Predictors of organizational learning capability in primary and secondary schools

Thesis Type: Doctorate

Institution Of The Thesis: Orta Doğu Teknik Üniversitesi, Faculty of Education, Department of Educational Sciences, Turkey

Approval Date: 2015




The purpose of this study was to investigate in-depth and latter aspect of determination of the organizational learning capability, organizational commitment, work engagement and core-self evaluations in primary and secondary schools in Ankara and relationship between these variables. The study was designed as a correlational study and the participants comprised of 1050 teachers working at public schools selected from Ankara via cluster sampling. Both descriptive and inferential statistics techniques were used for the data analysis. Exploratory factor analysis and confirmatory factor analysis for the scales were conducted within the scope of this study. Hierarchical multiple regression analyses was carried out in order to investigate the relationship between organizational learning capability and its predictors. Descriptive, inferential and multiple regression statistical analyses were performed by the software PASW Statistics 21 and the confirmatory factor analysis was performed by the software AMOS 22. The results of the main study revealed that organizational learning capability of schools are significantly predicted by several organizational and individual variables. Among organizational variables types of organizational commtment especially the affective commitment are the are the most significant v ones. In this respect, the practitioners in the field should provide necessary conditions so as to promote and improve affective commitment.