The influence of organizational learning process on successful practices in public elementary schools rated exemplary as perceived by teachers and administrators in Education Service Center, Regions 13 and 20 /
Teachers and administrators at elementary schools rated exemplary by the Texas Education Agency in the Education Service Center, Regions 13 and 20, were surveyed to identify the influence of organizational learning process on successful practices. An analysis of variance was performed to determine...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=728887921&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Teachers and administrators at elementary schools rated exemplary by the Texas Education Agency in the Education Service Center, Regions 13 and 20, were surveyed to identify the influence of organizational learning process on successful practices. An analysis of variance was performed to determine if teachers grouped by grade level taking the Texas Assessment of Academic Skills (TAAS) test indicated a significant difference (p<0.05) than teachers grouped in non-tested grade levels. The results indicated that at exemplary schools, teachers did not exhibit a difference in their responses. In other words, teachers in exemplary schools work together and think in a similar fashion in school matters. When compared to administrators, teacher responses were significantly different (p<0.05). The administrators indicated greater agreement with the factors contributing to high student achievement. A review of the literature indicated a lack of information available on the topic of organizational learning in an educational setting or in non-profit organizations. The majority of the literature centered on for-profit business organizations and industry. Research findings of this study included: 1. Successful practices are developed over time. Schools need to maintain a stable environment to allow for current instructional methods to show success. 2. Schools wishing to self-improve need to determine which practices are most suited to their own environment. Schools need to grow their own, but know what is working for others. 3. Schools contemplating new curriculums and other school-wide initiatives need to be aware that differences among teachers and administrators may be due to factors other than just status. The following are recommended for further study: 1. A need exists to study organizational learning process in elementary schools other than exemplary campuses. A comparison could then be made to differences if indicated between exemplary and non-exemplary campuses. 2. A need exists to study organizational learning process at the secondary level. The middle school campus and the high school campus offer unique characteristics that could impact results. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xi, 125 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 107-112). |