Comparative analysis of extent of manifestations and outcomes of dimensions of learning organizations in five selected DOMNET schools

The study sought to compare the extent of manifestations and outcomes of dimensions of learning organization, based on qualitative and quantitative data gathered from DOMNET lead schools in the National Capital Region. Five of these schools were covered in the study, namely: Angelicum College, Siena College, Letran College, Dominican School, and Aquinas School. The study covered almost all the principals and coordinators (n = 47) and a random sample of permanent faculty (n = 122) in the participant schools. Data were gathered through the use of standardized instrument, interviews and observations. Basically, the study determined: (1) the extent of manifestations of dimensions of learning organization based on the perceptions of administrators and faculty assessments, (2) the variations in the extent of manifestations of dimensions of learning organization across participant schools, (3) whether the perceptions of administrators and faculty are different on the extent of manifestations of dimensions of learning organization across schools. Lastly, the study determined the manifestations of the outcomes of the integration of the dimensions of learning organizations among selected DOMNET school. In order to assess the extent to which DOMNET schools were operating as learning organizations, the researcher compared five dimensions: shared and supportive leadership; shared values and vision; collective learning and application; shared personal practice; and supportive conditions with the perceptions of administrators and faculty and across schools. The results of the study showed that both administrators and faculty identified the characteristics and processes in DOMNET schools that have much in common with contemporary notion of learning organizations. Based on the results of the study, administrators and faculty consider all the five dimensions of learning organization as \u27fairly manifested\u27. However, the top priorities on the specific dimensions of learning organization were: collective learning and application, shared values and vision, and shared and supportive leadership with average to high ratings. In \u27shared and supportive leadership\u27 administrators display a willingness to participate in collective dialogue without dominating, and they share the responsibilities of decision making with the staff. The dimension on \u27 shared values and vision\u27 demonstrate an overall awareness of school values and vision and their alignment with personal goals. The \u27 collective learning and application\u27 indicate that the collegial relationship among staff resulted to produce creative and appropriate solutions to problems, strengthening the bond between administrators and faculty and increasing their commitment to improve efforts. Lastly, \u27shared personal practice\u27 indicates that administrators\u27 embraces the peers\u27 review and feedback based on observing each other classroom behaviors in order to increase individual and organizational capacity. This requires trust and openness among staff. As regards with low ratings, the administrators perceived \u27supportive conditions\u27 are necessary to build a frame that allows learning community to operate effectively. These include regular and substantial time and talk and policies that support school-based decision making and self-directed professional development planning. With the faculty who perceived \u27 shared personal practice\u27 should find the opportunity to meet with colleagues and openly reflect on practice to be a welcome change from the isolation and focus on individual effort that characterize the traditional professional context of education. A sense of relational trusts linking the notions of respect, competence, personal regard, and integrity with their performance and also strengthens the community and makes shared-decision making possible. Across schools, the respondent administrators and faculty perceived that there is a variation in the manifested dimensions of learning organization. These results showed that administrators and faculty are finding themselves involved in professional learning activities. Interestingly, these findings revealed that the applied dimensions of learning organization manifested outcomes of: commitment to the vision-mission of the school; trusting and collaborative climate; empowerment; and professional development. The result of the study point to the need for administrators and faculty to provide important insights into what schools need to do and what they need to become to meet the challenges of the future. It is recommended that the schools must becomes a learning organizations where there is a sense of direction and a firm fix on current reality through scanning their contexts; who plan effectively, efficiently and flexibly, organizations in which continuous improvement and transformation are integral parts of their culture. Moreover, replication of the study must be conducted among administrators and faculty in other educational institutions