| Abstrakt: |
This study explored the organizational nature of the professional learning environments of teachers, administrators, and other peer professionals in schools. A conceptual model of the organizational structure and effects of instructional supervisory practices was developed to guide the empirical investigation. The model is based on an organizational conception of instructional supervision in which the variety of supervisory behaviors, interactions, and decision making engaged in by school personnel contributes to a unique organizational/supervisory (O/S) climate infusing a school's professional learning environment. Six meaningful dimensions of O/S climate were empirically derived. Climate variable linkages to various indices of school effectiveness were posited and explored using quantitative and qualitative methods. The study's qualitative findings revealed additional school-level, organizational context factors which further explicated the O/S climate and professional learning environment constructs and quantitative supervisory climate/effectiveness linkages identified in the study's original conceptual model. [ABSTRACT FROM AUTHOR] |
Full text from SpringerLink