The main goal of this research is to identify a relationship between intellectual capital and organizational agility through the mediating of organizational learning. The presented study is an applied and correlational research method based on structural equation modeling. 218 teachers of Zahedan high schools were studied by the stratified random sampling method. To collect information, three questionnaires were used: intellectual capital (adapted from Bontis, 1998), organizational agility (Soleimani, 2013) and organizational learning (Chiva, 2007). For data analysis, the Pearson correlation coefficient and structural equation modeling were used by SPSS and Lisrel. Based on results, the amount of the correlation coefficient of intellectual capital with organizational agility (r=0.566, p<0.01), intellectual capital with organizational learning (r=0.378, p<0.01), organizational learning with organizational agility (r=0.424, p<0.01) was significant. The direct effect of intellectual capital on organizational agility (β=0.56, t=6.56), the direct effect of intellectual capital on organizational learning (β=0.39, t=5.12) and the direct effect of organizational learning on organizational agility (β=0.2, t=2.89) were significant. The indirect effect of intellectual capital on organizational agility was also significant with the mediator role of organizational learning (β=0.078). Therefore, intellectual capital can lead to organizational learning and organizational agility.

This article deals with two subjects which form an inevitable part of the discussion on Czech basic schools. First, there is school development from the inside, individual and group learning and organizational development in schools. Second, there is the double task of Czech basic schools to provide pupils with primary and, subsequently, lower secondary education. The aim of the analysis is to compare evidence given by teachers at the primary and lower secondary levels of basic schools about processes which create the dimensions of a professional learning community. Analysis of the data obtained from this research, which was carried out in Czech basic schools, leads to the conclusion that despite a relatively large conformity in the adult actors’ perception of systematicity in handling the subjects of learning, this perception cannot be considered homogeneous.

Dynamic changes in education urge teachers to learn continuously to improve their knowledge via formal or informal means. This paper discusses teachers’ collective learning practices in order to build a culture of collective learning among teachers. Questionnaires were distributed to 321 teachers in 14 High Performing Schools (HPS) throughout Malaysia. The results indicated that HPS possessed collective learning culture when all the collective learning activities were practiced at a high level by the teachers.