School context—institutional, community, national socio‐cultural, economic and political—plays an important role in developing the characteristics of a learning organisation. In the last decade, the discussion on the school as a learning organisation (SLO) has emerged in Greece which is characterised by a centralised and highly bureaucratised educational system. However, there is a gap in studying SLOs nationwide in Greece and more importantly in using a valid and tested instrument related specifically to schools. The aim of this study was to examine the validity of the School as Learning Organisations Survey, based on Integrated Model of the School as Learning Organisation, used in a large scale nationwide SLO study in the Greek context and investigate whether two key antecedents, school size and school geographic location, are related to the level of schools' operating as learning organisations (LOs). A quantitative research was conducted in 418 primary schools throughout Greece. Findings showed that the Schools as Learning Organisations scale in the Greek context consisted of six dimensions and 65 items that loaded on these dimensions. Furthermore, “school size” is related to the transformation of schools into LOs. On the contrary, there seems to be no association between school geographic location and the operation of Greek schools as LOs.

中文翻译：

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在希腊，作为学习组织的学校：测量和初步适应症

学校环境（机构，社区，国家社会文化，经济和政治）在发展学习型组织的特征方面发挥着重要作用。在过去的十年中，关于学校作为学习组织（SLO）的讨论在希腊出现，其特点是集中化和高度官僚化的教育体系。但是，在希腊全国范围内研究SLO方面存在差距，更重要的是，在使用针对学校的有效且经过测试的工具方面存在差距。本研究的目的是基于学校学习组织的整合模式，检验学校学习组织调查的有效性。，用于希腊语环境下的全国性SLO大规模研究，并调查学校规模和学校地理位置这两个关键前提是否与学校作为学习组织（LO）的运营水平有关。在整个希腊的418所小学进行了定量研究。调查结果表明，在希腊语境中的“学校作为学习组织”规模包括六个维度和在这些维度上加载的65个项目。此外，“学校规模”与学校向LO的转变有关。相反，学校地理位置与希腊学校作为LO的运作之间似乎没有关联。