Course Module 2

The Teacher and the

Community, School Culture and
Organizational Leadership
LESSON 2: SCHOOL AS A SOCIAL SYSTEM

Judy Ann G. Jinete

Module Developer
ARWIN E. ASGALI
Course Coach

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 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

COURSE CODE PED 108 WEEK 5-7

COURSE The Teacher and the DURATION 1 Session (3hrs.)

DESCRIPTIONS Community, School Culture
and Organizational
Leadership
LESSON/TOPIC School as a Social System LESSON NO. 2
LEARNING OUTCOMES 1. Discuss the basic concept of the school as a social system
2. Define School as a Social System
3. Describe the relationship and contributions of school in the community
4. Identify the roles of the school in the community
VALUE IINTEGRATION Patience, perseverance and Honesty
REFERENCES Gibson and Blandford, Managing Special Educational Needs, 2005
The School as a Social System, W.K. Hoy2003
DepEd Order No. 35, s. 2016
Pawilen, G. T., Reyes, E. M., Rivera, J. A., & Sison, T. M. (2019). The School
and the Community, School Culture, and Organizational Leadership. Manila:
Rex Book Store, Inc.
COURSE COACH ARWIN E. ASGALI, LPT

ACTIVATION OF PRIOR KNOWLEDGE

The school is considered as one of the major institutions that constitute society. It is a place where
people of different ages learn and acquire education and training in different grade or year levels. It
can be in basic education school (preschool, elementary, junior and senior high school), technical-
vocational institution, or higher education institution (colleges and universities). Just like any other
organizations, the school is established and organized to pursue a collective goal and meet specific
objectives. Moreover, in this module we will be exploring the school as a Social System and its role
in societal changes as powerful institution in shaping one specific individual. To start please answer
the activity below as it is part of our learning episode in this learning material, please read carefully
instructions and directions on every parts of this module.

ACTIVITY 1
Definition: Define school by thinking of an adjective that starts with each letter of the term. Refer to ANNEX
A for the answer sheet.
S- ________________________________________________________________________
C- ________________________________________________________________________
H- ________________________________________________________________________
O- ________________________________________________________________________
O- ________________________________________________________________________
L- ________________________________________________________________________
• How did you find the activity? Was it difficult? Do you already have sufficient knowledge about the topic? Or do
you want to learn more? If so, let us begin the lesson.

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 ENGAGEMENT IN RELEVANT CONTENT AND APPROPRIATE LEARNING ACTIVITY/ACTIVITIES

School as Social System

The basic purpose of education is the transmission of knowledge. While before, education was a family
responsibility, along with the community and the church, industrialization changed it dramatically. Schools became
necessary when cultural complexity created a need for specialized knowledge and skills which could not be easily
acquired in the family, community and church. The complexity of the modern life has not diminished the function of the
family, but it has added the need for many types of instruction which require specialized educational agencies like the
school, college or university.

A. SOCIAL SYSTEM MODEL FOR SCHOOL

Social System Model Key Assumptions:

1. Social systems are open systems.

2. Social systems consist of
interdependent parts, which interact with
each other and the environment.
3. Social systems are goal oriented.
4. Social systems are peopled.
5. Social systems have structure.
6. Social systems are political.
7. Social systems have cultures.
8. Social systems have norms.
9. Social systems are conceptual and
relative.
10. All formal organizations are social
systems, but not all social systems are
organizations.

B. KEY ELEMENTS OF SCHOOL AS A SOCIAL SYSTEM

Schools are social systems with the following key parts:
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 a cognitive 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.
6. Environment: everything outside the organization; source of inputs.
7. Outputs: the products of the organizations, e. g. educated students.
8. Effectiveness: the congruence between expected and actual outcomes
9. Feedback: communication that monitors behavior.

Functions of Schools
Schools are first and foremost a social institution, an established organization having an identifiable structure
and a set of functions meant to preserve and extend social order, (McNergney & Hebert In Vega, et al. 2015, p.87). Its
primary function is to move young people in the mainstream of society. The curricula, teaching process of evaluation
and relationships among people reinforce a public image to which young people are expected to aspire. It is concerned
with preserving our heritage, adapting to social change and making change happen where it is needed. The school is a
place for contemplation of reality, and out task as teachers is to show this reality to students. At home, the family

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teaches children this reality in personal, informal, and unstructured way. In school, we teach reality in professional,
formal and structured way. Hence in school there is a set of curriculums which includes knowledge subjects, skills
subjects, and enabling subjects. There are also teachers who facilitate learning, who teach children and youth certain
types of acceptable behaviour, and see to it that children develop in all aspects – physically, emotionally, socially, and
academically.
The Intellectual Purposes of Schooling:
• To teach basic cognitive skills such as reading, writing, and mathematics
• To transmit specific knowledge (in literature, history and the sciences)
• To help students acquire higher order thinking skills such as analysis, evaluation, and synthesis

The Political Purposes of Schooling:

• To inculcate allegiance to the existing political order (patriotism)
• To prepare citizens who will participate in the political order
• To help assimilate diverse cultural groups into a common political order
• To teach children the basic laws of society

The Social Purposes of Schooling:

• To socialize children into various roles, behaviours, and values of society (socialization); a key ingredient in the
stability of society; enables members to help solve social problems.
• By participating in the socialization of children, schools work along with other social institutions such as the
family and the church to ensure social cohesion

The Economic Purposes of Schooling:

• To prepare students for their later occupational roles
• To select, train and allocate individuals into the division of labour

The Multiple School Functions (Yin Cheong Cheng In Vega, et al. 2015, p.88)
1. Technical/Economic
2. Human/Social
3. Political
4. Cultural
5. Educational
Technical/Economic Functions- They refer to the contributions of schools to the technical or economic development
and needs of individuals, the institution, the local community, the society and the international community.

• At the individual level, schools can help students acquire knowledge and skills necessary to survival and to
compete in a modern society or a competitive economy and provide job training and opportunity.
• At the institutional level, schools are service organizations providing quality service. They serve as life place or
work place of society for clients, employers, and all those concerned.
• At the community and society levels, schools serve the economic or instrumental needs of the local community,
supply quality labor forces to the economic system, modify or shape economic behaviors of students (future
customers and citizens), contribute to the development and stability of the manpower structure of the economy.
• At the international level, school education supplies the high quality forces necessary in international
competitions, economic cooperation, earth protection, and technology and information exchange.
Human/Social Functions - They refer to the contributions of schools to human development and social relationships at
different levels of society.

• At the individual level, schools help individuals develop themselves, psychologically, socially, and physically,
and help them develop their potential as fully as possible.
• At the institutional level, a school is a social entity or social system composed of different social relationships.
The quality of social climate and relationships in it often determines the quality of work life and learning life for
teachers and students. Therefore, one of the important functions is to provide environment of quality.
• At the community and society levels. According to Functionalism, schools serve the social needs or functions of
the local community, support social integration of multiple and diverse constituencies of society, facilitate the
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 social mobility within the existing social class structure, reinforce social equality for all people of different
backgrounds, select and allocate competent people to appropriate roles and positions, and contribute to social
change and development in the long run.
Political Functions- They refer to the contribution of schools to the political development at different levels of society.

• At the individual level, schools help students to develop positive civic attitudes and skills to exercise the rights
and responsibilities of citizenship.
• At the community and society levels, schools serve the political needs of the local community, maintain the
stability of the political structure, promote awareness and movement of democracy, and facilitate the planned
political development and changes.
• At the international level, schools act as a place for systematically socializing students into a set of political
norms, values, and beliefs, or for critically discussing and reflecting on the existing political events. Schools
often become a political coalition of teachers, parents, and students that can contribute to the stability of the
political power structure.
Cultural Functions- They refer to the contributions of schools to the cultural transmission and development at different
levels of society.

• At the individual level, schools help students to develop their creativity and aesthetic awareness and to be
socialized with the successful norms, values, and beliefs of society.
• At the institutional level, schools act as a place for systematic cultural transmission to and reproduction of the
next generation, cultural integration among the multiple and diverse constituencies, and cultural revitalization of
the out-dated poor traditions.
• At the community and society levels, schools serve as a cultural unit carrying the explicit norms and
expectations of the local community, transmit all the important values and artifacts of society to students,
integrate the diverse subcultures from different backgrounds, and revitalize the strengths of the existing culture
such that the society can reduce internal conflicts and wastage, an build up a unifying force for the nation.
• At the international level, schools can encourage appreciation of cultural diversity, and acceptance of different
norms, traditions, values, and beliefs in different countries and regions, and finally contribute to the
development of global culture through integration of different cultures.
Education functions- They refer to the contributions of schools to the development and maintenance of education at
different levels of society.

• At the individual level, it is important for schools to help students to learn how to learn and help teacher to learn
how to teach. Facilitating teachers’ professional development is one of the key functions of education at this
level.
• At the institutional level, schools serve as a systematic place for systematic learning, teaching and
disseminating knowledge, and as a centre for systematically experimenting and implementing educational
changes and development.
• At the community and society levels, schools provide service for different educational needs of the local
community, facilitate development of education professions and education structures, disseminate knowledge
and information to the next generation, and contribute to the formation of a learning society.
• At the international level, schools help promote mutual understanding among nations and build up a global
family for the younger generation. Schools can contribute to the development of global education and
international education exchange and cooperation.

C. THE SCHOOL AS A COMMUNITY

If a school is to be inclusive, it will need to locate itself within society. Managers and practitioners will then need to
consider their place within the broader context. This lesson defines schools as a community within a community. As
such, schools reflect community needs, both social and educational. Essentially, schools exist to enable learning
and teaching to take place, which does not happen in a vacuum. Relationships with parents and the broader
community are central to the effectiveness of schools.

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Defining Schools as a Community
Community can be defined as multidimensional within:
■ location – where it is, the influence of the environment and systems of control
■ structure – the administrative elements and guidance that determine equality of provision
■ process – the management of people and development of a shared understanding of beliefs and values

All members of the school, including those with special educational needs, as participants in the school and
local community, should be encouraged to have a shared commitment to the creation of the school community. It is
axiomatic that schools need organizational structures, aims and guiding rules if they are to be effective. As active
players in the daily life of the school, pupils, teachers, parents, governors and support agencies need to relate to each
other, sharing an understanding of the goals and targets that are to be achieved in an effective school. The
determination of these goals is:
■ reflective, in that the school mirrors the local community, sharing key players and their beliefs and values
■ individual, as all members will have their own identity with their personal goals and objectives
■ collective, as shared understanding of common beliefs and values will create a sense of community bound together
by a recognizable identity and geographical location.

Community
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.
Within the context of community, it is necessary to consider how education contributes to the life-long
experience of its members, including those with special educational needs. The home, local area and neighborhood all
contribute to the educational experience of each pupil. As a consequence, there are varying degrees of good and bad
influences on members of the school community. There is a need for the education system to enter into dialogue with
the local community and to recognize its impact on the school.
• Special and cultural interaction: the school can exert its influence on the life and minds of the people. Equally the
neighborhood, home and culture of the people can influence the school. The totality of the experiences of all those
concerned in the educational process have an effect upon each other.
• Administration and control: the geographical and managerial system within the social and cultural framework. The
structure gives shape and form to the beliefs and values of the community in its social and cultural being. Critically,
education in schools should be concerned with education within and for communities, not of communities (Poster, 1982).
Community education, as with all education, begins with and for the individual. The role of the community educator is not
dissimilar to the traditional role of the teacher: to educate individuals in order that they become autonomous and are able
to participate in the community in which they choose to live. The element of choice is important; some members of the
community may wish to remain in the same setting for much of their lives while others may choose to experience other
communities. Education should provide individuals with the tools whereby they are able to make such choices.
Critically, education in schools should be concerned with education within and for communities, not of communities
(Poster, 1982). Community education, as with all education, begins with and for the individual. The role of the community educator
is not dissimilar to the traditional role of the teacher: to educate individuals in order that they become autonomous and are able to
participate in the community in which they choose to live. The element of choice is important; some members of the community
may wish to remain in the same setting for much of their lives while others may choose to experience other communities.
Education should provide individuals with the tools whereby they are able to make such choices

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D. SCHOOL AS A LEARNING COMMUNITY
ACTIVITY 2: Use this link to read about School Learning Action Cells (https://tinyurl.com/SCHOOL-LEARNING-
COMMUNITY)
Thank you for taking time reading our lesson, as much as I want to hear your ideas and thoughts
personally it seems like impossible at the moment, but please do share your experience working on this
module by writing response and reactions using the guide questions below .

REFLECTION/ RESPONSE/ ACTION

We are now on the next step where you, my students can enhance more on your understanding about the topic.
This is the moment where you can showcase your creativity and ability in creating and composing. Have fun in
doing the activities and take your time. I know, it’s kind of challenging but there is no need to rushand do your
best as always.

Students, use the activity sheets provided in the Annex and do not write anything on the module. Thankyou.
Answer your activity with utmost sincerity.

ACTIVITY 3
Directions: Briefly answer the following questions given below. Refer to Annex B for the answer sheet.

1. Examine your school, what activities within your school could be extended to involve more
members of the school community?

2. Identify a successful school. What are the contributions of that school in the community? Write
your findings in 6- 8 sentences.
NUMBER 2

3. How school learning action cell (SLAC) sessions improve professional relations and
development of the teachers?

Rubrics for Reflection Response

Excellent Exceeds Standard Meet Standard Approaching Below Standard

9-8 Standard
10 (99%-94%) 6-5 4-3 0-2
(100%) (93%-87%) (86%-81%) (80%-75%)
Can respond to the topic Able to respond to the Able to respond to Can respond but Have not responded or
with above expectation topic beyond the the expected closely nearing the have responded below
and grammar is average expectation. standard. expected standard. standard contribution.
eminently good. With relatable
examples, logical
jurisdiction and good
grammar.

At this moment, let me know your understanding on the lesson. Below is an assessment on the
unit. Answer it with sincerity and honesty without looking into your notes. Do your best and God
bless.

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 SUMMATIVE ASSESSMENT
TEST I – TRUE or FALSE
Directions: Read the questions carefully, Shade T if the statement is True and F if the Statement is False. Refer to
ANNEX C for the provided answer sheet.

1. Relationships with parents and the broader community are central to the effectiveness of schools.
2. Schools is first and foremost a social institution, an established organization having an identifiable structure and
a set of functions meant to preserve and extend social order
3. All members of the school, except those with special educational needs, as participants in the school and local
community, should be encouraged to have a shared commitment to the creation of the school community
4. Shared goals, mutual respect and support to specific institution are just some of cultural norms of improving
school as whole.
5. The basic purpose of education is the transmission of knowledge.
6. All formal organizations are social systems, and all social systems are organizations.
7. The school cannot exert its influence on the life and minds of the people. Equally the neighborhood, home and
culture of the people can influence the school
8. The social purpose of school as a social system is to socialize children into various roles, behaviors, and values
of the society.
9. Community can be defined as multidimensional within location, structure and process.
10. The school or the education system should isolate itself from the demands and needs of the changing society to
be at the forefront these social changes
11. The 4th Industrial Revolution calls for the educational system to develop graduates who are equipped with
knowledge only.
12. Schools need to revisit their academic programs and focus on what are essentials skills that need to be learned
for human beings to become productive and enjoy the fullness of life.
13. Schools need to build internal commitment to change and positive social transformation since internal
commitment is an essential contributor to school effectiveness.
14. One of the function of a school is socialize children into various roles, behaviors, and values of society.
15. Social systems consist of interdependent parts, which interact with each other and the environment.
16. Education function of school refers the contributions of schools to the development and maintenance of
education at a specific levels of society.
17. School is exclusive and it will need to locate itself within society.
18. The school reflects the local community, sharing key players and their beliefs and values.
19. Schools help only does individuals with special needs to develop themselves since school is exclusive.
20. Structure refers to the management of people and development of a shared understanding of beliefs and values
of a school as a community.

Test II – “ML (MY LEARNING)”

Directions: Write statements that described the given hash tags below. Refer to ANNEX C Worksheet No.2 for the
answer sheet.

#RETREAT: (How would you describe your school community?).

#GATHER: (Learning’s in the discussion)
#ATTACK: (How does your school participate in the community in which it is located?)

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 FEEDBACK
Your responses to the following statements are essential towards improving the content of this module so that we can
serve your needs better. Kindly answer the following statements with honesty. Rest assured that your responses will be treated
with strict confidentiality.
Strongly Strongly
agree Agree Disagree disagree

1. CONTENT
1.1 The module provides succinct information about the topics
covered and clear instruction on its assessment details.
1.2 The module content helps me to understand the subject better.
1.3 The module enhances my skills necessary for my future career
undertakings.
1.4 The module content is up to date.
1.5 The topics discussed are relevant to my course.
2. TEACHING AND LEARNING
2.1 The subject matter covered on the module is interesting.
2.2 Lessons are explicitly explained in the module.
2.3 The module is intellectually stimulating.
2.4 The teaching methods used in the module facilitate better
understanding of the lessons discussed.
2.5 The quality of teaching reflected in this module is good.
MODULE SUPPORT
3.1 The module is well-organized.
3.2 The learning resources as suggested in the module are helpful
to my learning.
3.3 The reading list is helpful.
3.4 The course coach is accessible and available anytime through
any available means of communication.
1.5 The course coach is approachable and helpful to all my module
related concerns.
4. MODULE ASSESSMENT AND FEEDBACK
4.1 The assessment requirements and marking criteria are clear.
4.2 The assessment task and associated marking criteria are
bearable and manageable.
4.3 The balance between teaching (e.g. lectures, seminars, online)
and independent learning is appropriate.
4.4 The module prepares me thoroughly for the assessment tasks.
4.5 Feedback throughout the module helps me to develop and
improve all facets of my learning process (this may include feedback
on formative/summative assessments, Q&A sessions, tutorials,
email communications).
5. OVERALL SATISFACTION
5.1 In general, I am satisfied with the quality of this module.

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 ANNEXES
PED 108
The Teacher and the
Community, School
Culture and
Organizational
Leadership

Name: ___________________________ ________

Course & Year: _________________ ___________
Mobile Number: ___________________ ____ ____

ARWIN E. ASGALI, LPT

Course Coach
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 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

PED 108: The Teacher and the Community, School Culture and Organizational Leadership

ANNEX A

Name: _________________________________________ Date: ________________

Course – Year & Section: _____________________ Score: ________________

ACTIVITY 1:

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 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

PED 108: The Teacher and the Community, School Culture and Organizational Leadership

ANNEX B
Name: ____________________________________________ Date: ________________

Course – Year & Section: _____________________ Score: ________________

ACTIVITY 3:

NUMBER 1

NUMBER 2

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NUMBER 3

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 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

PED 108: The Teacher and the Community, School Culture and Organizational Leadership

ANNEX C
Name: ____________________________________________ Date: ________________

Course – Year & Section: _____________________ Score: ________________

SUMMATIVE ASSESSMENT

1. T 2. T 3. T

F F F

4. T 5. T

F F

6. T 7. T 8. T

F F F

9. T 10 T

F F

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11 T 12 T 13 T

F F F

14 T 15 T
.
F F

16 T 17 T 18 T

F F F

19 T 20 T
.
F F

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 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

PED 108: The Teacher and the Community, School Culture and Organizational Leadership

Name: ____________________________________________ Date: ________________

Course – Year & Section: _____________________ Score: ________________

WORKSHEET NO.2: “ML (MY LEARNING)”

# RETREAT#

# GATHER#

# ATTACK#

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 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

PED 108: The Teacher and the Community, School Culture and Organizational Leadership

ANNEX D

Name: ____________________________________________ Date: ________________

Course – Year & Section: _____________________ Score: _______________

FEEDBACK
Your responses to the following statements are essential towards improving the content of this module so that we can
serve your needs better. Kindly answer the following statements with honesty. Rest assured that your responses will be treated
with strict confidentiality.
Strongly Strongly
agree Agree Disagree disagree

2. CONTENT
1.1 The module provides succinct information about the topics
covered and clear instruction on its assessment details.
1.2 The module content helps me to understand the subject better.
1.3 The module enhances my skills necessary for my future career
undertakings.
1.4 The module content is up to date.
1.5 The topics discussed are relevant to my course.
2. TEACHING AND LEARNING
2.1 The subject matter covered on the module is interesting.
2.2 Lessons are explicitly explained in the module.
2.3 The module is intellectually stimulating.
2.4 The teaching methods used in the module facilitate better
understanding of the lessons discussed.
2.5 The quality of teaching reflected in this module is good.
MODULE SUPPORT
3.1 The module is well-organized.
3.2 The learning resources as suggested in the module are helpful
to my learning.
3.3 The reading list is helpful.
3.4 The course coach is accessible and available anytime through
any available means of communication.
1.6 The course coach is approachable and helpful to all my module
related concerns.
4. MODULE ASSESSMENT AND FEEDBACK
4.1 The assessment requirements and marking criteria are clear.

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4.2 The assessment task and associated marking criteria are
bearable and manageable.
4.3 The balance between teaching (e.g. lectures, seminars, online)
and independent learning is appropriate.
4.4 The module prepares me thoroughly for the assessment tasks.
4.5 Feedback throughout the module helps me to develop and
improve all facets of my learning process (this may include feedback
on formative/summative assessments, Q&A sessions, tutorials,
email communications).
5. OVERALL SATISFACTION
5.1 In general, I am satisfied with the quality of this module.

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