SOCIOLOGICAL-FOUNDATION OF EDUCATION.pdf

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1. SOCIOLOGICAL FOUNDATION OF EDUCATION
Joshua Miguel Y. Manzano
Julie Anne U. Collado
Diana Marie H. Cabaldo
AlaissaCalderon

2. LEARNING TARGETS
a.Definethemeaningofsociology
b.Determinetherelationshipbetweensociologyand
education.
c.Assesstheneedtostudysociologyofeducation.

3. “Amanisasocialanimalandlivesinthe
societyandoursocietyismadeupofnetwork
ofhumanrelationships.”
-Pattanaik&Harichandan

5. SOCIOLOGY
-LatinWord“Socius”meansCompanionor
Associate
-GreekWord“Logos”meansStudy
-Thustheterm“SOCIOLOGY”meansStudyofSociety

6. •Sociologyisadisciplinein
SocialSciencesconcerned
withthehumansocietyand
humansocialactivities
•Sociologyisascientificstudy
ofsociety,socialrelationships,
socialinteractionsandculture.

7. “Sociologyisthestudyofrelationsbetweenindividuals,their
conductandstandardswhichtheyregulatetheir
association.”
-Hiller
“Sociologyisthestudyofhumaninteraction.”
-Duncan
“Sociologystudiespluralbehavior.”
-Moor&Cole

8. Studyingsociologyisimportant
forseveralreasons,asit
providesvaluableinsightsinto
thestructureanddynamicsof
societies,humanbehavior,and
socialinstitutions.

9. BenefitsofStudyingSociology
1.UnderstandingSociety
2.SocialAwareness
3.CriticalThinkingSkills
4.CulturalUnderstanding
5.InformedCitizenshipo
6.PolicyDevelopment
7.PersonalDevelopment
8.CareerOpportunities
9.GlobalPerspective
10.SocialChange

11. •SociologyandEducationaretwobranchesof
knowledge,concernedwithmanandhislife,and
areintimatelyrelated.

13. WhatisSociologyofEducation?
•Itisthescientificanalysisofthesocialprocessesand
socialpatternsinvolvedintheeducationalsystem.
•Itisthestudyofhowpublicinstitutionsandindividual
experiencesaffectseducationanditsoutcomes.
•Itstudiestheinstitutionsandorganizationsof
education.
•Anagentoftransmissionofculture.
•Itstudiestherelationofschoolsandsocialstructures
–socialclass,familyandneighbourhood.

14. Ithelpsinunderstanding:
•Workofschoolandteachersanditsrelationwith
society,socialprogressanddevelopment.
•Constructionofcurriculuminrelationtothecultural
andeconomicneedsofthesociety.
•Differentideologiespresentinthesociety.
•Needofpromotinginteractionalcultureandsocial
adjustment.
•Developmentofsocietythroughtheformulationof
variousrulesandregulations.

15. LEARNING TARGETS
a.Definethemeaningnatureandprinciplesofsocial
stratificationineducation.
b.Determinethedifferentcategoriesofsocial
stratification.
c.Examinethedifferentcausesofsocialstratification.
d.Explorethedifferentmechanismsbehind
stratificationineducation.
e.Createdistinctivefocusineducationthatinvolves
stratificationissues.

25. SOCIALCLASS
•Thedistinctionbetweenwealthandincome
anditsdistributiontothesociety.
•Thedifferencebetweentherichandthe
poor.

27. GENDER
•Itpertainstothedifferencebetweenbiological
notionofsexandthesociallyconstructednotion
ofgender.
•Itpertainstothenatureandconsequencesof
genderrolesandgenderinequality(family,
occupation,socialrolesandexpectations).

29. RACEANDETHNICITY
•Inequalityinraceandethnicitypertainsto
discriminationineducation,employmentandon
lifechances.
•Themassmediahasahugeroleinstereotypes
formationanditsconsequences.

31. AGE
•Agelimitationsiscommoninschooland
employmentbecausetheyassociatepeople’s
agewithhis/herlevelofadaptability,capabilities
andcompetence.

33. DISABILITY
•Thispertainstothesocialconstructionof
disability,inequalityrelatingtodisability
(education,employmentandlifechances).

36. INEQUALITY
•Inequalityexistbecauseofnaturaldifferencesin
people’sabilities.
•Thereisinequalityintheschoolonhow
studentsaretreatedbasedontheirabilities,
characterandbackground.

38. CONFLICT
•Thisoccursduetoconflictbetweendifferent
classeswiththeupperclassesusingtheir
superiorpowertotakealargerscaleofthe
socialresources.

40. POWER
•Powerinfluencesone’sdefinitionofselfandthe
importanceofideasindefiningsocialsituations.
•Somepowerfulpeoplebelievesthattheycando
almostanything,goodornot.

42. INSTABILITY
•Itenhancesthestabilityandinducesmembers
ofthesocietytoworkhard.
•Thereshouldbeaproviderandreciever.
•Thelowerclassworksforthehigherclass.

44. 1.SocioeconomicStatus(SES)
Oneofthemostsignificantagentsofsocial
stratificationissocioeconomicstatus.
Students from differenteconomic
backgroundsmayfacedisparitiesintermsof
resources,educationalsupport,and
extracurricularopportunities.

45. 2.ParentalInvolvementandEducation
Thelevelofparentalinvolvementinachild's
educationcanimpacttheiracademic
success.Childrenwithhighlyinvolvedand
educatedparentsmayhaveanadvantage
overthosewithlessinvolvedorlesseducated
parents.

46. 3.CulturalCapital
Theconceptofculturalcapital,asproposed
bysociologistPierreBourdieu,referstothe
culturalknowledgeandresourcesthat
individualspossess.Studentsfromfamilies
witharichculturalcapitalmighthavean
advantageintermsoflanguageproficiency,
socialskills,andfamiliaritywithacademic
norms.

47. 4.EthnicityandRace
Discriminationandprejudicebasedon
ethnicityandracecancontributetosocial
stratificationinschools.Minoritystudentsmay
facechallengessuchasstereotyping,bias,
andunequalaccesstoeducationalresources.

48. 5.Gender
Gendercanbeasignificantfactorinsocial
stratificationwithinschools.Historically,
genderbiaseshaveaffectedtheopportunities
availabletomaleandfemalestudents,
influencingtheiracademicandextracurricular
experiences.

49. 6.EducationalSystemandPolicies
Thestructureoftheeducationalsystemand
governmentpoliciescancontributetosocial
stratification.Schoolsindifferentareasmay
receivevaryinglevelsoffunding,affectingthe
qualityofeducationandresourcesavailable
tostudents.

50. 7.PeerGroupsandSocialNetworks
Studentsoftenformpeergroupsandsocial
networksthatcaneithersupportorhinder
theiracademicprogress.Insomecases,
exclusionarysocialdynamicswithinthese
groupscancontributetostratification.

51. 8.TeacherExpectationsandBiases
Teachers'expectationsandbiasescanimpact
students'academicexperiences.Ifteachers
holdpreconceivednotionsaboutcertain
groupsofstudents,itcanaffecttheir
interactions,grading,andopportunities
providedtostudents.

52. 9.StandardizedTesting
Standardizedtestsmayinadvertentlyfavor
certainsocioeconomicorculturalgroups,
contributingtodisparitiesineducational
outcomes.Studentsfromprivileged
backgroundsmayhaveaccesstoresources
fortestpreparation,givingtheman
advantage.

53. 10.SchoolPoliciesandDiscipline
Disciplinarypolicieswithinschoolscan
disproportionatelyaffectcertaingroupsof
students,contributingtosocialstratification.
Forexample,strictdisciplinarymeasuresmay
disproportionatelyimpactstudentsfromlower
socioeconomicbackgrounds.

54. FOCUSOFEDUCATION
•Equaleducationopportunitiesforall.
•Focusingondifferentsegmentsofsociety(rural
areas,deprivedclassesandtribalraces).
•Studytheideology,natureandprocessofsocial
inequality.
•Diversifiedmethodsofteaching.
•Specialprovisionsforeducationofdeprived
groups.
•Globalsystemofeducationandmulticulturalism

56. JudgeMEthe wayI
talk!

57. I am sorry
papa and
mama.
Why are
you late?
Where did
you go?

58. Goodbye
beshy’s. You
made my
day!
Thank you so
much for today
our sweetie Gina,
see you again.

59. ... This is
Gina,
reporting.
Lights!
Camera!
Action!

60. SOCIAL GROUP

61. “Whenevertwoormoreindividualscome
togetherandinfluenceoneanother,they
maybesaidtoconstituteagroup”
(Ogburna&Nimkoff).
Acollectionofpeoplewhohave
somethingincommonandwhobelieve
thatwhattheyhaveincommonis
significant.

62. Collection of Individuals
Interaction among Members
Mutual Awareness
Group Unity and Solidarity
Common Interests
Group Norms
Groups are Dynamic
Influence on Personality

63. Primary
group
Secondary
group
In-group
Out-group
Formal
group
Informal
group
Vertical
group
Horizontal
group
Quasi-social
group

64. -Isasmalltightly
knit,boundbya
verystrongsenseof
belonginess
According to Charles
Horton Cooley
“Primary group is a
small social group
whose members sharing
personal and lasting
relationships”.

65. Personal relationship
Small size
Unity
Security
Physical proximity
Control over members
Cooperation
Similar background
Personality development

66. Large and impersonal groups,
whose members are bond primarily
by a share goal or activity, rather
than by a strong emotional ties.
The groups which provide
experience of lacking in intimacy
are called secondary group
(Ogburn).

67. Voluntary Group
-if you belong to that
group, its because
you choose to join.
Involuntary Group
-membership is
assigned .
-Example:
Conscripted Soldiers

68. LIMITED OBJECTIVES
FORMAL AND IMPERSONAL RELATIONS
OPTION OF MEMBERSHIP
CO-STATUS RELATIONSHIP
DIVISION OF LABOUR
LARGE IN SIZE
GOAL ORIENTED
EFFICIENCY
WIDER OPPORTUNITY

69. Primary group has
personal orientation
Usually long term
Families, circles of friends
Secondary group is Goal
oriented
Variable, often short
term
Co-workers, political
organization

70. American Sociologist W. G.
Sumner in his book
“Folkways” has classified
group into two
In-group
-reference groups that you
feel loyalty to and that you
identify with.
Out-group
-Groups that you feel
antagonism toward and
which you don’t identify
with.

71. Feelings of brotherhood
Ethnocentric in nature
Creates Solidarity
Have Common feelings
Have a Love sympathy and
fellow-feeling

72. Out-group a social group toward which a
person feels a sense of competition or
opposition.
The Group in which the individual does not
identify himself is called as out group (Sumner).

73. Feelings of hate for the members of out-group
Lack of ethnocentrism
Lacking the solidarity among members
Individual feelings are dominant
Lack of love and affection

74. It is a group which has formal organization, role and status,
people have their entrance which is according to certain rules and
regulationsand there is a written code of conduct for the group to
function.
Members are given punishment for violating the rules and
regulationsof the norms of the group. All the members have roles
to play.

75. Fixed rules and
regulations
Written rules
Fixed objectives

76. UTILITARIAN ORGANIZATIONS :largebusinesses,for
examplegenerateprofitsfortheirownersandincomefortheir
employees.
NORMATIVE ORGANIZATIONS :peoplejoinnormative
organizationsnotforincomebuttopursuesomegoalthey
thinkismorallyworthwhile.Sometimescalledvoluntary
associations.
COERCIVE ORGANIZATIONS :Membershipincoercive
organizationisinvoluntary.Ex.punishment(prisons)or
treatment(RehabilitationCenter).

77. This is the example of traditional formal organization. Max Weber,
introduced the modern formal organization in the name of
Bureaucracy.
Formalorganizationdatebackthousandofyears.Eliteswho
controlledearlyempiresreliedongovernmentofficialstocollecttaxes,
undertakemilitarycampaigns,andbuildmonumentalstructures,
fromtheGreatWallofChinatopyramidsofEgypt.

78. Bureaucracy is a formal organization dominated by
impersonal relationship. The workers are hired on the
basis of their skills and qualification. There is a clear
chain of command. All members are bound to follow the
written instructions.

79. HIERARCHY OF POSITIONS
RULES AND REGULATIONS
IMPERSONALITY
FORMAL, WRITEN
COMMUNICATIONS

80. It is that type of group which has no organization
and no rules and regulations. Members are scattered and
become united when needed.

81. NO STANDARD OF ELIGIBILITY FOR MEMBERS OF
INFORMAL GROUP.
INFORMAL GROUP HAS A LOOSE
DISCIPLINE AND DUTIES ARE NOT FIXED.
THERE ARE NO FIXED OBJECTIVES
INFORMAL RELATIONS

82. Difference of Formal and
Informal Group
Informal Group
-Friendship Group
-Interest Group
-Reference Group
Formal Group
-Command group
-Project group
-Committees

83. D. Miller divided groups
in to two
Vertical
group
Horizontal
groups
-Theverticalgroupsarelarger,inclusivegroups.
-Thehorizontalgroupsaresmalldivisions,agroupofprofessionals.

84. Quasi-groupsarethosekindsofsocialgrouping
whichlacktheessentialfeaturesofsocialgroups.
Inthiskindofgrouping,theremaybeno
functionalintegrationamongmembers.

85. INSTITUTIONAL AGENCIESOF
EDUCATION

86. Educational Agency
•Anagencyofeducationisspecialized
institutionororganizationthatdirectlyor
indirectlyexercisesaneducational
influenceonthechild.
•FormalorInformalInstitution

87. Overview
Give a brief overview of what you’ll cover in your presentation.

88. TYPES OF EDUCATIONAL
AGENCIES

92. AGENCIES
OF EDUCATION

93. 1. FAMILY

94. Love and Protection

95. EDUCATIONAL FUNCTIONS OF
THE FAMILY
1.Itprovideearlyphysicaltraining
2.Itteachesthechildabouttheculture,tradition,andcustomsofthesociety
3.Itacculturatesthechild
4.Ithelpsincharacterformation
5.Itsupportsmentaldevelopment
6.Itimpartsspiritualandmoraleducation
7.Itpreparesgroundforfuturelearning
8.Itidentifiestheinterestandmotivationofthechildandaccordinglyprovides
opportunitiestothem

96. 2. PEER GROUP

98. EDUCATIONAL FUNCTIONS OF
THE PEER GROUP
1. It socializes the individual
2. It helps to develop balanced personality
3. It facilitate mental development
4. It inculcate social values
6. It develops leadership qualities
7. It foster talents and creative abilities

99. 3. SCHOOL

100. EDUCATIONAL FUNCTIONS OF
THE SCHOOL
1.TransmittingTraditionalCulture
2.TeachingBasicSkillsandVocationalEducation
3.TheSchoolisexpectedtoimbibevaluesinthechildren.Thestoriesofnational
heroesarealsopartofthecurriculum.
4.LifeSkillsEducation:self-awareness,effectivecommunication,creative
thinking,criticalthinking,problemsolvingability,copingwithstress,copingwith
emotionsetc

101. 4. THE COMMUNITY
The term community refers to a group of people living
together in an area having common ways of working
and common ideals to achieve.
Community is an informal and active agency of
education which casts lasting influence on the
educational development of the individual

102. EDUCATIONAL FUNCTIONS OF
THE COMMUNITY
1. Provide educational facilities to children through institutions.
2. Formulate aims and objectives of education.
3. Socializes the child.
4. Helps for cultural development.
5. It encourages the vocational development of the learner.

103. 5. THE MASS MEDIA

106. EDUCATIONAL FUNCTIONS OF
MASS MEDIA
1.Television can serve a powerful medium for imparting education through
educational broadcasting
2. The world wide web make interaction between the teacher and the taught sitting
in remote places. Helps in intellectual, social, emotional, and aesthetic
development.
3. Helps children to enrich their imagination, ignites their creativity, encourage
them to think divergently.
4. Helps to transmitting cultural values from one generation to another.

111. HUMAN
RELATIONS
“It deals in motivating
people in
organizational to
develop teamwork
which effectively fulfill
their objectives and
achieves organizational
objectives”
Keith Davis
“It is a relation with
or between people,
particularly in a
workplace or
professional
setting”
“It is the art and
practice of using
systematic knowledge
about human
behavior to achieve an
organizational as
personal objectives”
Andrew Dubrin
“It is something
concerned with the
study of human
behavior at work
and added efforts
for performance”
“It is the
interaction and
cooperation of
people in a group”
Robert Owen

112. CONCEPT
▪Human relations are the study of the ways in which people relate to
each other in group situations, especially work, and how
communication skills and sensitivity to other people's feelings can be
improved.
▪The supporters of Human Relation movement believe that workers
want to feel as a part of the team with socially supportive relationship
to grow and develop.

113. NATURE
▪Human relations can be defined as the cordial atmosphere in an
organization in which people practice the art of living in such a way that
they communicate, act, interact and transact in a cordial manner,
recognizing each other's needs, views, values and temperaments so that
every interaction and transaction taking place in an organization would
have concern for each other's interests and feelings, leading to better
motivation and morale of people at all levels in the organization.

114. TEN COMMANDMENTS OF HUMAN RELATION
1.Speak graciously to people.
2.Smile at people.
3.Call people by first name.
4.Be friendly and helpful.
5.Be cordial.
6.Be genuinely interested in people.
7.Be generous with praise, be cautious with criticism.
8.Be considerate of the feelings of others.
9.Be thoughtful to the opinion of others.
10.Be alert to give service.

116. To Maintain Good Human Relation
1.Give Compliments and praises freely.
2.Be fair always.
3.Keep secrets.
4.Criticize or argue tactfully.
5.Admit your mistakes.
6.Recognize the merits of others' opinions.
7.Be grateful always.
8.Give credit to whom credit is due.
9.Be honest.
10.Maintain a moderate level of humility.

117. 11. Be kind, generous, and helpful.
12. Be friendly.
13. Be dependable, responsible, and keep promises.
14. Be punctual.
15. Be resourceful, hardworking, and frugal.
16. Be cooperative in group undertakings.
17. Be firm with your reasoned convictions.
18. Shun vices.
19. Respect the convictions, beliefs, and practices of others
20. Maintain a decent and socially approved love life.
21. Be a good, law-abiding citizen.

118. Power

119. ▪When you watch a world-class athlete like Allyson Felix run, you see
power.
▪When you listen to her tell her story about raising awareness to secure
salary protections for pregnant athletes, you see a different kind of
power.
▪Everyrelationshiphas power dynamics, even if we aren't fully aware of
them. Because of this, power comes into play in our everyday lives.
▪Yourmanager at workmight have power over you professionally.
▪A friend might have a different type of power over you in your personal
life.
▪But with great power comesgreat responsibility. It’s important to
understand where different power comes from in order to create
change within yoursphere of influence.

120. ▪Power can be viewed as both a positive and negative trait, depending
on the way it is used.
▪People that wield power could be viewed as unjust or corrupt when
theyuse their personal power to achieve unscrupulous goals. Or when
exhibiting nepotism or manipulating those that report to them.

121. ▪Positional power is awarded to a person because of their rank or title in
an organization.
▪Personal power is given to an individual because of recognition from
their followers. It is based on a leader’s personal characteristics, skills,
and competencies.

125. ▪Its effects include lowemployee retention rateandmorale.
▪It can also create recruitment challenges and promote hostility within the workplace.

128. ▪Informational power is when a
person has information that
others want or need. This form of
power is usually short-term.
▪For example, aproject
managermight be the only person
in their organization who
understands the needs of a
project. They may also have high-
level confidential information that,
if disclosed, could damage the
organization. This power can be
important to a company’s success.
Or it could threaten its very
existence if placed in the wrong
hands.
INFORMATIONAL POWER

129. ▪This type of power comes from
having an association
orrelationshipwith a powerful
person.
▪Many people are acquainted
with others who know important
information and have access to
crucial resources. This is
because theyhave connection
to the peoplein high places.
▪For example, an employee could
hold connection power based on
their close relationship to their
boss. Other employees may feel
envious of their connection
power and find the dynamic
unfair.
CONNECTION POWER

130. 4
THEORIES
OF POWER
CLASS THEORY OF POWER
It asserts that every society
consists of two classes: the
rich (or ‘haves’) and the poor
(or ‘have nots’).
GENDER THEORY OF
POWER
Gender theory states that
men hold power and
dominate women as a
collective group. The
power in each society is
concentrated in the
hands of a group of men.
ELITE THEORY OF POWER
This theory states that in
each society, power is held
and used by a small group
of elite individuals. These
individuals make all major
decisions and rule society as
a whole.
PLURALIST THEORY OF POWER
Pluralism is a theory that
centers on the idea of how
power is distributed. The
pluralist modelindicates that
power is distributed among
many groups. These groups
may include coalitions of like-
minded people, unions,
professional associations and
business lobbyists.

133. ▪Leadership is the ability of an individual or a group of people to influence
and guide followers or members of an organization, society or team.
▪Leadership often is an attribute tied to a person's title, seniority or
ranking in ahierarchy. However, it's an attribute anyone can have or
attain, even those without leadership positions. It's a developable skill
that can be improved over time.

134. SOUL
Visionary
Passionate
Creative
Flexible
Inspiring
Innovative
Imaginative
MIND
Rational
Persistent
Tough-minded
Structured
Deliberate
Authoritative
Stabilizing

138. HOW SHOULD YOU FOLLOW?
▪Matching or follower personality and leadership style
▪How followers can contribute to the success of projects

139. ELEMENTS OF EFFECTIVE LEADERSHIP
▪ABILITIES-PODSCORB (Planning, organizing, directing, staffing,
coordinating, reporting, and budgeting)
▪CHARACTERISTIC-communicator, decision maker, risk taker,
motivator, and delegator.
▪ATTITUDES AND BEHAVIORS-positive, dedicated, open-minded,
enthusiastic, ethical, considerate, and fair.

140. SITUATIONAL THEORY
▪The leadership dos not relate to a certain type of leader or claim that
any one style is best. Instead, situational theory argues that the best
kind of leader is one who can adapt her style based on the situation.
They may respond to a situation by commanding, coaching, persuading,
participating, delegating or however they think is necessary. Situational
leaders are defined by their flexibility.

141. FUTURE OF LEADERSHIP THEORY
TRANSACTIONAL LEADERSHIP
▪The power of transaction Transactional leadership involves motivating and
directing followers primarily through appealing to their own self-interest.
▪all leaders comes from their formal authority and responsibility in the
organization.
▪The main goal of the follower is to obey the instructions of the leader. The style
can also be mentioned as a ‘telling style’
▪The leader believes in motivating through a system ofrewards and punishment.
If a subordinate does what is desired, a reward will follow, and if he does not go as
per the wishes of the leader, a punishment will follow. Here, the exchange between
leader and follower takes place to achieve routine performance goals.

142. TRANSFORMATIONAL LEADERSHIP
▪Transformational leadership creates change in individuals and
organizations. In its ideal form, it is a style in which leaders focus on
motivating and encouraging their followers to grow in a way that
benefits themselves, their careers and the future of the organization.
▪Transformational leadership theory promotes a style of guidance that
emphasizes motivating employees, and creating a vision and
encouraging them to fulfill it.

143. 7 MOST COMMON LEADERSHIP STYLES
1.Autocratic Style
2.Authoritative Style
3.Pacesetting Style
4.Democratic Style
5.Coaching Style
6.Affiliative Style
7.Laissez-Faire Style

144. AUTOCRATIC LEADERSHIP
▪is a style of leadership where little or no input is taken or
considered from subordinates or any other member of the team.
▪Autocratic leaders are not usually oppressors, but rather leaders
who believe in exercising their power for the welfare of the group.
They possess power solely in their hands in decision-making. They
maintain discipline and a strict environment at the workplace.
▪All dictators are autocratic, but all autocratic leaders are not
dictators.

145. •Steve Jobs at Apple: Steve Jobs was known for his autocratic
leadership style. He made key decisions without much input
from others and was instrumental in Apple's success.

146. Disadvantages of Autocratic Leadership
1) Decrease in Employee Morale
2) Results In Resentment among Employees
3) Absence of Micromanagement
4) Decrease in Creative Ideas
5) Creates A Dependency System

147. PACESETTING
▪leadership style where leaders uphold high standards and
expectations for their team. As the name implies, the leader
sets the pace for their team or organization by putting
forward an approach that can be summarized as "Do as I do,
now."
“A genuineleaderis not a searcher for consensus but a molder of consensus.
MARTIN LUTHER KING, JR.

148. One example of a pacesetting leadership trait is setting
high standards of performance and expecting self-
motivation from team members. The leader emphasizes
results and encourages the team to work diligently and
independently towards achieving clear goals.

149. DEMOCRATIC LEADERSHIP also known as participative
leadership

150. The members of the team or employees actively work together
with the leader to achieve a common goal.

151. COACHING STYLE
▪Leaderswho adopt a coaching styletake an individual
approach to recognizing and cultivating the talents of each
team member, while simultaneously directing everyone
toward a common goal. When done right, this approach can
help build a high degree of trust between the manager and
team members.
▪The Leader acts as acoach

153. AFFILIATIVE LEADERSHIP STYLE
▪Affiliative leadership is a leadership style that prioritizes building
strong emotional bonds, fostering collaboration, and creating a
sense of belonging within a team.
▪This type of leader values people and their emotions more than
tasks and goals, believing that when team members feel valued
and connected, they are more motivated and productive.

154. •Focus on conflict resolution
• Focusing on team member strengths
• Having monthly team dinners
• Going on corporate retreats
• Conducting indoor collaborative tasks
• Mentoring and career coaching

155. Laissez Faire Leadership freedom for followers to make
decisions -group members expected to solve problems
on their own

158. CONCLUSION
▪Human relations and leadership are significantly intertwined with
each other. Therefore, to achieve the organizational objectives, setting
directions -establishing a clear vision, using sense of making to track
progress, recognizing the significance of human social factors and must
take decisions based on human considerations are necessary to
increase human efficiency at work.

160. SOCIOLOGY
➢the study of individuals, groups, and social structures
(the science of society)
➢Analysis of relationship between individuals and society
➢Analysis of the role of the social structures in problems
and their solutions

162. SOCIAL PROBLEM a condition or pattern of
behavior that has negative consequences for
individuals, the social world(e.g. families,
education, economy), or the physical world (e.g.
housing environment)

163. SOCIAL PROBLEM
-According to Fuller andMyers, a social problem is “a
condition which is defined by a considerable number of
persons as a deviation from some social norms which they
cherish”.
-According toCarr, “a social problem exists whenever we
become conscious of a difficulty, a gap between our
preference and the reality”

164. SOCIAL PROBLEM
-According to Mertonand Nisbetdefine social problem as
“a way of behaviourthat is regarded by a substantial part of
society as being in violation of one or more generally
accepted or approved norms”.
-According toGoddard, “Poverty is insufficient supply of
those things which are requisite for an individual to
maintain himself and those dependent upon him in his
health and vigour”.

165. Nature of Social Problem
-The social problem is connected to the majority of the
members of society. According to Bernad, the repressive
and tense condition consequent of social problems may be
involving three types of elements: (i) Tension factors which
challenge some values of society, (ii) Social values which are
being challenged and (iii) intense reaction of individuals and
groups to challenge.

166. OBJECTIVE AND SUBJECTIVE
REALITIES

167. OBJECTIVE REALITY: a particular social condition exists
SUBJECTIVE REALITIES: a problem defined as a problem.
SOCIAL CONSTRUCTIONISM: social problems become
problems when they are perceived to be problems
Social Reality Is the Meaning We Attach to It

168. The
Transformation
from Problem to
Solution
Solution require social action
▪SOCIAL POLICY -the enactment of a
course of action through a formal law or
program.
▪SOCIAL ADVOCATES -people who use
their resources to support, educate and
empower victims and their communities.
▪SOCIAL INNOVATION -may take the form
of a policy, a program, or advocacy, but
features an untested or unique approach.

169. IDENTIFYING SOCIAL
PROBLEMS

170. Stage 1: EMERGENCE AND CLAIMS MAKING: Calling public
attention to the problem
Stage 2: LEGITIMACY: Bringing credibility and government
attention to the problem
Stage 3: RENEWED CLAIMS MAKING: criticizing the
response, renegotiating, and reorganizing for more
effective action
Stage 4: ALTERNATIVES STRATEGIES: When groups believe
that they can no longer work within the established
system and must either radically change the system or
work outside it

171. THEORYa set of assumption and propositions used for
explanation, prediction, and understanding.
-Making sense of fact pattern
-Understanding new information
-Making predictions about the future

172. MACRO THEORIES-things on the societal level
MICRO THEORIES-things on the individual level

173. SOCIAL IMAGINATION

174. FUCTIONALIST THEORY-according to Emile
Durkheim (1858-1917, France) “Society is like
human body”

175. Robert Merton coined dysfunctionalism
-Social problems can have positive
consequences or functions at the social level

176. CONFLICT THEORY-Society is defined not by
order, but by conflict

177. FEMINIST APPROACH

178. INTERACTIONALIST THEORY-Micro level
theory that focuses on how we create and maintain
social reality through language, words and symbols

179. NATURE OF SOCIAL PROBLEMS
The social problem is connected to the majority of the members of society.
According to Bernad, the repressive and tense condition consequent of social
problems may be involving three types of elements:
➢Tension factors which challenge some values of society.
➢Social values which are being challenged.
➢intense reaction of individuals and groups to challenge.

180. THE FOLLOWING CHARACTERISTICS EXHIBIT THE
NATURE OF SOCIAL PROBLEMS
➢Disintegrative-Social problems, directly or indirectly disintegrate the social
system. Social problems cause dissatisfaction, suffering and misery. It
seriously affects the values of the society. It is always disintegrating and
disorganizing. It is pathological. It is harmful for society.
➢Multiple Causes-The social problems have no single or simple cause. Each
problem has a complex history and is usually not due to one but to many
causes. War, poverty, unemployment or crimes do not offer a single or
simple explanation of their occurrence. Sometimes one problem is so
interwoven with other problems that it cannot be solved apart from them.

181. ➢Inter-Connected-Social problems are inter-connected due to which these
become serious.
➢Many Remedies-Hence the solution of the complex social problem requires
various multi-sided remedies.
➢Relative Concept-Social problem is a relative concept. What we call a social
problem in our society may not be a problem in other societies. Similarly, a
social problem today may not be a problem tomorrow.
➢Functional Value-Social problem, though disintegrative, has functional
value since its cure leads to social problem and social development.

182. SIGNIFICANCE OF SOCIAL PROBLEM
➢Study of social problems is a part of the science of sociology
➢Study of social problems as the historical responsibility of sociology
➢Social pathology as a specialized branch to study social problems
➢Study of problems is absolutely necessary for finding solutions
➢The very existence of social problems indicates the internal deficiency of the
society on the one hand, and the failure of its social policies, on the other
➢Social problems indicate that cultural values are changing and getting
violated or eroded
➢Social problems demand quick relief, if progress and development are to be
achieved

183. CAUSES OF SOCIAL PROBLEMS
SOCIAL CHANGE LEADS TO SOCIAL PROBLEMS-All social changes do not cause problems.
Those social changes which are ordinary in nature and do not cause any problems of
adjustments for the people to carry on with their day-to-day activities rarely trigger social
problems.
CULTURAL LAG CAUSING SOCIAL PROBLEMS-W. F. Ogburn who introduced the concept of
‘cultural lag’ states that changes are quick to take place in the material culture. These, in turn,
stimulate changes in the non-material culture. But the non-material culture may be slow to
respond giving rise to a gap or a lag between the material and non-material cultures. This lag
is called the ‘cultural lag’. This lag or cultural lag may lead to problems of adjustment and also
to social problems.
NATURAL DISASTERS-Nature has been bountiful to man no doubt. But man often becomes a
victim of its wrath. Floods, famines, cyclones, earthquakes, volcanic eruptions, tsunami,
outburst of contagious diseases, etc. represent the furious faces of nature

184. POLITICAL AND SOCIAL DANGERS-Nature is not the only source causing danger to man’s life;
man himself creates conditions that often prove to be not only harmful but even dangerous.
BIOLOGICAL CAUSES-Serious ups-and-downs in populations, population explosion, great
imbalance in the composition of the population, the spread of diseases, lack of supply of
nutritious food and such other biological factors disturb the social balance in the society.
PSYCHOLOGICAL CAUSES-Man’s mental tendencies, temperament, his own inherited qualities
influence his behaviourand activities. Sometimes, these aspects of man may disturb him in
making adjustments with the changing times.

185. TECHNOLOGICAL INVENTIONS-Technology has its own limitations. It has brought both good
and bad results for man. As Ogburnstated, technology widens the gap between the material
and non-material parts of culture. Men are becoming more materialistic and less traditional.
Men are devoted more to quantity than to quality, to measurement than to appreciation.
RADICAL CHANGES IN SOCIAL VALUES-Social values play a vital role in maintaining social
equilibrium, but these values themselves are subject to change. There is a close affinity
between social values and social relationships. Hence, when social values change social
relationships also get changed.
LAXITY OF SOCIAL CONTROL-Social organization is possible because of the successful
functioning of social control. But rigidity and failure on the part of the means of social control
to adjust themselves to the changing times make them to become less effective.

186. CHARACTERISTICS OF SOCIAL PROBLEMS
▪Social problems arise by being collectively defined as objectionable by
many members of the community. Thus, adverse conditions not defined by
the community as reprehensible are not considered as social problems.
▪Social problems change when the concerned behaviouralpatterns are
interpreted differently.
▪Mass media like newspapers, television, radio, magazines, movies, play an
important role in creating awareness about the scope and urgency of social
problems.

187. ▪Social problems have to be viewed in the context of society’s values and
institutions.
▪Social problems need to be analyzed in terms of the influences upon them
by group processes and social relationships.

188. A peaceful world requires collective
measures for the prevention of war,
international cooperation to solve economic
and social problems, and respect for human
rights.
Goran Perrson

190. Resources
https://www.studocu.com/ph/document/lyceum-northwestern-university/pagsulat-sa-piling-
larangan/agencies-of-education/31636131
https://www.slideshare.net/JaseelCM/agencies-of-education-89267348
https://www.slideshare.net/VinuLambo/agencies-of-education-117505298
https://prezi.com/p/ni-hbc7ahgpi/institutional-group-agencies-for-education/
https://www.youtube.com/watch?app=desktop&v=ml -
gfsjgBl4&fbclid=IwAR0pRKvYH7u9ENqsOmEOkWMyaV8AOBepjjF2Ja9ycop26nP0N9irZNVvakg
https://www.youtube.com/watch?v=PHW5wm4vFsk&t=1881s&fbclid=IwAR1jOng4t5D0aKwYEU
FUM4OnceIFjbNJELZZg8A-ELlxeqcNjaK7f_8Z-i0
https://www.slideserve.com/Thomas/leadership-in-
organizations?fbclid=IwAR1XRWRA3t32OoT971HWdlP9gmFyxWm9tDPeMdtPlsYxe7 -
KVyTXmXFmhgM