The relevance of the teacher's role extends beyond the classroom and into society. It is the duty of the teacher to acquire and transmit information and skills from their generation to the next. By doing this, the instructor ensures both human life and survival. In actuality, teachers are the key to high-quality education because of their preparation and commitment. Moreover, here are some of the five social roles and function that a teacher need to possess. First, as a public servant, we believe that teaching is a profession and a way to render service to humanity. They need to contribute to the betterment of the community in their own unique ways. Second, as a community leader, we know that school and community are on the "front lines." Teachers need to foster linkages for mutual concerns and undertake networking activities with organizations for educational, social, and civic purposes. Third, as an agent of social change, teachers help the child master the basic skills so he or she can continue acquiring higher-level skills in order to become a productive member of society. They need to provide opportunities for the child's growth and remove distractions. Fourth, as a helping hand, teachers are the people who take on extra tasks, such as leading PTA meetings or organizing a big event. Lastly, teacher as a knowledge and skill holder, must have a variety of experiences in order to acquire knowledge and skills that he can pass on to the community.

Action research-based inquiry in educational contexts and classrooms involves distinct participants – students, teachers, and other educational stakeholders within the system. All of these participants are engaged in activities to benefit the students, and subsequently society as a whole. Action research enables educators to learn by doing in order to advance personally or professionally. The action research process is unique in educational research due to its participatory element. Furthermore, the instructor performs her investigation by focusing her data collection on a certain topic and examines and interprets the materials she obtained after establishing her focus and gathering data, and then takes possible actions. A variety of circumstances, some of which may be beyond the teacher's control, will influence her decision on how to proceed. Teachers should keep in mind that action research often follows a cycle as they progress through the processes. They will learn more about the problem or research topic as they progress through the sequence. In succeeding phases of the cycle, they will utilize this knowledge to better their focus, research, or action. Most certainly, this is not the conclusion of the cycle. They will continue to observe, act, and reflect while planning and operating the classroom. In addition, the expertise gained from these researches turns teachers into advocates for those practices that can improve and promote students’ learning and those discoveries can be adopted by other teachers to improve learning through sharing new ideas and in that way teachers learn from each other and become more connected and broaden their perspective.

They are involved in extension activities like brigada eskuwela, gulayan sa paaralan, girl scout and boy scout, reading and writing activities, and community activities and linkages. These are the extension projects that will help the students and the community participate in school activities, and they will also help to build relationships with the school. Act as one of the cooperators of Brigade Eskuwela, wherein the teachers communicate with the community to clean and help the teachers make the learning space more conducive. One of the extension projects is reading, they implemented "BBM," or Bawat Bata Makapagbabasa, as an after-class activity or during any free time the students had. With this activity, the teacher allows them to read individually or in groups, then assesses who the fast and slow readers are to determine who she should focus on. In addition, they also act as a guest speaker during the VAWC (Violence Against Women & their Children) in the barangay that is annually conducted at the end of the month of December. Work on a proposal on GAD budget that is audited by the COA. Furthermore, they are the assigned teachers to watch over the students, girl scout and boy scout members, during the campural. Moreover, they also prepare, consolidate and submit reports and perform other related task.

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Yes, the community has been found to be involved in school administration, wherein community participation in school administration has been demonstrated to increase responsibility for learning outcomes, educational resources, and curriculum participation that guarantees the subject's cultural relevance. The educational process is more widely accepted because of the content and instructional methods used. Moreover, community engagement in schools may enhance access to learning opportunities, increase student retention, and encourage student optimism. Schools may tap into the environment that has the biggest influence on kids by strengthening partnerships with families and community organizations. In addition, community involvement in school management has been shown to increase accountability for both learning outcomes and school resources. Children gain knowledge from their neighbors (such as adults, peers, etc.). Residents of a community reflect the atmosphere of that community through their behavior. So, for kids to learn better, the community environment is crucial. Children's learning is influenced by the community's environment.

Reporting incorporates parents, students, and teachers as partners, is honest, complete, and intelligible to all stakeholders, and adheres to the Department of Education's criteria. Through programs, we will report the achievements or results with the larger community. To thank parents and community members for their support, schools may host events where all of the school's and learners' accomplishments are displayed. Moreover, as we live in a modern era where technology has become embedded in lives of everyone in the community, disseminating information to a large number of people have found it easier or more convenient. As a result, we can make use of various social media platforms wherein it can be seen by everyone in the globe in addition to just one person that whoever sees it will be motivated and inspired to strive for excellence and we do believe that a teacher is someone who advocates for and leads the students' success in the community.

The teacher is the best instructional material; therefore, his or her personality or appearance will mean a lot; her voice, her facial expression, her knowledge, her talents, skills, and personal attributes will be a big help in teaching her students. As a teacher, we don’t just teach in the four corners of the classroom, but instead we empower, we lead, and we inspire every learner to do their best in class, and that poverty will never be an impediment to success. A teacher must be able to listen, be thoughtful, compassionate, patient, and adaptable in order to reach each student on a personal level while developing professional skills to become an effective teacher. Professionalism is required to learn the fundamentals of teaching techniques,methods and practical experience to deal with students of diverse backgrounds and social strata, additionally to award teaching certification. Teacher needs to maintain up-to-date knowledge of their fields because students may ask us anything. To summarize, a teacher's professional and personal qualities are both crucial for preparing them for their duty or function. As the saying goes, you cannot give what you do not have, so the more we study and attend various workshops and trainings.Without either of them, a teacher is incomplete.

A great school-community collaboration showcases the many different career options students have once they finish school. A shared vision acknowledges the critical, complementary roles of schools, community partners, and families. Children learn more, remain in school longer, and have a more positive experience when families, community organizations, businesses, and schools work together to support learning. In this, we will establish a good school-community collaboration by talking to the officials of the community and its people, expand my vision of school to include community, reach out to all stakeholders, create a community resource map, connect with curriculum and design a challenge for community. We think we can work well with the community if we share goals and responsibilities, provide feedback, and build trust with each other. When we collaborate, the interests, backgrounds, strengths, and passion of each other can contribute to the school-community relationship. We will participate in community activities including volunteer work, educational initiatives, seminars, and a lot more. Strong relationships, effective communication, and a well-defined objective with community people are some of the ways we can work effectively in the area. This type of teamwork contributes to a greater sense of trust and accountability, and it allows teachers to feel confident about contributing their most dynamic skills toward school improvement. In addition, valuing the growth of creative endeavors, prohibiting physical punishment and act of violence, bullying and discrimination are not tolerated and encourages teamwork and active learning.

Our advice about how to invite stakeholders to engage in school-community projects/activities is to first get to know them because we know stakeholders have different personalities, beliefs, or perspectives; therefore, we need to consider it in order to develop a good relationship with them. Then reach out to or consult with the leader or community representative first before involving all the stakeholders. Also, to make stakeholders feel and know that they are part of that project/ activities, and to be friendly in approaching them rather than being authoritarian. Establish a plan of action to ensure that everyone involved in the school community is committed to pursuing improvements. By achieving these goals, the school can give stakeholders the chance to provide feedback and let stakeholders know that they contribute to fostering a pleasant school climate. All stakeholders must collaborate to develop meaningful connections in order to create effective education systems and learning environments. And effective collaboration among all stakeholders requires both active listening and deep listening.

As pre-service teachers, we will enhance our personal and professional development by first, set goals to ourselves and understand who we are right now. By doing this, we will be able to identify my strengths and use them to advance not just our own but also the development of everyone else, most notably our students. Second is by overcoming our fears. We have lots of things that are afraid of and overcoming them makes us stronger person. Self-improvement can help us develop in our career and accomplish professional goals. Third is by being a lifelong learner, always thinking outside the box, and by setting big goals and gain a better understanding of the profession we've chosen. In addition, we’ll attend to different workshops and/or seminars, learn from others as well, and of course we will put these learnings into practice. If you don't put your newfound knowledge into practice, our opinion, it will be useless. Moreover, by seeking advice from our co-teachers and ahead teachers, we will seek advice from them because if there is someone who really knows how to enhance our personal and professional skills, that would be them because they have experienced it and we know that it was authentic. Lastly, we can learn new things outside of the classroom by taking steps to improve ourselves, and if you want to keep your personal and professional development moving forward, you must work hard on yourself to be significant.