Pedagogical effectiveness in the school organizational culture and the professional learning community

Keywords: school, organizational culture, learning community, pedagogical effectiveness

Abstract

The objective of this study was to analyze teacher effectiveness in the organizational culture of schools and the professional learning community. This was a quantitative research, with a simple random sample of 359 elementary teachers at the initial, basic, and general unified level in the cities of Cuenca and Azogues, Ecuador. Four Likert-type questionnaires of five answer options were applied as instruments, with the t, F, and Scheffé test analysis method. Using correlation and multiple regression analysis, results indicated that teachers respond to school organization according to their personal characteristics. The school organizational culture is gradually being transformed into a positive and ideal culture. The professional learning community had a positive effect on teachers' effectiveness. In conclusion, the organizational culture of the school and the professional learning community should go beyond the interactive dimension and move towards the integration dimension to improve the school in order to obtain greater pedagogical effectiveness.

References

Aditomo, A., & Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems. International Journal of Science Education, 42(4), 504-525. doi: 10.1080/09500693.2020.1716093
Areepattamannil, S. (2012). Effects of inquiry-based science instruction on science achievement and interest in science: Evidence from Qatar. The Journal of Educational Research, 105(2), 134–146. doi: 10.1080/00220671.2010.533717
Aydeniz, M., & Dogan, A. (2016). Exploring pre-service science teachers’ pedagogical capacity for formative assessment through analyses of student answers. Research in Science & Technological Education, 34(2), 125–141. https://doi.org/10.1080/02635143.2015.1092954
Benedict, A., & Aram, R. (2017). Tools for teacher noticing: Helping preservice teachers notice and analyze student thinking and scientific practice. Journal of Science Teacher Education, 28(3), 294–318. https://doi.org/10.1080/1046560X.2017.1302730
DuFour, R.; Eaker, R., & Many, T. (2010). Learning by doing. A handbook for professional learning communities at work. Bloomington: Solution Tree Press.
Elkader, N. (2014). Enfoques epistemológicos de la enseñanza dialógica en un entorno convencional: revisión crítica. Dialogic Pedagogy Journal, 2, 1-7. doi: 10.5195/dpj.2014.83
Fogleman, J.; McNeill, K. L., & Krajcik, J. (2011). Examining the effect of teachers’ adaptations of a middle school science inquiry-oriented curriculum unit on student learning. Journal of Research in Science Teaching, 48(2), 149–169. doi: 10.1002/tea.20399
Huopalainen, A. (2019). Manipulating surface and producing ‘effortless’ elegance – analysing the social organization of glamour. Culture and Organization, 25(5), 332-352. doi: 10.1080/14759551.2016.1264949
Kivunja, Ch., & Bawa Kuyini, K. (2017). Understanding and Applying Research Paradigms in Educational Contexts. International Journal of Higher Education, 6(5), 26-41. doi: 10.5430/ijhe.v6n5p26
Lee, Y. (1997). Relationship between school organizational culture, principal's instructional leadership, and teacher's professional capacity. Daejeon: Chungnam National University.
Lee, S. Y. (2007). Teachers' Team Learning Activity Analysis and Learning Organization Relationships. Korean Journal of Educational Administration, 25(4), 95-115.
Mendoza, D.; Cejas, M.; Navarro, M.; Vega, V., & Albán, C. (2019a). Software de investigación Moodle: contexto emocional en la educación superior ecuatoriana. International Journal of Engineering Research and Technology, 12(9), 1491-1500.
Mendoza, D.; Abrigo, I.; Romero, J.; Cueva, F., & Cejas, M. (2019b). The formative research of ecuadorian university teaching staff. Problems of education in the 21stcentury, 77(3), 364-378. doi: 10.33225/pec/19.77.364
Robin, A. (2004). Hacia la enseñanza dialógica: repensar la charla en el aula. Cambridge: Diálogos.
Rodríguez, S.; Núñez, J.; Valle, A.; Blas, R., & Rosario, P. (2009). Autoeficacia docente, motivación del profesor y estrategias de enseñanza. Escritos de Psicología, 3(1), 1-7.
Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The journal of educational research, 101(1), 50-60. https://doi.org/10.3200/JOER.101.1.50-60
Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools that learn. New York: Doubleday.
Vinhote, J. Gomes, J. Rodrigues, N. Sena, E. & de Sousa, D. (2020). Diagnóstico de accesibilidad en las aulas FT / UFAM. Revista Internacional de Innovación, Educación e Investigación, 8(3), 215-234. doi: 10.31686/ijier.vol8.iss3.2224
Wieslander, M. (2019). Challenging and destabilizing official discourses: irony as a resistance resource in institutional talk. Culture and Organization, 26(3), 13-34. doi: 10.1080/14759551.2019.1699093
Zaigraev, A., & Wilk, M. (2020). Optimal designs for heteroscedastic regression models with two parameters. Statistics, 54(2), 291-309. doi: 10.1080/02331888.2019.1702041
Zanin, A., & Bisel, R. (2020). Concertive resistance: how overlapping team identifications enable collective organizational resistance. Culture and Organization, 26(3), 231-249. doi: 10.1080/14759551.2019.1566233
Published
2021-07-31
How to Cite
Mendoza Velazco, D., Cejas Martínez, M., Navarro Cejas, M., Flores Hinostroza, E., & Castillo Pinos, K. (2021). Pedagogical effectiveness in the school organizational culture and the professional learning community. Uniciencia, 35(2), 1-18. https://doi.org/10.15359/ru.35-2.11
Section
Original scientific papers (evaluated by academic peers)

Comentarios (ver términos de uso)