The interdependent relationships of organizational learning and leadership practices within school cultures

grantor: University of TorontoThis study investigated the interdependent relationships of organizational learning and leadership within school cultures and how these three variables facilitate systemic change. This field of research is particularly relevant in today's turbulent times of educational change as each of these concepts has been viewed in the literature as the "key" to organizational change. As a comparative case study, this research involved three kindergarten to grade eight schools in a large school board in southern Ontario. Data collection techniques included a focus group interview with members of each School's Growth Team (SGT), individual interviews with the principal, and individual interviews with eight staff members (three on the SGT and five not on the Team). Results from the first level of coding identified the form and content of each school's culture, the leadership practices that were in place, and examples of single and double-loop learning. A second level of coding responded to the three research questions. Which conditions associated with school culture contribute most to organizational learning? Which leadership practices influence the nature of school culture? Which types of leadership practices contribute most to organizational learning? Causal maps were drawn to illustrate the relationships among culture, leadership, and organizational learning. Data indicate that collaborative cultures were predominant in all three schools. Certain cultural conditions fostered collaboration. Specifically, norms of mutual support, risk taking, sharing of ideas and resources, students coming first in deliberations and practices, and professional development were viewed as significant features of collaborative cultures. Leadership practices which impacted on the schools' collaborative cultures were: providing support, providing a vision, building culture, and modelling expected behaviours. In addition, certain traits and capacities impacted on the schools' cultures. Further, leadership practices which influenced organizational learning were: providing support, resources, and intellectual stimulation. Although each of the constructs of this research was seen as a critical component of the change process, evidence from the study suggested that one variable alone cannot facilitate change. Instead, a systemic approach to change, where internal coherence exists among all three variables, appeared to be a more realistic explanation for the intricacies of the successful implementation of change initiatives.Ed.D