Abstract
Organizational learning is conceived as a multidimensional process that integrates individual, group, and organizational levels, enabling institutions to adapt and respond to the demands of a changing environment. Various authors have emphasized its relevance in the construction of shared meanings, knowledge management, and the transformation of institutional practices. This study, adopting a quantitative descriptive approach and cross-sectional design, analyzed the perceptions of 362 participants (252 teachers, 79 school leaders, and 26 administrative staff) from public primary, secondary, and middle education institutions regarding three key dimensions: individual learning, team learning, and organizational learning. A structured questionnaire with 16 indicators measured on a four-point Likert scale was applied, and its reliability was confirmed with a Cronbach’s Alpha of 0.88. Statistical analysis using SPSS allowed the identification of strengths and areas for improvement in learning management. The results revealed favorable perceptions regarding individual learning through dialogue among staff (mean 4.28) and institutional programs aimed at reducing resistance to learning (mean 4.30). However, weaknesses were identified in perceptions related to personal improvement derived from institutional work (mean 3.44), highlighting the need for strategies that enhance both professional and personal development of staff members. In conclusion, the findings reaffirm that organizational learning is a key factor in fostering innovation, institutional memory, and educational quality, thus consolidating schools as spaces for transformation and continuous improvement.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
ORGANIZATIONAL-CULTURE, ORGANIZATIONAL-LEARNING, COLLABORATIVE-WORK, CONTINUOUS-IMPROVEMENT, EDUCATIONAL-INNOVATION
