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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
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Psicothema, 2012. Vol. Vol. 24 (nº 2). 323-329




Escala de medición del aprendizaje organizacional en centros escolares

Verónica López, Luis Ahumada, Rodrigo Olivares y Álvaro González

Pontificia Universidad Católica de Valparaíso (Chile)

El aprendizaje organizacional es un elemento clave para el desarrollo de las organizaciones. Las organizaciones escolares no están ajenas a este desafío y actualmente enfrentan un contexto altamente dinámico y demandante de políticas educativas que ponen énfasis en la capacidad de aprendizaje de los centros escolares. Así, la investigación sobre aprendizaje organizacional en contextos educativos requiere de instrumentos validados que permitan dar cuenta de las especificidades de los centros escolares como organizaciones. En este estudio se adaptó y validó una escala de aprendizaje organizacional para centros escolares en una muestra de 119 escuelas de administración municipal en Chile (N= 1.545). Los resultados indican un modelo estructural de tres factores: cultura de aprendizaje, claridad estratégica y aprendizaje grupal. Estos factores mostraron ser predictores de ciertas dimensiones del desempeño educativo, medido según el Sistema Nacional de Evaluación del Desempeño Educativo (SNED). Se discuten estos resultados a la luz de la literatura sobre mejoramiento escolar.

Scale of organizational learning in schools. Organizational learning is a key element for the development of organizations. School organizations are not exempt from this challenge and they currently face a highly dynamic and demanding context of education policies that emphasize the school’s ability to learn. Thus, research on organizational learning in educational contexts requires valid instruments that are sensitive to the specifics of schools as organizations. In this study, we adapted and validated a scale of organizational learning in a sample of 119 Chilean municipal schools (N= 1,545). The results suggest a structural model made up of three factors: culture of learning, strategic clarity, and group learning. These factors predicted dimensions of educational achievement, as measured through the National Assessment System of Educational Achievement (SNED). Results are discussed in view of the literature on school improvement.

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