The document discusses the social subsystem that exists within school systems. It describes the formal and informal social structures and how they determine the communication and interaction hierarchies. The formal structures are defined in official documents and regulate interactions between administrators, faculty, students, and other groups. Informal structures also exist based on attributes like gender, experience level, and religious affiliation. The social structures view the school as a social organism with interdependent parts that is influenced by the surrounding community.

1. THE SOCIAL SUBSYSTEM
INSIDE THE
SCHOOLSYSTEM
Eloisa R. Anda
PhD. Ed M Student

2. In the School System
there exist formal Social
Structures which consist
mainly of the
communications and social
interactions among the
administrators, faculty and
students.

3. April 18, 2006LIS580- Spring 2006
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WHAT IS ORGANIZING?
 Organizing
 Arranging the
activities of the
enterprise in such
a way that they
systematically
contribute to the
enterprise’s goals.
G.Dessler, 2003

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DEPICTING THE ORGANIZATION
 Organization 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

5. April 18, 2006LIS580- Spring 2006
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ORGANIZATION CHART
Information Services Group
Cataloger
Cataloger
Customer Liaison
Taxonomy Designer
Knowledge Architecture Lead
Developer
Developer
Systems Admin
Search/Systems Lead
Assistant Designer
Design Lead
Knowledge Architecture Manager

6. 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.
• Ascribed status is assigned
according to qualities beyond a
person’s control, such as age.
• Achieved status is acquired
through a person’s direct efforts,
such as education.
Ascribed and Achieved Statuses
Status
• Most people have many
statuses, but a master status is
the one that plays the greatest
role in a person’s life.
• It can be either ascribed or
achieved.
Master Status

8. 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
contains the do’s and don’ts for
the persons involved in the
school system

9. Organizational
Structures- Determine
the hierarchy of the
communication and
social interaction within
the school system.

10. 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.

11.  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 regulates the communications
and social interactions of the students with
reference to administrators faculty and other
students

12. 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;

13. The relation between full-time
and part-time teachers;
The relation between faculty
members belonging to and not
belonging to the administration;
or
The relation between old faculty
members and new faculty
members.

14. WALTER SAYS:
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 display a
differentiation of parts and specialization of
function. The organism as an entirely is nourished
by the community.

15.  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
other. 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 in the

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

17. SCHEME OF THE MOST
IMPORTANT RELATIONSHIPS
ARISING IN THE SCHOOL AS A
SOCIAL SYSTEM

18. COMMUNITY-SCHOOL RELATIONSHIP
 Relation of the community to 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;

19.  Relation of the community to teacher
 Relation of special groups in the
community to the school; ( the school
board, parents-teacher clubs, alumni
association, self-constituted advisort
group, etc.)
 Relation of special individuals in the
community to the school (patrons, ex-
teacher, patriarchs, hangers-on, etc)

20. 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.

21. 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 th
presence of the teacher.

22. TEACHER-TO-TEACHER REALATIONSHIP
 Relations 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
officer.

23. Administrator to administrator relationship
Administrator to teacher relationship
Administrator to students relationship

24. ACCORDING TO THE SOCIAL STRUCTURE OF
THE SCHOOL, THE FLOW OF AUTHORITY CAN
BE TWO-FOLD:
 1. Either from above School board
administration
faculty
students.

25.  2. or from below as
administrator
practiced in higher faculty
education in students
Latin America

26. 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.

27. REFERENCES:
 Zwaennepoel, Paul P. (1997), System
Analysis in Education. Manila: UST Press.
 Systems Analysis in Educational
Management Module

28. THANK YOU!