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| Titre : | The school as a learning organisation: The concept and its measurement (2020) |
| Auteurs : | Marco Kools ; Louise Stoll ; Bert George ; Bram Steijn ; Victor Bekkers ; Pierre Gouëdard |
| Type de document : | Article : document électronique |
| Dans : | European Journal of Education (vol. 55, n° 1, March 2020) |
| Article en page(s) : | pp. 24-42 |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ ETABLISSEMENT D'ENSEIGNEMENT ; ENSEIGNEMENT SECONDAIRE ; ENSEIGNEMENT PRIMAIRE ; METIER DE LA FORMATION ; PROJET PEDAGOGIQUE ; GESTION DES CONNAISSANCES ; EVALUATION ; METHODOLOGIE D'ENQUETE ; PAYS DE GALLES ; ROYAUME UNI |
| Résumé : | A growing body of scholars, educators and policy makers has argued for reconceptualising schools as “learning organisations” in the last 25 years as. However, a lack of clarity on the concept has hindered its advance in theory and practice. This study responds to this problem by developing a schools as learning organisations scale that expands and clarifies the concept on several points. Drawing on survey data (nschool staff = 1,703) from Wales (UK), it examines the key characteristics of a school as a learning organisation through a principal component analysis and reliability analysis. The results showed that such a school is associated with eight dimensions: (a) a shared vision centred on the learning of all students, (b) partners contributing to school vision, (c) continuous learning opportunities, (d) team learning and collaboration, (e) a culture of enquiry, innovation and exploration, (f) systems for collecting and exchanging knowledge and learning, (g) learning with and from the external environment, and (h) modelling learning leadership. The resulting 65‐item scale demonstrated good psychometric qualities. A reliable and valid schools as learning organisations scale can help enhance our understanding of the concept. The scale can also be used by school leaders, teachers and all others wanting to develop a thriving learning culture in their schools. |
| Document Céreq : | Non |
| En ligne : | https://doi.org/10.1111/ejed.12383 |
