The influence of school orientation to learning on teachers' professional learning change

Published in: School Effectiveness & School Improvement, v. 22, no. 2, June 2011, p. 193-214

Posted on RAND.org on June 01, 2011

by V. Darleen Opfer, David J Pedder, Zsolt Lavicza

Read More

Access further information on this document at School Effectiveness & School Improvement

This article was published outside of RAND. The full text of the article can be found at the link above.

This article presents a theoretical argument for assuming that schools have an orientation to learning that influences both whether teachers learn and also whether they change professionally as a result of the learning. This school-level orientation to learning is hypothesized to consist of beliefs and practices about learning. Results from a structural equation modeling process of 1,126 teacher survey responses in England show that schools have an orientation to learning that includes beliefs about learning, systems and supports for learning, and collective capacity for learning. The practices constituting the school-level orientation to learning have a strong to moderate influence, via path analysis, on teacher learning change defined as a composite outcome of change in beliefs, practices, and students. The beliefs that constitute a school-level orientation have a weak, but still significant, influence on teacher learning change.

This report is part of the RAND Corporation external publication series. Many RAND studies are published in peer-reviewed scholarly journals, as chapters in commercial books, or as documents published by other organizations.

The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.