Abstract
Becoming a learning organization for schools has been one of the cores of educational reform. In reality, a school is not easy to become a “real” learning organization associated with both its external environment and its internal structure, which affect schools become a learning organization. Some unknown factors lead to implicit and explicit conflicts and frustrations among teachers as they participate in learning organization, which will impede schools to transform into the learning school.
The purpose of this study was to explore how school external environment and internal structure influence schools to form a learning organization by using a quantitative research method. The researchers would provide some conclusions of this study.
| Keywords: | school organizational learning; learning organization; school reform |
|---|
[Chinese Version | Index | Journal of Education and Psychology | Other Journals | Subscription form | Enquiry ]
Mail any comments and suggestions to
hkier-journal@cuhk.edu.hk .