This document discusses a systems model of classroom performance. It describes a school as a social system influenced by bureaucratic expectations, informal norms, and individual needs. An open systems model is presented, with inputs like leadership and resources, a transformational process in the classroom, and outputs like student and teacher performance. Congruence among these elements is key to effectiveness. An example is given applying this model to the film "Lean on Me".

1. Chapter 2
A Systems Model of
Classroom Performance

2. Social System
 A large aggregates of human relationships such as neighborhood, society, or
organizations.
 A set of interacting personalities bound together by social relationships.
 Can be divided to large (society), intermediate (formal organization), or small
(primary group).
pg 18

3. Open Systems
 All social systems are open systems that consists of patterned activities of
individuals.
 Open system is one that is influenced by its environment.
pg 19

4. 10 Characteristic of open systems
(Katz and Kahn, 1978)
1. Input (information and resouces)
2. Throughput (transformation of the input)
3. Output (outcomes)
4. Cycles of Event (patterns of activities, repetitive)
5. Negative Entropy (tendency to run down)
6. Feedback (system channel information back into the system to regulate)
7. Dynamic equilibrium and Homeostasis (system that survive move toward a steady state)
8. Differentiation (system grow larger, more complex)
9. Integration and Coordination (assure the function of the system)
10. Equifinality (a system to reach the same end goal)
pg 19 - 20

5. The School As a Social System
 Hoy and Miskel (1982) developed an open-system model of the school.
 Interaction of 3 basic elements:
- bureaucratic expectation
- informal norms
- individual needs
pg 21

6. Bureaucratic Expectation
 Official positions, rules and regulations
 Bureaucratic > Hierarchy of Authority& Rules and Regulations > Expectations > Behavior
 Eg: a teacher is expected to behave in appropriate ways based on the schools rules and
expertise demanded by the job.
pg 21

7. Individual Needs
 However, individuals have different personalities and needs that affect their
behavior too.
 Needs for achievement, security, acceptance, strongly influence behavior.
 Individual > Personality and work motivation > Needs > Behavior
 In formal organization, the work group is the mechanism by which
bureaucratic expectation and individual needs interact and modify each
other.
pg 22

8. Informal Norms
 Work Group > Informal Organizations > Norms > Behavior
 Eg : Peer Pressures among teachers
 Member receive rewards from group norms, and group norms are significant in
guiding their behavior.
 Teacher expect their peers to act appropriately to control students, if a
teacher fail to do so, others will apply judgement, criticism.
pg 23

9. A Diagnostic Model of Classroom Performance
A Congruence Perspective
 The idea of fit
 The effectiveness is a function of the congruence among key elements in the system
pg 27

10. Organizational Constraints (Input)
 Formal Organization - division of labor, specialization
 Informal Organization - unofficial rules, norms
 Leadership Style - Task-leader, Social-leader, Integrated leader, and Passive-
leader.
 Organization Climate - Professional interactions (open-closed), Pupil control
orientation (custodial-humanistic), managerial system (participative-
exploitive)
 Resources - Material resources (facilities), people resources (asst. teacher)
and in-service resources (workshops).
pg 28

11. Classroom System (Transformational
Process)
 Teaching task - skill-learning, knowledge-learning and value learning.
1. Preparation
2. Presentation
3. Diagnosis
4. Reinforcement or correction
5. Formal Evaluation
 Teacher – personal characteristic, knowledge, skills, motivational needs
pg 33 - 37

12.  Student – skills, knowledge, expectation and perceptions,
 Formal classroom organization – classroom arrangement, routine procedures
 Classroom Climate – norms, attitudes, values, interaction, leaderships
-Pupil control structure (custodial-humanistic)
pg 33 - 37

13. Performance (Outputs)
 Teacher performance – flexibility of teacher behavior, satisfaction
 Individual student performance – cognitive growth, social and emotional
developments, satisfaction
 Class performance – achievement of academic and social performance goals,
student commitment to the class
pg 41

14. Application to “Lean On Me”
 Eastside High School is a social system
 Bureaucratic expectation : Joe Clark as a principal, expect the teachers to
show professionalism as a teacher
 Input of the system: task-oriented leadership, custodial pupil control
orientation, exploitive managerial system
 Classroom system (process) – student perception of themselves, teacher
motivation (reading class)
 Output – academic achievement of the basic skill test