This paper brings particular results of empirical research on organizational learning in schools. It is the outcome of the second stage of Leading and managing processes of organizational learning at schools, a 2010-2012 research project supported by the Czech Science Foundation, aiming to contribute to the cognition of the theory and practice of leadership in the processes of organizational learning in schools. At the empirical level, the purpose is to understand the current reality of organizational learning in Czech basic schools, including its leadership and management in the context of school culture, with regard to the main process of school operation — pupils’ learning and teaching. For this purpose we take into consideration basic schools as the type which covers almost the entire variety of pupils and carries out general education.

The main research questions of this stage are the following:

How, and what, do adults (teachers or the managing staff) learn in the environment of their schools?

How close are the processes of organizational learning to the key process of school operation, i.e. learning and teaching?

To what extent is school culture supportive towards organizational learning? How is the process of organizational learning incorporated in school culture?

Which are the supportive factors to organizational learning in schools?

Which are the hindering factors to organizational learning in schools? What burdens make it difficult to learn from and with others?

What is the realistic usage and the potential feasibility of specific forms of support to learning? 

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