Abstract
The present study examined teachers' perceptions of school leaders' practices towards employing the characteristics of Learning Organisations in public education schools. The research used a mixed-method research design, implying that the study conflated quantitative and qualitative data to achieve aims. Moreover, the study used simple random sampling to recruit the participants, enhancing the validity and reliability of the gathered data. Data was collected through a learning school questionnaire (LSQ) administered to two hundred and forty-seven school leaders and two hundred and twenty-one school teachers selected from the selected region's government schools. Findings showed the criticality of school leadership in enforcing and sustaining learning organisations. Also, some impediments to creating Learning Organisations were centralisation, the low level of administrative support in educational departments, and the ineffectiveness of organisational education training programs, which require financial, administrative, and training stimulation to develop schools. School actors can implement the recommendations included in this research to remodel their educational systems as Learning Organisations.
 
 Keywords: Learning organisations, school leaders, teachers, learning school questionnaire
Highlights
Schools as Learning Organisations have attracted heated debates in the educational spaces in recent years
The regulations and policies enforced by the school leaders enable teachers to perform at the desirable levels, enabling the school systems to cope with the challenges emerging in the contemporary educational space (Alharthi et al, 2018)
After confirming the factorial validity, the instrument was applied to the subjects who were in Saudi teachers and school leadership; the appropriate statistical techniques were used for analysing data and answering the respective research questions
Summary
Schools as Learning Organisations have attracted heated debates in the educational spaces in recent years. Recent technological changes have exposed systems to a series of challenges. For this reason, researchers have argued that school systems need to change to sustain the disruptions (Riina, 2014). The regulations and policies enforced by the school leaders enable teachers to perform at the desirable levels, enabling the school systems to cope with the challenges emerging in the contemporary educational space (Alharthi et al, 2018). Hardly any study has investigated the challenges that school leaders encounter when transitioning schools into learning organisations. Are the RQs formulated to complete the current study: RQ1: How do the school leaderships support the identified Learning Organisation characteristics in the views of some schools' teachers in Saudi Arabia?. RQ3: What are the suggestions that might enable schools to become Learning Organizations?
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