This study examines the relations between school-based professional development as part of a national reform and schools’ organizational learning. The sample includes 196 teachers. Teachers’ involvement throughout the workshop was found to be positively and significantly related to the level of organizational learning at school. This relationship was mediated by the quality of the workshop. From the interviews, it was found that teachers’ involvement was related to both their perception of the workshop's relevance and their willingness to internalize lessons from the workshop. The study emphasizes the importance of teacher involvement not only as a means to improve workshop quality but also to promote organizational learning within schools.
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