Exploring the Contribution of Guided Reflection to

Exploring the Contribution of Guided Reflection to Organizational Learning: Implications to Educational Organizations

Dissertation

Submitted to Northcentral University

Graduate Faculty of the School of Business and Technology Management in Partial Fulfillment of the Requirements for the Degree of

DOCTOR OF PHILOSOPHY by ADA GRINBERG ARBEL February 2009 ABSTRACT Exploring the Contribution of Guided Reflection to Organizational Learning: Implications to Educational Organizations

By Ada Grinberg Arbel Northcentral University, December 2008

This applied dissertation was designed to explore the value of a guided reflection upon organizational learning. The aim of this research study was to improve professional performance of workers in one workplace through participation in a professional workshop. The author reported on a qualitative approach to action research. A model of guided reflection was in place in order to provide members with systematic methods to help teachers interpret experiences in order to develop organizational learning. Participants included 14 schoolteachers who shared perceptions of the guided reflection model. Data were gathered from participants' narratives. Participants' narratives were used to discover if there were changes to show a development in organizational learning. The participants' narratives were systematically analyzed using a coding and categorizing process. Analysis of the data revealed changes in the members' perceptions in limits, school vision, responsibility, self– disclosure, and relationships. The findings were in comparison to Senge's (1990) theory on organizational learning (Evidence was found that the use of the guided reflection model fostered educational learning.

‫ב‬

TABLE OF CONTENTS ABSTRACT .................................................................................................................... ‫א‬ TABLE OF CONTENTS................................................................................................. ‫ג‬ LIST OF TABLES .......................................................................................................... ‫ה‬ LIST OF FIGURES ......................................................................................................... ‫ו‬ CHAPTER 1: INTRODUCTION ....................................................................................1 Statement of the Research Problem and Purpose .......................................................3 Background and Significance of the Study ................................................................7 Research Questions ...................................................................................................9 Brief Review of the Literature ................................................................................. 10 Definition of Terms ................................................................................................. 12 Highlights and Limitations of Methodology ............................................................ 14 Summary and Conclusions ...................................................................................... 15 CHAPTER 2: REVIEW OF LITERATURE .................................................................. 17 Organizational Learning .......................................................................................... 17 Educational Leadership ........................................................................................... 19 Narrative- The Professional Life Story .................................................................... 21 Reflective Process ................................................................................................... 23 Mentoring ............................................................................................................... 26 Staff Turnover ......................................................................................................... 29 Methodological Approach ....................................................................................... 30 Summary................................................................................................................. 33 CHAPTER 3: METHODOLOGY.................................................................................. 35 Restatement of the Problem and Purpose ................................................................. 35 Statement of Research Questions ............................................................................. 36 Description of Research Design............................................................................... 40 Description of Materials and Instruments ................................................................ 38 Selection of Participants of Subjects ........................................................................ 43 Discussion of Data Processing and Procedures ........................................................ 46 ‫ג‬

Methodological Assumptions, Limitations, and Delimitations ................................. 49 Ethical Assurances .................................................................................................. 52 CHAPTER 4: FINDINGS.............................................................................................. 54 Overview ................................................................................................................ 54 Findings .................................................................................................................. 56 Analysis and Evaluation of Findings ....................................................................... 65 Summary................................................................................................................. 94 CHAPTER 5: ANALYSIS AND EVALUATION OF FINDINGS ................................ 95 Summary................................................................................................................. 95 Conclusions............................................................................................................. 95 Recommendations ................................................................................................. 106 REFERENCES ............................................................................................................ 108 APPENDIXES ............................................................................................................ 125 Appendix A: Raw Data - The Narratives .............................................................. 126 Appendix B: The Guided Reflection Model.......................................................... 135 Appendix C: Formation of the Workshop ............................................................. 136 Appendix D: Description of the Structure of the Meetings .................................... 140 Appendix E: Problematic Situations in the Teacher's Words ................................. 142

‫ד‬

LIST OF TABLES Table 1 Participant Demographics. ................................................................................ 45 Table 2 Topics from the Problematic Situations told by the Participants. ....................... 54 Table 3 Defining Themes............................................................................................... 58 Table 4 Comparing the Themes to Senge's (1990) Citation to Organizational Learning. . 61 Table 5 Themes and Frequencies in Different Periods Compared to Senge's Citation. .... 63 Table 6 Changes Relating to the Subject of Limits ......................................................... 68 Table 7 Changes Relating to the Theme of Relationships ............................................... 73 Table 8 Changes Relating to the Theme of Self-Exposure .............................................. 80 Table 9 Changes Relating to the Theme of Responsibility ............................................. 87 Table 10 Changes Relating to the Theme of School Vision ............................................ 92 Table 11 Problematic Situations in the Narratives ........................................................ 142

‫ה‬

LIST OF FIGURES Figure 1. Model for Data Analysis ................................................................................. 49 Figure 2. A Schematic Description of the Guided Reflective Model ............................. 136

‫ו‬

1 CHAPTER 1: INTRODUCTION Increases in the intensity and scope of change are affecting all organizations (Tight, 2000). As change continues to evolve continues to increase, organizational leaders need to address the external challenges of workforce change driven by globalization. Economic effects of globalization have changed the nature of the workplace. Organizations are dependent upon the interactions between people. A greater awareness of organizational work practices is the responsibility of the organization. Moreover, organizational planners must simultaneously maintain stability within the organization for change to be effective. The purpose of the qualitative study was the concept of organizational learning in the context of reflection. Organizational learning, according to Senge (1990), has to do with "how members think, what they truly want, and how they interact and learn with one another" (p. 11). Researchers of learning within organizations acknowledge the constructivist principle that people learn by actively structuring experiences through the personal attribution of meaning (Fosnot, 1996). Learning in organizations occurs only through members who learn (Senge, 1990). Consequently, people should be capable of learning, consciously and systematically, by reflecting on work experiences (Tight, 2000). Processes that constantly alternate between work and learning from that work culminates in learning during work (Marsick, 1988). The problem is organizational structures are not supportive of reflection or the guidance necessary to make sense of challenging situations employees confront (Senge,

2 1990). Zilberstein (1995) emphasized the fundamental role of reflection in the process of learning, and pointed to the need for a guided and structured procedure that would lead to reflective inspection. Dewey (1933) maintained that reflection is a process of learning in which people reflect upon experience by thinking, analyzing, and evaluating experiences. Early studies and adoption of learning organization principles in practice have led to growing interest regarding interactions between organizational outcomes and organizational learning culture. Egan, Yang, and Bartlett (2004) showed the connection between the "organizational environment, the interaction among organizational learning culture, job satisfaction, motivation to transfer learning, and turnover intention" (p. 279). Understanding the role of organizational learning in the workplace environment is essential to human resource development (Swanson & Holton, 2001). For the last two decades, researchers have found that an organization’s success can be attributed to personnel reflection processes (Boud, Keogh, Walker, 1985; Fosnot, 1996; Marsick, 1988). Reflection becomes a process for improving professional proficiency, for fostering personal growth, and for increasing social justice (Procee, 2006). Reflection is an important element in organizational learning (Procee). The most common use of reflection is in educational organizations. The general opinion of people in the educational field is that all teachers think about teaching, therefore all teachers are already reflective (Liston & Zeichner, 1990). Posner (1985) identified this assumption as false. Teachers, by nature, are not reflective and the culture does not value or encourage reflective practice (Brookfield, 1987; Posner, 1989). Teachers need to question the values that guide their work in order to be reflective

3 (Liston & Zeichner, 1990). Teachers require training in reflective thinking, just as workers in other organizations (Sebren, 1994; Raines & Shadiow, 1995; Rodgers, 2002; Wai, 2004). A model of guided reflection was developed as part of this study to provide scholars and practitioners with methods to help interpret experiences and develop organizational learning. A better understanding of organizational learning culture and reflection would provide teachers with additional information about perceived factors that contribute to learning, job satisfaction, and important outcomes with demonstrated links to performance (Egan et al., 2004). Establishing a connection between the guided reflection model and organizational learning will be a useful tool for every workshop leader in any organization. Statement of the Research Problem and Purpose The problem addressed within this study was the ineffective training and the limited expenditures applied towards organizational learning. The purpose was to explore the effects of narratives as part of a guided reflection model on the organizational learning culture in educational systems. A gap exists between organizational performance and training intervention within organizations. In the 21st century, change outpaces the acquisition of knowledge that today's knowledge may be obsolete tomorrow. Leaders in businesses spent multi billion dollars to promote the learning and development of employees (Bryans, 2001). Brinkerhoff (2006) found that the impact from training on employees was less than 15%. Brinkerhoff showed in a study of marketing skills that training programs, in a large

4 Fortune 100 company, indicated only 17% of all program participants had applied new skills in workplaces. Leaders of organizations are looking for return on training investment through increased productivity and employee retention. Training that is learned, but never used, or poorly used, produces no value for the business that invested in the training (Brinkerhoff, 2006). To keep pace with changing conditions and new technologies, workers within organizations should be able to learn by experience, to try new approaches, to solve problems systematically, to learn by others' experiences, to provide knowledge to be used widely, and to share and improve knowledge (Tanriverdi & Zehir, 2006). The ability of organizational leaders to address employment and training investments challenges has fallen short of expectations (Brinkerhoff, 2006). The danger exists that members of organizational workforces will be driven to keep pace with the demands of the world arena; however, will not implement the new skills required to be competitive (Small & Irvine, 2006). According to Bryans (2001), members of the workforce in organizations need to reflect and learn from past experiences. Leaders in organizations need a strategy and a method for changing the current situation. Ineffective training programs perpetuate the problem. A chasm exists between the content of typical training programs and the skills that workers need in order to practice effectively (Brinkerhoff). According to Tanriverdi and Zehir (2006), the importance lies in how members in organizations learn from work experiences, and how members learn to direct their own development. The success of an organization depends on the capacity of members to learn continuously and share knowledge (Bryans, 2001). The idea is crucial to the

5 concepts of learning organization (Senge, 1990) and reflection (Schon, 1983). Employees who embrace reflection, have the capacity to slow down and break routine, allowing the organizational structure to become more flexible. Reflection is widely recognized as crucial aspect of learning; however, researchers in the field gave minimal empirical and theoretical attention to the role of reflection in organizational learning (Tanriverdi & Zehir). During times of rapid change, decisions or actions without thought or reflection can lead to disaster, tremendous loss for organizations, and ultimately for the individuals therein (Hinman, 1998). Therefore, reflection is vital for organizational longevity and constitutes an important part in organizational learning. Tight (2000) argued that the study of the relationship between organizations and learning might be approached from the aspects of business and educational studies. A great deal of the research literature on reflective practice has focused in the educational systems on pre service teachers and first-year teachers. The expectation of the policymakers in the educational field is that all the investment in pre service teachers will lead to reflective in-service teachers. Sixteen researchers attempted to examine the efficiency of approaches to develop teacher reflection (Hatton & Smith, 1995). Findings from 10 years of research into the SOL Mathematics program in the Netherlands showed little evidence of critical teacher reflection (Korthagen & Wubbels, 1991; Korthagen, 1985). Despite all attempts to develop teacher reflection, only a few changes, regarding reflection, had occurred (Tatto, 1997). Nevertheless, as in many organizations, teachers today have little time for reflection (Miller, 2002). Finley (2000) noted that many providers of training programs in education focused on the control of teacher behavior

6 rather than teacher empowerment to construct and to use knowledge. As a result, teachers could become trapped by the demands of the job, and for protection, develop survival techniques that help to make it through the day (Wong & Wong, 1998). What happened to reflective processes? The answer lies in the claim that most people are not disciplined enough to set aside time for reflection (Aviv, 2004). People do not know how to start the practice of reflection; therefore, people need training. However, little evidence can be found about action for the sake of reflection (Hinman, 1998). Intervention is needed. A model was needed to provide employees, in general, and teachers, in particular, with systematic methods to help interpret experiences in order to gain a reflective perspective. Without such a tool, reflection will remain in the realm of the theoretical and have little meaningful impact on workers. The purpose of this qualitative study was to explore the effects of narratives as part of a guided reflection model on the organizational learning culture in educational systems. The term reflection is widely used in theoretical discussion, especially in the educational field, but very little information exists regarding how reflection is accomplished (Nicolini & Meznar, 1995). The contemporary emphasis on reflection (Hammer & Stanton, 1997), the low rate of training benefits (Brinkerhoff, 2006), and the minimal effects of training in organizations (Brinkerhoff) call for the development of the new practice of more formalized reflection in the workplace to develop organizational learning.

7 Background and Significance of the Study Van Woerkom (2004) found that successful employees appear to have an ability to learn from previous experiences. Often successful employees appear to reflect automatically in a systematic manner. This, in essence, may be the significance of the guided reflection model in the proposed research, as the model provided a framework through which people could learn to reflect more systematically. Individuals and teams can develop the skill of self-directed learning (Connelly & Clandinin, 1988). Initially, supervision or coaching might focus on helping employees and teams to work through reflection systematically. Ultimately, the goal is to learn to reflect independently, and to monitor one's own reflection. This may contribute to a reflective organization, an organization in which learning is being developed. Carter and West (1998) concurred and showed that reflective habits predict the quality of performances. The guided reflection model was developed by the author who needed to provide teachers with a model to assist in the reflection process related to experiences in the environment of learning organizations. The aim was to provide a learning environment where individuals could foster personal theories and construct professional knowledge (Connelly & Clandinin, 1988). The guided reflection model has the potential to become a tool for organizations in order to promote an organizational learning culture. The survey of the literature concerned with organizational learning showed that decreases in turnover led to increases in organizational performance and reduction in costs associated with losses of job specific knowledge, hiring, and retraining replacement employees (Ulrich et al., 1991).

8 The design and use of a guided reflection model in a school during an in-service learning workshop was explored in order to bridge the gap between theory and practice. By examining the link between learning culture and reflective processes through reflection, teachers will be able to tackle the discrepancy and bridge the gap between the ideal and the real to improve practice. The need to develop reflective skills enables employees to challenge habitual unquestioned values, beliefs and practices, and helps find ways to address professional problems. Organizational learning theorists struggled with some of the same issues, as do all educators (Baldwin-Evans & Jennings, 2007). According to Argyris (2004), effective learning is an important cause of effective action by individuals, groups, and organizations. Argyris recommended that practitioners in organizations become more reflective about the impact of actions and policies on producing learning that perseveres. In addition, learning should focus on causal responsibility at whatever the level of analysis. Educational organizations made significant investments in the field of reflection (Connelly & Clandinin, 1988). The expectation was that educational organizations would implement reflective practices when compared to other learning organizations. However, although reflection has increasingly appeared in descriptions of approaches, there has been an absence of practical concerns (Argyris, 2004). Tatto (1997) found that since 1980, the structure of teacher education has changed very little based on a review of 310 studies. Hanushek (2002) examined the findings of 170 estimates of the impact of teacher education in various settings, and found that only 9% of these estimates showed positive

9 and statistically significant effects on the teacher. The findings have inspired many countries to expand teacher training by providing in-service teacher professional development activities in educational institutions. However, despite the recent preferences for progressive learning and teaching in educational institutions, teacher educators have been slow to integrate new methods (Avalos, 2000). In a review of 53 studies of teacher education, only 14 integrated elements of reflection, despite widespread espousal among educators today (Tatto). According to Lampert (1985), a determination regarding how people learn the skill of reflection should be made. Dewey (1933), provided the foundation for reflection as a means of professional development and established that there must be a systematic method to turn reflection into practice. The results of this study might provide a model for organizational learning using reflection processes. Establishing the connection between guided reflection using narratives and a learning organization could be a useful tool for workshop leaders. The study contributed to theory by assisting in the clarification of organizational learning. Providing a link between theory and practice was an important outcome of this study. Research Questions In this descriptive qualitative study, the following question was posed: How can reflective training impact organizational learning in educational systems to bridge the gap between theory and practice? Secondary questions were derived from Senge's (1990) definition of organizational learning: "organizations where people continually expand

10 their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, and where collective aspiration is set free" (p. 3). 1. How will reflective training using narratives impact participants' critical thinking? (New and expansive patterns of thinking, according to Senge [1990]). 2. How will the participants who experienced the model expand their capacity to create results? (People are continually expanding their capacity to create the results, according to Senge [1990]). 3. How will the participants who experienced the model relate to responsibility? 4. How will the participants who experienced the model expose and build collective aspiration? (Collective aspiration is set free, according to Senge [1990]). Brief Review of the Literature The theoretical framework of this research was based on several concepts; the first is Organizational Learning. Organizations have come to view learning as a more critical variable than it might have been in the past. The landscape in which today's organizations must operate is characterized by continual and disruptive change (Kotter & Cohen, 2002; Senge, 1990). Organizations that have prioritized learning and development have found increases in employees' job satisfaction, productivity, and profitability (Watkins & Marsick, 2003). The second frame is reflective processes. Campbell-Jones & Campbell-Jones (2002) have described reflection as "an inner dialogue with oneself whereby a person calls forth his or her own experiences, beliefs, and perceptions about an idea" (p. 134).

11 Reflection is rooted in the work of Dewey (1938/1963), who stated that reflection balances experience and knowledge and thus lies at the core of all experience-based theories. One of the most persistent problems in human resource management is turnover (Cecil, 1995). In its broadest sense, turnover is the terminology used to describe the leaving behavior of employees when the association with the organization is severed. A significant amount of turnover adversely influences organizational effectiveness (Horn & Kinichi, 2001). Job satisfaction plays a major role in most theories related to turnover (Lee et al., 1999). The correlation between job satisfaction and turnover has been demonstrated in many meta-analytic findings (Trevor, 2001). Jabri & Pounder (2001) suggested using narratives, as a tool for the reflection process in organizational learning. Gill (2001) stated that stories exist in all organizations and are "an integral part of defining what that organization is and what it means to work there" (p. 231). Examining stories in an organization allows investigation of experiences and redefining of professional attitudes (Connelly & Clandinin, 1999). Mentoring is a business learning and development strategy in which an employee is guided, is coached, is advised, and is supported by someone in the organization with particular knowledge, skills, or experience (McDonald, 2006). Effective mentors choose an approach that will match the process and the outcome.

12 Definition of Terms Critical reflection. A level of reflective thinking that analyzes the means, ends, and belief system to determine if human needs are being met (Van Manen, 1977). Evaluation. In the sense of a search for meaning, a "decision about significance, value, or quality of something, based on careful study of its good and bad features" (COBUILD English Language Dictionary, 1990). Job satisfaction. Job satisfaction can be defined as "an employee’s affective reactions to a job based on comparing desired outcomes with actual outcomes" (Cranny, Smith, & Stone, 1992, p. 8). Job satisfaction is "generally recognized as a multifaceted construct that includes both intrinsic and extrinsic job elements" (Pearson, 1991, p. 519). Learning organization. The concept of learning organization is drawn from Senge (1990) who defined it as an “organization where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together" (p. 3). A learning organization is viewed as one that has the potential for continuous learning and change and, in this manner, can influence people and structure. Mentoring. Mentoring is conceived in this research as guiding, coaching, advising, and supporting by someone with particular knowledge, skills, or experience in order to achieve business learning and development strategy (McDonald, 2006).

13 Reflection. Dewey (1933) considered reflection to be a special type of problem solving, which involves active chaining and a careful ordering of ideas linked together. Reflection is the mechanism by which an active and cognitive process enables involvement in a continuity of ideas, taking into account underlying beliefs and knowledge. Reflection-in-action. This refers to in-the-moment ability of knowing-in-action. Reflection-in-action is Schon's (1983) term to describe the actions of breakdowns that occur in the action mode of design. The concept of teaching as reflection-in-action refers to the teacher's thinking about the teaching process while directly engaged in teaching. Reflection-on-action. This is Schon's (1983) term for retrospective thinking. Schon argued that people reflect on action, "thinking back on what they have done in order to discover how their knowing-in-action may have contributed to an unexpected outcome" (Schon, 1983, p. 26). Responsibility. According to Akdere and Schmidt (2007), responsibility is an answerable for one’s own behavior by being capable of making rational or ethical decisions. In order to become flexible and continually improving people in organizations have to be flexible, responsive and open to growth. This is achieved when individuals take responsibility for actions. Turnover Intention. For the purposes of this study, turnover intention is defined as the attrition of employees and their willingness to leave the organization (Tett & Meyer, 1993). Turnover intention has emerged as the strongest precursor to turnover. Job

14 satisfaction is one of the major interests to have an inverse relationship to turnover intention (Muchinsky & Morrow, 1980; Trevor, 2001). Value. There are many ways to define value (Woodruff, 1997). For the purposes of this study, value is defined in the sense of giving value to the experience of learning and growth. Value refers to the quality (positive or negative) that one attribute has on something desirable. Highlights and Limitations of Methodology This study was limited by several factors. The first limitation refers to the breadth and depth of data sources utilized in the study. The data was collected during the second year of the educational institution's establishment with 14 staff members. According to Patton (1990), strict criteria for sample size is not strict. Eisner (1991) asserted that there was no statistical test of significance to determine if results count. The second limitation concerns the author who was a participant, the controller of the research, and the leader of the reflective analysis. Difficulties in relation to the truth and validity of the research due to the lack of objectivity were raised. The reliability of the results obtained and the ease of replication (Vogt, 1993) was a potential weakness of qualitative research in general. Differing from traditional research that distances the researcher from emotional involvement and clearly defines the relationship between researcher-researched, in action research there may be a conflict between the research interest and the loyalty to the staff being studied (Tobin, 1992). On the other hand, according to Kagan (1992), the participating researcher knows the context well, is in

15 close relationships with the participants, and can reach a level of revilement that an outside researcher cannot attain. Removing researcher judgment is not possible (Watson, 1994). The external validity relates to the researcher’s impact on the environment (Elliot, 1991). In this study, dangers due to the researcher’s presence included the attempt to please the researcher (Miller, 2002). An advantage of action research is that it can allow a goal-free evaluation (Scriven, 1972), which allows the researcher to ignore the intended goals of the intervention, instead starting with a clean board and observing what impact the intervention has had. Summary and Conclusions In the descriptive qualitative study, an attempt was made to examine the use of a guided reflective model as a learning means of fostering reflective practice among experienced professionals in order to enable development of organizational learning. The theoretical framework of this inquiry was based on several concepts: organizational learning, reflective process, staff turnover, narrative, and mentoring. A model was proposed that identified narratives as the fundamental process by which employees in organizations learn. The purpose was to explore the use of the guided reflection model in a school during an in-service learning workshop in order to examine the link between learning culture and reflective processes. In this research, the author explored: 1. The proceedings of the in-service training meetings and the reflective processes that occurred during meetings on the participants’ levels.

16 2. The narratives that the participants told during the course of the workshop. The anticipated adjustments were in critical thinking, in expanding the capacity of knowledge, and in collective aspiration as shown by Senge’s (1990) theory on organizational learning. Results were seen in perception related to responsibility (Akdere & Schmidt, 2007). The aim was to explore reflective processes and narratives in the workshop. The most suitable method, in this case, was an action research (Atweh, Kemmis, & Weeks, 1998; Boyd, 2003; Calhoun, 1994; Schon, 1987; Smith, 2001). The author studied, described, and interpreted the learning process of teachers, as mirrored by stories told in the workshops. This is typical of narrative inquiry, which is a kind of action research (Connelly & Clandinin, 1988). Acknowledged limitations to the validity of the study included researcher bias.

17 CHAPTER 2: REVIEW OF LITERATURE Organizational Learning The concept of organizational learning has been widely debated since the mid 1980s, and has been the topic of an increased amount of research attention (Bhatt & Zaveri, 2002). The concept was based on the capacity of an organization to gather learning and recommence knowledge. The performance gains that accrue because of increasing learning in organizations are often quite large and have important practical implications for organizations (Rao & Argote, 2006). Many researchers have begun to regard organizational learning as a major influence in organizational success and survival (Achrol, 1991; Garvin, 1993; Ottoy et al., 1996). Researchers (e.g., Drucker, 2002; Wiig, 1997) in the 21st century pointed out that, because of the rapid development of technology caused by the changing marketplace to knowledge economy, managers of organizations have started to realize that learning is an organization's most important resource (Wiig). Researchers have concluded that “organizational learning is associated with the development of new knowledge, which is crucial for firm innovation capability and firm performance” (Calantone, Cavusgil, & Zhao, 2002, p. 517). In this study, the definition provided by Senge (1990) of organizational learning, "an organization that is continually expanding its capacity to create its future" (p. 11), was adopted. While the researchers in the field are developing and applying new definitions, many researchers view Senge's work as significant in this field. Moilanen (2001) also presented a wide review of some works in the field.

18 In the last century, three different organizational paradigms were developed. Weber (1947) characterized the first paradigm and focused on rationality and efficiency as part of bureaucratic organizations in the early part of the century. In mid century, Drucker (1964) introduced a paradigm with promising results and efficiency– the concept of the performance based organization. Then, at the end of the century, Senge (1990) established the concept of the learning organization. Organizational learning takes place at a variety of different levels - from the individual level, through the group level, and at the organizational level (Zietsma, et al., 2002). Shared understandings become preserved in language and new actions become embedded into routines (Rowland, 2004). Argyris and Schon (1978), as well as Swieringa and Wiersma (1992), pointed at single loop learning as a level. This level refers to the exposure and correction of errors. The limited learning tends to preserve the relation between an organization and its environment. In accordance with Fiol and Lyles (1985), double loop learning involves basic assumptions, development, and renewal. The learning produced generative or proactive results. Double loop learning is important because it enables further learning (Argyris & Schon). Triple loop learning, according to Swieringa and Wiersma, involves new identity aspects of the organization, enables continuous learning, and permanent organizational evolution and development. Organizational learning has been viewed in research as a cognitive process or as a result (Pham & Swierczek, 2006). In this study, organizational learning was treated as a process, according to the process approach that emphasizes acquisition, sharing, and utilization (Pham, & Swierczek, 2006; Rowland, 2004; Senge, 1994; Swieringa &

19 Wiersma, 1992). Senge (1994) provided descriptions of the five core learning disciplines (a) Expanding patterns of thinking--meaning a way of thinking about, and a common language for describing and understanding that shape the behavior of systems; (b) expanding capacity to create results--creating an organizational environment that encourages all members to develop themselves towards the goals and purposes chosen; (c) mental models--"Reflecting on, continually clarifying, shaping decisions and actions" (Senge, 1994, pp. 6-7); (d) collective aspiration--building a sense of commitment by developing shared vision; and (e) team learning--"transforming conversational and collective thinking skills" (Senge, 1994, pp. 6-7). Brinkerhoff (2006) found that the impact from training was less than 15%. This low rate should encourage organizations to change through finding strategies and methods. Argyris (2004) argued that characteristics such as open communication, employee self-efficacy, and democratic climate could help to create the organizational environment necessary for deep learning to occur. A number of researchers tried to categorize factors that made organizational learning outcomes possible (Solingen et al., 2000; Storehouse, Pemberton, & Barber, 2001). A broad review of the subject indicated that the majority of these studies were based on a qualitative approach (Easterby-Smith, 1997). Educational Leadership The concept of leadership is significant to any aspect of ensuring effectiveness in managing change (McNamara, 2007). Edmonds (1979) credited school leadership as a significant and critical component to successful schools. A survey of literature dealing

20 with educational leadership suggested that faculties were increasingly concerned about the practice of reflection in schools (Murphy & Seashore, 1999; Osterman, 1990). Schools are directed to human improvement so they are ethical by nature (Ayers, 2004). Reflective education can help children reach the goals of learning by encouraging them to understand others, and learning to solve social, emotional, and ethical problems. Many programs concerned with teacher learning focus on reflection; therefore, it is anticipated that teachers will become more experienced in this field. However, to succeed and achieve these goals, teachers are expected to be sensitive to the ethical implications of personal policies and practices, as well as those of the school and the system. In this case, teachers need an awareness of what lies behind ethical choices (Ayers, 2004). Education is a humanizing endeavor and its aim is to foster, develop, and expand people's capacities as human beings (Ayers, 2004). Education, as Ayers pointed out, has the potential to empower not only students, but teachers as well and help gain a deeper awareness of humanity. In reality, the institutionalization of schooling and education did not succeed in connecting beliefs and actions (McNamara, 2007). The educational system has not succeeded in integrating these values into schools or into teacher training, according to Cohen (2006). Many reforms that began in the early 1950s continue to breed top-down mandates for greater control over teachers, classrooms, and have not generated the desired change. Crowley (1998) recognized a crisis of confidence in several areas affecting the quality and status of teaching. The results of the study indicated a gap between the theory offered

21 in university courses, the everyday life of teacher’s work, and the difficulties of providing quality supervision to teachers in schools. The key to the success of school improvement depends on teacher learning. Support is needed to move new ideas into changed practice (Bell, 1993). The aim should be to provide a learning environment where individuals build personal theories and construct professional identities (Connelly & Clandinin, 1988; Ross, Cornett, & McCutcheon, 1992). Educational leadership research (Fullan, 1996) indicates that the relationship between school administrators and teachers has to change to enable teachers to take more responsibility for making professional decisions. As school personnel develop into a learning community, teachers begin to realize that they have the power to take action to improve practice. Narrative-The Professional Life Story The next framework is a narrative, as a way of uncovering the stories of the participants who were involved. The English word story and the related words narrate or narrative all have roots in Latin and Greek words for knowing and wisdom. According to Bruner (1991), narratives are the way people organize experiences. According to Ricoeur (1991), the process occurs on three levels. On the first level, people understand the world by listening to and recalling stories. On the second level, the communication level, the individual communicates with other people through narratives. Then there is a selfunderstanding or individual identity. According to Lamsa and Sintonen (2006), the three narrative levels can be adapted to the organizational level.

22 The narrative of a professional life story plays an important part in organization life. Creating stories in the workplace can take advantage of collective cultural knowledge (Gill, 2001). The members in the organization bring their own professional stories and examine attitudes, behaviors, analyses, and meanings. This process allows the ordering of events, turning events into consistencies, and finding significance in the events. Gill suggested the narrative is the most powerful communication tool an organization can employ. Examining stories allows investigation of the experiences and allows the redefinition of professional attitudes (Connelly & Clandinin, 1999). According to Gill, "Stories exist in all organizations and are an integral part of defining what that organization is and what it means to work for it" (p. 231). Members' stories are a good framework for sharing information, meaning, and knowledge and they become tools for empowerment (Ricoeur, 1991; Bruner, 1991; Barry & Elmes, 1997; Hendry, 2000; Olson, 2000). According to Czarniawska (1998), little has been done to examine the ways and means of using narratives of participants to development situations. According to Gill (2001), stories may serve specific business purposes, such as diffusing knowledge, opening new channels for development by allowing participants to exchange experiences, capturing what is implicit, and creating a memory framework. Stories also give "a depth of knowledge about the connections between theory and practice" (Fine, 1998, p. 153). According to Russell and Munby (1991), there was no significant difference when the event that was being told occurred, as children, as adults, or if it had a negative or positive effect. The incident had the potential to be a reflective tool that could be used for

23 growth in the present. As a result of the process of telling the stories, by examining and by realizing t significance, many times new knowledge is created or existing knowledge is rearranged (Russell & Munby). Through the revelation of attitudes, value systems, professional beliefs, and investigation, reflective thinking develops. The lifting out of the memory of the events, the stories, and the interpretations, as seen through the teller's point of view, gives meaning (Ben Peretz, 1995). In recent years, the trend is growing to use narratives as a tool for the reflection process in organizational learning (Jabri & Pounder, 2001). The narratives are interpreted and analyzed, treated as data that can be coded to highlight knowledge, learning, and to uncover how people conceptualize their work (Wai, 2004). Salzer-Morling (1998) stated, "The leader in an organization can use narratives as useful tools for transforming abstract values into an understandable form at the practical level among the organization members” (p. 56). The Reflective Learning Process The third framework is the reflective processes. Reflection has been defined as an "inner dialogue with oneself whereby a person calls forth his or her own experiences, beliefs, and perceptions about an idea" (Campbell-Jones & Campbell-Jones, 2002, p. 134). Little consistency exists regarding definitions of the concept of reflection (Brooks, 1999; Calderhead, 1989; Van Bolhuis-Poortvliet & Snoek, 1996). Some researchers use the term "reflection," whereas others use "critical reflection" or "critical thinking" (Van Woerkom, 2004). The difference is not often clear, or even if there is a difference between these terms (Van Woerkom).

24 Historically, Dewey (1933) is acknowledged as a key inventor in the twentieth century of the concept of reflection. Dewey related to reflection as problem solving, which involved active chaining. Dewey (1963) maintained that reflection balances experience and knowledge and thus lies at the core of all experience-based theories. Mezirow (1981) described seven levels of reflectivity, from the everyday experience to theoretical reflectivity, from becoming aware of the ways we think and act, to a form of critical awareness. At the highest level, "a set of taken-for-granted culture explains personal experience" (p. 13). Reynolds (1998) criticized Mezirow's concept of levels. From his perspective, Mezirow's concept was limited to an explanation of personal, psychological transformation rather than social change (Reynolds). The researchers referred to reflection in diverse fields: educational philosophers and theorists (Dewey, 1933), adult educators (Rigano & Edwards, 1998; Knowles, 1978; Houle, 1961), cognitive scientists (Claxton, 1999; Vygotsky, 1962), and organizational learning theorists (Argyris & Schon, 1978; Brookfield, 1987; Schon, 1983; Senge, 1990). Theories about reflection or critical reflection in the domain of organizational learning are limited. Researchers such as Brookfield (1987), Marsick and Watkins (1990), Senge (1990) and Schon (1983), are important authors who have placed the concept of reflection in the context of the workplace. Van Woerkom (2004) studied reflection from the organizational aspect and from the individual aspect. The organizational aspect focused on analyzing and trying to change the values of the organization. Critical self-reflection was aimed at the emancipation of the individual in relation to the organization. Van Woerkom concluded

25 that these two dimensions could not be considered as separate dichotomies; they were interrelated. A significant theory on reflection in the workplace is Schon's theory (1983) on reflection-in-action and reflection-on-action. Schon (1983; 1987) wrote about reflection that was connected with action. Professionals should learn to frame and reframe the problems they are facing, try to interpret them, and only then choose their actions. Schon talked about reflection-on-action (thinking back on what one has done) and reflection-inaction (thinking and modifying while on the job). Butler (1996) added reflection to-action in his model for human action and change. This is the technique of organizing relevant knowledge to design actions. According to Butler the outcomes of reflection-on-action were the input for reflection-to-action. Noddings (1984) referred to reflection in terms of attitudes of caring. This included an ethic of care and empathy. Lave and Wenger (1991) stressed that communities at work could reproduce counterproductive patterns, injustices, and resistance. New theories contrasted theories-in-use, and resisting change characterized community. Because most people choose to avoid problems and the uncertainty of conflicts (Van Woerkom, 2004), learning processes tended to be conservative and confirmed existing frames of reference (Weggeman, 1997). In order to gain significant learning, reflecting on an espoused theory demanded deeper and more critical reflection on values (Van Woerkom). Watkins and Marsick (2003) argued that in order to maximize the benefits of workplace learning "people needed to bring what they are learning into conscious awareness" (p. 26). This is an action of reflection. An action of reflection,

26 when it becomes a way of life in the workplace, enables workers publicly to challenge workplace assumptions and to learn to change basic values (Schon, 1987). Then organizational learning occurs, according to Argyris and Schon (1996). The concept of critical reflection, according to Van Woerkom functions as a bridge between individual learning and organizational learning. The characteristics of critical reflection underline the importance for organizational learning. Mentoring The term mentor originally appeared in Homer's Odyssey. The ancient Greeks considered effective mentoring to be grounded in ethics, relationships, and logic (Covey, 1997). Today the term mentor typically refers to one's ability to generate solutions from various perspectives to complex social problems (Mumford et al., 2000). To achieve learning is the most important goal of the training effort (Akdere & Schmidt, 2007). In accordance with Sosik and Lee (2002), "Mentoring is a form of social support in which individuals with more advanced experience and knowledge guide lesser experienced and knowledgeable individuals for the purpose of development and career" (p. 102). Today, theorists connect mentoring relationships with positive organizational outcomes. Positive outcomes relate to increased self-esteem, job satisfaction, career mobility, decreased work alienation, and reduced job stress (Godshalk & Sosik, 2000). Four group-mentoring styles can be identified from the literature. According to Glickman (1990), the styles are the direct approach, the alternative approach, the mutual approach, and the indirect approach. Each approach can have an influence on the guided conversational style, a style that characterizes a whole system of interpersonal

27 relationships and contacts, the degree, the nature, and the quality. Mentors need to pay attention to the approach they choose to use because the approach will relate to how information is used to solve group problems (Mullen, 1994). In the direct approach, the group mentor is the expert and single source of knowledge during the process (Fuchs, 1995). This approach is based on the principle that teaching includes technical skills. The group mentor's role is to inform the members, to demonstrate methods and tools, and to evaluate the member's mastery according to a definite behavior. The mentor is the professional, the expert in the field, who has more knowledge and experience than the participant does. In this approach, the mentor is given full authority and control over the participants and the group process. Only he or she decides what needs to be done to improve the progress of the group and how to accomplish this aim (Fuchs). In the alternative approach style, according to the Freeman model (Freeman, 1991), the mentor's role is to suggest a variety of alternatives for activity. The mentor does not express a preference for a certain alternative, and he or she is not judgmental. The objective is to broaden the range of activities that a member or a group can perform. Offering many alternatives to the group allows him or her to understand actions and to trust during the decision-making process. The mutual approach according to Cogan (1973), stems from two basic principles: the mentor and the participant have equal status and that teaching is fundamentally a process of problem-solving (Dewey, 1933). This approach is based on the hypothesis that a group of people can produce more ideas and solutions thus, to experience a more

28 efficient way to function as a group. The role of the mentor is to guide the problemsolving process, to be an equal and active partner in the process, and to focus the group on the problems to be solved. The mentor style formed from this approach is based on cooperation in order to complete a task. The discussion begins with recognition and definition of the problem by the mentor and the participants. The mentor recommends his or her ideas while he or she simultaneously tries to arouse the convictions of the participants in order to arrive at a solution. At the group meeting, both partners realize that they must agree on every step taken. Conflicts are welcomed and considered a healthy part of the process. McIntyre and Hagger (1995) cited Rogers (1969) as the father of the indirect approach. According to Rogers (as cited in McIntyre & Hagger), the emphasis is on the participant. The approach is based on the hypothesis that learning is chiefly a personal experience, and thus, the member is permitted to express himself or herself to clarify views. This style is based on the assumption that each person knows what is best. The participant has the intrinsic potential for self-development and, depending on his personal experience; he is capable of reaching solutions to improve his or her professional working. During the group work process (Fuchs, 1995; Gebhard, 1984), the mentor assists the participant in revealing inner-knowledge and the mentor utilizes abilities and skills towards the desired goal of improvement. The mentor's function is to listen, to avoid judgment, to assist in developing the participant’s self-awareness, and to present the participant with situations that will allow the clarification of his or her own experiences. Clandinin (1992) claimed that through the mentor-participant dialogue,

29 thoughts crystallized into definite action. This knowledge was a result of the interpersonal investigation and search for meaning. In practice, approaches do not appear separately (Sosik & Lee, 2002). The leader of the group or the mentor can integrate different elements from differing approaches, as needed. Staff Turnover Turnover has been a developing construct in the field of organizational research in human resource management. Turnover is the terminology used to describe the leaving behavior of employees (Hwang & Kuo, 2006). A review of turnover literature is lengthy (Horn & Kinichi, 2001; Dickteret et al., 1996). Horn and Griffeth (1995) and Maertz and Campion (1998) provided comprehensive summaries of the theoretical frameworks in the field. It is widely believed that turnover can be predicted, so managers can prevent it if they take measures in advance. The authors of several field studies have found a negative effect of turnover on performance (Shaw et al., 2005). Job satisfaction has a major role in most turnover theories (Lee et al., 1999). Researchers agreed there was a correlation between job satisfaction and prevention of turnover (Trevor, 2001) that influences organizational effectiveness (Horn & Griffeth; Horn & Kinichi). Egan et al. (2004) found that losses associated with employee turnover may be averted and innovation increased through the support of an organizational learning culture. Gilbert (2007) showed a positive correlation between a personal practice of reflection and happiness at work. The high correlation between job satisfaction and turnover (Trevor, 2001) and the positive correlation between reflection and job satisfaction (Gilbert) strengthen the link between reflective activity and turnover

30 reduction as found by Egan et al. Tinto's (1993) model, although set in the context of an educational organization, was important in understanding the connection between organizational factors and key individual attributes found in traditional turnover models. Unlike traditional turnover models, Tinto's model focused on the institution's role in creating a climate conducive to a sense of integration. Rhoades et al. (2001) alluded to this sense of integration, referring to it as a sense of belonging. The climate is the key to reduce turnover. Climate includes perceptions and values that reflect the extent to which employees perceive experiences. Tinto's model is important because it emphasized the role of the organization in integrating employees into the performance in order to reduce turnover. Methodological Approach Theoretical Literature. The qualitative research method was used in this study. In order to understand the complexities of both reflection and organizational learning, it is necessary to undertake qualitative research that allows insights to be drawn. The publication of qualitative research studies has increased in recent decades (Brantlinger et al., 2005). Brantlinger et al. defined qualitative research as "a systematic approach to understanding qualities, or essential nature, of a phenomenon within a particular context" (p. 195). Qualitative research is used to gain insight into people's attitudes, behaviors, value systems, culture, or lifestyles. Participatory action research is type of qualitative research. In both practice and meaning, is what the name implies: participation - to be a part of something; action - to make a change while using research as a tool (Merriam-Webster, 2004). Participatory

31 action research is a process that involves the development of goals and methods, gathering and analysis of data, and implementation of the results in a way that will promote change (Reason, 1994). It requires multiple sequences of reflecting, planning, acting, and observing (McTaggart, 1997). Participatory action research is a dynamic process that involves methods reflexivity. According to Carr and Kemmis (1986) "Action research is a form of self-reflective inquiry undertaken by participants (teachers, students, or principals, for example) in social (including educational) situations" (p. 16). The action research form is used in order to improve the rationality and justice of social or educational practice, the understanding of practice, and the situations in which the practices are carried out. Marcus (1994) described this reflexivity as self-criticality among researchers. According to McTaggart, "Participatory action research is the creation of a context in which knowledge development and change might occur in which tools may be made rather than necessarily using tools already at hand" (p. 34). An increase in using action research to deepen and develop a teacher’s practice has been noted by Smith (2001). Applied Literature. Action research has been used in many areas where an understanding of complex social situations has been sought in order to improve the quality of life (Boyd, 2003). As with all methodologies, there are challenges and opportunities when implementing an experimental design in an environment as complex and dynamic as a school system. Cronbach et al. (1980) noted that in most educational settings, multiple causal factors interact in complex ways to affect outcomes. The authors claimed it was naive to think that researchers could easily examine educational

32 phenomena in a controlled laboratory environment, while isolating the impact of individual variables, ruling out all possible confounding factors, and maintaining experimental control and randomization. Therefore, a qualitative approach to action research involving schoolteachers is reported. The research approach was going to be used as a means of understanding the knowledge of teachers. According to Calhoun (1994), the aim of action research is to improve quality and performance. "It is typically designed and conducted by practitioners who analyze the data to improve their own practice" (Calhoun, p. 216). This concept is very close to the concept of reflective practice coined by Schon (1987). Susan and Evered (1978) argued that action research is an inadequate basis for generating knowledge about organizations when the intent is to create discovery regarding perspectives, understandings, and beliefs specific to the participant organization. Participants' narratives were used to identify perspectives, understandings, and beliefs. Colombo (2003) concluded that action research could be viewed as an ongoing process in which individual and collective stories were sources and instruments for generating clarifications and for constructing meanings with regard to the actions and events. Action research was used in this study. The participating observation method was selected because of the descriptive nature of the study. According to Patton (1990), observational data means description of settings, activities, people, and the meanings of what is observed from the participant’s perspective. A better and deeper understanding can be gained by observation because observation provides knowledge of the context in

33 which events occur, and may enable the researcher to see things that participants themselves are not aware of, or that they are unwilling to discuss (Patton). Participant observation allowed documentation of different aspects of changing settings and changes as they occurred. The observation was intended to describe and analyze social situations, and to categorize into different actions that the participants took in a given situation. The greatest advantage of this observation permitted learning about a behavior when it was performed. The author gathered data from the original sources, while describing the phenomena that took place in their natural circumstances. Summary The central challenge for organizations today is how to improve performance while using learning consistently and effectively (Achrol, 1991; Bhatt & Zaveri, 2002; Brinkerhoff, 2006; Garvin, 1993; Ottoy et al., 1996). Organizational learning culture and job satisfaction are important tools in the hands of the leader to transfer learning and decrease turnover to improve performance (Egan et al., 2004; Tinto, 1993; Trevor, 2001). Using narratives in organizational learning enables understanding and assesses the reasons for one's beliefs (Barry & Elmes, 1997; Bruner, 1991; Gill, 2001; Olson, 2000; Ricoeur, 1991). This interpretation requires the ability to become critically reflective. Reflection is widely recognized as a crucial element in the learning process of individuals and the community in organizations (Argyris & Schon, 1978; Brookfield, 1987; Mezirow, 2000; Senge, 1990; Schon, 1983).

34 The outcomes of organizational learning depend on the mentoring style. The mentoring relationships can produce positive outcomes (Godshalk & Sosik, 2000). Attention to the approach mentors use is important because perceptions influence the information process to solve group problems (Mullen, 1994). Narratives, reflection, and the mentoring style are essential elements of critical learning theories and developing learning in organizations in order to improve performance (Mezirow, 2000). The aim of this research study was to improve professional performance of workers in one workplace through participation in a professional workshop. A model of guided reflection, developed as part of this study, was in place in order to provide members with systematic methods to help interpret experiences. This led to organizational learning. The author of the research described the proceedings of the inservice training meetings and the reflective processes that occurred during meetings on the participants’ levels. As part of the model, participants' narratives were used to discover if, in their stories, there were changes to show a development in the participants' knowledge. The anticipated adjustments were in critical thinking, in expanding the capacity of knowledge, and in collective aspiration according to Senge's (1990) definition of organizational learning.

35 CHAPTER 3: METHODOLOGY Overview The purpose of this descriptive qualitative research was to explore the value of a guided model of reflection upon organizational learning, applied by in-service teachers during 1 school year in an in-service training workshop led by the author. In the workshop, the author acted as a researcher investigating her own work in order to improve professional performance of workers in one workplace through participation in a professional workshop. The guided reflection model (as shown in Appendix A), was based on Kelly, Beck and Thomas's (1992), statement "that reflection leads to better action and therefore improved professional performance" (p. 175). The workshop encouraged individuals to initiate further action by drawing on experiences, reflection, and theory building. Restatement of the Problem and Purpose In the 21st century, change outpaces the acquisition of knowledge. Because of developments that are proceeding at such a fast pace, leaders in organizations must keep pace with changing conditions and new technologies (Tanriverdi & Zehir, 2006). The danger exists that members of organizational workforces will be driven to keep pace with the demands of the world arena; however, will not implement the new skills required to be competitive (Small & Irvine, 2006). Members in organizations are required to learn in order to achieve permanent progress (Celik, 2000). Many researchers have begun to regard organizational learning as an influential factor on organizational success and

36 survival (Achrol, 1991; Garvin, 1993; Ottoy et al., 1996). An organization’s success can be attributed to the reflection processes (Boud et al., 1985; Fosnot, 1996; Marsick, 1988). Current and future societies and organizations are in need of individuals who know how to learn, acquire new knowledge, transform knowledge into behaviors, and produce new knowledge (Basar, 2003). The first step of organizational learning begins with the individuals creating the conditions to move from an unaware mode to an aware mode (Tanriverdi & Zehir, 2006). Aviv (2004) claimed that most people are not disciplined enough to set aside time for reflection on their own. They do not know how to start a practice of reflection so they need training. But little evidence can be found about action for the sake of reflection (Hinman, 1998); therefore, intervention is needed. The low rate of 15% of the affect from training, according to Brinkerhoff (2006), should encourage organizations and researchers to find methods for changing the low rate of affect from training. A model is needed to provide members in organizations with step-by-step methods to help employees interpret their own experiences in order to gain a reflective perspective. Without such a tool, reflection will remain in the realm of the theoretical and have little meaningful influence on workers and on organizations. Statement of Research Questions The value of a guided model in organizational learning, applied by in-service teachers during one school year in an in-service training workshop lead by the author, was explored. In this workshop, the author acted as a researcher investigating her own work. Data analysis was conducted as an analysis of qualitative content. Therefore, the

37 data reflects a qualitative approach to action research. In the descriptive qualitative study, an attempt was made to answer the question: How can training in reflective practice affect organizational learning in education? The author of this study addressed the following secondary questions, which are derived from Senge's (1990) definition of organizational learning: 1. How would training of reflection using narratives affect participants' critical thinking? (New and expansive patterns of thinking, according to Senge [1990]). 2. How would the participants who experienced the model expand their capacity? (People are continually expanding their capacity to create the results, according to Senge [1990]). 3. How would the participants who experienced the model relate to responsibility? 4. How would the participants who experienced the model expose and build their collective aspiration? (Collective aspiration is set free, according to Senge [1990]). Ultimately, the research findings should show if the use of the guided reflection model in the learning workshop at school improved the professional performance of the teachers. The anticipated adjustments are in critical thinking, in expanding the capacity of knowledge, and in collective aspiration as suggested by Senge’s theory (1990). It was expected to influence the teachers' perception in regard to responsibility, because the mentoring style chosen for the workshop represented a contemporary movement away

38 from the delivery of content to the development of learning capabilities. Hence, the responsibility over learning is being given to the individual (Akdere & Schmidt, 2007). More responsibility is given to the learner to become involved. Because the research involved teachers, the expectation was that teachers would refer to the learner's responsibility issue. If the reflective process influences the participant’s knowledge, the critical thinking, the collective aspiration, and the members' attitudes toward responsibility, then presumed changes in the narratives told at the beginning of the year, in the middle of the year, and at the end of the year in regard to the same topics should occur. The outcomes should reflect changes in the individuals' perceptions, which are derived from the organizational learning process. Such outcomes are usually less perceptible and less immediate (Torres & Preskill, 1999). Establishing the relationship between guided reflection using narratives and the learning organization could make this model of learning into a useful tool for every workshop leader. Description of Materials and Instruments During the 2007-2008 school year, the author conducted and led a workshop according to the reflection model. The workshop took place in an elementary school in the north of Israel. The school was a long-standing school that had experienced many changes in the past years due to frequent principal replacements. The lack of consistency that characterized the school's functioning created the opportunity for an outside intervention to influence the teaching staff. When the author assumed the position of school principal, the author found an apprehensive staff that reacted defensively toward

39 any change. No teamwork or cooperation existed among the teachers. Most of the staff were veteran teachers, each with his or her own clear concept of practices that stemmed from previous years of teaching experience. The concepts were oftentimes based on the differences of opinion and even arguments among the teachers, as each teacher thought that his or hers was the right way. During the third year of the author as the school principal, the author felt that it was time to deal with the atmosphere, the teachers' relations, the clarification of attitudes, and the building of a collective school understanding. In order to accomplish this, the author solicited the aid of another group leader whom she had worked with previously. A series of meetings with the teaching staff was scheduled. The purpose of the meetings was to allow the teachers to communicate problems from the field, to provide opportunities for discussion, to examine ways of thinking, and, to create a common school language that would correlate with the school vision. A schedule of workshop meetings was held once a week at the school, during the evening hours from 19:00-22:00. At the workshops, 14 teachers participated. The model for facilitating reflection (as shown in Appendix B) was the instructional framework by which the participants interacted within the workshop. All the sessions were recorded and the author sorted the narratives from the records (as shown in Appendix A). The narratives were compiled (as shown in Appendix C) and analyzed as part of the research. The findings from the records of the workshop were summarized according to major themes in order to answer the research questions.

40 Description of Research Design The purpose of the study was to explore the use of a guided reflection model in a school during an in-service learning workshop by examining the link between learning and reflective processes. The author studied the proceedings of the in-service training meetings and the reflective processes that occurred during the meetings on the participants’ levels, as well as the narratives that the participants told during the course of the workshop. The author's aim was to explore reflective processes and narratives in the workshop. The best method, in this case, was action research (Atweh et al, 1998; Boyd, 2003; Calhoun, 1994; Schon, 1987; Smith, 2001). The author described and interpreted the learning process of the teachers as mirrored by stories told in the workshops. This is typical of narrative inquiry, which is a kind of action research (Connelly & Clandinin, 1988). As a researcher, who also acted as the group leader, wrote down the participants’ stories as they were told, the sessions were recorded, and the recordings were compiled. Recording the meetings permitted a methodical examination of the reporting. The author followed Lofland and Lofland’s (1984) recommendation to use notes as soon as possible after observation to serve as a memory aid. The consistency of data was achieved through an examination of items as raw data and process notes (Campbell, 1996). In order to gain validity, the author used investigator triangulation (Johnson, 1997). Two leaders conducted the workshop. At work meetings, the workshop leaders checked interpretations for bias and appropriate support for interpretations and code

41 building. This crosschecking of observations allowed the workshop leaders to agree about what took place. The anticipated adjustments were in critical thinking, in expanding the capacity of knowledge, and in collective aspiration as shown by Senge’s (1990) theory on organizational learning, and in the members' attitudes toward responsibility. If the reflective process influenced the participants’ knowledge, the critical thinking and the collective aspiration, then there were presumed changes in the narratives told at the beginning of the year, in the middle of the year, and at the end of the year in regard to the same topics. Bogdan and Biklen (1982) defined qualitative data analysis as "working with data, organizing it, breaking it into manageable units, synthesizing it, searching for patterns, discovering what is important and what is to be learned, and deciding what you will tell others" (p. 145). The author desegregated the data, conceptualized the data, and then put it together in new ways. Strauss and Corbin (1995) named this action coding. The coding process allowed the author to obtain quality, believable and trustworthy findings, and reporting through the qualitative research method. Strauss and Corbin (1995) suggested three major types of coding: open, axial, and selective coding. In order to avoid researcher bias (Johnson, 1997), all meetings were recorded and all stories analyzed. The recordings of the meetings were useful in order to analyze the data. From the recordings, the author collected all the emotionally charged narratives from which the workshops were based. The author sorted the narratives into three time periods: stories that were told at the beginning of the year (three stories), during the year (eight stories), and at the end of the year (four stories). In the first step of the coding

42 process, open coding, various concepts and categories were developed from the collected data. According to Pandit (1996), in open coding, the data is fractured, examined, compared, conceptualized, and categorized. The software HyperRESEARCH was used because it enabled coding and retrieving, as well as analyses of qualitative data. The aim was to make sense of the collected data, to make data meaningful, accurate, and relevant, to enhance validity, and to use the results to answer the research questions. After open coding of data, the data was put together in new ways in a process that is termed axial coding. Categories and the subcategories were connected and set in relation to one another (Pandit). In the final step, the categorized and core data were integrated, refined (Esteves, 2004) and compared to Senge’s (1990) theory of organizational learning. Since describing or understanding the participant's point of view is the purpose of qualitative research (Johnson, 1997), the participants' perceptions are the valid judge, the credibility of the results. In addition, the research indicated that the participants pointed out changes that occurred in their responses and in their own opinions (subjective measurements). McWilliam (2005) suggested qualitative research was subjective because the researcher serves as "the instrument or the lens, and the reader serves as the reliability and validity judge" (p. 1). Ultimately, the research findings should show if a guided reflection model using narratives affects the organizational learning culture. Establishing the relationship between guided reflection using narratives and a learning organization could turn this model of learning into a useful tool for every workshop leader. According to Lincoln and Guba (1985), "This is the naturalistic pattern in qualitative research, the transferability of a working hypothesis to other situations" (p. 12). The process of

43 exploring the participants’ stories, as a result of experiencing reflective in-service training methods used in a group, provided the author the opportunity for self reflection. Selection of Participants of Subjects The study participants met once a week for 20 meetings during an in-service learning workshop. Every session lasted 2 hours and 30 minutes. All teaching staff, 14 teachers, participated in the workshops. The managerial staff included 4 people: Ad'–the manager of the school, Vo–the administrative manager (not a teacher), Hav'–timetable coordinator, Aor'–counselor. The 6 homeroom teachers were: Ao'–the first grade teacher, her first year at the school, 17 years of teaching experience, also taught the subject of environment. Ed'–the second grade teacher, her fourth year at the school, 30 years of teaching experience. Rch'–the third grade teacher, her eighth year at the school, 30 years of teaching experience. Hav'–the fourth grade teacher, her 15th year at the school, 25 years of teaching experience, timetable coordinator in the managerial staff. Yr'–the fifth grade teacher, her 17th year at the school, 27 years of experience, coordinator of the Hebrew subjects. Ron'–the sixth grade teacher, first year as homeroom teacher, her 13th year at the school, 27 years of teaching experience, teaches physical education and is the social education coordinator.

44 Other teachers were: El'–mathematics coordinator, taught first to fourth grades, her fourth year at the school, 6 years of teaching experience. Nin'–taught mathematics in the fifth and sixth grades, a new immigrant from Russia, 4 years in the country, her first year at the school. Si'–English teacher, her first year of teaching and her first year at the school. D'–technology teacher, her 11th year at the school, 21 years of teaching experience. T'–music teacher, her sixth year at the school, 6 years of teaching experience in Israel, another 10 years of teaching experience in Russia. Or'–integrating teacher for learning-challenged children, her seventeenth year at the school, 36 years of teaching experience. Vo'–administrative manager, not a teacher, her eighth year at the school Aor'–guidance counselor, her third year in the profession, her first year at the school, 17 years of teaching experience. According to Patton (1990), there are no strict criteria for sample size. "Qualitative studies typically employ multiple forms of evidence. There is no statistical test of significance to determine if results ‘count’" (Eisner, 1991, p. 39). Thomson (2000) used 50 research articles from various disciplines from a 3-year period, 2002 – 2004, in order to find the recommended sample size for qualitative study. The review did not shed

45 light on a specific number. Myers (2000) concluded that most problems associated with sampling in qualitative studies might have little relevance to the goals of the study or to the reality of the situation. On the contrary, in many situations, a small sample size may be more useful for exploring a situation from various perspectives, whereas a large sample would be insignificant. "In such situations, small qualitative studies can gain a more personal understanding of the phenomenon and the results can potentially contribute valuable knowledge to the community" (Myers, pp. 4-5). Credibility depends less on sample size and more on the richness of the information and the researcher’s to analysis (Patton, 1990). Participant demographics. Only female participated in this research. The average age was 40 years. Table 1

Participant Demographics Managerial staff

Veteran staff

New staff

28%

65%

35%

The managerial staff included 4 people: Ad'–the manager of the school, Vi–the administrative manager (not a teacher), Hav'–timetable coordinator, Aor'–counselor. The pedagogical staff was composed of teachers residing in the immediate area. Out of 14 participants in the workshop, 6 teachers were homeroom teachers. Location of the school. The school was located in a village in northern Israel and was under the supervision of the Ministry of Education. The school in the village was long-standing (established at the beginning of the settlement in 1900), and admitted

46 mostly children from the village. Because of the teacher turnover that has affected the school in the last years, some of the parents decided to transfer their children to learn at other schools in the area. Discussion of Data Processing and Procedures The study was used to describe and interpret the learning process of the teachers as mirrored by stories told in the workshops. This is typical of narrative inquiry, which is a kind of action research (Connelly & Clandinin, 1988). Narrative inquiry allows examination in an effort to understand how teachers' stories influence what teachers value and what teachers do (Boyd, 2003). The narratives help teachers understand inividual values and provide insight into current decision-making. Action research is a form of inquiry that places heavy emphasis on reflection. It is therefore an excellent vehicle for promoting and reflecting in this field. As the in-service workshop leader, the author’s purpose was to bring about behavioral changes in the teachers, and as a researcher, to examine if changes occurred. Therefore, the research was action research based on the participating observation method. Action research is an opportunity to better understand and improve practice (McCutchen, 1995). Action research allows practical, workshop-based activity to be systematically recorded. The data collected was process information that aided in evaluating the intervention influence. The study participants met once a week for 20 meetings during an in-service learning workshop. Every session lasted for 2 hours and 30 minutes. The model for

47 facilitating reflection (as shown in Appendix B) was the instructional framework by which the participants interacted within the workshop. As a researcher and group leader used several approaches, as suggested by Lofland and Lofland’s (1984). First, all the sessions were recorded, and the recordings were compiled, following Lofland and Lofland’s recommendation to use notes as soon as possible after observation that would serve as a memory aid. The consistency of data was achieved through examination of items as raw data and process notes (Campbell, 1996). During the workshop, every meeting started with a narrative about a problematic situation told by the teachers (as shown in Appendix D). The narratives served as the raw data for analysis. A narrative about a problematic situation means a story about experiencing an unexpected event, embarrassing, or problematic situation, as seen through the teacher's point of view (Kelly, Beck & Thomas, 1992). The software HyperRESEARCH was used to identify and analyze patterns and trends in the narratives. The author developed a preliminary list of possible coding categories. In order to use HyperRESEARCH, the data for analysis must first be coded. The process involved applying a prescribed or developed set of categories to the data. The author developed coding schema in an intuitive way. The interpretive approach (Miles & Huberman, 1994) allows analyzing the discourse of subjects (narratives) by interpreting what the discourse of the participants might mean. The approach, according to Creswell (2002), was the best way to capture the experiences of participants using their own words (as shown in Appendix E). The author went back to the database and reclassified the records using the codes. The author used an inductive analysis for the open coding process of the data collected based on the Strauss and Corbin

48 (1990) coding process. According to Strauss and Corbin (1998), inductive coding should be applied when codes are developed from the text rather than in advance. The author sorted the narratives into three periods: stories told at the beginning of the workshop, termed “beginning of the year narratives” (three stories), stories told in the middle of the workshop, termed '”mid-year narratives” (eight stories), and stories told towards the end of the workshop, termed “end of the year narratives” (four stories). The author read and re read the textual material looking for themes and events in the periods of the year. In the process of searching for themes, the topics were connected and set in relation to one another (Pandit, 1996). Rubin and Rubin (2005) stated, “The goals of the analysis are to reflect the complexity of human interaction by portraying it in the words of the interviewees . . . and to make the complexity understandable to others” (p. 202). The themes were presented with the participants' words taken from the original records and then sorted to fit within each theme. The author compared the texts in each theme during the different periods of the year. In order to answer the research questions, the themes were compared to Senge’s (1990) citation of organizational learning. The analysis was based on Miles and Huberman’s (1994) interactive model of qualitative data analysis that entails collection, reduction, and display of data, as well as drawing conclusions from the process (as shown in Figure 1).

49

Data

Collection

Changes during the year Beginning

Categorizing Codin

Themes

Mid-Year End

The way the group leader related to the theme

Answering the research questions

g

Comparison to Senge’s (1990) citation of organizational learning

Figure 1. Diagram for data analysis. 0 Methodological Assumptions, Limitations, and Delimitations According to Smith (1997), the concept of evaluation must be used with caution. Removing researcher judgment is not possible (Watson, 1994) and it constitutes a potential weakness of qualitative research in general. In action research, the researcher is involved in every step of the research process, if he or she is the single operator or a participant in a group. Accordingly, there are a variety of roles the researcher can assume in qualitative research–as a participant, as the controller of the research, and as the leader. Each role poses difficulties in relation to the truth and validity of the research due to the lack of objectivity. The problem with action research is rooted in the researcher presenting a case analysis in a personal way, from a personal point of view (Atweh et al., 1998). This limits the researcher’s ability to generalize. The research population is fixed and the collected data is of a subjective nature, as is the data analysis. Kagan (1992) presented the dilemma of the necessity for objectivity (the validity principle) and the subjective approach of the findings (the personal attitude of the individuals being researched). Within this research paradox, according to Kagan, is concealed the

50 expectation of objectivity. Removing the personal approach and the subjective point of view from the research leaves the meaning and the entirety of the context, from which the research reality evolves. In this research, the subjective character was expressed by the choice of stories, their style, and their meaning. The objective character was expressed in the recorded meetings. Reinhartz (1979) claimed that every researcher and scientist interprets the topic of his or her research from a certain point of view, and therefore his or her conclusions must be mistaken. On the other hand, decreasing the error and the intervention would undermine the method itself. Then, a researcher who was not emotionally involved could not identify and recognize the responses from his subjects’ point of view. Action research is not objective. Quite the opposite; a desired aim is to reach the description and the analysis of the field through the subjective point of view of a participant, and not through the eyes of an outside researcher. The participating researcher knows the context well, is in close relationships with the participants, and can reach a level of candor that an outside researcher cannot attain (Kagan, 1990). Accordingly, the documented reality done by the researcher was the researcher’s reality and a product of his or her perceptions. Thus, the author of this research chose to use, in addition to her own impressions, the reports of the participants about personal changes from their point of view (subjective measurements). Smith (1997), discussed validity in participatory action research, face validity to the participants, and catalytic validity in that the participatory process catalyzes elements for change. Smith described how participatory action research reports carefully need to

51 place the participatory experience in its local context, give thick (detailed) descriptions of the participants and their various roles, reflect on emergent knowledge, and reveal the changes (or lack thereof), both structural and personal, for the people involved, including the author. Construct validity is also applicable to participatory action research, following the principle of “learning more about something” through “inductive reasoning and integrating multiple indicators through configure methods” (Cronbach & Meehl, 1955, p. 290). The meaning of a construct is determined by engaging the research participants in its definition, assessment, and interpretation. Another difficulty is the necessity to separate the role of the workshop leader from the role of the researcher (Reinhartz, 1979), as well as the role of the participant from the role of the observer. According to Reinhartz, the researcher can choose a variety of options from being a complete participant to being a complete observer. Supporters of the approach (Smith, 2001) point out that, though there seems to be a problem with the fact that the executed research deals directly with the researcher’s field of activity, there are advantages involved. The empowerment of the researcher comes from his or her recognition of the research reality and from his or her ability to examine the consequences of the theories on the gathered knowledge in the research and on the research action. In addition, the researcher is given the opportunity to develop and examine his or her personal ideas that grow out of the practical work (Carr & Kemmis, 1986). In this research, the author, as a leader, utilized all her personal practical knowledge collected during her years of work as a teacher trainer and during her learning

52 and personal experiences. As a researcher, she was requested to ask questions about inservice training incidences, the same events that, in different circumstances, she would have related to without thinking as a part of the given process of in-service training. Because in this research, the author was the leader of the intervention process, she had the opportunity to document the entire process when it occurred. Differing from traditional research that distances the researcher from emotional involvement and clearly defines the relationship between researcher-researched, in action research allows that there may be a conflict between research interest and loyalty to the staff being studied (Tobin, 1992). Ethical Assurances The research involved adults, therefore the author needed only to get the participants' permissions to use the data from the workshop in the research (Crigger et al., 2001). The author described the information she wanted to use, and assured confidentiality by coding the names. The purpose of the study was to explore the design and use of the guided reflection model in a school during an in-service learning workshop. All the participants could profit from the workshop and, ideally, the group could be able to recognize problems and deal with the problems on their own in the future. Brandt-Castellano (1986) referred to this as a "method that allows socially legitimate collective knowledge to be used as part of the methodological framework of the research" (p. 24). The author's aim was to examine reflective processes and narratives in the workshop. The best method, in this case, was an action research (Atweh et al., 1998;

53 Boyd, 2003; Calhoun, 1994; Schon, 1987; Smith, 2001). The research was conducted in a real-world situation and the author paid close attention to ethical considerations because of open communication with the people involved. The author made sure all accepted the principles guiding the work in advance, all participants were allowed to influence the work, and the author accepted responsibility for maintaining confidentiality. The research was conducted as action research based on the participating observation method. According to Hart (1995), this kind of research is characterized by "collaborative and agreed-upon decision-making processes that enable communities to hold power over the research" (p. 215). Additionally, Crigger et al. (2001) stated, "Research projects that are carried out using participatory methodologies may be more effective both in terms of ethical conduct and accurate research results" (p. 266).

54 CHAPTER 4: FINDINGS Overview In this chapter, the author explored the extent to which the qualitative data provided answers to the primary research question. The major aim of the research was to explore the impact of reflection on organizational learning (Senge, 1990) in an educational system. The model for facilitating reflection (as shown in Appendix B) was the instructional framework by which the participants interacted within the workshop. The findings from the records of the workshop were summarized according to major themes into three periods: stories told at the beginning of the workshop, termed beginning of the year narratives (three stories), stories told in the middle of the workshop, termed mid-year narratives (eight stories), and stories told towards the end of the workshop, termed end of the year narratives (four stories). The author made a list of the problematic situations told by the participants in the workshop (as shown in Table 2), and then indicated the frequency of any repeated terms and phrases from all the narratives and placed similar concepts under larger topics (as shown in Table 2). Exploring the changes in each theme during periods of the year could give a clear picture about the learning process of the participants. This is followed by a discussion of the findings in reference to the research literature on organizational learning. This aspect of the qualitative study is based on the premise that words, behaviors, and actions are data (Pandit, 1996).

55 Table 2 Topics from the Problematic Situations told by the Participants Problematic Situations

Topics

Lack of explicit rules – a need for control

Rules

No uniformity in the teachers' responses

Responses

Gap between the teachers’ perception of the subject of boundaries and the customary means

Boundaries

The gap between expectation and result

Perceptions

The staff does not set an example

Perceptions

The need for control

Rules

Teacher's responsibility, Student's responsibility

Perceptions

Difficulty in setting boundaries, a need to please the students.

Boundaries

Success constitutes an obstacle

Perceptions

Authority and control

Perceptions

Transfer of responsibility A power struggle

Boundaries

High parental expectations from the student

Relationships

High parental expectations from the teacher Compromising values for a purpose

Perceptions

Lack of alternatives

Tools

I don't fulfill the system's expectations of me

Rules

Clash of vision with reality

Rules

Giving credit, competition

Perceptions

56

Lack of alternative reactions

Tools

Gap between the vision and the results

Rules

Loneliness

Relationships

Findings Identifying periods of the year and categorizing. During the workshop, every meeting started with a narrative about a problematic situation told by the teachers (as shown in Appendix B). The author coded the narratives into three time periods: beginning of the year narratives, mid-year narratives, end of the year narratives. The author defined beginning of the year narratives as narratives told until and including the sixth meeting because of the similar characters of these narratives. The narratives were characterized by accounting, because of direct operation of the group leader, not teacher initiated by free choice. The narratives connected to complaints about children's behavior and the teachers showed low initiative to bring narratives. The character of the leader intervention was extensive and intensive. Midyear narratives, until and including the fifteenth meeting, were eight narratives. The eight narratives of this period differed from the prior narratives in that the teachers initiated the narratives. The narrative elements dealt with three topics: acquiring knowledge, interpersonal relations, teaching methods and education. The group leader involvement during this period varied and the discussion was more spontaneous. The author defined end of the year narratives to include session 16 to session 20, comprise four narratives in this group. The series of

57 meetings was characterized by the teachers' stress before upcoming external examinations and the narrative content dealt with this topic. After the author identified the periods of the year and shorted the topics into the different periods, the author identified themes and indicated the frequency of every theme. According to Denzin and Lincoln (2003), themes in a study can emerge either from the data itself or from the literature review. In this case, the narratives were the primary source of emerging themes in the study. The themes were compared to Senge’s (1990) citation of organizational learning in order to answer the research questions. Defining themes. A theme defined the overall appearance of some subjects connected by meaning, grouping subjects into categories and sub-categories. In the process of searching for themes, the subjects were connected and set in relation to one another (Pandit, 1996). Rubin and Rubin (2005) defined this level as axial coding. The data was put together in new ways in a process that arranged categories connected and set in relation to one another (Pandit, 1996). The themes were presented with the participants' words taken from the original records and sorted to fit within each theme.

58 Table 3

Defining Themes. Subjects from the teachers' narratives

Category

Theme

Lack of explicit rules

A need for control

Limits

Gap between the teacher's perception of the subject of boundaries and the customary means

The teacher's perception of boundaries

Difficulty in setting boundaries, a need to please the students.

Boundaries

A power struggle

How the teacher react to disturbance

Power struggle

Manner of treatment toward the parents

Success constitutes an obstacle

The place the teacher gives to the student's point of view

Compromising values for a purpose

The place the teacher gives to the student

Authority and control

The place the teacher gives to the student's point of view

High parental expectations from the student

The place the teacher gives to the student's point of view

A need to please the students.

The place the teacher gives to the student's point of

Relationships

Sub-themes

Students' behavior

Bond between the teachers and the students

59 view No uniformity in the teachers' responses

Interaction with colleagues in the profession

Bond between the teachers

Loneliness

The perception of interaction between the teacher and his colleagues in the profession

I don't fulfill my own expectations

The perception of the interaction between the teacher and professional colleagues

Transfer of responsibility

The teacher's perception of the subject of responsibility

Responsibility Responsibility of the students

Whose responsibility is it?

The teacher's perception of the subject of responsibility

Responsibility of the staff

Lack of alternative reaction

The teacher's perception of the subject of responsibility

Fulfill the system's expectations

The teacher's readiness to talk about himself

A power struggle

The teacher's readiness to talk about his feeling

The gap between expectation and result

Readiness of the teacher to talk about himself

Whose responsibility is it?

The teacher's readiness to talk

Self-exposure

Revelation of feelings

Revelation of difficulties by the teacher

60 about difficulties A power struggle

The teacher's readiness to talk about his difficulties

The staff does not set an example

The teacher's readiness to talk more about himself and to examine his actions

Revelation of thoughts

Giving credit, competition

The teacher's readiness to talk more about himself and to examine his actions

Revelation of reactions to the students actions

Gap between the vision and the results

The readiness of the teacher to analyze the system's demands opposite a set of perceptions.

Clash of vision with reality

The teacher's readiness to analyze the system's demands opposite a set of perceptions

Clash of vision opposite output

The teacher's readiness to analyze the system's demands opposite a set of perceptions

School vision

Five specific themes emerged from the initial coding of the narratives in the different periods of the year: (a) limits, (b) school vision, (c) responsibility, (d) selfexposure, and (e) relationships. The themes were defined as follows:

61 Limits. Described those events when the participants referred to permitted and forbidden limits in school. The participants noted the school had no written regulations that stipulated the exact rules. School vision. This theme was related to collective beliefs that guided work activity at school. In the narratives, the beliefs were recognized in the attitude toward the school's vision. The school vision referred to the educational methods, the scholastic success, and the application of values. Responsibility. Descriptions of a duty, obligation or liability, and the obligation to carry forward an assigned task. In the narratives, three sub-themes were connected to responsibility--responsibility of the teacher, responsibility of the student, and responsibility of the staff. Self-exposure. Described instances when participants referred to influencing experience and self-development. In the narratives, four sub themes were connected to self-exposure--revelation of feelings, revelation of difficulties by the teacher, revelation of thoughts, and revelation of reactions to student actions. Relationships. Described instances when participants referred to the quality of communication, the interaction carried on between the teacher and the student. As the design of this research used Senge's citation to organizational learning to guide the research questions, the author examined the themes in comparison to Senge's definition in order to answer the research questions (as shown in Table 3). The results were written in thick description (Lincoln & Guba, 1985) as a means of promoting

62 transferability. Transferability was facilitated by providing "rich and thick descriptions in order to understand the findings" (Lincoln & Guba p. 125).

Table 4

Comparing the Themes to Senge's (1990) Citation to Organizational Learning Themes

Description

Senge's citation Description to organizational learning

Limits

Permitted and forbidden limits in school

Critical thinking

A need to comprehend the boundaries and rules

School vision

Collective beliefs that guide work activity at school

Collective aspiration

Shared vision, a common identity

Self-exposure

Influencing experience, self development

Expand the capacity

Collective behavior, clarifying and deepening personal vision, and encouraging to development

Relationships

Quality of communications, interactions

Critical thinking

Understandings within a part of the total system

Responsibility

A duty, obligation or liability, the obligation to carry forward an assigned task

63 Table 5

Themes and Frequencies in Different Periods Compared to Senge's (1990) Citation Themes

Beginning of the year narratives

Mid-year narratives

Limits

1

3

0

Critical thinking

School vision

3

5

2

Collective aspiration

Responsibilit y of the teacher

1

2

3

Responsibilit y of the students

0

1

0

Responsibilit y of the staff

1

1

0

Total

Responsibilit y

2

4

3

Self-exposure

Revelation of feelings

3

6

1

Revelation of difficulties by the teacher

3

8

3

Revelation of thoughts

3

6

2

Revelation of reactions to the students actions

2

3

2

Total

Selfexposure

11

23

10

Relationships

Students' behavior

2

4

0

Responsibility

Sub-themes

End of Senge's the year citation to narratives organization al learning

Expand the capacity

Critical thinking

64

Total

Bond between the teachers and the students

1

4

0

Relationships

3

8

0

The author compared the texts of the narratives and the discussion that followed in order to recognize changes in the themes during the year. If the reflective process influenced the participant’s knowledge, the critical thinking, the collective aspiration, and the members' attitudes toward responsibility, then presumed changes in the narratives told at the beginning of the year, in the middle of the year, and at the end of the year about the same themes were expected. In comparing, the texts of the narratives and discussions that were conducted during the periods, the author found three types of differences: differences in the nature of the narratives from the different periods, in the ways of participating in the discussions, and also in the character of group leader intervention in the different periods. The research questions were answered in thick description relating to all three kinds of differences. Research Questions The goal of analysis was the discovery of the answers to the research questions. The results of the research provided answers to the questions and the problem from which they were derived. The research questions were: 1. How would reflective training, using narratives, impact participant’s critical thinking? (New and expansive patterns of thinking, according to Senge [1990]).

65 2. How would the participants who experienced the model expand their capacity? (People continually expanding their capacity to create the results, according to Senge. 3. How would the participants who experienced the model relate to responsibility? 4. How would the participants who experienced the model expose and build their collective aspiration? (Collective aspiration is set free, according to Senge). Each of these questions was answered based on the results of the analysis. Analysis and Evaluation of Findings Research question 1. How would reflective training, using narratives, impact participant’s critical thinking? Senge (1990) explained critical thinking as a need to comprehend the boundaries, rules, and understandings within a part of the total system. Data provided the energy source for continuous learning. In the teachers' stories, the themes that were compatible to critical thinking were limits and relationships with the students. The concept of limits referred to the permitted and forbidden limits in school. The school had no written regulations that stipulated the exact rules, so the feeling among the teachers was that everyone had to reinvent the limits. Four narratives dealt with this topic. In one narrative, Hav' asked for clear and uniform rules that would help control the student's behavior. In the next narrative, Hav' claimed that the students had no basic rules of behavior expected of them, and asserted that punishment would help in this case. Yr' thought that there was behavior that was not acceptable in the classroom and that students

66 whose behavior is unacceptable should be expelled from school. In the last narrative, the declaration was made that there were limits that stem from the very definition of a school, and this banded everyone without exception. All the narratives belonged to the beginning and the middle periods. No narratives on the subject of limits were in the end narrative period. Of the four narratives dealing with limits, three were brought up by the new teachers. The theme of limits in the beginning of the year narrative period. One narrative was found, Hav's narrative. Hav' thought that rules of behavior should be established and be clear to the students and the teachers. According to her narrative, she did not forbid the student’s deviant behavior, like coming with Bissli (a snack) and cell phones to class, because no statute forbade it. In her opinion, the teachers had to determine the rules of behavior and the students had to act accordingly. Meaning, in this period, there was a demand for clear rules of behavior for the teachers and the students to be established, together so that everyone could act in the same way. The theme of limits in the middle of the year narrative period. During this period, three narratives were found. Hav', in her reference to the students' behavior of throwing food at each other in the dining room said, "They have no limits" (personal communication, January 30, 2007). Hav' expected students to have personal limits and basic rules of behavior. For her, it was clear not to throw food because throwing food was destructive. She even referred to this behavior as not human: "They act like animals" (personal communication, January 30, 2007).

67 Yr' related to the boundary concerning the behavior of one student in class. For Yr', crossing the boundary of mutual respect in the classroom environment meant that the student was not acting appropriately in school. The last narrative in the category was Ron's, and in it she insisted on clear boundaries in certain areas. In her opinion, there were areas that demanded boundaries, as a part of the definition of school as an educational institution. She saw the as meaning that those belonging to school were required to keep a moral lifestyle. The teachers commented on the need to adopt personal limits that would help the students take on responsibility for personal behavior. Recognition of changes relating to the subject of limits. The marked tendency of development was, in the beginning, the teacher’s demand for a determination of clear behavioral boundaries and teachers associated behavior as the condition for improving the students' behaviors. The demand continued to decrease towards the middle narrative period, until it did not appear at all in the end narrative period. The last narrative dealing with the subject of limits indicated the need for institutional limits that would define those belonging to the school in order to give those attending a common moral character. Thus, the significant development from a demand for clear boundaries that function to control the student behavior by relating to the rules, to laws, and to limits was a good sign. Later, there was reference to the common rules that defined a mutual character and finally, the subject was not mentioned anymore.

68 Table 6

Changes Relating to the Subject of Limits Research Question

Themes

Beginning of the Year

How would reflective training, using narratives, impact participants' critical thinking?

Limits

Demand for clear behavior boundaries and limits

Middle of the Year Decrease in demand for boundaries.

End of the Year No demand for boundaries or limits

Demand for common rules to define a mutual character

The group leader dealing the theme of limits. When the subject came up in discussion, the author deliberated how to act. Finally, the author decided to share with the teachers her deliberations and her thoughts on the subject. The author thought that the subject of limits required learning together for the purpose of clarifying viewpoints and perceptions. In some of the discussions, the group tried to clarify what the institutional limits were, where to draw the red lines that the teachers were not willing to compromise. The staff did not succeed in arriving at any agreement. The author commented on this in the presence of the teachers while showing the complexity and difficulty of the subject. Wording the statements of what was permitted and what was forbidden in an explicit and unambiguous way was difficult. The attempt to write the institutional behavioral boundaries created a very long list of limits that were hard to enforce. In addition, determination of boundaries laws by the teachers sent the message that the school was just for the teachers and consequently, again took the responsibility away from students.

69 Joint learning on the subject dealt with questions such as, "Is it legitimate that each teacher and each student will have different limits" (El', personal communication, February 13, 2007)? The staff wanted to investigate what happened at other schools. Teachers visited other schools and brought the information to the staff. In the end, an outlook was created that was agreeable to all present, that the school set several boundaries that were derived from the school's vision statement. Some of the boundaries would be decided together with the students, and must be clear, unambiguous, and known to all the parties at school. It was important to set few boundaries and to have them clearly applicable. On the remainder of the items, teachers, students, and parents attended a joint dialogue to reach an agreement about the remaining items. Due to the shortage of time for the workshop meetings, the group decided that the boundaries topic be addressed during the summer vacation at the staff meetings. The theme of relationship between the teacher and the students. The relationship refers to the quality of communication, as well as the interaction between the teacher and the student. Eleven narratives described relationships between the teachers and students, four stories in the subtheme of the student’s behavior, three stories in the subtheme of the bond between the teachers and the students, and four narratives relating to the teacher’s treatment of the students' needs. In the beginning narrative period. In the first two narratives, there was a critical and one-sided attitude to the student's behavior. Ron' strongly criticized the students' behaviors in class and commented that she had "not encountered anything like it" (Ron, personal communication, November 28, 2007). Hav' claimed, "Their behavior is

70 intolerable (Hav, personal communication, November 17, 2007). The one-sidedness was expressed when the teachers did not consider the difficulties of the students or reasons for the behavior. The teachers expected a certain behavior and the students must comply with what was expected. In the subtheme of the teacher's treatment of the student's needs, Aor's narrative appeared to show concern for the staff's attitude towards the students. In her opinion, insulting and degrading comments were said to the students. Meaning, Aor' was concerned that the students were not receiving the respectful treatment that everyone deserved, and said, "What are we demanding from the students if we are not capable of elevating ourselves" (Aor', Personal communication, December 30, 2007)? Aor' was of the opinion that in the relationship between teachers and students, the teacher must be a role model. Meaning, this period was characterized by one-sidedness, the teacher was locked into his or her viewpoint, and was not open to consider the students’ viewpoints. This resulted in degrading and damaging relations on the part of teachers towards students. In the middle narrative period. In six narratives during this period, the teacher referred to the relationship with the students. Hav' could not understand the food wars in the dining room. In her opinion, it was not human behavior and likewise, the relationship with her class was affected. If the students did not behave respectfully, the students did not deserve respectful treatment. Yr' characterized her student as intolerable, rude, and insulting. Because of this, in her opinion, the student had no place in school and should be expelled. Later, Ron' expressed concern for one girl in her class. The father presented

71 her with high expectations and Ron' thought the girl would not succeed in coping with the expectations. Ron' worried about the girl and thought she needed protection. Ron' expressed empathy, identified with the girl, and tried to make it easier on the girl by speaking with the parents. In an additional narrative of Ron's, she exposed sensitivity to her relationship with sixth grade, which was different from the good relationship that she had with the class she was teaching. She was searching for ways to improve the connection between her and sixth grade students. Rch' conducted a difficult feedback conversation with a student in her class. The student "complains all the time" (Rch', personal communication, January 23, 2008). However, she saw improvement: "There is improvement with her energy investment" (Rch', Personal communication, January 23, 2008). Yr' chose to tell the student only the good things because "I felt that she was in need of reinforcement" (Yr', personal communication, January 23, 2008). Meaning, what she focused on was the welfare of the student more than her own personal feeling. "So I did not say anything about what I feel—that her criticisms drive me crazy" (Yr', Personal communication, January 23, 2008). In another narrative of Hav's, mutual respect had great significance. "For me, respect is a spiritual matter, it is of prominent significance for me" (Hav', Personal communication, February 13, 2008). As it turned out, for her class it did not. Hav' could have ignored this act and concentrated on herself, but that did not happen. For Hav' it was vital that this matter become significant for her students. She searched for ways to include the class in her feelings. Except for the first two narratives in this time period, in all remaining narratives, the relationship between the teacher and

72 students was more considerate, gave consideration to the feelings of the students and motives. In the end narrative period. Els' expressed her concern with the grades. During the entire year, she taught without marks, according to school policy. However, external examinations were scheduled to be given, and the students were beginning to ask about marks. Els' did not know what to say. Els' thought of her relationship with students as a partnership with reciprocity. The task of examinations was shared by teachers and students. She was aware and attentive to the students' need for marks and thought she had to answer this need because an answer would better prepare students for the external examination. The last narrative in this period belonged to T'. T', who was disturbed by her difficulty to say good things to her students. Meaning, she was occupied with how she affected her students. The ability to give positive reinforcement was important to T'. Recognition of changes relating to relationships. Eleven narratives described relationships between the teachers and students. Out of these, in four narratives the teachers were concerned with anger management, personal insults, and complaints about students' actions. In the narratives, within the interaction between the teachers and students, the students were guilty and the teachers were accusing. In the other seven narratives, the teachers revealed consideration of the students' needs-one belonged to the beginning narratives (Hav's story), four belonged to the later middle narratives (in meetings 11, 13, 14, 15), and two belonged to the end narratives (in meetings 16, 17). The teachers were more aware, attentive, and considerate of the students' positions and needs. With the exception of Hav', whose narrative appeared in the beginning, the rest of

73 the narratives appeared towards the end of the meetings (in meetings 11-17). Meaning, the teachers needed time until they released the accusing attitude, showed empathy for the students, were able observe what students needed, and they were able to answer students’ needs. El's narrative testified to this process; Rima already does not study for quite a while, claims that she cannot concentrate. Before I would get angry at this excuse, and see it as an escape. But I understood that when I get angry, I stay angry at myself and then, in fact, I am not available for her. This time I decided to act differently. (El', personal communication, April 16, 2007) Table 7

Changes Relating to the Theme of Relationships Research Question

Themes

How would reflective training, using narratives, impact participants' critical thinking?

Relationships

Beginning of the Year

Middle of the Year

End of the Year

Anger, personal insult, complaints about the students

Consideration of the students' needs

Awareness and consideration of the students' needs

Research Question 2. How would the participants who experienced the model expand their capacity? According to Senge (1990), expanding the capacity involves collective behavior, clarifying and deepening personal vision, and encourages all

74 members to develop themselves. In the teachers' stories, several subtopics dealt with expanding the capacity; revelation of feelings—10 narratives, revelation of difficulties by the teacher—all the narratives, revelation of thoughts—11 narratives, revelation of reactions to the students' actions—seven narratives. Revelation of feelings. Three narratives were told in the beginning of the year about the revelation of feelings. Hav' told about the street market based on the student’s behavior eating Bissli during the lesson. Si' felt like a failure when she did not succeed in getting students to come to classes on time. Aor' was personally offended when she heard the teachers talking about students in a disrespectful tone. In the midyear period, the teachers revealed feelings of insecurity, distance, anger, and distrust. Six narratives revealed feelings. Yr' felt that she did not meet the expectations of her as a teacher. Yr' revealed her feelings concerning Ao' and Ron', and said she looked at Ron and Ao' and felt that she was not able to be like them. Ron' felt distant from the class she was teaching, as compared to the class she was educating, with which she felt deeply connected. Yr' told about the feeling of anger that arose in her when she met one of the students: "I cannot stand her, the anger rises in me" (Yr', personal communication, January 9, 2007). Ron' commented that she had to calm herself before a conversation with one student's parents. Rch' felt that she was lying when she did not tell the whole truth to a student in the midyear discussion. She felt that her student needed reinforcement and thus reinforced her, but did not tell the student that criticizing drove her crazy. In a different narrative, Hav' described feelings of anger because the students did not treat each other respectfully, as she expected. She used the words, "It annoys me

75 and I start the day nervously" (Hav', personal communication, February 13, 2008). During the end of the year period, of the three narratives, just one revealed feelings. Yr' remarked that she felt frustrated by the contradiction between the learning method the student uses to progress at his own pace and the need to cover the content material. Revelation of difficulties. During the beginning of the year narrative period, two narratives revealed difficulties stemming from the student behavior. Ron' had difficulty controlling the class. Hav' complained about intolerable behavior. The students did not listen to her. Aor's narrative in this category stemmed from the teachers' behaviors, such as insulting the students, according to Aor's way of thinking. In the middle of the year period, all eight narratives revealed difficulties. Three narratives touched upon difficulties connected with the student behavior. Hav' told about the behavior in the dining room. Yr' told about the difficulty of one student's behavior in class when she "is rude and insults the other girls in class" (Yr' personal communication, February 13, 2008). Hav' had difficulty with the student’s behavior with each other. Four narratives dealt with difficulties connected to the teachers' expectations of themselves. Ao' expected herself to know exactly what every student was doing every minute of the lesson and then she encountered difficulty with the research paper method. Yr' expected herself to meet all expectations of her: "I do not succeed in being the angel expected of me" (Yr', personal communication, December 26, 2007). Ron' expected herself to create a meaningful bond with sixth grade, as she did with the class she was educating. Another narrative of Ron' touched upon the parents’ expectations of students. The success of students during the previous year caused exaggerated parental

76 expectations. Ron' feared that these expectations would defeat the student: "I need to protect the girl from her father's expectations" (Ron', personal communication, January 16, 2008). One narrative in this period dealt with the difficulty derived from assessing a student. Rch' told about an evaluation that she gave to a student in her class. Rch' claimed that she told the student only the good things and did not say what she really thought. The three narratives from the end of the year period all revealed difficulties. El' spoke of the difficulty involved in an overall yearly assessment that stemmed from the school custom of not giving grades. El' felt she was not preparing her students for external tests. T' raised a personal difficulty. She found that it was hard for her to say good things to students. The third narrative dealt with the difficulty to cover the learning material; "I have no time. We will not cover the material" (Yr', personal communication, April 30, 2008). Revelation of thoughts. In the beginning of the year narrative period, in all three narratives, the teachers shared thoughts. Two teachers dealt with revelation of thoughts about possible response following the students' behavior. Ron' said she had not encountered anything like it. She was not ready for the class makeup and she thought that the teachers needed to set the rules. Hav' thought that the students permitted themselves to do whatever they wanted and that was a result of succumbing to them too much. In the third narrative, Aor' revealed her thoughts about the staff's behavior, "I hear remarks that are tossed from the side of the staff members to the students, remarks that in my opinion are degrading and insulting" (Aor', personal communication, December 13, 2007).

77 In the midyear period, one narrative related to thoughts about student behavior. Ao' thought the student’s behavior was not human, and she thought it resulted from of lack of punishments. Two narratives dealt with thoughts about events from life in the classroom. Yr' thought that students who violated basic rules of social living should be expelled from school. Ron' related to the parental expectations of one of the girls in her class--nrealistic expectations, in her opinion. "He (the father) puts pressure on achievement. I know that it is really unrealistic" (Ron', personal communication, January 16, 2008). Three narratives dealt with self-contemplations, on the way to respond, and the way to act. Yr' observed herself and found that she was too spontaneous. In another narrative, she observed what happened to her with the students and found that she behaved like a police officer, someone she did not want to be. Ron' examined the results of her response to the sixth grade. She sent the disruptive students to the homeroom teacher and raised the possibility that perhaps because of this, she did not succeed in creating a deeper bond with the class. In the end of the year period, two narratives related to renewed thinking about studies. Yr' shared her thoughts about the contradiction between the way the school was operated and the external examinations. She thought, "If we took upon ourselves examinations, all the nice words end" (Yr', personal communication, April 30, 2008). Els' requested to awaken renewed thinking about grades. One narrative revealed selfcontemplations on the way to respond and the way to act. Rch' contemplated when she found herself not telling her students the good things, turned to them just when they were

78 not alright, and even raised the conjecture as to the reason: "What, am I at war with them" (Rch', Personal communication, April 30, 2008)? Revelation of responses to the students' actions. In the beginning of the year, two narratives related to ways the teacher responded to the student’s behavior. Hav' did not agree that the students ate in class and played with cell phones, but she did not forbid them to do so. Si', in response to the students not arriving to classes on time, looked for them trying to gather them back to class. The more she made an effort, the less she succeeded. The result was that she felt like giving up. In the middle of the year, three stories related to the way the teacher responded to student’s behavior. Hav', saw the students throwing food at each other, and pretended not to see: "I simply do not react anymore, pretend as if I do not see" (Hav', personal communication, January 30, 2008). Ron', who encountered problems in the sixth grade, referred the problems to the homeroom teacher's care. Yr' reacted to discipline problems in class by sending letters to the parents. In the end of the year, two stories in this period related to the ways the teacher responded to student’s behavior. El' pointed out that the students asked her about grades and she did not know what to answer. T' observed ways of responding and found that she turned to the students only when they were not alright. "When I had no good things to say to the students, it was easy for me to come and to comment on them, but when they did good things, I ignored them" (T', personal communication, April 16, 2008).

79 Recognition of changes relating to self-exposure. In all 15 stories, difficulties were described, an understandable phenomenon in the light of the fact that the workshop meetings were based on narratives of difficulty. The concept of difficulty was grasped in different contexts in the different periods. In 10 narratives, the willingness to reveal feelings was found and in 11 narratives, the willingness to reveal thoughts. This point to openness and willingness for exposure.

80 Table 8 Changes Relating to the Theme of Self-Exposure Research Question

Themes

How would the participants who experienced the model expand their capacity?

Revelation of difficulties by the teacher

Beginning of the Year The teacher attributed his difficulties to the students. A reaction of helplessness and accusations directed against the students.

Middle of the Year The difficulty was attributed to causes connected to the teacher.

End of the Year Difficulties associated with evaluation arose

The teacher knew to indicate the source of her dissatisfaction

A feeling of failure Revelation of reaction to the students actions

Demand for a tough hand and for punishments

A plea for help

Revelation of thoughts

Thoughts were described dealing with accusation

Investigating reactions that did not succeed, finding new alternatives

Revelation of feeling

Personal sensations of anger and insult

Feelings of frustration

Discovering tools and alternative methods

Feelings of empathy

In the beginning, difficulty was interpreted as being connected to the student’s behavior and derived from the direct power from this behavior (first, second, and fifth narratives). Narratives of the midyear period were characterized by difficulty connected

81 to expectations and toward the end of the year narratives indicated difficulty connected to evaluation. Meaning, in the beginning of the year, the teacher attributed his difficulties to the students and the difficulties were caused by their behavior. The results were the reaction of helplessness and accusations directed against the students. The teacher was occupied with herself, with her frustration derived from helplessness. The events were taken personally by the teachers and translated into feelings of failure. On the time continuum, the point of view was widened, and the difficulty was attributed to causes connected to the teacher herself (her expectations of herself). Feelings of personal vulnerability were reduced and the teacher was occupied with examining herself and indicated the source of her dissatisfaction. Towards the end, difficulties associated with evaluation arose, which could be connected to report card time and the proximity of examinations. From the aspect of the teachers’ responses to students' actions, in the beginning of the meetings, student behavior led to a feeling of helplessness and despair, as well as blame that the behavior was not human. The teachers commented explicitly that they did not know how to react, and that they did not have tools to respond. Meaning, the teachers’ responses were not accusing, like in the beginning period, but were rather dealing with finding other ways that would lead to the expected results. The demand for punishments changed to a plea for help, discovering tools, and alternative methods. Another significant development was in the area of teacher thoughts. In the beginning, thoughts were described as dealing with accusation. The students' behaviors were so difficult that the teachers were occupied with accusations against them. In the

82 tenth session, the teachers were busy thinking about themselves, investigating reactions that did not succeed, and involved with several questions. Why did I not succeed? What do I have to change in myself or maybe in the teaching method?' Teachers knew how to distinguish for themselves what sources of dissatisfaction were. "I react from the belly and not from the head and after that, go around with a bad feeling" (Yr', personal communication, December 26, 2007). "I do not want to continue to chase after them on this issue" (Si, personal communication, December 5, 2007). Ron' even knew to point out how she removed responsibility from herself and perhaps this was the reason for her difficulty with sixth grade students. Another change was associated to the narratives in which the teachers revealed their feelings. In the beginning, the teachers took the happenings personally, so they were hurt, angry, and felt a sense of failure. The feelings changed to feelings of frustration, not meeting expectations, and later, to feelings of empathy with the students. The teacher felt she had to protect her student from the father's expectations. Rch', in the fourteenth meeting, remarked that the girls’ criticisms drove her crazy, but she did not show the girl because she felt that the student needed reinforcement at that same time. Meaning, personal sensations of anger and insult gave way to feelings of empathy. Also the anger Hav' described in the fifteenth meeting did not resemble the anger expressed in the beginning. Now, the anger arose from the students not treating each other as she expected. The anger was derived from her care and concern for the students and from the desire that students show mutual respect.

83 Self-revelation as a group leader. The consideration of how much to expose as workshop participants, and when to expose, was a concern for the author for the duration of the workshop. Should the group leader present personal ideas freely and expand upon personal views on the matter when discussing it? Should the author allow herself to be spontaneous? Should the author reveal personal deliberations and difficulties? The author’s decision concerning the degree of personal exposure was taken according to personal judgment at a given moment. When the author sensed that the group was more independent conducting the discussions, the teachers were expressing opinions freely and arguing about them, and then the author revealed personal positions on the subjects discussed. The group leader had authority derived from the definition of her role in the group. The group tended to grant legitimacy to this authority and to accept the leader's opinions rather than its own. Thus, author considerations were focused on whether or not to reveal personal opinions and positions dependent upon the degree of independence of the group in a given situation. In the later periods of the year, when the author sensed that the group was more independent, open, judgmental, and argumentative about opinions and positions, she revealed personal positions. The author received confirmation of this when the group debated her positions and the group did not accept them. Research Question 3. How would the participants who experienced the model relate to responsibility? Of the 15 narratives told during the workshop, 7 narratives concerned the topic of responsibility: responsibility of the teacher—4 narratives, responsibility of the students—1 narrative and responsibility of the staff—2 narratives.

84 The theme of responsibility in the beginning of the year narrative period. One narrative involving the need for shared staff responsibility was related by Aor' concerning student’s behavior and the staff reaction to this behavior. Aor' felt that teachers’ reactions were not the same and that the teachers who chose not to react to this behavior cleared themselves of the responsibility. One narrative involving the personal responsibility of the teacher related to Si' and student tardiness to classes. Si' thought that the responsibility for her students arriving in class on time was only hers. In this instance, when half of the students did not arrive in class, it meant that she failed. Meaning, during the beginning narratives period, the teachers comprehended the topic of responsibility as the exclusive domain of the teacher and equal responsibility was imposed on each teacher. The theme of responsibility in the middle of the year narrative period. Two narratives dealt with the personal responsibility of the teacher-- one about the relationship with sixth grade and the second, about the research paper method. In Ron's first narrative, she told of her difficulty creating a relationship with sixth grade—a class in which she was not homeroom teacher. Ron' analyzed her responsibility in an event and pointed out a possible source of the problem: When there was a problem, she referred it to the homeroom teacher. That is, Ron' examined her personal responsibility and placed herself in doubt. In the second narrative, Ao' complained that in the research paper method, in which the class was working in groups, Ao' could not know who was working and who was not, and what each one learned. Ao' saw herself as responsible for her students' learning and thought that the teacher had to know what each student was doing.

85 One narrative concerned staff responsibility. Hav's narrative told about the teacher’s reaction to throwing food. Hav' described the difficulty in controlling this behavior. Like Yr', she also felt that there were teachers who chose not to cope, and not to take responsibility, and the entire burden of a response was placed on just a few. One narrative related to the student’s responsibility. Hav's narrative dealt with homework. Hav' did not think that responsibility on this subject had to be the homeroom teacher's alone. Hav' thought it was appropriate to give more responsibility to the students on such a significant subject. That is to say, Hav' was talking about a mutual responsibility, the teacher's and the student's. In contrast to the beginning period, in the middle of the year period, the treatment of responsibility takes into account the students and they were seen as partners in the matter of responsibility. The theme of responsibility in the end of the year narrative period. Only one narrative was found that treated the personal responsibility of the teacher, Yr's narrative touched on covering the material. Yr' felt frustrated by not covering the material. The frustration indicated that she perceived the responsibility of supplying the material as hers alone. Recognition of changes relating to the subject of responsibility. In the sequence of the narratives, the significant direction was the development from the teacher's exclusive responsibility to a sharing of responsibility with the students. A change in the subject was seen in the mid-year narratives. Then, the teachers began to raise questions about the topic of responsibility and tried to clarify the student’s place concerning the subject of responsibility. Meaning, the attitude that the responsibility was exclusively the teacher's,

86 there was a movement to raise questions about teacher responsibility, and a thought process concerning the sharing of responsibility with students. The teachers testified to the changes in their awareness of the subject of responsibility. Yr' said: I understood that responsibility for the student should not be mine alone. Also, she (the student) has to contribute something. I explained to her that I am willing to help her in everything she needs but the responsibility is hers—also, the decision what to do, and also, the request for help. (Yr', personal communication, April 30, 2008) Ao' commented again in another narrative. The price was like I removed my responsibility, thus the students removed their responsibility. I was perceived in their eyes as running away from confrontations. Today I know that sometimes we must have confrontations, and that setting limits is not a dirty word. (Ao', personal communication, April 16, 2008) Ron' summarized her own process concerning the subject of responsibility. "As long as I thought that the problem was just theirs, I did not get anywhere and I stayed frustrated. I learned to flow with their needs, to give them more responsibility so that they could manage it" (Ron', personal communication, April 16, 2008). The last narrative at the end of the year was different. Yr's narrative touched her responsibility to cover the learning material. A regression on the development continuum was indicated because Yr' perceived herself as the exclusive person responsible. The

87 author associated this to the huge pressure of exams the teachers were under towards the end of the year. Table 9

Changes Relating to the Theme of Responsibility Research Question

Themes

How would the participants who experienced the model relate to responsibility?

Responsibility

Beginning of the Year The responsibility is exclusively the teacher's

Middle of the Year

End of the Year

Raising questions about teacher's responsibility and student's responsibility

Concerning the sharing of responsibility with the students

The group leader dealing with the theme of responsibility. The treatment of the subject responsibility changed in the different periods. During the beginning narrative period, the author took on the majority of the responsibility for the content and direction of the process. In addition, the author was careful not to be drawn into the teachers' demands for recipes that would completely remove their responsibility to examine the difficulty. Further, to reflect the excess responsibility that the teachers took upon themselves, the author chose to use four questions to direct the teachers: 1. What was your responsibility in this event? 2. What was the student's responsibility in this event? 3. What were you doing to fulfill your responsibility?

88 4. How were you as a teacher helping your students to fulfill their responsibility? These questions turned the teachers' attentions to the subject and led to rethinking the topic of responsibility. The author insisted on calling attention to the difference between helping the students to take responsibility and doing the work for them. This also indicated to the teachers that their demand that the author should be exclusively responsible for bringing materials to the workshop was an evasion of responsibility. During the progress of the workshop, towards the middle of the year, the author found that it was possible to give responsibility for the learning process of the workshop to the teachers and they accepted it willingly. The process of distributing responsibility to the teaching staff was linked to the process of sharing teacher responsibility with the students. In turn, the author gave more responsibility for learning in the workshop to the teachers, and teachers gave more responsibility to students in their classes. Transferring responsibility to the teachers did not diminish the author’s role as workshop leader, just changed it. Now she used more reflection, clarification, support, and distinction of ideas. Research Question 4. How would the participants who experienced the model expose and build their collective aspiration? According to Gruidl (2003), shared vision is a common identity. Organization members define the lines that they will and will not cross. In the teachers' stories, the theme that was compatible to expand the capacity was school vision. The theme related to the collective beliefs that guided work activity at school. In the narratives, beliefs were recognized in the attitude toward the school's vision

89 statement. The school vision statement referred to the educational methods, scholastic success, and application of values. The vision statement placed the teachers in a difficult situation, with the need to integrate the school's vision statement into daily operations. The school vision statement posed dilemmas for the staff who did not always find ways to operate while in compliance. From the narratives in the school vision domain, two stories belonged to the beginning time period (out of three narratives), five belonged to the middle period (out of eight), and two narratives belong to the end period (out of three). The theme of the school vision in the beginning of the year narrative period. The first narrative in this period was Si's narrative. Si' related to the student’s behavior of class tardiness. Si' referred to the section of the school vision statement that stated that when in school, the student was taken into consideration and respected. She claimed that because punishment was not given for tardiness, the problem remained with the teachers, therefore the students continued to arrive late. The next narrative was different because it related to the teaching staff and not the students. Aor' pointed out that the staff used insulting comments that degraded the students, and in this way, "we are moving away from the vision we have decided upon" (Aor', personal communication, December 12, 2007). Meaning, reference to the vision in this period was accompanied by the complaint that the staff were required to comply with the vision; however, the vision did not suggest practical solutions for coping with the student's behavior.

90 The theme of the school vision in the middle of the year narrative period. In this period, reference to the vision concerned three areas: educational methods, regulations, and treatment of the individual. Two narratives involved difficulties in the field of educational methods. Rch's narrative related to the school decision to strengthen the strong qualities of every student and touched on the topic of assessment. Rch' commented on a deficiency from the aspect of the vision. When the staff pointed out the strong qualities of a student, maybe it meant that the teachers ignored the less desirable qualities. Ao's narrative referred to the difficulty of research paperwork for the teacher. In group work, Ao' could not identify the work. Here, there was a connection with the subject of teaching methods. The teacher was placed in a difficult position due to the lack of experience in traditional teaching methods. Ao' felt that she had no ability to know who did what, a problem that stemmed from the fact that the majority of work took place in the group process. Ao' expressed the need for control, control of what every student did, and the way each student performed tasks. She felt that in the present learning situation, she was less involved in learning process. Two narratives dealt with regulations. Hav' referred to the students that threw food in the dining room. "We do not believe in punishments and this is the result" (Hav', personal communication, January 30, 2008). Meaning, Hav' criticized the punishment aspect of the vision and blamed the vision for the reason students exhibited wild behaviors. According to Hav's outlook, punishment would solve the problem. Hav' also suggested the decision not to punish was too general, and in her opinion, punishment should be conditional.

91 One narrative examined the topic of treatment of the individual. Yr's narrative pointed out the gap between the vision and the ability to apply the vision. According to her understanding, functioning according to the vision meant to be an angel and she was incapable of meeting the criteria. She testified that she was too spontaneous, and that her opinions contradicted what was expected of her. In addition, she mentioned the lack of tools to respond to the students' actions. Reference to the vision in this time period noted the school vision led to unified teacher action, but also the contradiction between the ideal (the vision) and the ability to apply the vision to activities in the classroom. The theme of school vision during the end of the year narrative period. Two narratives connected to the school vision statement during this period. Both were associated with educational testing. El's narrative indicated the disagreement between the school decision not to give marks and the demand to take national tests. The next narrative of Yr's expressed frustration. "I do not have time for everyone to progress at his own pace" (Yr', personal communication, April 30, 2008). Each narrative of difficulty concerning the vision showed the need for uniform tools for response, and for commonly shared and coordinated activities for the entire staff.

92 Table 10

Changes Relating to the Theme of School Vision Research Question

Themes

How would the participants who experienced the model expose and build their collective aspiration?

School vision

Beginning of the Year

Middle of the Year

End of the Year

Teachers objected to the vision

Teachers expressed identification with the vision

Acceptance and agreement through an intensive inquiry

Teachers reject and disagree with the way

Teachers expressed a need for response tools that are uniform and correlated with the vision

Recognition of changes relating to the theme of the school vision. Treatment of the school vision occupied a substantial part of the narratives. In the beginning, teachers objected to the vision claiming that it was not viable and blamed the lack of compliance with the vision for the wild behavior of the students. The teachers expressed identification with the vision, but they expressed a need for response tools that were uniform and that were correlated with the vision. Towards the end, teachers recognized a contradiction in different parts of the vision itself. Meaning, a process was observed followed by objection, rejection, and disagreement, and in the end, acceptance and agreement through intensive inquiry was achieved. In addition, a difference was found between the veteran teachers in the staff and the new teachers. Most of the narratives of difficulty involving school vision were noted by new staff.

93 Treatment of the group leader with the theme of the school vision. The basic principles of the school vision statement became clear during preliminary conversations with the school staff. The educational program allowed choice, as well as experiential and integrated learning; replacement of the grades and examination system with other assessment techniques; and created an atmosphere of trust and responsibility. According to the author’s viewpoint, her role was not to denounce methodology, but to help the staff analyze the path they chose, to examine educational approaches, and to maintain the bond between beliefs, approaches, and the activities performed. If required, the author suggested investigation of new directions and additional means of operation. The author was aware of the need to connect the teaching staff with the vision principles. This task was vital because of the danger that the principles on which the school was based could turn into slogans that have no connection to the work in the field. Therefore, most of the work in this section was based on clarification of concepts and linked to everyday activities. When El' indicated that not giving grades was important because of not wanting to develop a detrimental competition among the students, the author led an analysis of actions taken in school that could contradict the attitude. This was realized by giving every participant the right to express opinions, and through the alertness of the group leader that no opinion be rejected. Another problem the author encountered was the demand for tools. The school vision statement, existed as a position paper, and did not authorize teacher response methods. The vision listed what not to do (not to punish, not to give grades, etc.) but nothing was mentioned about alternative response procedures. Therefore, after a

94 discussion about aspects of the vision and after the teachers expressed agreement with principles of the vision, then the author led the group toward a shared consolidation of alternative action operations. In the difficulty that Yr' raised, she told her students only the good things but disregarded those things needing improvement, the group discussed the obligation to reinforce the successes. After the group examined the gains and the prices, with an emphasis on the successes, and after agreement was voiced, as to the importance of continuing in this way, the author then guided the discussion toward different techniques in which the group could point out corrections in a way that would develop cooperation. Summary The purpose of this qualitative study was to examine the concept of organizational learning in the context of reflection. Senge's (1990) organizational learning theory was used to address the research questions. Data analysis was conducted as an analysis of qualitative content. Data was collected from teachers who participated in in-service training workshop. Presumed changes in the narratives told at the beginning of the year, in the middle of the year, and at the end of the year concerning the same topics occurred. By analyzing the results, the findings could help to implement practical reflection for organizational learning. The data analysis indicated that reflective training influenced participant critical thinking, expanded their capacity, changed their attitudes toward responsibility, and built their collective aspiration. The use of the guided reflection model in the learning workshop improved the professional performance of the teachers.

95 CHAPTER 5: ANALYSIS AND EVALUATION OF FINDINGS Summary The findings shown summarize a year of research during which a process of reflective guidance in a group was conducted for bringing about organizational learning. The central question that was analyzed in the research was: How can reflective training impact organizational learning in educational systems? Secondary questions were derived from Senge's (1990) definition of organizational learning: 1. How does reflective training, using narratives, impact participants' critical thinking? (New and expansive patterns of thinking, according to Senge). 2. How do the participants who experienced the model expand their capacity? (People are continually expanding their capacity to create the results, according to Senge). 3. How do the participants who experienced the model relate to responsibility? 4. How do the participants who experienced the model expose and build their collective aspiration? (Collective aspiration is set free, according to Senge). The findings in this research show that reflective training impact organizational learning. Conclusions Aspects of Organizational Learning Concerning the Participating Teachers. Analysis of the participants' narratives in the different periods during the year permitted

96 following details in the discussions, the study of the kinds of dilemmas discussed, the study of perceptions and principles and behaviors reflected in the stories, and of the changes occurring in the stories. In a heterogeneous group, made up of veteran and new teachers reaching a high level of exposure and intimacy, the concerns and the dilemmas were revealed and clarified. In this process, procedures occurred that reexamined familiar teaching situations and possible alternative actions were analyzed. Different aspects of organizational learning concerning the teachers were evident and supported by theory. Critical Thinking. Senge (1994) explained critical thinking as a need to comprehend the boundaries, rules, and understandings within a part of the total system. At the beginning of the year, the teachers demanded clear regulations that would function to help the teacher control the students' behaviors. Through an examination of this need and motives, the outlook changed from the role of rules to control the students, to the understanding that rules helped in accepting personal responsibility. The change in this outlook was expressed by fewer demands for rules, and the need for different rules than those demanded at the beginning of the year. The beginning of the year was accompanied by a demand for punishments. The attitude reflected by the teachers' remarks claimed that punishment would solve every discipline problem. The fact that the school was not accustomed to giving punishments left the teachers with feelings of helplessness, feelings of anger, and blame directed against the students. During the meetings, as teachers were exposed to more alternatives to a given situation, change was recognized in their attitude. Teachers openly expressed

97 the need for alternative response methods and asked each other for help in finding other response means. Challenging and looking for alternatives were two key components to critical thinking. Decisions based on an inner desire to achieve results, to analyze issues, and thinking about the impact were all steps in critical thinking, according to Senge (1994). System thinking was useful as a language that changed the ways teachers thought and talked about complex issues. Expand the Capacity. According to Senge (1994), expand the capacity involved collective behavior, a clarifying and deepening of personal vision, while encouraging all members to develop themselves. At the beginning of the year, every difficulty was perceived by the teachers as connected and caused by the students' behaviors (projection). This perception led to marked accusations aimed against the students and, on the other hand, a feeling of failure and helplessness by the teacher. Later, the point of view was expanded and the teacher indicated other causes, associated with students that resulted in the difficulty. The more the teachers examined their part in a given event, the greater the personal responsibility they accepted. The author found that teachers changed their viewpoint and became more aware and considerate of the students' viewpoints. At the beginning of the year, teachers accused the students; toward the middle of the year, teachers showed consideration of the students' needs; at the end of the year, they were involved with thinking how they would answer these needs. This process was associated with the degree of flexibility of the teacher. In the beginning, teachers were locked into certain perceptions. There was a clear

98 perception of the student image and every deviation from the perceived image was characterized as chutzpah, violence, and even inhumanity. The model of 'gains and price' gave me a tool to use when something happens. Today I just pull out this tool and it helps me to relax and to adjust. I know that I do not need to expect that everyone will be in the same place at the same time. (Hav', personal communication, May 8, 2008) Gruidl, (2003) claimed that the teacher who closed in his own cognitive world framework and functioned according to a preplanned program would find it difficult to listen attentively to the student's experience, his spirit, and his desires. Investigating the comprehension of the student image, a discussion about diversity, and the practical aspects of diversity in the classroom brought change. These tools allowed the group to talk about interrelationships more easily because they were based on feedback processes (Gruidl). Towards the end of the year, the teachers changed their attitudes and their responses. They analyzed the student's motives, considered the students’ judgments and even paid attention to the way the students interpreted their behavior (the teachers'). They were aware that teachers served as role examples and models. In time, teachers developed empathy toward the students. Feelings of anger, insult, and personal failure were replaced by feelings of care and concern. Si' said, "Education means patience; I learned that we do not need to be too psychological. I went through a process with myself of thinking how to transfer the material so that it would be more connected to their world" (personal communication, February 13, 2008). Noddings (1984) pointed this out when he claimed

99 that reflection entails concepts of caring for the individuals and concern for the welfare of students. New patterns of thinking were nurtured, and teachers were continually learning how to learn together (expand the capacity according to Senge, 1994). Responsibility. A significant development was evident in the teacher's position on the subject of responsibility. Responsibility in education is nothing new, it has always been one of the goals of education. However, time and change should reflect in attitudes toward responsibility. The mentoring style chosen for the workshop did place more responsibility on the learner to become involved, guide how to develop alternatives, anticipate consequences, and make appropriate choices in daily life. Connelly and Clandinin (1996) remarked that the reflective teacher is one who controls the situation and takes responsibility for him or herself. At the beginning of the year, the teacher perceived herself as solely responsible for the student's behavior. The teacher exclusively controlled every occurrence, even the student’s behavior. A process of asking questions concerning the perception of the teacher's place in the learning operation and an inquiry into the place of the student in the operation facilitated change in teachers perceptions about responsibility. The understanding was realized that the student was a partner in the academic process and likewise, a partner in responsibility. The role of the teacher on the subject of responsibility was to allow the student to take responsibility, and to teach the student how to accept responsibility. Toward the end of the year, the teachers were looking for ways to further the participation of students in topics connected to making decisions about the educational approach of the school. In the process involving interpersonal interactions,

100 there was importance to the degree of responsibility, the danger of taking too much responsibility, and the release of partners from accepting responsibility. Collective Aspiration. According to Gruidl (2003), building a shared vision included a vision or image of the desired organizational future. Shared vision was a common identity. Organization members defined the lines that members will and will not cross. When members knew and understood agreed-upon values, they were able to speak more easily, to speak honestly, and to reveal information. This fostered a supportive environment in which knowledge sharing flourished. The author found that throughout the year, teachers underwent a process that at the outset was geared to objection and expression of disagreement with the adopted school approach; however, and at the finish, agreement through profound inquiry occurred. Shared understandings become preserved in language and new actions became embedding into routines, rules, and structure of the organization (Rowland, 2004). The objection to the established school approach (no punishment, and no giving of grades) was caused by the manner in which the school vision dictated the operational procedures by not being clear, accepted by all staff and not providing a learning experience. A reflective process of intensive examination focused on what was done compared to the educational viewpoints that resulted in teachers embracing the written vision, in accordance with their own educational perceptions. The group developed intelligence and ability greater than the sum of individual members' talents. This aspect indicated that critical reflective thought, when practiced, examined the nature of the relationship between the personal viewpoint, the educational theory, and the actual behavior. "The

101 model turned into a language. The stories became tools for me" (Aor', personal communication, April 30, 2008). Exposure of feelings, thoughts, and motives all caused the speaker to think again about the action, its significance of the action, and reasons for the action. "I learned that when I am concentrating on my own difficulty, I take it out on the students" (Ron', personal communication, February 13, 2008)--the critical factor in reflection on an action in Schon's (1983) definition, collective aspiration, is set free, according to Senge, (1990). At the beginning of the year, the teachers were occupied with accusing the students, and on the other hand, with justifying themselves and their behaviors. Toward the end of the year, teachers were occupied with thinking about themselves, analyzing reactions that did not succeed, and defining the source of dissatisfaction. Professional activity entailed coping with emotional factors, such as tension, stress, frustration, disappointment, enjoyment, motivation, and similarly. The expression of emotion was also in the narrative topics and in the discussion. As the workshop progressed in time, the group session became more intimate, and was viewed by participants as a source of emotional support, source for consultation, and a venue for participation in dilemmas regarding professional activity. Dilemmas reflecting emotional confrontations were raised more toward the middle of the year, and were possible due to the development of an atmosphere of mutual trust and the removal of a judgmental dimension in the mutual relationship. These aspects were supported by success narratives that were told by the teachers and compiled by the author during the workshop.

102 Analysis of the Guidance Process. This section described and interpreted the guidance process. An action research was conducted to examine and to write the leader’s professional understanding, and guidance gained from the factors that influenced the group reflective guidance, as well as a reflective report about the difficulties and deliberations of the author. Factors influencing the reflective guidance in the group. From analysis of the findings, the author found five factors that influenced the reflective work in the group. The guidance model is based on the perception that this is a routine work model for working staff and therefore the meeting place is set at the work place, in the present case, located in the school's teachers' room. In addition, the school was situated in a central location in the area that allows accessibility for the staff. However, the meeting place constituted a definite hindrance, as the proximity and accessibility to the administrative offices led to caring for ongoing matters like telephoning, photocopying and materials. The day of the meeting and specific time were determined together with the staff and contributed to regular and continuous participation. The composition of the group influenced the nature of the narratives brought and thus the interpersonal interaction. There was a distinction between veteran and new staff on two levels: willingness to speak about difficulties and the kinds of difficulties that bothered them. Veteran teachers at school felt more secure to reveal difficulties. At times, they came ready and asked, through their initiative, to share the difficulty. Until the tenth meeting, most of the veteran teachers revealed difficulty. Si', new on the staff, shared a narrative of difficulty immediately at the beginning. Nin' joined with a narrative in the

103 tenth session and the remainder shared only in the sixteenth session. From this, except for individual differences, seniority in the work place influenced the level of willingness to expose difficulties. In addition, new teachers coped more with dilemmas connected to application of the school vision statement, the subject of setting limits, and students' behavior; whereas, veteran teachers at school dealt mostly with the subject of responsibility. Homeroom educators were more active in bringing narratives than other teachers were. Out of 15 narratives, 8 were told by homeroom educators. It would seem that these educators encountered more situations of difficulty. Flexibility in operating the guidance model was needed. The use of the described guidance model is dependent upon the development of the group. The participants, in effect, dictated the relative weight of each factor according to the subject and the discussion. In the beginning of the year, the author was strict about transferring the model with all steps. In each meeting, the author put greater emphasis on a different step. As the group became more knowledgeable about the different steps, it was not necessary to separate stages artificially, and the stages of the model merged with each other and flowed one into the other. The relative part of the theoretical material was minimal. In the beginning of the year, the author used theoretical material according to the subjects discussed; later, the author realized that the theoretical material was not needed anymore. The majority of the participants was qualified in the field of teaching and most took part in other additional learning frameworks. Participants openly expressed their desire to deal with problems from their practical world and to forgo the theoretical material.

104 A Reflective Report on Difficulties and Deliberations of the Group Leader. A Hassidic story tells about a rabbi who received one of his Hassidic congregants to ask for advice. When the man left, the rabbi's helper entered the room and found the rabbi perspiring and flushed. 'Rabbi, what happened to you? Why are you so tired?' asked the helper. “I helped the Hassid solve a problem, replied the rabbi. “This is no way an easy profession. When the Hassid came to me, I wore my coat, and he wore his. When he began telling me his story, I took off my coat and put on his coat. Then, I could listen to him. When I tried to understand his problem, I took off his coat and put on my coat again. In order to answer him in his own words, I took off my coat again and put on his coat again. Now, is it clear to you how formidable and wearisome is the vocation of giving advice?” The above story truthfully represents my sentiments on the guidance vocation. Several difficulties accompanied the process. The process of guidance, as it is described in this research, demanded attentiveness and recognition of inner voice, together with empathically listening to the other participants. At times, the author felt the necessity to be very attentive to the different voices of the participants instead of listening to herself. In the beginning, this feeling created the sense of burden, and at times, even frustration. With time, she developed a technique of short lists of thoughts and points to consider, that she took care of after the workshop meeting. Another deliberation was associated with the subject of self-revelation. The question of how much to expose the leader's positions was considered for a long time. The concern that her disclosed suggestions would be automatically accepted because of

105 her authority as the group leader, and would impede other ideas from the participants' side, challenged her a long time. The author had difficulty separating the role of a group leader from the role of a researcher. The necessity of serving as a researcher raised new questions and forced her to reexamine perceptions, positions, and actions that she formulated for herself. Not once did the author encounter the obligation to respect participants' opinions that stood in opposition to views that she held. To except different opinions and attitudes was not always a task easily accomplished and required much self-control, empathy, and mutual respect. The Role of the Group Leader. An analysis of the guidance process, as it was reflected in the research, integrated a concept of the guidance leader image, the role of leading the group to independence, and then to acceptance of personal responsibility. At the beginning of the year, guidance was centered on the leader. The leader was the focus; she brought the contents and spoke most of the time. Later, guidance was transferred and focused on the teachers. The topics grew from the developing groups’ needs, the teachers initiated and led the process and their statements were the center of the discussions. The group leader directed the process, but the participants raised topics. The leader took an active part in shared learning but also analyzed it from a meta cognitive viewpoint. The intervention was intended to advance the group aims and likewise, the leader showed sensitivity to allow expression of the social and emotional needs of the group. The intervention of the group leader was, therefore, a product of

106 listening to the participants, observation of contents, and occurring procedures with the main objective of permitting the group, and the individuals in it, meaningful learning. In the guidance process, the group developed and changed. For this reason, each intervention held by the leader was effective if it was held at a suitable time. Therefore, the leader was alert and attentive to the group in order to identify the right time to intervene. The leader influenced the coherence of the group while safeguarding independence and pluralism, its creation of a supportive climate that allowed critical expression, its commitments to group intimacy, and its professional ethical rules. The degree of openness and exposure of the participants was influenced by their personal attributes and by their common history at school. This influenced, to a large degree, the group climate, and the level of cooperation in the group. The role of the leader, if he or she did not control the composition of the group (as happened in this research), therefore, was to nurture the openness and to minimize judgmental criticism. A supportive atmosphere encouraged new experiences (Kelly et al., 1992). In the case under discussion, encouraging an atmosphere of openness was accomplished through empathic attentiveness. Reducing criticism and judgment was accomplished through setting rules about speaking with 'I'. The group leader was aware of being a model. Processes that the participants underwent in the workshop were later transferred to actions and activities with the students in class. Recommendations The changes in organizational learning in this study inspired the author to continue this journey. The voices of the participants stated the importance of the process.

107 There is a need for managers to model and practice organizational learning and to explore organizational learning as systematic process. It is recommended that faculty in managers' programs be encouraged to use strategies similar to the ones in this study. The author recommends extending the findings of this study to different types of organizations e.g., business organizations, educational organizations, social organizations, military organizations. It is also recommended to extend the findings of this study to different kinds of cultures--other cultures have different sorts of perceptions toward learning and different structures that may influence the style of work organization. This can expand the examination of the connection between the organizational cultures to the changes the participants' experience. Extending the findings of this study to organizations with women and men (not women only) is another recommendation for further research.

108 REFERENCES Achrol, R. (1991). Evolution of the marketing organization: New forms for turbulent environments. Journal of Marketing, 55(4), 77-93. Akdere, M., & Schmidt, S. W. (2007). Measuring the effects of employee orientation training on employee perceptions of organizational learning: Implications for training, & development. The Business Review, Cambridge, 8(1), 234-239. Argyris, C. (2004). Reflection and beyond in research on organizational learning. Management Learning, 35(4), 507-509. Retrieved May 15, 2007, from ABI/INFORM Global database. (Document ID: 782911491) Argyris, C. & Schon, D. A. (1996). Organizational learning II: Theory, method and practice. Reading, MA: Addison-Wesley. Argyris, C. & Schon, D. (1978). Organizational learning: A theory in action perspective. New York: Addison-Wesley. Atweh, B., Kemmis, S., & Weeks, P. (Eds.). (1998). Action research in practice: Partnership for social justice in education. London: Routledge. Avalos, B. (2000). Policies for teacher education in developing countries. International Journal of Educational Research, 33, 457-474. Aviv, S. (2004). The need for reflection. T+D 58(7), 36-40. Ayers, W. (2004). Who in the world am I? Reflecting on the heart of teaching. In L. Nucci (Ed.), Conflict, contradiction, and contrarian elements in moral development and education (pp. 53-68). Mahwah, NJ: Erlbaum. Baldwin-Evans, K., & Jennings, C. (2007, July). Taking a bold approach to organizational learning. Strategic HR Review, 6(5), 28-31. Retrieved October 5, 2007, from ABI/INFORM Global database. (Document ID: 1305664911) Barry, D., & Elmes, M. (1997). Strategy retold: Toward a narrative view of strategic discourse. Academy of Management Review, 22(2). Basar, H. (2003). Classroom management (10th ed.). Ankara, Turkey: Ani Yayincilik. Bell, T. H. (1993). Reflections one decade after A Nation at Risk. Phi Delta Kappan, 74, 592-597.

109 Ben Peretz, M. (1995). Reflection in education (p. 175-196). The Mofet Institute, Israel: Educational Office. Bhatt, G. D., & Zaveri, J. (2002). The enabling role of decision support systems in organizational learning. Decision Support Systems, 32(3), 297-309. Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon, Inc. Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. London: Kogan Page Ltd. Boyd, D. D. (2003). How stories change: A narrative analysis of liminal experiences and transitions in identity. Doctoral dissertation, Fielding Graduate Institute, Santa Barbara, California, United States. Retrieved November 23, 2006, from ProQuest Digital Dissertations (Publication No. AAT 3093259) Brandt-Castellano, M. (1986). Collective wisdom: Participatory research and Canada's native people. The IDRC Reports, 15(3), 24-25. Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148. Brinkerhoff, R. O. (2006). Increasing impact of training investments: An evaluation strategy for building organizational learning capability. Industrial and Commercial Training, 38(6), 302-307. Retrieved October 5, 2007, from ABI/INFORM Global database. (Document ID: 1140281121) Brookfield, S. D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass. Brooks, A. K. (1999). Critical reflection as a response to organizational disruption. Advances in Developing Human Resources, 3, 67-97. Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18, 1-21 Bryans, P. (2001). Family learning in the workplace: Nurturing lifelong learning. Futures, 33, 531-540. Bullough, R.V., Knowles, J. G., & Crow, N. A. (1991). Emerging as a teacher. London: Routledge.

110 Busch, T., Fallan, L., & Pettersen, A. (1998). Disciplinary differences in job satisfaction, self-efficacy, goal commitment, and organizational commitment among faculty employees in Norwegian colleges: An empirical assessment of indicators of performance. Quality in Higher Education, 4(2), 137-157. Butler, J. (1996). Professional development: Practice as text, reflection as process and self as locus. Australian Journal of Education 40(33), 265-283 Calantone, R. J., Cavusgil, T.S., & Zhao, Y. (2002). Learning-orientation, firm innovation capability, and firm performance. Industrial Marketing Management, 31, 515- 524. Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43-51. Calhoun, E. F. (1994). How to use action research in the self-renewing school. In the series Classroom action research: The teacher as researcher. Journal of Reading, 33(3), 216-218. Alexandria, VA: Association for Supervision and Curriculum Development. Campbell-Jones, B., & Campbell-Jones, F. (2002). Educating African American children: Credibility at the crossroads. Educational Horizons, 80(3), 133-139. Campbell, T. (1996). Technology, multimedia, and qualitative research in education. Journal of Research on Computing in Education, 30(9), 122-133 Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Canadian Journal of Education, 13(1), 215-224. Retrieved April 2, 2007, from Research Library database. (Document ID: 464343941) Carter, M., & West, M. 1998). Reflexivity, effectiveness, and mental health in BBC-TV Production Teams. Small Group Research 29(5), 583-601. Celik, V. (2000). School management and culture (2nd ed.). Ankara, Turkey: PegemA Yayincilik. Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London: The Falmer Press. Clandinin, D. J. (1992). Narrative and story in teacher education. In T. Russell & H. Munby (Eds.), Teachers and teaching: From classroom to reaction (p. 124-137). London: The Falmer Press.

111 Claxton, G. (1999). Wise-up: The challenge of lifelong learning. New York: Bloomsbury Publishing. Collins, H. H. (1990). COBUILD English Language Dictionary. United Kingdom: HarperCollins. Cogan, J. (1973). A rationale for the selection of instructional materials. Social Education, 37(6), 548-550. Cohen, D. K. (2006). What is the system in systemic reform? Educational Researcher, 15, 225-237. Colombo, M. (2003). Reflexivity and narratives in action research: A discursive approach. Forum: Qualitative Social Research, 4(2), Art. 9, Retrieved Month, Day, year from http://nbn-resolving.de/urn:nbn:de:0114-fqs030291. Connelly, F. M., & Clandinin, D. J. (1987). Teachers’ personal knowledge: What counts as personal in studies of the personal? Journal of Curriculum Studies, 19(6), 487501. Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press. Connelly, F. M., & Clandinin, D. J. (1996). Teachers’ professional knowledge landscapes: Teacher stories, stories of teachers, school stories, stories of schools. Educational Researcher, 25(3), 24-30. Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity. London: Althouse Press. Covey, S.R. (1997). Modeling and mentoring. Executive Excellence, 14, 26. Cranny, C. J., Smith, C. P., & Stone, E. F. (1992). Job satisfaction: How people feel about their jobs and how it affects their performance. San Francisco: New Lexington Press. Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall. Crigger, N. J., Holcomb, L., & Weiss, J. (2001). Fundamentalism, multiculturalism, and problems conducting research with populations in developing nations. Nursing Ethics, 8(5), 459-469.

112 Cronbach, L. J., Ambron, S. R., Dornbusch, S. M., Hess, R. D., Hornik, R. C., Phillips, D. F., et al. (1980). Toward reform of program evaluation: Aims, methods, and institutional arrangements. Retrieved January 20, 2006, from www.aps-pub.com/proceedings/1474/470407.pdf Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281–302. Crowley, R. (Chair) (1988, November). Beyond Cinderella. Towards a learning society. Senate Employment, Education and Training Reference Committee, Commonwealth of Australia, Canberra. Czarniawska, B. (1998). A narrative approach to organization studies. Thousand Oaks, CA: Sage Publications. Darling-Hammond, L. (1998a). Teacher learning that supports student learning. Educational Leadership, 55(5), 6-11. Darling-Hammond, L. (1998b). Teachers and teaching: Testing policy hypotheses from a National Commission Report. Educational Researcher, 27(1), 5-15 Darom, D. (1989). Climate of growth-Freedom and responsibility in education (p. 248265). Jerusalem: Poaalom Library. Darou, W., Kurtness, J., & Hum, A. (1993). An investigation of the impact of psychological research on a native population. Professional Psychology: Research and Practice, 24, 325-329. Denzin, N. K., & Lincoln, Y. S. (2003). Collecting and interpreting qualitative materials. Thousand Oaks, CA: SAGE Publications. Dewey, J. (1933). How we think: A restatement of reflective thinking to the educative process. Boston: Heath. Dewey, J. (1963). Experience and education. New York: Collier Books. (Original work Dickter, D. N., Roznowski, M., & Harrison, D. A. (1996). Temporal tempering: An event history analysis of the process of voluntary turnovers. Journal of Applied Psychology, 81, 705-716. Drucker, P. (2002). Managing in the next society. Oxford, UK: Butterworth-Heinemann. Drucker, P. (1964). Managing for results. New York: HarperCollins.

113 Easterby-Smith, M. (1997). Disciplines of organizational learning: contributions and critiques. Human Relations, 50(9), 1085-1113. Edmonds, R. (1979). Effective schools for urban poor. Educational Leadership, 37, 1524. Egan, T. M., Yang, B., & Bartlett, K. R. (2004). The effects of organizational learning culture and job satisfaction on motivation to transfer learning and turnover intention. Human Resource Development Quarterly, 15(3), 279-301. Retrieved May 27, 2007, from ABI/INFORM Global database. (Document ID: 771743281) Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan Publishing Company. Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66, 1-26. Ensari, H. (1998). School as learning organization. In E. Agaoglu (Ed.), The reflection of the learning organization concept to school of education. Turkish Online Journal of Distance Education, 7(1). Fine, N. (1998). Working the hyphens: Reinventing self and other in qualitative research. In N. Denzin, & Y. Lincoln. (Eds.), The landscape of qualitative research (p. 130155). Newbury Park, CA: SAGE Publications. Finley, S. J. (2000). Instructional coherence: The changing role of the teacher. Austin, TX : Southwest Educational Development Laboratory. Retrieved December 20, 2006, from www.sedl.org/pubs/teaching99/changingrole.pdf Fiol, M. C., & Lyles, M. A. (1985). Organizational learning. Academy of Management Review, 10(4), 803-813. Fosnot, C. T. (1996). Constructivism: Theory, perspectives, and practice. New York: Teachers College Press. Freeman, D. (1991). To make the tacit explicit: Teacher education, emerging discourse and conceptions of teaching. Teaching and Teacher Education, 7, 439-454. Fuchs, A. (1995). Change: A way of life in school. Tel Aviv, IL: Chrihover. Garratt, B. (1999). The Learning Organization 15 years on: Some personal reflections. The Learning Organization, 6(5), 202-206. Retrieved April 29, 2007, from ABI/INFORM Global database. (Document ID: 86926277)

114 Garvin, D. A. (1993). Building a learning organization. Harvard Business Review, 71, July-August, 78-91. Gebhard, J. G. (1984). Models of supervision choices. TESOL Quarterly, 18, 501-514. Gilbert, J. (2007). Catching the knowledge wave: Redefining knowledge for the postindustrial age. Education Canada, 47, 4-5. Gill, J., & Johnson, P. (1991). Research methods for managers. Thousand Oaks, CA: SAGE Publications. Gill, P. J. (2001). Once upon an enterprise. The ancient art of storytelling emerges as a tool for knowledge management. Knowledge Management, 4(5). 24-28. Glickman, C. D. (1990). Supervision of instruction. Boston: Allyn, & Bacon. Godshalk, V. M., & Sosik, J. J. (2000). Does mentor - protégé agreement on mentor leadership behavior influence the quality of mentoring relationships? Group and Organization Management, 25, 291-317. Gruidl, J. (2003). Evaluation of capacity-building programs: A learning organization approach. Journal ofExtension, 41(5). Retrieved July 8, 2008, from http://www.joe.org/joe/2003october/a1.shtml Hamel, G., & Prahalad, C. K. (1990). The core competence of the corporation, Harvard Business Review, 3, 79-91. Hammer, M. J., & Stanton, S. A. (1997). The power of reflection. Fortune, 136(10), 291295. Hanushek, E. A. (2002). The failure of input-based schooling policies. Working paper No. 9040. Cambridge, MA: National Bureau of Economic Research. Hart, S. (1995). Action in reflection. Educational Action Research, 3, 211-232. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. [On-line]. University of Sydney, Australia, web site. Retrieved April 29, Year, from http://209.85.129.104/search?q=cache:Zin57DNRkkwJ:alex.edfac.usyd.edu.au/Lo calResource/Study1/hattonart.html+what+happened+to+reflection+in+education &hl=iw&ct=clnk&cd=1&gl=il Hinchey, P. H. (2004). Becoming a critical educator: Defining a classroom identity, designing a critical pedagogy. New York: Peter Lang Publishing Inc.

115 Hinman, P. K. (1998). The practice and understanding of reflection: A case study from an organization as a whole perspective. Doctoral dissertation, George Mason University, VA, United States. Retrieved April 29, 2007, from ProQuest Digital Dissertations database. (Publication No. AAT 9823596) Hoare, T., Levy, C., & Robinson, M. P. (1993). Participatory action research in native communities: Cultural opportunities and legal implications. Canadian Journal of Native Studies, 13(1), 43-68. Horn, P. W., Griffeth, R.W. (1995). Employee turnover. Cincinnati, OH: South Western College Publishing. Horn, P. W., & Kinichi, A. J. (2001). Toward a greater understanding of how dissatisfaction drives employee turnover. Academy of Management Journal, 44(5), 975-981. Houle, C. (1961). The inquiring mind. Madison, WI: University of Wisconsin Press. Huber, G. P. (1996). Organizational learning: The contributing processes and the literatures. In M. D. Cohen & L. S. Sproull. (Eds.), Organizational learning (p. 62-124). London: SAGE Publications. Hwang, I., & Kuo, J. (2006). Effect of job satisfaction and perceived alternative employment opportunities on turnover intention-an examination of public sector organizations. Journal of American Academy of Business, 8(2), 254-259. Jabri, M. (1997). Modes of delivery of organization theory: implications for management education. Journal of Management Education, 21, 509-521. Jabri, M., & Pounder, J. S. (2001). The management of change: A narrative perspective on management development. Journal of Management Development, 20(8), 682690. Jalongo, M. R., & Isenberg, J. P. (1995). Teachers' stories: From personal narrative to professional insight. San Francisco: Jossey-Bass. Johnson, R. B. (1997). Examining the validity structure of qualitative research. Education, 118(2), 282-292. Retrieved September 1, 2007, from Research Library database. (Document ID: 26171457) Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65-90.

116 Kelly, M., Beck, T., & Thomas, J. (1992). Mentoring as a staff development activity. In M. Wilkin (Ed.). Mentoring in schools (p. 173-181). London: Kogan Page. Knowles, M. (1978). The adult learner: A neglected species. Houston, TX: Gulf Publishing. Korthagen, F. (1985). Reflective teaching and pre-service teacher education in the Netherlands. Journal of Teacher Education, September-October, 11-15. Korthagen, F., & Wubbels, T. (1991, April). Characteristics of reflective practitioners: Towards an operationalization of the concept of reflection. Paper presented at the Annual Meeting of the AERA, Chicago, IL. Kotter, J. P., & Cohen, D. S. (2002). The heart of change. Boston: Harvard Business School Press. Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55(2), 178-194. Lamsa, A. M., & Sintonen, T. (2006). A narrative approach for organizational learning in a diverse organization. Journal of Workplace Learning, 18(1), 106-120. Retrieved May 27, 2007, from ABI/INFORM Global database. (Document ID: 1029211201) Lave, J., & Wenger, E. (1991). Situated learning legitimate peripheral participation. Cambridge, UK: Cambridge University Press. Lee, T. W., Mitchell, T. R., Holtom, B. C., McDaniel, L. S., & Hill, J. W. (1999). The unfolding model of voluntary turnover: A replication and extension. Academy of Management Journal, 42, 450-462. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: SAGE Publications. Liston, D. P., & Zeichner, K. M. (1990). Teacher education and the social context of schooling: A curriculum proposal, American Educational Research Journal, 27(4), 610638. Loewen, P., & Loo, R. (2004). Assessing team climate by qualitative and quantitative approaches building the learning organization. The Learning Organization, 11(3), 72-260. Lofland, J., & Lofland, L. H. (1984). Analyzing social settings. Belmont, CA: WadsworthPublishing Company, Inc.

117 McDonald, L. R. (2006, May 4). Contributing writer mentoring programs help workers, organizations. The Post - Standard, p. C2. Retrieved December 6, 2007, from ProQuest Newsstand database. (Document ID: 1032211141) Maertz, C., & Campion, M. (1998). 25 Years of voluntary turnover research: A review and critique. In Cooper, C. L., Robertson, I.T. (Ed.). International review of industrial & organizational psychology. New York: Wiley. Marcus, G. E. (1994). On ideologies of reflexivity in contemporary efforts to remake the human sciences. In G. E. Marcus (Ed.), Ethnography through thick and thin (p. 181-202). Princeton, NJ: Princeton University Press. Marsick, V. J. (1988.) Learning in the workplace: Theory and practice. London: Croom Helm. Marsick, V. J., & Watkins, K. E. (1990). Informal and incidental learning in the workplace. In M. Van Woerkom (Ed.), The concept of critical reflection and its implications for human resource development. Advances in Developing Human Resources, 6(2), 178-192. London: Routledge. McIntyre D., & Hagger H. (Eds.). (1995). Mentoring in schools: Developing the profession of teaching. London: Fulton. McNamara, C. (2007). Overview of leadership in organizations. [On-line]. Free Management Library. Retrieved November 8, 2007, from http://www.managementhelp.org/ldrship/ldrship.htm McTaggart, R. (1997). Guiding principles for participatory action research. In R. McTaggart (Ed.). Participatory action research: International contexts and consequences (p. 25-44). New York: State University of New York. McWilliam, R. A. (2005) Reporting qualitative studies. Journal of Early Intervention, 23(2), 77-80. Retrieved September 2, 2008, from Research Library database. (Document ID: 1144125901) Merriam-Webster’s online dictionary. (2004). Springfield, MA: Merriam-Webster, Inc. Retrieved February 2, 2007, from http://www.m-w.com Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32, 3-24. Mezirow, J. (2000). Learning to think like an adult. In J. Mezirow (Ed.). Core concepts of transformation theory in learning as transformation: Critical perspective on a theory in progress (p. 3-33). San Francisco: Jossey-Bass.

118 Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: SAGE Publications. Miller, D. L. (2002). The teacher portfolio as a vehicle for reflective practice. Ed.D. dissertation, Florida International University, United States. Retrieved December 14, 2006, from ProQuest Digital Dissertations database. (Publication No. AAT 3049804) Miller. G. (2006). WordNet: A lexical database for the English language. [On-line]. Princeton University web site. Retrieved February 17, 2006, from: http://wordnet.princeton.edu/ Moilanen, R. (2001). Diagnostic tools for learning organizations. The Learning Organization, 8(1), 6-20. Muchinsky, P. M., & Morrow, P. C. (1980). A multidisciplinary model of voluntary employee turnover. Journal of Vocational Behavior, 17, 263–290. Mullen, E. J. (1994). Framing the mentoring relationship as an information exchange. Human Resource Management Review, 4(3), 257-281. Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. Leadership Quarterly, 11, 11-35. Murphy, J., & Seashore L. K. (1999). Handbook of research on educational administration. San Francisco: Jossey-Bass. Myers, M. (2000, March). Qualitative research and the generalizability question: Standing firm with Proteus. The Qualitative Report, 4(3/4). Retrieved August 19, 2007, from www.nova.edu/ssss/QR/QR4-3/myers.html Nicolini, D., & Meznar, M. B. (1995). The social construction of organizational learning: Conceptual and practical issues in the field. Human Relations, 48(7), 727-746. Noddings, N. (1984). Caring, a feminine approach to ethics and moral education. Berkeley, CA: University of California Press. Olson, S. (2000). Acknowledging the female archetype: Woman managers’narratives of gender. Women in Management Review, 15(5/6), 296-302. Osterman, K. F. (1990). Reflective practice: A new agenda for education. Education and Urban Society, 22(2), 133-152.

119 Ottoy, M. H., Varum, K. M., Smidsrod, O., Lukas, B. A., Hult, G. T. M., & Ferrell, O. C. (1996). A theoretical perspective of the antecedents and consequences of organizational learning in marketing channels. Journal of Business Research, 36(3), 233-244. Pandit, N. R. (1996, December). The creation of theory. A recent application of the grounded theory model. The Qualitative Report, 2(4). Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: SAGE Publications. Pearson, C. A (1991). An assessment of extrinsic feedback on participation, role perceptions, motivation, and job satisfaction in a self-managed system for monitoring group achievement. Human Relations, 44(5), 517-537. Pham, N. T., & Swierczek, F. W. (2006). Facilitators of organizational learning in design. The Learning Organization, 13(2/3), 186-201. Retrieved October 3, 2007, from ABI/INFORM Global database. (Document ID: 1048982051) Posner, G. J. (1989). Field experience: A guide to reflective teaching (4th ed.). White Plains, NY: Longman. Procee, H. (2006). Reflection in education: A Kantian epistemology. Educational Theory, 56(3), 237-253. Retrieved February 1, 2007, from ProQuest Education Journals database. (Document ID: 1109840021) Raines, P., & Shadiow, L. (1995). Reflection and teaching: The challenge of thinking beyond the doing. Clearing House, 68(5), 271. Rao, R. D., & Argote, L. (2006). Organizational learning and forgetting: The effects of turnover and structure. European Management Review, 3(2), 77-85. Retrieved October 2, 2007, from ABI/INFORM Global database. (Document ID: 1069523141) Reason, P. (1994). Human inquiry as discipline and practice. In P. Reason (Ed.), Participation in human inquiry (p. 40-56). Thousand Oaks, CA: SAGE Publications. Reinharz, S. (1979). On becoming a social scientist. London: Jossey Bass. Reynolds, M. (1998). Reflection and critical reflection in management learning. Management Learning, 29(2), 183-200. Retrieved October 3, 2007, from ABI/INFORM Global database. (Document ID: 32575250)

120 Rhoades, L., Eisenberger, R., & Armeli, S. (2001). Affective commitment to the organization: The contribution of perceived organizational support. Journal of Applied Psychology, 86(5), 825-836. Ricoeur, P. (1991). Life in quest of narrative. In D. Wood (Ed.), Narrative and interpretation (p. 20-33). London: Routledge. Rigano, D., & Edwards, J. (1998). Incorporating reflection into work practice: A case study. Management Learning, 29(4), 431-446. Retrieved October 3, 2007, from ABI/INFORM Global database. (Document ID: 37269982) Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842-866. Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Merrill. Ross, E. W., Cornett, J, & McCutcheon, G. (1992). Teacher personal theorize: Connecting curriculum practice, theory, and research. New York: State University of New York Press. Rowland, G. (2004). Shall we dance? A design epistemology for organizational learning and performance. Educational Technology Research and Development, 52(1), 3348. Rubin, H. J., &Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: SAGE Publications. Russell, T., & Munby, H. (1991). Reframing: The role of experience in developing teachers' professional knowledge. In Scon, D.A. (Ed.) The Reflective Turn. New York: Teachers College Press, pp. 164-187. Salzer-Morling, M. (1998). As God created the earth ... a saga that makes sense. In D. Grant, T. Keenoy, & C. Oswick (Eds.), Discourse and organization (p. 104-118). London: SAGE Publications. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Schon, D. A. (1987). Educating the reflective practitioner. London: Jossey-Bass. Sebren, A. (1994). Reflective thinking – Integrating theory and practice in teacher preparation. Journal of Physical Education, Recreation and Dance, 65(6) 23-24, 57-59.

121 Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. London: Doubleday. Senge, P. M. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Doubleday/Currency. Shaw, J. D., Gupta, N., & Delery, J. E. (2005). Alternative conceptualizations of the relationship between voluntary turnover and organizational performance. Academy of Management Journal, 48, 50-68. Small, A., & Irvine, P. (2006). Towards a framework for organizational learning. The Learning Organization, 13(2/3), 276-299. Retrieved October 3, 2007, from ABI/INFORM Global database. (Document ID: 1048982101) Smith, M. K. (2001). Action research. The encyclopedia of informal education. Retrieved December 21, 2006, from www.infed.org/research/b-actres.htm Smith, S. E. (1997). Deepening participatory action research. In S. E. Smith, D. G. Willms, & N. A. Johnson (Eds.), Nurtured by knowledge: Learning to do participatory action research (p. 173-264). New York: Apex Press. Solingen, R., Berghout, E., Kusters, R. & Trienekens, J. (2000). From process improvement. Information and Software Technology, 42(8), 965-971. Sosik, J. J., & Lee, D. L. (2002). Mentoring in organizations: A social judgment perspective for developing tomorrow's leaders. Journal of Leadership & Organizational Studies, 8(4), 17-32. Retrieved October 4, 2007, from ABI/INFORM Global database. (Document ID: 225510721) Sta. Maria, R. F. (2003). Innovation and organizational learning culture in the Malaysian public sector. Advances in Developing Human Resources, 5(2), 205–214. Storehouse, G. H., Pemberton, J. D., & Barber, C. E. (2001). The role of knowledge facilitators and inhibitors: Lessons from airline reservation systems. Long Range Planning, 34(2), 115-138. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: SAGE Publications. Susan, G. I., & Evered, R. D. (1978). An assessment of scientific merits of action research. Administrative Science Quarterly. 23, 582-603. Swanson, R. A., & Holton, E. F., III. (2001). Foundations of human resource development. San Francisco: Berrett-Koehler.

122 Swieringa, J., & Wiersma, A. F. (1992). Becoming a learning organization. New York: Addison-Wesley. Tanriverdi, H., & Zehir, C. (2006). Impact of learning organizations' applications and market dynamism on organizations' innovativeness and market performance. The Business Review, Cambridge, 6(2), 238-245. Retrieved May 19, 2007, from ABI/INFORM Global database. (Document ID: 1189522291) Tatto, M. T. (1997). Limits and constraints to effective teacher education. In W. Cummings & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (p. 213-230). New York: Pergamon Press. Tett, R. P., & Meyer, J. P. (1993). Job satisfaction, organizational commitment, turnover intention: Path analyses based on meta-analytic findings. Personnel Psychology, 46, 259–293. Thomson, S. B. (2000). Qualitative research: Grounded theory - Sample size and validity. [On-line]. Monash University, Australia, Dept. of Management web site. Retrieved August 19, 2007, from www.buseco.monash.edu.au/research/studentdocs/mgt.pdf Tight, M. (2000). Critical perspectives on management learning. Management Learning, 31(1), 103-119. Retrieved May 1, 2007, from ABI/INFORM Global database. (Document ID: 52192000) Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: University of Chicago Press. Tobin, K. (1992). Ethical concerns and research in science classrooms: Resolved and unresolved dilemmas. Science Education, 76(1), 105-117. Torres, R.T., & Preskill, H. (2001). Evaluation and organizational learning: Past, present, and future. American Journal of Evaluation 22(3), pp. 387-386. Trevor, C. O. (2001). Interactive effects among actual ease of movement determinants and job satisfaction in the prediction of voluntary turnover. Academy of Management Journal, 44, 621–638. Ulrich, D., Halbrook, R., Meder, D., Stuchlik, M., & Thorpe, S. (1991). Employee and customer attachment: Synergies for competitive advantage. Human Resource Planning, 14, 89–103.

123 Van Bolhuis-Poortvliet, G. A., & Snoek, J. P. A. (1996). Reflecting on apprenticeship experiences. In M. Van Woerkom (Ed.), The concept of critical reflection and its implications for human resource development. Advances in Developing Human Resources, 6(2), 178-192. Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228. Van Woerkom, M. (2004). The concept of critical reflection and its implications for human resource development. Advances in Developing Human Resources, 6(2), 178-192. Retrieved October 3, 2007, from ABI/INFORM Global database. (Document ID: 624794491) Vygotsky, L. (1962). Thought and language. Cambridge, MA: The MIT Press. Wai, K. T. (2004). Teachers' personal practical knowledge and interactive decisions. Language Teaching Research, 8(2), 163-198. Retrieved January 11, 2007, from ProQuest Education Journals database. (Document ID: 1075343201) Watkins, K. E., & Marsick, V. J. (Eds.). (2003). Make learning count! Diagnosing the learning culture in organizations. Advances in Developing Human Resources, 5(2). Watson, T.G. J. (1994). Managing, grafting and researching: Words, skill and imagination in shaping management research. British Journal of Management, 5, S77-S87. Weber, M. (1947). The theory of social and economic organization. New York: Oxford University Press. Weggeman, M. (1997). Knowledge management. Design and management of knowledge-intensive organizations. In M. Van Woerkom (Ed.), The concept of critical reflection and its implications for human resource development. Advances in Developing Human Resources, 6(2), 178-192. Wiig, K. M. (1997). Knowledge management: An introduction and perspective. Journal of Knowledge Management, 1(1), 6-14. Wong, H. K., & Wong, R. T. (1998). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc. Woodruff, R. (1997). Customer value: The next source for competitive value. Academy of Marketing Science, 25(2), 139-153.

124 Zietsma, C., Winn, M., Branzei, O., & Vertinsky, I. (2002). The war of the woods. Facilitators and impediments of organizational learning processes. British Journal of Management, Supplement1, 13(3), S61. Zilberstein, M. (1995). Reflective teaching: Clarification of the concept and some implications for teacher education. In M. Silberstein, M. Ben Peretz, & S. Ziv. (Eds.). Reflection in education (p. 15-43). Mofet Institute, Israel: Educational office.

APPENDIXES

126 Appendix A: Raw Data-The Narratives Teachers' Narratives Teacher Hav': I have never seen anything like that. They come to class with cell phones and Bisley. They either chew or play with their cell phone all day. In the meantime, I don't absolutely forbid them because we haven't decided how to behave about it. We don’t have rules regarding these items and I think we should have specific rules regarding the use of cell phones and eating in class that will apply to all classes and all teachers. The students have to know that these are part of the rules of school and not to argue with them. Teacher Si': Their behavior is unacceptable. I feel that we’re too nice to them and let them do whatever they want. This week I really threw up my arms. I find myself hurrying them along time after time, looking for them in the school premises so that they will get to their classes on time. This week less than half of them got to their first lesson on time. And I just cannot do anything to them. I feel like I've failed. Teacher Ao': We decided to start the group learning and when I started to implement this approach, I came across the fact that in many cased I don’t know who did the work and who copied. I found it impossible to know who does what. Teacher Ron': I came to class with a strong will and attitude but was not ready for the class behavior. I haven't encountered anything like it. I wasn't ready for the class makeup and violence. I fell that without punishments I will not be able to control them.

127 There are areas that demand boundaries, as a part of the definition of this school as an educational institution. Every one that belongs to this institution is required to keep a moral lifestyle. Teacher Yr': I identified myself with the school vision but I feel it’s too big on us. I can’t be the “angle” that everybody expects. It sounds wonderful but in real time I do not know how to react. I am too spontaneous and not thinking first. I react from the belly and not from the head. I am looking at Ron' and Ao' and I don’t think I can be like them. Teacher Ron': This year is very hard for me in grade 6. Perhaps because I am not their homeroom teacher and therefore, I spend fewer hours with them. I don't succeed in reaching them. With my own class I have a deep and wonderful relationship. With sixth grade I feel remoteness. When I have a discipline problem or a problem with homework preparation, I send them to Ron' or to Ao'. I feel as if I try to throw the responsibility on someone else. Maybe here is the problem, but I don't feel that I am making progress with them and that disturbs me. Teacher Yr': I have a student in class, which I don’t think should be in it. She behaves poorly and cause lots of troubles. She (the student) is intolerable, arrogant, insulting the students in the class. I can't stand her, the anger rises in me. I feel there is no reason for me to suffer her behavior. I feel like we fight all the time.I think that she doesn't have to be here and I don't understand why I have to put up with her behavior.

128 Teacher Ron': I have hard time with one family. He (the father) puts pressure on achievement. I know that it is really unrealistic. I had a conversation with the father who had very high expectations, I tell him how his expectation was too high and we always disagreed. Every conversation leads to the same cycle. I need to protect the girl from her father's expectations. Teacher Rch': We decided in school that we should try to strengthen the good side of each student I fully agree with this course but it raises problems. For instance, what is done with the not-so-good qualities? I have a student in class that is always criticizing. But lately, she has improved through her own initiative. In personal talks that I had with her, I felt that I was lying when I mention only how good she is. I told her how good she is, how satisfied I am with her, because I felt that she needed reinforcement. So, I didn't tell her what I really feel—that her complaining simply drives me crazy. When she begins to complain about everything, I simply lose my mind. I have to restrain myself so much. Teacher Hav': My reactions do not reach the target. I do not know how to deliver the message without being rejected. The kids do whatever they want and if I say something I feel I am the bad person and why should I be the bad one. They have "food wars" and it doesn't matter how many times I told them it's forbidden to throw food. It doesn't help. They act like animals. They have no limits. Why do I have to cope with it? Is it just my responsibility? I simply don't react anymore; pretend as if I don't see. We don't believe in punishments and this is the result.

129 Teacher Aor': I hear remarks that are tossed from the side of the staff members to the students, remarks that in my opinion are degrading and insulting. I hear comments from teachers to kids that make me very angry and personally, I’m heart from it. I feel we are we are moving away from the core vision we have decided upon when teachers say derogatory comments to the kids. How can we ask the students to improve if we behave the same? Teacher Hav': I get angry when I see that the students have no respect for each other. For me respect is a spiritual matter, it is of prominent significance. I do not want to be a police officer. I would like to get the most out of our time together but their behavior in the morning ruin my entire day. The student needs to know how to act with respect. Teacher El': We decided in general that we are not giving grades. Maybe we need to think about this decision again. I don't know how to assess them. In tests, they will get a mark. Maybe we need to start to prepare them for the whole subject called marks? In any case, they ask me about the whole business of grades, and I don't know what to say. Maybe in a subject like mine, mathematics, we need to give a grade. Teacher T': It was easy for me to tell the student what he did wrong but when they did good things I had a hard time telling them. When I had not-good things to say to the students, it was easy for me to come and to comment on them, but when they did good things, I ignored them. The question is why is it hard for me to compliment? Why is it hard for me to say good things to them? Why is it hard for me to compliment them? What, am I at war with them?

130 Teacher Yr': I have no time. I feel frustrated. We talk pompously about giving the students time, advancing each one at his own pace, etc. All that sounds very nice. But, I have no time. We won't cover the learning material. We won't cover the material. If we took upon ourselves examinations, all the nice words end. Success Stories Teacher El': I feel a change in the child motivation. I find it fascinating that from the moment I changed my attitude towards homework, the atmosphere of the class changed. I let every student advance at his/her own pace and I don’t give homework. All work is done in class and even students that had trouble with certain subjects have shown improvement. When they succeed, they have motivation to continue and compare themselves to each other less but to themselves only. There is no pressure of “have to” so all of us share the responsibility. Teacher Ao': The significant change that happened to me this year is that I decided that I am not everyone's garbage bin and that there is no need to collect all the failures of everyone onto myself. I took the events much too personally and therefore didn’t say things that the kids didn’t like. I had a hard time setting borders and walked around with the feeling that I need to satisfy them. When I had to tackle a problem, I’d send them to Ron or EI, to solve the problem. The price I had to pay for this is that I took the responsibility away from myself. Therefore, the students took the responsibility for themselves. I was portrayed as someone who runs away from conflict and today I know that sometimes we need to be in a conflict and to set borders is not a bad thing.

131 Teacher Yr': I feel that I m getting too soft. I find that when I react quickly in a tense moment the outcome is not good. One of the options is to create distance and not react emotionally. I found that my notes diary helps me think what I am going to write about and how to say the right things and those things always in my continues. Teacher Ao': My impression of myself is that instead of criticizing people I look at my own progress. The fact that I became more sensitive to comments and that it bothers me indicates my progress. I think we still have to work on ourselves and every change will reflect on the kids as well. They are our mirrors. Teacher Si’: Education means patience; I learned that we do not need to be too “psychological”. I went through a process with myself of thinking how to transfer the material so that it would be relevant to them, more connected to their world. I think when communicating I allow myself to demand more. Teacher Vo’: My contacts with the kids are not from the education side and therefore it is a little more difficult. I am concentrated with my own struggle and that being reflected on the kids. It’s a heavy price and I cannot let go and then I feel guilty and instead of solving the issue, I worsen it. The model “profit and price” help me to relax and use it to manage myself Teacher S1’: What I learned about myself is whenever I am in a position of difficulty; I am concentrating on my own difficulty and then take it out on the students. I am angry and am not successful in unwinding. I noticed that in reaction to our conversions I allow myself to express how I feel. In class I learned that I should not be

132 shy and if I am angry I would say so and even at home I allow myself to be angry and to my surprise it gives me a feel of control. I use to think that to be angry is to lose control and I paid a lot it. I spend a lot of time trying to control myself and then blamed myself that I can’t control myself Teacher Ron’: Before, when I had a conversation with one of the fathers who had very high expectations, I use to tell him how his expectation was too high and we both disagreed. Now I listen to him and ask questions. I ask him what is success in his eyes and how is it compared with others and we finally understood each other. Teacher Ao’: First, I thought the kids have to learn the material by himself and therefore I should not help him and because of that I have hard time working with a group. I learned that the student does not have to do it all on his own and sometimes even when he copies homework it OK since he still learns. Working with a group is very important for the student. Teacher Hav’: I received a message that the kids left the dining room too dirty. I am very sensitive to food throwing and I gathered the kids and spoke to them. They complained that as teachers we do not punish enough and let the kids do what they want. I had tears in my eyes and almost left the room but I remembered our conversions and decided to express my feeling to the kids and they opened up and changed their attitude. AO spoke from the heart and the kids took more responsibility on themselves.

133 Teacher Yr’: I have a student in class which I did not think fits in. She was rude and I wrote two complaints to her parents. Then I decided to look at the good qualities she has (like humor…) and decided to talk to her and now she even ask for my help. Teacher Nin’: Reut (student) is not studying for a long time. She complains she can’t concentrate and I used to get very mad at this excuse and became so emotionally involved I could not concentrate on the other kids. Then I realized I should not force her and the responsibility on her education is not entirely on me and she has to share the responsibility. I told her that and let her leave the class when she could not concentrate and slowly I noticed she care more and stayed longer in class and today she participates and a very good student. Teacher Ed’: I feel I enjoy this year a lot. I don’t let myself get scarred. I was so busy with my fear I did not see me students needs. Today I understand I cannot demand from my students something I can’t demand from myself. I realize every kid is on a different level and therefore I can’t demand the same from everyone. Teacher Ao’: I used to think that I am responsible for everything and if I don’t do it won’t be done. So, I did everything and complained. The price was like I removed my responsibility, thus the students removed their responsibility. I was perceived in their eyes as running away from confrontations. Today I know that sometimes we must have confrontations, and that setting limits is not a dirty word. I know that there is room for others to share the responsibility and I enjoy it. I understood that responsibility for the student should not be mine alone. Also, she (the student) has to contribute something. I

134 explained to her that I am willing to help her in everything she needs but the responsibility is hers—also, the decision what to do, and also, the request for help Teacher Aor’: I noticed that “profit and price” became a language. I use it all the time even during teachers meeting. We weigh the price and cost of our reactions and that’s allow us to have better control Teacher Rch’: I feel the method of stories becomes a great tool in the school. When I meet the students, I let them talk and I learned a lot from it. Teacher Ron’: The beginning of the year was very hard for me. I never worked with a group, which had so many problems and as long as I thought that the problems are theirs only, I could not advance. Once I changed my attitude, I learned to listen to them and give them more responsibility, which should be available to them. As long as I thought that the problem was just theirs, I didn't get anywhere and I stayed frustrated. I learned to flow with their needs, to give them more responsibility so that they could manage it. Teacher Hav': The model of “profit and price” gave me a tool to use when something happens. I react with anger when I do not know what to do and how to respond. Today I just pull out this tool and it helps me to relax and to adjust. I know that I do not need to expect that everyone will be in the same place at the same time.

135 Appendix B: The Guided Reflection Model The model is based on the development cycle of Kelly, Beck, and Thomas (1992), which included four stages: (a) Experiencing an unexpected event, embarrassing or problematic, and sharing that story with others; (b) examining the problem or the experience, investigating alternatives; (c) connecting the experience to a theoretical way of thinking; and (d) active experiencing—testing new ideas through experience. At the beginning of the process, the author asked for an emotionally charged story an event that caused dissatisfaction. During the next step, the author analyzed, with the assistance of the staff and under the leader's supervision, the “gains” and the “prices” of the described action in the story of the event. The discussion of meanings caused by the action analysis revealed the viewpoints of the staff, and led to the examination of the connection between the way one thinks and the act. In cases where the author identified dissonance, the author pointed it out, and in doing so began an investigation of the gap between the outlooks and values, and the action taken. During the process, more stories of experiences, relevant to the topics under discussion, are apt to arise. After the attitudes, values, and beliefs and different points of view are discussed and included in perceptions, the group participates in the search for alternative behaviors in similar future situations. In conclusion, the leader anchors the understandings in theoretical information

136

Writing a work contract

The group leader asks for an emotionally charged event

One tells a story about the experience

The leader directs the identification of reactions and behaviors in the story

The group chooses which behavior or reaction to analyze

The leader points out dissonance The teacher examines the alternatives in view of his experience with future events

The teacher explains the personal change that happened

The group examines possible alternatives

The leader guides to the generalizations and the conclusions

The discussion can stimulate additional stories

The leader directs to wording the problem

Reflective discussion the gap between attitudes and actions

The group, with the leader's help, examines gains (during real time) and losses (in retrospect) of the chosen action

Key:

in the model Figure 2. Stages A Schematic Stages that may appear One-time stage

Figure 2. A Schematic Description of the Guided Reflective Model

137 Possibly, by following theoretical learning, additional alternatives will arise for examination. The entire process provides the group with possibilities for renewed thinking about the experiences and the influence on the interpersonal relationships at the workplace. The process leads to growing awareness of these complex situations, to the discernment, and to the diffusion of emotionally charged situations.

138 Appendix C: Formation of the Workshop The first two meetings of the workshop were devoted to the clarification of concepts that constituted the basis of the educational institution's vision. The first concept chosen for discussion was "learning," meaning: what is learning? When does learning occur? How would staff want to visualize learning at their school? The second concept was “success” - What is considered a success? How do different people perceive success? What does the staff know about the students' perceptions of success? In order to give a feeling of continuity and progress, the author aspired that every meeting would originate and be a continuation of the last meeting. The author communicated the message that it was not an obligation to self-reveal, and did not force teachers to tell their stories. The author decided to apply only two rules for the participants. First, speaking in the "I" language—meaning everyone is allowed to speak about him or herself only—to prevent accusations and to permit self-revelation, and secondly, the respect of privacy and secrecy, meaning things said in the workshop would not leave the room. The model (as shown in Appendix B) was the strategy that led the progress of the meetings. In order that the participants would get to know the model, the author devoted several meetings to learn and experience the different stages of the model. The aspiration was that the model would become the organizational language, meaning that everyone would know the different stages of the model and would be able to use the model

139 independently. Alternatively, the model would turn into an available tool useful at a time of personal difficulty, outside of the workshop—in staff meetings, in the organization, and in private life. When the model became a language and a tool, it was unnecessary to demand the execution of all the stages in chronological order. It was possible to emphasize only parts according to need.

140 Appendix D: Description of the Structure of the Meetings Every meeting opened with an activity prompted by a narrative of experience from the participating teachers. The author did not determine the obligation to tell a narrative, so the decision to tell a story was up to the participants. The author was prepared for the possibility that no narrative would be told by personal initiative, and was ready with a variety of alternative activities. In case more than one narrative was offered, the group chose one of the stories by consulting the participants, as to the subject of the meeting. From the narrative, a difficulty was determined by the participants and guided by the author. In continuation, the "gains" and "losses" were examined--the teacher who brought the narrative, with the assistance of the staff, analyzed "gains" that the teacher achieved by the action described in the story and which "losses" the teacher paid for. Gains were defined by the author as feelings, actions, or results that led to the fulfillment of a specific need for the storyteller, for instance, “I attained quiet in the class, and I gained a feeling of control.”' Losses were defined by the author as feelings, actions, or results accompanied by a sensation of failure or missed opportunity for the storyteller, for example, “The price I paid was in a terrible feeling of anger, and I paid a dear price in that I abandoned an important value for me and that is to respect every individual.” The author insisted the participants speak only about themselves. The author did not accept answers relating to others, for example, “The students gained from that because...” In this case, the author asked the participants to speak about themselves, their feelings, their actions, and their gains from the situation. The conversation concerning gains and losses

141 aroused a discussion. The objective of the discussion was to pass from the stage of examining a particular narrative to an inclusion, to bring an overflow of outlooks and attitudes to be judged and re-examined. For example, from the narrative that discussed the situation of the students throwing food in the dining room, the discussion focused on the subject of responsibility, such as educating about responsibility and teachers learning to share responsibility with the students. In the discussion, every participant would express his or her viewpoint, talk about, and examine ways of thinking and positions. The author’s role as the leader, was to clarify with guiding questions, to enlighten topics that seemed essential to the continuous workings of the workshop, to deepen thought through reflective questioning, and to document the development of the discussion by writing on the board. In continuation of the discussion, after attitudes and positions were stated and clarified, the author directed the examination of possible alternatives for a future action. Narratives testifying to successes in the work emerged during midyear discussions. The stories were told during the discussion, when the teachers felt a need to share with the people, present a success that was experienced, or a change in the work method or in the responses to different situations. The majority of stories in this category were told by Ao' (4), Hav' (2), Ron' (2), Yr' (2). The rest of the staff told one story each. For two participants, Vo' and Nin', this was the first time they spoke about themselves, though everyone participated actively in the different discussions.

142 Appendix E: Problematic Situations in the Teacher's Words Table 11

Problematic Situations in the Narratives Problematic Situation in the Story

Category

Testimonies from the Teachers' Stories

Lack of explicit rules–a need for control

Consideration of the student's needs

I wasn't prepared for that arrangement; I think there is a need for determining explicit rules.

No uniformity in the teachers' responses

Interaction with colleagues in the profession

We didn't decide how to act about that, it can't be that one teacher permits and the other doesn't.

Gap between the teacher's perception of the subject of boundaries and the customary means

The teacher's perception of boundaries

As much as we caress them, they permit themselves to do whatever they please.

The teacher doesn't transfer responsibility

The teacher's perception of responsibility

I find myself chasing after them again and again.

The gap between expectation and result

Readiness of the teacher to talk about himself

I sense a feeling of failure. I don't succeed in causing them to come on time in the morning.

The need for control

The teacher's perception of the subject of responsibility

How can I know who is doing what? What about those who go along with the work? I have no way of knowing what each one is learning because they do the work together.

Whose responsibility is it?

The teacher's readiness to talk

143 about difficulties I don't fulfill the system's expectations of me

The teacher's readiness to talk about himself

I don't fulfill my own expectations

The perception of the I feel that I can't be like that. interaction between the teacher and professional colleagues

Difficulty in setting boundaries, a need to please the girls

Boundaries

A power struggle

The place the teacher I enter the classroom, look at gives to the student her and feel the anger rising in me. The teacher talks about himself

I feel that the vision is too great for us. I don't succeed in being the "angel" that I am expected to be. But in real time I don't know how to react. I am too spontaneous, reacting from my belly and not from my head.

When I have a discipline problem with them or a problem with homework, I send them to Yr' or Hav'.

She doesn't belong here.

Authority and control

The place the teacher I feel as if we are at war. gives to the student's point of view

Transfer of responsibility

The teacher's perception of the subject of responsibility

Success constitutes an obstacle

The place the teacher Even the students demand to gives to the student's expel her. point of view That behavior is unusual here.

High parental expectations from the girl

The place the teacher He seems to think that we are gives to the student's magicians.

I don't understand why I have to tolerate her behaviors.

144 point of view High parental expectations from the teacher

Manner of treatment toward the parents

The father thinks that my expectations are too low and that I don't demand enough from her.

Power struggle

Manner of treatment toward the parents

Every one of our conversations leads to the same cycle and I don't know anything else to do.

Compromising values for a purpose

The place the teacher I am lying when I mention gives to the student only how good she is. I felt that she needed encouragement. Then I didn't say anything to her about what I really felt.

Lack of alternatives

What do we do with the less desirable things?

Lack of alternative reactions

The teacher's perception of the subject of responsibility

I don't know how to relate the message in order to influence and not to aggravate resistance.

Gap between the vision and the results

The readiness of the teacher to analyze the system's demands opposite a set of perceptions.

Our reaction doesn't achieve the desired results. We don't believe in punishments and this is the result.

Loneliness

The perception of interaction between the teacher and his colleagues in the profession

Why do only I have to cope with this?

Whose responsibility is it?

The teacher's perception of the subject of responsibility

It is annoying for me to see the students evading, trying to cheat.

Transfer of responsibility

The teacher's

There are topics that need setting clear boundaries for

145 perception of the subject of setting boundaries

the students.

Clash of vision with reality

The teacher's readiness to analyze the system's demands opposite a set of perceptions

We have decided not to give grades, perhaps we need to think about this decision again.

Giving credit, competition

The teacher's readiness to talk more about himself and to examine his actions

When they did good things, I didn't say anything, and kept to the routine. Why is it hard for me to give credit? When they are okay, I'm not? Are we in competition?

Clash of vision opposite output

The teacher's readiness to analyze the system's demands opposite a set of perceptions

All that sounds very nice. But I have no time. We won't cover the material.

The staff doesn't set an example

Some of the school rules are not to be argued with.

If we took upon ourselves the external exams, all the nice words are over. Every comment like that hurts me personally. What do we demand from the students if we can't rise up to the situation?