Creating schools as learning communities: obstacles and processes

Abstract

Purpose

The paper sought to clarify the concept of learning organisation/community; to identify the barriers that are perceived to obstruct the creation of learning communities out of traditional schools; to identify how principals go about the task of converting their schools; and the special characteristics of leadership required to transform schools successfully.

Design/methodology/approach

The study was dependent on an extensive review of the literature and generated data from structured interviews of principals from the New South Wales (Australia) public education system.

Findings

Respondents lacked a clear understanding of a learning organisation despite their actions to implement the concept in their own schools; the concept may indeed be too abstract to enable a suitable workable definition; there is, nevertheless, a strong belief that the concept has much to offer; leadership is the key factor in transforming schools; and traditional school structures and cultures, lack of implementation time, and difficulty in obtaining the support of staff and parents are seen as the main barriers to implementation.

Originality/value

The paper explores extensively the possible implications of the study and addresses these to schools and school systems, principals, teachers and parents.

Citation

Voulalas, Z.D. and Sharpe, F.G. (2005), "Creating schools as learning communities: obstacles and processes", Journal of Educational Administration, Vol. 43 No. 2, pp. 187-208. https://doi.org/10.1108/09578230510586588