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.