This document discusses the formal and informal social structures that exist within school systems. It outlines the roles and hierarchical relationships between administrators, teachers, students, and outside community groups. Formal social structures are defined in organizational documents and determine the communication hierarchy. Informal social structures also influence relationships, such as between teachers of different levels of education or experience. The social structures regulate interactions within the school and with external stakeholders to organize activities and contribute to goals.

1. THE SOCIAL
SUBSYSTEM INSIDE
THE SCHOOL
SYSTEM

2. In the school system there
exists formal social structures
which consist mainly of the
communications and social
interactions among the
administrators, faculty and
students.

3. WHAT IS ORGANIZING?
Arranging the activities of the
enterprise in such a way that they
systematically contribute to the
enterprise’s goals. (G. Dessler,
2003)

4. DEPICTING THE ORGANIZATION
Organizational Chart
A chart that shows the structure of the
organization including the title of each
manager’s position and, by means of
connecting lines, who is accountable to
whom and who has authority for each
area. (G.Dessler, 2003)

7. STATUS
A social structure is a network of
interrelated statuses and roles that
guide human behavior. A status is
a socially defined position, while a
role is the behavior associated
with a status.

12. Most of the formal structures are
defined in the corporation papers or
charter of the school system,
administrative statutes, faculty
handbook and student handbook as
they contain the do’s and don’ts for
the persons involved in the school
system.

13. Organizational structures
determine the hierarchy of
communication and social
interaction within the school
system.

14. The rule to apply here will be different
according to whether the school system is
public or private.
If it is public, whether it is a state college or
university or a public school.
If it is private, whether it is a stock
corporation, a non- stock corporation, or a
foundation

15. Organizational structure may also include the relationship
of the school system with the parents-teachers
association, student government, faculty club or labor
union.
Social structures regulate the communications and social
interaction of the administration with reference to other
administrators, faculty members and students.
They also regulate the communication and social
interactions of the students with
reference to administrators, faculty, and other students.

16. INFORMAL SOCIAL STRUCTURES
The relationship among faculty members with a doctorate
degree, masters degree or bachelor’s degree;
The relationship between male or female faculty member;
The relationship among faculty members in the colleges of
Engineering and of Human Sciences;
The relationship between religious and lay faculty member;
The relation between full-time and part-time teachers;
The relation between faculty members belonging to and not
belonging to the administration;
The relation between old faculty members and new faculty
members

17. As a social organism, the school shows
an organismic interdependence of its
parts; it is not possible to affect a part of
it without affecting the whole. As a social
organism, the school displays a
differentiation of parts and specialization
of functions. The organism as an entirety
is nourished by the community. (Walter)

18. Basic Assumption:
A social human being is a reacting part of the social
school system. Self-elicited activity is rare and
asocial.
This assumption is derived from the interdependence
between the individual and others. Society exerts a
marked influence upon the individual.
The importance of this influence is such that the
individual becomes an interdependent part of a
system of human interaction, rather than a separate
and completely unique individual.

19. SCHOOL
The two most important groups :
A. teacher-group
B. pupils-group
Each of has its own moral and ethical code
as well as its customary attitudes towards
members of the other group.

20. SCHEME OF THE MOST IMPORTANT RELATIONSHIPS ARISING IN THE
SCHOOL AS A SOCIAL SYSTEM
COMMUNITY-SCHOOL RELATIONSHIP
• Relation of the community to the school in general( mediated through
tradition and the political order of the community)
• Relation of the community to students individually and in groups
• The parental relation and the general relation of the elders of the community
to the young
• Relation of the community to the teacher
• Relation of special groups in the community to the school; ( the school
board, parents-teacher clubs, alumni
• association, self-constituted advisory group, etc.)
• Relation of special individuals in the community to the school (patrons, ex-
teachers, patriarchs, hangers-on, etc.)

21. PUPILS-TO-PUPILS RELATIONS AS NOT
AFFECTED BY THE PRESENCE OF
TEACHER
• The pupils-to-pupils relationship
• The pupils-to-pupils group
• relationship
• The pupils group-to-pupils group
relationship

22. TEACHER-PUPILS RELATIONSHIP( ALSO
INCLUDING PUPIL-TO-PUPILS
RELATIONSHIP AS AFFECTED BY THE
PRESENCE OF TEACHERS)
• Teacher-to pupil relationship (the customary
classroom situation)
• Teacher-to pupil relationship
• Pupil-to-pupil relationship as affected by the
presence of the teacher

23. TEACHER-TO-TEACHER RELATIONSHIP
• Relation of a teacher to another teacher
• Teacher-to-teacher relationship as not affected by
the presence of students
• Teacher-to-teacher relationship as affected by the
presence of students
• Relation of teacher- to- teacher groups
• Relation of teacher group to teacher group
• Relation of teaching force to administrative officers

24. •Administrator-to-
administrator relationship
•Administrator-to-teacher
relationship
•Administrator-to-students
relationship

25. ACCORDING TO THE SOCIAL STRUCTURE OF
THE SCHOOL, THE FLOW OF AUTHORITY CAN
BE TWOFOLD:
FROM ABOVE School Board
Administration
Faculty
Students

26. FROM BELOW School Board
Administration
Faculty
Students

27. CONCLUSION
In the social aspect, the school must consider
the socio-economic mobility of the graduates
that they would be able to move to a higher
status to lessen the social problems in the
community, and minimize social and
discriminating social stratification in the
community.