This paper aims to explore management practices in school organization for sustaining teacher collective learning by using a quasi-experiment design. Secondary schools in Hong Kong are seeking ways to sustain their development in terms of teaching and learning under the 334 New Senior Secondary Reform. Enhancing teacher professional competency via collective learning is the radical key to developing the capacity of schools for coping with this change. Teacher collective learning is conceptualized as team learning of Sengeûs (1990) Learning organization model which is important for school development and individual professional development. By adopting Sengeûs (1990) five disciplines of learning organization as the theoretical framework, this research study has constructed a path model for providing school administrator practical steps to facilitate teacher collective learning effectively under the reform. 20 aided secondary schools in Hong Kong were selected by cluster sampling. 777 teachers took part in the questionnaire survey. A structural equation model was applied to identify the path model for the five disciplines of Sengeûs learning organization model. Results showed that there are predictive effects of personal mastery and system thinking on team learning, while mental model, shared vision are sequential path predictors of system thinking. A path model for predicting teacher collective learning was validated in this study. Enhancing teacher professional development, nurturing a culture of trust, communicating with professional dialogue, negotiating a shared vision and provoking system thinking are recommended to school administrators for sustaining teacher collective learning in coping with the change generated from the reform.

Despite the common belief that information and communication technology (ICT) has the potential to support certain fundamental changes in learning, few have examined ICT implementation conceptually within a wider context of educational change. Methodologically, researchers are by and large limited to building simple models that accommodate only a single dependence relationship among variables. Framing ICT implementation as a process of interactions among pedagogical and organisational factors in bringing about changes in student learning, this article used data collected from 1076 teachers in 130 primary and secondary government schools in Hong Kong to construct a structural equation model (SEM), from which the authors are able to examine multiple interrelated dependence relationships in a single model. Results indicated that from teacher perspectives, the collegial capacity of ICT implementation strategies played a central and mediating role in effecting changes in student learning, of moving away from a teacher-centred approach to one that is more student-centred. Specifically, ICT brought about these changes in the context of establishing collegiality in fostering pedagogical innovations in schools. Implications for both researchers and practitioners are discussed.
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