Naslov
Teachers' empowerment for organizational learning and continuing professional development

Autori
Čepić, Renata

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
INTED2022 Proceedings, 16th International Technology, Education and Development Conference / Luis Gómez Chova, Agustín López Martínez, Ignacio Candel Torres - Valencia : International Academy of Technology, Education and Development (IATED), 2022, 5942-5950

ISBN
978-84-09-37758-9

Skup
16th International Technology, Education and Development Conference (INTED 2022)

Mjesto i datum
Valencia, Španjolska, 07.09.2022. - 09.09.2022

Vrsta sudjelovanja
Ostalo

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
(Professional development ; organizational learning ; leadership ; teacher empowerment ; learning culture)

Sažetak
This paper aims to explore and analyze the contributions and critiques of current dominant perspectives in understanding the fundamental characteristics of organizational learning and the role of leadership in encouraging and empowering teachers for organizational learning and continuing professional development. Based on our research, review, and analysis of relevant studies, this paper emphasizes learning processes and strategies for establishing practices that contribute to human resource development and quality management. The orientation of learning organization theories and organizational learning towards strategic management, the skepticism of many pedagogical experts towards research into the concept of organizational learning, and the psychological orientation of dominant educational theories are among the reasons for insufficient acceptance and, therefore, lack of research in pedagogical science. Learning is considered a key factor in the ongoing transformation of an organization and its culture. The paper advocates a holistic approach to learning, the promotion of organizational learning, and a proactive leadership approach to questions related to teacher empowerment that are considered potential key links in the effectiveness of a modern educational institution. Furthermore, it is emphasized that establishing a system for learning and the sharing of learning, empowerment toward a shared vision, connecting the organization with its environment, and providing strategic leadership for learning are four basic prerequisites for learning at the organizational level. The theoretical analysis results confirm the importance of leadership in creating quality change and progress in areas where personal work, greater participation in the decision-making process, and teacher empowerment are nurtured. Specifically, it is emphasized that organizational learning is materialized not only in formal learning rules but also in many subjective and objective elements of the organization's everyday life that can stimulate or hinder the development of both organizational learning and teacher empowerment. The research concludes that it cannot be ignored that, within organizations, there is a growing emphasis on learning processes that do not fall under teacher professional training and development in the traditional sense but are significant from the perspective of competence development and positive organizational behavior. It also concludes that empowering teachers to take responsibility for their personal and professional development and growth can be driven by organizational leadership, structures, processes, and cultures that support their continuing learning at all levels, while deeper understanding and implications of organizational learning open new questions for researchers and practitioners.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA