Abstract:

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 and 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 common vision, connecting the organization with its environment, and providing strategic leadership for learning are four basic prerequisites for learning at the organizational level. The results of the theoretical analysis confirm the importance of leadership in creating quality change and progress in those 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 everyday life of the organization 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.

Keywords:

Professional development, organizational learning, leadership, teacher empowerment, learning culture.