School context shapes school actors which in turn shape school context

The school functions as a dynamic entity, with each generation of students contributing to its evolution. This ongoing process is influenced by various stakeholders and the complex interactions that shape the school’s environment. Facing uncertainty, education systems are tasked with preparing students to navigate instability. In response, the concept of schools as learning organizations has gained prominence. This paper examines the dynamic interplay between school actors and their context, grounded in an ethnographic study of a primary school in Belgrade, Serbia. Data collected through fieldnotes, document analysis, and interviews reveal a systematic effort to build the school as a learning organization. These efforts resulted in the school being recognized as one of the top ten nationally, with students achieving above-average results on standardized tests. However, a leadership transition disrupted this trajectory. Following the retirement of a principal who guided the school’s transformation, a state-appointed replacement introduced practices misaligned with the school’s established principles. This led to abrupt changes, mismanagement, and resistance from the school community, which ultimately replaced the candidate with a leader aligned with the school’s ethos. The findings underscore the school’s agency in shaping its context, actively responding to challenges and reaffirming its identity as a learning organization. The study highlights the importance of understanding context as a dynamic interaction between individuals and systemic processes, offering practical insights for advancing schools as adaptive and resilient learning organizations.