The School as a System

Systems theory provides a way of thinking about physical, biological and social systems (Slee & Shute, 2003). It has been particularly influential for thinking about child development and family relationships, but has the potential to be applied to other settings, such as teachers in schools. The key principle to be taken from systems theory is that of mutual interdependence, or reciprocity, within and between levels of interaction.

If we consider Bronfenbrenner's (1979, 1989, cited in Berk, 1993) early explanation, systems theory views the person as operating within a complex system of relationships affected by both the immediate settings, such as family or school, and broader cultural values and programs. The following diagram captures the essence of the different levels of a school system, placing the teacher as the central focus.

(Adapted from Berk, 1993, p. 27)

At the inner circle - the microsystem - is the teacher. This circle encompasses the activities and interactions in the teacher's immediate surroundings, keeping in mind that all relationships are bi-directional and reciprocal. At the mesosystem level are the microsystems that connect with each other, such as other teachers and students' families. The exosystem refers to settings that do not necessarily contain teachers, but that have an effect upon teachers' lives and work, such as professional and community organisations. At the outer level are the laws and customs that operate in society as a whole.

The value of systems theory is that it highlights that interventions at any level of the environment can affect the system as a whole (Berk, 1993). For example, changes in social values relating to education at the macro-level may lead to changes in budget allocations at the exo-level, to class size at the meso-level and to a teacher's workload at the micro-level. In reverse, a teacher's voice at the micro-level may lead to changes in school policy at the meso-level, to representations to government and community at the exo-level, and to a change in values at the macro-level. This highlights another fundamental premise of systems theory - that of change. 'Organisms change and develop over time, and a key aspect of the theory is that constituent parts may come together to produce new, emergent properties; the whole is thus more than the sum of its parts' (Slee & Shute, 2003, p. 168).

References
Berk, L. E. (1993). Infants, children and adolescents. Needham Heights, MA: Allyn & Bacon.

Slee, P. & Shute, R. (2003). Child development: Thinking about theories. London: Hodder Arnold.