This article reports the results of synthesizing evidence from three independent studies of conditions that foster organizational learning in schools carried out in different contexts but with comparable methods. Its purpose was to identify such conditions from state, district, and school sources and to assess the context sensitivity of each of the conditions. Qualitative data were provided by a total sample of 111 teachers in 14 schools. Results identified a large number of conditions that fostered organizational learning in all schools. Among the most important of these conditions was transformational forms of principal leadership.
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