Linking Network Learning Capacity (NLC) to professional community and organizational learning in an International Baccalaureate (IB) school in Taiwan

Warangkana Lin, Moosung Lee

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Purpose: The purpose of this paper is to explore a concept that has been less examined in empirical research on school organization, namely Network Learning Capacity (NLC). It is proposed that teachers’ professional networks enhance teachers’ individual NLC. This process leads to a formation of professional community (PC) and therefore affects the level of organizational learning (OL). Design/methodology/approach: The quantitative study with multiple methods comprising social network analysis, confirmatory factor analysis and structural equation modeling was conducted. Data were collected from a school implementing the International Baccalaureate (IB) programs in Taiwan. Findings: Findings suggest that certain network positions were crucial in forming NLC on instruction. In addition, reflective dialogue, shaped by NLC, is the key component in establishing learning in this case school. Originality/value: As the first of its kind in an educational context, the study highlights the linkages between network position and the development of professional learning community, which is mediated through NLC. This study contributes to illuminating the process of how PC practices and OL can be promoted in schools.

Original languageEnglish
Pages (from-to)620-642
Number of pages23
JournalJournal of Educational Administration
Volume56
Issue number6
DOIs
Publication statusPublished - 2018

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learning organization
Taiwan
school
learning
community
school organization
teacher
network analysis
empirical research
factor analysis
social network
dialogue
instruction
methodology
Values

Cite this

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title = "Linking Network Learning Capacity (NLC) to professional community and organizational learning in an International Baccalaureate (IB) school in Taiwan",
abstract = "Purpose: The purpose of this paper is to explore a concept that has been less examined in empirical research on school organization, namely Network Learning Capacity (NLC). It is proposed that teachers’ professional networks enhance teachers’ individual NLC. This process leads to a formation of professional community (PC) and therefore affects the level of organizational learning (OL). Design/methodology/approach: The quantitative study with multiple methods comprising social network analysis, confirmatory factor analysis and structural equation modeling was conducted. Data were collected from a school implementing the International Baccalaureate (IB) programs in Taiwan. Findings: Findings suggest that certain network positions were crucial in forming NLC on instruction. In addition, reflective dialogue, shaped by NLC, is the key component in establishing learning in this case school. Originality/value: As the first of its kind in an educational context, the study highlights the linkages between network position and the development of professional learning community, which is mediated through NLC. This study contributes to illuminating the process of how PC practices and OL can be promoted in schools.",
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