A Philippine rural school: its cultural dimension
Case study based on field work in a village in the Philippines on the impact of rural schools on development and achievement of school community relationship - The physical setting, history, community characteristics and life style of the population are outlined. Authority governs the village life, but a certain competition over village leadership exists among community leaders. In this cultural background religion serves a socio-cultural purpose in reinforcing community sense. Upbringing practices stress certain values held by the community, such as obedience and submission to authority, which if rejected by the pupil under the influence of the school, would alienate him from the community. School administration is an extension of the bureaucracy of the large social system. Responses to a questionnaire on teacher attitudes show very little differences between school heads' and teachers' view on the school. Investigation of family attitudes revealed that parents' strongest motivation for sending their children to school was economic reasons. Student attitudes of primary school students were generally favourable. There is no definite evidence that school plays a role in developmental change, as there is still emphasis on the teaching of basic skills and proper conduct rather than on integrating learning activities into the community life. The formulation of more attainable goals and a more realistic definition of school community relationship are needed.
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| Format: | book biblioteca |
| Language: | eng |
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University of the Philippines Press
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| Subjects: | Child rearing, Community leaders, Educational management, Leadership, Primary school students, School community relationship, Student attitudes, Teacher attitudes, |
| Online Access: | https://unesdoc.unesco.org/ark:/48223/pf0000165722 |
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| Summary: | Case study based on field work in a village in the Philippines on the impact of rural schools on development and achievement of school community relationship - The physical setting, history, community characteristics and life style of the population are outlined. Authority governs the village life, but a certain competition over village leadership exists among community leaders. In this cultural background religion serves a socio-cultural purpose in reinforcing community sense. Upbringing practices stress certain values held by the community, such as obedience and submission to authority, which if rejected by the pupil under the influence of the school, would alienate him from the community. School administration is an extension of the bureaucracy of the large social system. Responses to a questionnaire on teacher attitudes show very little differences between school heads' and teachers' view on the school. Investigation of family attitudes revealed that parents' strongest motivation for sending their children to school was economic reasons. Student attitudes of primary school students were generally favourable. There is no definite evidence that school plays a role in developmental change, as there is still emphasis on the teaching of basic skills and proper conduct rather than on integrating learning activities into the community life. The formulation of more attainable goals and a more realistic definition of school community relationship are needed. |
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