8.The-Teacher-and-the-Community-School-Culture-and-Educational-Leadership__1_

The Teacher and the Community, School Culture and Organizational Leadership

School as a Vehicle for Social Mobility

  • Schools can facilitate upward social mobility for students through education and opportunities.

Theory of Planned Behavior (TPB)

Overview

  • TPB is a psychological theory that predicts human behavior based on intentions.

  • Behavior is influenced by three primary components:

    • Attitudes

    • Subjective Norms

    • Perceived Behavioral Control

Components of TPB

  1. Attitude

    • Evaluative response (positive or negative) towards a behavior.

    • Example: A student's belief that studying leads to good grades promotes a positive attitude toward studying.

  2. Subjective Norms

    • Perceived social pressure to engage in a behavior.

    • Example: If students feel their peers encourage studying hard, they are more likely to study.

    • Influences can come from family, friends, or societal expectations.

  3. Perceived Behavioral Control

    • Belief in one's capability to perform a behavior.

    • Example: A student confident in their study skills is more likely to intend to study effectively.

    • Factors influencing this perception:

      • Internal: Skills and knowledge.

      • External: Availability of resources and potential obstacles.

Application of TPB in Schools

  • Promoting Academic Success:

    • Foster positive attitudes toward studying by emphasizing education benefits.

    • Promote peer tutoring, study groups, workshops, and parental involvement.

  • Interventions:

    • School programs can enhance perceived behavioral control by providing resources and support.

    • Understanding factors influencing student intentions can help tailor interventions.

  • TPB implies that stronger intentions typically increase the likelihood of actual behavior.

Student Motivation

Overview

  • Meltzer (2002): Motivation is the internal and external factors stimulating student engagement.

  • Motivated students exhibit focus, persistence, and willingness to accept challenges.

Types of Student Motivation

  1. Intrinsic Motivation

    • Comes from within; driven by personal interests and enjoyment (e.g., love of learning).

  2. Extrinsic Motivation

    • Driven by external factors such as grades, praise, or avoiding negative consequences (e.g., punishment).

    • Students may study to earn good grades or meet parental expectations.

Enhancing Student Motivation

  • Create a Positive Learning Environment:

    • Supportive atmosphere, encouragement, and praise.

  • Foster Strong Relationships:

    • Develop teacher-student connections and peer support programs.

  • Incorporate Student-Centered Learning:

    • Offer choices in learning and project-based activities.

  • Connect Learning to Real Life:

    • Utilize guest speakers and field trips to demonstrate curriculum relevance.

  • Promote Extracurricular Activities:

    • Encourage student organizations and leadership opportunities.

Understanding Student Subculture

Definition

  • Moffit (2015): Subcultures are groups of values and norms distinct from the majority, including dress, music, and social attitudes.

  • Subcultures help students express their identity and connect with like-minded peers.

Curriculum Responsiveness

  • Mangalinan (2015) emphasized the need for culturally responsive curricula.

  • Schools should create inclusive policies, encourage student organizations, and facilitate open discussions.

Normative System Development in Schools

Overview

  • Merton (1957): Normative system refers to the rules and norms that guide behavior in social contexts.

  • In schools, this includes rules governing conduct and interactions among students.

Implementation Strategies

  1. Defining Expectations:

    • Clearly communicate rules and behavioral expectations to all stakeholders.

  2. Consistent Enforcement:

    • Ensure that norms are enforced consistently, with fair consequences for violations.

  3. Promoting Positive Culture:

    • Develop a culture valuing respect, inclusivity, and collaboration; reward positive behaviors.

  4. Providing Support:

    • Offer resources and training for understanding and adhering to the normative system.

  5. Regular Evaluation:

    • Continuously evaluate and adjust the normative system based on stakeholder feedback and behavioral data.

These notes provide a comprehensive overview of the relationship between teachers and the community, focusing on behavioral theories, motivation strategies, student subcultures, and the development of normative frameworks within schools. The effective implementation of these concepts can significantly impact educational outcomes.