1. LEADERSHIP IN
EDUCATION
4:00 – 7:00 P.M
Dr. Remylinda Soriano
Professor

2. 1. Acido, Jackielou D.
2. Cerbito, Jessa I.
3. Del Rosario, Celeen Ivy V.
4. Del Rosario, Geleen Ivy V.
5. Edillo, Josie J.
6. Espina, Bernardo E.
7. Flores, Anamae C.
8. Gorembalem, Gilmore A.
9. Guillermo, Palmarin D.
10. Gumabay, Reylyn L.
11. Maglalang, Leslie

3. 12. Manara, Jocelyn, M.
13. Mirasol, Emma Ruth G.
14. Opulencia, teresit P.
15. Pascua, Jonalyn D.
16. Penero, Anna Rose P.
17. Perlado, Wilmer D.
18. Piolino, Mark Anthony B.
19. Ramos, Jenalyn B.
20. Tamayo, Claudine C.
21. Tolentino, Cherry Lou
22. Urbiztondo, Letecia D.

4. PRELIM
PERIOD
Definition of leadership, its roles and
functions in school’s philosophy, vision and
mission, its relationship in the context of
learning community, decision – making and
problem – solving, site – based
management and change process.

5. EDUCATIONAL LEADERSHIP :
ITS ROLE AND FUNCTION
REPORTER: PALMARIN D. GUILLERMO

6. EDUCATIONAL LEADERSHIP : ITS ROLE AND FUNCTION
L
E
A
D
E
R
S
H
I
P
Process of enlisting and guiding the talents and
energies of teachers, students and parents toward
achieving common educational aim.
Guiding starts with the vision and mission of school and
Philosophy.
Identifying the DO’s and DON’T’s in School.
Help Teachers, pupils and parents to become a
proactive citizens of this society.
Study of managing Educational Organization.
Cross disciplinary field that incorporate psychology,
financial management ,law and policy and
organizational leadership.

7. WHAT SHOULD LEADERS DO?
L- LEARN
E-ENGAGE
A-ANTICIPATE
D-DEMONSTRATE
E-EVOLVE
R-RESPONSE
S-SOLVE
H-HOPE
I-INITIATE
P-PERSEVERANCE

8. NATURE OF EDUCATIONAL LEADERSHIP
MORAL
LEADERSHIP
INSTRUCTIONAL
LEADERSHIP
TRANSFORMATI
ONAL
LEADERSHIP
PARTICIPATIVE
LEADERSHIP
MANAGERIAL
LEADERSHIP

9. LEADERSHIP IN THE CONTEXT OF THE LEARNING COMMUNITY:
STAKE HOLDERS OF A LEARNING COMMUNITY
LEARNING COMMUNITY
ADMIISTRATORS
TEACHERS
STUDENTS
PARENTS
COMMUNITY
MEMBERS

10. Function of a Stakeholder
INVEST MONEY TAKE AWAY INVESTMENT

11. General Roles of a Stakeholders
HIRE
FIRE
GUARDIANS
IMPLIMENTO
R
SUPORTER
RESPONSIB
LE

12. S
T
A
K
E
H
O
L
D
E
R
S
Board of Educat
Superintendents
Site Administrators
Parents
Teachers
Counselor
Athletic Director-
Library/Media Specialist
Administrative Assistant
Encumbrance Clerk
School Nutritionist
Teacher‘s Aide

13. STRUCTURE OF A STAKEHOLDER
SELF CONTAINED
CLASSROOM
DEPARTMENTALIZED
CLASSROOM

14. T
Y
P
E
S
O
F
S
T
A
K
E
H
O
L
D
E
R
E
X
T
E
R
N
A
L
Board members
Former board members
Staff members
Volunteers
Former volunteers
Clients
Community partners
Members of group served by an organization who
are not assessing services
Leaders of colors from non-donors profit public or
private sector.
I
N
T
E
R
N
A
L

15. Leadership in the Context of the
Learning Community
1. Various Learning Community
models
2. Qualities of High
Performance
Organizations

16. Various Learning
Community
Models
REPORTER:
GELEEN IV V. DEL ROSARIO

19. CLEARED
AND
SHARED
FOCUS
•ACHIEVING A SHARED VISION
•ROLE IN ACHIEVING THE VISION
HIGH
STANDARDS
AND
EXPECTATIONS
FOR ALL
STUDENTS
•CAN LEARN
•MEET HIGH STANDARDS
EFFECTIVE
SCHOOL
LEADERSHIP
•EFFECTIVE INSTRUCTIONAL
•ADMINISTRATIVE LEADERSHIP

20. HIGH LEVELS OF
COLLABORATIO
N AND
COMMUNICATI
ON
• TEAMWORK
• CONNECTED TO EACH OTHER
CURRICULUM,
INSTRUCTION
AND
ASSESSMENTS
•ACTUAL CURRICULA, RESEARCH-
BASED TEACHING STRATEGIES
•ROLE OF CLASSROOM
FREQUENT
MONITORING
OF LEARNING
AND
TEACHING
• STEADY CYCLE OF DIFFERENT
ASSESSMENTS
• INSTRUCTIONAL TIME

21. FOCUSED ON
PROFESSIONAL
DEVELOPMENT
•TRAINING
SUPPORTIVE
LEARNING
ENVIRONMENT
•ENVIRONMENT
HIGH LEVEL OF
FAMILY AND
COMMUNITY
INVOLVEMENT
•RESPONSIBILITY

22. Heavenly father, I thank
you for guiding my life
and leading me at all
times.
Show me your way so
that i might know your
will. I ask you to be my
vision, my eyes, my all.
You are my lamp,O Lord.
You lead me beside the
still waters, and you
restore my soul. Show
me your ways O Lord,
teach me your paths
I thank you fot the
knowledge that you will
guide me with judgement
and you will teach me
your ways my path cause
me to know the way in
which I should walk
Attend to my prayers
,Father as I incline my
ear to your word Amen.

24. DECISION MAKING

25. PROBLEM SOLVING

26. GOOD LEADER

27. STEP- BY-STEPS TECHNIQUE

28. BRAINSTORMING

30. Proverbs 1:2 and 3 and Proverbs 2:6
To know wisdom and
instruction ,to perceive the
words of understanding.
For the Lord gives wisdom from
His mouth come knowledge
and undestanding.
To receive the instruction of
wisdom, justice, judgement
and equity.

32. * A cognitive process resulting in
the selection of a course of action
among several alternative
scenarios.

33. WHAT IS PROBLEM SOLVING?
-Orderly
manner,
for finding
solution to
problems.

34. What are the benefits of decision
making and problem solving?
-Important for management and
leadership to come up the best
solution.
-Established the aspects of life
of the leader and the members
as a team.

37. Problem
recogniz
ing
Problem
Labeling
Problem
Cause
Analysis
Optional
Solutions
Decision
Making
Action
Planning

38. *A wise man will hear and
increase learning, and a man
of undestanding will attain
wise counsel.

45. *We all have the
right to make bad
decisions,thats how
we learn to make
good ones.
*When something
goes wrong it’s
more important to
decide whos going
to fix it than who’s
going to blame.

46. PRINCIPAL’S DECISIONS
VERSUS
GROUP DECISIONS

47. The commonly acknowledged "leader" of a
school.
PRINCIPAL
Grading ,
Curriculum
management
and
Relationship
with students
Mediate
conflicts
among
students ,staff
,parents and
community
members
Publicly
represent the
school
Interact with
district,
division and
educational
authorities
Responsible
for most areas
of school
operation
Executing
others
Decision

48. GROUP DECISION MAKING
It is the process used when
individuals are brought together
in a group to solve problems

49. GROUP DECISION MAKING PROCESS
• Define and analyse the problem.
• Determine the requirements
• Generate decision alternatives
• Evaluate positive and negative consequences
• Choose alternatives
• Manage the decision implementation

50. Advantages of Group Decisions
1. Greater Sum Total of Knowledge.
2. Greater Number of Approaches to the
Problems.
3. Greater Number of Alternatives.
4. Increased Acceptance of a Decision
5. Better Comprehension of a Problem and
Decision.

51. Disadvantages of Group Decision
Making
1. Social Pressure Toward Conformity
2. Individual Domination
3. Conflicting Secondary Goals
4. Competition
5. Ambiguous Responsibility
6. Time

52. SITE-BASED
MANAGEMENT

53. SITE-BASED Management
Decentralized management
Shared
Governance
Participatory
decision
making
Shared decision making
Responsible
autonomy

54. • Site- Based Management is a
consensus-driven learning
environment which is linked to
decentralization and driven by
the School Improvement Team.

55. SITE- BASED
MANAGEMENT
PRINCIPAL
SCHOOL
BOARD
STUDENTS
PARENTS AND
COMMUNITY
PARTNERS
TEACHERS
DEPARTMENT
HEAD

56. An effective PRINCIPAL
not only wants his staff to
participate in decision making
but gives them the opportunity
to try new things and even the
right to fail in other words ,
supports his staff in all their
endeavors.

57. THANK YOU
By: EMMA RUTH G. MIRASOL

58. Implications
Competencies

59. Centralized Decentralized

60. Physical inputs –
classrooms,
teachers, textbooks
Incentives that lead
to better
instruction and
learning
Good
Education Extremely
demanding of the
managerial,
technical, and
financial capacity
of governments
The government
adopts this
innovation to
decentralize the
authority to the
school level.
Education
System

61. Responsibility
Decision-making
over school
operations
Principals, teachers,
parents, students,
school community
members
Conform or operate
within a set of centrally
determined policies

62. SBM
monitoring and
evaluation
hiring and
firing of
teachers and
other school
staff
curriculum
development
Textbook
procurement
infrastructure
improvement
setting the
school
calendar
budget
allocation
educational
material
procurement

63. SBM
school
grants
school-
development
plans
information
dissemination of
educational
results

65. SBM
Dimensions
by Scale of
Practice
School
leadership
Internal
Stakeholders’
Participation
External
Stakeholders’
Participation
School
Improvement
Process
School-Based
Resources
School
Performance
Accountability

66. School
Leadership
School
head
Assistant
to the
school
head
Head
teachers
Grade
chair

67. Level 1
SH is designated and
trained
Performs fund
management duties
SH exercises
instructional
leadership and
management
functions
Pursues continuing
professional
development
Relieved of accounting
& bookkeeping
functions.
SH is fully
accountable to
stakeholders
Acts as fund
manager
Level 2
Level 3
SCHOOL LEADERSHIP

68. Internal
Stakeholders
Teachers
Parents
Students

69. INTERNAL STAKEHOLDERS
Student and parents’
awareness of their
responsibilities
Teachers’ training on
curriculum, content,
and pedagogy
Students share in school
leadership and
management
Teachers and parents
are accountable for
student performance
Students exercise their
rights and fulfills their
responsibilities
Teachers mentor peers
Parents co-manage and
co-monitor learning
process
.

70. External
Stakeholders’
Participation
Alumni
Parents
of
alumni
Local
Leaders
Retired
teachers
Youth
leaders

71. EXTERNAL STAKEHOLDERS
Level 1
Community leaders,
People’s Organizations
(POs) non-government
organizations are
oriented, organized,
and mobilized to
support SBM.
Community
leaders/POs/NGOs are
enabled through
capacity development
interventions resource
and programming
planning and
management for
expanded and school-
wide support
Community
leaders/POs/NGOs are
fully enabled to provide
institutionalized support
community-wide
programs to continuously
improve learning
outcomes and to promote
children’s welfare

73. SCHOOL IMPROVEMENT PROCESS
School conducts
assessment of SBM
practice using
assessment tool
SIP/AP needs and
priorities are
systematically
identified
School conducts periodic
assessment of SBM practice
using assessment tool
School does participatory
and knowledge-based
SIP/AP development that is
responsive to community
needs and performance
feedbacks.
School institutionalize
assessment of SBM
practice using
assessment tool
SIP/AP meets
Divisional/Regional/Na
tional performance
standards on learning
outcomes

75. SCHOOL BASED RESOURCES
School manages and
controls funds/resources
with Division Office
assistance. ASB is
executed with guidelines.
ASB is executed in
accordance with
guidelines
School undertakes school-
based procurement with
Division Office assistance
School manages and
controls funds/resources
with Division Office
assistance technical
guidance
ASB is executed in
accordance with efficiency
and cost effectiveness.
School undertakes school-
based procurement with
Division Office assistance.
School fully manages and
controls funds/resources
with Division Office
assistance technical
guidance.
ASB is executed in
accordance with efficiency
and cost effectiveness
School undertakes school-
based procurement subject
to DepEd-wide guidelines
including IMTEX, furniture
and equipment.

77. SCHOOL PERFORMANCE ACCOUNTABILITY
School introduces
transparency and
accountability mechanisms.
Quarterly and annual school
performance are monitored
and evaluated by community
stakeholders.
Improvement in learning
outcomes by Grade/Year level
are monitored and evaluated by
homeroom and tracked per
student/subject
School exercises
transparency and
accountability.
Quarterly and annual school
performance are monitored
and evaluated by community
stakeholders.
Improvement in learning
outcomes by Grade/Year level
are monitored and evaluated
by homeroom and tracked per
student/subject
School fully
transparency and
accountable.
School performance is
presented, published and
validated through
community satisfaction
surveys.
Improvement in learning
outcomes is tracked for
benchmarking with other
SB schools.

78. The Rational Approach
to
Organizational Change
Reporter : Cherry Lou D. Tolentino

79. Rational Approach
• Michael Beer
C= D x M x P > R
C = Change
D = Dissatisfaction
M= Change Model ( Vision )
P = Process
R = Resistance

80. Dissatisfaction
•Follower’s level of satisfaction is
an important ingredient in
leader’s ability to drive change.
•Follower’s emotions are fuel for
change

81. Model
• Four Components
Environmental scanning
Vision
Identification of needed change
New goals

82. Process
• Development and execution of the change
plan
• Outline of sequence of events, deliverables,
responsibilities, timelines, metrics, and
feedback mechanisms.
• Inability to execute major reason for
executive failure

83. Resistance
•Frustrations caused by
expecting too much
•Fear of loss – power,
relationships, rewards,
competence , identity

84. Resistance – SARA Model
• Four reactions to change
Shock or Surprise
Anger
Rejection
Acceptance

85. Reasons why change
efforts succeed
• Demostrate a sense of urgency
• Envision the future and build a strategy
• Constantly communicate the vision
• Remove barriers and align the
organization
• Build on early successes

86. Reasons why change
efforts fail
• Allow too much complacency
• Under estimate the power of vision
• Under communicate the vision
• Fail to create short-term wins
• Neglect changes to the culture

87. MIDTERM
PERIOD
Curriculum models and instructional designs,
and strategies and student services,
multicultural education, Business Management,
Communication and Marketing Techniques,
Individuals and Organizational Ethics, Morals
and its relation to Educational process and
finally Empowerment.

89. In formal education,
a curriculum (/kəˈrɪkjʉləm/;
plural: curricula /kəˈrɪkjʉlə/ or
curriculums) is the planned
interaction of pupils with
instructional content, materials,
resources, and processes for
evaluating the attainment of
educational objectives.

90. All the learning which
is planned and guided
by the school, whether
it is carried on in
groups or individually.

91. Outlines the skills,
performances,
attitudes, and values
pupils are expected
to learn from
schooling.

92. The total learning
experience
provided by a
school.

93. The aggregate of
courses of study
given in a learning
environment.

94. Curriculum can refer
to the entire program
provided by a
classroom, school,
district, state, or
country.

96. Instructional Design or
Instructional Systems Design
is the practice of creating
instructional experiences which
make the acquisition of
knowledge and skill more
efficient, effective, and
appealing.

97. The process consists
broadly of determining the
current state and needs of
the learner, defining the
end goal of instruction, and
creating some intervention
to assist in the transition.

98. System Approach
to
Instructional
Design

99. Edgar Dale
(April 27, 1900 in
Benson, Minnesota,
March 8, 1985 in
Columbus, Ohio)
American
educationist who
developed the
“Cone of Experience”

101. According to the “Father of
Modern Media in Education”,
audio-visual materials are not for not
for entertainment or amusement.
They are to educate, to help
students develop workable, useful
generalizations in important fields of
subject matter. If they can’t help
educate, they should not be used.

102. AUDIO VISUAL INSTRUCTIONS
1. Interactive Whiteboards
2. Document Cameras
3. LCD Projectors
4. Mp3’s
5. E-Book
6. Web 2.0 Tools
7. Podcasts
8. Adaptive and Assistive Tools

103. ADDIE

105. Analysis phase
The analysis phase clarifies the
instructional problems and
objectives, and identifies the
learning environment and
learner's existing knowledge
and skills.

106. Design phase
The design phase deals with
learning objectives, assessment
instruments, exercises, content,
subject matter analysis, lesson
planning, and media selection.

107. Development phase
In the development phase,
instructional designers and
developers create and assemble
content assets blueprinted in the
design phase. In this phase, the
designers create storyboards
and graphics.

108. Implementation phase
The implementation phase
develops procedures for training
facilitators and learners.
Training facilitators cover the
course curriculum, learning
outcomes, method of delivery,
and testing procedures.

109. Evaluation phase
The evaluation phase
consists of two parts:
formative and summative.
Formative is present in
each stage of the ADDIE
process.

110. Curriculum
Models
Discussant: Celeen Ivy V. del Rosario

111. Curriculum
Models
Subject-
Centered
Design
Problem-
Centered
Design
Learner-
Centered
Design
Subject
Design
Discipline
Design
Life-
situations
designExperience
-centered
design
Child-
centered
design
Core
Design

112. Subject-Centered
Curriculum

113. Subject-Centered Curriculum
- This model focuses on the content of
the curriculum.
- The subject centered design
corresponds mostly to the textbook
written for the specific subject.

114. Subject-centered curriculum:
1. Subject Design
- The drawback of this design is that
sometimes learning is so
compartmentalized.
2. Discipline Design
- Discipline refers to specific
knowledge and through a method
which the scholars use to study a
specific content of their fields.

115. Learner-Centered Curriculum
- centered on certain aspects of the
learners themselves.
- may explore the learner’s own life or
family history or local environment.

116. Child-centered
Design
Learner-
Centered
Curriculum•It is anchored
on the needs
and interests
of the child.
•Believes that the
interests and
needs of learners
cannot be planned.
•The development
of self is the
ultimate objective
of learning.
Experience-Centered Design
Humanistic
Design

117. Problem-Centered Curriculum
Problem-centered curriculum, or problem
based learning, organizes subject matter
around a problem, real or hypothetical,
that needs to be solved.

118. 1. Life- Situations design
- It uses the past and
present experiences
of learners as a
means to analyze
the basic areas of
living.
- The connection of
subject matter to real
situations increases
the relevance of the
curriculum.

119. 2. Core design
- It centers on general education and the
problems are based on common human
activities.
- The central focus of the core design
includes common needs, problems,
concerns, of the learners.

120. Student Services
Discussant: Jackielou D. Acido

121. Student
Services
Academic
Services
Enrollment
Services
Campus Life
Health and
Welness
Academic
Advising
Assessment
and Research
Career
Services
Campus
Safety
Student
Activities
Leadership
Health
Services
Counseling
Services
Wellness
Education
Admission
Student
Financial
Aid
Enrollment
Management

122. Student
Services
Health
Services
Guidance
Services
Canteen
Services
Library
Services

123. Health
Services
National Drug Education
Program
Medical, Dental and Nursing
TB Prevention and Control
Program
School Milk Project
Breakfast Feeding Program

124. Guidance
Services
Individual Inventory Service
Testing Services
Information Service
Placement Services
Counseling Services
Follow-Up Service
Monitoring, Research, and
Evaluation
Extension and Community
Linkages

130. MANAGING
CONFLICT
Presented by:
MS. LESLIE H. MAGLALANG, RPT

131. Business
Management
Management in all business
and organizational activities
is the act of coordinating
the efforts of people to
accomplish desired goals
and objectives

132. Planning
Motivation
Creating
Communicating
Controlling/
Monitoring
Leading
Staffing
Management

133. Basic Roles of Management
Interpersonal
Informational
Decisional

134. Management Skills
Political
Diagnostic
TechnicalInterpersonal
Conceptual

135. Conflict
Tension between two or more
social entities (individuals,
groups, or larger
organizations) that arises
from incompatibility of actual
or desired responses

136. Sources of Conflict/
Involved Persons
School Leaders
Teachers
School Staff
Parents
Community
Students

137. Ways to Handle Conflicts With Your
Child's School
Focus on Your Child's Needs
. Handling Disagreements Related to
Conflicting Perceptions
Control Your Anger and
Frustration
If There is No
Communication,
There is No Conflict
Resolution
What to do When
Conflict Resolution
Fails

138. Key steps in managing a conflict
1. Share points
of view and
feelings.
4. Move on to
problem solving
2. Summarize
the issues.
3. Identify common
ground when it
exists.

139. Basic Principles of Conflict
ManagementConflict is natural
and necessary
Management
Skills
Advantage in
certain situations.

140. Effective Skills in Handling Conflict
Management
Emotional Skills
Orientation Skills
Emotional Skills
Creative
Thinking
Critical
Thinking
Communication
Perception
Skills

141. Orientation
Skills
Values
Attitudes
Respect
Justice
Beliefs

142. Communication
Skills
Active Listening
Ability to articulate
your view of the
situation
Use non- defensive
language

143. Creative
Thinking
Skills
Ability to find new
ways in addressing
challenges
Ability to create
new
perspectives
Ability to create
new options

144. Critical
Thinking
Skills
Ability to contrast
and compare data
Ability to predict
and analyze
situation
Ability to construct
and test hypothesis

145. CONFLICT RESOLUTION:
How can good church folks deal
with it?
Benoni Silva-Netto
Associate General Secretary
General Council on Ministries
The United Methodist Church

146. Conflict is defined as:
 A situation of competition in which each
party wishes to occupy a position that is
incompatible with the wishes of
another;
 a situation in which two or more
persons desire and pursue goals which
they perceive as being attainable by
one or the other, but not by both.

147. Conflict also refers to
Important differences
between individuals or
groups which,
if not adequately handled,
those involved are unable
to come together in
understanding

148.  The word
conflict comes
from the
Greek word
agonia,
meaning
“contest.”

149. Why do conflicts develop?
 Competition for limited resources;
 clashes of values, views, and visions;
 poorly defined responsibilities;
 drive for survival, success, security,
sense of significance, stability,
sexuality, and spirituality;
 poor communication.

150. What are the common myths
about conflict?
 Conflict which disrupts the peace in the
congregation is demonic;
 A truly loving person is always serene
and never becomes angry or upset;
 Harmony in the parish is dependent
upon uniformity in individual beliefs,
stands on social issues, and even in the
way one behaves and dresses in public.

151. But are there some positive
values in conflict?
 A greater diversity of viewpoints than
have been heard before.
 Innovative and creative ideas for the
church and its mission.
 Clearer communication as to each
person’s positions and views.
 New motivation and energy.
 A greater genuineness in personal
relationships.

152. LEVELS OF CONFLICT
 1. Problem to solve
 2.Disagreement
 3. Contest
 4. Fight/flight
 5. Intractable
situation

153. Level 1: Problems to solve
 Tasks need
attention;
 discussion and
sharing;
 problem-solving;
 optimistic and
hopeful;
 language clear.

154. Level 2: Disagreement
 Self-protection;
 shrewdness;
 planning strategies;
 language shift;
 impersonal;
 generalizing;
 hiding information;
 hostile humor.

155. Level 3: Contest
 Win/lose dynamics;
 self-protection;
 factions emerge;
 language distortion;
 personal attacks;
 appealing to
emotion.

156. Level 4: Fight or Flight
 Hurting and getting rid
of. . .;
 hopelessness;
 good of sub-group;
 factions solidify;
 language more
problematic;
 survival responses;
 running/ attacking;
 insensitivity.

157. Level 5: Intractable situation
 The situation has
become
unmanageable;
 conflict is out of
control;
 objective is to
destroy the other;
 deluded perception.

158. MODELS OF POWER &
INTIMACY
 “DUEL MODEL”
 a combative,
disputatious way of
dealing with the
enemy.
 “DUET MODEL”
 harmonizing
differences to blend
personalities into
healthy relationship.

159. Basic Assumptions:
 DUEL
 “OMNIPOTENCE -
IMPOTENCE”
 DUET
 “POTENTIAL -
EMPOWERMENT”

160. Social Values:
 DUEL
 COMPETITION
 COLLISION
 HOSTILITY
 DUET
 COMPLETION
 COALITION
 HOSPITALITY

161. Social Structure:
 DUEL
 HIERARCHICAL
 PATRIARCHAL
 ASYMMETRICAL
 DUET
 EGALITARIAN
 PARTNERSHIP
 BALANCED

162. Power Dynamics:
 DUEL
 DOMINATING:
“power over”
 COMPETING:
“power against”
 DUET
 NURTURING:
“power for”
 COOPERATING:
“power with”

163. Experiences:
 DUEL
 BREAKDOWN
 GRIEF
 HAUNTS
 PROBLEMS
 FRIGHT
 PAIN
 FEAR
 CLASHING
 DUET
 BREAKTHROUGH
 GRACE
 HOPES
 PROMISES
 DELIGHT
 GAIN
 FAITH
 COALESCING

164. Experiences:
 DUEL
 TEARS
 TRASH
 ROAST
 FOE
 GREED
 DUET
 CHEERS
 TREASURES
 TOAST
 JOE
 NEED

165. CONFLICT MANAGEMENT
STYLES:
 Avoidance/denial
 Competition/power
 Accommodation/sup
pression
 Compromise/negotia
tion
 Collaboration/integr
ation

166. STYLES
Avoidance/denial
Use if:
 threat of violence
exists;
 long terms feelings
of dislike occur;
 a cooling-off period
is needed.
Consequences:
 separation reduces
violence;
 cooling-off period
sets up negotiation;
 allows both to
continue separately.

167. STYLES
Avoidance/denial
Avoid if:
 immediate
resolution is needed;
 one party remains
frustrated by the
avoidance.
Consequences:
 one party wants
revenge;
 ineffective work
climate.

168. STYLES
Competition/power
Use if:
 swift action is
needed;
 authority is well-
respected;
 negotiation is
unrealistic.
Consequences:
 fast action;
 more confidence in
the leader.

169. STYLES
Competition/power
Avoid if:
 concern for both
parties is not clear;
 consequences not
considered.
Consequences:
 feeling of
impotency;
 continued
resentment.

170. STYLES
Accommodation/suppression
Use if:
 not important to one
party;
 harmony is more
important;
 one party needs to
win.
Consequences:
 builds goodwill;
 leads to
cooperation.

171. STYLES
Accommodation/suppression
Avoid if:
 important to both
parties;
 one party always
gives;
 power is balanced
and strong.
Consequences:
 creates win/lose
dynamics;
 source of conflict
remains;
 cumulative effect:
frustration.

172. STYLES
Compromise/negotiation
Use if:
 both parties are
open to giving and
getting;
 both parties feel
negotiation is
possible;
 both parties agree
that compromise
helps.
Consequences:
 both parties
satisfied;
 both parties have a
sense of control;
 further negotiation
is possible.

173. STYLES
Compromise/negotiation
Avoid if:
 negotiation is not
possible;
 only one party is
willing to give.
Consequences:
 one party loses;
 unwillingness for
further negotiation.

174. STYLES
Collaboration/integration
Use if:
 conflict is clearly
defined;
 power is balanced;
 communication is
effective;
 there are shared
values and goals.
Consequences:
 both parties
participate and feel
rewarded;
 common goals/values
are realized;
 firm agreement/
commitment is made.

175. STYLES
Collaboration/integration
Avoid if:
 there is no balance
of power;
 goals or values are
not shared;
 poor communication
exists.
Consequences:
 agreement will likely
be violated;
 there will be feelings
of deception;
 there will be the use
of power/avoidance
in the future.

176. STRATEGIES:
 Identify sources and
sides of conflict as
soon as possible.

177. STRATEGIES:
 Bring everyone
affected by conflict
into the decision-
making process.

178. STRATEGIES:
 Deal with emerging
grievances directly
as soon as possible.

179. STRATEGIES:
 Continue goal-
setting and long-
range planning.

180. STRATEGIES:
 Encourage members
to have
communication
training.

181. STRATEGIES
 Provide
opportunities for
common corporate
experiences.

182. STRATEGIES:
 Be sure that
dissident groups are
represented in
negotiation.

183. STRATEGIES:
 Maintain
redemptive,
accepting
atmosphere through
the use of small
fellowships and Bible
study groups.

184. STRATEGIES:
 Foster negotiation
and compromise.

185. STRATEGIES:
 Remove conflict
from win/lose
context.

186. STRATEGIES:
 Halt expansion of
conflict.

187. STRATEGIES:
 Employ graduated
reciprocal reduction
in tensions.

188. STRATEGIES:
 Use bargaining
negotiating
techniques.

189. SOME GENERAL RULES:
 Ask whether this is worthy of attention
or should be let go.
 Make your approach one of concern for
the person and for preservation of
relationship.
 Seek understanding through inquiry
before forming judgments and making
accusations (blaming.

190. SOME GENERAL RULES:
 Separate facts from rumor, partial
information, feelings and interpretation.
 Consider how much stress the
relationship can bear; this will help you
tell how much time and sensitivity will
be required

191. SOME GENERAL RULES:
 Put yourself in the other person’s place
and try to appreciate his or her
perspective on the matter.
 Address behaviors rather than
motivation.

192. SOME GENERAL RULES:
 When you detect tense emotions or
defensiveness, back up and give
assurances of friendship and your desire
to understand.
 Frequently acknowledge and summarize
what the other person has said to assure
accuracy of understanding for both
parties.

193. SOME GENERAL RULES:
 Believe a win/win resolution is possible
if both parties can remain calm,
understand each other’s interests and
negotiate with integrity and fairness.

194. WIN/WIN NEGOTIATION
Elements of the strategy:
 Defining controversy
as mutual problem.
 Encouragement of
participation by all
group members.
 There is an open
and honest
expression of ideas
and feelings.

195. WIN/WIN NEGOTIATION
Elements of the strategy:
 Everyone’s contributions are listened to,
given attention, taken seriously, valued,
and respected.
 Quiet members are encouraged to
participate.
 Effective sending and receiving
communication skills are used.

196. WIN/WIN NEGOTIATION
Elements of the strategy:
 Differences in opinions and ideas are
sought out and clarified.
 Underlying assumptions, core values,
agenda and frames of reference are
brought out into the open and
discussed.
 Disagreement is not taken as personal
rejection by some or all group members.

197. WIN/WIN NEGOTIATION
Elements of the strategy:
 There is adequate differentiation of
positions; differences are clearly
understood.
 There is adequate integration of
positions; similarities are clearly
understood and positions are combined
in creative synthesis.

198. WIN/WIN NEGOTIATION
Elements of the strategy:
 Emotions are responded to with
involvement and other sincere and
honest emotions.
 There is equal situational power among
all members.
 There is just a moderate level of
tension.

199. MODELS OF ENGAGEMENT:
 DISTANCE
MODELS:
 Xenophobic
 Antagonistic
 INTIMACY
MODEL:
 Dialogic
 Integrative

200. XENOPHOBIC MODEL
 Fear of the
strangers;
 push for dissociation
with the culturally
different;
 psychological
encapsulation,
exclusiveness,
“ghetto-mentality.

201. ANTAGONISTIC MODEL
 From the Greek
word: anti, against
+ agonizesthai, to
struggle;
 conflicted,
controversial,
tension-filled

202. DIALOGIC MODEL
 Building bridges;
 conversational;
 reaching out to
understand and to
relate;
 assumes conflict can
have positive values.

203. INTEGRATIVE MODEL
 Genuine
appreciation of what
others bring to the
relationship;
 acknowledges
diversities;
 blending of visions,
values, views, and
vocations.

204. A BENEDICTION
 We are simply called to make gentle this
bruised and hurting world, to tame its
savagery, to have love and compassion
for all, including ourselves, the enemies
and the strangers; and in all the time
given to us to live on this earth resonate
through our lives and our labors the
ancient tale of God’s redemptive.

205. FINAL GRADING
PERIOD
Ethics, Morals and Rules of Behavior,
Individual/Personal Ethics of Development,
Group/Organizational Ethics and
Changing Ethics.

206. ETHICS
DISCUSSANT
BERNARD E. ESPINA

207. ETHICS
“MORAL PHILOSOPHY”
RIGHT
(Good)
How should I behave and why?
How should I balance the
my needs against the
needs of others?
WRONG
(Evil)

208. BASIC ETHICS
CONCEPT
VIRTUE
ETHICS
ACTION
ETHICS

209. ETHICS
HOW
DO
THEY
RELATE?

210. 1. VALUES
Values are the rules by which we
make decisions about right and
wrong, should and shouldn't, good
and bad. They also tell us which are
more or less important, which is
useful when we have to trade off
meeting one value over another.

211. 2. MORALS
Morals have a greater social element to
values and tend to have a very broad
acceptance. Morals are far more about
good and bad than other values. We thus
judge others more strongly on morals
than values. A person can be described
as immoral, yet there is no word for
them not following values.

212. 3. ETHICS
You can have professional ethics, but you seldom hear
about professional morals. Ethics tend to be codified
into a formal system or set of rules which are
explicitly adopted by a group of people. Thus you have
medical ethics. Ethics are thus internally defined and
adopted, whilst morals tend to be externally imposed
on other people.
If you accuse someone of being unethical, it is
equivalent of calling them unprofessional and may
well be taken as a significant insult and perceived
more personally than if you called them immoral
(which of course they may also not like).

213. “Follow your dreams;
lead a good life”

214. Classical Theories
of Ethics
Discussant: Anamae C. Flores

215. What is Ethics?
•The Philosophical study of the
moral value of human conduct
and of the rules and principles
that ought to govern it.

216. What is meant by
business,
professional and
personal ethics?

217. Business Ethics
•is a form of applied ethics or
professional ethics that examines
ethical principles and moral or
ethical problems that arise in a
business environment. It applies to
all aspects of business conduct and
is relevant to the conduct of
individuals and business
organizations as a whole. Applied
ethics is a field of ethics that deals

218. Professional Ethics
•Rules governing the conduct
•Transaction and relationship
within a profession and among its
public
•The accountant’s professional
ethics affect the reputation of the
profession and confidence of the
public

219. Personal Ethics
• Professionals, and those working in acknowledged
professions, exercise specialist knowledge and skill.
How the use of this knowledge should be governed
when providing a service to the public can be
considered a moral issue and is termed professional
ethics.
• Professionals are capable of making judgments,
applying their skills and reaching informed decisions in
situations that the general public cannot, because they
have not received the relevant training.
• One of the earliest examples of professional ethics is
probably the Hippocratic oath to which medical doctors
still adhere to this day.

220. •How does the
application of
Different
Theories to the
same situation

221. 1. Golden Mean - Aristotle
•The golden mean is the
desirable middle between
two extreme
•One of excess and the other
of deficiency

222. Example
•“Beauty is
truth, truth is
beauty”. That is
all
Ye know on
earth, and all ye
need to know.

223. Utilitarianism
•An ethical philosophy in
which the happiness of the
greatest number of people
in the society is considered
the greatest good.
•According to this
philosophy, an action is
morally right if its
consequences lead to
happiness (absence of pain)

224. Deontology – Kant/Ross
•Deontological ethics or
deontology is the
normative ethical
position that judges the
morality of an action
based on the action’s
adherence to a rules or
rule.

225. Situational Ethics
•Is Christian theory that
was principally
developed in in the
1960s by then Episcopal
priest Joseph Fletcher.

226. Distributive Justice - Rawls
The economic framework
that each society
•Its laws
•Institution
•politics

227. 1. Categorical Imperative
• Human beings simply
occupy a special place in
creation
• Morality can be summed
up in one ultimate
commandment of reason
• Imperative, from which
all duties and obligations
drive.
--If I wish to quench my

228. 2. Principle Generic
Consistency
Gewirth is best
known for his
ethical
rationalism,
according to
which a
supreme moral
principle

229. 3. Public Morality
•Refers to moral and
ethical standards
enforced in a society
by law or police work or
social pressure, applied to
public life to the content
of the media and to
conduct in public places.

230. The Role of Ethics in
Education
and
Current ethical issues in
Education

231. Points to Ponder......
• Have you ever done
anything that made you feel
uncomfortable to please an
authority?
• Have you ever broken
some rules to help out a
friend?

232. • Have you ever seen someone act
unethically and justify his/her
actions by saying “I'm just doing
my job?” what did you say or do in
response? What should you have
said or done?
• Has an employer ever explicitly
asked you to set aside your own
ethical standards?

233. What is Ethics?
 it comes from the Greek word
ethos, which means character
 it tells us the best way to live, and
what kinds of actions are right or
wrong in particular circumstances
 it is concern on individual’s moral
judgement about right and wrong

234. What is the role of Ethics in
education?
• It serves as guiding
principles for our daily
activities or endeavours

235. Code of Ethics for
Professional Teachers

236. • Help carry out the
declared policies of the
state
• Refrain from engaging in
the promotion of any
political, religious or other
partisan interest
The Teacher and The State
(Article II)

237. • Refrain from all sorts of
immoral activities
• Provide an environment
conducive to learning and
youth development
The Teacher and the
Community
(Article III)

238. • Live up to the nobility
and integrity of the
teaching profession
• Always be at his best
in the practice of the
profession
The Teacher and the profession
(Article IV)

239. • Be imbued with the
spirit of professional
loyalty, faithfulness
and cooperativeness
with others in the
teaching profession
The Teacher and the Teaching
Community
(Article V)

240. • Support the legitimate
policies of the school and
the administration
regardless of personal
feeling or private opinion
• Make no false and
anonymous accusations or
charges against superior
The Teacher and the Higher
authorities in the profession
(Article VI)

241. • Determine the academic
marks and promotion of
learners in accordance
with generally accepted
procedures or
measurement and
evaluation
The Teachers and the Learners
(Article VIII)

242. • Desist from inflicting any
form of corporal
punishment on offending
pupils, make no
deductions from the
learner’s scholastic grade
as a punishment for
student’s offense
The Teachers and the Learners
(Article VIII)

243. • Engage in legitimate
income generating
activities
• Maintain good
reputation with respect
to financial matters
The Teacher and Business
(Article X)

244. • Live with dignity at all
times wherever
he/she is
• Place premium upon
self-respect and self-
discipline
The Teacher as a Person
(Article XI)

247. A BRANCH OF STUDY
DEALING WITH WHAT IS
THE PROPER COURSE OF
ACTION FOR MAN, IT IS
THE METHOD BY WHICH
WE CATEGORIZE OUR
VALUES AND PURSUE
THEM.

248. THE STUDY OF WHAT
PEOPLE DO OR HOW
PEOPLE ACT.

249. Ethics is a
requirement for
human life. It is
our means of
deciding a course
of action without
it our actions
would be random
or aimless.

250. To
individuals
enduring
beliefs or
ideals about
what is good
or desirable
and what is
not.

251. THESE ARE THE
BASIS WHICH WE
MAKE ETHICAL
DECISIONS.

252. MEANS WHOLENESS A
CONCEPT OF
CONSISTENCY OF
ACTION,VALUES,METHODS,
MEASURES, PRINCIPLES,
EXPECTATIONS AND
OUTCOMES.

253. MEANS ABSTRACTLY
SPEAKING TO TREAT
PEOPLE WITH EQUAL
RESPECT.

254. TREAT PEOPLE AS FREE
BEING NOT AS THINGS.

255. THE QUALITY OF
STATE OF BEING
HONEST,FAIRNESS
AND STRAIGHT
FORWARDNESS
OF CONDUCT.

256. WHEN DECIDING HOW TO
SPEND YOUR
RESOURCES AND USE
THE LIMITED AMOUNTS
OF TIME AND EFFORT
THAT YOU POSSESS.

257. IN ORDER TO
MAINTAIN AN
OUT WARD
FOCUS THAT IS
CAPABLE OF
ABSORBINS
NEW
INFORMATION
AND OPINIONS
A PERSON MUST
HAVE AN
ETHICAL
GROUND RULE
RESPECT FOR
OTHER PEOPLE.

258. -ACT AS THE FOUNDATION
FOR YOUR MORAL COMPASS
-THE INTERNAL GUIDE THAT
TELLS YOU WHATS RIGHT
AND WRONG.

261. -ETHICAL CODES
-ROLE MODELS
-POLICIES AND PRACTICE
-REWARD AND PUNISHMENT

262. -LEGAL
-ECONOMIC
-INTERNATIONAL

263. ORGANIZATIONAL
ETHICS
JESSA I. CERBITO
Reporter

264. Organizational ethics is the application of
these morality related choices as influenced
and guided by values, standards, rules,
principles, and strategies associated with
organizational activities and business
situations.
If ethics deals with the choices (the morality of
right vs wrong) that individuals make in their
personal and professional lives, then…

265. They are at ease
interacting with diverse
internal and external
stakeholder groups.
How do we describe an ethical organization?
They are obsessed with
fairness.
Responsibility is individual
rather than collective, with
individuals assuming
personal responsibility for
actions of the organization.
They see their activities in
terms of purpose.

266. Ethical Ground Rules
These are the bases by which we make ethical
decisions.
Provide the basic rules by which to govern
behavior and meet the many different challenges
of life.

267. Six Pillars of Character
Trustworthiness
Caring
Respect
Fairness and
Justice
Citizenship
Responsibility

268. ETHICAL Ground Rules
Foster a culture of honesty.
Remind group members that they don't have to
like people to work with them.
Affirm collective responsibility.

269. Spotlight the need for full participation.
Everyone needs to take a fair share of the group
work.
Highlight the importance of developing and
practicing listening skills.

270. Benefits of Managing Ethics in the Workplace
Attention to ethics has substantially improved
society.
Ethics programs cultivate strong teamwork and
productivity.
Ethics programs support employee growth and
meaning.
Ethics programs help ensure that policies are
legal.

271. Benefits of Managing Ethics in the Workplace
Ethics programs help avoid criminal acts “of omission”
and can avoid punishments.
Ethics programs promote a strong public image.
Managing ethical values in the workplace legitimizes
managerial actions, strengthens the alignment of the
organization’s culture, and improves trust in
relationships between individuals and groups.

272. Who is responsible for creating Ethics in an
Organization?
The creation of an ethical organization resides with
leaders and followers;
leadership by nature demands that leaders be the
front runners in establishing an ethical
organization.

273. Ethics starts at the top!
Thus, two things become apparent:
1. Organizational/business ethics are the
responsibility of organizational
leadership; and
2. The challenge of leaders to create an
ethical organization.
“Leaders play THE key role in developing the ethical organization as they confront
balancing operational and profit goals with corporate moral obligations to internal
and external stakeholders”.

274. Ethics starts at the top!
Key Questions for Leaders as they build the ethical organization:
 What are my core values and beliefs?
 What are the core values and beliefs of the organization?
 Whose values, beliefs and interests are affected by my actions and
decisions?
 Who will be harmed or helped by my actions and decisions and those of my
organization?
 How will my core values and those of my organization be affected or
changed by my actions or decisions?
 How will I and my organization be affected by my actions and decisions?
 Do my actions and decisions represent a consistent set of values?
 From this, how will I approach the creation of an ethical organization?

275. Develop ethical
behavioral
influences
Build an integrity
based organization
Provide sound ethics
training
Instill strong
organizational
values
Implement plans
and strategies to
achieve ethical
excellence
The
Role of
Leaders

276. “The ethics of the
organization reflect the
ethics and skills of
leaders.”
Lee Hartman, Ph.D.

277. PERSONAL ETHICS
Personal ethics is a branch of
Philosophy that addresses the question
of morality through a set of behavioural
guidelines.
-It sums up how someone makes moral
and ethical decisions.

278. PROFESSIONAL ETHICS
Professional ethics is conforming to
right principals of conduct as accepted
by a specific profession.

279. PERSONAL VS. PROFESSIONAL
Personal Ethics Professional Ethics
– Differ by Individuals - Same throughout the
– Religion, Sin, Virtue organization
– Learned from Parents, - Law, Crime, Punishment
Teachers, Clergy, - Learned from management,
Role Models Team Leaders, Co-workers
– Unwritten Code of - Written Code of Conduct
Conduct - Professional Commitment
– Personal Choice

280. Lawrence Kohlberg’s Theory
Moral Reasoning

281. Lawrence Kohlberg
 He was a moral philosopher and student
of child development.
 He was director of Harvard's Center for
Moral Education.
 His special area of interest is the moral
development of children - how they
develop a sense of right, wrong, and
justice.

282.  Kohlberg’s Experiment
 Interviewed children of various ages
 Interviewed adults of different ages
 Presented them with a moral dilemma
 There is no “correct” answer
 Answer is irrelevant to Kohlberg
 Kohlberg noted HOW an answer was being
arrived at
 What reasoning did they use to decide?

283. STAGES OF MORAL
REASONING

285. Stages of Moral Reasoning
 Level One: Preconventional (Personal
Impact)
 Stage 1: Punishment/Obedience
 It is wrong, if you are punished for it.
 Physical consequences
 A big punishment then means what to a child?
 Stage 2: Personal Reward
 It is right if I benefit from it
 Personal needs are most important
 Magnitude of the benefit tells what about the
action?

286. Stages of Moral Reasoning
 Level Two: Conventional (Personal
Approval)
 Stage 3: Good Boy/Good Girl
 If I do this, Mommy will think I’m a “good boy/girl”
 Right & wrong reasoned based on other’s approval
 Pre-pubescent- Approval of authority figures
 Post-pubescent- Approval of peers
 Stage 4: Law & Order
 Because it’s against the Law!
 Laws are absolute, no gray areas or chaos will erupt
 Family obligations?

287. Stages of Moral Reasoning
 Level Three: Post-Conventional (Personal
Interpretation)
 Stage 5: Social Contract
 Given my situation I had no other choice!
 Laws are attempts at morality but are still
contrived.
 Meant for most situations but not all situations
 Stage 6: Universal Ethic
 Always right?
 Always wrong?

288. Discussant: REYLYN L. GUMABAY

289. LEADERSHIP IN EDUCATION
Mr. Gilmore A. Gorembalem
Discussant

290. ETHICS
Personal Ethics Professional Ethics
How to make decisions?
How system are formed
and operated?
The ones we define for
ourselves
Designed by organization
leaders
Sense of fulfillment and
purpose
Executive decisions that
are fair and legally sound

291. ETHICS
Personal Ethics Professional Ethics
Carried with the individual
who defines them
Designed to uphold at all
times in the work place
CONSEQUENCES

292. ETHICS
Personal Ethics Professional Ethics
CONSEQUENCES
Not tangible
Include a loss of pride,
sense of failure or feeling of
remorse
Ramifications may include
monetary losses, loss of
status or even legal issues

293. Moral
Reasoning
Moral
Development
Difference
between
right and
wrong
Logic
Lawrence
Kohlberg
STAGES OF MORAL REASONING

294. Pre-
Conventional
Level
Conventional
Level
Post-
Conventional
Level
Stage 1
Punishment/Obedience
Stage 2
Mutual Benefit
Stage 4
Law and Order
Stage 6
Universal Principles
Stage 5
Social Contract
Stage 3
Social Approval

295. Historical Events in Education
Pre-Spanish Period
Spanish Era
Japanese Era
Revolutionary Government
Contemporary Period
American Regime

296. YEAR OFFICIAL NAME HEAD OF OFFICE LEGAL BASES
1863 Superior Commission
of Primary Instruction
Chairman Educational Decree of
1863
1901-
1916
Department of Public
Instruction
General
Superintendent
Act No. 74 of the Phil.
Commission, Jan 21,
1901
1916-
1942
Department of Public
Instruction
Secretary Organic Act Law of
1916 (Jones Law)
1942-
1944
Department of
Education, Health and
Welfare
Commissioner Renamed by the
Japanese Exec.
Commission, June 11,
1947
1944 Department of
Education, Health and
Welfare
Minister Renamed by Japanese
Sponsored Philippine
Republic
Same year Department of Public
Instruction
Secretary Renamed by Japanese
Sponsored Philippine
Republic

297. YEAR OFFICIAL NAME HEAD OF OFFICE LEGAL BASES
1945-
1946
Department of Public
Instruction and
Information
Secretary Renamed by the
Commonwealth
Government
1946-1947 Department of
Instruction
Secretary Renamed by the
Commonwealth
Government
1947
1975
Department of
Education
Secretary E.O. 94 October 1947
(Reorganization Act
of 1947)
1975-
1978
Department of
Education and
Culture
Secretary Proc. No. 1081,
September 24, 1972
1978-
1984
Ministry of
Education and
Culture
Minister P.D. No. 1397, June
2, 1978

298. YEAR OFFICIAL NAME HEAD OF OFFICE LEGAL BASES
1984-
1986
Ministry of
Education, Culture
and Sports
Minister Education Act of
1982
1987-
2001
Department of
Education, Culture
and Sports
Secretary E.O. No. 117 January
30, 1987
2002-
Present
Department of
Education
Secretary R.A. No. 9155

299. “The more you do,
the more you gain,
The less you do,
the more you lose.”