Structures and relationships in organizational learning for change
Journal of Educational Administration
ISSN: 0957-8234
Article publication date: 3 May 2022
Issue publication date: 24 August 2022
Abstract
Purpose
Much of the scholarship relating to educator learning in the context of school change centers on promising organizational structures that support educator knowledge-building and sharing. However, recent studies have found that educators' social networks also enhance learning of new practices. This study aims to explore how informal interactions support organizational learning in schools.
Design/methodology/approach
Applying structuration theory to concepts of organizational learning mechanisms, this paper proposes a framework for examining informal interactions and organizational learning. Employing an exploratory sequential mixed-methods design, this paper utilizes social network analysis of survey data and thematic analysis of interview data of a purposive sample of participants in a rural school district.
Findings
Within this rural district, organizational and social conditions supported recursive interactions where educators developed and shared knowledge of new instructional practices. Organizational resources and routines, and individuals' habits of mind mediated these recursive interactions, resulting in somewhat dependable knowledge-sharing spaces. Through these recursive interactions between individual agents acting within the opportunities and constraints of the normalized organizational expectations of each school, informal knowledge structures emerged.
Originality/value
This article applies structuration theory to examine organizational learning mechanisms in schools. This novel approach provides researchers with a new perspective on the organizational learning process—one that facilitates the exploration of the role of informal knowledge-building in this process.
Keywords
Citation
Karnopp, J. (2022), "Structures and relationships in organizational learning for change", Journal of Educational Administration, Vol. 60 No. 5, pp. 457-472. https://doi.org/10.1108/JEA-09-2021-0177
Publisher
:Emerald Publishing Limited
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