The Meaning and Measure of Organizational Learning Mechanisms in Secondary Schools

Autor/inn/en	Schechter, Chen; Atarchi, Lilach
Titel	The Meaning and Measure of Organizational Learning Mechanisms in Secondary Schools
Quelle	In: Educational Administration Quarterly, 50 (2014) 4, S.577-609 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X13508772
Schlagwörter	Organizational Culture; Organizational Development; Learning; Learning Processes; Secondary Schools; Factor Analysis; Construct Validity; Questionnaires; Correlation; Teacher Effectiveness; Productivity; Models; Information Dissemination; Information Storage; Information Retrieval; Foreign Countries; Factor Structure; Israel + Suchen Sie Ihr Suchwort? Unternehmenskultur; Organisationsentwicklung; Lernen; Learning process; Lernprozess; Sekundarschule; Faktorenanalyse; Fragebogen; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Produktivität; Analogiemodell; Informationsverbreitung; Informationsspeicherung; Ausland; Faktorenstruktur
Abstract	Purpose: Organizational learning has been conceptualized as a critical component for school effectiveness. This study explored organizational learning in schools through the conceptual framework of "organizational learning mechanisms" (OLMs) and developed a measure of OLMs at the secondary school level. Research Design: Exploratory and confirmatory factor analyses of items were conducted to examine factorial validity. To test the criterion-related validity, the OLM questionnaire was correlated to other constructs--teachers' sense of collective efficacy and teachers' organizational commitment, both of which have been used as independent variables to predict school productivity. Findings: A four-factor model of OLMs in secondary schools was the best fit between the empirical results and the conceptual formulation. The four-factor model included the following factors: disseminating, storing, and retrieving information; distributing information among students and parents; analyzing and interpreting information; and usage of online information. Implications: The present study encourages researchers to explore whether OLMs can serve as a mediating variable between the system level and the classroom level. Using this questionnaire, secondary schools can assess their own learning cycle, analyzing their practices of information processing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10