The Meaning and Measure of Organizational Learning Mechanisms in Secondary Schools

Abstract

Purpose: Organizational learning has been conceptualized as a critical component for school effectiveness. This study explored organizational learning in schools through the conceptual framework of “organizational learning mechanisms” (OLMs) and developed a measure of OLMs at the secondary school level. Research Design: Exploratory and confirmatory factor analyses of items were conducted to examine factorial validity. To test the criterion-related validity, the OLM questionnaire was correlated to other constructs—teachers’ sense of collective efficacy and teachers’ organizational commitment, both of which have been used as independent variables to predict school productivity. Findings: A four-factor model of OLMs in secondary schools was the best fit between the empirical results and the conceptual formulation. The four-factor model included the following factors: disseminating, storing, and retrieving information; distributing information among students and parents; analyzing and interpreting information; and usage of online information. Implications: The present study encourages researchers to explore whether OLMs can serve as a mediating variable between the system level and the classroom level. Using this questionnaire, secondary schools can assess their own learning cycle, analyzing their practices of information processing.