EDUC 509: ADMINISTRATIVE BEHAVIOR IN

EDUCATION

School as Socio-Political Systems

Angela Marie P. Macabanti
PRE-ACTIVITY: Guess the word/s

DECISION MAKING
PRE-ACTIVITY: Guess the word/s

WORLD
-CLASS
PRE-ACTIVITY: Guess the word/s

ORGANIZATION
PRE-ACTIVITY: Guess the word/s

SCHOOL
School as Socio-Political
Systems
Lesson 1: The Social System
Lesson 2: Organizational Structure
Lesson 3: Governance and Decision
Making
Lesson 4: World Class Governance
 School as SCHOOL
Socio-Political It is society’s primary learning system with the
main instrument for the achievement of the

Systems country’s educational goals and objectives.

SOCIO-POLITICAL SYSTEM
It is used to describe the differences between It is a set of principles or procedures
groups of people relating to their political according to which something is done; an
beliefs, social class, etc. organized framework or method.
 The
Social
System
Social System
A school was identified
as a social system. There
are group of people who
interact with each other in
order to achieve the same
goal and interacting with
the outside community.
(Lunenberg, 1995)
Learning institution had
the characteristics of the
social system such as the
interdependence with its
parts, a complex
interaction and having its
own culture. (Hoy &
Miskel, 2003)
Members/Elements of the Educational Community

PARENTS /
STUDENTS
GUARDIANS

SCHOOL
SCHOOL
PERSONNEL
 Key Elements of the School as a Social System

1. Structure: roles are expectations of positions that are arranged in

a hierarchy.
2. Individual: the individual is a key unit in any social system;
regardless of position, people bring with them individual needs,
beliefs, and an understanding of the job.
3. Culture: represents the unwritten feeling part of the
organizations: its shared values
4. Politics: informal power relations that develop spontaneously.
5. Core: the teaching-learning process is the technical core of
schools.
 Key Elements of the School as a Social System

6. Environment: everything outside the organization; source of

inputs.
7. Outputs: the products of the organization, e. g. educated
students.
8. Feedback: communication that monitors behavior.
9. Effectiveness: the congruence between expected and actual
outcomes.
Organizational
Structure
Organizational Structure
It refers to the relatively fixed relationships that
exist among the jobs in the organization.

Job Specialization
Departmentalization
It involves dividing an
organization into different
departments, which
perform tasks according to
the departments'
specializations in the
organization.
Departmentalization
Advantage: Disadvantage:

Conflict emerges as each

department attempt to protect
It promotes skill its own area of authority and
specialization. responsibility.
 Organizational Design in
Educational System

Chain of Command Span of Control

- concerned with the flow of - refers to the number of subordinates that can
authority and responsibility be managed effectively and efficiently by
within an organization. supervisors or managers in an organization.
Chain of Command Scalar
Unity of
Principle
Command -means that there should
be a clear definition of
- deals with the authority in the
fact that all organization and that this
individuals have a authority flows, one link
single designated at a time, through the
supervisor they chain of command from
report to. the top to the bottom of
the organization.
Span of Control
Narrow Broad

Tall Flat
Organization Organization
Structure Structure
 Concepts of
Organizational Design

Line authority reflects superior- Centralization is the

subordinate relationships
characterized by the power of
decision making. Staff authority
refers to the right to advice on
improving the effectiveness for line
employees in performing their
duties.
systematic and consistent
concentration of authority
at central points. Unlike,
decentralization is the
systematic delegation of
authority in an
organization.
ACTIVITY: DRAW A ROUGH DRAFT OF YOUR
ORGANIZATIONAL STRUCTURE

1. Describe your workflow

as an organization.

2. Does current structure

have a positive or negative
impact on decision quality
and speed? Why?
Governance
and Decision
Making
 Governance refers to the institutions and dynamics through
which education systems allocate roles and responsibilities,
determine priorities and designs, and carry out education policies
and programs.
 R.A. No. 9155
Governance of Basic Education Act of 2001

An act instituting a framework of governance for

basic education, establishing authority and
accountability, renaming the department of
education, culture and sports as the department of
education, and for other purposes.
 Chapter 1, Section 5
Principles of Shared Governance

Shared governance is a principle which

recognizes that every unit in the education
bureaucracy has a particular role, task and
responsibility inherent in the office and for which
it is principally accountable for outcomes.
 Governance of Basic Education

National Level 1
2 Regional Level
Division Level 3
4 Schools District Level
School Level 5
1. National Level - DepEd Secretary
(1) Formulating national educational policies;
(2) Formulating a national basic education plan;
(3) Promulgating national educational standards;
(4) Monitoring and assessing national learning
outcomes;
(5) Undertaking national educational research and
studies;
(6) Enhancing the employment status, professional
competence, welfare and working conditions of all
personnel of the Department; and
(7) Enhancing the total development of learners
through local and national programs and/or
projects.
2. Regional Level – Regional Director
2. Regional Level – Regional Director
(1) Defining a regional educational policy framework
(2) Undertaking research projects and developing and managing
regionwide projects which may be funded through official
development assistance and/or other funding agencies;
(3) Ensuring strict compliance with prescribed national criteria for the
recruitment, selection and training of all staff in the region and
divisions;
(4) Evaluating all schools division superintendents and assistant
division superintendents in the region;
(5) Approving the establishment of public and private elementary and
high schools and learning centers
3. Division Level - Schools Division Superintendent
(1) Developing and implementing division education
development plans;
(2) Monitoring the utilization of funds provided by
the national government and the local government
units to the schools and learning centers;
(3) Ensuring compliance of quality standards for
basic education programs and for this purpose
strengthening the role of division supervisors as
subject area specialists;
(4) Supervising the operations of all public and
private elementary, secondary and integrated schools,
and learning centers
4. Schools District Level - Schools District Supervisor

(1) Providing professional and

instructional advice and support to the
school heads and teachers/facilitators
of schools and learning centers in the
district or cluster thereof;

(2) Curricula supervision

5. School Level - The school head
5. School Level - The school head
(1) Developing the school education program and school improvement plan;
(2) Introducing new and innovative modes of instruction to achieve higher
learning outcomes;
(3) Administering and managing all personnel, physical and fiscal resources
of the school;
(4) Establishing school and community networks and encouraging the active
participation;
(5) Accepting donations, gifts, bequests and grants for the purpose of
upgrading teachers’/learning facilitators’ competencies, improving and
expanding school facilities and providing instructional materials and
equipment.
 Decision-Making

 Budget 1. Establish goals and objectives

2. Identify the problem
 Personnel 3. Develop solutions
4. Implement the decision
 Curriculum 5. Evaluation and control
ACTIVITY: WHO AM I?

What are your roles and

responsibilities in school?

What are the factors you

consider in decision making?

How does your current role affect your

participation in decision making?
World-Class
Governance
 Professor Deborah Eyre,
founder of High Performance
Learning, talks about a new
collaborative philosophy,
creating world-class schools, and
the role of governance in
grappling with the big questions.
World-Class Governance

1. They start by focusing on the profile of the type of

student they want to develop and build their accountability
measures around this.
2. They select a core curriculum that is well suited overall
to their vision and then audit it in order to enhance and
supplement where needed including via the enrichment
offer.
3. They make explicit to students (and parents) what they
are trying to achieve and how they should participate.
World-Class Governance

4. They are confident on behalf of their students who feel

they can trust the school to help them be successful.
5. They see personal and pastoral support and guidance as
crucial to academic success.
6. They see the school as a well-oiled machine that can
deliver the same high standards for students year on year
regardless of background.
7. They are purposeful but also relaxed, with both students
and staff at ease in the school.
World-Class Governance

8. They place a high level of trust in their teachers, and their

students and structures assume timely intervention and
benchmarking rather than constant monitoring.
9. Internal accountability precedes external accountability,
and they take ownership for their own performance.
10. Everyone feels an emotional attachment to the school, but
they don’t see themselves as world-class because they are
never complacent and are continually seeking to refine and
improve.
 APPLICATION

What is the importance of good governance and

decision making in education?

Do you consider the educational governance of our

country world-class? Why?
 SCHOOL AS SOCIO-
POLITICAL SYSTEMS
Lesson 1: The Social System
Summary of Lesson 2: Organizational
Structure
Today's Class Lesson 3: Governance and
Decision Making
Lesson 4: World Class
Governance
 Thank You!
REFERENCES
https://www.slideshare.net/popsmacalino/schools-as-sociopolitical-system
https://www.nga.org.uk/Membership/NGA-Magazine/PDFs/2020/June-2020/Making-world-class-schools.aspx
https://www.slideserve.com/job/school-as-a-social-system
https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/