Purpose

The purpose of this study is to examine how context shapes leaders' caring approach in ways that influence organizational learning and the cultivation of professional capital.

Design/methodology/approach

This exploratory study draws on case study data from two schools. Within each school, the authors draw primarily on semi-structured interviews with teachers and leaders.

Findings

The authors found that school context and the accompanying leader beliefs shaped the structures and practices where organizational learning occurred, and thereby influence the diffusion of organizational learning in the school and the flexibility by which organizational lessons can be applied.

Research limitations/implications

This research demonstrates that the context and place in which schools are situated influence how problems are apprehended and addressed. Leaders' relational approach, bounded by this context, influences how members of the school develop professional capacity. Larger scale studies would help clarify the nature of these effects.

Originality/value

Although context has been shown to influence leadership, no study has examined the links between context, leaders' relational approach and organizational learning.

中文翻译：

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关爱学校领导、学校环境和组织学习：对发展专业资本的影响

目的

本研究的目的是研究环境如何以影响组织学习和专业资本培养的方式塑造领导者的关怀方式。

设计/方法/方法

这项探索性研究借鉴了两所学校的案例研究数据。在每所学校内，作者主要利用对教师和领导者的半结构化访谈。

发现

作者发现，学校环境和伴随的领导信念塑造了组织学习发生的结构和实践，从而影响了学校组织学习的传播和组织课程应用的灵活性。

研究限制/影响

这项研究表明，学校所处的环境和地点会影响如何理解和解决问题。在此背景下，领导者的关系方法会影响学校成员如何发展专业能力。更大规模的研究将有助于阐明这些影响的性质。

原创性/价值

尽管背景已被证明会影响领导力，但没有研究检查背景、领导者的关系方法和组织学习之间的联系。