CENTRAL MINDANAO UNIVERSITY
COLLEGE OF EDUCATION
PROFESSIONAL EDUCATION DEPARTMENT
University Town, Musuan, Maramag, Bukidnon
EDUC 351 – Philosophical and Socio-Psychological Theories of Education
Professor: Gladys Escarlos, PhD
Student: Melisa R. Sumbilon
Activity III – Model Framework
Becoming a school administrator is definitely not an easy responsibility. If given a
privilege to be one I will prepare myself to be the kind of leader or administrator guided
by the framework model presented above. As of the moment I can only reflect these things
and based my ideas in the book that I have read and a realization that will enable students
to navigate life in the 21st century where technology advancement is being emphasized.
The schoolhouse model that I will to develop as administrator in the child's education has
three pillars: character, positive school culture, and patriotism. Character - Based on the
work of Piaget (1969) and Kohlberg (1973), this theory is rooted in the cognitivedevelopmental theory of moral character development that dominated in the 1970s. It
contends that all children are predisposed to moral and ethical thinking, feeling, choosing,
and acting. Character typically denotes a person's distinct moral qualities, moral virtues,
and moral reasoning abilities. A trustworthy environment in which students feel secure,
confident, and energized will offset worries, apprehensions, and low morale. Students will
be willing to take the initiative, make suggestions, share their opinions, be unafraid to take
risks, and contribute fully in such a trusting environment.
Positive school culture is recognized as how society values school as a whole
culture impacts how students engage with their own learning (D’Sa & Sheela, 2015), thus
it is imperative to create positive school cultures to improve school success. The
framework model is steered with the school culture concept of Schein (2004) as having
three levels, namely artefacts, espoused values, and underlying assumptions. These
levels range from highly visible indicators to deeply embedded, unconscious, fundamental
assumptions. Artefacts are visible structures and processes, such as norms, standards,
and customs, as well as an organization's physical attributes (Sabanci et al., 2017).
Morals, values, goals, and objectives are examples of espoused values. These are ideal
strategies, goals, and principles that serve as guidelines for organizational behavior
(Sabanci et al., 2017). Finally, the basic underlying assumptions are the taken-for-granted
beliefs and values. Culture's basic assumptions explain the meanings and significance of
things, guide emotions and reactions, and tell how to handle oneself in various situations.
A positive school culture has an extremely positive influence on its members and is
regarded as a driving force in achieving the school's goals (Van der Westhuizen et al.,
2005). As a result, it is critical for schools to provide the social conditions required for
student and teacher success. A positive school culture influences every aspect of a
school, including student motivation, teacher commitment, job satisfaction, collaboration,
and community building (Kythreotis, Pashiardis & Kyriakides, 2010).
Another pillar of education that I would like to emphasize is the patriotism among
students. Patriotism entails far more than simply admiring your country. There are also
many more ways to be patriotic than joining the military or serving in the military. You
have already become patriotic simply by being a good member of society. This is why
patriotism should be taught in schools. Students learn about patriotism and how it can
help them develop their character at a young age. We can achieve this with these pillars
if we have effective leadership and planning where it benefits the organization rather than
the individual; curriculum and instruction where there will be rigorous instruction. The
concept of a meaningful curriculum is not new. In 1902, John Dewey (1990) advocated
for a curriculum that included a critical but balanced understanding of culture and each
child's prior knowledge in order to extend learning. Spillane (2000) asserts that presenting
content in more authentic contexts—disciplinary and other real-world contexts—has
become a central theme of current reform movements. Schools should be places where
"the work assigned to students is work worth doing" (Darling-Hammond, 2006). According
to research compiled by the International Center for Leadership in Education, "students
understand and retain knowledge best when it is applied in a practical, relevant setting."
A skilled 21st century educator uses purposefully designed lessons and teaches with
appropriate instructional strategies to help students master learning targets and
standards. Students understand why they are learning specific skills and content and are
engaged in learning opportunities that allow them to solve problems using their inquiry
skills, creativity, and critical thinking. Another tool for assessing students' learning is to
have collaborative and innovative teachers, as well as standards and assessment tools.
With these foundations of education in the young children, I believe students who
will graduate from Kiburiao National High School (KNHS) will most probably equipped
with career and life skills, learning and innovation skills, and information, media and
technology skills vital in the 21st century era. These abilities are designed to help students
keep up with the fast-paced nature of today's modern markets. This school house
framework models from the Partnerships for 21st Century Skills needed to thrive and
succeed in the global market (Partnership-for-21st-Century-Skills, 2013). The framework
identified the core components for 21st century learning skills required to succeed in
today's global market (Partnership-for-21st-Century-Skills, 2013). Life and career skills
examine intangible aspects of a student's daily life. These intangibles are concerned with
both personal and professional characteristics. Graduates with these 21st century skills
are unquestionably prepared and critical to success in today's world, particularly in
collegiate programs and modern careers and workplaces. This is the schoolhouse model
framework of the school I would like to develop if given the opportunity to be an
administrator in the Department of Education.
References:
Covey, S.R., Covey S., Summers, M., Hatch, D.K. (2014). The Leader in Me: How
Schools Around the World Are Inspiring Greatness, One Child at a Time. Simon &
Schuster; 2nd edition.
Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Journal of
Teacher Education 57(3):300-314. https://www.researchgate.net/publication.
Dewey, J. (1990). The School and Society: The Child and the Curriculum. Chicago, IL:
University of Chicago Press.
D’Sa, J. M. C., & Sheela, G. (2015). School effectiveness in relation to leadership
behaviour. International Journal of Education and Psychological Research, 4 (2),
52-57.
Kythreotis, A., Pashiardis, P., & Kyriakides, L. (2010) The influence of school leadership
styles and culture on students' achievement in Cyprus primary schools. Journal of
Educational Administration, 48(2), 218-240.
Sabanci, A., Şahin, A., Sonmez, M.A. & Yılmaz, O. (2017). Views of School Managers
and Teachers about School Culture. E-International Journal of Educational
Research, 8(1). 28-45. https://doi.org/10.19160/5000186332
Spillane, J. (2020). Investigating School Leadership Practice: A Distributed Perspective
Schein, E. (2004). Organisational Culture and Leadership (3rd ed.). San Francisco:
JosseyBass.
Van der Westhuizen P.C., Mosoge M.J., Swanepoel L.H., & Coetsee, L.D. (2005).
Organizational culture and academic achievement in secondary schools.
Education and Urban Society, 38(1), 89-109.
https://doi.org/10.1177/0013124505279959