staffing process. In selecting the personnel who are
going to work in an organization, there are factors are worth considering like (i) the
level of selection; (ii) prevailing attitude towards work of people in the society; (iii) the
economic condition; (iv) the laws and regulation that directly affect the process of
staffing; and (v) the supply and demand for personnel outside the organization.
Other factors that are internal to the organization will include (I) organizational
goals and objective; (ii) organizational structure, tools and technology; (iii) the
different personnel employed in the organization; (iv) the demand for and supply of
qualified persons within the enterprise; (v) the reward system; and (vi) various kinds
of policies.
Responsibility of staffing. The staffing process dwells primarily with the unit
head at every level of the organization, however, the ultimate responsibility rests
with the chief executive officer and the policy-making groups or top executive. In
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other word, the institution head’s responsibility is to fill the positions with the best
qualified persons.
Position requirements. An analysis of position requirement necessary for a
job must be designed to meet organizational and individual needs. There are certain
questions that must be answered in order to spell out position requirements. For
instance, questions like… what has to be done in this job; how will it be done? and
what knowledge skills and attitude required? These entire questions must have to be
provided with appropriate answers.
Job design and job description. A job design is based on appropriate job
structure in terms of contents, functions and relationship. A job design is influenced
by (I) individual differences; (ii) technology; (iii) the cost associated with structuring ;(
iv) organization structure; (v) and the internal climate.
A job description usually lists important duties, responsibilities, relationship to
other positions, objective and expected results.
Selection Placement and Promotion
Selection and Placement Process. In the selection process, the candidate
who has the best qualification that meets the requirements is chosen among the
applicants. There are two approaches to fill organizational positions. One is selection
approach… applicants are sought to a position with specific requirements; and the
other, placement approach… the strength and weakness of the applicant are
evaluated and a suitable position is found
Promotion. It is a change or movement within the organization to a higher
position that requires more advanced knowledge and skills with greater duties and
responsibilities and usually accompanied by an increase in compensation. It is a
form of reward for outstanding performance or a management decision to utilize
better an individual’s skills and ability.
The selection process includes (i) interview and (ii) test.
Interview. Before an applicant is hired by an organization, an interview by
HRDO is conducted. the scope of an interview information regarding (i) educational
qualification.(ii) experience, (iii) basic attitude, (iv) specific skills, (v) ambition, and
(vi) adaptability
Test. The primary aim of testing is to obtain information about applicant that
will help predict his capability for the job. These tests that are commonly used… (i)
intelligence test, to measure mental capacity, memory, speed of thought and ability
to see relationship in complex problem situations; (ii) proficiency and aptitude test, to
discover certain interest, existing skills and potential for acquiring skills, (iii)
vocational test, to show a candidates most suitable occupation matching his interest
18
in working in certain occupational areas, and (iv) personality test, to reveal the
candidates personal characteristics and the way he may interact with others.
Orientation of employees. Orientation is necessary for new employees to be
acquainted with the new (i) environment, (ii) the functions, (iii) tasks and the people.
It explains the (a) features of the organization, (b) its philosophy… vision, mission,
history; (c) products, program, services (d) policies and culture, (e) organization
structure, (f) benefits, (g) safety and (h) other regulation.
Socialization. Organizational socialization provides the new employee an
opportunity to acquire more (i) work skills and abilities, (ii) appropriate role behavior
and (iii) adjustments to the values of various work groups.
Performance appraisal. As a major key to effective management, appraisal
is a basis for determining (i) who should be promoted to higher position; (ii)
employee’s weaknesses and strength; and (iii) whether the organization
development effort are moving in the right direction.
Training and maintenance of employees. Training and development is
purportedly premised to improve the present and the future performance of
employees. This done via a variety of teaching and learning approach,
methodologies and technique primarily intended adopting a desired level and kind of
knowledge, skills, desirable habits and attitudes to help them translate all of what is
learned into practice or use of productive work and harmonious relationship. It
provides employees a systematic way of doing the job and preparation for future
assignment that require higher responsibilities within the organizations.
Training and development process. An arrangement of the parts of the
training program can be stated in terms of (i) analysis of training needs; (ii)
formulation of training design; (iii) materials development; (iv) food, venue,
participants and resource speaker; (v) training proper; (vi) monitoring and evaluation;
and (vii) documentation
Coordinating
Coordinating, in any organization or institution, is to bring various activities
with each other. This is done for purpose of insuring that everything that needs to be
done is done and that no two or more people do the same work. Coordinating is a
means to (i) distribute authority; (ii) provide channels of communication; (iii) and
arrange the work so that the right things are done in the right place at the right time
by the right people. (McMahon, 1992).
Coordinating is a process of interrelating all important functions in the entire
organization so as to insure effectiveness. This is to put to practice by making the
different functions of the various sectors and units of the organization run smoothly
and that its purposes will be accomplished with a minimum of friction and a
maximum of collaborative effort.
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Coordination can be enhanced via these principles if used…(i) objective or
expectation of each group of tasks to contribute to the intentions of the organizations
as a whole; (ii) definition or a requirement that each group of tasks must be clearly
defined to keep everyone concerned about who do what; (iii) responsibility or a
person in-charge becomes responsible for the performance of the group; (iv)
command or a use for one person to be in-charge of each group of tasks and must
readily know who this person is; (v) authority or power equal to responsibility for
purposes of credit for achieving and blame, for not achieving the tasks; (vi) span of
control or that number of subordinates reporting directly to superior in any given
period.
Coordinating can be well done when using these steps, viz… (i) prepare the
best plan of coordinating; (ii) use the best method of coordinating the activities; (iii)
employ the best means of securing the willingness of the group to execute the plan.
Communicating
Organizational communication involves explaining, interacting, approving and
disapproving, ordering, influencing and announcing, etc… there is a sender and a
receiver. Communication occurs to the extent that a message sent is received and
interpreted exactly or accurately by the receiver, causing desired response behavior.
It can be illustrated via this symbol…S-M-R-C or the letters in order stand for sender
or source, message or ideas, channel and receiver (Douses, 1977).
An effective communication is a composite of three criteria such as (I) quality
of the message and presentation, (ii) achievement of desired results (purposes to
inform, to evaluate, to interact and to influence, and (iii) effectiveness with respect to
time perspective in a long rage and short range bases.
Communication therefore can be defined as the process of transmitting
message, either written or oral to influence, direct, modify the behavior of a person.
Its purposes can be stated as (I) to inform someone, (ii) instruct or direct someone,
(iii) evaluate someone or something, and (iv) influence another thought or behavior.
Steps in communicating process. The communication process starts in the
point of (i) ideation or a source choosing an idea, facts or information to
communicate, (ii) sender encodes the message or organizing the idea into a series
of symbols (words, pictures) that he feels will communicate what he means to the
intended receivers, (iii) transmitting or transforming the encoded message into signal
and place it in channel; (iv) message is then taken from the channel by the receiver
via the sensory organs; (v) receiver’s response will be influenced by his experience
and psychological characteristics. He selects how to respond to the message; (vi)
feedbacks or the behavior/ways receiver reacts to the message. This may become
basis for correction or modification of future communication; and (vii) situational
noise or a distracting stimulation present in the channel.
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Evaluating
Conceptually evaluation is a process of making judgment that is to be used as
basis of planning (Wites, 1950). It is a continuous process of critically analyzing a
plan/project/program based on assessment of a given situation, leading to the
making of conclusions which helps in making a proposal for the future.
Evaluation is important as it fundamentally aims change for the better and
helps ascertain where we are at the present vis-a-vis ultimate objective.
Evaluation results, in most instances, are used as guide by the school head to
improve the teaching-learning process in terms of teachers and pupils growth and
development and for self improvement
Purposes of evaluation. Some purposes of evaluation can be spelled out as
(i) to adapt instruction to the different needs of individual pupils; (ii) educational
guidance; (iii) personal guidance; (iv) overall appraisal of the total school program;
and improvement of public relation.
Steps in evaluation. The steps to follow in evaluation start with (i)
determination of the nature and scope of the problem; (ii) clarification of values; (iii)
determination of criteria; (iv) collection of data; (v) analysis of data; and (vi)
implementation of improvement.
Areas of evaluation. These areas are more or less the forms of evaluation
in terms of (i) scholastic attitude, (ii) scholastic achievement; (iii) special abilities, (iv)
personal interest, (v) health and physical status, (vi) home and family relationship,
(vii) emotional and social adjustments, (viii) attitudes, and (ix) work experience.
Devices in evaluating the teaching-learning situation. The devices that
can be used to evaluate teacher’s contribution to people growth and development
can be identified as (i) checklist or question checklist and ability checklist; (ii) rating
scale as in diagnostic point, graphic, quality and scores scale; (iii) test of teaching
ability in the forms of intelligence, achievement, aptitude, character tests and
examinations; (iv) interview like standardized interview, informal interview and
examinations; and (v) questionnaire, for individual and group.
Controlling
Controlling is a process of measuring and correcting performance to make
sure that organization objectives and plans are attained and/or accomplished. This
process assures those organization plans, objectives, programs and other specific
tasks are carried efficiently and effectively. The basic control process involves (i)
establishing standards; (ii) measuring performance against these standards; (iii)
remedies for deviation from standards and plans.
Establishment of standard. This process requires that criteria are set
against actual performances that are measurable. The most common tools in a
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formal control system is the budget. The budget is a quantitative expression of a
plan of action, in that; the master budget integrates the quantitative targets of the
different units within the organization. It also shows the expected impact on income,
balance sheet and cash flow.
Critical points and standard. The various critical point standards are those
of (i) physical standard, (ii) cost standard, (iii) capital standard, (iv) program
standard, (v) income standard, (vi) intangible standard, (vii) goal standard, (viii)
strategic plan standard.
The physical standard are basically non-monetary reflecting at the operational
level where (i) materials are used, (ii) services are rendered, and (iii) goals are
produced; cost standard are monetary measurement which are attached to
monetary values of specific areas of operation; capital standard has something to do
with capital investment in the organization; program standard or appraising (I)
program performance and (ii) training and other factors as objective standard;
revenue standard or receipt obtained from a given market source; intangible
standard in terms of (I) human relationship, (ii) human attitude, (iii) drives, (iv) trial
and error, and (v) even sheer hunch; goals as standard or established verifiable
qualitative and quantitative goal in every level of management; strategic plan as
control point for strategic control is systematic monitoring at strategic control points
and organization strategy as basis for evaluation.
Uses of Control. Controls are directly related to the goals that have been set
during the planning process. Controls are identified with goals. A control standard is
a specific performance goal that a product, a service, a machine, an individual or an
organization is expected to meet.
The control process. The control process has four distinct steps, namely…
(i) performance standard; (ii) collect data to measure performance; (iii) compare
results with standard; and (iv) take corrective action
People problems in control. Human being generally does not like to be
controlled and they do not like to be told what to do. Controls are important on
effective management but many employees view them in a negative way. There is a
natural resistance to controls, because it takes away certain amount of individual
freedom.
The negative concepts of control can be minimized following these
approaches… (i) emphasize the value of control to employees; (ii) avoid arbitrary or
positive standard; (iii) be specific with standards; (iv) aim for improvement rather
than punishment; (v) resort to punishment as the last step; (vi) avoid threats that
cannot be followed through; and (vii) be consistent in the application of control.
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The Role of Leadership in Institution Building
Administrator does not exist for its own sake or just for the sake of existing. It
is and must be committed to some roles/responsibilities if it has to accomplish the
very reason of its being. In order to perform his role and accomplishment his task,
the administrator should know what has to be done and how it is to be done. He also
needs to know that it is a joint effort of people doing the task.
In particular, administrators have role involvement with regards to their
responsibility as administrator of a certain institution. Primarily administrators is
responsible in planning, organizing, controlling coordinating, supervising, evaluating,
providing leadership, recording and reporting and also promoting close relationship
between the school and the community.
Administrator as Leader
Administrator has a key role in leadership as well as initiating change in the
institution and the community. Being administrator, one has an important role in
leading the institution resources into improvement and success. Leadership is very
important in any institution. For a leader to become effective and efficient he must
need to posses skills such as conceptual, technical and human skills as well as
exercising democratic leadership in performing his role in an institution.
A conceptual skill deals with individual’s ability to apply information and
aspects into practice that’s why administration must be knowledgeable. On the other
hand, technical skills means individual ability to apply variety of techniques to
achieve goals such as skills in planning, decision making, communication and
management of the institution; and human skills which deals with individual’s ability
to work effectively as a group member. Remember that a good leader is also a good
follower.
Administrator as an Agent of Change
Administrator has a role in initiating change or an agent of change in the
institution and community. Administrator serves as mediator, bridging the gap
between the institution and the community or the environment. Promoting close
relationship between the school and the community is an important function of the
administrator. School program is the biggest factor in building good schoolcommunity relations. He needs to make a program, which aims to benefit his
immediate clientele, who are the people in the community and the community itself.
Remember that institution exist in an environment which greatly influence the plans,
goals and programs of any institution inspite of the existing boundaries. Any
institution that has no exchange channel with the environment is closed. This needs
a two way process wherein environment contributes students, materials, energy,
information and cultural values; and institution returns educated persons,
information’s, and entertainment’s.
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Administrator as Planner
Administrator acts as planner in the institution simply because one of their
fundamental functions or responsibilities is a careful planning. He is responsible in
formulating as well as selecting the best courses of action in order to achieve the
educational goals.
Good and careful planning directs them in deciding the first course of action
or rather provides you the bird’s eye view of the whole plan. It is in the thorough and
careful planning that the administrator could anticipate the future and so the
problems that the institution might encounter and maybe able to think of the advance
solutions.
Administrator as Organizer
Being an administrator you need to have skills in organizing those complex
tasks of bringing together the necessary human resources along the required
physical plant and equipment/materials into an operating unit. He has a role in
leading and building cooperative efforts within the human elements affecting the
institution, such as the faculty, administrator, and the community as well as setting
the tone for openness and trust for both the formal and informal personal
relationship that whenever institution is confronted with problems they can easily
interact to facilitate solutions of the problems.
Administrator as Director
Administrator is responsible in carrying out all educational programs and
deciding who shall carry out the plans; determines the subjects to be included in
each course; provides for physical equipment necessary to carry out the work and
also issuing orders, holds conferences and supervises activities.
There are lots of things to consider in this task such as assessing the needs
of his school, teachers, his pupils and those people in the community and evolving
an educational program that is very much suited to institutions constituents.
Administrator as Controller
Administrator supervises his people under him according to their set goals.
He needs to see if there are problems and errors so that he could intervene and help
them to correct it.
Administrator as Coordinator
Proper coordination done by the administrator is needed to overcome the
limitations of planning and organizing as well as the inherent limitations of the
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personnel. This bridges the gap between the people, resources and the product
itself.
It is the responsibility of the administrator to coordinate all the programs and
activities of the school in the community and make all these things in harmony which
will lead to the success of any program. He must develop an interacting and
cooperative working relationship in the whole system.
He has a role in maintaining and translating the curriculum into concrete
learning, experiences and improves the instruction program. Very often institutions
are criticized for the irrelevance of the curriculum, the poor quality graduates, and
the mediocre level of instruction obtaining within the classroom.
Administrator as Supervisor
The administrator has a role/involvement in making the educational program
effective. He needs careful supervision studies of those methods and techniques to
improve the teaching and learning process.
Administrator as Evaluator
Evaluation is needed in order to ascertain if the institution and the community
have achieved the educational goals. It is necessary because this evaluation reveals
the weaknesses and strengths of the whole program.
Administrator has a role of establishing and maintaining effective “feedback”
circuits which an adequate evaluation can provide for purposes of identifying
whether project plans are pursued by the people as expected.
Moreover, administrator has also a role in looking into the professional growth
of his personnel staff, and that he is also concerned in the identification, orientation,
assignment, improvement and evaluation of staff.
An institution creates and operates in a situation where there is a high
expectancy of what institution does to improve the quality of life of those whom it
serves. Educational administrator handles the total institution building as part of his
administration tasks.
Problems that maybe encountered in Institution Building
Some of the problems that maybe encountered in institution building can be
cited as…
1. Unfit goals and objectives of programs by institution for the target clientele
it serves;
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2. Political factor may also be a problem, in that some instances, the
politician’s ideas and attitude do not jibe with those of educational planner
or administrator.
3. Economic factor may also be a problem when the use and distribution of
resources become unbalance. Economic analysis is needed because it
provides supporting data for more intelligent decision for institutional
builders; and provides a broad framework within which the desired
educational objectives can be expressed and accomplished in the most
reasonable and efficient manner.
4. Problems, to deal with the untrained people performing task which are not
their field of specialization.
5. Administrator’s lack of leadership capability to lead the personnel. To be
effective and efficient administrator of an institution he gets familiar with:
a. Objectives of institution
b. Structures of an institutional building
c. Contents of institution
d. Methods and techniques
e. Financing the institution
f. Innovations and technologies
g. Research and evaluation
6. Lack of careful planning among the people and administrators to ensure
the growth, development and success of institution building, he needs
harmonious working relationship between him and among staff.
7. Insufficient funds for operation. Funds or adequate budget plays an
important role in institution building because the whole system survival
depends upon its budget. Its lacks of resources such as money, man and
technology will have a telling effect on the institution capabilities to sustain
its operation and initiate programs and projects that are attuned to the
needs, problems and interest of the people it serves.
8. Lack of supervision by the administrator. The administrator has a
role/involvement in making the educational program effective.
9. Lack of technical competence to apply the techniques and methods in
each program.
10. Unfit programs to its clientele which means that one must consider
primarily the clientele he needs to serve.
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An institution needs constant re-examination to enable it to become an
effective agency of progress and enlightenment.
Self Activity (SA#1)
1. Conceptualize institutional leadership in terms of:
1.1 Styles and Types
1.2 Authority and responsibility; and
1.3 Approaches and practices to influence behavior of those whom
he/she leads.
2. Scrutinize closely some theories on leadership. Come up with comments
concerning these theories and connect them with the leadership behavior
of your institution head. Make sure to identify differences and offer
probable reasons of whatever differences identified.
3. Compare and contrast formal and informal organization in terms of
3.1 Membership
3.2 Structure
3.3 Activities
3.4 Leadership
3.5 Relationship between and among members
4. Describe how a leader of an institution proceed with his/her…
4.1 decision-making process
4.2 organizing process
4.3 planning process
4.4 staffing process
4.5 coordinating process
4.6 communicating process
4.7 controlling process
4.8 evaluating process
5. Discuss the role of an institution leader should play and the problems that
may encountered as he/she puts to practice the managerial elements
stated in the preceding questions (4.1, 4.2, 4.3 … 4.8)
Self Activity Quiz
1. Define each of these terms…
1.1 Leadership
1.2 Style and types of leadership
1.3 Authority
1.4 Responsibility
1.5 Power
1.6 Organization
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2.
Enumerate each…
1.1
Elements of leadership
1.2
Styles of leadership
1.3
Types of power
1.4
Types of organization
1.5
Elements of organization
3.
Describe each of those managerial leadership roles
3.1
Decision-making
3.2
Organizing
3.3
Planning
3.4
Staffing
3.5
Coordinating
3.6
Communicating
3.7
Controlling
3.8
Evaluating
Answers to Self Activity Quiz
1.
Define each of these…
1.1
1.2
1.3
1.4
1.5
1.6
1.7
2.
Leadership is referred to as influencing of action, behavior, beliefs and
goals of a member in an organization by another member with the willing
cooperation of the member being influenced.
Styles of Leadership can be defined in terms of the manner, a leader
exercises his authority in terms of autocratic, democratic, benevolentautocrat, liberal or free-rein, leissez faire and manipulative leadership.
Types of leadership are referred to as status leader and emergent
leader. Status leadership is conferred upon the leader by virtue of the
position holds by individual; and the other, emerges due to the exigency
of the situation.
Authority is the ability to command obedience among members of an
organization.
Responsibility is the obligation an individual with respect to a certain
activity/job assigned to him/her.
Power is the authority conferred upon an individual by virtue of a position
he holds
Organization refers to a formalized structure that integrates the activities
of people working and cooperating with one another to accomplish
goals.
Enumerate each …
2.1 Elements of Leadership
(i) ability to use power effectively in a responsible manner;
(ii) ability to comprehend that human being have different motivations
at different times at different situations;
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(iii) ability to inspire; and
(iv) ability to act in a manner to develop work climate conducive to get
action and get motivated.
2.2 Styles of Leadership
(i) autocratic
(ii) democratic
(iii) benevolent-autocrat
(iv) liberal-free rein
(v) laissez faire
(vi) manipulative
2.3 Types of Power
(i) coercive power
(ii) utility power
(iii) principle-centered power
2.4 Types of organization
(i) formal organization
(ii) informal organization
3. Describe each…
(i) Decision-making can be described as a process of selecting a course of
action by deliberate choice between alternatives. This is done via getting
aware of a problematic state of a system, collection of data, classification
and analysis of data, inventory of means, listing of alternatives, evaluation
of alternatives, decision, implementation and follow-up.
(ii) Organizing is the hierarchical structure of authority, showing the different
rank of officials from the lowest employee as well as the functions
allocated to each office.
It is put to practice, firstly by determining the goals of an organization;
secondly, identifying which functions are necessary to accomplish the
goal; and lastly identifying staff and personnel requirement. This will
ensure smooth operation, the overlapping of functions; establish line of
authority, and pinpointing responsibilities.
(iii) Planning can be stated as the line of action to be followed, the stages to
go through and the methods used in accomplishing goals. Planning
usually takes place in the different levels of the hierarchy as top level
planning or policy planning; module level; program planning and lower
level planing or operational planning.
(iv) Staffing is a process of ensuring that the organization has qualified
workers available at all levels to meet the short terms and long terms
objective.
(v) Coordinating is actually interacting all important functions in the entire
organization so as to ensure effectiveness. It is making the different
functions of various sections, units of organization run smoothly and that
its purposes will be accomplished with a minimum of friction and a
maximum of collaborative effort. It is done by preparing the best plan of
coordinating the activities; using the best method of communicating the
29
plan to the group; and employing the best means of securing the
willingness of the group to execute the plan.
(vi) Communicating is a process of transmitting a message either written or
verbal to influence direct or modify the behavior of a person. Its primary
functions are to inform, instruct/direct, evaluate and influence another’s
thought or behavior. It is basically an S-M-C-R model which initial S
represents the sender/source of the message; M, the idea or message; C,
channel; R, the receiver of the message. It starts with the ideation by the
sender by choosing an idea as information to communicate; sender
encodes the idea/ message into a series of symbols which will
communicate it to intended receiver; transmit the encoded message by
placing it into the channel; receiver takes the transmitted idea/message
out from the channel via his sensory organs; and receiver responded
which is manifested by feedbacks and more or less distracted situational
noise present in the channel and picked up by the receiver.
(vii) Controlling is basically a process of measuring and correcting
performance to make sure that the organization objective and plans are
attained and/or accomplished. The basic control process involves (a)
establishing standard, (b) measuring performance against these
standards, (c) remedies to use in correcting deviation from standard and
plans
(viii) Evaluating is conceptually a process of making judgement for use as
bases for planning. It is done continuously by critically analyzing a
plan/project/program based on assessment of a given situation leading to
the making of conclusion.
Evaluation starts with (i) determining the nature and scope of the problem;
(ii) clarifying the values; (iii) determining criteria; (iv) collecting data and
analyzing data; and (v) implementing the improvement.
4. Role and problems of Administration (leaders) in Institution Building
4.1 Role of institution leaders
Some of the roles an institution leader will assume are those that
pertain to (I) as initiator and agent of change and growth; (ii) a planner,
organizer, and director; (iii) a comptroller, so that whenever problem arise
and errors are committed, he could intervene and help institution
members correct them; (iv) a coordinator who coordinates all program
and activities of the school and make all these things in harmony; and a
supervisor and an evaluator to identify, strong and weak points of
members to a point of building and improving them, respectively.
4.2 Some problems that maybe encountered in the course of institution can
be stated in terms of (I) unattainable goals set for by the institution; (ii)
politics which intrudes into the domain of institution building; (iii)
economic factors which is manifested in scarcity in financial support
coming from the government; (iv) mismatching of personnel qualification
and tasks-assignment; (v) weak leadership and (vi) inadequate planning,
30
lackluster supervising, incompetence ad other related problems
connected to management elements.
SUMMARY
It is a truism that in the academe, school administrators started their career as
ordinary classroom teachers and rise in the hierarchy of the organization due to
exposure, experiences and obtaining an advance degree in which they gained
knowledge, skill and abilities useful to make the institution and the people they lead
to a better and conducive place of study and source of information and technologies.
As he ascends to an administrative position, his main concern is to build up that
institution he heads. This he can verily do by manifesting leadership capability,
which can liken to a bow, which gives guidance and direction to reach its target.
Leadership binds the integral parts of an institution into one functional and united
whole; and the force that pushes an institution focus towards its goal and objectives.
The discussion has vividly potrayed how relationship becomes an important
factor in institution building. Initially, it discussed the concept of leadership in terms
of types, styles, character traits and managerial dimension of leadership
It was also established that leadership was a link-pin in decision-making,
organizing, planning, staffing, coordinating, communicating, controlling and
evaluating processes.
As leadership thrives in an organization, literature regarding the concept and
elements of organization, and management process with respect to the interplay of
these elements in an organization and the leadership role in the organization
management have been given due course.
Lastly, the unit ended up presenting some problems concerning the role of
leadership in institution building.
References
Aquino, G. V. Educational Administration: Theory and Practice. Metro Manila: Rex
Printing Co.
Baltazar, J. D. et. al. 1982. Management in Philippine Setting. Manila: National Book
Store.
Tan, K. H. 1998. Supervision and Principles of Management . Salangar Darul
Ehasan, Malaysia. Federal Publication Sdn. Bhd.
Zulueta, F. M. et. al. 1999. Management: Theory and Practice. Mandaluyong City,
Philippine: Academic Publishing Corporation
31
Module 2
ENVIRONMENTAL EFFECT
Political System
Family
System
Religion
School
System
Education
System
Judicial
System
Economic
System
32
Introduction
Every single entity/organism has an environment, and for that matter every
institution has an environment/surrounding its own. Environment directly and
indirectly affects the institution/school systems resource and program
implementation. Environment is a big factor in building a school as an institution. The
development and/or collapse of an institution will be greatly affected by the
environmental factors. To make this institution move forward and be able to attain its
goals and objectives, the interrelations between and among factors within and
without needs to be identified. In addition, in order to grasp the whole concept of
environmental effect on the school system, the various issues and problems should
be acquired and looked into.
This unit will elaborate the effect of the environment and the various changes
in the environment (e.g. political, educational, religion, economic and sociological
system), and the interrelations of these systems, the problems and issues to the
school system.
This lesson module aims to:
1.
2.
3.
4.
Explain the concept of school as a social system;
Identify the various changes in the environment;
Determine interrelations of different social systems to the school
systems; and
Familiarize the students with the issues and problems confronting
these systems in relation to the institution building.
III. Time Framework
:
10 hours
The Various Social Systems
If society was viewed as a macro social system, it will appear to be composed
of interrelated and interdependent micro social units. In simpler terms, micro social
systems are the groups in society.
Concept of a Society. A society can be defined as a form of organization
involving relatively sustained ties of interaction among its member and relatively high
degree of interdependence among it members as well as higher degree of autonomy
(Lenski 1970:9). A society exists when many persons interact regularly and
continuously on the basis of behavior. Through this, culture is continuously
transmitted.
The diagram shows that the various social systems interact within the
SOCIETY or SUPRASYSTEM. The schools that compose the educational system,
33
have indeed a primary function and responsibility of transmitting and modifying the
cultural heritage of the society in which they exist.
Hence this module attempts to present the various effects and influences of
each social institution to the school. This writer attempted to unfold the roles and
functions of family, political, judicial, school, economy and religion to the life and
behaviors of an individual. The stress was placed also on the bonds between the
educational institutions and all other social systems. How educational institutions,
particularly schools work to synchronize the flow of interaction and stability of the
five other social institutions was further highlighted.
SOCIETY
(Supra-System)
ECONOMIC
SYSTEM
POLITICAL
SYSTEM
EDUCATIONAL
SYSTEM
FAMILY
JUDICIAL
SYSTEM
VARIOUS
SOCIAL
SYSEMS
(Sub-Systems)
RELIGION
SYSTEM
The Various Social Systems
Society is a composite of many social systems. The educational system is an
example of a social system. The interacting elements of the society are not only
composed of educational systems but all other interrelated subsystems, namely: the
political, economic, family, religion and judicial systems.
34
FAMILY SYSTEM
35
Life on earth begins in the family. Values formation, education and learning
also begin in the family.
As a universal truth, family is the smallest unit of society and considered as
the nuclear of the social system. More so, it is considered as the man’s oldest
institution. In the early days the family fulfilled all the functions that the group needed
to survive.
Like organizations, the family has a structure. It engages in activities and
performs functions. Household economics for instance, provides for the optimization
of the productive capacity of family members to attain its goals. Eventually, these
family household activities are those that contribute to societal goals and welfare.
The family setting provides the earliest learning experiences. These learning
experiences are the results of more or less spontaneous interaction between the
child and other family members especially with the parents.
Family based learning however is insufficient, though it is important to equip
the human being with all that is necessary to cope with environmental demand and
here is where the school comes in. As culture becomes more complex schools are
intendedly organized around specific functions originally served by the family.
Schools are established by societies to assist the family with the learning process.
The school exists because of the society and the school serves as agencies in
transmitting culture, thus a collaborative function takes place.
The family as the basic unit of society is the basic and core of education. The
subject matter of education must rely on the needs of the individuals comprising the
family and the society at large. Education must provide instruction necessary for the
individual to:
 Adjust to the people around him
 To prepare him to appreciate and love his country
 To provide him with the essential training
 To earn a decent livelihood; and
 To acquire formal education.
Functions of the Family
Lundberg (1963) summarized the functions of the family thus: “Family
regulates the reproduction and provides the training in communication and cooperation. It also supplies certain highly valued immediate services and
satisfactions, such as cooperative pursuit of the physical necessities of life,
protection, affection, sexual gratification, and the satisfaction of gregarious instincts”.
There are eight functions of the family: (i) the biological, (ii) affectional, (iii)
socialization, (iv) status, (v) economic, (vi) recreational, (vii) social control and (viii)
religious functions.
36
Biological. This is concerned with the regulation of sexual behavior and
reproduction. It is necessary to perpetuate the human species for the continuation of
society; otherwise, it would in time become extinct.
Affectional. The family promotes companionship and provides a mutual
expression of affection and response. As the economic and educational functions of
the family become absorbed by other social agencies, the affectional function
increases in importance and become the most important medium for the expression
of love and affection.
Socialization. The family is the most effective factor in the association of the
individual. It is in the intimate relationship within the family that the young develop
their personality and acquire the bases for distinguishing between right and wrong.
Status. The family acquires the social status of his family. The family into
which one is born has already acquired a “social position” in the community, based
on the quality of behavior exhibited by its members and the extent of their
participation in community affairs and activities.
Economic. Everyone wants security. The many uncertainties of life creates
anxieties and fears that lead us to strive for conditions that would at least minimize
them, if not eradicate them.
Recreational. Although the play and recreational life of the child is largely
home oriented, as he grows up, the neighborhood, the school, the peer group and
commercial outlet compete for his leisure time activities.
Social Control. Family relationships are never free of social controls.
Pressures are exerted upon the members to conform to certain standards or norms
of behavior. The family regulates the social contacts and experiences of the young.
Religious. The child is first introduced to religion within the intimate circle of
family life. He sees and participates in saying of grace before and after meals, in the
evening the rosary and in the reading of the Bible and other sacred books. The child
acquires the religion of his family as well as the basic orientation to the norms and
morality of his family.
Factors That Influence Changes In Family. Industrialization brought about
three consequences significant for the family; namely…
a. factory system dispersed the employment of family members
b. money basis of operation
c. enormous increase in number and variety of available jobs
37
EDUCATIONAL SYSTEM
Educational institution is the social structure concerned with the formal
transmission of knowledge. Education indeed, is one of our most enduring and
familiar institutions. In all societies, education is an important means to reproduce
culture. Children not only learn neutral skills such as reading and writing, they also
learn about their heritage. It in this view, that schools are considered as the most
important agent of providing education.
The school as a social system and as a part of educational systems is the
center of one’s formal education. In our country, we can hardly speak of education
without suggesting at once the school. It is the school where we have a sure
manifestation of the educational process. Among the chief agencies that contribute
to the education of the individuals, which include church, press, travel, work and
play, the school exerts the greatest influence to the process of growth and
development.
It can therefore be considered that the school as a social system exerts
environmental influence on the other subsystems and vice versa.
The General Functions of Education
The educational system has been designed to meet multiple needs. Major
manifest (intended) functions of education include (I) cultural reproduction, (ii) social
38
control, (iii) assimilation, (iv) training and development, (v) selection and allocation,
and (vi) promotion of change.
Cultural Reproduction. Schools transmit society’s culture from one generation
to the next by teaching the ideas, customs, and standards of the culture. We learn to
read and write our language, we learn the pledge of allegiance, and we learn history.
In this sense, education builds on the past and conserves traditions.
Social Control. Second only to the family, schools are responsible for
socializing the young into patterns of conformity. By emphasizing a common culture
and instilling habits of discipline and obedience, the schools are important agent for
encouraging conformity.
Assimilation. Schools function to assimilate persons from diverse
backgrounds. By exposing students from all ethnic backgrounds, all regions of the
country, and all social backgrounds to a common curriculum, they help create and
maintain a common culture base.
Training and Development. Schools teach specific skills – not only technical
skills such as reading, writing, and arithmetic, but also habits of cooperation,
punctuality, and obedience.
Selection and Allocation. Schools are like gardeners, they sift, weed, sort, and
cultivate their products, determining which students will be allowed to go on and
which will not. Standards of achievement are used as criteria to channel students
into different programs on the basis of their measured abilities. Ideally, an important
function of the school system is to ensure the best use of the best minds. The public
school system is a vital element of our commitments to equal opportunity.
Promotion of Change. Schools also act as change agents. Although we do
not stop learning after we leave school, new knowledge and technology are usually
aimed at school children rather that at the adult population. In addition, the schools
promote change by encouraging critical and analytic skills and skepticism. Schools,
particularly colleges and universities, are also expected to produce new knowledge.
39
RELIGION
POLITICAL
SYSTEM
FAMILY
SYSTEM
SCHOOL AS A SOCIAL SYSTEM
JUDICIAL
SYSTEM
EDUCATIONAL
SYSTEM
ECONOMIC
SYSTEM
Environmental Interaction of School
As A Social System to Other Subsystems
The school as a social system and as part of educational systems is the
center of one’s formal education.
It can therefore be considered that the school system exerts environmental
influence on the other subsystems and vice versa.
Education in School
Education in school maintains situations where the experiences of the child
produce definite, pre-conceived and desirable results. Whenever and wherever the
experiences of the child are consciously directed we have what we call formal
education.
Any program policy of the educational system is reflected on the activities and
opportunities provided by the schools. In return the school is responsible for insuring
every school child to grow, to improve and to advance in his studies. Therefore, the
success of the school is a reflection of what kind of educational system the country
has.
If the schools fail to produce quality graduates who would be very vital for
national development, then something is wrong with the educational system. As the
Congressional Commission (EDCOM) highlighted in their report:
40
The quality of Philippine education is declining continuously. Our elementary
and high schools are failing to teach the competence the average citizen needs to
become responsible, productive and self-fulfilling. Colleges and technical/vocational
schools are not producing the manpower we need to develop our economy.
Graduate education is mediocre. It does not generate the research-based
knowledge we need to create more jobs and to raise the value of production.
To address this, they empower education by requiring the highest budget
priority for education. Consequences of this move will lead to production of quality
facilities, equipment, retooling of teachers in service, production of books and other
related educational materials, provision of instructional technology, upgrading
curricular offerings and the like. With all of these, the schools are then further being
given the expectations to produce quality education.
Purposes of Schools
The following is a list of various ways of looking at school goals, taken by
Sadker and Sadker (1980) from the writings of various individuals and professional
groups. The list indicates that there are divergent views regarding the purposes of
the school and suggests that, despite what the deschoolers, the schools are still
considered important by many people. Schools are important as they:
They protect the economy. An important purpose of the schools is to
prevent massive unemployment. If children were not in school, they would be out
looking for work. With millions of people already in unemployment lines, it takes little
imagination to predict what would happen to our economy if millions of high school,
college and graduates school students swarmed into the job market. Unemployment
would skyrocket, sending us into the midst of a great economic depression. By
keeping students in the classroom and out in the job market, the schools are
protecting the economy. This is an official function of schools, but it is nonetheless a
crucial one.
They are the great melting pot. An important purpose of the schools is to
bring together people of divergent backgrounds and socialize them into a common
culture. Because of the great ethic, religious and cultural diversity of our population
the schools perform a critical service in binding these different people into a single
person. School serves as a melting pot or as a kind of glue that holds the Filipino
fabric together, and although we enter school as many different people, we all
emerge as Filipinos.
They are terrific baby-sitters. An important purpose of schools is to provide
high quality care for children, thus freeing both parents to pursue careers or personal
interest that would otherwise be impossible. Without schools, millions of adults
would have to assume full-time childcare responsibilities, thus curtailing their
personal self-development and self-fulfillment. Parents would see their children as
obstacles to their own happiness, and the parent-child relationship would suffer. By
41
providing high-quality care, schools allow adults to live richer, fuller, and more
diversifies lives. In so doing, the schools improve the quality of parent-child
relationships.
They prepare students for college. An important purpose of schools is to
prepare students for admission into good colleges that can lead to quality graduate
schools and profitable careers. Schools are therefore important because our society
rewards those who attend them. A rough rule of thumb is: the more schooling, the
higher the economic rewards.
They prepare students for the world of work. An important purpose of
schools is to prepare students to take their place in the adult working world. By
stressing neatness, competition, punctuality, responsibility, cooperation and selfcontrol, schools ease the transition into the world of work. Without schools, the
stress of adjusting to adult jobs might be harmful and even debilitating. In addition,
schools provide specialized training for future careers. Vocational courses provide
students with practical, job-related skills. By practicing the values and applying the
standards intrinsic in the economic system, schools train productive and ready
workers- the kinds of workers who have provided us with a high standard of living
and have improved the quality of life for all.
They help develop each child’s potential. An important purpose of the
schools is to discover and nurture each child’s potential. The progress of our society
relies on the progress of each of our citizens. By providing specialized instruction
and programs, the schools help to develop the full potential of each child,
intellectually, socially, and physically. By performing this vital function, schools serve
every child as well as the society at large, for they develop our most important
resource – our human resource.
They are vehicles of social and economic mobility. An important purpose
of the schools to promote equal opportunity in our society. Schools enable all
children within the limits of their ability to acquire the skills and knowledge needed to
climb the socioeconomic ladder of success. Few societies can be boasting of a
school system as effective as ours in providing education to even its poorest
children. In fact, it was the performance of America’s schools that allowed millions of
poor immigrants to witness with pride the social and economic advancement of their
children.
They provide the educated citizenry needed in a democracy. An
important purpose of the schools is to safeguard our democratic form of government,
which is dependent upon a knowledgeable and an active citizenry. Schools teach
children the lessons of democracy through history, student elections, current events,
and discussion activities. As far back as the beginning of our nation, our ancestors
noted that without schools, our democratic form of government would be in jeopardy.
42
They encourage diversity and tolerance.
An important purpose of the
schools is to increase understanding of ethnic religious and racial diversity. Schools
should encourage children to learn about this great variety of cultures. The cultural
contributions of many people are living treasures, too important to be lost. Schools
augment the cultural heritage of our nation by teaching children to respect and
protect the diversity that is the hallmark of our pluralistic society.
They help eliminate discrimination. An important purpose of the schools is
to eliminate the bigotry that still persists in our society. Unfortunately parents and
peers often teach their own prejudices to children. Few of society’s institutions have
the schools’ potential for halting this ugly cycle of hate and discrimination. Reducing
and eliminating racism, sexism, anti-Semitism, and all other ”ism” that mark our
democracy are important functions and responsibilities of the schools.
They preserve and transmit our cultural traditions. An important purpose
of schools in all societies is to preserve and transmit the cultural heritage from
generation to generation. As each civilization grows and develops, it organizes
schools to teach the new generations about the progress, beliefs, customs, and
values of previous generations. In a sense, societies view schools as their mirror to
the future, preserving their accomplishments and passing these on to the
succeeding generations. If it were not for this function of the schools, each
succeeding generation would be destined to relearn the lessons of the past through
costly trial – and – error procedures.
They help bring about needed social changes. An important purpose of
the schools is to prepare each generation to examine and when necessary to alter
existing social values, practices, and beliefs. Through training in critical-thinking
skills, students are equipped to analyze their cultural heritage, keeping those parts
that appear good and useful and modifying or discarding other parts that are bad or
dysfunctional. By educating children in critical-thinking skills, the schools contribute
to the continual progress and growth of our society (Sadker and Sadker, 1980,
pp.96-99).
43
ECONOMIC SYSTEM
PESO - DOLLAR
OCTOBER
In the process of providing for their various economic needs to satisfy their
human wants, men have developed certain economic systems ranging from the
simple primitive types to the highly complex social ones. But in the development of
these systems, in the course of time and in various occasions, men manifested
certain behavioral patterns either in favor of a particular system or against it. Men,
too, acted and reacted to the system as individuals or as a group – thus they
revealed certain group behavior and formulated a definite pattern of reaction which
became institutionalized.
Economic factors also play an important role in shaping the mores and the
institutions of every society. Many of our most firmly held beliefs of what is wrong
and right have to do with property and property rights, as illustration of strong
condemnations of theft, robbery, swindling, and embezzlement. Most of our social
institutions, have economic aspects of major importance … the family is an excellent
example of this. When a man and a woman marry, they not only signify their
intention of living together and establishing a family, but they also undertake
important economic obligations. The man, for instance, acquires an obligation to
support his wife, and both acquire the obligation to support to the best of their ability
children they may have (Hunt 1955:331).
Concepts of Economic Institutions
Economic Institutions are social structures concerned with the production and
distribution of goods and services. Such issues as scarcity or abundance, gums or
44
butter, craftworks or assembly lines, are all parts of the production side of economic
institutions. Issues of distribution include what proportion goes to the worker versus
the manager, who is responsible for supporting nonworkers, and how much of
society’s production is distributed on the basis of need rather than effort or ability.
The distribution aspect of economic institutions intimately touches the family,
education and government. Changes from pre-industrial to industrial economies
have thus had profound effects on social organizations. The tertiary sector of the
economy has expanded rapidly and is expected to occupy three-quarters of the
labor force by 2000. The tertiary sector includes highly paid professional occupations
as well as maids and waitresses.
One of the Karl Marx’s most influential ideas were the economic institutions
are the foundation of society. In its extreme form this idea leads to the argument that
all other institutional arrangements in society arise out of economic relationships.
The Present Philippine Economic System
According to Ralph Waldo Emerson, “efficient universal education is the
mother of national prosperity”. Education encourages and develops better living. It
raised the productive skills of gainfully employed persons; it increases the wants and
demands of the consumer. By raising the level of its citizens, nation guarantees its
future. Citizens with high productive capacity and economic efficiency are able to
pay their share of the costs of the government. The relationship between the
economic progress of the people and their educational opportunities has been
related again and again by economists and businessman. Every nation that has
enjoyed advanced stage of economic progress and development has also made
extensive provision for education like Germany, France and Japan.
Our Constitution and the present laws of the land quarantee freedom of
enterprise and freedom contact, limited only by certain reasonable regulations. The
state does not own and control the factors of production –land, labor, capital and
management. However, our government prohibits the exportation and importation of
certain kinds of commodities and controls the operation of the banking and financial
institutions in the country. Thus, we have in our present economic system mixed
features of the three kinds of economy. The dominant characteristics of our present
economy however are also found in the economic system of the United State; thus,
the Philippine may be considered as a capitalistic country.
But what the future lies for the Filipino children this 21 st century with the
present economy of the Philippines. As stated by Ralph Waldo Emerson –
“Education encourages and develops better living”. If it is the case, therefore, what
the future holds for the Philippines depends largely upon what this country spend for
schools. Education for many of us is an investment. And if we are to achieve the
kind of future we want we shall have to do better in the days to come than we have
done in the past.
45
As the findings of EDCOM revealed that one of the major causes of the
continuous decline of the Philippine Educational System is that Philippine is not
investing enough on education. And what are the manifestations? These are
observed in overcrowded classes, inadequate teachers, inadequate and nonfunctional school equipment and instructional materials.
And these eventually lead to high drop out and higher unemployment rates,
which hinders progress towards better living.
46
POLITICAL SYSTEM
EXEC
UTIVE
SE
NA
TE
REPRESENTATIVES
COURTS
Political system involves political institutions that are concerned with the
social structure of power. The state, which is considered as the most prominent
political institution, successfully claims a monopoly on the legitimate use of coercion
and physical force within a territory, its jurisdiction for legitimate decision making is
broader than that of other institutions and it controls the use of coercion in society.
Functions of the Government
The basic functions of the government are found in every society, from the
simplest to the most complex forms. They are:
1. to handle disputes between persons and between groups
2. to make for corporation to preserve the society from foreign aggression.
In modern societies, more and more functions come into being from time to
time in response to new needs. The multi function of the government can best be
understood by studying the following classification suggested by Maciver and Page
(1949):
1. Functions peculiar to the state
a. maintenance of order
b. attainment of justice
47
c. protection of a system of property right
d. formation of administrative foreign policies.
2. Functions for which the state is well – adapted
a. conservation of natural resources
b. control of monopoly
c. the maintenance of public services such as parks, playground, school
and museums.
3. Function for which the state is ill adapted. This will vary with the
conditions, but in general those functions which do not serve the need of
the entire community such as religion, literary, artistic production and
evaluation.
4. Functions which the state is incapable of performing:
a. control’s of people opinions
b. regulation of morality
Education as A Function of the Philippine Political System
Education in the Philippines is a State function. It was written in the Education
Act of 1982 that the policy of the State is to establish and maintain a complete,
adequate and integrated system of education relevant to the goals of national
development. Toward this end, the state shall promote the right of every individual to
relevant quality education, regardless of sex, age, creed, social economic status,
physical and mental condition, racial or ethnic origin, and political or other affiliation.
All its citizens expects that the State to promote and maintain equality access to
education as well as the enjoyment of the benefits of education.
Towards the realization of the responsibilities shouldered by the state, the
Philippine constitution speaks that all educational institution in the country shall be
under the supervision of and subject to the regulation by the State.
To comply with the constitutional mandate, the congress exercises legislative
power over budget in which education is one component – the appropriation for
education eventually determine the programs of educational system in which the
school is the identified direct agent.
In a democracy, the education of the individual is considered as duty of the
state. The schools are centers of education that teach pupils the ideals of
democracy, what is democracy, why it is important and why it requires all citizens to
take part in the work and life of the community of the people.
The freedom of the Filipinos is threatened at present. In the conflict of
principles and policies, which divide the world, the solution is education. Through
education can we combat the threats of communism and fascism. If the country is to
retain its freedom in a world of conflicting political philosophies, we have to make
sure that our children are well educated.
48
Political System and Educational System
Although education is very much a part of the political process, educator as
well as the general public believes the myth that education is non-political. The
educator is then faced with a strange anomaly of his own making. He must work for
consensus among diverse interests within a community to settle matters of
educational policy, yet he maintains that education is above politics, and that the
community is a unity with common education needs.
In attempting to appear impartial, the educator cannot align himself openly
with interest groups (politicians) that could give effective and powerful support to his
cause. An alliance with interest groups exacerbate conflict with the community and
perhaps place the educator in a position where he might be asked to repay the
support that has been given to him.
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RELIGIOUS SYSTEM
Religion is a system of belief and practices related to sacred things that
unites believers into a moral community.
In every society, religion is a fundamental feature of all societies hence, an
important source of individual direction. The values and moral principles in religious
doctrine give guidance about appropriate roles and behaviors. Often the values we
learn through religion are compatible with the ideals we learn through other agents
of socialization.
50
The role of religion cannot be reduced to a mere reinforcer of society norms
and values. Religious ideas have the power to change society and the individuals in
them. Moreover, even within modern society, there are important differences in the
messages delivered by all other denominations. These differences account for some
significant variability in socialization experiences.
Religion Shapes the Life and History of the Filipinos’
Before the coming of the Spaniards, the early Filipinos had a culture of their
own. The Filipinos had a system of government, social organization, laws, language,
writings, literature, property ownership and religion. Education was informal.
However, as race accumulated, instruction began in the home by means of crude
apprenticeship. Institutionally began in the form of initiation rites and religious
ceremonies, the priests called Babylon provided a specialized training for would-bepriests.
During the Spanish times, there was close connection between the school
and the church. The educational plan was to evangelize the islands and make the
Christian religion a unifying element. The government with the help of the
missionaries and the clergy set up parish schools and taught the Catholic faith. This
became the basis of education. As a result the schools became the principal arm of
the church in evangelizing and only incidentally were it due for literacy so that the
citizen could read the doctrine.
During the Spanish regime, Filipino boys and girls attended the parochial
schools were given religious instruction. Since the Spaniards wanted to spread
Christianity, education was predominantly religion. The children learned Christian
doctrine, sacred songs and music, and prayers required for the sacraments of
confession and communion. The rudiments of reading, writing and arithmetic were
given to brighter pupil. In other words, the core of curriculum was religion.
Things are different, however, these days. Within the separation of the church
and the State, religious matters no longer become under the control of the
government. The constitution provides that no law shall be made respecting an
establishment of religion, or prohibiting the free exercise thereof. The free exercise
and enjoyment of religious profession and worship, without discrimination or
preference, shall forever be allowed. Freedom of religion is the basic right, and one
of the high ranks. The right of the man to worship God or even to refuse to worship
God.
Religious celebration/activities such as Christmas celebration, baccalaureate
services and bible studies are the schools’ prerogative. As progress flourished, and
with the advent of modern science and technology, the schools become the
government’s arm and nation building. Emphasis on religion and religious practices
is common among private sectarian schools only.
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JUDICIAL SYSTEM
The Judicial Power refers to the authority exercised by the department of
government that is charged with the declaration of what the law is and its
construction. (Bouviers’s law Dictionary, Vol.1, p.171) Justice Miller defined Judicial
Power as the power of the court to decide and pronounce a judgment and carry it
into effect between persons and parties who bring a case before it for decision.
The constitution provides that the judicial power shall be vested in one
Supreme Court and in such lower courts as maybe established by law. This
provision indicates that the Supreme Court is a constitutional office beyond the
power of the Congress to abolish. The Courts interpret and apply the laws to actual
controversies involving rights that are legally demandable. Legally demandable
rights are those any group can demand the courts give to them if they feel these
rights have been violated. Courts maybe established or abolished by law but subject
to the observance of a new rule now found in section 2 of Article VIII that “no law
shall be passed reorganizing the Judiciary when it undermines the security of tenure
of its members.
Under the constitution, Judicial Power includes the duty “to determine
whether or not there has been a grave abuse of discretion amounting to lack or
excess of jurisdiction on the part of any branch or instrumentality of the government”
(Article VIII, Section 1).
It is now expressly provided that the judicial power includes the duty of courts
of justice to settle actual controversies involving rights legally demandable and
enforceable and to determine whether there has been a grave abuse of discretion of
52
the government. While the foregoing is the essence of judicial power, the inclusion
thereof in the Constitution is dictated by the imperative desire that courts specially
the Supreme Courts should not refuse to decide a case on the ground that the
question or issue raised involves a political question.
The court can also determine whether there has been grave abuse of
discretion amounting to a lack and/or over stepping of jurisdiction on the part of any
branch or instrumentality of the government. This means that if a branch or agency
of the government is pursuing its tasks, violates any person’s rights or goes beyond
the mandate allowed by law, it may be brought before the court, and school matters
are no exemptions. The schools on the other hand, as one of the agencies that
contribute to the education of the individual, are responsible for inculcating in the
minds of the young love of country, teach the duties of the citizenship, to develop the
attitude of respect and obedience to law and to the constituted authority. In doing so,
a peaceful, harmonious and just society is assured.
The Composition of the Supreme Court
The Supreme Court is composed of a Chief Justice and fourteen Associate
Justices. It may sit en banc or in its discretion, in divisions of three, five or seven
members. So that the highest tribunal may function smoothly and well, any vacancy
therein is constitutionally required to be filled within ninety (90) days from the
occurrence thereof.
To be heard or decided en banc are:
1. all cases involving the constitutionally of a treaty, international or
executive agreement or law
2. all other cases which under the rules of court are required to be heard en
banc including those involving the constitutionality, application or
operation of presidential decrees, proclamations, orders, instructions,
ordinances, and other regulations.
3. Modification or reversal of a doctrine or principle laid down by he
Supreme Court in a decision rendered en banc or in division; and
4. When the required number of votes is not obtained in the case heard by
the division.
SELF-ACTIVITY
1. Being an educator, make an interview and evaluation of your respective
administrator/s and supervisor/s on how the other system of the society
influence and affect the growth and development of the school as basic
institution.
2. Describe the school as a social system. Be able also to identify the various
factors surrounding the school as an institution.
53
3. Enumerate the various social systems that greatly affect the school as an
institution.
4. After taking the problems and issues of our society, nowadays, how can you
make a strong link or connection of each of these systems to the school
system.
5. Discuss and identify how the interrelation of the environments affects the
system.
6. What are the controversial issues prevalent in the environment affecting the
school as an institution nowadays?
7. What are the means to be employed in the resolutions of these
controversies?
Self Activity Quiz # 2 ( SA Q #2)
1. What is your concept of
1.1 society
1.2 environment
1.3 school
2. What are the environments of a school as a social system
3. What are the basic functions of the school as an institution to the:
3.1 family system
3.2 education system
3.3 economic system
3.4 political system
3.5 religious system
3.6 judicial system
Answers to Self Activity Quiz # 2 (ASA Q#2)
1. Concept of:
1.1 Society is a form of organization involving relatively sustained ties of
interaction among its members and relatively high degree of
independence among members as well as high degree of autonomy.
1.2 Environment – is anything outside of the boundaries of a unit of
analysis. It affects the attributes of the internal component and is
changed by the social system.
1.3 The school is that part of educational system which serves as center
of one’s formal education and a place where educational process
takes place.
2. Environment of a school as a social system can be identified as family,
education, economic, political, religion and judicial systems.
3. Functions of each system
3.1 family system
i.
biological
ii.
affectional
iii.
socialization
54
iv.
status
v.
economic
vi.
recreational
vii.
social
viii.
religion
3.2 Educational system
i.
cultural
ii.
social control
iii.
assimilation
iv.
training & development
v.
promotion of change
3.3 economic
i.
citizen with high productive and economic efficiency are able to
pay their share of the costs of government
ii.
Every nation with advance stage of economic progress has
made extensive provision for education.
3.4 Political system/government
i.
maintenance of peace and order
ii.
justice
iii.
property right
iv.
foreign policies
v.
conservation of natural resources
vi.
control of monopoly
vii.
public services
3.5 Religious system
i.
power to change society norms and values
ii.
education for the people
iii.
sources of morality
3.6 Judicial
i.
Power to decide and pronounce judgment and carry it into effect
between persons and parties who bring the case before it for
decision.
Summary
This module lesson brings to focus the concept of the school as a social
system. As a school system, its environment can be identified as the family system,
education system, economic system, political system, religious system and the
judicial system.
These systems are interacting to each other and either as individually or
wholly to the school system. The family system serves as sources of biological,
affectional, socialization, status, economic, recreational, social and religious roots;
educational system as basis cultural, social control, assimilating, training and
development and promotion of growth.
55
Other environments like economic system has to provide the citizen with high
productive and economic efficiency in order to pay their share of the costs of
government; political system in terms of maintaining peace and order justice and
public services among others; religious system as sources of morality, spirituality
norms and values; and judicial system the power to decide and pronounce judgment
and carry it into effect between persons and parties who bring the case before it for
judgment.
REFERENCES
Aquino, G. V. 1997, Educational Administration:
Manila: Rex Printing Co.
Theory and Practice.
Metro
Brinkerhoff, D.V. and L. K. White. 1988. Sociology West Publishing Company.
Duka, C. 1997, Historical, Philosophical and Legal Foundation of Education. Metro
Manila: Phoenix Publishing House, Inc.
Nolledo, J. N. 1992, The Constitution of the Philippine Republic (Explained). Metro
Manila: National Book Store, Inc.
Nolledo, JN. 1995. Education Acts of the Philippines (Annotated) Metro Manila:
Katha Publishing Co., Inc.
Schaefer, RT. 1983. Sociology. USA; McGraw Hill, Inc.
Zaide, CA. Jr. et., al. 1979. Sociology and Social Living. Metro Manila: Goodwill
Trading Co., Inc.
56
Module 3
Competency Requirements for Institution Building
Instruction System
Curriculum
Personnel
Development
Institution
Building
Research Process
Research Program
Problems and
Issues
COMPETENCY REQUIREMENTS
COMPETENCY REQUIREMENT
57
COMPETENCY REQUIREMENTS IN INSTITUTION BUILDING
(Instruction: Curriculum, Personnel School,
Plant Management and Research)
INTRODUCTION
Instruction and research programs in our educational system have been
developed over a long period as a result of interplay of many factors. These two
components of educational system contribute products that promote novel ideas in
terms of technology generation and knowledge acquisition that are catalysts to a
changing society Thus this unit is designed to provide students an overview of
instruction and research as dynamic factors in building an educational institution that
is capable of turning out quality products who can help turn the wheel of economic
deprivation into a healthy one.
Objectives:
This lesson module aims to:
1. To determine the concept of quality instruction in institution building;
2. To identify the functions of curriculum development, planning personnel
and school management in institution building;
3. Explain the contribution of research as a important factor in building a
functional educational institution;
4. Identify the issues and problem in institution and research affecting the
building of a progressive institution.
Suggested Time Frame
:
9.5 hours
Concept of Instruction
One may have an impression that a course of study once properly defined
and put to practice will remain as it is. As society changes so is the educational
philosophy, values, politics and cultures. This makes instruction pragmatic, focusing
on the learner’s activities that make them creative and flexible in meeting adversities
and challenges in life. One modern concept of instruction is that it is a degree to
which knowledge, skills, abilities are developed by instruction to attain certain work
situation.
Instructional System
The instructional system is a variable of the educational system. It provides
the framework to conduct a day’s lesson, unit of study, or a semester of work. From
one point of view, an instructional system comprises of eight main components,
namely…
58
i.
ii.
iii.
iv.
v.
vi.
vii.
vii.
The objectives which are stated in terms of levels of achievement, or
other behavior desired of the student or intended learning outcomes,
classified as cognitive, effective and psychomotor.
The pupil’s readiness to attain the objectives is assessed.
The specific subject matter, the related materials, the equipment and
supplies are identified.
Teacher instructional activities and pupil learning activities are carried
out to meet the objectives.
An organized instruction in order that the time, space and equipment of
the school are used advantageously.
The pupil’s final level of achievement and other behavior are assessed
upon completing the instructional unit or sequence.
Measurement tools and evaluation procedures are used throughout
instruction to assess the pupil’s readiness, progress and their
achievement at the end of instructional program.
The information gained by measuring the pupil’s progress is used to
provide feedback, to improve teaching and learning and in making
related decisions.
In organizing the instruction, there are several factors to be taken into
consideration; viz
Social and individual Needs. The contents of the learning program should
deal primarily with the needs of the society. The needs of the society cannot be fully
explained without taking into consideration the nature and needs of the individual that
compose it. Learner’s conviction about his own needs are important both as a basis
for the selection of subject matter and as motivating influence. Furthermore, this
needs which the pupils seen most clearly are those that readily move them to action.
In other words, organizing the instruction should be based on conditions, problems
and needs of the society and be concerned with the improvement of living and
learning conditions in the school and in community.
The learner-Instruction should be organized in terms of the pupil’s interests,
abilities and activities instead of subject matter. The learner should be made the
starting point, the center and the need. It is the need and not the subject matter,
which would determine both the quality and quantity of learning. The nature of the
learner must be made the science of learning and principles of teaching. If the aim of
education is to let the child grow in terms of knowledge, habit, skills, abilities and
attitude, his original nature and experiences must be made the starting point in
accomplishing such growth.
Relative value because of the wealth of the materials and the limited time
available, one must select the subject matter of relative value for the particular
children. By relative value means, that it must add ideas, information, appreciation or
skills.
59
School facilities and resources of the community. School materials and
facilities and resources of the community are indispensable. Certain type of
illustrative materials and equipment greatly facilitate learning and are very valuable
aids in attaining objectives. Likewise, the resources of the community should be
utilized to enrich and vitalize the program of the school; and give reality and
consciousness to the child’s learning. In other words, the subject matter should be
alive and dynamic, adapted to the circumstances and experiences of the pupils.
Manner of Organization. The organization should be done around a number
of big topics, problems, or units that bring all necessary and related details where
they are logically associated; and vitally related to the main thought. When the
subject matter or course is organized intelligently, reflective thinking instead of rote
memory takes place. In other words, the instruction should be woven into related
functioning whole and not isolated or independent topics or units. Likewise, difficult
subjects should be organized to promote the meaningful integration of knowledge. A
genuine learning experience draws from all the pertinent areas of knowledge. This
principle is opposed to the fragmentary learning program, which tends to separate
learning into discrete categories. Parts can be understood only in relation to the
whole learning must start therefore with the general outline of the unit of the course.
Curriculum
The curriculum is the whole body of courses offered in a school or college.
Co-curricular activities in school are definitely part of curricular experiences.
According to Roomberg (1970), curriculum is a set of intended learnings and the
operational plan for achieving those learning’s; as structural series of learning
outcome, (Johnson, 1967) and experiences offered to students under the auspices
or direction of school, (Doll, 1964).
Due to succession of regimes in the Philippines, the curriculum went through
radical changes to conform to the changing objectives of education. Before the
coming of Spaniards, the early Filipino’s had the culture of their own and the
education was informal; and during the Spanish era, predominantly religious. The
Educational Decree of 1863 gave the Filipino a complete educational system from
elementary, secondary up to tertiary level. During the American Regime, the
curriculum that was prescribed would realize the objectives of American democracy;
Japanese regime exerted all efforts to wean the Filipinos from reliance on the
western powers; and in 1972, declaration of Martial Law, an educational revolution
was started making education relevant to the goals of national development.
Basic Criteria in Designing a Curriculum
The basic criteria to consider in designing a curricular can be… (i.) the
curriculum must, essentially problem oriented and relevant to learner’s need in the
present horizon; (ii.) the learners must be able to apply learned skills and
knowledge; (iii.) must be action oriented; (iv.) Must help learners overcome limitation
60
and constraints; (v.) must awaken the interest of the learners; (vi.) enable the
learners to develop actual attitudes to their problems; and (vii.) enable the leaders to
gain critical understanding.
Foundation of Curriculum Development
The Philippine education curriculum was developed based on three
foundations (Quito, 1975), namely:
(i) Philosophical Foundation, Philosophy is concerned with the study of man’s
body, mind, passion, emotion, intellect will, freedom, values, behavior pattern,
culture, history, science, man’s relation with reality and what man can do;
(ii) Psychological Foundation, everyone should understand that sound
curriculum development can be affected from a sound psychology of learning.
Knowledge about the psychology of learner and the process should be
considered; the theories of learning; association theories and perceptual
theories by Thorndike;
(iii) Sociological Foundation, one main functions of education is to preserve the
individual to become useful member in the society. In curriculum
development, it should not taken for granted that every person must maintain
his identity and individuality. The curriculum must assist the individual to
understand the new process of harmonization to develop a good behavior
Steps in Curriculum Development Planning
The steps that can be considered in developing a curriculum are those that
pertain to (i) diagnosis of needs; (ii) formulation of objectives; (iii) selection of
contents; (iv) organization of contents; (v) selection of learning experiences; (vi)
organization of learning experiences and methods; and (vii) determination of what to
evaluate.
Steps in Curriculum Organization
The steps that can be considered in organizing a curriculum can be spelled
out as (i) the aims to achieve; (ii) the educational objectives; (iii) procedures or
methods to use in accomplishing aims; (iv) the techniques for evaluating the
outcomes; (v) the references and materials to be used; and (vi) the specific grades
of outcomes and standard attainment.
The Tyler Model. Best known model because it identifies the general
objectives of gathering data from three sources namely: (i) learners (ii) contemporary
life outside school and (iii) subject matter.
61
Source
Student
Source
Society
Source
Subject
Tentative General Objectives
Screen
Philosophy of
Education
Screen
Philosophy of
Learning
Precise Instructional Objectives
Taba and Cohen Model. This model begins with either of the focused
curricular elements, depending upon on the preference of the planners.
Objectives
Instructional
Materials
Strategies
Learning Activities
Problems and Issues
The quality of basic education of any school system has been affected
because of the school building, teacher, instructional materials and related factors
summarized as follows:
i. Poor quality of instruction;
ii. Student teacher interaction in classroom in generally characterized by one
way flow where teacher’s delivers lesson. This should 75 percent student’s
talk and 25 percent teacher’s talk;
iii. Unqualified teachers to teach subjects outside areas of specialization.
These are common to private schools in order to save manpower and
expenses;
iv. Centralized system of academic supervision and management discourages
innovations and initiatives at the school level. Mostly in private schools,
teachers are afraid of voicing their ideas because of fear to lose their jobs;
62
v.
vi.
vii.
viii.
Curriculum prescribed is irrelevant to the needs of the learners;
Lack of facilities and equipment;
Large numbers of enrollees;
Shortage of textbooks. On the average, seven students share the use of
textbook in each of their subjects. In order to achieve an ideal of 1:1
textbook to student ratio, the government needs at least 92.8 million new
books. Today, the number of the books available in the system is more or
less 18.28 million. This translates to roughly P5 billion since the average
cost per book is pegged at P70.00.
Personnel Development
One of the most important resources of an institution is human resource or
people. Without individuals who will supply the organization with their talents, work
creativity and drive, any institution, be it business or academic will hardly achieve its
goals. It is the concern of any administrator to ensure the development of his
personnel.
The school, as an academic institution, operating as a social organization is
predominantly composed of people. People perform activities and produce outcome
in terms of changes in behavior as manifested in terms of intellectual, emotional and
physical development.
Development of Schools Personnel. Improving the skill and talents of
school personnel is of great importance. There is no school system or education
program that is better than the quality of the teaching personnel who compose it.
Allowing them to pursue higher education (MS, Ph.D.) through scholarship
grant, attending conferences and in service training seminars and engaging in any
education activities are some ways of improving and developing school personnel
School Plant Management
Aside from the teachers and the learners the school plant is another element
to completely say that there is existing school system. These are the three elements
that comprise a school organization. School that is lacking any of these elements
may not be said a complete school.
Although people are the key element of any school system they could not
performed their work efficiently without the school plant and facilities. School plant
serves as the machine in order for the learners and the teachers achieve their goals
and objectives.
The term school plant then includes the school site, the school building, and
the school equipment. It also refers to the housing operation, upkeep and extension
of the existing plant.
63
Research Program
The research program of any institution is a vital component that is focused
on the search and generation of technologies which output can be used as input to
instruction program and as a basis for extension services. The institutionalization of
research carries with it a distinction of having developed a competent manpower and
adequate facilities, a functional curriculum and quality graduates who can conduct
research independently once given the opportunity.
This discussion covers the concept and scope of research; the research
programs as done in particular school; and the issues and problems concerning
research.
Concept of Research
Research can be conceived as a formal systematic and intensive process of
carrying on a scientific method of analysis. A scientific method of problems solving
maybe a formal and an informal applications of:
(i)
problems identification;
(ii)
hypothesis formulation;
(iii)
observation;
(iv)
analysis; and
(v)
conclusions
Research therefore is a more scientific activity directed toward discovery and
the development of an organized body of knowledge.
Thus this concept on mind, research maybe defined as the systematic and
objective analysis and recording of controlled observation that may lead to the
development of generalization, principles or theories resulting in predicting and
possibly, control of events.
Kerlinger (1973) defined research as a systematic, controlled empirical and
critical investigation of hypothetical proposition about a presumed relation among
natural phenomena.
Research is systematic when if follows steps or stages that begin with the
identification of problem relating this problems with existing theories, collection of
data, analysis of data, interpretation, drawing of conclusion and integrating
conclusions into the stream of knowledge.
Scientific research is controlled and planned in that problems are defined
thoroughly, variables are identified and selected or constructed and conclusions
drawn only from the data yielded. Finally, recommendations are based on the
findings and conclusion.
64
Key terms in the Concept of Research
1. Systematic means orderliness and methodical treatment of work/activity
requirements in research project;
2. Control means regulating and imposing restraints or adopting some
guidelines in the conduct of an investigation;
3. Empirical study means that is based on experienced and that study has
been conducted actually;
4. Hypothetical preposition is an assumption for argument purposes only;
5. Proposition is a prior stand/position concerning relationship of two events;
6. Presumed relation is one’s preposition that two events are connected to
each other one is the cause and the other effect;
7. Natural phenomena are extra ordinary occurrences which can be known
only via physical senses; and
8. Generalization is a form of education, inference drawn from the findings
of a study/research/experiment.
Scope of Research
When man faces problems, he sooner or later seeks solutions. Research is
born of the problems and of men’s determination to solve them. Man’s progress over
the years has depended on research. As a matter of fact, our time has been
described as a period of fabulous accomplishment. Today virtually every field or
discipline has been touched by the research process… mathematics, astronomy,
physics, chemistry, geology, biology, medicine, space exploration nuclear warfare,
the social field and many others. In the words of Good and Scales (1972), research
is an open door to a better future; it is the source of faith that man can go forward; it
is challenge that removes the threat of stagnation and decay from all society;
furthermore, research could be also both social and technical in terms of a)
economically viable, b) technically feasible, c) socially acceptable and d)
environmental friendly.
Research Program
1. Research program talks about priorities, and following those priorities
according to budget. It has its own priorities, and also allocating a part of its budget
for research.
2. Research could contribute to institutional building in terms of manpower. If
the manpower has technology, to use, it could be disseminated to farmer’s users,
provided such technology adoption is accompanied with credit and financial
assistance.
3. This research contributes much to national technology. Research
program can be locally and internationally adopted. Internationally when it can be
used by international scientist, farmers, and also can be used by local in the same
manner.
65
Steps in the Research Process
The preliminary steps in the research process include consideration of such
things as: (i) the research plan, (ii) the pilot study, (iii) reviewing the literature, (iv)
selecting the sample, (v) research on human subjects, and (vi) measuring human
behavior (Borg and Gall, 1979).
The research plan. Whatever be the source of the research idea, it may
evolve from a new psychological theory that the researcher encounters in reading
books, may result from a problem that the researcher has observed or experienced
in previous teaching or learning situations (assuming he is an educator), or may
originate from a problem described by a friend or a colleague. – the researcher must
go through carefully in order to translate the original idea or produce possible
solutions to the problem.
The researcher must state the idea in terms that can be tested or explored
through the research process. Such a statement is called an objective or a
hypothesis. The researcher must also decide what measures to use to gather data
related to the problem and what types of individuals should be included in the study.
Since there are many different form of research, the researcher must also select the
specific type of research design best suited to deal with the problem. He must also
decide on the most effective way to analyze the evidence to be collected. The
research plan is sometimes referred to as the “research proposal.”
The pilot study. A pilot study is a small-scale model of the research project
usually involving only a few subjects, which is carried out in order to test and
improve the plan before the researcher makes the major investment in time, money,
and effort required out the planned research.
Reviewing the literature. In all areas of science, scientists begin their
investigation by finding out what previous researchers have already learned about
the questions or problems that they wish to explore. Scientists publish the results of
their research in scientific journals. When planning a study, the investigator must
systematically review these journals and other sources of scientific in order to obtain
a clear, complete, up-to-date picture of the state of knowledge in the field to be
explored. In effect, reviewing the literature, both research literature and conceptual
literature brings the research to move forward. The review not only gives the
investigator a complete understanding of what is known about a given topic; it also
provides him with many ideas about ways he can design and carry out his research
more effectively.
In order to review research literature, the reviewer must learn the most
efficient ways to locate the literature and must be able to read and interpret the
research relevant to the problem or question. Research literature must be read
critically, which means the researcher must be able to locate flaws in the research
carried out by others and estimate how these flaws could have changed the results
66
of the research. Skills in interpreting research are essential if the investigator is to
weigh the results of the studies he reads and combine these results into an accurate
overall picture of the state of knowledge related to his research question. Such skills
can be acquired.
Selecting the sample. It is very rare for the investigator to study all
individuals who would be appropriate subjects for a given research project. For
example, let us suppose that a researcher wishes to study the effect of a new
reading comprehension of visually impaired children belonging to the third grade in
the division of Rizal. The target populations of the researcher could be defined as
“all visually impaired children belonging to the third grade in public elementary
schools in the division of Rizal.
Since it would be impossible for the investigator to carry out the new reading
program in all third grades classes, the usual procedure is to select a sample from
the population and carry out the research on the sample. The usual purpose of such
research is to draw conclusions about the effect of the new program on the
population. The investigator can select such a sample of a several ways. The size of
the sample and the procedure used in selecting it determine the degree of
confidence with which the researcher can apply the reach findings to the population.
The best procedure is to select a large sample at random from the population.
Measuring human behavior. Virtually all research involves measurement of
the variables being studied. In the physical sciences and to a lesser degree the
biological sciences, the types of measurement are much simpler and more precise
than the most of the measures that are available in education and the behavior
sciences. As we move in the direction of measuring the more complex aspects of
human behavior, the measurement tasks becomes increasingly less precise. For
example, in education it is easier to measure such student attributes as visual acuity,
small – muscle dexterity, spelling performance, or type speed that it to measure
complex human attributes such as creativity, intelligence, or personality.
A major decision to make by researchers is to select measures to use in the
research that are reasonably appropriate and that can be expected to produce
consistent results from one situation to another. Appropriate measures are those,
which the investigator has some evidence that they actually measure the
characteristics or phenomena they claim to measure. The degree to which a
measure actually measures the characteristics of phenomena it claims to measures
called validity. In reviewing research, the investigator should look carefully for
evidence of validity. The consistency of a measure, the degree to which it can be
expected to provide similar results for the same subject under different conditions, is
called reliability. There are several types of validity and reliability that are appropriate
to different measurement situations. One of the tasks of the researcher is either to
locate or to develop measures for his research that are both valid and reliable for the
sample of subjects he will be studying.
67
Problems and Issues:
1. Delayed release of funds which is translated in terms of the timely
relevance generation output;
2. Data should be applicable and appropriate;
3. Promotion and transfer of technology is sometimes delayed because the
local government put little priority to technology, promotion and therefore
commercialization is delayed;
4. Lack of financial support to finance the research;
5. Poor participation of private Lector;
6. Facilities: Some facilities that are not working and yet still needed;
7. Lack of trained manpower; and
8. Lack of proper orientation of values and other ethical consideration.
SELF ACTIVITY
1. Visit some schools and ask permission from the principal/school head to
observe some teachers during class hour. Note what you have observed.
Compare and contrast their styles in delivering instruction. List down the
materials they utilized in specific subject matter.
2. While still in those schools, gather the list of subjects they offer per school
year. Note the differences on the description of each course or subject as well
as the suggested time frame for each course in the same curriculum level.
3. Visits some school with research offices. Interview some personnel regarding
their research works. Take note for the progress and the feedback to know
the beneficiaries/targeted clientele for discussion.
4. Prepare a report and present it for discussion.
SELF-ACTIVITY QUIZ # 3 (SAQ#3)
1.
2.
3.
4.
5.
6.
What is instruction and curriculum?
Enumerate the factors to consider in organizing instruction.
Give some student services program offer by schools.
What is research?
Explain the scope of research
Identify the steps in research process.
ANSWER TO SELF- ACTIVITY QUIZ # 3
1. Instruction is the degree to which knowledge, skills, attitudes are developed
by instruction than can be utilized to attain certain work or situation. In
curriculum, there are three (3) meanings/definitions given by Roomberg,
Johnson and Doll. etc. (1970) stating that curriculum is a set of intended
learning and the operational plan for achieving those learning; structural
series of learning outcome (Johnson 1967); experiences offered to student
under the auspices or direction of school (Doll 1964).
68
2. The factors to consider in organizing instruction are as follows:
i) Social and individual needs
ii) The learner – considering the abilities and interests of the learners
iii) Relative value
iv) School facilities and resources of the community
v) Manner of organization
3. Research is the systematic and objective analysis, recording of controlled
observation that may lead to the development of generalization, principles or
theories, resulting in prediction and possibly control of events.
4. The scope of research can be social and technical in terms of:
a.) technically feasible
b.) socially acceptable and
c.) environment friendly
Every field of life is touched by research process – mathematics,
astronomy, physics, chemistry geology, biology, medicine, space
exploration, nuclear warfare, social fields and many others.
5.
The preliminary steps in research process are the following (Borg and Goll,
1979)
 The research plan
 The pilot study
 Reviewing the literature
 Selecting the sample
 Research on human subjects
 Measuring human behavior
Summary
In this module lesson, description of competencies that are essentials to build
a strong school in terms of instruction, curriculum, personnel and school plant
management and research has been given focus. The status or degree of
implementation of these competencies, to a great extent, a manifestation of the
schools capability to dispense quality education which products as graduates can
compete favorably with other graduates from other schools in the country and
elsewhere.
The vital indicators if an institution could dispense quality instruction in terms
of knowledge, skills and attitude applicable to attain certain levels of work or
situation; and that the curriculum offered has been based on the philosophy,
psychology and sociology of the learners and his environments.
In any institution, the personnel or teachers in particular are the most
important assets. They are the organizations sources of talents, work creativity and
drive. In other words, improving the talent and skill of the teachers is of great
69
importance. There is no school system that is better than the quality of the teaching
personnel who compose it.
Research as a dynamic element in institution building has to be strengthened
and pursued. This is because problems always crop up within the classroom and the
environment every now and then. These problems, if not given appropriate solution
would continually disrupt the teaching learning process, only a scientific and
systematic approved in term of research could the institution offer a lasting solution
to minimize the occurence of these problems.
REFERENCES
Aquino, Gaidencio V. 1969. School Administration and Supervision. 2nd ed. Garotech
Publishing Corporation.
Castro, Luis S. 1999. Supplemental Copy of LET (Licensure Examination for
Teachers).
Castro, Luis S. 2000. School Administration (ED 751). Open University, CLSU
Press.
INTERVIEWEE:
Teotimo Aganon, Ph. D.
Director of Research
Central Luzon State University
Muñoz, Nueva Ecija
70
Module 4
Competency Requirements for Institution Building
Extension Program
School Administration
-
Concept
Roles
Issue & Problems
Productivity
-
Institution Building
-
Concept
Operational Areas
Non-formal Education
INSET
School Supervision
- Concept
- Planning
- Implementing
Concept
Roles
Issue & Problems
COMPETENCY REQUIREMENTS
71
Competency Requirements for Institution Building
(Extension, Productivity and School Administration and Supervision)
INTRODUCTION
This lesson module is a continuation of the discussion of competency
requirements of an educational institution with respect to its extension program,
productivity and administration and supervision. The discussion of these topics was
focused on the concept, maintenance and roles these elements played in building a
culture of competence in an educational institution.
Objectives:
This lesson module strives to make you…
1. Determine how extension programs, productivity (income generating
projects), and school administration and supervision have been
conceptualized in educational institutions;
2. Find out the maintenance standard instituted by an educational institution
in each of the extension program, productivity and administration and
supervision; and
3. Spell out the roles played by each of extension program, productivity and
school administration and supervision in institution building
Suggested Time Frame =
9 hours
EXTENSION PROGRAM
Concept of Extension Program
Extension education, in this discussion is meant that capability demonstrated
by an institution of higher learner to bring to the end-user’s level the product of its
researches in a manner that whatever innovations and technologies introduced are
accepted for adoption. These extension services would include technology transfer
using different modes of information dissemination and strategies.
Extension education is geared towards helping people so that they can help
themselves. The primary consideration is education that is; helping people to
develop themselves, through their own effort; and makes them self-reliant by
imparting useful knowledge, skills, new attitude, new understanding, appreciation
and perspective that enable them to think through and arrive at solution for their own
problems.
Extension teaching therefore appears to be difficult and at the same time a
challenging job. Working with people in the rural areas can be frustrating and
probably problematic. However this should not lessen the interest nor the desire of
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an educational institution to assist the members of rural families (children, father and
homemakers).
Innovative ideas and practices can therefore be transferred in a clear and
meaningful ways by reaching out and teaching people to apply appropriate solutions
to the problem situations they are deeply immersed.
Maintaining an Extension Program
Successful agricultural extension program implemented by educational
institution must improve the quality of life of rural families. This can be indicated by
means of adequate food and diet, reasonable level of financial security and an
environment in which the entire family can function in an accepted norms (Watts,
1984).
The focus therefore of an extension program for rural family’s development
can well be directed in these major concerns, viz…
1.
2.
3.
4.
5.
How to improve the health and nutrition level of rural people?
What are the means to relieve poverty?
What are the ways to improve productivity?
How can population problem be solved?
How in general, the well being of the rural people be improved?
The answers to these questions can be gleaned from a mixture of perspective
in terms of an interlinked extension, research, education, agricultural inputs,
marketing credit, policy and planning. This means that there should be an effective
extension service through an educational institution; the establishment of support
structure that include research unit, irrigation, and health services.
To put these all into operation, the institution should have all of these factors
properly organized in terms of (I) extension programs amplifying clearly the vision,
mission, goals and objectives. It likewise reflects the procedure of implementation in
terms of the program organic structure… specifying positions and position defined
functions, staffing pattern, budgetary requirements and specific work plan; (ii) highly
trained manpower in technical subject matter; (iii) an extension service unit… an
office which manages business procedure, policies, personnel responsibilities and
qualifications and monitoring and evaluation of all extension activity transaction; (iv)
support services in terms of facilitative staff, supplies and materials, vehicles to
facilitate mobility of extension personnel and other equipment and gadgets, for
processing and duplication of extension softwares; and (v) budgetary allocation for
the expense-requirements of maintaining an extension office.
Roles of Extension Program in Institution Building
As an area of competence, extension program would assume that role of
establishing a strong linkage between the sources of technology in one hand and
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with the end-users, in the other. It would have a well developed extension program
which is focused in changes and responsive to target client group’s needs and
interest; an adequate pre-service, and in-service trainings for extension personnel;
sources of applicable technical information for rural families; serving as connector
between sources of farm inputs, credit facilities, demonstration materials and
equipment and end-users; and a monitor and evaluator of extension programs and
personnel performance.
Extension workers as pointman in an institution program implementation play
the role of as a friend, teacher, sympathizes planner of the target-client group. They
are expected to manage work cooperatively, tolerant, tactful, fluent communicator,
and high poise and with wider social contact as they manifest knowledge in home
and farm practices.
Sequence of Extension Worker’s Role. An extension worker is a professional
who influences innovation-decision in a direction deemed desirable by a change
agency (Rogers and Shoemaker, 1971); a person who is attempting to effect change
(Bennis, et. Al, 1962); and a person who sets in motion a process of change after
realizing that certain changes are necessary for the society.
An extension worker serves as a link between two more systems. As such, he
stands with one foot each in the two other systems (source of technology on one
hand the end-users, on the other). An extension worker therefore assumes some
roles as he introduces innovations to client-groups. These roles are explicitly
identified as (I) develop needs for change or making clientele aware that there is
need to alter behavior; (ii) establish a change relation or once a need for change is
created, rapport must be developed with the client; (iii) diagnose the problems or an
analysis of the client to translate ideas to action; (vi) stabilize change and prevent
discountenances or assisting clientele to accept and use innovation via technical
assistance and other means specifically at the trial-decision or confirmation stage in
the innovation-decision stage (Rogers and Shoemaker, 1971).
These roles and characteristics that described the extension program and
implementation is a reflection of the institution’s faith in agriculture as profession and
the educability of farmers no matter what their status and station in life, are
indicators of local competence in this particulars concern of any educational
institution.
Issues and Problems
Some of the more important issues and problem that need to be address in
extension program of an educational institution can be stated as follows:
1. Lack of resources for extension service. These resources are in terms of
human and non human resources;
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2. Population… the size of the population exert pressure on the extension
program’s budget and personnel. The bigger the population, the greater
the demand in terms of extension services and expenditures;
3. Characteristics composition of target-client group is likely to slow down
the institution technology transfer;
4. Gender bias or low participation of women in extension program due to
gender related functions;
5. Decision-making process hierarchy or male dominating decision-making in
the family circle.
6. Community institutions like the church organizations, schools and local
government in which the extension program maker will have to content
with.
Institutional Productivity
Concept of Institutional Productivity
In order to understand this topic, one has to look at the investable resources
and have them invested wisely in terms of income generating ventures, which
returns can be used as inputs to enrich instruction, research, extension and the
fiscal status of an institution. If one has to consider that the basic problem facing all
academic institutions is economic, then wise allocation of resources be it man,
machine, technology, capital and land should be adverted to in support for its growth
and development. However, this portends an idealistic leadership coupled with
highly motivated and capable staff to join hands to muscle these resources into a
productive ventures. In this manner, the institution can mobilized these resources
into alternative financial means while making them a laboratory for “hands on”
experiences for learners and staff and at the same time a veritable instructional
materials and information to enrich the curriculum.
Maintenance of Production Projects
In most cases production projects in academic institutions are operated as
interface of instruction and research. They are the limitless veritable sources of
added fiscal receipts and therefore treated as a business venture. Instruction
program in the long run would enable students to get training on the technology and
economics of income generating projects of their choice and get indulged on them
soon after graduation.
As a business venture, this income generating project interact with the other
sector, creating a situation, conducive to teaching-learning process, especially on
entrepreneurial education and technology demonstration.
Thus, production project intentions as operated by academic institution can
be stated in terms of (i) getting involved in food system development and small scale
entrepreneurship thrust of the government; (ii) providing the institution constituents
stable supply low cost agricultural products; (iii) putting up farm and non-farm
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enterprise model for the community people; and (iv) serving as a support
mechanism to instruction research and extension and other development projects of
academic institutions.
As a school based income generating projects, this production venture must
be structured in a manner that its operation can also be streamlined for formulation
and execution of management policies and decisions.
The organic structure will definitely show the different hierarchy levels, the
different positions and position defined functions including, the relation among staff
who are incumbents in each of these positions. The staffing pattern will advert to the
qualification of each positions, salary grade and the procedure to follow to fill-up
these positions and when. The lines of authority need to be clearly established,
showing clearly… “who has authority over whom and for what”.
Components of Production Enterprise. There are types of production projects
which could be initiated by academic institution… the non agriculture based projects
and the agriculture based projects. The non agriculture-based project in the basic
education level institutions could be those manufactured in the THE instruction
regarding handicrafts and textile; and agriculture based enterprise could be those
connected with crops and animal industries. Agriculture-based projects are complex
businesses and more risky due to many unpredictable factors in terms of adversed
weather condition, calamities, unpredictable market and perishable product,
incidence of pest and diseases and inadequate post harvest technologies and
facilities.
Roles Played by Productivity in Institution Building
Several roles can be cited identifying productivity contributions to institution
building. In an academic institution of higher learning, production projects
demonstrate the school capability to apply the technology it generated not only for
demonstration purposes but for commercialization. Production projects serve as
additional sources of revenue; a laboratory on learning experience both for students
and faculty; an interface facility for instruction, research and instruction; a facility for
training members of the community regarding technologies that are ready for
adoption and an image building opportunities as sources of applicable packages of
technology.
These roles that are attributed to well planned and sustainable production
project tends to strengthen outsiders perception in the quality of instruction and other
educational services dispensed by an educational institution.
Issues and Problems on Roles Played By Productivity in Institution Building
According to Concepcion (1999), there is no institution that exists without
people. In the same vein, there is no institution that runs without problems. Within
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and without agricultural institution the issue in land. As the Philippines opts for
industrialization, agricultural institution will face reduction of land; and for nonagricultural institution, the proper allocation of limited land area.
Take the CLSU situation as a sample case. It can be observed that the wide
land it used to have, is now beginning to shrunk due to relocation of other
government agencies within the university campus. The wide arable land for crop
and animal production has been occupied by these government agencies. At the
rate modernization is setting in CLSU, time will come that the remaining agricultural
land area will be all utilized for purposes other than agriculture.
School Administration
Concept of School Administration
Administration refers to the plan of an organization and how such
organization is controlled and operated. It is the machinery of an organization
performing functions in terms of direction, and control and activity-management.
School administration as a service activity provides conditions favorable to
teaching-learning process effectively. It contributes to the attainment of the aims of
education by providing efficient teachers and furnishing them and the students with
the proper tools, materials and proper environment for work.
Simply stated, administration is the performance of these duties such as
planning, organizing, managing, controlling and appraisal. In its simpliest form, is
getting done through the joint effort of people.
Scope and School Administration
School administration covers length and breadth of the school organization. It
therefore includes:
1. the school plants in terms of building and equipment;
2. the teaching personnel or the teaching staff;
3. child accounting;
4. school finance and budget;
5. curriculum organization and development;
6. guidance and discipline; and
7. school community relation
Activities logically falling under administrative domain can be specified as:
1. selection of the teaching staff;
2. organization of the administration and teaching staff;
3. improvement of physical facilities, sites, grounds and buildings;
4. system of records and reports;
5. office routinary activities;
6. working schedules, accounting procedures;
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7.
8.
9.
10.
11.
12.
organizing the guidance program;
selecting and preparing the instructional materials;
maintaining and furnishing the school library; and
public relation;
school assembly and faculty meeting;
student organization and activities.
SCHOOL SUPERVISION
Definition of School Supervision
Supervision of any school ordinarily refers to the improvement of the total
teaching-learning situation and the conditions that affect them. It is a socialized
functions designs to improve instruction by working with the people who are working
with the students/pupils.
Supervision can also be defined in terms of function and purposes for which it
shall be used as a) skills in leadership, b) skills in human relation, c) skill in group
process, d) skill in personnel administration and e) skill in evaluation.
Scope of School Supervision
The major functions logically under school supervision can be cited as:
Inspection. This is actually a study of school conditions, to discover problems
or defects of the students, teachers, equipment, school curriculum, objectives and
methods. This could be done via actual observation, educational tests, conference,
questionnaires and checklists.
Research. This has something to do to remedy the weaknesses of the
solution to solve problems discovered. The supervisor should conduct research to
discover means, methods and procedure fundamental to the success of supervision.
The solutions discovered are then passed on the teachers.
Training. This is acquainting teachers with solutions discovered in research
through training. Training may take the form of demonstration teaching, workshops,
seminars, classroom observations, individual or group conferences, intervisitation,
professional classes or the use of bulletin board and circulars, and writing
suggestions in BPS Form 178.
Guidance. Guidance involved personal help given by someone. It is the
function of supervision to stimulate, direct, guide and encourage the teachers to
apply instructional procedures, techniques, principles and devices.
Evaluation. As an ultimate functions of supervision, evaluation appraises the
outcomes and the factors conditioning the outcomes of instructions and to improve
the products and processes of instructions.
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Activities of Supervision. The activities logically that are falling under
supervision can be enumerated as:
1. survey of the school system;
2. improvement of classroom teaching;
3. in-service education of teachers;
4. selecting and organizing materials for instructions;
5. researching the problems of teaching;
6. determining the desirable physical condition of teaching and
7. performing semi-administrative duties.
Types of School Supervision
The type of school supervision that can be cited are in terms of:
Laissez-faire type. This type of supervision utilizes inspectorial supervisory
methods unaided by any objective control, in which the teachers are observed, but
noting is done to help them improve the work they are doing. In other words. The
teachers are left free; they are not to be imposed upon or directed.
Coercive type. This type of supervision is the opposite of the laissez-faire.
The supervisor visits the teachers in order to observe them. The teachers acquired
ready-made-procedure or standard prescribed by the supervisors.
Training and Guidance type. This type of supervision emphasizes the
improvements of teachers as well as her technique through direction, training and
guidance.
Democratic leadership type. It consists of the teacher’s cooperation in the
formulation of policies, plans and procedures. Supervisor observes teacher inside
the classroom setting with the aim of improving the teaching-learning situation via
cooperation process or group action. The teachers, supervisors and administrators
are regarded as co-workers in a common task.
Interrelation of Administration and Supervision
Administration and supervision are interrelated in that every administrator is a
supervisor and every supervisor participates in administrative affairs.
1. Administration represents the whole of the education system; supervision
represent a portion of it in terms of improving the total teaching-learning
situation.
2. Administration emphasizes authority; supervision, service. Every act of
administration is based upon authority; supervision is based upon service.
3. Administration provides favorable condition essential to good teaching
and learning; supervision carries out the better operation and improving it.
In simple words, administrations provide; supervision operates.
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4. Administration decides, directs and orders the execution of educational
program; supervision assists, advises guides and leads the operation and
improving the program. In other word, administration directs; supervision
serves.
Basis of Administrative and Supervisory Principle
Principle is an accepted fundamental truth. It can be a law, a doctrine. A
policy or deep seated belief which governs the conduct of various types of human
endeavors. In administration and supervision, principles becomes part of a
philosophy which serves to determine and evaluate his educational objectives,
attitudes, practices and outcomes.
General Principles of Administration and supervision
These general principles can be stated as a summary of the substance and
implications of philosophy of administration and supervision:
School administration and supervision…
1. must be democratic … is recognizing individual differences, respect
personality and extend consideration to all;
2. must be cooperative in character … in that cooperation is synonymous to
group action;
3. to be effective … must be scientific, that is, research oriented activity to
discover solution to problem;
4. must be based on accepted educational philosophy;
5. must be creative … means initiating, devising, inventing or producing
something new;
6. must be evaluated in the light of results;
7. must be preventive and constructive … that is helping teachers to avoid
committing mistakes, anticipating difficulties, building self confidence, by
discovering their own weaknesses;
8. must be centered on child growth and development … in terms of growth
mentally, physically, morally, emotionally and socially; and
9. must be flexible … in terms of school building, curriculum, teaching
objectives and procedures, instructional material and devices, school
requirements and standard norms.
The Major Functions of School Administration
Some of the major functions of administration can be cited:
1. Planning of school programs and activities … plan to show objectives,
instructional materials and the procedures and the means to attain setobjective.
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2. Directing school work and formulating and executing educational policies
… that is decision-making, who to carry out plans, who teaches what; and
working out policies and regulations for all those in the organization.
3. Coordinating administrative and supervisory activities … in terms of
harmonizing educational activities and makes them instruments for
yielding outcomes.
4. Providing the necessary leadership.
5. Evaluating the teaching personnel and school program … as an
administrative function includes teacher performance rating and school
survey; and
6. Keeping records and reporting results … in that, records are kept for
comparison and evaluation purposes; and reporting results to public will
help them understand what the school can do and are doing.
Operational Areas of School Administration
The operational areas within which school administration operates can be
specified as: 1.) administration of school personnel, 2.) school finance and budget
management, 3.) school plant management, 4.) curriculum organization and
management, 5.) guidance and discipline, 6.) school and community relation, 7.)
non-formal education; and 8.) evaluating results of school administration.
Administration of Teaching Personnel
Good personnel makes the quality school. A modern school needs a well
trained and highly efficient teachers who represents several fields of specialization.
School personnel should consists of persons who have deep and abiding interest in
the optimum development of the personality of each youth.
Tact, sympathy, square dealing and all other factors found in successful
personnel administration must be used with the students, teachers and employees
rather than repressive disciplines. The administrator need not look deeply to see the
real value of school personnel and students as human being.
Teaching personnel. The Dictionary of Education (Good ___ ) defined as
teaching personnel as those persons employed in an official capacity for the purpose
of giving instruction, whether public or private. The teaching personnel referred to
are those school administrators, supervisors, and classroom teachers and school
librarian.
The administration of the teaching personnel includes all policies, activities
and practices of the administration and staff designed to increase the effectiveness
of teaching personnel.
Educational community. The Philippine Educational Act of 1982 described
educational community as those persons or group of persons who are associated in
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the institutions involved in organized teaching and learning system and that the
members and elements of the educational community are:
1. Parents or guardians or the head of the institution as foster home which
has custody of the pupils or students;
2. Students or those enrolled in and who attend regularly in an educational
institution or secondary or higher level or a person engaged in formal
study;
3. Pupils who regularly attend a school of elementary level under supervision
and knowledge of a teacher;
4. School personnel refers to all persons working in an educational institution
identified as;
a. Teaching or academic staff or all persons engaged in actual
teaching and/or research assignment, either on full time or part time
basis, in all levels of education.
b. School administrators or all persons occupying policy-implementing
position having to do with the functions of the school in all levels
c. Academic non-teaching personnel or those persons holding
academic functions directly supportive of teaching. Examples are
registrars, librarians, guidance counselors and researchers;
d. Non-academic personnel or all personnel not falling under the
definition and coverage of teaching items a,b,c.
5. School institutions recognized by state which undertake education
operations.
Selection of the Teaching Staff
The selection of the teaching staff or personnel takes place within the legal
framework such as:
1. Commonwealth Act. No. 177 placed the public school teachers under civil
service.
2. As a civil service they are governed by:
a. civil service rules and regulations or RA 2260 as amended by RA
6040;
b. RA 4670 or Magna Carta for public school teachers, defining
examination, appointment, promotion, transfer, separation and
reinstatement.
Identification of new staff members. This consists of two unique
complimentary phases; recruitment and selection. Recruitment phase is concerned
with the establishing a pool of potentially acceptable candidates whose values,
interest, needs and abilities, having been carefully analyzed, fill to satisfy the
requirements of a particular role.
Orientation of staff. Sometimes referred to as induction, orientation begins
with the recruitment interview and continue on through the staff membership/
association with the organization/school.
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Assignment of staff. In this stage, degree of congruence between the
expectations for the position and qualifications and personal characteristics of
teachers is insured, and that the major expectations for the institutional role and
personal needs, dispositions and abilities of teachers are fully explored and
considered.
Improvement of staff. Maintaining the teachers require that they improve
themselves professionally while in the service. This can be done in several ways in
terms of a) classroom observation, b) individual conferences, c) school visitation, d)
professional association, e) student-teaching program, and f) in- service activities.
Privileges of Teaching Personnel in the Public School
As a civil service employees, public school teachers enjoy privileges…
1. Membership to state insurance, Government Service Insurance System.
Commonwealth Act 186 requires public school teacher to become
member of the GSIS;
2. Retirement of public school teachers. RA 660 automatically retires
government employees, including teachers upon reaching the age of 65
with 15 years consecutive service;
3. Teachers are persons in authority. By virtue of CA No. 378, teachers can
not be attack physically when performing their duties;
4. Maternity leave, RA No. 1564 provides maternity leave to regular and
temporary teachers who are married;
5. Study leave. BPS Cir. No. 25 3. 1984 and BPS No. 15, s. 1949,
encourages public school teachers to raise their educational qualifications;
6. Vacation and sick leave. Sec. 274 of the Revised Administrative code
provides vacation and sick leave, except those teachers on the teacherleave basis. One month of vacation and sick leave is given for every year
of continues service;
7. Vacation pay, entitles those teachers for pay during Christmas and long
vacation;
8. Service credits are given to teachers on leave basis who are requested to
work during vacation period. The service credit may be used to offset past
and future absences due to illness or other reasonable causes;
9. Salary loan is allowed to teachers who are members of the GSIS. The
amount loanable by GSIS usually does not exceed a three month salary,
payable in 24 monthly equal installment, deductible from his salary; and
10. Free medical consultation.
Principles to be observed in the Administration of Teacher Personnel
In the administration of teaching personnel.
1. Decisions that affect the school enterprise should be placed upon the
group, that is the teachers and the administrator, rather than the
administration alone;
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2. Selection of teaching personnel, only the most qualified and competent
are considered.
3. Merit system must constitute the sole consideration in determining who
shall be promoted.
4. Educational Qualification Performance
a. Length of service
b. Competence
c. Professional Development
d. Community service
e. Others
5. The guarantee, security and welfare of the teachers that insure their
efficiency should be provided (salary, appointment, and benefits);
6. It is desirable to select teachers who come from different institution of
higher learning so that the impact of their difference in training and
personality will impique desirably upon a school system;
7. There should be provision for a) orientation of new teachers, b) in- service
improvement, and c) maintenance of high morale in the teaching staff;
8. There should be provision for evaluation.
SCHOOL FINANCE AND BUDGET MANAGEMENT
School Finance
Financing the school system, especially the DECS is coming from the
national government as provided for the national budget of the government. Other
sources are different forms of school fees in terms of tuition fees, trust fees, and
grant-in-aid from other sources and income generating projects of individual schools.
School Budget Management
Budget maybe defined as a financial statement covering the estimated
expenditures and revenue of a specific school situation for a given time.
The making of a school budget is one of the most disturbing problems of an
administrator, especially that nowadays when the competition for public fund is so
intense.
Previously, budgeting and finance management was the concern of
superintendent and principals of the schools. Today, the theory of wider participation
of the rank and file has been generally accepted.
A budget showing a breakdown of consumable items and in addition to
equipment is preferred. Explanations of the reasons for items in a budget may also a
part of budget statement.
Budget Division and Items. The most commonly used items are 1) personal
services; 2) maintenance operating and operating expenses; and 3) capital outlay.
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Pupil Guidance and Discipline
In broad terms guidance implies advice. It is conscious attempt of
administrator to stimulate and direct the activities of the student/pupil toward definite
and worthy objectives. Guidance includes all those influences and opportunities
designed to assist the pupils in discovering how they may make his educational,
vocational, social, cultural and recreational choices and adjustment most
successfully and happily. One purpose of guidance is to make individual discover
the mode of life by which he can realized most fully his potentialities for worthy and
satisfactory service. To this end, school must have a symphatetic understanding of
the pupil’s interest, aptitudes and abilities and make a conscious effort to help him
develop them for the satisfaction of their needs, discharge of duties and
responsibilities and enjoyment of his opportunities. Guidance tool is to aid
pupils/students to make wise choice and decisions.
Kinds of Guidance
The most common type of guidance are:
1. Educational guidance – assistance give to a person via use of facts and
standardized procedures that he may plan and pursue his education in the
light of his abilities, past achievements, difficulties and interests;
2. Vocational guidance – presentation of facts about job and occupational
fields, requirements of various occupations and employment possibilities
in order to help pupils or students select a vocation more intelligently;
3. Personal guidance – assisting an individual with respect to his personal
habits, attitude and intimate personal problems;
4. Social guidance – assisting persons in their adjustments to social customs
and practices that they may develop satisfactory relationship with their
fellowmen;
5. Moral guidance – assisting persons in their adjustments to social customs
and practices that they may develop satisfactory relationship with other
fellowmen;
6. Avocational guidance – assistance given to person to enable him to spend
his leisure in worthwhile activities;
7. Health guidance – assisting pupils/students to attain a greater measure of
physical and mental health;
8. Civic guidance – assisting person to enable him to be an efficient factor in
the local provincial and national government.
Need for guidance in Schools and Colleges
The need for guidance in our school system becomes more urgent in view of:
1. rapid influx of students into our school in all levels;
2. diversity of educational and vocational opportunities;
3. varied courses offered in the school system;
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4. complexities of modern life.
Items of Information Necessary in Guidance
Aspects/areas of students/pupils necessary in guidance are;
1. Scholastic ability;
2. Past achievements (student ability or aptitude in use);
3. Aptitudes and disabilities;
4. Interest and aspiration;
5. Personality adjustments;
6. Health; and
7. Family background
Type of test measuring the general ability, aptitudes and interest are:
1. General intelligence test;
2. Vocational aptitude test;
3. Philippine achievement test;
4. Interest analysis blank; and
5. Inventories of personality traits
Modern concept of School Discipline
The modern concept of discipline is both regulative and educative. Regulative
because without peace and order, effective teaching on one hand, and profitable
learning on the other, are not possible. The true functions of classroom discipline is
to create a desire to help establish and maintain good working condition inside and
outside the classroom setting.
Classroom setting is educative, in that, to help students acquire knowledge,
power, habits, interest and ideals which are useful for his well-being and his
fellowmen. It aims to bring about desirable behavior on the part of all pupils.
1. Ideals such as freedom, justice and equality for all;
2. Recognition of inherent dignity and rights of every human being;
3. Development of self-direction, self-discipline; and
4. Understanding of the goal
Causes of Disciplinary Problems
The fundamental causes of disciplinary problems
1. Teachers personality factors, that is lack of subject matter knowledge,
constant nagging and scolding, lack of symphaty, temper, poor decision,
hard treatment of pupils, poor method of and technique and lack of
knowledge of child psychology.
2. Physical factors in terms of health and psychological elements. Poor
health, irritability, restlessness and subtleness.
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3. Individual factors such as egotism, immaturity of judgment, low mentality
and self-consciousness.
4. Social factors – desires for social approval, desire for sensationalism and
well-known to everybody and resentment to control;
5. School factors, that are unattractive classrooms, unhygienic room
condition and lack of organization of classroom routine;
6. Lack of training;
7. Work factors, in that poor subject matter planning, bad teaching, too much
work or activities of pupils that remain unchallenged.
Corrective Measures Prescribed by Bureau of Public Schools DECS
1. Suspension or expulsion
2. Withdrawal of privileges
3. Prohibiting corporal punishment and hazing.
Principles Governing the Handling of Disciplinary Problems
The administrator in handling problems of students discipline should:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
provide for a unifying philosophy of discipline;
secure cooperative pupil – teacher planning;
not to handle extreme cases of problem alone;
apply punishment in a corrective manner;
encourage constructive teacher solution of disciplinary problems;
not to make correction within the hearing of other pupils;
not to undermine the teacher’s authority;
talk with pupils to make clear to him the need for corrections;
never use corporal punishment; and
establish referral procedure to be followed in his own school.
School and Community Relation
School and community relations constitute a vital function area in educational
administration. Close relationship between the school and the community must be
established and maintained to make the school more serviceable and responsive to
the needs of the community and to draw the community to the school.
Models of School and Community Relation
The various models which administrator can make use in effecting school
relation with the community can conceptually illustrated as:
Traditional model. This model directs the administrator toward the
separation of the school and the community. It means that administrator, teacher
and all the support staff should decide all educational issues under the complete
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atmosphere of academic freedom. Administrators are not obliged to justify school
program to the lay citizen and the community.
Opportunistic model. The expedient or opportunistic model will use any
method, accept any policy, make any decision that will work for the administrator’s
own advantage. His major concern is to maintain himself in the position and have
little integrity. He justifies his behavior as flexible and open-mindedness.
Public relation model. In this model, administrators use principles derived
from masses of facts to build a school program the public must support.
Community-school model. This model requires the administrator to commit
one self to the concept of the school as an agency for social change and community
improvement and at the same time, education of the students can be enhanced
more dynamics and more meaningful.
The eclectic model. This model combines into a workable system what he
regards as good points of the various basic models.
Concern of the Community about the School
Foremost in these concerns of citizens about the school are the costs of the
school, the educational program and citizen involvement in decision-making.
Identifying Community Needs
To make the school properly identified with the community, it must have a
complete information on the population characteristics, values and other factors
related to youth and adult. It may be noted that culture, and values of the community
have systematic and continuing interaction with the expectation for the school as an
institution. All of these things the school should know by conducting periodic
community survey.
Communicating with the Community
It is a truism that successful implementation of programs can be done via:
Why communicate. It is essential to communicate with the community
because the schools are dependent on the community for financial and program
support.
Who to communicate. Every person connected with the operation of the
school like the principal, teachers, students and school employee has his own
contribution to make the school public relation program a success.
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What to communicate. Some of the things the school should communicate
with the community are those concerning school programs, student-teacher ratio,
number of books in the library, and physical plant description.
How to communicate.
Communicating the school concerns to the
community can be done in a number of ways as in meeting, general assembly, in
report and perhaps combination of these methods.
Non-Formal Education
Non-formal education may be defined as any recognized educational activity
outside the established formal system, whether operating separately or as an
important feature of some broaden activity that is intended to serve identifiable
learning clientele and learning objectives.
Constitutional and Legal Basis of Non-Formal Education
Some of the sources of legality of non-formal education can:
1. Philippine Constitution of 1935, 1973 and 1987;
2. PD No. 6-A;
3. Education Act of 1982;
4. PD 1139 creating position of undersecretary of DECS for non-formal
education.
Areas of Concerns of Non-formal Education
1.
2.
3.
4.
5.
6.
7.
functional literacy
basic vocation/technical skills training
civic citizenship education
socio-cultural development
sports-physical fitness development
effective leadership
mass media education
Target Clientele
1. The employed or unemployed learners of elementary and high school
level who like to rejoin the mainstream of formal education;
2. The unemployed or underemployed who need training in certain
occupational skills to enable them to be gainful employed or improved
their earning capacity;
3. Those who attended schools for only a few years and those who never
attended school; and
4. Technical worker and even professionals who need constant upgrading of
skills or new knowledge to improve their qualification.
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Examples of non-formal education that can be illustrated are:
1. agricultural extension and farmer training program;
2. adult literacy program;
3. occupational skills training;
4. youth club with educational purposes;
5. community program of instruction in health, nutrition, family planning and
cooperative.
In-Service Education of Teachers As Administrative and
Supervisory Functions
In service education of teachers and of other school personnel is a legal
requirement and an ethical mandate. Revised Service Manual of the BPS (1959)
states Division Superintendent of Schools, supervisors and principals are expected
to plan for the improvement of teachers – in service. Article IV, Sec. 3 of the Code of
Professional Ethics for teachers and school officials states that all school officials
and teachers should strive to broaden their cultural and deepen their professional
interest. They should pursue such as will improve their efficiency by study and other
means which will keep them abreast in education and the world in which they live.
Teachers and other school personnel have to grow in service by actively
participating in an enterprise designed to keep them up-to-date and abreast of new
developments and ways of solving professional problems.
The education of teachers in service is an administrative and supervisory
functions. Growth in-service to meet the needs of a changing society and to take into
account the ever developing educational insights, is essential and constitutes a
challenge to the teaching profession in this country. The new insights into learning
and teaching processes and the rapid changes in educational practices make
imperative a continuous growth in-service of the educational personnel.
Roles Played of a Administration and Supervision in Institution Building
The School Administrators
The school administrator, identified as the Division Superintendent, principal
or head teacher are the recognized leaders of the schools. Some characteristics of
the successful administrators can be cited as:
1. Initiators in terms of having a well organized plans and hardwork;
2. Improver via letting teachers to improve professionally and encourages
teacher to do a better work;
3. Recognizer in terms of ability to recognize initiatives, problems and
potentialities in individuals;
4. Helper by being ready to help others solve their problems and solicitous
concerning new teachers;
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5. Communicator by being effective to communicate with others, to the
community in clear and lucid manner what the school are doing and what
they need;
6. Coordinator by making school personnel to actively participate in policy
formulation and cooperative planning; and
7. Social man by being courteous, friendly and consistent in his disposition.
The Role of Principal in Guidance
The DPS Bulletin No. 17 s. 1951 states that the function of the school
principal in guidance as:
1. Lead teachers to increase their understanding of child behavior;
2. Acquaint teachers with ways of helping children attain their best
development;
3. Plan the administration of the testing program and the interpretation and
use of its result;
4. Acquaint himself with and make use of facilities within the school system
and community for giving help in cases where children are experiencing
adjustments difficulties; and
5. Lead in organizing the guidance committee.
In addition, as an executive of an educational institution an administrator is
tasked to represent his school to the environment; provides condition conducive to
teaching learning in terms of quality instruction, teachers, students, school facilities,
instructional materials, sufficient budget, community relation and other areas of
school operation. He likewise assumes roles in collaboration with his faculty, as
decision-maker, organizer, planner, budget-maker, and manager of the school and a
change-agent.
Furthermore, an administrator is duty bound to improve the teaching
competencies of all teachers under his charge. His role in this particular aspect of
institution building is to come up a program for faculty improvement. This can do by
allowing/sending the members of the faculty to actively participate in in-service
education designed to keep them abreast with rapid advancement and innovations
in the field of education.
Finally, it is an administrator’s role to make teacher’s welfare and benefits
available to his teacher. This he can do by making them well informed of these
welfare and benefits and assisting them how these are available of. A good example
is a one year study leave with pay as per mandate of the Magna Carta for public
school teachers.
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Problems and Issues Regarding School Administration as a Factor of
Institution Building
Tell me the kind of administrator you have and I will tell the kind of school you
belong. This statement can be substantiated by an administrative styles, leadership
behavior and approaches adopted by an school administrator.
By style of leadership simply means that most school principals are autocratic
in the way they handle the management of the school program. He practiced a one
man-rule, telling teachers what to do and expect compliance. He acts as somebody
who is indispensable.
This style of leadership is manifested by his behavior of “I, me and myself”
syndrome; and adopting a highly personalized and paternistics approach in running
the school.
A weak principalship position and function in elementary school level. By the
nature of the level of hierarchy, in the elementary school the principal position is very
much weakened. It is observed that elementary level education is organized as a
school district, headed by district supervisor. The complete elementary schools
existing in the different barangays including a central school are headed by
principals. The principal performs all the administrative tools as regard the operation
of school and as line officer, they are expected to undertake decision-making,
organizing, planning, communicating and other related management functions.
However the presence of district supervisor in the hierarchy, a position, which by the
name or title itself could just mean, to help the administrator to improve the teaching
learning process and the condition affecting them, is actually intervening in the just
functions and roles of principal with respect to administrative tasks and the
management functions.
One can just imagine the weak position of the elementary school principal,
who can not even recruit his own teacher nor make decision without permission of
the office of district supervisor. What is happening that while the principal are given
the full responsibility in running the school and produce satisfatory results, they are
not given required authority to deal with problems directly affecting their respective
schools. A case in point for settling problems connected to school and community
relation. District supervisor is not and will not interfere to settle this problem.
Practically, the responsibility is left to the school principal. What is ironic is that if the
problem is not solved, the principal gets the blame. However, if an appropriate
solution is prescribed, the credit goes up to the district supervisor level.
Self Activity # 4
1. Make an inventory of other competencies which you feel an educational
institution should develop on top of these competencies already discussed in this
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module. Describe them briefly by citing specific instances that they are helpful in
institution building.
2. Aside from functions and roles that have been discussed for each of extension
program, productivity, and administration in this module, what other roles and
functions can you recommend to make extension, productivity and administration
truly a group of competencies that are to be developed for institution building.
3. As an administrator of an educational institution which component of your
organization will you develop first… the human resources or the non-human
resources. Why? What are you going to do? And how are you going to do it?
4. Of the three competencies discussed in the module, which one do you think to be
in order that a mechanism for institution building can be set to motion and why?
Self Activity Quiz # 4 (SAQ4)
1. what is extension education? What are the main thrust of extension education?
How does it proceed with the technology transfer?
2. What is the concept of income generating projects with respect to the institution
building capability of a certain school? What specific roles can production
projects play in institution building?
3. What is administration and supervision? What are the administrative tasks that a
school head should perform to build up his institution. What roles do
administration play in each of the tasks for institution building.
Answers to Self Activity Quiz # 4 (SAQ4)
1. The concept of extension education should aim at innovation changes that can
enrich attitudes, knowledge, skills through a program of education and services.
It brings to focus in assisting the individual who composed rural family… the
farmer, his wife and their children. It is an educational process which goal is to
communicate useful information and a technology and helping people to build a
better life for themselves, their families and their communities.
Major thrust/concerns of extension education. The major concerns of
extension education can be cited as those connected to (l) improving the health and
nutrition of rural family members; (ii) relieving poverty; (iii) improving productivity and
food system; (iv) solving the rapid increase of population; and (iv) generally speaking
improving the well-being and the selfhood of every Filipino.
Approaches used in technology transfer. Introducing changes in a
barangay setting is a difficult task. One has to understand that change is a process
by which an alteration occurs in the structure and function of a social system. It a
normal and inevitable phenomena which varies in the speed which is occurs.
Approaches to use in technology transfer can be cited in terms of (I) identify
the sources and type of change needed; (ii) analyze the concept of rural culture
pervading in that locality; (iii) find out obstacles to agricultural change, socio cultural
obstacles, economic obstacles; (iv) reduce resistance to change and encourage
rural people’s participation in the change activities.
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These approaches can be implemented using the mass media, group and
individual; and other strategies that are focused on institutional approach, team
method, concentrative, local leaders.
2. The Concept and Roles of Income generating project in Institution Building
Institutional productivity as a factor associated to institution building is, in
terms of project that will make all possible income generating venture be conducted
in a business like basis and that in the process profits are realized. These projects at
the same are utilized as laboratory for “hands on experiences” of students and staff;
and as show window for replicable projects which technology requirements have
been generated and tested in campus by an academic institution. Experiences that
empirically obtained from these aspects can be used as inputs to enrich curriculum
and institutional information to upgrade classrooms instruction.
These production projects can be used by academic institution in getting itself
involved in food system development; a stable supply of low cost agricultural
products to people; a model of replicable projects; and a support mechanism for
instruction, research and extension and other development programs
3. Concept of school administration and supervision and its task and roles for
institution building.
Administration maybe conceived as the plan of an organization and how
organization is controlled and operated. It is the machinery of an organization
performing functions in terms of direction and control and activity management. Its
scope engulfs the school plants, teaching personnel, physical accounting, school
finance and budget, curriculum organization and development, guidance and
discipline and community relation
Administration areas of operation and / or tasks. Administration areas of
operation can be spelled out in terms of personnel management, finance and budget
management, school plant management, curriculum organization and management,
pupils guidance and discipline, school and community relation and non-formal
education.
Roles of administration in these operational tasks. The specific role that can
be cited in each of these tasks enumerated in the preceding are decision-makers,
planners, organizers, communicator, coordinator, comptroller and evaluator.
Concept of supervision. Supervision in any educational institution basically
refers to the improvement of teaching-learning instruction and the conditions that
affect them. It is a socialized functions design to improve instruction by working with
people who are working with pupils/students.
Scope of supervision. The major functions attributed to supervision can be
cited as inspection, research, training, guidance and evaluation.
Roles of supervision.
Supervision assumes these functions in any
educational institution, viz… survey of the school system, improvement of classroom
teaching, in-service education of teachers, selection and improvement of materials
for instruction, research sustaining the desirable physical condition of school plant
and doing semi-administrative duties.
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Summary
The main concern of this module is to put to focus other competencies that an
educational instruction need in order to dispense quality services and be regarded
as quality institution. These competencies are identified as extension program,
productivity and school administration and supervision. The module provided an
insight how these competencies are put to practice and maintained and the roles
they played in institution building.
Extension service as implemented by an educational institution is a
manifestation to bring to the end-user’s level product of its researchers for adoption.
It is a means of helping people so that they can help themselves in some major
concerns for improved rural family living in terms of improving health and nutrition,
relieving poverty, increasing productivity, population and improving the well-being of
people.
The roles played by an extension program can be stated in terms of link it has
with the sources of technology and the end users. It provides technical assistance
whenever necessary and a dissemination of replicable technologies.
Productivity. Productivity as an added competency is the ability to invest
institution resources, be it in terms of man, machine technology, capital and land
wisely in business enterprises which returns can be used as inputs to enrich
instruction, research, extension and fiscal concern of an educational institution.
Operated as an interface with instruction research and extension, they are
utilized as laboratory “for hands on” experiences of students and faculty; a source of
stable and low cost form products for students and faculty; and a manifestation of
the school capability to demonstrate the replicability of the technology it generated to
improved fiscal autonomy.
School administration and supervision. Administration can be regarded as
the plan of an organizations which perform functions in terms of decision-making,
planning, organizing, staffing, communicating, coordinating, controlling and
evaluating. Its areas of operation include ,management of personnel, school plant,
finance and budget, pupils guidance and discipline, curriculum organization and
development, school and community relation and non-formal education.
The roles of administration in institution building are multi-dimensional in
terms of representing the whole school organization, and providing the condition
conducive to teaching and learning process and serve as the main actor in the
management functions in any school organization.
Supervision. Supervision, in any educational institution basically refers to the
improvement of teaching learning process and the condition affecting them. Its major
functions are inspection, research, training, guidance and evaluation. Its roles can
be cited in terms of survey of the school system, improvement of classroom, inservice education of teachers, instructional materials, research, sustaining the
desirable physical condition of the school plant; and doing semi-administration
duties.
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References:
Andres, TQD and FY Francisco. Curriculum Development in the Philippine Setting.
Manila: National Bookstore, Inc. 1986.
Aquino, GV Educational Administration: Theory and Practices. Manila: Rex Printing
Co., Inc., 1985.
Gregorio, H. Administration and Supervision. Quezon City: Garcia Publishing
Comapny, 1968.
Martires, CR. Human Resources Management: Principles and Practices. Diliman,
Quezon City: National Bookstore, Inc., 1988.
Morphet, E., et. al., Educational Organizational Administration. Metro Manila:
Philippine Graphic Arts, inc. 1982.
Quisumbing, LR. Reform, Thrusts and innovations in Elementary and Secondary
Education. Philippine Education: Visions and Perspective.
Suta ria, MG. Et. al. Philippine Education: Visions and Perspective. Diliman, Quezon
City: National Book Store, Inc., 1989.
_______________. University Catalogue, Central Luzon State University, Muñoz,
Nueva Ecija, Philippines, 1995.
_______________. College of Education Brochure, Central Luzon State University,
Muñoz, Nueva Ecija, Philippines, 1998.
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Module 5
INSTITUTIONAL IMAGE ATTAINED
Institutional
Development
Technology
generation and
dissemination
Awards &
Recognition
Performance of
Graduates
/Alumni
Institutional
Image
Visitors’
Impression
Performance in
Government
Examination
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Introduction
One way an institution can establish a good name in the society is through its
great accomplishments in various areas of competence. To achieve this goal, it
needs careful planning, organization of human and non-human resources,
implementation of well-planned tasks, and evaluation or assessment of its
outcomes. Whatever good images the institution might project in its environment, is
a the result of careful planning, implementation and evaluation.
Among the most prestigious state universities in the country today is the
Central Luzon State University. The University cannot be underestimated when it
comes to competencies it developed in various disciplines as well as its images
gained with respect to its contribution in government development goals. It has
proven to have the capability in the modernization of agriculture and other fields of
study because of various successes in research and extension services. The coming
out of a Genetically Improved Farm Tilapia or the Genetically Male Tilapia; the test
tube carabao; and the tissue cultured rattans among others are just some of the
many accomplishments of this institution which capture the attention of the people in
the various parts of the country and abroad.
Although, discussions in this module is focused to the Central Luzon State
University accomplishment parameters, the experiences, interventions and programfocus the university has adopted, convey meritorious consideration of those other
institutions head and members who would like to lead and leave an imprint by
building an educational institution which can contribute meaningful results.
Objectives
This lesson module will acquaint you on the:
Concepts and definition of institutional development
1. Importance of technology generation and dissemination
2. Images gained of an institution in terms of:
2.1 Awards and recognition received
2.2 Performance of graduates in government examination
2.3 Employment status of graduates and
2.4 Impression of visitors.
3. Appreciate the role of administrator in keeping good images of
institution
Suggested Timeframe
:
6 hours
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Concept and Definition of Institution Planning and Development
These terms institution planning and institution development as conceived by
Maquiso (1983) are elucidated as…
Institution planning is the process of thinking, deciding and willing so that an
institution becomes a model institution according to its purpose.
Thinking requires the superior intelligence. Its scope is the environment. The
environment in turn, is the whole universe that influences institutional performance,
for better or for worse. The process of thinking should continue to grasp the whole
environment, its temper and it movements. Once those are determined, one will
know just where in that environment one’s institution maybe built and developed.
Deciding requires judicious judgment. Its scope is the whole process of the
analysis and synthesis. It is the result of judicious judgment over issue and
alternatives. In institutional planning, it is the decision that sets the direction for
future action. Hence, it is basic that issues and alternatives be put in their right
perspective first, if the right judgment is to be arrived at. It guarantees probabilities
that things could happen as anticipated. This is where superior intelligence works.
Willing requires force, a determined force that propels the action chosen
towards specific directions selected. Its scope is the whole gamut of resources under
one’s control. Willing is the force that puts into action the processes of thinking and
deciding. It’s a virtue of strong personalities, and the force that differentiates men
from boys. Willing occurs as a result of thinking and deciding, therefore. It is guided
action with force.
Institutional development is the subsequent progressive step that follows
after every step or cluster of steps taken in institutional planning. When one wills
positively toward a desired direction after making the decision, the subsequent step
taken and/or the result emanating therefore is a development step obtained.
The above relationship illustrates the symbiotic linkage of institutional
planning and development. However, a development step may occur without a
proceeding planning step. But this is accidental rather than contrived. It is therefore
not advisable for institutions whose resources are always scarce and costly.
Every development step to be taken, moreover, must be loaded with pressure
if it is going to be meaningful to the institution. It is in this context that institutional
development must be regarded as a process or confronting the demands of the
pressures emanating from one’s institution, on one hand, and those being dictated
from without the institution, on the other. When the teachers demand increase in
salaries, even when there are no available funds for those purposes, that is one type
of pressure emanating from within. When the national government announces a
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freeze on all new programs and projects because of the oil crisis, that is one type of
pressure from without. All these pressures one must expect and confront.
As one takes the direction set in the institutional planning, all types of
pressures from within and without intervene, if not present themselves, as threats to
development.
There is no meaningful development if there are no pressures. It there are no
pressures, then it follows that the direction set in institutional planning is naturally
pursued, and its end naturally attained. But that is hardly a fact in the modern world;
for without them, the institution will become a distance in the society. It could
become an island, which will fail to affect the workings of its environment.
The institutions need pressures of all types, if they are to develop
meaningfully. On the other hand, if pressures are weak to a point that they slow
down the development of the institution, then it is time that the latter expect pressure
with such force to influence others to grow and develop.
Without these pressures, and hundreds like them, an institution cannot expect
to influence the development of others, much less its own.
P-I-E MODEL
PLANNING
INPUT
1. Man
2. Money
3. Materials
IMPLEMENTATION
Tertiary
Secondary
Elementary
Educational
Process
EVALUATION
OUTPUT
Graduate
Feedback from the Community
The institution will attain the good image depending upon the input. Any good
output is the result of good input.
This model shows the whole processes of institutional building wherein there
are competencies to be considered:
Input – refers to the resources; man, money, materials;
Process – refers to the administration style and technique in program
operation or competencies gained;
Output – refers to the product, growth in terms of achievement or rather their
images gained.
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Viewed the system or the model, it only shows that institutional building needs
a careful planning, implementing and evaluation. Input represents the base or
starting point for the institution building and it include the beginning knowledge and
skills brought to the system by the people/administration/leaders, as well as, their
motivation and effort, the goals and purposes of instruction set by the society and
the resources available to do the task. Process component includes all the
methodologies applied in the operation of the institution to achieve the stated goals,
while outcome is the products including the images gained by the institution.
Technology Generation and Dissemination
It is often said that the only permanent thing in this world is change. It is often
associated with development or a progressive step from a status quo. Change is
also considered dangerous if instituted for its own sake. For example, if the
administrator takes over and initiates changes or “reforms” and revamps the system
because he wants to create an impact or wants to make a score or name for himself
then this administrator becomes a devious enemy of development.
One of the various ways on how institution could gain image is through this
“Technology generation and dissemination”. Those technologies could help the
institution to produce or established projects that encourage, influence person or
even foreign countries to visit the institution.
The success of any project venture significantly influence the image of that
institution. Any development in technology should be properly generated and
disseminated in such purposes that will gain good images to the said institution.
Central Luzon State University (CLSU) is one of the examples of institutions
that established desirable image because of the various projects, that have been
successfully undertaken.
Importance of Proper Technology Generation and Dissemination
There are so many income-generating projects that are properly maintained
and replicated which in turn ensure optimum profit. This profit contribute to the
thrust funds that will be utilized for further improvement of the institutional plants and
facilities. It is very important that projects of an institution will be properly
disseminated to the environment in such a way that it contributes to development.
1. Project will serve as training ground for the application and testing of
theories learned from the four walls of the classroom. The university as an
accredited training institution is mandated to conduct training courses on agricultural
production technology and management for various groups and clienteles.
2. It benefits school constituents as well as the whole community enabling
them to avail efficient services and good products. One concrete example is the
University Agri-Business Program (UAP) of CLSU.
3. It provides employment to a number of people in the community.
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4. It is a proof of progress as well as the advancement of the technology
helping us to adapt to the ever-changing scientific change.
5. Successful projects build good image for the institution.
Research, Extension And Training
The Research, Extension and Training (RET) is the University central
coordinating, monitoring system and interconnecting link in the whole R&D process.
The RET-Academic Affairs Interface, and CLSU as a national multi-commodity R&D
center of excellence can be cited as samples in this mechanism. It’s recent revamp
from the former R&D Center, is keeping with the overall systematization and
unification of the institution’s multifaceted programs and several centers.
Research
As a university thrust research covers the basic and applied researches on higher
education institutional building, agriculture and resources and selected nonagricultural concerns where available resources are mobilized to improve the
general welfare of farming communities and modernization of primary production
systems emerging agro-industries.
The CLSU research program has two features; R&D mandates as national
and regional multi commodity center in crops, agricultural resources management,
livestock, fisheries, forestry and agro-ecosystems, higher education, socioeconomics and disciplinary studies specially for further enriching curricular
programs.
The research program aims to develop packages of technologies, processes,
methodology, and delivery system for sustainable development based studies on
higher educational institution building research, agricultural resources, and
environment of national, regional, and local importance.
Extension
The extension thrust is implemented through the University Extension
Program Management Institute for Rural Development (UEP-MIRD) and the
extension mandate of colleges and centers. The UEP is operationalized in two major
programs, namely the Barangay Integrated Development Approach for Nutrition
Improvement (BIDANI) and Regional Integrated Applied Communication Project
(RIACP).
The MIRD is the local government academy to strengthen its leadership
capability for sustainable development. It helps build up capabilities of local
government units, non-government organizations and peoples organizations as
partners in community development. It conducts core and market driven local
governance courses, in which LGU’s are active participants.
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The UEP-MIRD tests models for rural development, namely RIACP and
BIDANI as approaches in delivering services to farming communities. It is a means
to reach target beneficiaries.
The UEP-MIRD backstops LGU’s, NGO’s and PO’s and partner school and
communities in terms of research, field operations, consultancy, and network
information services. It provides livelihood programs, putting up protective dikes,
implementation of agri-related, school building and integrated rural financing and
community mortage programs, and disaster management.
The UEP-MIRD links technology generators and users for faster rural
institution building, provision of community services and special projects that
respond to the acute needs of target clientele groups.
The general objective of the UEP-MIRD is to help alleviate the socioeconomic condition of the 30 percent poorest of the poor consisting mostly of upland
and lowland landless workers, inland fishermen, add-job seekers, and marginal
farmers.
Training
The training thrust consist of planning, designing, initiating, coordinating,
conducting, monitoring, formulating policy and evaluating non-degree training
programs of the University for various clientele groups.
The major training objective is to initiate plans, design, formulate policy,
coordinate, conduct, monitor and evaluate non-degree training programs of the
University and other development agencies for various groups of clientele.
The training components consists of the following:
Curricular Resources Development. Takes charge of developing relevant
and appropriate training curriculum based on the identified needs of the clientele
which are assessed in closed coordination with the monitoring and evaluation
division. It updates and upgrades training curriculum, training methods and
techniques. It also conducts follow-up study on the training conducted.
Training Materials Development. It develops and designs training materials,
i.e., training syllabi, training module, self-learning kits, training manuals, slides,
transparencies, flip charts, visual aids and other handouts. It coordinates with the
Training Administration and Curriculum Development Divisions in identifying,
designing, and reproduction of appropriate training materials and other training
paraphernalia.
Training Administration and Marketing Services. This is the heart of the
Training Office as is it mainly concerned with conducting/implementing of the training
program activities. It identifies, recruits/selects training participants in coordination
with the other training divisions. It develops a pool of competent resource speakers,
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trainers on call within or outside the University. This is the unit which coordinates
training activities/program with other units of CLSU, GOs and NGOs and
establishes, maintains, strengthen linkages with all concerned organizations.
Monitoring and Evaluation. Take charge of devising monitoring and
evaluation systems of the training program/activities conducted.
Students’ Performance in the Licensure Examination
One of the indicators of the quality of the school system is the passing rate in
the professional examinations. The trend in passing in the professional examination
must be examined closely by the policy makers. Administering examinations for
those who wanted to qualify to a certain profession is handled by an independent
government body, the Professional Regulations Commission (PRC). Various
controversies in the conduct of the examination raise the need to examine further
and strengthen this critical aspect of developing of the different professions in the
Philippines.
To determine the effectivity of the professional licensure examinations, key
policy questions may include the following: i) are the passing rate correlated with the
student’s performance? and ii) are the passing rate correlated with measures of
productivity, (occupational or professional performance)?
Additional safeguards are also needed to protect the integrity of the
examination to raise the credibility of the results; and to minimize the possibility of
corruption.
It could be argued that if non-qualifiers got employment which required some
knowledge related to their field of study, then human capital investment may not
necessarily gone to waste. It would be great wastage of human resources if a large
number not only failed to qualify, but also are unemployed or landed jobs entirely
different from they studied.
During the SY 1999-2000 graduates showed sterling performance in various
government examinations by consistently performing above the national average.
Most notable was the top ten performance of the examinees for the Doctor of
Veterinary Science and Medicine Board examination who garnered the 4 th, 6th, 7th,
and 10th places. Likewise commendable was the performance of CLSU graduates in
the Certified Public Accountant licensure examination who were top in the Region III
and ranked 6th and 10th nationally during the May and October examinations,
respectively.
Excellence in Academic Program
No function in the university is more vital than serving its constituents in their
quest for wisdom and knowledge. Receptive to the demands of contemporary
society and sensitive to current development trends, the Academic Program sees to
it that it is always steered by the following concerns: i) strong in science and
technology; ii) proactive in future needs and development; iii) relevant to the region’s
agro-industrial needs; iv) impacts on the empowerment of the rural people it serves;
and v) contributes toward sustainable development and global competitiveness.
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These concerns converge through the intensification of the thrust in the
following programs namely: i) instruction; ii) faculty development; iii) research; iv)
publication; v) production and vi) extension. The non-conventional and existential
approach in conveying quality education paves the way for the emergence of quality
graduates ready to be deployed in various professions as academician, farm
managers, extension agents, food technician, home economist, veterinary doctors,
entrepreneurs, accountants, fishery consultants, social scientist and other highly indemand pursuits.
The Academic Program contributes to a large degree in actualizing the vision
of the University “As a model comprehensive institution of higher learning dedicated
to service and excellence”. Their achievement during the year speaks for
themselves as the big contribution of this program for the attainment of the goals of
the University.
Finally, we can not deny the fact that CLSU graduates has a big chance of
employment both in private and government agencies because of good institutional
image it has attain through the years.
Faculty Profile and Development
The Academic Program boasts of a faculty line-up which is educationally and
professionally equipped with the necessary expertise to effectively implement and
manage the various curricular offering. The current teaching work force of the
University consist of 364 competent faculty members specializing in wide range of
expertise having been trained in leading universities here and abroad.
Development and Upgrading of Teaching Competencies
During SY 1999-2000, the faculty development program was prepared
reviewed and implemented. There was a continuing support for the upgrading of the
faculty members for advance studies toward the Ph.D. and MS degree as well as the
short-term non-degree training course.
In service training and seminar-workshops were sponsored and conducted by
the University to upgrade teaching competencies. Four (4) such seminars were
conducted in the field of test construction, course syllabus writing, teaching
effectiveness and action research. On the other hand, a total of 92 faculty members
were invited to participate in various local, regional, national and international
conferences, meetings, seminars and workshops as paper presentors, participant
and/or resource persons.
Performances, Awards And Recognition Received
(Institution And Individual Members)
The institution can be judged by the quality of human resources. The people
occupying various key positions are considered assets of the university. Through
their efficient and commendable performance, they were able to yield various
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nominations, awards and citations, which contributed to the favorable image by the
university.
Excellence in performance. These were emphasized now and then to all the
executive, faculty and staff members and the students by the leaders of the Central
Luzon State University, stating that performance is the name of the game in CLSU
and that nothing beats excellence in performance.
In time, many big things have been achieved by CLSU. As a result, CLSU
and its achievers were recognized and given awards.
One outstanding breakthrough was the development of YY-male technology,
which involved the genetic manipulation of the Nile tilapia. Result of this research
work led to the production of what has been called the “super male tilapia”.
The technology involved in the first stage the sex reversal to female of the
sexually undifferentiated fry with the use of synthetic hormone then mating them with
the regular male tilapia. Subsequent identification, crossings and feminization led to
the development of YY-male and YY-females, which were then crossed to produce
YY-male broodstock.
CLSU also produced quality and resistant vegetable, legumes and cereal
seeds for distribution to interested parties elsewhere. The vegetable seeds included
amargoso, eggplant, tomato, pepper, upo, pole sitao, and okra while the legume
seeds included mungobean, peanut, soybean, and cowpea. Corn seeds were also
produced.
The research group of the university came out with seventeen production
technologies appropriate for the ash and lahar-laden areas in Central Luzon. These
technologies were later published into a book form.
Trainings for development workers, farmers, women, out-of-school youths,
students, local government officials, professionals, foreigners, multi-sectored groups
and for teachers and administrators of agricultural schools were conducted one after
the other. The extension program through the Barangay Integrated Development
Approach for Nutrition Improvement (BIDANI) was further strengthened and
institutionalized.
In the Academic Program graduates of CLSU performed well in board
examinations for veterinarians, agricultural engineers, teachers, civil engineers,
biologist, chemists, and accountants. In this examination, many CLSU graduates
landed in the top ten in the list of successful examinees. The passing percentages in
the board examinations of CLSU graduates were beyond the national passing
percentages.
In 1995, three of the four yearly awards being given by the Philippine Council
for Agriculture forestry and Natural Resources Research and Development
(PCARRD) were bagged by CLSU. Dr. Battad was bestowed the “Pantas Award” for
being the best R&D Administrator; the “Tanglaw Award” was given to the CLSUbased Central Luzon Agricultural Resources Research and Development
Consortium (CLARRDEC); the “Ugnay Award” for being the outstanding research
and development consortium in the country. A total of P 1.50 million accompanied
the awards.
Other awards given to particular officials or units of the university included the
following: i) Julian Banson Medal for outstanding Research and Development
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(applied) of the Department of Science and Technology given to the CLSU
Freshwater Aquaculture Center for YY-male Tilapia Technology; ii) 1996 Gawad
Bisig given to CLSU-Affiliated Non-Conventional Energy Center for Outstanding
Kabisig type project for Region III and Aurora Province; iii) Most Outstanding
Agricultural Engineer given by the Philippine Regulation Commission; iv) Dr. Felix D.
Maramba, Sr. Award, for most outstanding Agricultural Engineer given by the
Philippine Society of Agricltural Engineers to Dr. Honorato L. Angeles, VicePresident for Research, Extension and Training; v) Hall of Fame Award for CLSUAffiliated Non-Conventional Energy Center for being one of the top five ANEC’ in the
Philippine ANEC network; vi) outstanding LGU-NGO-university partnership in Legal
Governance and people empowerment given to CLSU-BIDANI by the Kabisig’s
People’s Movement; vii) Most outstanding agricultural scientist given by the
Department of Agriculture and Pantas for Research Category given by PCARRD to
Dr. Libertado C. Cruz; viii) most outstanding professional in the field of agricultural
engineering given by the Professional Regulations Commission, Philippine
Association of Board Examiners and Philippine Federation of Professional
Associations; ix) most outstanding Agricultural Engineer Award given by the
Philippine Society of Agricultural Engineers to Dr. Rodolfo C. Undan.
Two outstanding officials of the university were appointed by President
Ramos to important positions. Dr. Libertado C. Cruz was appointed executive
director of the Philippine Carabao Center; while Dr. Rodolfo C. Undan was
appointed firstly, as administrator of the National Irrigation Administration; and then
later assistant secretary of the Department of Agriculture. Dr. Romeo L. Saplaco was
designated by DECS secretary Ricardo T. Gloria as National Adviser of the Future
Farmers of the Philippines and Future Agricultural Homemakers of the Philippines
(FFP-FAHP) organization.
Other Awards/Honors Garnered By CLSU
Colleges, Units, Faculty Members And Student
Best Paper Award on Crops (Grafted Tomato (Kamlong) for off-season
Production) during the 1999 Agency In-House Review of completed and going R&D
Projects held in May 1999 at Muñoz, Nueva Ecija.
Achievement Award in Research Management won by Dr. Teotimo Aganon,
Research Director, from the Federation of Crop Science Society of the Philippines
on May 1999 at General Santos City.
CLSU-CBAA Marketing student were declared national champion in the Annual
National Marketing Week Celebration sponsored by the Philippine Marketing
Association held at Glorietta Complex, Makati City on July 12, 1999.
Dr. Melissa E. Agulto received the R&D Fellow Plaque of Recognition from
CLARRDEC on August 4, 1999.
CLSU Credit Coop. Inc. received the Gawad Pitak Special Award for the best
Capital Formation. The Award was given by the Land Bank of the Philippines with a
cash prize of Php. 25,000 on August 10, 1999.
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CLSU Rodeo Team won overall championship in the 1st Philippine Invitational
Championship held at the Manolo Fortich town in Bukidnon. It bested 17 competing
teams (8 schools and 9 agencies).
CLSU was named 1999 KABALIKAT AWARDEE by the Department of Labor
and Employment Technical Educational Skills Development Authority (DOLETESDA). The award was given at Malacañang, Manila and was received by Dr.
Teodora A. Battad, overall coordinator.
CLSU-USHS and CAS students were champion and 2 nd place, respectively, in
the “Tagisang Pilipino, isang tagisang kaalaman sa lahi, kultura at bansang Pilipino”,
competed by 39 schools all over the Philippines.
Provincial Energy Quiz Bee. The USHS successfully defended its championship
trophy over Talavera National High School and Juan R. Liwag National High School
on August 26, 1999 at Bibiclat High School in Aliaga, Nueva Ecija.
CLSU Accounting Office was unanimously elevated to the Hall of Fame by the
Association of Government Accounting of the Philippines (AGAP) Board and the
Selection Committee for Model Accounting Office held at ASIA World Hotel, Puerto
Princesa, Palawan on November 10-12, 1999.
CLSU ROTC won the championship in the Regional Annual Administrative and
Tactical Inspection. It was awarded a trophy and Php. 19,000 cash award plus Php.
3, 000.00 scholarship for Cadette Rea Marzan.
Dr. Jose L. Tabago and Mr. Onofre Gorospe were cited as among the Muñoz
Model Employees last January 2000.
CLSU won the overall championship in the Luzon Science Consortium
Mathematics and Science Quiz Bee among 12 SUC’s in 3 Region.
The CLSU Rodeo Team was champion in the BAI tournament held in Manila on
February 10, 2000.
CLSU Bidani Project-received a Plaque of Recognition from National Bidani
Headquarters.
Mr. June Cena, CBAA student, was named one of the Ten Outstanding
Marketing Student (TOMAS) and received the award from the Philippine Marketing
Association at Dusit Hotel Nikko, Makati City.
Outstanding Scientific Partnership award (co-winner) awarded by the
Consultative Group of International Agricultural Research (CGIAR).
Outstanding Monograph won by the Research Office for its Technologes
Agricultural Production and Livelihood Projects (4th edition) given by the National
Academy of Science and Technology (NAST).
Best Paper/Best Poster Award on Confectionery Peanut Production and
Processing (Technology for Dissemination) won by the Research Office during
CLARRDEC Regional Symposium on R&D Highlights at WLAC, San Marcelino,
Zambales.
But most outstanding of all is the fact that whenever CLSU is mentioned there
is that high regard and esteem bestowed at once as everybody knows that the
university has been an achieving university.
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What They Said About CLSU
Day in and day out, people of all walks of life visit the University. They
included government officials and functionaries, private individual, officials and
members of organizations, farmers, entrepreneurs, businessmen, traders, students,
foreign dignitaries and others. As they leave the University, they right down utter
some words about CLSU. These were captured and became living words that
provide inspiration to all.
These were the impressions given by well-known personalities:
“CLSU should be supported in line with our efforts to push the agriculture
sector.” - Sen. Ernesto M. Maceda, Chairman, Senate Committee on Finance
(February 6, 1996)
“Although there is no competition, really, but CLSU is a fact rising national
university for agricultural development.” – Sen. Leticia Ramos-Shahani, Senate
President Protempore and Chairman, Senate Committee on Agriculture (February
18, 1996).
“CLSU is now emerging as the most outstanding university in the
Philippines… CLSU is the best performer.” - Rep. Jose C. de Venecia, Speaker,
House of Representatives
“CLSU’s projects have added value because of the introduction and utilization
of new technologies”. – Rep. Rodolfo B. Alabano, Jr., 1st District, Isabela
“CLSU is our top performing university. We have to build this school
together… CLSU is the fast growing institution. This is a reflection of sama-sama or
kuyug-kuyog in Visaya”. – Dr. Ricardo T. Gloria, Secretary, Department of
Education, Culture and Sports.
“I have seen so many innovations and projects that identify CLSU as the
premier state university in the country in area of agriculture. The initiative and
entrepreneurs of CLSU especially in testing and promoting new agricultural
technologies and education techniques, should be supported to the fullest.” – Dr.
Alejandro W.D Clemente, Undersecretary, Department of Education, Culture and
Sports.
“CLSU provides the role model among the SUC’s and other educational
institutions in this part of the country”. – Dr. Frederick So. Pada, President,
Association of State Universities and Colleges.
“CLSU have good programs, unique things which other schools do not have.”
– dr. Gelia Castillo, Social Scientist and UPLB Professor Emeritus.
“I have traveled nationwide, precisely to the 15 regions of the country, but I
never saw a school as clean and as beautiful as CLSU”. – Ms. Marie Lou Santiago,
Vice President, Philippine Women’s University.
“We have heard much about the Central Luzon State University. We therefore
have come not only to acknowledge its advances but to signal to other Philippine
universities and colleges that it is about time they become center of innovation and
entrepreneurship”. – President Fidel V. Ramos, April 15, 1997.
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Self Activity
1. Visit a nearby institution and interview the school administrator as well as some
teachers for information regarding:
1.1 Challenges encountered in their quest for building an institution;
1.2 Some practices adapted by the institution heads in terms of achieving
competence and gaining institutional images; and
1.3 Analyze the information gathered.
2. Conduct an interview with some heads of institution and elicit form from the
samples of projects and/or activities in which:
i.
they played a strong leadership role;
ii.
they elicited strong environmental support;
iii. they achieved the competency requirements essentials for a highly
modernized institutions; and
iv. achieve favorable image that made institution famous and/or well
known.
3. Prepare a report for submission and discussion during the tutorial.
SELF ACTIVITY QUIZ # 4 (SAQ #5)
1. Define the concepts of institutional development.
2. Explain how an institution can gain image from the following:
2.1 Technology generation and dissemination;
2.2 Awards and recognition of the institution;
2.3 Performance of graduates in government examination and their
employment; and
2.4 Visitor’s impression
3. What are the roles performed by the administrator in achieving the goals of
institution and gaining competencies as well as images.
ANSWER TO SELF ACTIVITY QUIZ # 5
1. Institutional development refers to the subsequent progressive step that
follows after every step or cluster of steps taken in institutional planning.
2. Technology Generation and Dissemination
Research will only find meaning if properly disseminated and utilized by the
intended users. An institution should implement different strategies to promote or
disseminate and commercialized mature technologies or information, via holding of
training, seminar, symposia, establishment of demonstration farms, production of
extension or communication materials and participation in national, regional and
local exhibits.
A. Awards and Recognition of the Institution
Whatever good image the institution may project in the environment is the
result of awards and recognition it achieved based on the good performance. This
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includes the people occupying various key positions who considered to be assets of
the university. Through their important contribution in integrating the institution and
community and through their efficient and effective projects that cater satisfactory
their clientele gives the institution a good image not only to their clientele they serve
but also to others.
B. Performance of the Graduates in Government Examination and on their
Employment
No other group of people could be more potent source of good image of
institution rather than their alumni. Being graduate of the institution, they owe
training, expertise, and degree to their Alma Mater, and their being professional they
are familiar with the work of technology generation, testing and application. Great or
good performance manifested by the alumnus in his/her field of work means great
impact to the image the institution in comparison with others. Some commendable
performance includes graduates garnering some slots in the top ten lists when it
comes in taking government examination. These help the institution attain good
image.
The Alumni of the educational institution are proof of its successful existence.
The greater the number of graduates who succeeded in life or who are employed in
various area, agencies or institution, the greater the name of the institution become
in regards with others
.
C. Visitors Impression
Day by day, people of all walks of life visit the institution. These include
government officials, private individuals, officials and members of the organizations,
farmers, entrepreneurs, businessmen, teachers, students, foreign dignitaries. When
these visitors have a good impression of the institution, it will be a good
encouragement to the institution itself. If the visitors would tell others the beauty and
advantages of visiting the institution it will add accomplishment to the institution and
gain good image.
3.
Administrators play important roles in attaining institutional competence and
good image of the institution. Efficient management of human resource in any
institution can spell the difference between success and failure to attain its objective
or goals.
Administrator should also integrate the institution and the environment. There
must be a cooperative relationship between the two. This would the help institution
improve its relation to the community and that whatever gap that may exist between
it and the environment will be narrowed down.
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SUMMARY
This unit unfolds the images gained by the institution with regards to CLSU
various accomplishments and products. This unit gives reliable information,
innovative ideas, first hand experiences about the institution and its success in
different areas or disciplines. Careful planning, organizing, and implementing as well
as evaluating are very much needed in the whole process of institution building. It
requires a strong leadership from an efficient and effective administrator. Specific
accomplishments in areas which like research, extension and academic thrust were
presented to make the discussion of this unit easy to comprehend.
An institution is an organization of people. Any achievement gained by the
institution is a product of cooperative effort between the institution and the
environment. Whatever good image an institution gained could serve as a motivation
for the environment to extend more assistance to enhance further the impact an
institutions created to the community.
REFERENCES
Aquino, G. V. 1997, Educational Administration (Theory and Practice), Rex Book
Printing Company Inc., Manila
Maquiso, M. 1983, Institutional Planning and Development, Quezon City, New day
Publishing
Philippine Panorama, Feb. 22, 1998, Sunday Magazine of Manila Bulletin
Rivera, F.T. and Battad, F.A. 1995, Modernization of the Central Luzon State
University, CLSU, Blas Edwards Printing Press
Roque, A.S. 1997, (CLAS..CLAC..CLSU.. Through the Years). CLSU, Blas Edwards
Printing Press
1997-98 Faculty Directory; Office of the VPAA. SY 1997-98, Central Luzon State
University. University Printing Press.