Learning Organization Practices in Latvian Schools: Perspectives from School Staff, Students, and Parents

Abstract

The aim of this study is to analyze the current practice of implementing an approach to the school as a learning organzsation (SLO) in general and vocational education in Latvia. The OECD integrated SLO model was used to find out whether there were differences between the opinions of school staff, students, and parents on the current practice of implementing the SLO approach in schools. A concurrent triangulation design was implemented, in which qualitative (school staff, n = 38) and quantitative (students, n = 990; parents, n = 620) data were collected concurrently, followed by a separate data analysis, after which the results of the studies were merged and triangulated. One of the key prerequisites for a school to become a learning organization is leadership, which is implemented on a daily basis by the school principal or an extended school management team. The results of the study indicate that, based on the analysis of students’ and parents’ opinions, learning leadership is one of the weakest dimensions of the SLO. The study also concludes that students’ and parents’ views on learning with and from the external environment and the wider system in their educational institution are not so positive, and that there is a need to raise the awareness of the school staff of the importance of collaboration in the current implementation practice of the SLO approach. It is necessary to ensure that purposeful cooperation and joint action are implemented at the school level to achieve the common goals of the school.

Exploring the Impact of Different Leadership Styles on Job Satisfaction among Primary School Teachers in the Achaia Region, Greece

“…Educational professionals who perceive a sense of collegial support are more inclined to experience job satisfaction. A positive impact of leadership is anticipated if leaders exhibit the ability to foster collaboration among teachers by establishing avenues for joint project engagement, allocating dedicated time for meetings and planning sessions, and acknowledging and commemorating their achievements [40]. In the same manner, establishing an environment that fosters ongoing learning and growth is crucial for teachers' job satisfaction [41,42].…”

“…18(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30), 87(31)(32)(33)(34)(35)(36)(37)(38)(39)(40), 127(41)(42)(43)(44)(45)(46)(47)(48)(49)(50), 167(51)(52)(53)(54)(55)(56)(57)(58)(59)(60), 12(61 yrs and over) Level of Education 53.6% (Bachelor's Degree), 4.5% (Second Bachelor's Degree), 39.3% (Master's Degree), 2.5% (Doctorate) 220 (Bachelor's Degree), 19 (Second Bachelor's Degree), 162 (Master's Degree), 10 (Doctorate) Years of Experience as a Public School Teacher5.9% (1-5), 3.5% (6-10), 15.9% (11-15), 28.6% (16-20), 46.2% (21 yrs and over) 24 (1-5), 14 (6-10), 65 (11-15), 118 (16-20), 190 (21 yrs and over) Employment Status 93.5% (Permanent Teacher) 6.5% (Substitute Teacher, Part-Time/Full-Time), 384 (Permanent Teacher) 27 (Substitute Teacher, Part-Time/Full-Time),…”

The Relationship between the School as a Learning Organisation and Teacher Job Satisfaction in General Education in Latvia

“…Evaluation of system-level education policy practices for the learning organisation development in education in Latvia [54][55][56]; • Evaluation of the current learning organisation practices in education in Latvia [57] and the main impediments to the implementation of the learning organisation concept, considering its functioning in Latvia and abroad [58].…”