Abstract
Research interest in the school-community relationship has focused specifically on the influence which parents and other community members exert on school policy and curriculum. By contrast, the extra-school role which teachers play in the community at large is a relatively neglected consideration. While expectations in the Australian context appear, with some exceptions, to limit the character of teacher participation in the community, an isolated region of the Philippines provides an example of a context in which teachers are likely to assume a general leadership role. Here, the conflict of two leadership traditions, in conjunction with the unique historical position of the teacher, opens the way to local leadership. The need for those teachers, choosing to act as community leaders, to conform to a specific cultural profile is detailed in a case study.