Schools as learning organisations: The case for system, teacher and student learning

Abstract

An Australian government‐funded four‐year research project involving 96 secondary schools, over 5,000 students and 3,700 teachers and their principals has provided a rich source of information on schools conceptualised as learning organisations. The LOLSO project focused on three aspects of high school functioning: leadership, organisational learning and the impact of both on student outcomes. This research has established a relationship between the system factors of leadership and organisational learning and student outcomes as measured by student levels of participation in and engagement with school. This paper summarises this research and reports on a study that empirically tests the relationship between students’ participation in and engagement with school and student achievement using model building and path analysis. The importance of learning at the system, teacher and student level is discussed in the context of school restructuring.

Citation

Silins, H. and Mulford, B. (2002), "Schools as learning organisations: The case for system, teacher and student learning", Journal of Educational Administration, Vol. 40 No. 5, pp. 425-446. https://doi.org/10.1108/09578230210440285