Abstract
How can schools build learning organisations in difficult education contexts?
Highlights
There is evidence that when schools are perceived as learning organisations students will succeed (Chan, 2009; Weldy, 2009)
The presentation of the results here is directly linked to the research question: What is a learning organisation and how can schools working in difficult education contexts build learning organisations? The motivation to study this particular concept, a learning organisation, arises from a number of factors, including the need to understand the reason why so many schools in the identified district do not perform well, despite large sums of money being invested on education
The main finding of this study is that to build a learning organisation in difficult education contexts requires teachers who are committed to personal learning in order to teach effectively for student achievement
Summary
There is paucity in the study of learning organisations within the education sector and in schools work ing in dif ficult socio-econom ic contexts, such as those studied in this investigation. In this qualitative study I th erefore sough t evid ence from teachers, in one of the districts of G auteng province, through in-depth, sem i-structured focus group interviews to establish what a learning organisation is. U sing data obtained through two in-depth, sem istructured focu s group interviews with 16 teachers, them es were constructed to theorise their experiences on what a learning organisation is. Keyw ords: change; collaboration; collective intelligence; continuous learning; effective teaching; knowledge management; learning organisation; shared values; systems thinking; teacher commitment
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