Do organizations learn? Results of a Hungarian longitudinal school-research program

Tamás Kersánszki, Tibor Baráth, Ágnes Fazekas


Our study was based on the results of longitudinal research conducted between 2015 and 2021, which examined the schools learning organizations and sought to answer the question of what factors may be most decisive in the operation of schools that can effectively support student achievement, and how they change over time. After describing the theoretical models describing the learning organization of schools, the correlations of quantitative data and models and their five-year change are analyzed.

It is clear from the data that educators and leaders see shared goals and a vision, and a willingness to take risks and innovate as the most advanced. There is a lack of responsibility and a collaborative atmosphere, and a dimension of knowledge sharing and partnerships. The shift in primary variables and more advanced statistical analyzes predict the emergence of newer learning organization model alternatives that can more accurately describe changes and areas of learning organization dimensions.

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