Caring school leadership, school context and organizational learning: implications for developing professional capital

Abstract

PurposeThe purpose of this study is to examine how context shapes leaders' caring approach in ways that influence organizational learning and the cultivation of professional capital.Design/methodology/approachThis exploratory study draws on case study data from two schools. Within each school, the authors draw primarily on semi-structured interviews with teachers and leaders.FindingsThe authors found that school context and the accompanying leader beliefs shaped the structures and practices where organizational learning occurred, and thereby influence the diffusion of organizational learning in the school and the flexibility by which organizational lessons can be applied.Research limitations/implicationsThis research demonstrates that the context and place in which schools are situated influence how problems are apprehended and addressed. Leaders' relational approach, bounded by this context, influences how members of the school develop professional capacity. Larger scale studies would help clarify the nature of these effects.Originality/valueAlthough context has been shown to influence leadership, no study has examined the links between context, leaders' relational approach and organizational learning.

From climate to community: a new approach to conceptualizing the relational element of organizational learning

“…The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/0957-8234.htm and structures (tools, resources, organizational supports) as well as an acknowledgment of a social element, usually framed as bringing people together to communicate through or within formal structures (Argote and Miron-Spektor, 2011). Much of the scholarship on OL in schools notes that school culture mediates organizational learning and conceptualizes culture as the context in which organizational learning occurs (Fullan, 2016;Ryu et al, 2022;Schechter et al, 2022;Weiner et al, 2021). Some scholars have endeavored to identify specific aspects of culture important for organizational learning, including trust and respect among educators (Seashore Louis and Lee, 2016) and academic press (Hoy et al, 2002).…”

“…While it is widely acknowledged that there are many current conceptualizations of organizational learning (OL), a common thread within each is a focus on processes (steps) and structures (tools, resources, organizational supports) as well as an acknowledgment of a social element, usually framed as bringing people together to communicate through or within formal structures (Argote and Miron-Spektor, 2011). Much of the scholarship on OL in schools notes that school culture mediates organizational learning and conceptualizes culture as the context in which organizational learning occurs (Fullan, 2016; Ryu et al ., 2022; Schechter et al. , 2022; Weiner et al ., 2021).…”

“Navigating unchartered waters”: lived experiences of novice principals leading in deprived school contexts

“…These findings confirm the associations between context and leadership (Leithwood et al, 2020;Miller, 2018;Ryu et al, 2022). In their review revisiting the seven strong claims about successful school leadership, Leithwood et al (2020) reassert that "the ways in which leaders apply these basic leadership practices -not the practices themselves -demonstrate responsiveness to, rather than dictation by, the contexts in which they work" (p. 9).…”

“…In their review revisiting the seven strong claims about successful school leadership, Leithwood et al (2020) reassert that "the ways in which leaders apply these basic leadership practices -not the practices themselves -demonstrate responsiveness to, rather than dictation by, the contexts in which they work" (p. 9). These findings suggest that context influences how problems are understood and addressed (Ryu et al, 2022). The principals' consciousness of context and the ability to shape their practices indicate that they realize that context shapes leaders' actions, and reciprocally leaders shape the contexts in which they work.…”