School As A Social System

OUM
Foundations of
Educational
Administration
HBEM1103
TOPIC 1
OUM /HBEM1103 /Topic 1/Juriah/ 2013

THE SCHOOL AS A
SOCIAL SYSTEM

Educational administration
and school organisation are
part of theoretical
SYSTEM.
Are they rational system or
natural system ?

THEORY AND REALITY
•To understand “reality” better, we formulate theory
•No theory is static/permanent as dependent on individuals, situation
experience
•From reliable source through observation, traditional accumulation
(culture, history) & with authority (i.e can be tested)
•Taken from initiative to check on beliefs & adherence
•To search on assumptions. To see life episodes with critiques &
to initiate quest for something new
• To find answers about the natural environment, phenomena & social
happenings
•Organisational science is no exception

Knowledge From Theory
• Opinions which are organised
• Documented & recognised
• Guide to form structure & to
control the running of organisation
• Needs development of ideas &
interpretation before being applied
• Take time to be accumulated thro’
various means
• Focus on scrutiny & systematic
evaluation
• Not subjective but to look for
the truth
• Open to challenge. Invalid if there
is no concrete evidence
•Encourage further enquiry as
long as procedures are followed.
• No prejudice

To seek the truth as guidance for human being, to find ways & means
to solve problems including in the field of education
According to John Dewey (1938), this aspect being applied in teaching
& learning :
• Students learn to adapt to work together, tolerate, to accept
• Make adaptation to the surrounding which are diversified & from
different background. Help to solve teething/ difficult problems
• Open to new ideas & willing to progress
• More active when learning through different techniques
• Guide one to be optimistic in life
KNOWLEDGE AND EDUCATION

Theoretical Components
• Concept – idea , some abstract to talk about .
In organisational administration – leadership,
motivation, culture, power , formal & informal
organisation
• Assumptions – may perceived as correct
even with no proof
• Generalisation – makes connection with one
idea/concept and another. Makes it more
meaningful.

Concept And Generalisation
• Idea (concept) linked to generalisation
• Hypothesis developed from the generalisation
• Explain hypothesis based on evidence
• Systematic procedures and process
• Findings are testable
• Problems and constraints can be identified
• Methods of solution concrete
• Conclusion based on research, observation.
Model of understanding the environment /reality.
• Not to forecast the future blindly
• Can be challenged if there is new findings as to
improve on situations

SCHOOLS AS RATIONAL
SYSTEM
• An institution estbd to achieve certain clear goals
• Organised as efficient as possible , blueprint – rules & std
procedures to control behaviour.
•There is division of labour – to attain effective level of work
standards. Administrative, academic and support staff with
clear-cut tasks & responsibilities
•Limit of control on number of subordinates
•Coordinative procedures carried out to facilitate its
function as effective organisation

SCHOOLS AS RATIONAL SYSTEM
(cont.)
•Use human factor as media to produce results
•Use scientific approach to look for best practice, not solely
on norms as rule to make decisions
•Employees be trained suitably to complete tasks. On-the-
job training done to continuously keep staff competent &
relevant
•Monetary reward given with qualification, competence &
experience.
•Formal bureaucratic procedures & responsibilities done by
the administrator

SCHOOL AS NATURAL SYSTEMS
•It must be able to sustain with times, not merely to
achieve goals. Relate to question of survival.
•Individuals are important component of an organisation.
(No society without nobody)
•Individuals as members too have needs. They perform
their tasks to generate materials for their needs
•Specialisation may breed boredom & frustration

SCHOOL AS NATURAL SYSTEMS
(cont.)
•Formal process may be assumed too rigid & permanent whereas
humans are active species.
•Informal norms & operational procedures are more relevant than
formal expectations
•Top-down bureaucratic practices may hinder hidden talent.
Widespread participation is more useful
•Timing set for supervision may lead to autocratic action
•Communication in natural manner more preferred.
•Informal structure is considered more important

• School as open system – interplay of influence of the society,
community, politics, history, administrator, teacher, students
•There’re individuals involved – teacher, learners, administrators,
students – Have needs, beliefs. Dependent on the level of cognition to
have knowledge, understand tasks, & display the desired behaviour
• Culture - dynamic relationship of bureaucracy, individual needs and
job environment. Share common values, beliefs , thoughts. Give
commitment, share spirit of togetherness, respect
•A school as a bureaucratic organisation – a structure with many levels
to undertake duties – like a pyramid model. Each has different
expectations & roles - coded and accepted as general rules – to
supervise, delegate etc
SOCIAL SYSTEM MODEL

•Political implications - certain individuals attempt to exercise
influence, sometimes informal and weather it comes from legitimate
authority
•Environment – external sources that have implications – regulations,
economy, demography, technological trends. Have to consider at
moderate level for school to function effectively
•Outcome based - important for school to have consistent norms to
achieve goals. Shd have motivation, expectation, indicators.
•Understand school as a learning organisation - effective, transformal
leadership, safe, planned activities, innovative, dynamic.
SOCIAL SYSTEM MODEL

THANK YOU

School As A Social System

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