Schools serve to educate and prepare children, but they are complex institutions influenced by many stakeholders. They can be viewed as a machine that prioritizes standards and accountability, an organism that emphasizes growth and adaptation, or a brain that generates and shares knowledge. While schools are difficult to change due to these various influences, effective leadership and learning approaches like transformational leadership and double-loop learning can promote growth, development, and responsiveness to changing needs.

2. Significance of the school
• According to Merriam, it is
an organization that
provides instruction,
especially in teaching
children. Thus, preparing
people become constructive

3. • It is a complex fabric
woven from the threads of
individual lives – teachers,
students, parents, and
citizens-threads of group of
culture and of politics and

4. School as MACHINE
• Standards are tightened
and be accountable in the
face of criticisms.
• Improvement is through
test–driven rather than
student - centered.

5. School as ORGANISM
• It exhibits growth and
adaptive qualities.
• It also emphasizes
individuality, uniqueness,
and self-renewal.
• Its setting is very responsive
that meet the changing
needs of internal and external

6. School as BRAIN
• Schools are considered
brain since thinking
learning continuously to
exist – knowledge is
shared and generated.

7. SCHOOLS EXPECTATION
 According to Sarazon, schools
are very difficult to change
because most everybody at
some point has been there.
 It is influenced by: school
community, school district
mandates and policy state and
federal policies and
directives, the general public,
education profession itself,

8. ORGANIZATION

9. -It is a rational system since it is
reflective of the machine metaphor,
which carries the expectations for
structure, standardization and
control.

10. Schools are not rational but are
more loosely coupled and
unpredictable. Hence, schools need
to redefine its general objectives
through School Improvement Plan.

11. LEADERSHIP PERSPECTIVE
•The principal
holds all the
power and
responsibility.
TRANSACTI
ONAL
•All members are
given an opportunity
to engage in
planning and
development of the
TRANSFORMA
TIONAL

12. LEARNING
SINGLE -
LOOP
DOUBLE
- LOOP

13. SINGLE - LOOP
It rests in the ability to detect and
correct error in relative to a given set
of operating norms.
It promotes stability and
predictability based on norms.
It involves problem solving process.

14. DOUBLE - LOOP
It depends on being able to take a
double look at the situation by
questioning the relevance of the
operating norms.
It encourages growth and development.
Problem solving process is coupled with
problem finding processes.