Schools as learning organisations: The case for system, teacher and student learning

By H. Silins, B. Mulford. 2002

226 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/937bffe1f1287165d8696e5719ad60193d779ff9

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In Education

In Organizational Behavior and Human Resource Management

Citations in the corpus

Leadership in improving schools: a qualitative perspective (2008, result): “As previous studies have shown, headteachers play an important role in establishing a school culture which centres around a strong vision for future success (see, for example, Hallinger, 2003; Silins and Mulford, 2002a, 2002b; Waters et al., 2003).”
Successful Leadership: A Review of the International Literature (2013, background): “27 Silins & Mulford (2002b); Day et al. (2009).”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “Silins and Mulford (2002) assert that transformational leadership stimulates teacher learning and brings about changes in teaching practices.”
School Effectiveness Research: From a review of the criticism to recommendations for further development (2005, background): “Silins and Mulford (2003) and Silins, Mulford, and Zarins (2002) show how these theories can be applied to research into the functioning of schools by investigating causal relationships between particular leadership behaviours (transformational leadership), characteristics of school cultures (organi”
Transformational leadership, professional learning communities, teacher learning and learner centred teaching practices; Evidence on their interrelations in Mozambican primary education (2019, background): “…expectation: the extent to which the principal has high expectations for teachers and students and expects staff to be effective and innovative Silins and Mulford (2002) assert that transformational leadership stimulates both organizational learning and teacher learning: “The principal’s role…”
Organizational Learning Mechanisms: The Meaning, Measure, and Implications for School Improvement (2008, background): “Therefore, schools need to establish “system structures, processes and practices that facilitate continuous [collective] learning of all its members” (Silins & Mulford, 2002, p. 444).”
Fostering teachers' team learning : An interplay between transformational leadership and participative decision-making? (2017, unknown): “…activities (Geijsel, Sleegers, Stoel, & Krüger, 2009; Oude Groote Beverborg et al., 2015; Runhaar, Sanders, & Yang, 2010; Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011), and teachers' involvement in collective learning activities (Lodders, 2013; Silins & Mulford, 2002; Vanblaere & Devos, 2016).”
Conceptualizing School Leadership and Management from a Distributed Perspective: An Exploration of Some Study Operations and Measures (2010, unknown): “0013-5984/2010/11102-0003 $10.00 and management are distributed in schools and school outcomes (Heck & Hallinger, 2009; Silins & Mulford, 2002).”
Pedagogical well‐being: reflecting learning and well‐being in teachers’ work (2010, background): “…of engagement and empowerment and a sense of satisfaction or feelings of stress and anxiety for the participants of the processes (Boekaerts, 1993; Konu, Lintonen, & Autio, 2002; Krapp, 2005; Pelletier et. al., 2002; Savolainen, 2001; Silins & Mulford, 2002; Tarter & Hoy, 2004; Van Houtte, 2006).”