What characteristics and processes define a school as a learning organisation? Is this a useful concept to apply to schools?

Halia Silins · Silja Zarins · William Richard Mulford

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Organizational Learning and Leadership Teacher Education and Leadership Studies Educational Leadership and Practices

Abstract

The concept of secondary schools as learning organisations was being examined as part of a research project involving South Australian and Tasmanian secondary schools. Learning organisations were defined as schools that: employ processes of environmental scanning; develop shared goals; establish collaborative teaching and learning environments; encourage initiatives and risk taking; regularly review all aspects related to and influencing the work of the school; recognise and reinforce good work; and, provide opportunities for continuing professional development. A survey of 2,000 teachers and principals was conducted using items representing these seven dimensions. The data were analysed and confirmatory factor analysis using LISREL was employed to test the four measurement models generated. The discussion clarifies the characteristics and processes recognised as existing in secondary schools that relate to the reconceptualisation of schools as learning organisations and addresses the usefulness of this approach. [Author abstract]

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1991The fifth discipline, the art and practice of the learning organization 2010The New Meaning of Educational Change 1995Change Forces: Probing the Depths of Educational Reform 1982Reasoning, learning, and action : individual and organizational 1992Getting Reform Right: What Works and What Doesn't.1996Changing our schools: linking school effectiveness and school improvement 1998Conditions Fostering Organizational Learning in Schools 1996Changing our schools

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