Unit I.

Society and Education—Sociological Perspectives of Education

Introduction

SOCIOLOGY is the study of social life, social change, and the social causes and
consequences of human behavior. Sociologist investigates the structure of groups, organizations,
and societies, and how people interact within the contexts.

Perspectives on Education

Assumptions:

1. Functionalism- In this perspective, education has several functions in society. These

functions include socialization, social integration, social placement, and social and cultural
innovation. All of these are intended functions/purposes of education. In contrast, there are
also latent functions of education, and these are unintended (e.g., to marry while in
schooling). Furthermore, education is seen as a system where there are subsystems that
function according to the same purpose. So if one subsystem does not work accordingly,
this can cause problems in other subsystems and to education at large.

Functions of Education:

✔ Socialization – If children are to learn the norms, values, and skills they need to function in
society, then education is a primary vehicle for such learning.

✔ Social Integration – For a society to work, functionalists say, people must subscribe to a
common set of beliefs and values.

✔ Social Placement – Beginning in grade school, students are identified by teachers and other
school officials either as bright and motivated or as less bright and even educationally challenged.
Talent ability.

✔ Social and Cultural Innovation – Our scientists cannot make important scientific discoveries,
and our artists and thinkers cannot come up with great works of art, poetry, and prose unless they
have first been educated in the many subjects they need to know for their chosen path.

2. Conflict Theory- In this perspective, education is seen as something that promotes

inequality. One example of a source of inequality is the standardized test. Furthermore,
schools receive a different amount of funding, and their learning conditions differ as well.
All of these would result in inequalities and disparities in learning. Consequently, this may
result in more serious social inequality, like job opportunities. That’s why some are
employed while others are unemployed and underemployed after completing their
education and training

3. Symbolic Interactionism- This perspective centers its arguments on social interaction in

schools, particularly in the classrooms, playgrounds, and other areas in school where
individuals can socialize. It claims that social interaction in schools affects the
development of gender roles and that teachers’ expectations of pupils’ intellectual
abilities. It also affects the way learners learn and behave in their studies. As found, some
educational problems are rooted in social interaction and expectations.
Unit II: School As A Social Society

A. Social System Model for School

This Social System Model for Schools illustrates how schools function as dynamic
systems influenced by various factors. It consists of inputs, transformation processes, and
outputs, all interacting within an environment.

1. Inputs (What Goes into the School System)

These are the resources and constraints that shape the school’s functioning:

• Environmental constraints – societal, economic, and political factors.

• Human and capital resources – teachers, students, funding, facilities.
• Mission and board policy – the guiding principles and objectives of the school.
• Materials and methods – instructional tools, curriculum, and pedagogy.

2. Transformation Process (How the System Works)

The school system consists of four interconnected subsystems that influence teaching and
learning:

• Structural System (Bureaucratic Expectations) – rules, policies, and administrative

frameworks that guide the school’s operations.
• Political System (Power Relations) – relationships among administrators, teachers,
students, and stakeholders, affecting decision-making.
• Cultural System (Shared Orientations) – values, beliefs, and norms that shape the
school’s identity and influence behavior.
• Individual System (Cognition and Motivation) – personal development, learning styles,
and motivation of students and teachers.

Teaching and learning occur within these systems, facilitating interactions and shaping
outcomes.

3. Outputs (Results of the System)

These are the measurable outcomes of the educational process:

• Achievement – student academic performance.

• Job satisfaction – well-being and motivation of teachers and staff.
 • Absenteeism – attendance rates of students and teachers.
• Dropout rate – students leaving before completing their education.
• Overall quality – effectiveness of the school in meeting its goals.

4. Feedback Loop

The model includes a feedback mechanism that compares actual performance with expected
outcomes. Discrepancies help schools identify areas for improvement and make necessary
adjustments.

Conclusion

This model highlights that schools operate within a broader social system where various inputs,
internal structures, and external influences shape educational outcomes. By understanding these
interactions, schools can develop better strategies for improvement.

B. Key Elements of a School as a Social System

1. Structure
2. Individual
3. Culture
4. Politics

School

A school is an educational institution designed to provide learning spaces and learning

environments for the teaching of students under the direction of teachers.

Social System

Social systems are peopled, goal-oriented, structural, normative, sanction-bearing, political, and
open systems.

School As A Social System

As a social system, school is characterized by an interdependent structure of parts, a clearly defined

population, differentiation from its environment, a complex network of social relationships, and
its own unique culture.

The school social system has five basic internal elements—structure, individuals, culture, politics,
and the teaching and learning core. These critical elements of the system and their interactions
determine behavior in the school as well as the quality of outputs. In other words, there are five
subsystems in operation: the structural, individual, cultural, political, and teaching-learning
systems.

Structure

• Composed of bureaucratic expectations and roles (Daft, 2015).

• The structural system is similar to those of formal organizations. Bureaucratic expectations
rule organizational behavior. Roles that are derived from those expectations are represented
by positions in a hierarchy. The hierarchy distributes tasks to specialized individuals, and
the organization is a result of the division of labor.

Key Aspects:

• Refers to the formal organization of roles, responsibilities, and hierarchies within the
school.
• Encompasses bureaucratic expectations and the division of labor.

Example:
In a typical school structure, the principal holds the highest position followed by vice principals,
department heads, teachers, and administrative staff. Each role has specific responsibilities and
expectations, such as teachers being responsible for lesson planning and classroom management,
while administrators oversee school policies and operations.

• People have different sets of needs and beliefs that affect behavior (Robbins & Judge,
2019).
• Unlike organizational expectations, individual needs and expectations are flexible and
adaptable to formal roles, thus providing room for discretion in behavior. Individuals
interpret their roles according to their behavior.

Key Aspects:

• Students, teachers, administrators, and staff bring with them individual needs, goals,
beliefs, and develop their own personal orientations and intellectual understanding of their
roles.
• Just as structure helps shape behavior in schools, so too do the needs, goals, beliefs, and
motivations of individuals.

Example:

Students may have different learning styles, interests, and academic goals. Teachers may have
varying teaching philosophies and approaches to classroom management. Administrators may
prioritize different aspects of school improvement based on their experiences and beliefs.

Culture

• Represents the unwritten feeling part of the organization: its shared values (Schein, 2010).
• It is a vibrant link between bureaucratic role demands and individual work, which aims to
bring people together in the workplace. Consequently, organizations need to design their
own unique cultures.

Key Aspects:

• Emerges from interactions of individuals within a system. As individuals interact, they

share values, beliefs, and habits, gaining an identity as a group.
• The most visible aspect of organizational life, distinguishing it from others.
• Significantly affects behavior through establishing commitment to shared norms among
individuals.

Example:

A school with a culture of respect may prioritize empathy, communication, and cooperation among
students and staff. Teachers and students may adhere to shared values of integrity, responsibility,
and inclusivity in their daily interactions. The school may also celebrate diversity and promote a
sense of belonging among all members.

Politics

• Informal power relations that develop spontaneously (Mintzberg, 1985).

• The political system refers to a system of informal authority relationships that seem to resist
other systems of control.

Key Aspects:

• Emerges from the interaction of authority and power within an organization.

• Utilizes the absolute use of individualistic needs, sometimes ignoring organizational role
expectations.
 • Can promote change blocked by the formal organization, ensure that strong members
acquire leadership roles, encourage debate among diverse positions, and help in the
execution of decisions.

Advantages:

One advantage of politics in schools is that it forces them to be responsible to their environment.
Schools must pay attention to external pressures, respond to demands, and produce outcomes. In
other words, schools are compelled to be open systems by political forces.

Example:

Informal cliques or alliances may form among teachers or staff members, influencing decision-
making processes or resource allocation. A teacher may leverage their popularity or connections
to gain support for their ideas or initiatives. Administrators may navigate bureaucratic obstacles or
negotiate with stakeholders to advance school priorities.

School as a Community

• A school is a unified institution guided by shared values, vision, leadership, and culture.
• It includes teachers, administrators, students, staff, and stakeholders working towards a
common goal.

Key Concepts:

1. Definitions

• School- An educational institution designed to provide learning spaces and environments

for learners.
• Community- A group of people sharing common characteristics, interests, and
resources, regardless of location, passion, needs, or beliefs.
• School Culture- The beliefs, perceptions, relationships, attitudes, and written and
unwritten rules that shape and influence how a school functions.

2. Members of the School and Community

• School Members:
o Teachers
o Students
o Administrators
o Non-teaching staff
o Parents
o Local Government Units (LGUs)
o Other stakeholders

• Community Members:
o LGUs
o Non-government agencies
o Civic organizations
o Residents

3. School-Community Relationship

• The relationship between schools and communities is dynamic and evolves over time.
• Types of School-Community Relationships:
1. Closed-Door Pattern – The school independently addresses all educational and
social issues of students.
2. Open-Door Pattern – The school and parents work together as an open system.
 3. Balanced Pattern – The school and parents determine the optimal level of
engagement to achieve educational and social goals.

4. Roles of Parents and Families in Education

• Parental involvement enhances awareness of the importance of community action (Stein

& Harpaz, 1995).
• School-community interactions provide valuable opportunities for learning, enrichment,
and identity formation (Noy, 1984).

5. Role of Teachers in School-Community Relations

• Acknowledge and leverage parental knowledge and expertise.

• Encourage parental and community involvement in education.
• Educate students to become active, responsible members of the community.

Conclusion:

• Every school plays a central role in its local community.

• A strong school-community relationship positively impacts student learning,
development, and overall educational success.

School as a Learning Community

• Opposes the "banking concept" of education, where teachers dictate and students
passively receive knowledge.
• Encourages an environment where everyone maximizes their potential.
• Fosters a restorative climate where relationships matter (canteen operators, teachers,
admin staff, parents, CCA teams).

Foundations of a Learning Community

1. Learning is a mutual process; teachers and students both contribute.

2. All members of the school community have something valuable to share and learn.
3. Schools play a crucial role in the well-being of young people.

Community of Practice (Wenger, 2014)

• Groups sharing a concern/passion and learning together.

• Three characteristics:
1. Domain - Shared interest
2. Community - Interaction and relationships
3. Practice - Shared experiences and knowledge
• Effective practices:
o Open dialogue
o Encourage different levels of participation
o Develop both public and private spaces
o Focus on value creation
o Maintain community engagement rhythm

School Learning Action Cells (SLAC)

• As per DepEd Order No. 35, s. 2016, SLAC are collaborative teacher sessions to address
challenges in:
o Learner diversity
o Content and pedagogy
o Assessment and reporting
o ICT integration
 • Objectives:
o Improve teaching-learning process
o Support and nurture teachers
o Foster professional collaboration
• Topics for SLAC sessions:
o K to 12 curriculum
o 21st-century skills and ICT
o Contextualization and indigenization

Professional Learning Communities (PLC)

• A school improvement strategy where teachers work collaboratively.

• Five key elements:
1. Reflective dialogue
2. Focus on student learning
3. Interaction among teachers
4. Collaboration
5. Shared values and norms
• Benefits of PLC:
o Enhances teaching and learning
o Strengthens relationships
o Keeps teachers updated on new research and technology
o Encourages reflection and innovation