Creating schools as learning communities: obstacles and processes
| Published date | 01 April 2005 |
| Date | 01 April 2005 |
| Pages | 187-208 |
| DOI | https://doi.org/10.1108/09578230510586588 |
| Author | Zafiris D. Voulalas,Fenton G. Sharpe |
| Subject Matter | Education |
Creating schools as learning
communities: obstacles and
processes
Zafiris D. Voulalas
St Euphemia College High School, Bankstown, New South Wales, Australia
Fenton G. Sharpe
University of New South Wales, Sydney, New South Wales, Australia
Abstract
Purpose – The paper sought to clarify the concept of learning organisation/community; to identify
the barriers that are perceived to obstruct the creation of learning communities out of traditional
schools; to identify how principals go about the task of converting their schools; and the special
characteristics of leadership required to transform schools successfully.
Design/methodology/approach – The study was dependent on an extensive review of the
literature and generated data from structured interviews of principals from the New South Wales
(Australia) public education system.
Findings – Respondents lacked a clear understanding of a learning organisation despite their actions
to implement the concept in their own schools; the concept may indeed be too abstract to enable a
suitable workable definition; there is, nevertheless, a strong belief that the concept has much to offer;
leadership is the key factor in transforming schools; and traditional school structures and cultures,
lack of implementation time, and difficulty in obtaining the support of staff and parents are seen as the
main barriers to implementation.
Originality/value – The paper explores extensively the possible implications of the study and
addresses these to schools and school systems, principals, teachers and parents.
Keywords Learning, Communities, Schools, Leadership
Paper type Research paper
In the corporate world, proponents argue that “learning organisations”, characterised
by collaborative working environments and the flexibility to respond more swiftly to
challenges, operate more effectively in contem porary society than traditional
organisations (Argyris, 1992; Argyris and Schon, 1978, 1996; Burgoyne et al., 1994;
De Geuss, 1988; Field and Ford, 1995; Senge, 1990a).
Schools, like other organisations, are facing greater uncertainty and new challenges
(Castle and Estes, 1995; Cooper and Henderson, 1995; Hough and Paine, 1997; NSW
Department of School Education and Training, 1995). Schools have also been urged to
make significant transformations to adapt and survive (David, 1991; Fullan, 1993,
1995; Noddings, 1995; O’Neil, 1995).
An emerging picture of the “new” school is that of a learning organisation or
community. But, although there is information in the theoretical literature about what
such a “new” school may look like and how it may evolve (Cardno, 1995; Isaacson and
Bamburg, 1992; NSW Department of School Education and Training, 1995; O’Neil,
1995; Patterson, 1993; Sergiovanni, 1994), there is little evidence about the extent to
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Creating schools
as learning
communities
187
Received January 2004
Revised June 2004
Accepted June 2004
Journal of Educational
Administration
Vol. 43 No. 2, 2005
pp. 187-208
qEmerald Group Publishing Limited
0957-8234
DOI 10.1108/09578230510586588
which the idea is feasible in actual practice. However, some encouraging results are
emerging from a number of schools (Castle and Estes, 1995; Cocklin, 1999; Karsten
et al., 2000; MacBeath and Mortimore, 2001). These schools have also identified certain
barriers which need to be overcome if a lasting transformation is to be achieved
(Buckler, 1998; Field and Ford, 1995; Fulmer and Keys, 1998).
Such transformations typically make administrative structures and processes of
decision-making more flexible, and strengthen connections with the environment
(Cardno, 1995; Fullan, 1993, 1995; Jalongo, 1991). School cultures emerge in which
people more willingly learn from each other and from their own experiences (Buckler,
1998; Isaacson and Bamburg, 1992; Castle and Estes, 1995). The flow of information is
comparatively unhindered by position or politics (Margaret Wheatley in Steinberger
(1995)). There is a shift from individual learning to collective learning involving all
stakeholders: teachers, students and the local community (Calvert et al., 1994; Garavan,
1997), fostering collaboration and collegiality (NSW Department of School Education
and Training, 1995; Ryan, 1995; Schaps and Solomon, 1990; Steinberger, 1995; Trimble,
1996).
Teachers in learning communities teach and continue their own learning at the
same time. They are more involved in the making of major decisions, sharing authority
with the principal (Engel, 1990; Johnston et al., 1990) and acting as a link between the
school and parents (Comer, 1986). Parents play a greater role in their children’s
education by learning themselves, promoting learning for their children, and
participating in school decision-making processes (Clark, 1996). Students may also be
asked to play a greater role than is typical in traditional schools (NSW Department of
School Education and Training, 1995; Schaps and Solomon, 1990; Trimble, 1996).
The role of the principal in the transformation process appears to be critical. Buckler
(1998) proposed that principals need to work with staff, students, parents and the
outside community to ensure that there is a shared vision, all barriers hindering
learning and the process of transformation are identified and removed, innovation is
promoted, and the processes of change are evaluated continuously.
The research
Some schools deliberately undertaking such a transformation were identified and the
process was examined and reported. It was expected that this would assist other
schools in their decision-making about the process and provide information to school
systems for supporting schools which are undertaking such changes (Cooper and
Henderson, 1995; Hough and Paine, 1997; NSW Department of School Education and
Training, 1995; O’Neil, 1995).
The purpose of this study was to:
(1) further clarify, in the school context, the concept of a learning
organisation/community;
(2) identify the barriers that are perceive d to obstruct the transformation of
traditional schools to learning communities;
(3) examine the processes initiated by school principa ls who actively endeavour to
transform their schools into learning communities; and
(4) identify any special characteristics of leadership that are associated with
successful transformation to learning communities.
JEA
43,2
188
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