Module Overview: Study Guide For Module No. 2

FM-AA-CIA-15 Rev.
0 10-July-2020
Study Guide in Prof. Ed. 104: The Teacher and the Community, School Culture and Organizational Leadership Module No. 2
STUDY GUIDE FOR MODULE NO. 2

Unit 2 - School as a Social System
MODULE OVERVIEW
The school is one of the formal agencies of socialization. It has acquired importance because of its
sociological changes and influences. The school is a formal agency of education which imparts the maximum
knowledge, skills and attitudes of the subjects required for necessary living of a useful and successful life.
Social systems theory has been a sound perspective to explain the function of schools. The social organization
in the school consists of different roles and statuses for the educator and learners. Thus, as a social system the
school aims to prepare the students to occupy social roles according to their capacities after leaving the school.
This module introduced basic concepts of school as a social system, describe social interactions and strategies
needed in maintaining harmonious relationship with the wider school community, and establishing professional
links and collaboration with colleagues in the school community.
MODULE LEARNING OBJECTIVES
At the end of this module, pre- service teachers should be able to:
1. discuss the basic concepts of school as a social system and how they impact individual learners,
classrooms, schools and the larger community;
2. describe social interactions and their importance in building harmonious relationship with the wider
school community;
3. seek advice concerning strategies that build relationships with parents/guardians and the wider
community; and
4. seek opportunities to establish professional links with colleagues in the school community.
LEARNING CONTENTS: SOCIAL SYSTEMS MODEL
Systems theory, also called social systems theory (model)

In social science, it is the study of society as a complex arrangement of elements, including individuals
and their beliefs, as they relate to a whole (e.g., a country). Systems theory is an interdisciplinary study of
systems, as they relate to one another within a larger, more complex system. The key concept of systems
theory, regardless of which discipline it’s being applied to, is that the whole is greater than the sum of its parts.
What this means is that when holistically examining how smaller systems come together to affect the greater
complex system, certain characteristics of the whole—the complex system—can not be easily explained or
rationalized when looking singularly at any one of its systems—its parts.
The School as a Social System
The School
 Is a system of social interaction.
 It is an organized whole comprising interacting personalities bound together in an organic relationship
(Waller, 1932)
 As a social system, it is characterized by an interdependence of parts, a clearly defined population,
differentiation from its environment, a complex network social relationships and its own culture.
Social System
 is a social organization.
 is a group of elements and activities that interact and constitute a single social entity (Longress, 2000)
PANGASINAN STATE UNIVERSITY 1

FM-AA-CIA-15 Rev. 0 10-July-2020
 it is a model or organization that possess creativity beyond its component parts; it is distinguished from
its environment by a clearly defined boundary; it is composed of subunits, elements and subsystems
that are interrelated within relatively stable patterns of social order. (Olsen, 1970)
What does “Social System” refers to?

• Refers to the activities and interaction of groups consisting of members brought together for a common
purpose
• Classroom is a good example of social system
✓ Ethos
✓ Norm
✓ Values
✓ Psychological aspects
“Basic Assumption for Social System Models”

Assumption - is a fact/statement that is taken for granted
1. Social systems are open systems.
2. Social systems consist of interdependent parts, characteristics, and activities that contribute to and
receive from the whole.
3. Social systems are peopled.
4. Social systems are goal oriented.
5. Social systems are structural.
6. Social systems are normative.
7. Social systems are sanction bearing.
8. Social systems are political.
9. Social systems have distinctive cultures.
10. Social systems are conceptual and conceptual and relative.
11. All formal organizations are social system: But all social systems are not formal organizations.
A. LEARNING CONTENT: Key Elements of School as a Social System
Schools are social system with the following key parts:
1. Structure
✓ roles are expectations of positions that are arranged in a hierarch
2. Individual
✓ the individual is a key unit in any social system; regardless of positions, people bring with them
individual needs, beliefs and a cognitive understanding of the job.
3. Culture
✓ represents the unwritten feeling part of the organizations: its share values.
4. Politics
✓ informal power relations that develop spontaneously.
5. Core
✓ the teaching-learning process is the technical core of schools.
6. Environment
✓ everything outside the organization; source of inputs.
7. Outputs
✓ the products of the organizations, e.g. educated students.
8. Feedback
✓ communication that monitor behavior.

9. Effectiveness
✓ the congruence between expected and actual outcomes.
 Internal
The relative level of goal achievement serves as an indicator of the need to adjust one
or more of the elements of the transformation process.
 External
Different constituencies in the community evaluate the school’s products.
LEARNING ACTIVITY 1
Assignment 1 – Survey
I – Conduct an informal survey / interview to school personnel, teachers or administrators of any school and
gather data on the following. (You may use social media platforms to communicate to your interviewee)
1. Name of the interviewee (Include his/her picture)
2. Current Designation / Position
3. Name of School
4. No. of years as an employee of that school / academic institution
5. (Interview part) What are your perceived challenges in establishing a good working relationship in your
community? What are the benefits?
Establishing School-Community Relationship

Challenges Benefits
6. (Interview part) How should school personnel establish better school-community relationship?
7. Include documentation, screenshots or pictures related to your interview.
B. LEARNING CONTENT: The School as a Community
I. Defining School as a community
A school is an educational institution designed to provide learning spaces and learning

environments for the teaching of students (or "pupils") under the direction of teachers. A school is a place where
children are educated. We often refer to this place as a school when we talk about the time children spend there

and the activities they do there.
A community is a social unit (a group of living things) with commonality such

as norms, religion, values, customs, or identity. Communities may share a sense of place situated in a given
geographical area (e.g. a country, village, town, or neighborhood) or in virtual space through communication
platforms.
Community can be defined as multidimensional within:
a. Location - where it is, the influence of the environment and systems of control.
b. Structure - the administrative elements and guidance that determine equality of provision.
c. Process - the management of people and development of a shared understanding of beliefs and
values.
The principles on which community provision is built are based on certain assumptions that relate to inclusive
practice:
 Education is part of social provision, strongly related to all other branches of social provision; education
does not exist just as an academic entity.
 Social provision is determined by the prevailing social and economic framework of society.
 Throughout civilized history, the level of social provision has sustained societies in an unequal manner,
balancing those who ‘have’ with those who ‘have not’.
 Both social and educational provision have become more centrally controlled.
 There has been a move towards devolution of power at an operational level, reflecting the need to
provide community-type activities led by the community
 There is a greater emphasis on participation that has contributed to the emancipation of the teacher.
School Climate and Culture
School climate refers to the school's effects on students, including teaching practices; diversity; and the
relationships among administrators, teachers, parents, and students.
School culture refers to the way teachers and other staff members work together and the set of beliefs,
values, and assumptions they share. A positive school climate and school culture promote students' ability to
learn.
A school culture will manifest itself in many forms:
 communications – stories, legends, symbols and slogans

 practice – rites, rituals and ceremonies
 physical forms – location, style and condition of the school buildings, fixtures and fittings
 common language – phrases or jargon common to the school.
Ethos
Differences between schools may be explained in terms of organizational and social structure which
also reflect the interpersonal relationships that create the ethos, the shared beliefs and values. The whole-
school feeling exists to such an extent that it drives the school as a community towards achieving goals.
Ethos is multidimensional, as no single definition would apply to the many situations that occur in the
life of the school community.

Environment
There is a distinctive link between the atmosphere created in schools and their environment. An
uncared-for school building, regardless of age, will reflect an uncaring community. Working in an environment
that is in need of repair (as most schools are) creates stress; working in an environment that is unhealthy is not
conducive to effective teaching and learning.
Members of the school community need encouragement in order to fulfil their potential; a stimulating
environment will produce stimulating results. Members of the school community need to consider how to create
a positive environment.
This may include:

 good quality displays of pupils’ work and achievements covering full range of ability
 bright, open spaces with carpeted floors and plants, pictures and photographs
 clean buildings: no litter, adequate bins that are emptied, working toilet facilities
 supervised areas for study
 adequate facilities for every subject, e.g. PE and music store areas.
School and Community

It emerges that the connection between the school and the community is not static but develops on a
continuum. The level at which the school reaches its community and vice versa is their level of community
orientation. There are three possible patterns of connection between the school and the community: Closed-
door Pattern, Open-door Pattern and the balanced pattern.
1. The Closed Door Pattern
The school deals with all the child’s educational and social problems, and community involvement and
intervention are minimal. With a closed system like the laws of nature (entropy), the energy of the system will
deteriorate. Therefore, according to Friedman (1986), the closed door policy towards the community needs
feedback. In Friedman’s view a closed door policy will waste energy without the right guidance. In the absence
of constant input from the parents and the community, the school will be unaware of changes occurring in these
systems, and hence will be unable to adapt itself and its curricula to these changes and will keep degenerating.
2. The Open Door Pattern
The school and the parents operate as open systems, so that information flows freely in both directions.
The school with an open door policy makes the parents partners to their child’s educational process and strives
to become an influential factor in the life of the community. A basic assumption of systems theory is that the
open system is designed to process the inputs of its external environment, only to return the processed product
to the environment for its use and benefit. The exchange of energy occurs in a cyclic nature. The final and
improved product serves as a new source of energy passing from the environment to the system. In this way
the deteriorating entropy process is stopped (Katz and Kahn, 1978). According to Friedman (1986), the school
with an open door policy receives its pupils from the parents, teaches them and raises their level of education,
in order to return them to their community. In their adult life they will produce a new generation of pupils, whose
contribution to their children’s education is expected to be greater than that of their parents’ generation.
3. The Balanced Pattern
The school and the parents set the degree of closeness or distance between them, in order to achieve
their educational and social goals to the optimal extent. When the distance is large, the school has to bridge the
gap and reach out to the community; when the distance is small, the school has to close its gates somewhat.

LEARNING ACTIVITY 2
Assignment 2 – KWL Chart
KWL Chart
Name: _____________________________________ Score: _____________
Course/Yr & Sec.:_____________________________ Date: ______________
Directions: KWL chart may be used to organize class discussion. This activity allows you call to mind various
concepts about educational assessment. Using the table below, you should note what do you
KNOW, what do you WANT TO KNOW, and what have you LEARNED
What do you What do you What have you

KNOW? WANT TO KNOW? LEARNED?
D. LEARNING CONTENT: School as a Learning Community
I. School as a Learning Community
A learning community is one in which all members acquire new ideas and accept responsibility for making

the organization work. The educational leader’s task is to change the goals of the organization so that learning
is rewarded for all participants. This means that all the workers—school janitor to school head—must feel that
their insights are valued and taken into account in community life. In addition, parents and students must be
seen as participants in the life of the school, not simply recipients of services that the professionals deemed
important.
Learning Community
A learning community is a group of people who share a common interest in a topic or area, a particular form
of discourse about their phenomena, tools and sense-making approaches for building collaborative knowledge
and valued activities.
When people come together and work toward a common goal, a community is formed. In schools,
that goal is learning. It seems almost trite to label schools as learning communities; of course schools bring
groups of diverse people together with a common goal of student learning. Schools reflect the inherent
characteristics of learning community.
When we say School as Learning Community it can be done by the teachers and the leaners who
has a common goal like just for example Why we need as learners to go to school because our main goal is to
learn by the help of our teachers. They developed or to enhanced our intellectual capacity and also they teach
on how the proper behavior, values and character. We work together to achieve our main goal just like the
community there has a common interest.
II. Community of Practice

The term “CoP” was first introduced by Etienne Wenger an education practitioner and scholar who
described CoP’s as groups of people who share a concern or a passion for something they do and learn how to
do it better as they interact regularly.
Wenger argues that there are three crucial character;

 domain: a common interest that connects and holds together the community;
 community: a community is bound by the shared activities they pursue (for example,
meetings, discussion) around their common domain;
 practice: members of a community of practice are practitioners; what they do informs their
participation in the community; and what they learn from the community affects what they
do.
“The domain is like a leader that connects and holds together the community. And the community is the
members who follow the leader. They are going to shared activities they pursue like just for example meeting or
discussion in that way they have interaction wherein they have a common domain or goal.”
(4) Four types of Community of Practice

1. Knowledge Sharing Communities – where an informal group of people come together with the
idea to develop new knowledge that improves processes or performance.
2. Best Practices Communities – where an informal group of people come together to share and
learn best practices. The focus is on developing, validating, documenting and disseminating
best practices to all members within the organization.
3. Problem Solving Communities - where an informal group of people come together bringing
expertise from various groups and focusing on a specific problem or issue.

4. Innovation Communities - where an informal group of people, mostly from the technical areas
come together and focus on new and emerging areas of technology and where there may be
an opportunity to gain an edge.
Benefits of Community of Practice
 It's a powerful vehicle for sharing knowledge.
 Help drive strategy.
 Supports faster problem solving.
 Builds core competencies.
 Quickly disseminates best practices for optimal operational performance.
 Builds a sense of community with colleagues and within the school.
 Increases access to expertise across the school.
 Helps school personnel do their jobs.
 Cross fertilization of ideas.
 Helps a knowledge school personnel stay current.
 Provides challenges and opportunities to contribute.
 Helps develop individual skills.
III. School Learning Action Cells (SLAC): Professional Learning Communities
The Department of Education released a policy on the Learning Action Cell (LAC) as a K-12
Basic Education Program School-Based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning in accordance with the enactment of Republic Act 10533 or the
Enhanced Basic Education Act of 2013. This DepEd advocacy means that every teacher should be
properly guided and equipped with the know-how of the teaching learning processes by revisiting or
updating certain areas or concerned in performing the duties and responsibilities of an effective and
productive teacher.
What is Learning Action Cells (LACs)
 A School-based professional Instructional dialogues

 A forum for team learning among teachers
 An alternative means to cascade a model of teacher- training
 A school- based problem -solving process
 A School-based In-Service training (INSET)
The Learning Action Cells (LACs) is DepEd’s primary mechanism for the professional
development of teachers. It is a school-based professional instructional dialogues a forum for team
learning among teachers an alternative means to cascade a model of teacher-training a school-based
problem solving process a school-based In- Service Training (INSET).
In the DepEd, a Learning Action Cell (LAC) is a group of teachers who engage in collaborative
learning sessions to solve shared challenges encountered in the school facilitated by the school head
or a designated LAC Leader. LACs will become the school-based communities of practice that are
positive, caring, and safe spaces.
As stated in DepEd Order No. 35, s. 2016, Learning Action Cell (LAC) is a session conducted
by group of teachers who engage in collaborative learning sessions to solve shared challenges
encountered in school. Such challenges may include learner diversity and student inclusion, content
and pedagogy, assessment and reporting, and 21st century skills and ICT integration. DepEd envisions
that these LAC Sessions will serve as a school-based continuing professional development strategy for

the improvement of teaching and learning.
Professional Learning Community

• A professional learning community, or PLC, is a group of educators that meets regularly, shares
expertise, and works collaboratively to improve teaching skills and the academic performance of students. The
term is also applied to schools or teaching faculties that uses mall-group collaboration as a form of professional
development.
• Shirley Hord, an expert on school leadership, came up with perhaps the most efficient description of
the strategy: “The three words explain the concept: Professionals coming together in a group—a community—to
learn.”
Professional learning Community tend to serve two broad purposes:

• Improving the skills and knowledge of educators through collaborative study, expertise exchange, and
professional dialogue.
• Improving the educational aspirations, achievement, and attainment of Students through stronger leadership
and teaching. Professional learning Communities often function as a form of action research.
IV. Global Issues that concern schools and Society
The world has become a global village. We have become a citizen of a global community. What takes
place in one part of the globe no matter how far affects us. It is a "small world after all" so goes the song. In this
lesson, we will venture on global issues that affect schools and us. It is hoped that you are able to propose
solutions to social problems which have become current global issues.
Top 10 Current Global Issues (Chloe Turner)
1. Climate Change
The global temperatures are rising, and are estimated to increase from 2.6 degrees Celsius to 4.8 degrees
Celsius by 2100. This would cause more severe weather, crises with food and resources and the spread of
diseases. The reduction of greenhouse emissions and the spreading of education on the importance of
going green can help make a big difference. Lobbying governments and discussing policies to reduce
carbon emissions and encouraging reforestation is an effective way of making progress with climate
change.
2. Pollution
Pollution is one of the most difficult global issues to combat, as the umbrella term refers to ocean litter,
pesticides and fertilizers, air, light and noise pollution. Clean water is essential for humans and animals, but
more than one billion people don’t have access to clean water due to pollution from toxic substances,
sewage or industrial waste. It is of the utmost importance that people all over the world begin working to
minimize the various types of pollution, in order to better the health of the planet and all those living on it.
3. Violence
Violence can be found in the social, cultural and economic aspects of the world. Whether it is conflict that
has broken out in a city, hatred targeted at a certain group of people or sexual harassment occurring on the
street, violence is a preventable problem that has been an issue for longer than necessary. With continued
work on behalf of the governments of all nations, as well as the individual citizens, the issue can be
addressed and reduced.
4. Security and Well Being
The U.N. is a perfect example of preventing the lack of security and well being that is a serious global issue.
Through its efforts with regional organizations and representatives that are skilled in security, the U.N. is
working toward increasing the well being of people throughout the world.

5. Lack of Education
More than 72 million children throughout the globe that are of the age to be in primary education are not
enrolled in school. This can be attributed to inequality and marginalization as well as poverty. Fortunately,
there are many organizations that work directly with the issue of education in providing the proper tools and
resources to aid schools.
6. Unemployment
Without the necessary education and skills for employment, many people, particularly 15- to 24-year old,
struggle to find jobs and create a proper living for themselves and their families. This leads to a lack of
necessary resources, such as enough food, clothing, transportation and proper living conditions.
Fortunately, there are organizations throughout the world teaching people in need the skills for jobs and
interviewing, helping to lift people from the vicious cycle of poverty.
7. Government Corruption
Corruption is a major cause of poverty considering how it affects the poor the most, eroding political and
economic development, democracy and more. Corruption can be detrimental to the safety and well being of
citizens living within the corrupted vicinity, and can cause an increase in violence and physical threats
without as much regulation in the government.
8. Malnourishment & Hunger
Currently there are 795 million people who do not have enough to eat. Long-term success to ending world
hunger starts with ending poverty. With fighting poverty through proper training for employment, education
and the teaching of cooking and gardening skills, people who are suffering will be more likely to get jobs,
earn enough money to buy food and even learn how to make their own food to save money.
9. Substance Abuse
The United Nations reports that, by the beginning of the 21st century, an estimated 185 million people over
the age of 15 were consuming drugs globally. The drugs most commonly used are marijuana, cocaine,
alcohol, amphetamine stimulants, opiates and volatile solvents. Different classes of people, both poor and
rich, partake in substance abuse, and it is a persistent issue throughout the world. Petitions and projects
are in progress to end the global issue of substance abuse.
10. Terrorism
Terrorism is an issue throughout the world that causes fear and insecurity, violence and death. Across the
globe, terrorists attack innocent people, often without warning. This makes civilians feel defenseless in their
everyday lives. Making national security a higher priority is key in combating terrorism, as well as promoting
justice in wrongdoings to illustrate the enforcement of the law and the serious punishments for terror
crimes.
The 17 Sustainable Development Goals for the period of 2015-2030
1. No poverty. End poverty in all its form everywhere.

2. No hunger. End hunger, achieve food security and improve nutrition and promote sustainable
agriculture.
3. Good Health and Well-being. Ensure healthy lives and promote well-being for all at all ages.
4. Quality Education. Ensure inclusive and equitable quality education and promote life-long learning
opportunities for all.
5. Gender Equality. Achieve gender equality and empower all women and girls.
6. Clean water and Sanitation. Ensure availability and sustainable management of water and sanitation for
all.
7. Affordable Clean Energy. Ensure access to affordable, reliable, sustainable, and modern energy for all.
8. Decent work and Economic growth. Promote sustained, inclusive and sustainable economic growth, full
and productive employment and decent work for all.

9. Industry, Innovation and Infrastructure. Build resilient infrastructure, promote inclusive and sustainable
industrialization and foster innovation.
10. Reduce inequality within among countries.
11. Sustainable Cities and communities. Make cities and human settlement inclusive, safe, resilient and
sustainable.
12. Responsible and construction and production. Ensure sustainable consumption and production
patterns.
13. Climate action. Take urgent action to combat climate change and its impact (in line with the United
Nations Frameworks Conservation on Climate Change).
14. Life below water. Conserve and sustainably use the ocean seas, and marine resources for sustainable
development.
15. Life on land. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably
manage forests, combat desertification, and halt reverse land degradation and half biodiversity loss.
16. Partnerships for the goals. Promote peaceful ad inclusive societies for sustainable development,
provide access to justice for all and build effective, accountable and inclusive institution at all level.
17. Peace, Justice and Strong Institutions. Strengthen the means of implementation and revitalize the
global partnership for sustainable development
LEARNING ACTIVITY 3
Assignment 3 – Questions to ponder on.
1. Based on the top ten global issues and the 17 SDGs, choose one global issue/SDG and give suggestions
on what schools must do to address the issue.
2. What moves has the Philippine government taken to ensure equitable access to education for all its
citizens?
3. Poverty is ranked #4 among the top 10 issues cited by World Economic Forum’s Global Shapers Survey in
2017. Education is supposed to liberate people from poverty. The Philippines has a comparatively higher
literacy rate. Based on the Literacy Statistics, Functional Literacy, Education and Mass Media Survey
(FLEMMS) of 2013, 96.5 percent of Filipinos were literate, an improvement from 95.6 percent in 2008. How
come the Philippines has one of the highest number of educated people and yet we remain to be “ islands
of affluence amidst a sea of poverty " meaning poverty abounds? "Can this be traced to poor quality of
Philippine education? Why or why not?
Assignment 4 – Choose the best answer.
1. Education is a of society. What does this imply?

I. Citizens are taught what society considered most relevant
II. Society determines curriculum to be taught
III. Those in education taught what they believed should be taught regardless of society’s need
a. I only
b. I and II
c. II and III
d. III only
2. All learning should center on the child’s interests and needs.” The school should be a pleasant place for
learning. Its emphasis is on the child as the learner and not on the subject matter and stress on activities
and experiences rather than on textbooks.
a) Progressivism

b) Reconstructionism
c) Perennialism
d) Pragmatism
3. Which interesting group of theorists believes that the human being is the creator of his own essence; he
creates his own values through freedom of choice or preference. Education is developing awareness about
responsibility for one’s choice/
a) Reconstructionists
b) Existentialist
c) Individualist
d) Humanist
4. What is said to be for an educator who is outcomes centered and does not just convey knowledgeable
facts. He / she endeavors to let students to create an individual approach to tasks provided to them?
a) Perennialist
b) Progressivist
c) Realist
d) Existentialist
5. Pragmatism is related to the following educational philosophies. EXCEPT for
a) Constructionism
b) Progressivism
c) Essentialism
d) Reconstructionism
6. What perspective is manifested when a classroom usually includes the teachers and school putting out
what they think is important and letting the pupils to decide what they study. All pupils work on various,
self-chosen assignments at their own pace?
a) Ideal
b) Perennial
c) Pragmatic
d) Experiential
7. Spartan education provided so much attention and time for the art of war and the training and the training
of soldier-citizens. Hence the Spartan curricula consisted of military exercises in services for the state.
Athenian education, on the other hand, stressed individual excellence, hence aimed to
provide______________
a) Learners with training in harsh discipline
b) Full-rounded development to fight as soldiers
c) Moral training, emphasized virtues to develop personality
d) Control of training for training children
8. The following are characteristics of education during the Spanish Era, EXCEPT for_______.
a) Only wealthy Filipinos are accommodated in the schools
b) Children were provided more vocational training but lesser academics
c) There was a separate school for boys and girls
d) Instruction was religion oriented
9. For which educational practice was John Dewey?
a) Emphasis on the humanities
b) Problem Solving
c) Banking method
d) Teaching of the classics
10. In any society, the key principles from the functionalist perspective include_____________.
I. Interdependency
II. Functions of Social structure
III. Consensus and cooperation

IV. Equilibrium
a. I, II, III, and IV
b. I, III, and IV
c. II and III
d. III and IV
11. Subcultures refer to cultural patterns that set apart some segments of a society’s population. It can be
based on ___________
I. Age
II. Ethnicity
III. Sexual preference
IV. Occupation
a. II and III
b. I, II, IV
c. I, II, III
d. IV only
12. Every society has a culture. Culture is defined as ______________________
a) An organization of phenomena, patterns of behaviors acquitted and transmitted
b) It is the learned norms that are communicated among people
c) Sum total of symbols and ideas associated with a system
d) The set of learned behavior, belief, attitudes, values that are characteristic of a particular society.
13. If education is a function of society then it has to be________.
a) Complete
b) Relevant
c) Free
d) Fair and Just
14. In the Education degree of 1863, the following were the subjects stipulated in the curriculum, EXCEPT
for_______
a) Christian Doctrine
b) Needlework
c) Natural Science
d) Agriculture
15. What is the best depiction of a school administrator?
a) Learning in a child friendly, gender sensitive, safe and motivating environment
b) Overseeing the institution, safeguarding, and enabling a supportive environment.
c) Actively engaged and shares responsibility for developing life long learners
d) Facilitating learning and constantly nurture every learner
16. The correct description for the Philippines Trifocalization of educational system is________
a) DepEd, TESDA and CHED combined into one system
b) It is system of refocusing education mandates of the three major educational systems in the
Philippines
c) It is a focused system to compliment the demands of global competitiveness thereby creating quality
teachers.
d) This system complies with the international framework of education
17. These statements are CORRECT in symbolic interactionist viewpoint, EXCEPT for_______
a) Not all people give the same meaning to a stimulus.
b) People based their interpretation to laws and approval to dominant leadership
c) People change their meanings to stimuli as they interact with others
d) People act based on the meaning they give to symbols.
18. While the Japanese taught Filipinos value of discipline, the Americans taught the Filipino__________
a) Dignity of labor

b) Citizenship in a democratic country

c) Survival skills
d) Love for country
19. Schools are tasked for socialization. Which is a CORRECT explanation of socialization?
a) Developing the young to become socialite
b) Learning the roles, statuses and values necessary for participation in society
c) Developing speaking and relating skills
d) Developing the socialite to remain forever young
20. Which is an application of the functionalist theory?
a) Schools must do their part to socialize children or else children will turn out to be delinquent citizens
b) Schools must teach students to accept their status in life for there is nothing that they can do about it
c) Schools must make learners understand that in life there will always be a powerful and the powerless
d) Schools must teach students to speak in clear symbols
21. For an ideal interaction in the community what must be observed?
a) The symbol must be contemporary.
b) Don’t use symbols.
c) Those involved must analyze the meaning of the symbol
d) The symbol must be clear to both giver and receiver
22. How can schools help fight the Filipino lack of analysis?
a) Do teaching to the test
b) Give out of context drills
c) Make students solve problems
d) Let students write their observation
23. When does the Filipino’s faith and religiosity become a weakness?
a) When he does nothing to help himself and waits for God to save him
b) When he totally submits himself to God’s will after having done all he could
c) When he forgive his enemies and so appears weak
d) When he prays everyday and every night
24. What’s wrong with the Filipino sense of humor?
a) When he is always joyful
b) When even serious things are not taken seriously
c) When he takes things lightly
d) When his jokes are corny
25. Which Filipino weakness is proven in his penchant for diploma?
a) Porma over substance or essence
b) Love of education
c) Desire for upward mobility
d) Fatalism
26. What does teacher encourage when she looks at students’ questions in class as indicator of
inattentiveness?
a) Critical thinking
b) Love for study
c) Passivity
d) Pakikisama
27. Which of the following is the LEAST in terms of description of SCHOOL in society?
a) School is one of the formal organizations of socialization.
b) School gained its importance because of its sociological influences to learners.
c) School is place where maximum knowledge, skills and attitudes are acquired for necessary living of a
useful and successful life.
d) School is an exclusive place for privileged and elite members of the society

28. What is TRUE about social organizations in schools?

a) Social organization in schools consist of different roles and statuses for the educator and learners.
b) As a social system the school aims to proselyte students to accept social specific roles.
c) Social organization creates civil societies that in turn disseminate black propaganda to schools
d) As a social system the school stratifies learners from poor to rich.
29. What is FALSE about system theory?
a) Systems theory is a versatile study of systems, as they connect to one another within a larger and
more intricate system.
b) Systems theory is an approach wherein larger systems tends to segregate themselves in the minority
for dominance and control.
c) In systems theory, ‘the whole is greater than the sum of its parts”
d) In systems theory, smaller systems come together to affect the greater complex system
30. What is FALSE about social system?
a) It is an objectionable form of organization.
b) It is a model or organization that possess creativity beyond its component parts
c) It is distinguished from its environment by a clearly defined boundary
d) It is composed of subunits, elements and subsystems that are interrelated within relatively stable
patterns of social order.
31. The following are assumptions of social system, EXCEPT for ____________________
a) Social systems are open systems.
b) Social systems comprise of interdependent parts
c) Social systems are isolated systems.
d) Social systems are peopled.
a) Social systems are goal adapted.
b) Social systems are unstructured.
c) Social systems are prescriptive.
d) Social systems are sanction bearing.
a) Social systems are political.
b) Social systems have idiosyncratic cultures.
c) Social systems are conceptual and relative.
d) Social systems are apolitical.
34. All social system are formal organizations. This statement is ___________
a) True
b) False
c) Both A and B
d) None of A and B
35. Schools as social system has the following key parts. EXCEPT for ________
a) Position
b) Individual
c) Teaching and learning process
d) Quality assurance
36. This key part of School as a Social System manifest everything outside the organization, it is also the
source of inputs in school.
a) Output
b) Core
c) Structure
d) Environment
37. Community can be defined as multidimensional within the following, EXCEPT for __________

a) Environment
b) Structure
c) Procedure
d) People
38. Which of the following assumptions is FALSE with regards to social and educational provision?
a) Education does not exist just as an academic entity it is a part of social provision
b) Social provision is established by the predominant social and economic framework of society.
c) The level of social provision has sustained societies in an equitable and equal manner
d) Both social and educational provision have become more centrally controlled.
39. Which of the following does NOT describes school’s climates?
a) Relationship of teachers and administrators
b) Teaching and Learning styles of teachers and students
c) Influence of school to learners, teachers and community
d) Perception of external organization/s to the school
40. A school culture will manifest itself in these forms, which of these forms has a WRONG description?
a) physical forms – fixtures and fittings
b) communications – symbols, stories and legends
c) common dialect – phrases or jargon
d) practice – common language and linguistic practices
41. Which of the following describes the Closed Door patterns of connection between the school and the
community?
a) The School receives its pupils from the parents, teaches them and raises their level of education, in
order to return them to their community.
b) The school has to bridge the gap and reach out to the community regarding learners’ educational and
social problems
c) Only the school deals with all the child’s educational and social problems
d) Parents partners to their child’s educational process and strives to become an influential factor in the
life of the community
42. The following are descriptions of a learning community, EXCEPT for _____________
a) A community where intellectual capacity is developed and enhanced.
b) A place where mentors teach how the proper behavior, values and character of learners or members.
c) It is a group of people who share a common interest in a certain phenomena.
d) A place where tools and sense-making approaches for building collaborative knowledge is being
suppressed by authorities
43. Which is TRUE of school culture?
a) Passed on like a hereditary trait
b) Created by school head and other stakeholders
c) Has insignificant effect on student performance
d) Cannot be altered
44. Which contributes to a positive school culture?
a) Low expectation
b) Authoritarian leadership
c) Growth mindset
d) Exclusivity
45. Which form part of school culture?
I. Structure
II. Resources
III. Practices
IV. School Climate
a. I and II

b. I, II and III
c. II and III
d. I, II, III and IV
46. School head respects academic time so she does not just call on teachers during class hours. Which
element of positive school culture is illustrated?
a) Tradition
b) Collegiality
c) Protection of what is important
d) High expectation
47. Complete the analogy. Positive Culture: Growth mindset; Toxic Culture______________
a) Inclusivity
b) Exclusivity
c) Resignation to failure
d) Team work
48. The following are benefits of Community of Practice, EXCEPT for _______________
a) It's a powerful vehicle for communicating knowledge.
b) Provides challenges as well as opportunities from participation and contribution.
c) Cross fertilization of ideas.
d) Hinder growth on core competencies.
49. Which of the following is NOT TRUE about Learning Action Cells?
a) Personal dialogues
b) Forum for team learning among teachers
c) Means cascading teacher - training model
d) Problem -solving process
50. Among the 10 Current Global Issues enumerated, what do you think is the most pressing which was not
anticipated and was failed to be included especially in this trying times?
a) Economy
b) Science and Technology
c) Public Health
d) Social Media and communication
SUMMARY
1. Systems theory is an interdisciplinary study of systems, as they relate to one another within a larger, more
complex system.
2. The School is a system of social interaction.
3. Social System is a social organization.
4. School climate refers to the school's effects on students, including teaching practices; diversity; and the
relationships among administrators, teachers, parents, and students.
5. School culture refers to the way teachers and other staff members work together and the set of beliefs,
values, and assumptions they share. A positive school climate and school culture promote students' ability
to learn.
6. A learning community is a group of people who share a common interest in a topic or area, a particular
form of discourse about their phenomena, tools and sense-making approaches for building collaborative
knowledge and valued activities.
7. The Learning Action Cells (LACs) is DepEd’s primary mechanism for the professional development of
teachers.
8. The world has become a global village. We have become a citizen of a global community. What takes
place in one part of the globe no matter how far affects us.
REFERENCES

Online Sources:
 http://www.ijesi.org/papers/Vol(7)i8/Version-5/L0708057477.pdf (The School as a Social System - A

Review M.V.V. Sekhar Reddy1 , M.A., M.Ed., M.Sailakshmi2, M.A., M.Ed., Net & Set), International
Journal of Engineering Science Invention (IJESI) ISSN (Online): 2319 – 6734, ISSN (Print): 2319 – 6726
www.ijesi.org ||Volume 7 Issue 8 Ver V || Aug 2018 || PP 74-77
 https://www.onlinemswprograms.com/social-work/theories/systems-theory-social-work/
 https://www.slideshare.net/michtimado/social-system-of-a-school
 https://www.slideshare.net/janisary/learning-action-cell
 https://borgenproject.org/top-10-current-global-issues/
Book/s
 The School and the Community, School Culture, and Organizational Leadership, G. Pawilen, et.al, Rex
Bookstore, 2019, Manila, Philippines.
 The School and the Community, School Culture, and Organizational Leadership, N. Prieto, et.al, LORIMAR
Publishing, 2019, Quezon City, Philippines.

Module Overview: Study Guide For Module No. 2

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STUDY GUIDE FOR MODULE NO. 2

MODULE LEARNING OBJECTIVES

LEARNING CONTENTS: SOCIAL SYSTEMS MODEL

Systems theory, also called social systems theory (model)

The School as a Social System

PANGASINAN STATE UNIVERSITY 1

What does “Social System” refers to?

“Basic Assumption for Social System Models”

A. LEARNING CONTENT: Key Elements of School as a Social System

Schools are social system with the following key parts:

PANGASINAN STATE UNIVERSITY 2

Establishing School-Community Relationship

B. LEARNING CONTENT: The School as a Community

I. Defining School as a community

A school is an educational institution designed to provide learning spaces and learning

PANGASINAN STATE UNIVERSITY 3

and the activities they do there.

A community is a social unit (a group of living things) with commonality such

Community can be defined as multidimensional within:

School Climate and Culture

A school culture will manifest itself in many forms:

 communications – stories, legends, symbols and slogans

PANGASINAN STATE UNIVERSITY 4

This may include:

School and Community

1. The Closed Door Pattern

2. The Open Door Pattern

3. The Balanced Pattern

PANGASINAN STATE UNIVERSITY 5

Assignment 2 – KWL Chart

What do you What do you What have you

D. LEARNING CONTENT: School as a Learning Community

I. School as a Learning Community

PANGASINAN STATE UNIVERSITY 6

II. Community of Practice

Wenger argues that there are three crucial character;

(4) Four types of Community of Practice

PANGASINAN STATE UNIVERSITY 7

III. School Learning Action Cells (SLAC): Professional Learning Communities

What is Learning Action Cells (LACs)

 A School-based professional Instructional dialogues

PANGASINAN STATE UNIVERSITY 8

the improvement of teaching and learning.

Professional Learning Community

Professional learning Community tend to serve two broad purposes:

IV. Global Issues that concern schools and Society

Top 10 Current Global Issues (Chloe Turner)

PANGASINAN STATE UNIVERSITY 9

The 17 Sustainable Development Goals for the period of 2015-2030

1. No poverty. End poverty in all its form everywhere.

PANGASINAN STATE UNIVERSITY 10

Assignment 4 – Choose the best answer.

1. Education is a of society. What does this imply?

PANGASINAN STATE UNIVERSITY 11

PANGASINAN STATE UNIVERSITY 12

PANGASINAN STATE UNIVERSITY 13

b) Citizenship in a democratic country

PANGASINAN STATE UNIVERSITY 14

28. What is TRUE about social organizations in schools?

PANGASINAN STATE UNIVERSITY 15

PANGASINAN STATE UNIVERSITY 16

PANGASINAN STATE UNIVERSITY 17