Research in Educational Administration & Leadership, vol.6, no.4, pp.833-868, 2021 (ESCI)
This study aims to explore school administrators’
perceptions of their roles in organizational learning processes. In this
phenomenological study, interviews were conducted with 30 school administrators
in Ankara, Turkey. The data obtained through semi-structured interviews were
analyzed descriptively and evaluated within organizational learning processes.
School administrators’ roles in organizational learning processes were examined
in three categories: information acquisition, information distribution, and
information integration. The results show that school administrators support
teachers in acquiring information and focusing on activities that will increase
new learnings. Besides, school administrators facilitate disseminating
information by engaging in activities that will bring teachers together at
school. Moreover, school administrators focus on the school culture to
institutionalize new and shared learning and make them permanent by ensuring
that shared learnings were repeated frequently with various activities at
school. This study contributes to the relevant literature by examining the
phenomenon of organizational learning, which is frequently studied as a subject
in educational organizations but lacking in organizational learning processes
within the scope of the managerial role.