Leadership, Vision and Organizational Learning in school Dr. Hanna Kurland Oranim – The Academic College of Education Israel Earli

Dr. Hanna Kurland Earli Background Schools are currently under pressure to adapt to rapid changes in society, and to improve educational outcomes. Researchers claim that transformational leadership, vision and organizational learning (OL) processes are the key to school improvement (Fullan, 1995, 1997; Leithwood, 2004). Aims The aims of this study were to examine - (1) the nature of leadership style that contributes to the processes of school organizational learning (SOL) (2) the function of school organizational vision (SOV) in this context.

Dr. Hanna Kurland Earli Theoretical framework The study is based on: Theory of transformational leadership (Bass, 1985; Burns, 1978) Organizational vision (Ruvio, 2001; Baum et al.1998; Larwood et al. 1995; Berson et al. 2001). Organizational learning literature (Pedler, 1996; Popper & Lipshitz, 2002; Argyris & Schon,1978; Senge, 1990).

Dr. Hanna Kurland Earli Leadership style Based on Bass’ (1985) full-range of leadership model: transformational leadership style is concerned with individual consideration, inspirational motivation and intellectual stimulation. Transactional leadership style is based on the notion of exchange “in exchange for this behavior, that will happen”. Laissez-faire leadership style means that leaders refrain from showing leadership behavior of any kind “most passive and ineffective form of leadership”

Dr. Hanna Kurland Earli School's organizational vision Vision is defined as a future picture of the organization at its best (Daft, 1999), a set of clear ideal objectives, well- defined, which the leader would like the organization to achieve in the future (Conger & Kanungo, 1987).

Dr. Hanna Kurland Earli School's organizational learning Schools that function as LO in a context of rapid global change are those that have systems and structures in place that enable staff at all levels to collaboratively and continuously learn and put new learning to use (Silins, Mulford & Zarins, 2002, p.616).

Dr. Hanna Kurland Earli Hypotheses 1. School principal's leadership style: transformational, transactional, laissez-faire, will predict SOV and SOL processes. (a) transformational leadership style will be the strongest, followed by the transactional leadership style, as positive predictors of SOV and SOL. (b) The principals' laissez-faire leadership style will predict negatively SOV and SOL. 2. SOV will positively predict SOL processes.

Dr. Hanna Kurland Earli Method

Dr. Hanna Kurland Earli Population and sample The study was conducted in 104 Jewish elementary schools from the Northern district in Israel. 1,474 teachers answered a Likert scal type questionnaire with 79 items. Data was aggregated to the school level.

Dr. Hanna Kurland Earli Study measures The questionnaire included four measures: (1) personal background (2) leadership style (measured by a multi- factor leadership questionnaire - MLQ-5X) (3) school’s organizational vision (SOV) (4) school’s organizational learning (SOL)

Dr. Hanna Kurland Earli Findings Factor analysis for the measure of SOV yielded three factors: (1) Task vision attributes (2) Inspirational vision attributes (3) Communicative vision attributes

Dr. Hanna Kurland Earli Findings Factor analysis of the measure for SOL yielded four factors (mechanisms): (1) evaluation (2) staff involvement (3) inner school professional development (4) information management

Dr. Hanna Kurland Earli Table1: Descriptive statistics and Pearson correlations of study factors 4321SDM Transformational.42** Transactional -.28**-.58** Laissez - Fair -.55**.39**.70** SOV.79**-.54**.44**.66** SOL **p<.01

Dr. Hanna Kurland Earli Transformationa l Leadership SOV R  = 48% SOL R  = 65%. 70***.65*** Transactional Leadership SOV R  = 15% SOL R  = 65%.39***.73*** Laissez- Fair Leadership SOV R  =29% SOL R  = 64% -.54***. 71***.21**.15** -.15** Hierarchical regression analysis of leadership style effects on SOV & SOL ***p<0.001; **p<0.001; * p<.05 (N= 104 schools) School's organizational vision (SOV); School's organizational learning (SOL)

Dr. Hanna Kurland Earli Conclusion The findings of the study confirm the theoretical claims about the role of transformational leadership in cultivating organizational learning at the school and leadership theorists who consider vision as a key element of transformational leadership theory.

Dr. Hanna Kurland Earli Conclusion It seems that school vision as shaped by the principal, is the most powerful motivator of the process of organizational learning in school. Thus the ability of the principal to create a collective vision with the teachers is a crucial component of school leadership. Vision motivates the staff to improve the school functions and its outcomes.

Dr. Hanna Kurland Earli Conclusion These dynamics suggest that teachers need a vision that encompasses the potential for achieving something desirable: a vision that stimulates a sense of meaningfulness and motivates them towards continuous improvement. Hence, as the principal adopts a more transformational leadership style, the visionary attributes of the school create more inspiration, and better task- and communication- orientations.

Dr. Hanna Kurland Earli