NIUSI

part of the Education Reform Networks

School organizational structures: Effects on teacher and student learning

In this study, the authors attempted to explore the relationship between teacher learning and student learning under different school structural conditions. Some 1,330 teachers from twenty nine secondary schools of different community backgrounds and student academic abilities in Hong Kong were surveyed, using instruments from diverse conceptual sources. Based on the findings, the authors proposed that high flexible structure fostered conditions that were more conducive to teachers’ learning than working conditions that were perceived as “medium” or “rigid” structures. Secondly, the authors reported the three structural conditions that elevated greater teacher learning as reported (i.e. having greater control, higher motivation and more collective learning opportunities, and exerted a definitive impact on students’ progress in diverse aspects of their development). Overall, this study highlights the significance of structural impact on school performance. In so doing, it underscores the need for broadening the scope of investigation of other equally salient internal school environmental features for a better understanding of how school organizational self-propelled improvement can be sustained.

• Contributor: Lam, Y. L. J.
• Journal/Secondary Title: Journal of Educational Administration
• Number: 4
• Volume: 43
• Year: 2005

This resource is cataloged under:

• Network/channel: NIUSI: District Effort & Support: Systemic Infrastructure & Organizational Support
• Network/channel: NIUSI: Professional Effort: Group Practice & Professional Development
• Network/channel: NIUSI: School Organizational Effort: Resource Development & Allocation
• Network/channel: NIUSI: Student Effort: Learning
• Network/channel: NIUSI: Student Effort: Motivation

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