Organizational Learning and School Change

Abstract

This article examines the nature of organizational learning and the leadership practices and processes that foster organizational learning in Australian high schools. A path model is used to test the relationships between school-level factors and school outcome measures in terms of students'participation in and engagement with school. The importance of reconceptualizing schools as learning organizations to promote successful school change is discussed.

KEPEMIMPINAN UNGGUL KEPALA SEKOLAH DASAR DAERAH TERPENCIL (Studi Multisitus pada Sekolah Dasar di Kabupaten Bondowoso)

“…Belajar tidak lagi menjadi kewajiban, melainkan kebutuhan untuk berkembang. Budaya belajar memberikan dampak yang signifikan bagi seluruh staf dalam mencapai tujuan-tujuan organisasi (Mallon, 2010;Shepard, 2000;Silins et al, 2002).…”

“…Bawahan kadang mengagumi para pemimpin yang mendelegasikan otoritas mereka, yang membuat bawahan merasa kuat dan mampu (Silins et al, 2002). Ini berarti bahwa para pemimpin telah melakukan pemberdayaan terhadap bawahannya secara tidak langsung.…”

Benefits of Transformational Leadership in the Context of Education

“…al., 2007), eISSN: 2357-1330 Selection and peer-review under responsibility of the Organizing Committee of the conference 500 organizational conditions (Leithwood & Jantzi, 2000), school learning culture (Barnett, McCorminck & Conners, 2001;Kruger, et. al., 2007;Silins, Mulford & Zarins, 2002) school culture (Sahin, 2004;Barnett & McCormick, 2004), school climate (Blatt, 2002), bullying (Cemaloğlu, 2007), organizational health (Korkmaz, 2007;Leithwood & Jantzi, 2008), bureaucratic school structure (Buluc, 2009), student achievement (Griffith, 2004;Leithwood & Jantzi, 2008;Marzano, Waters & McNulty, 2005;Chin, 2007;Politis, 2001). …”

Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

“…To better understand how schools can enhance their school wide capacity for improvement, different studies into organizational learning, professional learning communities, and schools as learning organizations have been conducted (Bryk, Camburn, & Louis, 1999;Leithwood & Louis, 1998;Silins, Mulford & Zarins, 2002;Wahlstrom & Louis, 2008). Findings from these studies have shown that such school organizational conditions as participative decision making, teacher collaboration, trust, and transformational leadership can clearly foster teachers' professional learning in schools.…”

“…The question of how schools can build a capacity to promote teacher professional learning has been addressed in a wide variety of studies concerned with organizational learning, professional learning communities and schools as learning organizations (Bryk, Camburn, & Louis, 1999;Leithwood & Louis, 1998;Silins, Mulford, & Zarins, 2002;Stoll, 2009). These studies show the beneficial role of teamwork related factors (such as task and goal interdependence, participative decision making, teacher collaboration, and an open and trustful climate) in affecting teacher learning.…”