Toward an Organizational Model of Change in Elementary Schools

Abstract

Purpose: This study explored a theoretical model that links teachers’ perceived uncertainty and teachers’ sense of collective efficacy with organizational learning mechanisms (OLMs) in elementary schools. OLMs serve as a mediator construct. Research Design: For testing the primary theoretical model, 801 teachers from 61 elementary schools (33 urban and 28 suburban) in Israel’s largest district responded to the research instruments. The authors used structural equation modeling to determine whether OLMs mediate between teachers’ perceived uncertainty and their sense of collective efficacy. Findings: A significant model, which included direct and indirect effects of teachers’ perceived uncertainty on teachers’ sense of collective efficacy, emerged for the urban school context. Although OLMs (storing, retrieving, and putting to use of information) served as a prominent mediating variable in the urban school context, OLMs did not play a mediating role in the research model for the suburban school context. Conclusions: This study strengthens the feasibility of the OLMs framework, based on information processing, to provide a concrete description of organizational learning processes in schools. The study provides a deeper understanding of how OLMs can serve as a significant link between the dynamic school environment and teachers’ attitudes, which may ultimately improve teachers’ work and students’ learning.

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