Conditions fostering organizational learning in schools

This article reports the results of synthesizing evidence from three indepe ndent studies of conditions that foster organizational learning in schools carried out in different contexts but with comparable methods. Its purpose war to identify such conditions from state, district, and school sources an d to assess the context sensitivity of each of the conditions. Qualitative data were provided by a total sample of 111 teachers in 14 schools. Results identified a large number of conditions that fostered organizational learn ing in all schools. Among the most important of these conditions was transf ormational forms of principal leadership.