A cross-cultural validity study of the school success profile learning organization measure in Israel

Ruth Berkowitz, Gary Bowen, Rami Benbenishty, Joelle D. Powers

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

The School Success Profile Learning Organization (SSP-LO) is an assessment tool developed in the United States to measure the capacity of school employees to learn and effectively adopt new practices. This article examines the SSP-LO psychometric properties and evaluates its relevance in Israel. This instrument was administered to 96 employees, consisting of homeroom teachers, teachers, assistants and professionals from three junior high and high schools. The results support the cross-national relevance of the SSP-LO for assessing the capacity of schools to function as learning organizations in Israel. The correlations maintain the internal consistency of items comprising the two learning organization components (that is, actions and sentiments) as well as the four school leadership components (direction, support, learning, and humility). Results from validity analysis show a consistent pattern of positive interrelationships between the scores for learning organization and personal and school outcome components. School leadership components were also significantly correlated with learning organization components. Using SSP-LO results, school social workers are better able to understand and target the school organization as a client system and guide the development of data-informed interventions to create a learning climate that supports evidence-based practice and school improvement.

Original languageEnglish
Pages (from-to)137-146
Number of pages10
JournalChildren and Schools
Volume35
Issue number3
DOIs
StatePublished - Jul 2013

Bibliographical note

Funding Information:
With funding support from the William T. Grant Foundation, researchers at the University of North Carolina at Chapel Hill School of Social Work developed the LO to assist school leaders in assessing the capacity of their employees to work together effectively to develop innovative solutions to problems and challenges that hamper a student’s success at school. It should be noted that the LO was not designed to solve problems; instead, the aim was to support schools in developing cultures consistent with learning organizations. This is an approach that consolidates rather than ignores or usurps existing initiatives (Bowen, Rose, & Ware, 2006). Results are then used to help create a school climate that fosters the development and implementation of strategies to promote student learning and growth, including the incorporation of evidence-based interventions.

Keywords

  • Cross-cultural validity
  • Evidence-based practice
  • Learning organization
  • Learning teams
  • School climate

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