THE

SCHOOL AS
AN AGENT
OF
SOCIALCHA
 Good
Let's Pray.
Morning!
 ICE
BREAKER:
"3 PICS ONE
WORD"
S C H O O L
S O C I E T Y
C H A N G E
L E A R N I N G
O R G A N I Z A T I O N
 OBJECTIVES:
After studying this module, you should be able to:

1. discuss how the school can serve as an agent of change;

2. describe how teachers, students, administrators, and other personnel could
contribute in affecting positive social change in the society;
3. identify the forces affecting in schools; and
4. observe how innovative schools serve as agents of social change.
 WHAT IS
SCHOOL?
Schools play an important role in the development of individuals
and societies. Schools are vital sources of knowledge and
innovations, they are contributors to economic development, they
are agents of social and cultural development, and they are
warehouses of information. Schools also develop the manpower
needs of the society developing the necessary skills, values, and
knowledge needed in everyday life particularly in the industry.
SCHOOL AS AN ORGANIZATION
it has its own system of governance influenced by a
fixed organizational structure or bureaucracy. In basic
education, the Department of Education determines the
bureaucratic structure of schools from national,
regional, division, district, and the local school level.
 SCHOOL AS A LEARNING
ORGANIZATION
Its main function is to help learners to learn and develop
knowledge, skills, and values essential for every
individual. Students in school with the help of teachers
develop much knowledge and skills.
 SCHOOL AS A COMMUNITY
it is composed of teachers, administrators, students,
staff, and other stakeholders united in one purpose and
guided by common values and culture. As a community,
the school is guided by the following essential elements:
• VISION
- a sense of direction of what the school hopes to
accomplish for itself, for the people, and for the society;

• VALUES
- provides a framework for organizational culture and
behavior of the entire school;
• LEADERSHIP
- provides administrative and management support for
the day-to-day activities and functions of the school;
and

• CULTURE
- pertains to shared values and behaviors of students,
teachers, staff, and administration.
 THE SCHOOL AS A SOCIAL
The ORGANIZATION
school as a social organization aims to respond to the
different changes and challenges in the society brought by
different social and natural forces. It plays an important role
in shaping the future of the society it belongs. The schools'
working mechanism has a strong effect not only on the
delivery of quality education but also on the development of
human resources needed by the society.
 THE SCHOOL AS A SOCIAL
The ORGANIZATION
systems theory is best to explain the nature of
schools as a social organization. Under the systems
theory, it is best to examine some of the characteristics of
schools including structure, culture, climate, leadership,
decision- making, and the relationships among personnel
(Bozkus, 2014).
• STRUCTURE
- As social systems, schools' structures have
characteristics of rational, natural, and open
systems. They have hierarchies of authority,
goals, and rote expectations similar to
bureaucratic organizations.
• CULTURE AND CLIMATE
School culture is preserved and transferred to new members by the
socialization process (Kowalski, 2010). New teachers learn shared
values, beliefs, and norms when they interact and build
relationships with their colleagues.

Climate on the other hand represents an organization's

distinguishing characteristics, feelings, and behavior
• LEADERSHIP AND DECISION
MAKING
In social systems of schools an important aspect of leadership is
the quality and systematic effects of functions and behaviors of
principals as leaders (Bozkus, 2014).

• RELATIONSHIPS
Relationships within school building and with the community are
essential elements of socialization and have a significant impact on
many vital processes (Bozkus, 2014).
SOCIAL CHANGE AND ITS EFFECT IN THE
EDUCATIONAL SYSTEM
Social change is a broad term and every society develops and evolves in a
unique way as influenced by various social factors and events. Change is
always happening in every aspect of the society and it is inevitable.

In general, sociologists define social change as changes in the human

interactions and relationships that transform cultural and social
transformation. These changes occur over time and often have profound and
long-term effects for the society.
These social changes, among others, demands that all educational institutions
at any level must not only respond to these changes but they must also evolve
and be changed.

1. New ways of teaching and learning must be developed and introduced

2. Instruction must focus on the holistic development of every learners
3. Technology must be utilized to improve access to quality education
4. Curriculum must be progressive and innovative
5. Alternative learning system must be harnessed
6. New literacies and skills must be developed
7. Teachers must be equipped with high level of technological,
pedagogical, content knowledge (TPCK)
8. Classrooms must be equipped with technology
9. New subjects and courses must be developed to respond to the
needs of the society
10. Old disciplines must evolve to embrace new research and
developments in the field
11. Critical thinking, creativity, and innovation must be developed
among students
12. industry—school partnerships must be developed
 SOCIAL CHANGES AND CHALLENGES
BROUGHT BY THE 4TH INDUSTRIAL
REVOLUTION
The concept of Fourth Industrial Revolution, according to Davis (2016)
builds on the Digital Revolution with cyber—physical systems providing
new mechanisms and allowing technology to be embedded within
societies and even the human body. It is marked by emerging technology
breakthroughs in a number of fields including robotics, artificial
intelligence, nanotechnology, quantum computing, biotechnology,
Internet of things, 3D printing and autonomous vehicles (Bernard et al.
2016).
Education should adjust itself to different social
challenges and demands. There are three literation that
needs to be developed to prepare graduates for this 4th
Industrial Revolution:

1. Data Literation — the ability to read, to analyze, and

to use information in the digital world.
2. Technology Literation - The ability to understand mechanical
(system) work, to use the application of technology like (Coding,
Artificial intelligence, &
Engineering Principles).

3. Human Literation - Humanities, Communication, and Design.

This calls for development of leadership skills, social
competence, collaboration and teamwork, professionalism, and
new sets of values to be developed among students.
 CHANGE FORCES
Sergiovanni (2000, pp. 154-155) identified six forces affecting
changes in schools. They are the following:

• Bureaucratic forces - are rules, mandates, and other

requirements intended to provide direct supervision,
standardized work process, or, standardized outcomes that are
used to prescribed change.
• Personal forces - are personalities, leadership styles, and
interpersonal skills of change agents that could push for changes
to happen in school

• Market forces - are competition, incentives, and individual

choice that are used to motivate change.

• Professional forces - are standards of expertise, codes of

conduct, collegiality, felt obligations, and other professional
norms intended to build professional community to compel
change.
CHARACTERISTICS OF A GOOD
SCHOOL AS AN AGENT OF SOCIAL
CHANGE
To effectively serve as an agent of social change, schools
need to evolve and be a model of a good social institution.
Good schools make an effort to serve all types of students
by providing a good physical and socio-emotional
environment for all students.
As an agent of social change, a school must set an example of a good social
institution. Schools need to model a dynamic social organization
characterized by the following:

✓ The school climate must be professional and friendly to all;

✓ There must be a positive relationship among students, faculty, staff,
administrators, and stakeholders;
✓The classroom atmosphere must be mentally and emotionally engaging for
learning;
✓ There is enough and adequate support for learning;
✓The teachers and other staff received support for professional and personal
growth;
✓ The school must be efficient in managing its resources;
✓ There must be an efficient communication system among
teachers, students,
administrators, staff, parents, and other stakeholders;
✓ The school has a system to recognize good works and other
achievements;
✓ There must be a strong school and home relationship; and
✓ All members of the school community must be treated with
respect.
All schools under the K-12 Education Program are
expected to function as agents of social change and
transformation. They are expected to contribute to
nation building by developing holistically developed
and functionally literate learners characterized by the
following:
✓ A healthy mind and body;
✓ Solid moral and spiritual groundings;
✓ Essential knowledge and skills to continuously develop
himself/herself to the fullest;
✓ Engagement in critical and creative problem solving;
✓ Contribution to the development of a progressive and humane
society; and
✓ Appreciation of the beauty of the world and cares for the
environment for a sustainable future.
ROLES OF ADMINISTRATORS,
TEACHERS, AND STUDENTS IN
PROMOTING SCHOOLS AS AGENTS
OF SOCIAL CHANGES AND
Leadership and collaboration are essential elements to ensuring
TRANSFORMATION
success in all education endeavors. The kind of leadership that school
administrators provides could inspire teachers, staffs, and other
school personnel to pursue important education goals, which could
be translated in the successful achievements of students in their
studies.
What do effective leaders do? Fulian (2001) identified several strategies that
leaders in schools could do to be effective in complex times:

1. Educational leaders must be guided by moral purpose - Moral purpose is

about making a positive difference in the lives of students and striving to
improve the quality of working relationship in the school.

2. It is essential for leaders to understand the change process - Any form of

change in school or in the whole education system is not easy. An effective
leader is a coach, a mentor, and a teacher in the change process.
3. It is essential to build relationships - If relationships are improved, things will surely
get better.

4. Leaders must commit to knowledge creation and sharing. School leaders should
commit themselves constantly in generating and increasing knowledge inside and outside
the school organization. They also share vital information to all teachers, staff, and
stakeholders.

5. Effective leaders seek coherence in everything they do - Ensuring coherence is

important by constantly following logic and rationale thinking in making decisions, being
guided by the school values and philosophy, and being scientific and systematic in
conducting business in school.
There are other strategies that administrators, teachers, and other personnel
can do to ensure success of the school.

1. Strong principal, leadership - the principal plays a vital role in the school.
The principal ensures that all educational goals, targets, and plans set by the
school and by the Department of Education should be implemented
effectively.

2. Setting high expectations for students' achievement - the business of the

school is to ensure that all student's should be successful in their future.
3. Empowerment and providing positive support to teachers - teachers need to be
empowered in making decisions for their classes and in the subjects they teach. Trust and
support for teachers are important morale boasters that drive teachers to do more
innovations in their classes.

4. Creating a clear vision and mission - this sets the foundation of good leadership that is
the vision and mission that is shared by all members of the school community.

5. Monitoring students' progress and teachers' performance - effective school leaders

regularly monitor students' progress and evaluate teachers' performance.
6. Establishing a positive school climate - ensuring transparency,
integrity, honesty in all school transactions, establishing clear
standards to follow, could do this exercising fairness, and
supporting professional growth of teachers and staffs.

7. Establishing linkages and collaboration with parents,

community, and all stakeholders.
 JUSTINE MARK BALLESTER

s f o r l i s t e n i n g !
T h a k
BHERLY ANN JHOVELL C. BALISCAO
n
ANGELICA PAHAYAHAY