THE SCHOOL AS A S

THE SCHOOLAS ASYSTEM

Dominique Excelsis J. DegamoTwo Views of the School as a Social SystemThe school may be viewed as a social system in two different ways.

Actual interacting persons (Ex. The Getzels-Guba-Thelen Model)Analytical abstractions (Ex. The Parsons Model)The Getzels-Guba-Thelen Modelan example of a framework for viewing the school as a social system in terms of actual interacting persons.

This model was originally developed by Getzels (1972), with later contributions made by Guba (1957), and Thelen (1960). Major Elements in theGetzels-Guba-Thelen ModelInstitutionRole Role ExpectationsObserved BehaviorNeed-dispositionsPersonalityIndividualSocial SystemNomothetic DimensionIdiographic DimensionAccording to Getzels (1960), a social system involves two classes of phenomena whose interactions comprise what we call the social behavior.

1. Nomethetic or Normative Dimension-The institutions with certain roles and expectations that will fulfill the goals of the system.

2. Idiographic or Personal Dimension-The individuals with certain personalities and need-dispositions inhabiting the system.

The More Complete Version of the Getzels-Guba-Thelen ModelEthosMoresValuesInstitutionRoleGroupExpectationsClimateRationalityThe Class as a Social SystemGoal BehaviorIntentionsIndividualOrganismPersonalityNeedsConstitutionPotentialitiesBelongingnessIdentificationThe Parsons ModelDeveloped by Parsons and his associates is in terms of analytical abstractions.

Not based on concrete elements.According to Parsons (1968),

- Role have effect to the interactive process of the social system.

- Action includes four 4 generic types of subsystems:- the organism- the social system- the cultural system, and - the personality

1. The organism

Treated as the concrete entity in one set of terms.

2. The Social system

Process of interaction among individual units.

3. The Cultural system

Organized about the specific characteristics' of symbols and the exigencies of forming stable system of them.

4. The Personality

Must be understood in terms of the cultural and social content of the leaned patterning's that make up his behavioral system.

Human Interrelatedness:The Thrust of Social Systems TheoryBased on Getzels-Guba-Thelen Model, that there are interrelationships among all fifteen aspects of the five dimensions of the model.

Based on Parsons Model, the role choices of individuals are not random; rather they are cumulative and balanced and result from selections which are stabilized and reinforced by the institutionalization of value patterns. In addition, Parsons calls attention to the interrelatedness, interaction, and interaction of social system and the different types of environment. Systems Theorysuggests that human behavior can be understood only when viewed within the context of the situation in which it occurs, and particularly within the context of its human system.Concept of Social Systemmeans that the behavior of an individual is not an isolated phenomenon but rather occurs as part of a system and is intertwined with the behavior of others.

When behavior is considered as an individual phenomenon, symptomatic behaviors are often mistakenly identified as being causal.

When behavior is viewed as a system phenomenon, individual behavior can be perceived as being symptomatic of the system, and causal elements can more readily be identified. (Newell, 1978)13Implications of Systems Theory for the AdministratorInterrelationship Between and Among Systems Supra System (Society) The countrys educational systemSubsystem (National Capital Region)Subsubsystem (Division of City Schools, Manila)Subsubsubsystem (Arellano High School)The concept systems stresses the interrelationships among the behavior of individuals.

Systems concepts suggest that the effects of actions are more far-reaching than is generally realized.

Administrators can usually anticipate the short-range consequences of their own and others actions in the organization, but they need to devote greater attention to the far-reaching consequences of administrative and organizational actions.Systems theory implies that stress is a function of the system rather than of a single interpersonal relationship.

The concept of human systems underscores the far-ranging effects of administrative actions.

Systems theory suggests that an important task of an administrator is to provide leadership in the integration of the system, both internally and with external and superordinate systems.

And because of the interrelationships in a system, change in a school organization needs to be viewed in terms of the organization as a whole. Change on the part of individual faculty members is most likely to occur if the whole faculty is involved in change.

One of the most effective ways of promoting change in an organization is seeing new relationships among various parts of the organization. This new relationships can enable the organization to utilize its resources more creatively.

In an institution such as school, in which education is the supreme mission, an increase in human resources is crucial.

In elementary and secondary schools, organizational subsystems which cut across traditional lines such as those of departmental or grade-level units are also needed.

From a systems point of view, the school or the school system should be defined in much broader terms than is often done.

An administrator who thinks in terms of systems recognizes the importance of the current social scene for the goals and procedures used in the schools and helps to relate the school program to the ever-changing needs of the society within which it operates.