Republic of the

Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE
Cabanatuan City, Nueva Ecija,
AND
Philippines ISO 9001:2015
CERTIFIED

College of

COLLEGE OF EDUCATION

Syllabus of Instruction in
PROFED 10 (NEW NORMAL)
THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
First Semester, A. Y. 2024-2025

NEUST VISION
NEUST is a locally responsive and internationally relevant and recognized University of Science and Technology.

PANANAW
Ang NEUST ay Pamantasan ng Agham at Teknolohiyang matugunin sa pambansang pangangailangan, napapanahon, at kinikilala sa daigdig.

NEUST MISSION
To develop new knowledge and technologies and transform human resources into productive citizenry to bring about development impact to local and international
communities.

LAYON
Makalinang ng mga bagong kaalaman at teknolohiya, at baguhing-anyo ang yamang katauhan upang maging mabungang mamamayan na magdadala ng kaunlaran at
pagbabago sa pambansa at pandaigdigang pamayanan.

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 Republic of the
Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE
Cabanatuan City, Nueva Ecija,
AND
Philippines ISO 9001:2015
CERTIFIED

College of

COLLEGE GOALS

1. Articulate the relationship of education to larger historical, social, cultural, and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery, and educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing, and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the community.
7. Pursue lifelong learning for personal and professional growth.

PROGRAM EDUCATIONAL OBJECTIVES (PEO)

1. Demonstrate the competencies required of the Philippine TVET Trainers-Assessors Qualification Framework (PTTQF)
2. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education
3. Apply with minimal supervision specialized knowledge and skills in technology and livelihood education
4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning
5. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students
6. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes.
7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches
8. Reflect on the relationship among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other factors affecting
educational processes in order to constantly improve their teaching knowledge, skills and practices.

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and Technology
 Republic of the
Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE
Cabanatuan City, Nueva Ecija,
AND
Philippines ISO 9001:2015
CERTIFIED

College of
COURSE SYLLABUS
I. PRELIMINARIES
A. Curriculum Program : Bachelor of Science in Secondary Education
B. Course Code : PROFED 10
C. Course Title : The Teacher and the Community, School Culture and Organizational Leadership
D. Credit Unit/Course Credit : 3 units
E. Time Duration : 54 hours
F. Pre-requisite : none

II. COURSE DESCRIPTION : This course focuses on society as a context upon which the schools have been established. Educational philosophies that are
related to the society as a foundation of schools and schooling shall be emphasized. Further, principles and theories on school
culture, and organizational leadership shall be included to prepare prospective teachers to become school leaders and
managers.

III. COURSE OUTCOMES

CO1. Demonstrate sound understanding of the concept of community as a miniature society

CO2. Analyze the linkages between society and education.
CO3. Develop personal philosophy of education.
CO4. Apply good reasoning to issues and problems in professional and personal contexts.
CO5. Articulate a leadership philosophy and develop practical approaches to function as agents of change.
CO6. Appreciate different approaches to leadership.

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 Republic of the
Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE
Cabanatuan City, Nueva Ecija,
AND
Philippines ISO 9001:2015
CERTIFIED

College of

IV. STUDENT OUTCOMES AND RELATIONSHIP TO PROGRAM EDUCATIONAL OBJECTIVES (PEOs)

Student Outcomes 1 2 3 4 5 6
After graduation, the students should
1. Demonstrate in-depth understanding of the development of adolescent learners. / / / / / /
2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum. / / / / / /
3. Create and utilize materials appropriate to the secondary level to enhance teaching and learning. / / / / /
4. Design and implement assessment tools and procedures to measure secondary learning outcomes. / / / / / /
5. Demonstrate in-depth understanding of the development of adolescent learners. / / / / / /

V. COURSE OUTCOMES AND RELATIONSHIP TO STUDENT OUTCOMES

COURSE OUTCOMES STUDENT OUTCOMES
1 2 3 4 5
1. Demonstrate in-depth understanding of the diversity of learners in relationship to community, creating positive classroom culture, and / / / / /
implementing school leadership.
2. Match the different learning targets in educational philosophies and the appropriate assessment techniques. / / / /
3. Identify the role of secondary teachers in making instructional decisions in school leadership. / / / /
4. Construct classroom assessment tools in measuring knowledge and thinking skills for teaching. / / /
5. Demonstrate leadership skills and literacy in teaching secondary students. / / / /
6. Apply principles and practices of school leadership in activities of classroom (online) setting. / / / / /

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and Technology
 Republic of the
Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE
Cabanatuan City, Nueva Ecija,
AND
Philippines ISO 9001:2015
CERTIFIED

College of

VI. Course Coverage

Course Orientation – University’s Vision and Mission, Institutional Graduate Attributes (IGA), Program goals, Program Educational Objectives, Course and Student
Outcomes, Course requirements and Evaluation Criteria (3 hours)
Course Learning Unit/Topic Time Allotment Intended Learning Outcomes Teaching Learning Assessment Tools Remarks
Outcom Activities/Strategies
e
Unit I. The Nature and Scope of 1. Discuss the meaning of
Philosophy of Education philosophy of education,
Online Objective test (1.1.1)
2. Explain the unlimited
1. 1. Meaning, Scope and 12 hours -lecture and discussion
scope of philosophy of
Functions of Philosophy of through zoom or other
CO2, education. Participation in
Education platform
CO3 classroom
2. 2. Importance of 3. Enumerate the various
Offline interactions (1.1.1)
Philosophy of Education functions of philosophy of
3. 3. Teacher-Centered education. -Self-learning modules
Philosophies 4. Differentiate the two -Pen and paper
a. Essentialism teacher centered philosophes. activities
b. Perennialism
Student-Centered 5. Discuss the student-
Philosophies centered philosophies
a. Progressivism 6. Describe the relationship
b. Social Reconstructionism between philosophy of
c. Existentialism teaching and teaching styles.
4. Relationship Between Philosophy

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 Republic of the
Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE
Cabanatuan City, Nueva Ecija,
AND
Philippines ISO 9001:2015
CERTIFIED

of Teaching and TeachingCollege

Style of

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 Republic of the
Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE
Cabanatuan City, Nueva Ecija,
AND
Philippines ISO 9001:2015
CERTIFIED

College of

Unit II. The School as a Social 1. Discuss the role of the

Institution school s a socializing
18 hours Online Objective test
1. The Role of the School As A agent.
Socializing Agent -lecture and discussion (1.1.1;1.2.1)
through zoom or other Participation in
2. The School and 2. Identify the importance of platform classroom
CO2, the Community school-community relations. interactions
Offline
CO3,
(1.1.1; 4.5.1)
CO4 3. Types of School -Self-learning modules
Community Relationship 3. Differentiate the types of
-Pen and paper
3.1 Parenting community relations.
activities
3.2 Communication
3.3 Volunteering
3.4 Learning 4. Discuss the different areas
3.5 Decision Making of school community
3.6 Collaboration relationship where school and
community can partner with
each other for mutual
benefits.

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 Republic of the
Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE
Cabanatuan City, Nueva Ecija,
AND
Philippines ISO 9001:2015
CERTIFIED

4. Areas of School College of

Community Relationship
4.1 Use of School or 5. Analyze the important role
Neighborhood Facilities played by teachers in school-
4.2 Sharing Other Resources community relations.
4.3 Collaborative Fund Raising
and Grant Application
4.4 Volunteer Assistance

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 Republic of the
Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE
Cabanatuan City, Nueva Ecija,
AND
Philippines ISO 9001:2015
CERTIFIED

College of
4.5 Mentoring and Training
4.6 Information Sharing
and Dissemination

5. The Role of the Teacher in School-

Community Relations
Unit III. Creating a Positive 1. Define school culture. Online Oral questioning
Classroom Culture 2. Give the importance of (1.1.1)
-lecture and discussion If recitation is not
school culture Paper and pencil test
through zoom or other possible, written
CO3, 1. School Culture Definition 12 ours 3. Discuss the different (1.1.1)
2. Importance of School Culture platform activity will be done
CO4, types of school
3. Types of School Culture culture. performance-based
CO5 Offline
4. Components of Positive School activities (1.1.1;
4. Differentiate the
Culture -Self-learning modules 1.2.1;1.3.1; 2.3.1,
component of positive 4.5.1)
school culture. -Pen and paper
activities
Unit IV. Concept of Leadership 1. Discuss the elements of
leadership.
12 hours Online Objective test
1. Element of Leadership
2. Identify and explain the
CO3, 2. Style and Types of Leadership -lecture and discussion (1.1.1;1.2.1)
3. Theories and School of Thought different styles and types of
CO4, through zoom or other Participation in
on Leadership leadership.
CO5, platform classroom
CO6 4. Skills of Educational Leaders 3. Describe four classical interactions
5. Traits of Educational Leaders Offline
leadership theories: trait
6. Styles of Educational Leadership (1.1.1; 4.5.1)
theory, behavior theory, -Self-learning modules
7. Managerial Leadership contingency theory, and
8. Management Process

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 Republic of the
Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE
Cabanatuan City, Nueva Ecija,
AND
Philippines ISO 9001:2015
CERTIFIED

College of
9. Role of Leadership in Institutional transformational theory. -Pen and paper
Building activities
4. Describe the major
similarities and differences
between the trait and behavior
leadership theories.
5. Discuss the skills, traits
and styles of educational
leaders.
6. Analyze the role of
leadership in
institutional building.

VII. COURSE REQUIREMENTS AND EVALUATION CRITERIA

a. Course Requirements

1. Completion and submission of individual activities.

2. Pass all quizzes, online/modular activities, term examinations and reaction/ insight paper.

b. Evaluation Criteria

Quizzes (Written/Oral)….........................................................................................40%
Recitation/Assignments/Reflections..........................................................................30%
Term Examination…................................................................................................30 %

TOTAL....................................................................................................................100%

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and Technology
 Republic of the
Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE
Cabanatuan City, Nueva Ecija,
AND
Philippines ISO 9001:2015
CERTIFIED

College of

Passing mark is 75%. The highest passing rate is 1.0 while the lowest passing rate is 3.0.
VIII. REFERENCES
https://www.slideshare.net/RichardMarcelo1/philosophy-of-education-50445653
https://sg.inflibnet.ac.in/bitstream/10603/68349/6/06_chapter%201.pdf
https://www.edsys.in/why-is-it-important-for-teachers-to-study-philosophy-of- education/#:~:text=By%20learning%20philosophy%2C%20a%20teacher,how
%20students%20perceive%20their%20actions.
http://www.pioneershiksha.com/news/3063-teacher-centered-philosophies.html
https://www.theedadvocate.org/philosophies-education-3-types-student-centered- philosophies/#:~:text=Student%2Dcentered%20philosophies%20focus%20more,them
%20to%20realize%20their%20potential.&text=Students%20and%20teachers%20typi cally%20decide,this%20can%20best%20be%20achieved.
https://www.tetsuccesskey.com/2015/05/relationship-between-philosophy-of-Teaching-And-Teaching-Styles.html
https://learning.uonbi.ac.ke/courses/TFD630/document/Agents_of_socialization/THE_ROLE_OF_THE_SCHOOL_AS_A_SOCIALIZING_AGENT.doc

https://www.academia.edu/3999313/Chapter_on_School_Community_Relationship

IX. ADDITIONAL READINGS

https://www.academia.edu/8881173/MEANING_SCOPE_and_FUNCTIONS_OF_PHILOSOPHY_OF_EDUCATION
https://www.academia.edu/3999313/Chapter_on_School_Community_Relationship
http://www.theedadvocate.org/philosophies-education-2-types-teacher-centered-philosophies/
http://www.jblearning.com/samples/0763749761/49761_PT01_Clark.pdf
http://www.stanswartz.com/adminbook/chap9.htm

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 Republic of the
Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE
Cabanatuan City, Nueva Ecija,
AND
Philippines ISO 9001:2015
CERTIFIED

College of
http://nios.ac.in/media/documents/dled/Block1_507.pdf

Prepared by: Approved:

PAULINA R. PEREZ, Ph.D. CHRIS EVERT T. INONCILLO, Ph.D

BSE Program Chair Campus Administrator

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