Examining schools as learning organizations: an integrative approach

Abstract

Purpose The purpose of this study is to examine the applicability of Watkins and Marsick’s model of learning organization in the school context and explore the relationship between the learning dimensions and perceived organizational outcomes. Design/methodology/approach Using the instrument, Dimensions of the Learning Organization Questionnaire (DLOQ), the study collected data from 322 teachers and professional staff in K-12 schools. Confirmatory factor analysis and structural equation modeling provide validity evidence for using the DLOQ in schools. Findings The study results indicate the learning organization is a multidimensional concept and the quality of the school as a learning organization is related to improved organizational performance as perceived by school personnel. Research limitations/implications The study measured perceived organizational outcomes using a sample in an urban school district. Future research is encouraged to expand the study sample and to collect actual performance data to strengthen the findings. Practical implications The study provides reliability and validity evidence for an instrument that school leaders and practitioners can use to assist their evaluation of the school’s capacity as a learning organization to leverage improvement in school performance. Originality/value The study emphasizes an integrative approach in evaluating schools as learning organizations (SLOs) and extends the evidence base for the DLOQ studies. It offers empirical support for the significance of developing SLOs.

Implementing dimensions of a learning organization questionnaire: new insights

“…Practitioners should note that true commitment and collaboration could not emerge until these issues are resolved. Sheng et al (2021) examined schools as learning organizations by exploring the relationship between learning dimensions and organizational outcomes. Their motivation came from the fact that, according to the "Every Student Succeeds Act" of 2015, schools are held accountable for student achievements and success.…”

“…Schools could be called professional learning communities in which groups of people (teachers and staff) engage in collective inquiry, share knowledge and implement change collectively. It seems that the integrative learning organization model by Marsick and Watkins (1993), Marsick (1993, 1996), integrating two constituentspeople and structure, is suitable for implementation in schools, which was addressed by Sheng et al (2021). Individual learning and structural change is especially important in the times of educational reforms and advancements in technology, which could change the delivery and examination of intended learning outcomes.…”

“…Not much is known how schools develop as learning organizations and which obstacles they face in the process. Sheng et al (2021) found that the quality of a school as a learning organization is related to improved organizational performance as perceived by school personnel. However, more studies are needed to elucidate conditions that stimulate or prevent schools from becoming learning organizations.…”

“…In this special issue, guest edited by Watkins et al (2021), researchers present new insights based on implementing Dimensions of a Learning Organization Questionnaire. For instance, by using DLOQ and supported by semi-structured interviews, Welsh et al (2021) and Sheng et al (2021) examined schools as learning organizations. While Welsh et al (2021) especially considered the role of district and school leadership, Sheng et al (2021) provided an integrated approach to schools as learning organizations by exploring the relationship between learning dimensions and organizational outcomes.…”

“…For instance, by using DLOQ and supported by semi-structured interviews, Welsh et al (2021) and Sheng et al (2021) examined schools as learning organizations. While Welsh et al (2021) especially considered the role of district and school leadership, Sheng et al (2021) provided an integrated approach to schools as learning organizations by exploring the relationship between learning dimensions and organizational outcomes. Dirani et al (2021) further examined learning networks and network-level learning culture.…”