This document discusses research on the internal efficiency and external productivity of school systems. It provides an overview of the social, cultural, and economic subsystems that influence why faculty members remain in a particular school or school system. It then lists factors belonging to each subsystem and provides a framework for evaluating a school system's resources, including human resources, organizational structure, organizational climate, and other criteria. The document aims to guide research on the services offered by an educational program and how students avail of these services based on the program's inputs, processes, and goals.

1. WILMA G. ZAIDE
AILEEN CALARAMO
PH.D. ED.M.

2. Social Subsystem
Economic Subsystem
Cultural Subsystem

3.  Within the social subsystem of a school system
revolves the subsystem of the faculty. The
faculty specifically interacts with
administrators, colleagues, parents of students,
students and the community at large. It is
through the influence of all these contacts that
the faculty members come to recognize the
social context in which they are operating. In
reacting with and responding to these other
components, the faculty, for various reasons,
may decide to stay within the school system.

4.  The cultural subsystem of a school system
includes the aims, goals and objectives,
policies, methodologies, curricula, language
and the like all of which influenced the
faculty members. Faculty members are
affected by them. The decision of the faculty
members, including their decisions to stay in
a school or school system in influenced by all
these cultural factors.

5.  The economic subsystem of a school system has
influence on the faculty welfare. Income, wages, and
wealth are treated as parts of the economic system of
the school, interrelated with those of over-all standards
of living and economic status of the faculty member.
Fringe benefits, salaries, working conditions,
compensation for non-teaching assignments, ranking,
and promotions are economic realities easily connected
with the economic system of the school with reference
to faculty members. To all these, faculty members may
react. All these may influence and do influence every
decision they make including the decision to stay in a
particular school or school system.

6. WHY FACULTY MEMBERS REMAIN IN A PARTICULAR
SCHOOL OR WITHIN A PARTICULAR
SCHOOL SYSTEM
* ITEMS BELONG TO THE SOCIAL SUBSYSTEM
Socio 1 The parent-teacher relationship is characterized by mutual support and cooperation.
Socio 2 The principal supports teachers who encounter difficulties with parents and students.
Socio 3 The school and the community do not restrict my personal and social life.
Socio 4 My co-teachers are very helpful both in my professional development and social well-being.
Socio 5 I enjoy working with my co-teachers; they accept me and have confidence in my abilities.
Socio 6 I like the way the school administrators, the faculty, the students and the
community people interrelate with one another.
Socio 7 My students are well-behaved and are eager to learn.
Socio 8 The principal is consistent and practical.
Socio 9 I would find it difficult adjusting again if I transfer to another school.
Socio 10 Appreciation is given for all the efforts and accomplishments,
I do not both in school and in the community.
Socio 11 My principal exercises the proper kind and amount of supervision.
Socio 12 I do not experience pressure from administrators and parents.
Socio 13 I have established friendly relationships with members of the school and the community.
Socio 15 I like my students and I enjoy working with them.

7. *ITEMS BELONGING TO THE CULTURAL SUBSYSTEM
Cult 1 The indigenous values of “utang na loob,” “hiya” and “pakikisama” are keenly observed here.
Cult 2 I like the religious atmosphere of the school. I prefer to work here rather that in a
non-catholic school.
Cult 3 I am native of this community.
Cult 4 The goals and ideas of the school are consistent with community and national goals.
Cult 5 I speak the dialect of the community.
Cult 6 I like the school policies on school activities and students discipline.
Cult 7 The philosophy of the school is compatible with mine.
Cult 8 Teaching methodology and study tasks are adjusted to student’s background and capacity.
Cult 9 The school is providing an education very close to what
I consider as the idea; well-rounded education.
Cult 10 The policy of the school on innovation is very good;
This keeps it pace with the latest trends in education
Cult 11 I like the policy of the school in appointing and assigning
Teachers based on merit and competence.
Cult 12 Policies of the school are clearly defined in student and faculty handbooks.
Cult 13 I am proud of the quality of education the school is offering.
Cult 14 I like the policy of the school in encouraging teachers to
make suggestions and to participate in policy-making.
Cult 15 I owe the school many personal favors hence
I feel diffident to leave or to transfer to another school.

8. *ITEMS BELONGING TO THE ECONOMIC SUBSYSTEM
Econ 1 I believe that the fringe benefits I get in this school are the best.
Econ 2 The cost of living in this community is not high.
Econ 3 There are no undue deductions in my pay.
Econ 4 The school is paying its teachers all it can afford to pay.
Econ 5 Working conditions are good because I am not overburdened with non-teaching jobs.
Econ 6 My academic preparation and other qualifications are recognized and duly compensated.
Econ 7 I receive two full months vacation pay.
Econ 8 The school is sympathetic to reasonable financial demands.
Econ 9 I can augment my salary by engaging in non-teaching jobs.
Econ 10 There are scholarships for teachers and dependents offered in this school.
Econ 11 I do not depend on expensive recreation here.
Econ 12 My pay is given regularly and on time.
Econ 13 My salary is adequate, enabling me to help my younger brothers and sisters.
Econ 14 I am paid for extra non-teaching jobs I am assigned to do.
Econ 15 By teaching here, I can keep a budget and even save a little.

9. This part with reference to the social, cultural and
economic subsystem explains
(1) how to do research o the internal efficiency of a
whole school system or institution or particular
college within an institution
(2) how to do research on the external productivity of a
whole school system or institution or a particular
college within an institution
(3) the guide for evaluation and assessment of the
internal efficiency ms of school system or institution
and the guide for evaluation or assessment of the
external productivity of a school system or
institution with reference to the social, cultural,
economic and technical subsystem of the individual
and society.

10.  First objective: To do research on the quantity and quality of
educational services (called intermediate outputs) offered by an
educational program, not taking the learner’s achievement in terms of
acquisition of new knowledge, skills and values into consideration.
 Step 1
 Gather quantitative data on the economic subsystem of the
educational program and compare with given standards.
 Financial resources
 Human resources
 Physical resources

 Gather data on interrelationships of these economic resources and
compare with given standards
 Per student cost
 Salary structure
 Budgeting system income-expense
 Percentage of expenses for salaries, Etc.

11.  Step 2
 Gather data on the components of the social system of the
educational program as gauge of services offered and compare
with given standards in terms of service.
 Administrator
 Teachers
 Students

 Gather data on interrelationships of these social components and
compare with the given standards.
 f.i. Teacher-students ratio in lecture class
 Load of teacher
 Qualification of teachers
 Teacher-student ratio in laboratory class, Etc.
 Student-administration relationship
 Student-teacher-administration relationship
 Student-student relationship, Etc.

12.  Step 3
 Gather data on the cultural system of the educational
program and compare with given standard in terms of
effectiveness.
-Aims (to evaluate aims, often the external productivity of a
Program will have to be considered)
-Curriculum in terms of relevance of content
-Methodology in terms of effectiveness
-Medium of instruction in terms of effectiveness
-Material and textbooks in terms of relevance
Gather data on interrelationship of these cultural components
and compare with given standards.
-Relationship between aims and curriculum content
-Methodology and materials of instruction, Etc.

13.  Step 4
 Gather data on interrelationships of economic,
social and cultural subsystem of the
educational program and compare with given
standards (called resource mix).
 Salaries (economic system) in relation to
qualification of teachers (social system) number
of textbooks (cultural system) in relation to
expenses of the educational program (economic
system)
 Number of textbooks (cultural system) per
students (social system)
 Classroom (economic system – physical resource)
– student (social system) ratio, Etc.

14.  Step 5
 Gather data on general results obtained in an
external examination by the students of an
educational program such as a Civil Service
Examination, NCEE, Board Examination or
specific program over a length of time and
compare to the inputs and resource mix of
inputs as indicated in step 1, 2, 3 and 4.

15.  Second Objective: To do research on the educational
services as availed of by the students (called immediate
output) at the exit level of an educational program, not
considering the process of inputs or resource mix, in line
with the aims and goals of the educational program. Exit
level here means upon graduation from an educational
program.
 Third Objective: To do research on the quantity and
quality of education services as availed of by the
students, considering all inputs and processes of inputs
of an educational program, and with reference to the
goals and aims of an educational program.
 Fourth Objective: To do research on the educational
services availed of by the students (immediate outputs
on the graduation day) with reference to the inputs as
such and to the process of the inputs or resource mix of
the educational program. The process of the inputs is
sometimes called through inputs

17. CRITERIA INDICATO
RS
RATIONALE
(ASSUMPTION
S)
DATA/INFO
REQUIREMENTS
SOURCE
OF
DATA/INFO
MANNER OF
GATHERING
DATA/INFO
INTERPRETA
TION
GUIDE
AREA I - PERSONNEL
1. Adequacy
of human
Resource
in School
Ratio of
administrator
s to teachers
is
proportional
to the ratio
provided by
the MECS
standards
Ratio of
administrators to
teachers indicates
adequacy of
human resources
in school
Number of
administrators
Payroll Registration
method;
Interview
method
Proportionate
ratio of
administrators to
teachers
indicates
adequate number
of human
resources in
school
Ratio of
faculty
members to
students is
proportional
to the ratio
prescribe by
the MECS
Ratio of faculty
members to
students show
whether or not
there is adequate
number of
facilitators of
learning.
Total number of
faculty members in
school
Faculty
Roster
Enrolment
Tally Sheet
Registration
method;
Interview
method
Proportionate
number of
teachers to
students
indicates
adequate number
of facilitators of
learning
Average
number of
students per
class must
not exceed
the number
prescribed by
the MECS
The average
number of
students per class
indicates whether
or not there is
adequate number
of human
resources
distributed in the
classroom
Total number of
students in school
Student
Enrolment
Tally Sheet
Registration
Adequate
Number of students
per class
Record of
room assign
assignments
Interview
Number of
classrooms

18. CRITERIA INDICATO
RS
RATIONALE
(ASSUMPTI
ONS)
DATA/INFO
REQUIREMENTS
SOURCE OF
DATA/INFO
MANNE
R OF
GATHER
ING
DATA/IN
FO
INTERPRET
ATION
GUIDE
1. Competenc
e of
Human
Resources
In School
Educational
background
and
percentage
distribution
of school
personnel
(adm.,line
staff)
assigned in
their line of
specializatio
n
The
percentage of
school
personnel
assigned in
their line of
specialization
determines
competence of
human
resources in
school
Degrees earned by
administrators,
teachers, other staff
Bio-data of
personnel
Registratio
n
Interview/
Questioner
High
percentage of
school
personnel in
their line of
specialization
indicates
competent
facilitators of
learning in
school
Work experience
Work load file
Sufficient
workload or
administrator
s, faculty
and staff in
school
Workload
which
provides
satisfaction of
recipient and
gives ample
time for
preparation
determines
competency of
human
resources in
school
Present position of
the school personnel
File of
workload
Registratio
n method/
Questionn
aire
Sufficient
workload of
school
personnel
indicates
competent
human
resources to
facilitate
learning.

19. CRITERIA INDICATO
RS
RATIONALE
(ASSUMPTION
S)
DATA/INFO
REQUIREMENTS
SOURCE
OF
DATA/INFO
MANNER
OF
GATHERING
DATA/INFO
INTERPRETA
TION
GUIDE
AREA II – ORGANIZATIONAL STRUCTURE
1. There is
effective
communic
ation
between
line and
staff, and
among
administra
tors,
teachers
and
students
within the
school
Existence of
clear and
well defined
lines
channels of
communicati
on as
evidenced in
organizationa
l chart,
administrator
s’ manual,
teacher
manual and
student
manual.
The
frequency of
calling for
meetings and
dialogues and
the giving of
memoranda/
circular
proper
distribution
of delegation
of
responsibility
and authority
The existence of
clear and well
defined lines and
channels of
communication
indicates whether
or not there is an
effective
communication
structure in school
The frequency of
dialogues,
meetings and
releases of
memoranda/
circular indicates
an effective
communication
system in the
school system
Organizational
structure
Manual in
Dean’s/
Principal’s
Office
Interview/
Questionnaire
The presence of
clear and well
defined lines and
channels of
communication
in chart and
manuals
indicates
effective
communication
among human
resources in
school
The more
frequent
meetings,
dialogues and
release of
memoranda/
circulars
indicates
effective
communication
in the school
system

20. andauthority
Accuracyand
adequacyof
communicati
on flow
(upward/dow
nward/side
ward
Displayof
supportive
behavior
towards
othersin the
system
Proper delegation
ofresponsibility
andauthority
determines
effectives
communication
Theaccuracyand
adequateof
communication
flowsdeterminesa
wholesomeschool
environment
Displaysof
supportive
behavior show
effectivelyof
Well delegated
responsibility
andauthorityof
superiorsand
subordinates
indicates
effective
communication.
-Thegreater the
accuracy and
adequacyof
communication
flowindicates
effective
communication
-Astrongdisplay
ofsupportive
behavior towards

21. AREA III – ORGANIZATION CLIMATE
1. Thereisa
healthy
school
atmosphere
conducive to
the
transmission
of desirable
positive
values
Extent of
mutual trust
and respect
between
superiorsand
subordinates
Attitude
towards
organizational
goals
Manner by
which
motivational
forces used
The extent of
mutual trust and
respect indicates
the condition of
school
atmospherein the
transmission of
values
Attitude towards
organizational
goals may
enhance or
inhibit the
transmission of
positive values
The manner by
which
motivational
forces areused
mayor maynot
enhance
transmission of
positive rules
Opinionsof
human resources
in school
Opinionsof
superiors
Opinionsof
administrators,
teachers, students
and staff
Administrators,
teachers, studentsand
staff
Administratorsand
supervisors
Administrators,
teachers, studentsand
staff
Interview/
Questionnaire
Interview/
Questionnaire
Interview/
Questionnaire
The greater the
extent of mutual
trust andrespect
in the school its
atmosphereis
more conducive to
the transmission
of positive values
Stronglyfavorable
attitudes towards
the organizational
goals enhances the
transmission of
positive values
Positive
motivational
forces enhance
transmission of
positive values in
school and thus
indicate ahealthy
school
atmosphere.

22. Extentof
participation
of
administrators
andteachers
infacilitating
the
transmission
ofvalues
Degreeof
satisfaction
shownbythe
human
resourcesin
schoolreflect
socialclimate
positiverules
Theextentof
participationof
administratorand
teachers
determines
whetherornot
theschool
atmosphereis
conduciveforthe
transmissionof
values
Thedegreeof
satisfactionofthe
humanresources
determinesthe
socialclimateof
theschool
Opinionsof
administrators,
teachers,students
Opinionsof
administrators,
teachers,students
andstaff
Administrators,
teachers,students
Administrators,
teachers,studentsand
staff
Interview/
Questionnaire
Interview/
Questionnaire
atmosphere.
The more
administratorsand
teachersare
involvedin
calculatinggood
values,themore
conduciveisthe
schooltotransmit
values,indicating
ahealthyschool
atmosphere
Thegreaterthe
satisfactionofthe
humanresources
inthesystem,the
healthieristhe
schoolatmosphere

23. AREA IV - ORGANIZATIONAL MANAGEMENT
1. Planning
The school has
a well defined
system of
planning
2. Organizing
Existence of
well defined
goals, aims,
objectives,
policies,
strategies,
rules,
programs,
budgets in
manual or
handbooks.
Extent of
participation of
subordinates in
planning
Manner of
delegation of
The existence
of well defined
goals, aims,
objectives,
policies,
strategies,
rules,
program,
budgets, in
manual or
handbooks
A well defined
system of
planning
presupposes an
extensive
participation of
the concerned
subordinates in
planning
Written goals,
aims,
objectives,
policies,
strategies,
rules,
program,
budgets, in
manual
or/handbooks
Opinions of
teachers,
students, staff
Dean’s/Principal’s
office(handbooks/manual)
Teachers, Students, Staff
Interview/
Questionnaire
Interview/
Questionnaire
Presence of well
defined goals,
aims, objectives,
policies,
strategies, rules,
program, budgets
in
manual/handbooks
indicates well
defined system of
planning
An extensive
participation of
the concerned
subordinates in
planning indicates
well defined
system of
planning.

24. 2. Organizing
Theschoolhas
a well defined
organizational
structure
Mannerof
delegationof
authorityand
responsibilities
Mannerof
classification
oftasksor
activities
necessaryto
attainthe
school goals
subordinatesin
planning
Themanner of
delegationof
authorityand
responsibilities
indicateshow
systematically
definedisthe
organizational
structure
Mannerof
classificationof
tasksor
activities
necessaryto
attain goals
indicatesthe
efficiencyof
organizational
structure.
Organizational
structurein
chartsand
manuals
Opinionsof
students,
teachersand
staffs
Opinionof
teacher,
students,staff
Manuals/Handbook
Students,teachers, staffs
Teachers,students, staffs
Interview/
Questionnaire
Interview/
Questionnaire
Themoredefined
thelinesof
authorityand
responsibility
indicatesawell
defined
organizational
structure(ormore
effective
organizational
structure)
Properandclear
classificationof
tasksoractivities
indicatesand
efficient orwell
defined
organizational
structure

25. 3.Staffing
Theschoolhas
a well defined
system of
staffing
Mannerof
selection or
recruitmentof
personnel
Theexistence
ofwell defined
appraisal of
teachersand
staff
Theexistence
ofwell defined
development
program of
teachersand
staff
Mannerof
selection of
personnel
indicateshow
well definedthe
system ofstaffing
isintheschool
Awell defined
appraisal system
indicateswell
definedsystem of
staffing
Existenceof
defined
development
program for
teachersandstaff
indicatesthe
efficiencyand
effectivelyof
system ofstaffing
Opinionof
teacher,andstaff
Existenceof
rankingsystem
Opinionsof
teachersandstaff
Opinionsof
teachersandstaff
Teachers,Staff, Students Interview/
Questionnaire
Interview/
Questionnaire
Interview/
Questionnaire
Interview/
Questionnaire
Properselection of
personnel
indicatesawell
definedsystem of
staffing
Awell defined
appraisal system
indicateswell
definedsystem of
staffing
Awell defined
development
program for
teachersandstaff
indicatesan
effectiveand
efficient system of
staffing

26. 4.Directing
Theschoolhas
awelldefined
systemof
directing(or
effective
systemof
directing)
Amongof
responsibility
feltbythe
membersofthe
organization
forachieving
the
organizational
goals
Adequacyof
communication
Functional
decision-
making
process
Amountof
responsibilityfelt
bythemembers
forachievement
oforganizational
goalsdetermines
theeffectiveness
ofthesystemof
directing
Adequacyof
communication
determines
effectivenessof
systemof
directing
Opinionsof
teachersandstaff
andstudents
Opinionsof
teachersandstaff
andstudents
Teachers,Staff,Students Interview/
Questionnaire
Interview/
Questionnaire
Thegreaterthe
amountof
responsibilityfelt
bythemembersof
theorganization,
themorethe
effectiveisthe
systemof
directing
Themore
adequatetheflow
ofcommunication,
themoreeffective
isthesystemof
directing

27. 1. Controlling
Theschoolhas
awelldefined
systemof
control
decision-
making
process
Existenceof
well
established
control
information
andcontrol
techniques
Effectivelyof
establish
control
measures.
systemof
directing
Existenceofwell
established
control
informationand
techniques
indicatesawell
definedsystemof
controloran
effective
correctiveaction
Control
procedureswritten
inmanuals
Manualsin
Dean’s/Principal’soffice Interview/
Questionnaire
themoreeffective
isthesystemof
directing
Theexistenceof
wellestablished
controltechniques
showsawell
definedsystemof
controlbythe
management
5

28. QUESTIONNAIRE FOR ADMINISTRATORS, TEACHERS & STAFF
(On Social Subsystem)
Legend:
*Personnel
**Organizational Structure
****Organizational Management
*1. List down your work experiences. Include the number of years per type of experience.
_______________________ __________
_______________________ __________
_______________________ __________
*2. List down the degrees you attained.
_____________________________________________________________________
*3. Indicate your present position/s in the school. __________________________________
*4. Indicate your workload, i.e., number of hours of service in school per week. __________
**5. Is there frequent calling for meetings and dialogues? _____
**6. Is there frequent release of memoranda/circulars? _____
**7. Is there well delegated responsibility in school? _____
**8. Is authority exercised by superiors and committee chairman? _____
**9. Are the roles and functions of superiors and subordinates well defined in official
manual? _____
****10. Are goals well defined in the official handbook/manual? _____
****11. Are the plans directed toward well-defined objectives? _____
****12. Do members of the system exercise participative planning when necessary? _____
****13. Does management let the subordinates know what is expected of them? _____
****14. Does management motivate the subordinates to work up to their capacity? _____
****15. Are the lines of authority and responsibility well-defined? _____
****16. Is there well-defined information system? _____

29. ****14. Does managementmotivatethesubordinates toworkupto their capacity?_____
****15. Arethelines of authority and responsibility well-defined?_____
****16. Is therewell-defined informationsystem?_____
****17. Is therea systemofselecting people tofillup organizationalstructure? _____
****18. Aretasks andactivities clearly definedandclassified?_____
****19. Aretheredevelopmentprograms forteachers,staffand administrators?_____
****20. Is thereawell-definedsystemofmotivationforemployees tomeettheexpectation
oftheorganizationas awhole?_____
****21. Areinformation accurateandadequatefordecision making?_____
****22. Is therewelldefined feedbacksystemfor theorganization?_____
****23. Is therecontrolsystemflexibletothechanging organization inthesystem?_____
****24. Is performanceappraisalwelldefined?_____

30. QUESTIONNAIRE FOR ADMINISTRATORS, TEACHERS, STUDENTS & STAFF
(On Social Subsystem)
Legend:
**Organizational Structure
***Organizational Climate
****Organizational Management
I. Check the box that best describes them.
**1. What is the degree of accuracy of information through sideward communication?
( ) very low ( ) low ( ) slightly high ( ) high ( ) very high
**2. What is the degree of accuracy of information by downward communication?
( ) very low ( ) low ( ) slightly high ( ) high ( ) very high
**3. What is the degree of accuracy of information by upward communication?
( ) very low ( ) low ( ) slightly high ( ) high ( ) very high
**4. What is the degree of adequacy of communication in the school system?
( ) very low ( ) low ( ) slightly high ( ) high ( ) very high
**5. What is the amount of cooperative teamwork in the school system?
( ) very little ( ) little ( ) sufficient ( ) highly sufficient
***6. What is the amount of mutual trust and respect among people in the school?
( ) very little ( ) little ( ) sufficient ( ) highly sufficient
***7. How well the rules and regulations disseminated?
( ) poor ( ) moderately well ( ) well ( ) very well
***8. How do you try to inculcate positive values on the students?
( ) always ( ) often ( ) sometimes ( ) seldom ( ) never
***9. How satisfied are you with the school atmosphere?
( ) not satisfied ( ) slightly satisfied ( ) satisfied ( ) very satisfied
****10. How do you feel about your responsibility in the school system?
( ) very little ( ) little ( ) great ( ) very great

31. AILEEN S. CALARAMO
WILMA G. ZAIDE
THANKS FOR
LISTENING

32.  Zwaenepoel Paul P. “System Analysis in
Education” Second Edition 1985
 Pp.83-145