institute. Joyee and Colhoun (1996; Lashway, 1998) research found that in a typical
school where individuals are more result oriented, it is nearly impossible to form a
learning community, unless collective inquires are encouraged. Similarly, Sharon Kruse
and Karch Louis (1993; Lashway, 1998) also pointed out that a well-developed
communication system including e-mails, faculty meetings and common space for
working will also provoke change in the work place. Here change in the work place
means changing the working pattern and structure to enable the process of becoming a
learning organization.
The presence of the approaches such as trainings, feedback, information systems,
workplace changes and commitment to system change as identified within the
educational institutes thereof, qualify it as a potential learning organization. To further
strengthen the eligibility of the education institutes as learning organization, we will also
discuss the leadership role of such organizations.
2.5.1. Leadership in Educational Institutions
Leadership in schools may be identified as the principal or administrator. Leadership in a
learning organization is not directive and coercive. Similarly, in schools that had attained
the status of learning organizations, leadership is supportive, guiding and coordinating.
Lashway (1998), while discussing a leader’s or a manager’s role in educational
institution, comments that “A crucial part of this role is cultivating and maintaining a
shared vision”.
In schools such a leadership facilitates the teams to stay focused, keep track of the
results and effectively communicate them to the other team members, decisions are
reached through consensus and are not imposed by the leaders. Past results are
communicated so that collective learning takes place and future strategies are then
developed (Lashway, 1998).
According to Lasway tracking school performance and communicating results to
the teams is what leader does in order to facilitate collective inquiry. A leader in a school
should view the school as a hub of learning communities and not a dumb mechanical
structure for the transmission of knowledge. Here the teachers learn themselves, mend
their ways and maintain a guiding role. Just like in other learning organizations every