Examining Schools as Learning Organizations: An Integrative Approach

Autor/inn/en	Sheng, Zhaohui; Watkins, Sandra; Yoon, Seung Won; Kim, JoHyun
Titel	Examining Schools as Learning Organizations: An Integrative Approach
Quelle	In: Learning Organization, 28 (2021) 4, S.383-396 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-6474
DOI	10.1108/TLO-03-2020-0050
Schlagwörter	Organizational Learning; Urban Schools; Teachers; School Personnel; Elementary Secondary Education; Questionnaires; Test Reliability; Test Validity; School Effectiveness; Systems Approach + Suchen Sie Ihr Suchwort? Organisationslernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrer; Lehrerin; Lehrende; Schulpersonal; Fragebogen; Testreliabilität; Testvalidität; Schuleffizienz; Systemischer Ansatz
Abstract	Purpose: The purpose of this study is to examine the applicability of Watkins and Marsick's model of learning organization in the school context and explore the relationship between the learning dimensions and perceived organizational outcomes. Design/methodology/approach: Using the instrument, Dimensions of the Learning Organization Questionnaire (DLOQ), the study collected data from 322 teachers and professional staff in K-12 schools. Confirmatory factor analysis and structural equation modeling provide validity evidence for using the DLOQ in schools. Findings: The study results indicate the learning organization is a multidimensional concept and the quality of the school as a learning organization is related to improved organizational performance as perceived by school personnel. Research limitations/implications: The study measured perceived organizational outcomes using a sample in an urban school district. Future research is encouraged to expand the study sample and to collect actual performance data to strengthen the findings. Practical implications: The study provides reliability and validity evidence for an instrument that school leaders and practitioners can use to assist their evaluation of the school's capacity as a learning organization to leverage improvement in school performance. Originality/value: The study emphasizes an integrative approach in evaluating schools as learning organizations (SLOs) and extends the evidence base for the DLOQ studies. It offers empirical support for the significance of developing SLOs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01