Teachers’ capacity for organizational learning: the effects of school culture and context

Karen Seashore Louis, Moosung Lee

Research output: Contribution to journalArticle

30 Citations (Scopus)

Abstract

This paper investigates how key elements of school culture are associated with teachers’ capacity to find and act on new information. We analyzed survey data from 3,579 teachers located in 117 schools which were a randomly selected sample from 9 states in the US. We found that school cultural components such as academic press, student support, and trust and respect among teachers promote teachers’ capacity for organizational learning. We also found that the role of teacher professional culture in molding the capacity for organizational learning is critical. In terms of school contexts, we identified that school level (elementary, middle, and high school) was associated with teachers’ capacity for organizational learning in 2 different ways. First, as the school level increases, the capacity for organizational learning tends to decrease. Second, as school level increases, the positive relation between reflective dialogue and teachers’ capacity for organizational learning is weakened. Implications of these results are discussed.

Original languageEnglish
Pages (from-to)534-556
Number of pages23
JournalSchool Effectiveness and School Improvement
Volume27
Issue number4
DOIs
Publication statusPublished - 2016 Oct 1

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school culture
learning organization
teacher
school
students' press
respect
dialogue

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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Teachers’ capacity for organizational learning : the effects of school culture and context. / Seashore Louis, Karen; Lee, Moosung.

In: School Effectiveness and School Improvement, Vol. 27, No. 4, 01.10.2016, p. 534-556.

Research output: Contribution to journalArticle

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