Organizational Culture in Schools

Definition
 Shared values, beliefs, norms, and practices that shape how a school operates and how
people interact.
Roles of Organizational Culture
1. Shaping Values
o Builds moral & professional values (respect, responsibility, inclusivity).
o Example: anti-bullying policies, multicultural events.
2. Influencing Behavior & Relationships
o Guides acceptable behavior & social interactions.
o Bandura’s Social Learning Theory → people learn by observing leaders/teachers.
o Example: collaborative staff meetings, peer mentoring.
3. Improving School Effectiveness
o Positive culture = higher motivation, commitment, and teaching quality.
o Fullan (2007): sustainable improvement depends on strong relationships & shared
goals.
o Example: professional culture → better student engagement & academic success.
Key Theorists
 Schein → culture shapes people & performance.
 Deal & Peterson (1999) → strong cultures communicate what is valued.
 Bandura → behavior learned through observation.
 Fullan (2007) → school improvement relies on relationships & shared goals.

Context
 Schools are influenced by complex social structures involving heads, teachers, students,
and stakeholders.
 Understanding organizational theories helps explain behaviors and leadership in education.
Max Weber – Classical Bureaucracy
 Max Weber (1864–1920): German sociologist, studied capitalism, inequality, and
organization of work.
 Observed differences in authority and innovation between Germany and the U.S.
 Developed the concept of bureaucracy as a rational, efficient organizational model.
Weber’s Six Rules of Bureaucracy
1. Hierarchical Management Structure

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 o Clear chain of command; authority defined at each level.
2. Division of Labor
o Tasks specialized; employees gain expertise in specific roles.
3. Formal Selection Process
o Hiring/promotion based on qualifications, exams, training (no nepotism).
4. Career Orientation
o Managers are career employees; protected from arbitrary dismissal.
5. Formal Rules & Regulations
o Documented rules ensure consistency, reliability, and predictability.
6. Impersonality
o Rules applied uniformly; no favoritism or preferential treatment.

Formalization of Structure
 Refers to how rules, policies, and procedures are written and enforced.
 In highly formalized schools:
o Employees rely on manuals, handbooks, and official guidelines.
o Ensures consistency in handling issues and problems.

Policy Development, Implementation, and Evaluation

Definition & Purpose
 Educational Policy: Principles and government-issued guidelines regulating the education
system.
 Ensures effective, equitable, and legally compliant school governance.
 Example: DepEd Orders guiding public schools.
Elements of Policy
1. Content – broad principles, rules, guidelines.
2. Effect – governs actions, creates rights/obligations.
3. Duration – long-term application.
4. Scope/Scale – institution-wide/nationwide.
5. Issuing Authority – DepEd Secretary or authorized officials.
DepEd Issuances
 DepEd Order
 DepEd Memorandum

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  Office Order
 Office Memorandum
 DepEd Advisory

Importance of Policies
 Governance: Clarifies roles, promotes transparency.
 Compliance: Ensures adherence to laws, protects rights.
 Accountability: Sets performance expectations, requires monitoring & reporting.
Legal Foundations
 RA 9155 (Governance of Basic Education Act): Decentralized governance, learner-
centered education, community participation.
 RA 10533 (Enhanced Basic Education Act of 2013): Extends basic education to 13
years, spiral curriculum, SHS tracks, mother-tongue instruction, teacher development.
 DepEd Orders (DO 13, s.2015; DO 24, s.2020): School-Based Management framework,
Learning Continuity Plan during pandemic.
Policy Cycle
1. Agenda Setting: Identify issues (formal/informal, internal/external stakeholders).
2. Policy Formulation: Policy analysis, drafting, compliance check.
3. Policy Adoption: Secretary signs DepEd Order, publication & dissemination.
4. Policy Implementation: Translate into school programs, train staff, allocate resources.
5. Monitoring & Evaluation: Use reports, audits, feedback, indicators (PPSSH domains).
Roles in Implementation
 Administrators: Interpret policies, strategic planning, resource management, monitoring.
 Teachers: Deliver curriculum, innovate pedagogy, assess students, report outcomes.
 Learners: Engage actively, adapt, provide feedback, advocate rights.
 Stakeholders (Parents, NGOs, Gov’t, HEIs, Intl. Orgs.): Provide support, resources,
expertise, partnerships.

Monitoring & Evaluation Tools

 SBM Monitoring Tool
 ALS Monitoring Tools (CLC forms, literacy mapping, weekly logs)
 Gender-Responsive Education Tools (DO 32, s.2017, HGDG tool)
 PPSSH Domains (Strategic Leadership, Operations, Teaching & Learning, Professional
Development, Stakeholder Engagement)

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RA 11210 – Expanded Maternity Leave Law
 Grants 105 days paid maternity leave for female workers, with option for 30 days extension
without pay. Solo mothers get 120 days paid leave.
 Key Benefits for Educators:
o Health & Recovery: Longer leave supports maternal health, breastfeeding, bonding.
o Job Security: Tenure protected; no dismissal due to pregnancy or leave.
o Equal Application: Applies to both public and private school personnel.
o Optional Extension: 30 days without pay for additional recovery.
o Transferability: Leave credits may be transferred to father/alternate caregiver if
mother dies or is incapacitated.
 Responsibilities of Educators:
o Proper filing of leave (medical certificate, documentation).
o Coordination with administration (handover of lesson plans, grading sheets).
o Compliance with DepEd/school rules on leave filing and reporting back.
o Responsible use of leave (for recovery and childcare only).
o Support continuity of learning (prepare materials, delegate tasks).

Philippine Educational Legal Framework

Constitutional Mandates
 1987 Constitution:
o Education is a fundamental right.
o State must provide free public basic education.
o Prioritize education in the national budget.
o Education as a tool for nationalism and social progress.
Education Act of 1982
 General Provisions: Applies to both formal and non-formal education, public and private.
 Basic Policy: Establish and maintain an integrated education system relevant to national
development.
 Objectives:
o Broad general education for personal and civic development.
o Train manpower in middle-level skills.
o Develop professions for leadership and knowledge advancement.
o Respond to changing national needs.
 Educational Community: Parents, students, school personnel, administrators.

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  Rights of Students: Quality education, choice of field, guidance services, access to
records, publications, organizations, freedom of expression.
 Rights of School Personnel: Free expression, legal services, labor organizations,
protection from involuntary contributions.
 Special Rights of Teachers: Persons in authority, intellectual property rights, freedom from
compulsory unrelated assignments.
 Duties of Parents & Students: Parents must ensure education and cooperate with
schools; students must uphold integrity, peace, and civic responsibility.
 School Finance: Funded by national and local governments, special education fund, tuition
fees, donations, scholarships.
RA 9155 – Governance of Basic Education Act (2001)
 Institutionalized School-Based Management (SBM).
 Decentralized governance → school heads as primary leaders of learning.
 Promotes shared governance with parents and communities via School Governing
Councils (SGC).
Trifocal Authority in Education
 DepEd: Manages K–12 curriculum and basic education.
 CHED: Oversees higher education, academic freedom, degree programs.
 TESDA: Handles technical-vocational education, workforce competitiveness.
Key Policy Implications
 Accessibility: No Collection Policy, Alternative Learning System (ALS).
 Shared Governance: Community and parent involvement in school improvement.
 Professionalization: Adequate remuneration and continuous updates to Magna Carta for
Teachers.

Child Protection Policy

 Protect children in schools from abuse, violence, exploitation, discrimination, and
bullying.
 Establish clear duties and responsibilities across all levels of DepEd and school
stakeholders.
Duties & Responsibilities
Central Office
 Develop policy & guidelines for prevention of violence.
 Conduct nationwide information campaigns.
 Formulate reporting & monitoring systems.

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  Maintain central repository of reports.
 Exercise disciplinary jurisdiction when appropriate.
Regional Offices
 Support advocacy campaigns & capability building.
 Consolidate division reports → submit to Central Office.
 Monitor & evaluate implementation.
 Exercise disciplinary jurisdiction.
 Recommend policies/programs to Central Office.
Division Offices
 Conduct info dissemination & teacher training.
 Organize capacity building for Child Protection Committees (CPC).
 Consolidate school reports → submit Division Report.
 Monitor school compliance.
 Recommend measures to Regional Office.
 Coordinate with agencies for assistance.
School Heads
 Ensure adoption of child protection policy & student code of conduct.
 Conduct training & capability building.
 Maintain records of bullying/peer abuse cases.
 Conduct disciplinary proceedings.
 Coordinate with DSWD, NGOs, and agencies for interventions.
 Ensure incidents are addressed per DepEd Order.
Teachers & School Personnel
 Exercise special parental authority over students.
 Practice positive, non-violent discipline (no corporal punishment).
 Protect and maintain students’ physical & mental health.
 Provide wholesome educational materials & guidance.
 Comply with child protection policy.
Students
 Respect rights of others regardless of status, gender, ethnicity, religion.
 Observe school code of conduct.
 Conduct themselves responsibly with regard for others’ welfare.
 Comply with school regulations aligned with their best interests.

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Child Protection Committee
 Composition: School Head (Chair), Guidance Counselor/Teacher (Vice-Chair), Teacher
rep, Parent rep, Student rep, Community rep (Barangay Council).
 Functions:
o Draft & review school child protection policy every 3 years.
o Organize awareness campaigns.
o Develop referral & monitoring systems.
o Identify & report cases of abuse/violence.
o Coordinate with PNP Women & Child Protection Desk, LSWDO, NGOs.
o Ensure children’s right to be heard.

DepEd Order No. 32, s.2017

 Issued June 29, 2017.
 Establishes Child Rights Policy and Gender-Responsive Basic Education (GRBE)
framework.
 Ensures learners’ rights to access, quality, and respect in education.
 Promotes inclusive, gender-sensitive, and non-discriminatory learning environments.
Principles
 Gender equality, equity, sensitivity, non-discrimination, human rights.
 Applies to curriculum, governance, training, facilities, staff, and learners.
 Protects learners from violence, abuse, exploitation, discrimination, bullying.
 Promotes gender parity in staffing and supportive work environments.
Legal Basis
 1987 Philippine Constitution
 Magna Carta of Women (RA 9710)
 International human rights commitments
Rights Framework
1. Right to Access Education – equal opportunity to enroll and attend school.
2. Right to Quality Education – relevant, learner-centered, inclusive curriculum and
assessments.
3. Right to Respect & Well-Being – safe, nurturing environment free from discrimination and
violence.

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Implementation Strategies
 Integrate GRBE into all policies, programs, projects, and activities.
 Capacity building for teachers and personnel.
 Create Rights-Upholding Learning Environments (RULEs).
 Strengthen child participation in school processes.
 Mainstream gender in curriculum, instruction, assessment, and school governance.
Key Areas
 Learning Resources: Must be gender-responsive, free from bias, use gender-fair
language.
 Assessment: Formative/summative tests must be gender-responsive and culture-sensitive.
 School Health: Provide integrated health and nutrition programs, mental health support.
 Youth Formation: Career guidance, youth organizations, leadership development.
 School Sports: Equal opportunities for girls, aligned with RA 9710 Sec. 14.
 Facilities: GRBE-compliant classrooms, workplaces, and learning centers.
 Human Resources: Gender-responsive recruitment, training, recognition, RPMS
evaluation.
 Planning & Budgeting: Use sex-disaggregated data, allocate GAD budgets, monitor via
PMIS.
 Institutional Mechanisms: GAD Focal Point System (GFPS), grievance committees.

DepEd, CHED, TESDA Authority

Department of Education (DepEd)
 Scope: Largest education agency; oversees basic education (K–12).
 Powers & Responsibilities:
o Formulates and implements basic education policies.
o Develops national curriculum (e.g., MATATAG curriculum).
o Supervises public and private elementary & secondary schools.
o Manages teacher hiring, training, and deployment.
 Impact:
o Policy: Shapes national human capital development (K–12 reforms).
o Regulation: Enforces minimum standards for schools, teachers, materials.
o Implementation: Ensures nationwide uniformity in basic education.
Commission on Higher Education (CHED)
 Scope: Regulates higher education institutions (HEIs), public & private.

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  Powers & Responsibilities:
o Sets policies & standards for degree programs.
o Promotes quality assurance, research, internationalization.
o Administers scholarships & development grants.
 Impact:
o Policy: Shapes higher-level skills, research, professional preparation.
o Regulation: Controls academic quality while allowing autonomy.
o Implementation: Relies on HEIs for compliance → uneven quality possible.
Technical Education and Skills Development Authority (TESDA)
 Scope: Oversees Technical-Vocational Education and Training (TVET).
 Legal Basis: Republic Act No. 7796 (1994).
 Powers & Responsibilities:
o Provides inclusive, quality-assured technical education.
o Conducts skills assessment & certification (NCs, COCs).
o Offers vocational courses (TESDA Online Program).
o Regulates TVET institutions, sets industry standards, supports employment.
Importance of Legal Framework
 Ensures clear division of authority among DepEd, CHED, TESDA.
 Promotes efficient governance of education.
 Protects students’ right to quality education.
 Supports national development goals.
DepEd Organizational Structure (RA 9155)
RA 9155 – Governance of Basic Education Act of 2001
 Governance of Basic Education Act of 2001.
 Policy Declaration:
o Protect and promote the right of all citizens to quality basic education.
o Provide free and compulsory elementary education and free high school education.
o Include Alternative Learning Systems (ALS) for out-of-school youth and adults.
o Goal: Develop caring, self-reliant, productive, patriotic citizens.
 Key Principle: The school is the heart of the formal education system.

Organizational Structure
 Decentralization & Shared Governance:

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 o Authority and accountability distributed across national, regional, division, and school
levels.
o Policies at the national level are translated into programs and services at field offices
(regions, divisions, schools, learning centers).
 Field Offices:
o Implement DepEd’s vision, mission, and goals.
o Adapt programs to local needs and contexts.
 Leadership Flow:
o Effective school leadership → teacher leadership → competent learners.
DepEd Order No. 52, s. 2016
 Introduced new organizational structures for Central, Regional, and Schools Division
Offices.
 Result of the Rationalization Program (EO 366).
 Ensured clarity of functions, responsibilities, and accountability.

Republic Act No. 6713, approved in 1989 - AN ACT ESTABLISHING A CODE OF CONDUCT
AND ETHICAL STANDARDS FOR PUBLIC OFFICIALS AND EMPLOYEES, TO UPHOLD THE
TIME-HONORED PRINCIPLE OF PUBLIC OFFICE BEING A PUBLIC TRUST, GRANTING
INCENTIVES AND REWARDS FOR EXEMPLARY SERVICE, ENUMERATING PROHIBITED
ACTS AND TRANSACTIONS AND PROVIDING PENALTIES FOR VIOLATIONS THEREOF AND
FOR OTHER PURPOSES

Republic Act No. 4670 - known as the Magna Carta for Public School Teachers, was enacted on
June 18, 1966, to promote, improve, and protect the social and economic status, living and
working conditions, and career prospects of public-school teachers in the Philippines. It covers all
public-school teachers except those in state colleges and universities. Key provisions include
tenure after 10 years, safeguards in transfer/discipline, salary, and benefits.

Republic Act 9710 - the Magna Carta of Women (MCW), signed in 2009, is a comprehensive
Philippine law aimed at eliminating discrimination against women by recognizing, protecting, and
promoting their human rights, especially for those in marginalized sectors. It mandates gender
mainstreaming across all government levels, including a 5% gender and development (GAD)
budget.

The Education Act of 1982, or Batas Pambansa Blg. 232, is a landmark Philippine law that
established an integrated, comprehensive, and accessible education system for both public and
private schools. It aimed to improve national development, promote quality education without
discrimination, and define the rights, duties, and responsibilities of the educational community,
including students, teachers, parents, and administrators.

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DepEd Order No. 40, s. 2012, or the "DepEd Child Protection Policy," mandates a zero-
tolerance approach to all forms of abuse, violence, exploitation, discrimination, and bullying
against students in public and private schools. It provides comprehensive guidelines for promoting
positive discipline, ensuring a safe learning environment, and establishing mechanisms for
reporting, investigating, and handling cases.

Republic Act No. 10627, or the Anti-Bullying Act of 2013, mandates all public and private
kindergarten, elementary, and secondary schools in the Philippines to adopt policies addressing
bullying. It defines bullying as severe or repeated physical, verbal, electronic, or social acts that
cause harm, fear, or a hostile environment.

DepEd Order No. 32, s. 2017 – Gender-Responsive Basic Education Policy - ensures
inclusivity and gender sensitivity in education, aligned with the Magna Carta of Women (RA 9710),
Enhanced Basic Education Act (RA 10533), and international commitments like CEDAW and CRC.

Three agencies operate under the 1987 Philippine Constitution:

Republic Act No. 9155, or the "Governance of Basic Education Act of 2001," mandates the
Department of Education (DepEd) to provide quality, accessible, and free basic education. It
renamed the DECS to DepEd, established a shared governance framework, and empowered local
schools and communities.

Republic Act No. 7722 is also known as the "Higher Education Act of 1994". Signed on May 18,
1994, this legislation created the Commission on Higher Education (CHED), an independent
body tasked with regulating and promoting quality, affordable, and accessible tertiary and graduate
education in the Philippines.

Republic Act No. 7796 - The Technical Education and Skills Development Authority
(TESDA) was established through the enactment of Republic Act No. 7796 otherwise known as
the "Technical Education and Skills Development Act of 1994", which was signed into law by
President Fidel V. Ramos on August 25, 1994.

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