Schools are dynamic entities capable of growth and adaptation. Comparing them to living organisms, Sergiovanni (1994) underscores their inherent capacity for learning and development over time. Fullan (1995) emphasises that schools remain adaptable to changes. In today’s evolving educational landscape, the imperative for schools to engage in continuous development is more pronounced. Pioneered by Argyris and Schön (1978), the concept of schools as learning organisations emphasises the importance of introspection and evaluation to make learning fundamental to every school’s mission. However, Louis (1994) highlights the inadequacy of traditional educational systems in adapting to change, inhibiting both structured and spontaneous adaptations and impeding schools from considering conflicts as growth opportunities. Moreover, schools as learning organisations implicates teachers and students (Mulford, 2010), underscoring the correlations between organisational learning, leadership effectiveness, school improvement, teacher efficacy and student outcomes. Against this backdrop, this blog post presents the school learning and improvement strategies from Pakistan.

The discourse on school learning and improvement cannot be a one-size-fits-all; rather, it is a dynamic process influenced by leadership, teacher professional growth, and collaboration (Ansari & Asad, 2024; Hamdan & Fradi, 2023). To explore this question, a systemic analysis was conducted across six renowned school systems in Pakistan. Semi-structured interviews with school leaders and teachers lead to a discussion on the essential elements of school learning and improvement.

Three components of school learning and improvement were synthesised. First, the pivotal role of school leaders in fostering a conducive learning environment is evident in their proactive efforts to engage with stakeholders. Implementing initiatives like the ‘open forum’ enables teachers and students to voice concerns and suggestions, facilitating informed decision-making based on input from all parties involved. Second, collaboration between school leaders and staff is crucial for schools to improve. For example, leaders’ engagement in curriculum development, mentorship programmes, and efforts to involve parents in their children’s learning journey. These collaborative endeavours tailor educational experiences to meet the diverse needs of students and ensure the seamless integration of new staff members into the school community. Third, the willingness of teachers to engage in professional development is paramount for the improvement of individuals and the school as a whole. A culture of continuous learning was evident, with teachers actively participating in workshops and sharing knowledge with peers.

The systemic analysis of six schools offers valuable insights into the process of school learning and improvement. It underscores the importance of adaptability and problem-solving (Brady, 2014). Effective leadership fosters a culture of open exchange, transparency and collaboration (Hamdan & Fradi, 2023). Instead of blaming, leaders encourage a trial-and-error approach to learning, focusing on addressing systemic barriers. Collaboration among staff members drives improvement (Ansari & Asad, 2024), supported by prioritising the professional development through workshops and staying updated on the latest trends and educational research is crucial (Abdallah et al., 2023). These principles enable sustained improvement, enhancing the educational experience.

‘Instead of blaming, leaders encourage a trial-and-error approach to learning, focusing on addressing systemic barriers.’

In summary, it is essential to acknowledge that schools face challenges in maintaining a trajectory of learning and improvement, requiring strategic solutions for contextual difficulties. Schools, evidently, learn and improve through effective leadership, collaboration and continuous professional development, which includes adaptability and inclusive decision-making. However, it is logical to prioritise situational adaptability for school development.

References

Abdallah, R. K., Aljuburi, A. H., & AlKhasawneh, T. N. (2023). School improvement in culturally diverse schools: Valuable insights of successful components. In R. K. Abdallah & A. H. Aljuburi (Eds.), Restructuring leadership for school improvement and reform (pp. 105–124). IGI Global.

Ansari, A. N., & Asad, M. M. (2024). Role of school leaders in cultivating professional learning communities and culture in Pakistani schools: An exploratory case study. Journal of Professional Capital and Community, 9(2), 135–153. https://doi.org/10.1108/JPCC-03-2023-0022

Argyris, C., & Schön, D. A. (1978). A theory of action perspective. Addison-Wesley Publishing Company.

Brady, L. (2014). Appraising the imperatives for school improvement. Educational Practice and Theory, 36(1), 5–19. https://doi.org/10.7459/ept/36.1.14_02

Fullan, M. (2015). The new meaning of educational change. Teachers College Press.

Hamdan, S. M., & Fradi, G. (2023). Leadership in continuous school improvement: Learning and leading to improve. In R. K. Abdallah & A. H. Aljuburi (Eds.), Restructuring leadership for school improvement and reform (pp. 141–158). IGI Global.

Louis, K. S. (1994). Beyond ‘managed change’: Rethinking how schools improve. School Effectiveness and School Improvement, 5(1), 2–24. https://doi.org/10.1080/0924345940050102

Mulford, B., & Silins, H. (2010). Organizational learning in schools. In International Encyclopedia of Education (pp. 143–150). Elsevier.

Sergiovanni, T. J. (1994). Organizations or communities? Changing the metaphor changes the theory. Educational Administration Quarterly, 30(2), 214–226. https://doi.org/10.1177/0013161×94030002007