Date of Conferral
Doctor of Psychology (Psy.D.)
Nancy S. Bostain
This study was an investigation of innovative practices based upon organizational learning and the life cycle in Catholic elementary and high schools. Limited research exists in the role that these factors play in Catholic school sustainability. The purpose of this study was to examine the relationship of organizational learning, as measured by the Organizational Learning Scale, and life cycle, as measured by Organizational Life Cycle 5-Scale on organizational innovation, as measured by the Organizational Innovation Scale. Organizational design framework, life cycle theory, and transtheoretical model of behavior provided the theoretical framework to investigate the relationship between organizational learning, life cycle stage, and innovation. In this nonexperimental quantitative study, multiple regression analysis was used to determine whether a correlation existed among organizational learning, life cycle, and innovation. Data from 150 Catholic school administrators were collected using an online survey. Data analysis included descriptive statistics, Pearson correlation, and ANOVA. The findings revealed a positive correlation between organizational learning and innovation and life cycle stage and innovation. It was concluded that administrators could benefit from attention to life cycle stage and innovative practices, as well as, organizational learning and innovative practices. A forced field analysis is recommended to determine where a particular school lies on the life cycle spectrum and what is needed to move it towards its desired stage. School administrators may apply the findings from the study by identifying successful innovative practices that could revive faltering schools and strengthen quality educational programs for children from low-income families who attend Catholic schools.
Diverio, Susan Theresa, "Stability vs. Change in Catholic Schools" (2020). Walden Dissertations and Doctoral Studies. 9348.