[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 11, Issue 1 (4-2022) ::
MEO 2022, 11(1): 13-40 Back to browse issues page
Presenting a paradigmatic model of empowering the learning culture of school teachers in Kermanshah
Maryam Kanaani, Rafigh Hassani *
Department of educational science, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.
Abstract:   (418 Views)
The purpose of this study was to present a paradigmatic model of empowering the learning culture of school teachers in Kermanshah. In this research, a qualitative research method based on grounded theory was used. The data were gathered using semi-structured interviews and deep ones of Teacher Training University Faculty Members of Kermanshah in Educational Science, Educational Management as well as experienced teachers with higher education degrees at different levels of schooling in Kermanshah in School Year of 2020-2021. Respondents were 13 till theoretic saturation level. According to results, perfect situations such as transferring and sharing knowledge and learning, effective interaction and communication and professional development of teachers besides ground conditions as enhancing capacity for learning and education, improving educational infrastructures, and enhancing learning and education in terms of interfering conditions including lack of motivation and scientific weakness of students, shortcomings of infrastructures and resources as well as discouragement and weakness of teachers and staff were considered. Also, empowering strategies of teachers' learning culture such as emphasizing and concentrating on capacities of students, sharing and transferring scientific experiences and developments, searching and consequences of empowering learning culture of teachers such as qualification of schools, schooling and education, an opportunity of personal improvements of students, scientific-motivational growth of teachers and activating group cooperations besides assisting opportunities. Integrating the identified categories based on the relationships between them and in the form of this paradigmatic model can be a useful and effective model for empowering the learning culture of schools.
Keywords: Learning Culture, Empowering, Learner Organization, School Teachers
Full-Text [PDF 990 kb]   (151 Downloads)    
Type of Study: Research | Subject: managing education in education
Received: 2021/08/27 | Accepted: 2022/02/23 | Published: 2022/04/4
1. Allen, R., & Sims, S. (2018). The teacher gap. Oxford: Routledge. [DOI:10.4324/9781315189222]
2. Alvarez, I., Guasch, T., & Espasa, A. (2009). University teacher roles and competencies in online learning environments: a theoretical analysis of teaching and learning practices. European Journal of Teacher Education, 32(3), 321-336. [DOI:10.1080/02619760802624104]
3. Argyris, C., & Schön, D. A. (1997). Organizational learning: A theory of action perspective. Reis, 77/78, 345-348. [DOI:10.2307/40183951]
4. Barriball, K. L., & While, A. (1994). Collecting data using a semi-structured interview: a discussion paper. Journal of Advanced Nursing-Institutional Subscription, 19(2), 328-335. [DOI:10.1111/j.1365-2648.1994.tb01088.x]
5. Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco: Wiley.
6. Bryk, A. S., Camburn, E. & Louis, K. S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5): 751-781. [DOI:10.1177/0013161X99355004]
7. Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S. & Easton, J. Q. (2010). Organizing Schools for Improvement Lessons from Chicago. Chicago, IL: University of Chicago Press. [DOI:10.7208/chicago/9780226078014.001.0001]
8. Cangelosi, V. E., & Dill, W. R. (1965). Organizational learning: Observations toward a theory. Administrative science quarterly, 10(2), 175-203. [DOI:10.2307/2391412]
9. Cerasoli, C. P., Nicklin, J. M., & Nassrelgrgawi, A. S. (2016). Performance, incentives, and needs for autonomy, competence, and relatedness: a meta-analysis. Motivation and Emotion, 40(6), 781-813. [DOI:10.1007/s11031-016-9578-2]
10. Chun Tie, Y., Birks, M., & Francis, K. (2019). Grounded theory research: A design framework for novice researchers. SAGE open medicine, 7, 2050312118822927. [DOI:10.1177/2050312118822927]
11. Coetzer, I. A. (2001). A survey and appraisal of outcomes-based education (OBE) in South Africa with reference to progressive education in America. Educare, 30(1), 73-93.
12. Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice. Academy of management review, 13(3), 471-482. [DOI:10.2307/258093]
13. Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative sociology, 13(1), 3-21. [DOI:10.1007/BF00988593]
14. Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing professional development. International handbook on the continuing professional development of teachers, 3-32.
15. Deci., E. L. & Ryan, R.M. (2002). Overview of self-determination theory: An organismic dialectical perspective.
16. De Long, D. W., & Fahey, L. (2000). Diagnosing cultural barriers to knowledge management. Academy of Management Executive, 14(4), 113‐127. [DOI:10.5465/ame.2000.3979820]
17. Di̇şlen, G., Ve, Ö., İfadeleri̇, Ö., & Moti̇vasyon, I. (2013). the reasons of lack of motivation from the students'and teachers'voices. the Journal of Academic Social Sciences 1(1):35-45. [DOI:10.16992/ASOS.13]
18. DuFour, R. (2004). What is a "professional learning community"? Educational Leadership, 61(8), 6-11.
19. Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37, 15-24.
20. Eid, M. & Nuhu, N. (2009). The impact of learning culture and information technology use on knowledge-sharing: A case of KFUPM. In 17th European Conference on Information Systems, ECIS 2009 Proceedings (pp. 110-121). Verona, Italy, from 8 Jun 2009 to 10 Jun 2009. https://aisel.aisnet.org/ecis2009/160
21. Elmore, R. F. (2004). School reform from the inside out: Policy, practice, and performance. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. [DOI:10.1037/e565212006-012]
22. Fawcett, L. M., & Garton, A. F. (2005). The effect of peer collaboration on children's problem‐solving ability. British Journal of Educational Psychology, 75(2), 157-169. [DOI:10.1348/000709904X23411]
23. Fives, H., Lacatena, N., & Gerard, L. (2015). Teachers' beliefs about teaching (and learning). International handbook of research on teachers' beliefs, 62(3), 249-265.
24. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109. [DOI:10.3102/00346543074001059]
25. Friedman, E. L. (2013). The Shanghai Secret. The New York Times, 22 October.
26. Frymier, A. B., & Houser, M. L. (2000). The teacher-student relationship as an interpersonal relationship. Communication Education, 49, 207-219. [DOI:10.1080/03634520009379209]
27. Fullan, M. (2001). The new meaning of educational change. New York and London: Teachers College Press and Routledge Falmer. [DOI:10.4324/9780203986561]
28. Gast, I., Schildkamp, K. & Van Der Veen, T. (2017). Team-Based Professional Development Interventions in Higher Education: A Systematic Review. Review of Educational Research, 87(4), 736-767. [DOI:10.3102/0034654317704306]
29. Glossary of Education Reform. (2013). School culture. Retrieved from http://edglossary.org/ school-culture/
30. Gray, D. E. (2007). Facilitating management learning: Developing critical reflection through reflective tools. Management learning, 38(5), 495-517. [DOI:10.1177/1350507607083204]
31. Grossman, R.J. (2015). How to create a learning culture. available at: www.shrm.org/hr-today/news/hr-magazine/pages/0515-learning-culture.aspx (accessed 26 February 2020).
32. Goleman, D. (1996). Emotional Intelligence. Bloomsbury, London.
33. Gomendio, M. (2017). Empowering and Enabling Teachers to Improve Equity and Outcomes for All, International Summit on the Teaching Profession, OECD Publishing, Paris. [DOI:10.1787/9789264273238-en]
34. Guskey, T. R. (2002). Professional development and teacher change, Teachers and Teaching: theory and practice, 8, 381-391. [DOI:10.1080/135406002100000512]
35. Haiyan, Q., Walker, A., & Xiaowei, Y. (2017). Building and leading a learning culture among teachers: A case study of a Shanghai primary school. Educational Management Administration & Leadership, 45(1), 101-122. [DOI:10.1177/1741143215623785]
36. Heo, H., Leppisaari, I., & Lee, O. (2018). Exploring learning culture in Finnish and South Korean classrooms. The Journal of Educational Research, 111(4), 459-472. [DOI:10.1080/00220671.2017.1297924]
37. Hind, M., & Koenigsberger, J. (2007). Culture and commitment: the key to the creation of an action learning organization. Action Learning: Research and Practice, 4(1), 87-94. [DOI:10.1080/14767330701233939]
38. Hindle, D. & B. Mdluli. (1992). Stagnation and demotivation. Researching the plight of KwaZulu teachers. Matlhasedi. 11(1); 53-55.
39. Hodkinson, P., Anderson, G., Colley, H., Davies, J., Diment, K., Scaife, T., ... & Wheeler, E. (2007). Learning cultures in further education. Educational Review, 59(4), 399-413. [DOI:10.1080/00131910701619290]
40. Hodliffe, M.C. (2014). The development and validation of the employee resilience scale (EmpRes): the conceptualisation of a new model. Doctoral dissertation, Master of Science in Applied Psychology, University of Canterbury.
41. Hofstede, G. (1991). Cultures and organizations: Software of the mind. London: Profile books.
42. Hsieh, T.-L. (2014). Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan. Higher Education, 68, 417-433. [DOI:10.1007/s10734-014-9720-6]
43. Huda, M., Sabani, N., Shahrill, M., Jasmi, K. A., Basiron, B., & Mustari, M. I. (2017). Empowering learning culture as student identity construction in higher education. In Student Culture and Identity in Higher Education (pp. 160-179). IGI Global. [DOI:10.4018/978-1-5225-2551-6.ch010]
44. Jafari, F. Stressors in 13-year-old adolescents of selected middle schools in Kermanshah (2001). Journal of Kermanshah university of medical sciences. 8(1), 35-45. [in Persian].
45. James, D., Biesta, G., & Hodkinson, P. (2007). Improving learning cultures in Further Education?. In Improving learning cultures in further education (pp. 23-40). Routledge. [DOI:10.4324/9780203940099]
46. Johnston, R. & Hawke, G. (2002). Case studies of organisations with established learning cultures. National Centre for Vocational Education Research.
47. Kanaani, Maryam, Hassani, Rafiq and Mohammadi, Majid. (2020). A systematic review of identifying the dimensions and components of school empowerment learning culture. Quarterly Journal of New Approach in Educational Management. (In print). [in persian].
48. Kanter, R.M. (1977). Men and Women of the Corporation, Basic Books, New York, NY.
49. Kasinitz, P., Mollenkopf, J. H., Waters, M. C., & Holdaway, J. (2008). Inheriting the city: The children of immigrants come of age. New York, NY: Russell Sage Foundation.
50. Kazi, S. (2020). Learning a New Culture. TAMK English Journal, 16(4).
51. Kesici, A. E., & Ceylan, V. K. (2020). Quality of School Life in Turkey, Finland and South Korea. International Journal of Evaluation and Research in Education, 9(1), 100-108. [DOI:10.11591/ijere.v9i1.20522]
52. Khasi, N., Khasi, Bita., Yousefi, F, & Azadi, N. (2017). Evaluation of trait anger elementary school teachers in Kermanshah. Rahavard Salamat Journal, 3(1), 43-52. [in Persian].
53. Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of educational research, 88(4), 547-588. [DOI:10.3102/0034654318759268]
54. Kuhn, T. (2012). The Structure of Scientific Revolutions. Chicago, IL: University of Chicago Press. [DOI:10.7208/chicago/9780226458144.001.0001]
55. Lawler, E. E., Mohrman, S. A., & Benson, G. (2001). Organizing for high performance: Employee involvement, TQM, reengineering, and knowledge management in the Fortune 1000: The CEO report. Jossey-Bass.
56. Lindahl, R. A. (2006). The role of organizational climate and culture in the school improvement process: A review of the knowledge base. Educational Leadership Review, 7(1): 19-29.
57. Lopez, D. F. (2000). Social cognitive influences on self-regulated learning: The impact of action-control beliefs and academic goals on achievement-related outcomes. Learning and Individual Differences, 11(3), 301-319. [DOI:10.1016/S1041-6080(99)80005-3]
58. Maarefvand, Z., Shams, G., & Sabbaghian, Z. (2017). Evalution of learning culture for students of technical-engineering of Shahid Beheshti University (strengths and weaknesses). Majallah-i Amuzih-i Muhandisi-i Iran, 19(74), 1-7A.[in Persian]
59. Makwela, M. (2003). Lekomo. Holistic intervention strategy. Free State Department of Education, Bloemfontein.
60. Marshall, H. H. (1987). Motivational Strategies of Three Fifth-Grade Teachers. The Elementary School Journal, 88(2), 135-150. [DOI:10.1086/461529]
61. Masitsa, M. G. (2004). Four critical causes of under achievement in township secondary schools. Acta Academica, 36 (1); 213-245.
62. Mokhele, M. L., & Jita, L. C. (2008). Capacity building for teaching and learning in environmental education: the role of public/private partnerships in the Mpumalanga province of South Africa. Journal of international cooperation in education, 11(3), 39-54.
63. Morganett, L. (1995). Ten tips for improving teacher-student relationships. Social Education, 59, 27-28.
64. Murillo, F. J., & Román, M. (2011). School infrastructure and resources do matter: analysis of the incidence of school resources on the performance of Latin American students. School effectiveness and school improvement, 22(1), 29-50. [DOI:10.1080/09243453.2010.543538]
65. Newton, D., & Ellis, A. (2007). Development of an e-learning culture in the Australian Army. International Journal on E-Learning, 6(4), 543-563.
66. Nonaka, I., & Takeuchi, H. (1995). The knowledge creating company: How Japanese companies create the dynamics of innovation. New York: Oxford University Press. [DOI:10.1016/0024-6301(96)81509-3]
67. OECD (2017), PISA 2015 Results (Volume III): Students' Well-Being, PISA, OECD Publishing, Paris.
68. Ofoegbu, F. I. (2004). Teacher motivation: A factor for classroom effectiveness and school improvement in Nigeria. College student journal, 38(1), 81-90.
69. Organization for Economic Cooperation and Development. (2010). Innovative workplaces: Making better use of skills within organizations.
70. Paris, France: Author. Retrieved from http://www.oecd-ilibrary.org/edu
71. cation/innovative-workplaces_9789264095687-en http://citeseerx.ist.psu.edu/viewdoc/download?doi=
72. Osborn, M., Broadfoor, P., McNess, E., Planel, C., Raven, B., & Triggs, P.
73. (2003). A world of difference? Comparing learners across Europe. Berkshire, UK: McGraw-Hill Education, Open University Press.
74. Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association [DOI:10.1037/10314-000]
75. Reichardt, R. (2002). Opportunity to learn policies and practices inhigh-performing, highneeds schools. Mid-continent Research for Education and Learning, Washington D. C.: Institute of Education Sciences, US Department of Education.
76. Revans, R. (1998). ABC of action learning. Lemos & Crane, London.
77. Rezaee, B., Naderi, N., & Safari Babazaidi, M. (2020). identify barriers to entrepreneurship education in Kermanshah schools. Jsa, 8(3), 66-51. [in Persian].
78. Rimer, S. (2007). Harvard task force calls for new focus on teaching and not just research. The New York Times (May 10) A, 10.
79. Roblin, N. P., & Margalef, L. (2013). Learning from dilemmas: Teacher professional development through collaborative action and reflection. Teachers and Teaching: Theory and Practice, 19, 18-32. [DOI:10.1080/13540602.2013.744196]
80. Rodgers, C. (2002). Defining reflection: Another look at John Dewey and [DOI:10.1111/1467-9620.00181]
81. reflective thinking. Teachers College Record, 104, 842-866.
82. Sagy, O., Hod, Y., & Kali, Y. (2019). Teaching and learning cultures in higher education: a mismatch in conceptions. Higher Education Research & Development, 38(4), 849-863. [DOI:10.1080/07294360.2019.1576594]
83. Sagy, O., Kali, Y., Tsaushu, M., & Tal, T. (2016). The culture of learning continuum: Promoting internal values in higher education. Studies in Higher Education, 43(3), 416-436. [DOI:10.1080/03075079.2016.1174205]
84. Sato, M., Bartiromo, M., & Elko, S. (2016). Investigating your school's science teaching and learning culture. Phi Delta Kappan, 97(6), 42-47. [DOI:10.1177/0031721716636872]
85. Schechter, C. & Qadach. M. (2012). Toward an organizational model of change in elementary schools: The contribution of organizational learning mechanisms. Educational Administration Quarterly 48(1): 116-153. [DOI:10.1177/0013161X11419653]
86. Senge, P. (1990). The Fifth Discipline: The Art and Science of the Learning Organization, Doubleday, New York, NY.
87. Shields, P. M., Marsh, J. A., & Adelman, N. E. (1998). Evaluation of NSF's Statewide Systemic Initiatives (SSI) Program: The SSIs' impacts on classroom practice. Menlo Park, CA: SRI.
88. Stenfors-Hayes, T., Weurlander, M., Dahlgren, L. O., & Hult, H. (2010). Medical teachers' professional development: Perceived barriers and opportunities. Teaching in Higher Education, 15, 399-408. [DOI:10.1080/13562517.2010.493352]
89. Sundblad, F., Älgevik, T., Wanther, O., & Lindmark, C. (2013). Leading change without resistance: a case study of Infrafone. Department of Project, Innovation and Entrepreneurship, Linköping University: Linköping, Sweden, 1-14.
90. Swart, J., & Kinnie, N. (2003). Sharing knowledge in knowledge‐intensive firms. Human resource management journal, 13(2), 60-75. [DOI:10.1111/j.1748-8583.2003.tb00091.x]
91. Szulanski, G. (1996). Exploring internal stickiness: Impediments to the transfer of best practice within the firm. Strategic management journal, 17(S2), 27-43. [DOI:10.1002/smj.4250171105]
92. Teasley, M. L. (2017). Organizational culture and schools: A call for leadership and collaboration. Children and Schools, 39(1), 3-6. [DOI:10.1093/cs/cdw048]
93. Tiwari, B. and Lenka, U. (2016). Building psychological safety for employee engagement in postrecession, Development and Learning in Organizations: An International Journal, 30(1), pp. 19-22. [DOI:10.1108/DLO-05-2015-0044]
94. Walker, A. (2010). Building and leading learning cultures. The principles of educational leadership and management, 176-196.
95. Walker, A. (2011). Building and leading learning cultures. In: Bush T, Bell L and Middlewood D (eds) The Principles of Educational Leadership & Management (2nd ed.). London: Sage.
96. Watkins, K. and Marsick, V. (Eds). (1996). Creating the Learning Organization, American Society for Training and Development, Alexandria, VA.
97. West, R. (1994). Teacher-student communication: A descriptive typology of students' interpersonal experiences with teachers. Communication Reports, 7, 109-118. [DOI:10.1080/08934219409367593]
98. Weston, D., & Clay, B. (2018). Unleashing great teaching: the secrets to the most effective teacher development. Routledge.
99. Williams, R., Brien, K., Sprague, C., & Sullivan, G. (2008). Professional learning communities: Developing a school-level readiness instrument. Canadian Journal of Educational Administration and Policy, (74).
Send email to the article author

Add your comments about this article
Your username or Email:


XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Kanaani M, Hassani R. Presenting a paradigmatic model of empowering the learning culture of school teachers in Kermanshah. MEO. 2022; 11 (1) :13-40
URL: http://journalieaa.ir/article-1-353-en.html

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 11, Issue 1 (4-2022) Back to browse issues page
نشریه مدیریت بر آموزش سازمان ها Journal of Managing Education in Organizations

Persian site map - English site map - Created in 0.06 seconds with 30 queries by YEKTAWEB 4414