Educators' perceptions of the school as a learning organization in the Vanderbijlpark-North District, South Africa
AbstractThis article outlines the principal findings of research that sought to provide a comprehensive understanding of schools as learning organisations in the Vanderbijl Park-North District of the Gauteng province of South Africa. The quantitative research methodology used was of major importance in obtaining data that were grounded largely on the theoretical framework of learning organisations as well as in the personal experiences of educators and principals. The purpose of the research was to investigate the essential features of learning organizations, the perceptions of educators in respect of these essential features and the guidelines that could be provided for schools to cope with the demands of continuous learning and adaptation in a turbulent environment. A major finding was that the learning disciplines of personal mastery, mental models, a shared vision, teamwork and systems thinking were fundamental to two factors: namely, a collaborative culture and personal beliefs about educator commitment. The school can therefore function as a learning organization by cultivating a climate where a collaborative culture and beliefs that stimulate educator commitment can develop.
(South African Journal of Education: 2002 22(2): 88-94)
If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa.
All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.