| This study examined the impact of teacher turnover on the learning organization of parish elementary schools in a suburban county. Forty-two parish elementary schools were surveyed to determine the percentage of teacher turnover experienced by the schools, to ascertain whether schools were engaged in ongoing reform efforts, and to gather socio-economic information. Six schools, which had experienced more than 10% teacher turnover and which were continuing to implement a reform, were selected for the second phase of the study---the questionnaire. Principals, first year teachers, and teachers with more than three years experience completed the questionnaire, which contained statements based on Senge's (1990) definition of a learning organization as well as Fullan's (1993, 1999, 2001) lessons in change and leadership. The questionnaire explored whether principals and teachers thought parish elementary schools were learning organizations capable of sustaining reform efforts. During the third phase of the study---the interview, six participants were asked whether Senge's (1990) five disciplines were evident in their schools, how their learning organizations were implementing reforms, and what role leadership played in sustaining change in the schools. The study found similarities in the characteristics of a leader which were needed to build learning organizations, to sustain change, and to ensure teacher job satisfaction. The study concluded that the leadership of principals determined the forward progress of the parish elementary schools in becoming world-class learning organizations and in implementing change to improve student learning. The findings indicated that a longitudinal study should be conducted to determine whether reform can be sustained over time and to investigate the effect of such turnover on Catholic school principals. |
