The purpose of this paper is to explore a concept that has been less examined in empirical research on school organization, namely Network Learning Capacity (NLC). It is proposed that teachers’ professional networks enhance teachers’ individual NLC. This process leads to a formation of professional community (PC) and therefore affects the level of organizational learning (OL).
The quantitative study with multiple methods comprising social network analysis, confirmatory factor analysis and structural equation modeling was conducted. Data were collected from a school implementing the International Baccalaureate (IB) programs in Taiwan.
Findings suggest that certain network positions were crucial in forming NLC on instruction. In addition, reflective dialogue, shaped by NLC, is the key component in establishing learning in this case school.
As the first of its kind in an educational context, the study highlights the linkages between network position and the development of professional learning community, which is mediated through NLC. This study contributes to illuminating the process of how PC practices and OL can be promoted in schools.
