Learning Outcome:

a. Define Social System

b. Discuss Social System Model and basic assumption
c. Identify key elements of school as social system
Social System
 Patterned network of relationships constituting a coherent whole that exist
between individuals, groups, and institutions. It is the formal structure of role and
status that can form in a small, stable group.
 Ogbum and Nimkoff defined social system as plurality of individuals interacting
with each other according to shared cultural norms and meanings
ormal organizations such as schools have
structures composed of bureaucratic expectations and roles,
hierarchy of offices and positions, rules and regulations, and
specialization
ormal organizations such as schools have
structures composed of bureaucratic expectations and roles,
hierarchy of offices and positions, rules and regulations, and
specialization

Social System Model

Basic Assumption
 Social systems are open systems.
 Social Systems consists of interdependent parts, characteristic and activities that
contribute to and receive from the whole.
 Social Systems are peopled.
 Social Systems are goal oriented.
 Social Systems are structural.
 Social systems are normative.
 Social systems are political.
 Social systems are sanction bearing.
 Social systems
have distinctive
culture.
 Social systems are
conceptual and relative.
Key Elements of School as a Social System
Structure: roles are expectations of positions that are arranged in a hierarchy.
✓ Individual: the individual is a key unit in any social system; regardless of position,
people bring with
them individual needs, beliefs, and a cognitive understandings of the job.
✓ Culture: represents the unwritten feeling part of the organizations: its shared
values
✓ Politics: informal power relations that develop spontaneously.
✓ Core: the teaching-learning process is the technical core of schools.
✓ Environment: everything outside the organization; source of inputs.
✓ Outputs: the products of the organizations, e. g. educated students.
✓ Feedback: communication that monitors behavior
Structure: roles are expectations of positions that are arranged in a hierarchy.
✓ Individual: the individual is a key unit in any social system; regardless of position,
people bring with
them individual needs, beliefs, and a cognitive understandings of the job.
✓ Culture: represents the unwritten feeling part of the organizations: its shared
values
✓ Politics: informal power relations that develop spontaneously.
✓ Core: the teaching-learning process is the technical core of schools.
✓ Environment: everything outside the organization; source of inputs.
✓ Outputs: the products of the organizations, e. g. educated students.
✓ Feedback: communication that monitors behavior
Structure: roles are expectations of positions that are arranged in a hierarchy.
✓ Individual: the individual is a key unit in any social system; regardless of position,
people bring with
them individual needs, beliefs, and a cognitive understandings of the job.
✓ Culture: represents the unwritten feeling part of the organizations: its shared
values
✓ Politics: informal power relations that develop spontaneously.
✓ Core: the teaching-learning process is the technical core of schools.
✓ Environment: everything outside the organization; source of inputs.
✓ Outputs: the products of the organizations, e. g. educated students.
✓ Feedback: communication that monitors behavior
Structure: roles are expectations of positions that are arranged in a hierarchy.
✓ Individual: the individual is a key unit in any social system; regardless of position,
people bring with
them individual needs, beliefs, and a cognitive understandings of the job.
✓ Culture: represents the unwritten feeling part of the organizations: its shared
values
✓ Politics: informal power relations that develop spontaneously.
✓ Core: the teaching-learning process is the technical core of schools.
✓ Environment: everything outside the organization; source of inputs.
✓ Outputs: the products of the organizations, e. g. educated students.
✓ Feedback: communication that monitors behavior.
✓ Effectiveness: the congruence between expected and actual outcomes.
Structure: roles are expectations of positions that are arranged in a hierarchy.
✓ Individual: the individual is a key unit in any social system; regardless of position,
people bring with
them individual needs, beliefs, and a cognitive understandings of the job.
✓ Culture: represents the unwritten feeling part of the organizations: its shared
values
✓ Politics: informal power relations that develop spontaneously.
✓ Core: the teaching-learning process is the technical core of schools.
✓ Environment: everything outside the organization; source of inputs.
✓ Outputs: the products of the organizations, e. g. educated students.
✓ Feedback: communication that monitors behavior.
✓ Effectiveness: the congruence between expected and actual outcomes.
Structure: roles are expectations of positions that are arranged in a hierarchy.
✓ Individual: the individual is a key unit in any social system; regardless of position,
people bring with
them individual needs, beliefs, and a cognitive understandings of the job.
✓ Culture: represents the unwritten feeling part of the organizations: its shared
values
✓ Politics: informal power relations that develop spontaneously.
✓ Core: the teaching-learning process is the technical core of schools.
✓ Environment: everything outside the organization; source of inputs.
✓ Outputs: the products of the organizations, e. g. educated students.
✓ Feedback: communication that monitors behavior.
✓ Effectiveness: the congruence between expected and actual outcomes.
Key Elements of School as a Social System
A. Structure - formal organizations such as schools have
structures composed of bureaucratic expectations and roles,
hierarchy of offices and positions, rules and regulations, and
specializations.
B. Individual - A key unit in any social system; regardless of
position, people bring with them individual’s needs, beliefs,
and a cognitive understanding of the job. Cognition is the
individual’s use of mental representations to understand the
job in terms of perception, knowledge, and expected behavior.
C. Culture - provides members Key Elements of School as a
Social System with a commitment to beliefs and values
beyond themselves and when culture is strong, so is their
identification with the group and the influence of the group.
D. Politics - Informal power relations that develop spontaneously.
Political dimension spawns the informal power relations that
emerge, often to resist other system of legitimate control. It is
legitimate because it is behavior usually designed to benefit
the individual or group at the expense of the organization.
E. Technical Core: Teaching and Learning - The teaching-learning
process is the technical core of schools. All other activities are
secondary to the basic mission of teaching and learning,
which shapes the administrative decisions in schools. Learning
occurs when there is stable change in an individual’s
knowledge or behavior.
F. Environment - critical to the organizational functioning of
schools. It is the system’s source of energy. It provides
resources, values, technology, demands, and history.
G. Outcomes - The products of the organizations that is educated
students. Performance outcomes are indicators of goal
accomplishment.
H. Feedback Loops: Internal and External - informs individuals
how bureaucratic structure and the informal organization view
their behavior.
Key Elements of School as a Social System
A. Structure - formal organizations such as schools have
structures composed of bureaucratic expectations and roles,
hierarchy of offices and positions, rules and regulations, and
specializations.
B. Individual - A key unit in any social system; regardless of
position, people bring with them individual’s needs, beliefs,
and a cognitive understanding of the job. Cognition is the
individual’s use of mental representations to understand the
job in terms of perception, knowledge, and expected behavior.
C. Culture - provides members Key Elements of School as a
Social System with a commitment to beliefs and values
beyond themselves and when culture is strong, so is their
identification with the group and the influence of the group.
D. Politics - Informal power relations that develop spontaneously.
Political dimension spawns the informal power relations that
emerge, often to resist other system of legitimate control. It is
legitimate because it is behavior usually designed to benefit
the individual or group at the expense of the organization.
E. Technical Core: Teaching and Learning - The teaching-learning
process is the technical core of schools. All other activities are
secondary to the basic mission of teaching and learning,
which shapes the administrative decisions in schools. Learning
occurs when there is stable change in an individual’s
knowledge or behavior.
F. Environment - critical to the organizational functioning of
schools. It is the system’s source of energy. It provides
resources, values, technology, demands, and history.
G. Outcomes - The products of the organizations that is educated
students. Performance outcomes are indicators of goal
accomplishment.
H. Feedback Loops: Internal and External - informs individuals
how bureaucratic structure and the informal organization view
their behavior.

a. Structure
 Formal organizations such as schools have structures composed of
bureaucratic expectations and roles, hierarchy of offices and positions,
rules and regulations, and specializations.
 Bureaucratic expectations and roles are the official blue print for action,
it defines organizational roles.
 Roles are combined into position and offices.
 Rules and regulations are provided to guide decision making and
enhance organizational rationality
 Labor is divided as individuals specialize in task

b. Individual
 A key unit in any social system regardless of position, people bring with
them individual's needs, beliefs, and a cognitive understanding of the job.
 Cognition is the individual's use of mental representations to understand
the job in terms of perception, knowledge, and expected behavior.
c. Culture
 Organizations develop their own distinctive cultures.
 Culture provides members with a commitment to belief and values beyond
themselves; individuals belong to a group that is larger than them.
d. Politics
 Politics is the way of how some individuals use their influence for their
interests
 Inevitable part of organizational life
 Although politics is informal, divisive, and typically illegitimate, there is little
doubt that it is an important force influencing organizational behavior

e. Technical Core: Teaching and Learning

 Teaching-learning process is the technical core of schools
 All other activities are secondary to the basic mission of teaching and
learning, which shapes the administrative decision
 Learning occurs when there is stable change in an individual's knowledge
or behavior

f. Environment
 Everything outside the organization
 It is the system's source of energy. It provides resources, values,
technology, demands, and history.

g. Outcomes
 The products of the organizations that is educated students.
 Performance outcomes are indicators of goal accomplishment.
h. Feedback Loops: Internal and External
 Informs individuals how bureaucratic structure and the informal
organization view their behavior.