Schools as Learning Organisations - Effects on Teacher Leadership and Student Outcomes

By H. Silins, B. Mulford. 2004

190 citations recorded by the source corpus.

This article examines the nature of organisational learning and the leadership practices and processes that foster organisational learning and, more importantly, the impact of these variables on teacher leadership. A path model is used to test these school variables as well as school characteristics such as availability of resources and community focus against the impact of SES and school size on students' views of teachers' work in the classroom and student outcomes such as attendance, and participation in and engagement with school. The importance of reconceptualising schools as learning organisations to promote successful school change is discussed.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/a06246656c9cb5aa06e1535dd895e89e1484d80a

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Citations in the corpus

Teacher Perceptions of Teacher Leadership (2011, background): “Silins and Mulford (2004) found in their study of high schools operating as learning organizations that as the schools promoted organizational learning, they also promoted teacher leadership.”
Exploring the Impact of School Leadership on Pupil Outcomes: Results from a Study of Academically Improved and Effective Schools in England. (2011, methodology): “In developing the SEM models we were influenced by previous research, especially that of Silins and Mulford (2004)”
The use of theory in school effectiveness research revisited (2013, background): “Breaux et al., 2002 Instructional strategies for expository reading USA Bulach et al., 1995 School Climate USA Coates, 2003 Instruction Time USA Coco et al., 2004 Home, school and community partnership USA Griffith, 2002 Academic vs. Communal Support USA Hofman et al., 1996 Cohesiveness school/commu”
Pedagogical affect, student interest, and learning performance (2007, background): “Schools with a clear vision of teaching and learning goals can make students and teachers more productive (Silins and Mulford, 2004).”
Research into the impact of school leadership on pupil outcomes: policy and research contexts (2008, background): “…collective teacher efficacy (Goddard et al., 2000); sense of professional community (Louis and Kruse, 1995); organisational learning processes (Silins and Mulford, 2004); school goals (Hallinger and Heck, 1996); teacher capacity and experience (Glass, 2002); and procedures for monitoring…”
Revised Models and Conceptualisation of Successful School Principalship for Improved Student Outcomes. (2011, background): “However, principals of successful schools involve teachers in the leadership processes of the school in order to increase the school's capacity for leadership and learning ( Silins and Mulford, 2004”
A Review of Empirical Evidence About School Size Effects: A Policy Perspective (2009, methodology): “Using survey data from 2,503 teachers and 3,500 students in 96 Australian secondary schools, Silins and Mulford (2004) examined the influence of a small handful of school context and internal school variables, including school size, on students’ participation in school activities (four “levels” of p”
Leadership Style and Organizational Learning: The Mediate Effect of School Vision. (2010, background): “…in organizational learning processes, principals should support teachers in transcending their self-interest for the common good (Bass, 2000; Silins and Mulford, 2004), to encourage them in developing to their fullest potential (Murphy et al., 2007), and providing them with individualized…”
How does leadership affect student achievement? Results from a national US survey (2010, background): “In other words, an examination of instruction must be at the heart of the question of how leadership contributes to student learning (Wahlstrom & Louis, 2008).”
The Impact of Leadership on Student Outcomes (2016, background): “…the cross-sectional approach that predicts student outcomes adopted in the earlier Leadership and Organisational Learning study in Australia by Silins and Mulford (2004)—as the factors identified in this research in the English context relate to improvement in school performance (as measured…”
Teachers’ capacity for organizational learning: the effects of school culture and context (2016, methodology): “One Australian study found that high schools had higher levels of organizational learning than those with lower grades (Silins & Mulford, 2004).”
Exploring the link between distributed leadership and job satisfaction of school leaders (2009, background): “2007 ; Neuman and Simmons 2000 ; Silins and Mulford 2004 ).”