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 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
of social relationships and its own culture.
 WHAT IS “SOCIAL
- Is a social organization
- ItSYSTEM”?
is a group of elements and activities that interact and
constitute a single social entity (LONGRESS, 2000)
- It is a model of 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)
SOCIAL
SYSTEM
 SOCIAL SYSTEM
- Refers to activities and interaction of
groups consisting of members
brought together for a common
purpose

- Classroom is a good example of social

BASIC ASSUMPTION FOR SOCIAL
SYSTEM MODELS
1
2
3
SOCIAL SYSTEMS ARE OPEN
4
5
SYSTEMS 6
7
8
9
10
11
BASIC ASSUMPTION FOR SOCIAL
SOCIALSYSTEM MODELS
SYSTEMS ARE OPEN
SYSTEMS
2
3
SOCIAL SYSTEMS CONSOST OF 4
5
INTERDEPENDT PARTS, CHARACTERISTICS,
6
7
AND ACTIVITIES
8 THAT CONTRIBUTE TO AND
9
RECEIVE FROM THE WHOLE
10
11
 SOCIAL SYSTEMS CONSOST OF
BASIC ASSUMPTION FOR SOCIAL
INTERDEPENDT PARTS, CHARACTERISTICS,
SYSTEM
AND ACTIVITIES MODELS TO AND
THAT CONTRIBUTE
RECEIVE FROM THE WHOLE

3
4
SOCIAL SYSTEMS6 ARE
5 PEOPLED
7
8
9
10
11
BASIC ASSUMPTION FOR SOCIAL
SYSTEM MODELS
SOCIAL SYSTEMS ARE PEOPLED

4
5
SOCIAL SYSTEMS
7
6 AREGOAL

ORIENTED
9
8
10
11
BASIC ASSUMPTION FOR SOCIAL
SOCIALSYSTEM MODELS
SYSTEMS AREGOAL
ORIENTED

5
6
7
8
9
10
11
BASIC ASSUMPTION FOR SOCIAL
SYSTEM MODELS
SOCIAL SYSTEMS ARE
STRUCTURAL

6
7
8
9
10
11
BASIC ASSUMPTION FOR SOCIAL
SYSTEM MODELS
SOCIAL SYSTEMS ARE NORMATIVE

7
8
9
10
11
BASIC ASSUMPTION FOR SOCIAL
SYSTEM MODELS
SOCIAL SYSTEMS ARE SANCTION
BEARING

8
9
10
11
BASIC ASSUMPTION FOR SOCIAL
SYSTEM MODELS
SOCIAL SYSTEMS ARE POLITICAL

9
10
11
BASIC ASSUMPTION FOR SOCIAL
SYSTEM MODELS
SOCIAL SYSTEMS HAVE
DISTINCTIVE CULTURES

10
11
BASIC ASSUMPTION FOR SOCIAL
SYSTEM MODELS
SOCIAL SYSTEMS ARE
CONCEPTUAL AND RELATIVE

11
BASIC ASSUMPTION FOR SOCIAL
SYSTEM MODELS
ALL FORMAL ORGANIZATIONS ARE
SOCIAL SYSTEM: BUT ALL SOCIAL
SYSTEMS ARE NOT FORMAL
ORGANIZATIONS
 KEY ELEMENTS OF THE 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 cognitive understanding of the
job.
- Culture: represents the unwritten feeling part if the organizations: its shared values
- Politics: informal power relations that develop spontaneously.
- Core: the teaching-learning process is the technical core.
- Environment: everything outside the organization; source of inputs.
- Outputs: the products of the organization example is educated students.
- Effectiveness: the congruence between expected and actual and actual outcomes.
- Feedback: communication that monitors behaviour.
 KEY ELEMENTS OF THE 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 cognitive understanding of the
job.
- Culture: represents the unwritten feeling part if the organizations: its shared values
- Politics: informal power relations that develop spontaneously.
- Core: the teaching-learning process is the technical core.
- Environment: everything outside the organization; source of inputs.
- Outputs: the products of the organization example is educated students.
- Effectiveness: the congruence between expected and actual and actual outcomes.
- Feedback: communication that monitors behaviour.
 KEY ELEMENTS OF THE 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 cognitive understanding of the
job.
- Culture: represents the unwritten feeling part if the organizations: its shared values
- Politics: informal power relations that develop spontaneously.
- Core: the teaching-learning process is the technical core.
- Environment: everything outside the organization; source of inputs.
- Outputs: the products of the organization example is educated students.
- Effectiveness: the congruence between expected and actual and actual outcomes.
- Feedback: communication that monitors behaviour.
 KEY ELEMENTS OF THE 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 cognitive understanding of the
job.
- Culture: represents the unwritten feeling part if the organizations: its shared values
- Politics: informal power relations that develop spontaneously.
- Core: the teaching-learning process is the technical core.
- Environment: everything outside the organization; source of inputs.
- Outputs: the products of the organization example is educated students.
- Effectiveness: the congruence between expected and actual and actual outcomes.
- Feedback: communication that monitors behaviour.
 KEY ELEMENTS OF THE 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 cognitive understanding of the
job.
- Culture: represents the unwritten feeling part if the organizations: its shared values
- Politics: informal power relations that develop spontaneously.
- Core: the teaching-learning process is the technical core.
- Environment: everything outside the organization; source of inputs.
- Outputs: the products of the organization example is educated students.
- Effectiveness: the congruence between expected and actual and actual outcomes.
- Feedback: communication that monitors behaviour.
 KEY ELEMENTS OF THE 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 cognitive understanding of the
job.
- Culture: represents the unwritten feeling part if the organizations: its shared values
- Politics: informal power relations that develop spontaneously.
- Core: the teaching-learning process is the technical core.
- Environment: everything outside the organization; source of inputs.
- Outputs: the products of the organization example is educated students.
- Effectiveness: the congruence between expected and actual and actual outcomes.
- Feedback: communication that monitors behaviour.
 KEY ELEMENTS OF THE 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 cognitive understanding of the
job.
- Culture: represents the unwritten feeling part if the organizations: its shared values
- Politics: informal power relations that develop spontaneously.
- Core: the teaching-learning process is the technical core.
- Environment: everything outside the organization; source of inputs.
- Outputs: the products of the organization example is educated students.
- Effectiveness: the congruence between expected and actual and actual outcomes.
- Feedback: communication that monitors behaviour.
 KEY ELEMENTS OF THE 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 cognitive understanding of the
job.
- Culture: represents the unwritten feeling part if the organizations: its shared values
- Politics: informal power relations that develop spontaneously.
- Core: the teaching-learning process is the technical core.
- Environment: everything outside the organization; source of inputs.
- Outputs: the products of the organization example is educated students.
- Effectiveness: the congruence between expected and actual and actual outcomes.
- Feedback: communication that monitors behaviour.
 KEY ELEMENTS OF THE 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 cognitive understanding of the
job.
- Culture: represents the unwritten feeling part if the organizations: its shared values
- Politics: informal power relations that develop spontaneously.
- Core: the teaching-learning process is the technical core.
- Environment: everything outside the organization; source of inputs.
- Outputs: the products of the organization example is educated students.
- Effectiveness: the congruence between expected and actual and actual outcomes.
- Feedback: communication that monitors behaviour.
 KEY ELEMENTS OF THE 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 cognitive understanding of the
job.
- Culture: represents the unwritten feeling part if the organizations: its shared values
- Politics: informal power relations that develop spontaneously.
- Core: the teaching-learning process is the technical core.
- Environment: everything outside the organization; source of inputs.
- Outputs: the products of the organization example is educated students.
- Effectiveness: the congruence between expected and actual and actual outcomes.
- Feedback: communication that monitors behaviour.