Learning Mechanisms in Schools: Conceptualisation and Empirical Evidence

The current study used the conceptual framework of Organisational Learning Mechanisms (OLMs) to examine the extent of collective information processing in schools. Sixty-six elementary schools (876 staff members) from both urban and suburban contexts in Israel's largest district provided the data for analysis. In the Israeli sample, urban school teachers tended to perceive a more extensive use of mechanisms for information processing than staff members from a suburban context. Learning mechanisms in schools were unrelated to the demographic variables examined, including the workload of teachers, the time-span of teachers in that particular school setting, and the average number of years of teaching experience of a faculty. These findings are discussed and future possible avenues for research are suggested.