This document discusses learning organizations and organizational commitment in elementary schools. It finds that:
1) Teachers' perceptions of learning organization dimensions were highest for team learning and mental models, and lowest for personal mastery.
2) Teachers' organizational commitment was highest for internalization and lowest for compliance.
3) Regression analysis found that the learning organization dimensions of shared vision, team learning, and personal mastery predicted 36% of identification commitment and 25% of internalization commitment. Shared vision and team learning predicted 18% of compliance commitment.
This document summarizes a research study that examined the influence of distributed leadership on job stress among educators in technical and vocational education. The study found that distributed leadership and job stress were at moderate levels. Distributed leadership was shown to have an inverse and significant influence on job stress, indicating that distributed leadership helps reduce job stress. The study aims to help identify suitable leadership styles for technical and vocational education that can make educators more committed and satisfied with their roles.
International Journal of Business and Management Invention (IJBMI)inventionjournals
This study analyzed the effects of organizational culture, job satisfaction, and organizational commitment on lecturer performance at merged private universities in East Java, Indonesia. Data was collected through questionnaires from 325 lecturers and analyzed using Partial Least Square. The findings showed that a strong organizational culture and high job satisfaction did not directly improve performance. However, organizational culture increased organizational commitment, which directly and indirectly improved lecturer performance. Specifically, 3 of the 6 proposed hypotheses were accepted: that strong organizational culture increases organizational commitment; and that high organizational commitment and job satisfaction improve lecturer performance.
This document discusses leadership styles and their effects on teacher job satisfaction and organizational commitment. It summarizes research on transformational, transactional, and laissez-faire leadership styles. The research analyzed 12 Turkish studies using meta-analysis and found that transformational leadership had the most positive impact on teacher job satisfaction and organizational commitment. Transactional leadership had less impact, while laissez-faire leadership was negatively correlated with satisfaction, performance, and motivation.
A study on impact of job characteristics on key attitudesAlexander Decker
This document discusses a study on the impact of job characteristics on the attitudes of faculty members at professional educational institutes. The study examined how factors like promotional opportunities, task variety, pay satisfaction, and professional development related to faculty commitment levels and job satisfaction. A survey of 251 faculty members found that promotional opportunities, task variety, pay, and participation in decision making were positively associated with higher job satisfaction and affective commitment, while participation related to increased normative commitment. The document provides context on factors that influence organizational commitment and job satisfaction, and their relationship to job characteristics.
This research aims to explore the effect of workplace spirituality on school
improvement. The research also investigate the effect between workplace spirituality
and school improvement through the role of workaholism. This research is a
quantitative research with 1,014 teachers as respondents. This research used an
adapted questionnaires Structural Equation Modelling was used in this research to
study the direct and indirect relationships and effect among those variables. Multiple
regression was used to investigate the relationship workplace spirituality as
independent variable and school improvement as dependent variable through the
mediator variable and how this effect of the variables may change the effect of
workplace spirituality on school improvement. The empirical findings showed that
workplace spirituality has a significant direct effect on school improvement.
Meanwhile, workaholism has a mediating effect on the relationship between workplace
spirituality and school improvement.
A study on the relationship between leadership styles and leadership effectiv...Alexander Decker
This document summarizes a study on the relationship between leadership styles and leadership effectiveness in Malaysian government-linked companies (GLCs). It provides background on GLCs and leadership effectiveness. Leadership styles examined include transformational, transactional, and passive/avoidant styles. A survey was conducted of 325 leaders in GLCs using the Multifactor Leadership Questionnaire to assess relationships between styles and effectiveness. Results found transactional leadership was the most demonstrated style. Transformational and transactional styles positively correlated with effectiveness measures, while passive/avoidant styles negatively correlated or had low correlation.
This study investigated the impact of job satisfaction and demographic factors on organizational commitment among teachers at Girls' College in Pune, India. A survey was conducted of 52 teaching staff. The study revealed:
1) There was a significant positive relationship between job satisfaction and organizational commitment. Teachers who were more satisfied in their jobs showed higher levels of commitment to the organization.
2) There was a significant positive relationship between age and organizational commitment. Older teachers tended to be more committed to the organization.
3) There was a significant negative relationship between education level and organizational commitment. Teachers with higher levels of education tended to be less committed to the organization.
The study recommends improving teachers' salaries and working conditions to increase job
This document summarizes a research study that examined the influence of distributed leadership on job stress among educators in technical and vocational education. The study found that distributed leadership and job stress were at moderate levels. Distributed leadership was shown to have an inverse and significant influence on job stress, indicating that distributed leadership helps reduce job stress. The study aims to help identify suitable leadership styles for technical and vocational education that can make educators more committed and satisfied with their roles.
International Journal of Business and Management Invention (IJBMI)inventionjournals
This study analyzed the effects of organizational culture, job satisfaction, and organizational commitment on lecturer performance at merged private universities in East Java, Indonesia. Data was collected through questionnaires from 325 lecturers and analyzed using Partial Least Square. The findings showed that a strong organizational culture and high job satisfaction did not directly improve performance. However, organizational culture increased organizational commitment, which directly and indirectly improved lecturer performance. Specifically, 3 of the 6 proposed hypotheses were accepted: that strong organizational culture increases organizational commitment; and that high organizational commitment and job satisfaction improve lecturer performance.
This document discusses leadership styles and their effects on teacher job satisfaction and organizational commitment. It summarizes research on transformational, transactional, and laissez-faire leadership styles. The research analyzed 12 Turkish studies using meta-analysis and found that transformational leadership had the most positive impact on teacher job satisfaction and organizational commitment. Transactional leadership had less impact, while laissez-faire leadership was negatively correlated with satisfaction, performance, and motivation.
A study on impact of job characteristics on key attitudesAlexander Decker
This document discusses a study on the impact of job characteristics on the attitudes of faculty members at professional educational institutes. The study examined how factors like promotional opportunities, task variety, pay satisfaction, and professional development related to faculty commitment levels and job satisfaction. A survey of 251 faculty members found that promotional opportunities, task variety, pay, and participation in decision making were positively associated with higher job satisfaction and affective commitment, while participation related to increased normative commitment. The document provides context on factors that influence organizational commitment and job satisfaction, and their relationship to job characteristics.
This research aims to explore the effect of workplace spirituality on school
improvement. The research also investigate the effect between workplace spirituality
and school improvement through the role of workaholism. This research is a
quantitative research with 1,014 teachers as respondents. This research used an
adapted questionnaires Structural Equation Modelling was used in this research to
study the direct and indirect relationships and effect among those variables. Multiple
regression was used to investigate the relationship workplace spirituality as
independent variable and school improvement as dependent variable through the
mediator variable and how this effect of the variables may change the effect of
workplace spirituality on school improvement. The empirical findings showed that
workplace spirituality has a significant direct effect on school improvement.
Meanwhile, workaholism has a mediating effect on the relationship between workplace
spirituality and school improvement.
A study on the relationship between leadership styles and leadership effectiv...Alexander Decker
This document summarizes a study on the relationship between leadership styles and leadership effectiveness in Malaysian government-linked companies (GLCs). It provides background on GLCs and leadership effectiveness. Leadership styles examined include transformational, transactional, and passive/avoidant styles. A survey was conducted of 325 leaders in GLCs using the Multifactor Leadership Questionnaire to assess relationships between styles and effectiveness. Results found transactional leadership was the most demonstrated style. Transformational and transactional styles positively correlated with effectiveness measures, while passive/avoidant styles negatively correlated or had low correlation.
This study investigated the impact of job satisfaction and demographic factors on organizational commitment among teachers at Girls' College in Pune, India. A survey was conducted of 52 teaching staff. The study revealed:
1) There was a significant positive relationship between job satisfaction and organizational commitment. Teachers who were more satisfied in their jobs showed higher levels of commitment to the organization.
2) There was a significant positive relationship between age and organizational commitment. Older teachers tended to be more committed to the organization.
3) There was a significant negative relationship between education level and organizational commitment. Teachers with higher levels of education tended to be less committed to the organization.
The study recommends improving teachers' salaries and working conditions to increase job
The Effect of Leadership, Organizational Culture, Work Motivation And Job Sat...inventionjournals
This document discusses a study on the effect of leadership, organizational culture, work motivation, and job satisfaction on teacher organizational commitment at senior high schools in Medan, Indonesia. The study measured the direct and indirect effects of these variables using a questionnaire completed by 330 teachers. The results showed that leadership, organizational culture, work motivation, and job satisfaction all significantly directly or indirectly impact teacher organizational commitment at the high schools in Medan.
The Influence of Leadership Style and Organizational Climate on Work Relation...theijes
The purpose of this study was to determine and analyze the influence of Leadership Style and Organizational Climate on Work Relationship. Collecting data used quetionaire. Sampling method used proportionate cluster random sampling. The sample was partially of Private University in Southeast Sulawesi and the sampled respondents were middle-level managers (Dean and Vice Dean), manager of the lowest level (LPPM, LPMI, Department, Study Program, BAAK, Library and Laboratory), and organizing committee (faculty and staff), as well as students. The numbers of samples in this study were 350 respondents. Method of data analysis used Partial Least Square (PLS). The results showed that of Leadership Style has positive and significant influence on Employment Relationship. Organizational Climate has positive and significant influence on Work Relationship. Leadership Style has positive and significant influence on Organizational Climate.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The effect of teacher involvement in management on academic performance of pu...inventionjournals
ABSTRACT The purpose of this study was to explore the relationship between teacher involvement in management and performance of public secondary schools in Kakamega County. The study was conducted in Kakamega County using descriptive design. Questionnaireswas used to collect data. A total of 75 principals and 375 teachers were selected as respondents. Data were analyzed using (SPSS) version 20 package. Both descriptive and inferential tools that include mean, standard deviation, correlation and regression were used in the study. The researcher found that teacher involvement in management of their institutions has a positive effect on the academic performance of such institutions and that there is need to develop and enhance trust between staff members and management. The study recommended that institutions establish and manage systems which vet entry behavior of new students in a bid to redeem their academic performance.
Antecedents of Organizational Commitment of Lecturer in South Sumaterainventionjournals
Theoretically it was predicted that leadership style and organizational culture have partially and simultaneously affected employees commitment to organization. Fwthermore, those factors i.e. leadership style, organizational culture and organizational commitment have impact on lecture performance, this research was conducted at Palembang, South Sumatera. This research was conducted by using descriptive quantitative approach with questionnaire as the data gathering instrument. In addition to that explanatory approach was carried out to get a deeper insight on the research phenomenon 325 samples was collected from 5 (five) participating universitir in South Sumatera, Palembang. Data analysis was carried out by using Structural Equation Modelling (SEM). The research found that all independent variables have a significant effect on dependent variables both partially and simultaneously. Simultaneously it was found that leadership style and organizational culture affected organizational commitment by R2 = 0.77 with the most significant factor was on organizational communication. This result shows that there are still 43% of other factors that affected on organizational commitment. The next result was also gathered simultaneously which is the effect of leadership style, organizational culture and organizational commitment on employees ’performance with R2 = 0.79 with the most significant factor was on organizational commitment. This result shows that there are still 51% of other factors thataffected on employees 'performance that needs to be looked into in further research.
Antecedents and consequences of organizational commitment270489
The document summarizes a study that examined the antecedents and consequences of organizational commitment among Pakistani university teachers. The study investigated how personal characteristics, job satisfaction factors, and perceptions of organizational justice related to teachers' organizational commitment. It also examined how commitment influenced job performance and turnover intentions. Data was collected from 125 teachers and showed that characteristics, satisfaction, and justice were significantly related to commitment. Distributive justice and trust in management had the strongest relationships with commitment. Commitment was also found to negatively relate to turnover intentions and positively relate to self-reported performance.
This document summarizes research on learning organizations and organizational commitment. It discusses key concepts such as how learning organizations acquire new knowledge and share information to solve problems. It also defines organizational commitment as believing in an organization's values and goals and wanting to continue working there. The document then examines the relationship between learning organization perceptions and organizational commitment. Research has found higher levels of commitment in employees who perceive their workplace as a learning organization. The summarized study aims to compare these factors between faculty at private and public universities.
This document presents a theoretical framework for analyzing organizational learning developed by Argote and Miron-Spektor. The framework theorizes that organizational experience interacts with organizational context to create knowledge. It discusses key components of the framework including experience, context, knowledge, and organizational learning processes. Factors that affect knowledge retention and transfer are also reviewed.
Examining the Effect of Role Conflict and Job Stress on Turnover Intention am...inventionjournals
The study aims to trace the impact of role conflict and job stress on Turnover intention of teachers working in the private schools in Vellore district. ‘Turnover intention’ is defined as an employee’s intention to voluntarily change the jobs or companies. Employee’s opinion on the role conflict and job stress on the Turnover intentions is analyzed through the various test methods. The selected research design is descriptive in nature and the sample size is 150 teachers. The universe of the study confines to teachers working in the private schools in Vellore district. Convenient sampling method is used for this study. Primary data is collected using the structured questionnaire and Secondary data are collected through the manuscripts of previous research works, journals, websites, etc. The purpose of the study is to evaluate the effects of role conflict and job stress on the turnover intention.
This document develops a conceptual framework and hypotheses about the relationships between organizational learning, perceptions of the external environment, and innovation performance at the individual and organizational levels. It reviews literature on organizational learning and innovation performance. The review indicates that organizational learning is positively related to perceptions of an uncertain/complex external environment and to innovation performance. However, the relationship between organizational learning and innovation performance lacks empirical evidence. The framework and hypotheses aim to address this gap by examining these relationships at both the individual and organizational levels.
This study investigated distributed leadership practices and system differentiation strategies related to technology integration in three Singapore schools. The schools achieved different levels of technology outcomes and were integrating technology on different scales. One school adopted a top-down leadership approach, while the other two demonstrated distributed leadership. Of these, one adopted a segmented differentiation strategy while the other used functional differentiation. The variations in leadership practices seemed associated with the complexity of technology integration at each school. A survey found the school integrating technology most widely and complexly achieved the highest student outcomes in using technology for self-directed and collaborative learning.
The document discusses Michael Fullan's research on educational change and improvement. It applies Fullan's eight lessons on change to current educational issues and practices. Fullan's research supports practices like collaborative decision making and acknowledging internal and external stakeholders. It conflicts with bureaucratic systems that prioritize compliance over teacher satisfaction. The document concludes that educational policies should align with Fullan's research, which is supported by evidence, to create thriving learning communities.
Our major goal is to help you achieve your academic goals. We are commited to helping you get top grades in your academic papers.We desire to help you come up with great essays that meet your lecturer's expectations.Contact us now at http://www.premiumessays.net/
1. The document discusses leadership in schools and defines different leadership styles.
2. It examines three common leadership styles - autocratic, democratic, and laissez-faire - and how each style impacts student performance, teacher satisfaction, and the overall school organization.
3. The best leadership style is democratic as it encourages participation, cooperation and shared decision making, creating a positive learning environment. However, different situations may call for different styles.
This document discusses strategies for fostering ethical leadership in organizations. It begins by noting that several high-profile business failures were due to unethical leadership. Ethical leadership is important to protect organizations' culture, reputation and productivity. The document then explores definitions of ethical leadership, the role of integrity and ethics in leadership, and the consequences of ethical versus unethical leadership. Specifically, research shows that ethical leadership can positively influence employees' values and behaviors, as well as their job satisfaction and well-being. Overall, the document argues for reinstating character formation and holistic education as ways to develop ethical leadership across different domains of society.
Detris Crane and Reginald Leon Green - Published by NATIONAL FORUM JOURNALS, ...William Kritsonis
This document summarizes research on principal leadership behaviors and how they influence teacher job satisfaction. It explores 13 core competencies of effective school leaders identified in prior research, including visionary leadership, unity of purpose, and instructional leadership. The literature review finds teacher job satisfaction is enhanced when principals exhibit behaviors from these competencies, such as supporting teacher development, fostering collaboration, and involving teachers in decision-making. Specifically, principal behaviors that create supportive working conditions, opportunities for input, and collegial relationships can increase teacher motivation and job satisfaction.
11.impact of organizational culture on coworker supportAlexander Decker
This document analyzes the impact of organizational culture on coworker support. It develops a conceptual model showing that organizational culture is influenced by several key factors, including trust, coordination among teams, knowledge sharing, and training. These factors are said to considerably control the level of coworker support within an organizational culture. The document reviews previous studies on organizational culture, coworker support, knowledge sharing, trust, and other related topics to justify and support the proposed conceptual model.
6.[61 68]impact of organizational culture on coworker supportAlexander Decker
This document analyzes the impact of organizational culture on coworker support. It develops a conceptual model showing that organizational culture is influenced by factors like trust, coordination among teams, knowledge sharing, and training. These factors significantly impact coworker support within an organizational culture. The document reviews literature on organizational culture and coworker support, and defines key aspects like trustworthiness, social exchange, and knowledge sharing culture that can shape organizational culture and coworker support.
A Research On The Relation Between Organizational Commitment And Learning Org...Yasmine Anino
This study examined the relationship between organizational commitment and learning organizations. It surveyed businesses registered with the Aegean Region Chamber of Industry in Turkey. The results found that organizational commitment positively impacts a learning organization. Specifically, emotional commitment and continuance commitment were found to positively influence learning organization, while normative commitment had no influence. Cultural and psychological factors may explain why these results differed from prior literature finding normative commitment more influential. The study concludes that for organizations to become learning organizations in the information age, they need to attract employees with high organizational commitment and take steps to increase commitment levels.
A study on impact of job characteristics on key attitudesAlexander Decker
The document discusses a study that examines the impact of job characteristics like promotional opportunities, task variety, pay satisfaction, and professional development on the job satisfaction and organizational commitment of faculty members at professional educational institutes. It reviews literature on job characteristics, organizational commitment, job satisfaction, and the relationship between these factors. The study aims to understand how job characteristics influence the job attitudes of faculty members.
The document discusses a study examining the influence of corporate culture dimensions on organizational commitment among employees in the Malaysian semiconductor industry. It presents four hypotheses: that communication, training and development, reward and recognition, and teamwork will each positively influence organizational commitment. The study involved a survey of 377 employees across six major semiconductor firms in Malaysia. The results provide empirical evidence on the relationship between aspects of corporate culture and organizational commitment in this context.
This document discusses a study that investigated the impact of school principals' distributed leadership behaviors on teachers' organizational commitment. The study found:
1) There was a positive and significant relationship between school principals' distributed leadership behaviors and teachers' organizational commitment.
2) School principals' distributed leadership behaviors significantly predicted teachers' organizational commitment.
3) Teachers' perceptions of their school principals' distributed leadership behaviors and their own organizational commitment were at moderate levels.
The Effect of Leadership, Organizational Culture, Work Motivation And Job Sat...inventionjournals
This document discusses a study on the effect of leadership, organizational culture, work motivation, and job satisfaction on teacher organizational commitment at senior high schools in Medan, Indonesia. The study measured the direct and indirect effects of these variables using a questionnaire completed by 330 teachers. The results showed that leadership, organizational culture, work motivation, and job satisfaction all significantly directly or indirectly impact teacher organizational commitment at the high schools in Medan.
The Influence of Leadership Style and Organizational Climate on Work Relation...theijes
The purpose of this study was to determine and analyze the influence of Leadership Style and Organizational Climate on Work Relationship. Collecting data used quetionaire. Sampling method used proportionate cluster random sampling. The sample was partially of Private University in Southeast Sulawesi and the sampled respondents were middle-level managers (Dean and Vice Dean), manager of the lowest level (LPPM, LPMI, Department, Study Program, BAAK, Library and Laboratory), and organizing committee (faculty and staff), as well as students. The numbers of samples in this study were 350 respondents. Method of data analysis used Partial Least Square (PLS). The results showed that of Leadership Style has positive and significant influence on Employment Relationship. Organizational Climate has positive and significant influence on Work Relationship. Leadership Style has positive and significant influence on Organizational Climate.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The effect of teacher involvement in management on academic performance of pu...inventionjournals
ABSTRACT The purpose of this study was to explore the relationship between teacher involvement in management and performance of public secondary schools in Kakamega County. The study was conducted in Kakamega County using descriptive design. Questionnaireswas used to collect data. A total of 75 principals and 375 teachers were selected as respondents. Data were analyzed using (SPSS) version 20 package. Both descriptive and inferential tools that include mean, standard deviation, correlation and regression were used in the study. The researcher found that teacher involvement in management of their institutions has a positive effect on the academic performance of such institutions and that there is need to develop and enhance trust between staff members and management. The study recommended that institutions establish and manage systems which vet entry behavior of new students in a bid to redeem their academic performance.
Antecedents of Organizational Commitment of Lecturer in South Sumaterainventionjournals
Theoretically it was predicted that leadership style and organizational culture have partially and simultaneously affected employees commitment to organization. Fwthermore, those factors i.e. leadership style, organizational culture and organizational commitment have impact on lecture performance, this research was conducted at Palembang, South Sumatera. This research was conducted by using descriptive quantitative approach with questionnaire as the data gathering instrument. In addition to that explanatory approach was carried out to get a deeper insight on the research phenomenon 325 samples was collected from 5 (five) participating universitir in South Sumatera, Palembang. Data analysis was carried out by using Structural Equation Modelling (SEM). The research found that all independent variables have a significant effect on dependent variables both partially and simultaneously. Simultaneously it was found that leadership style and organizational culture affected organizational commitment by R2 = 0.77 with the most significant factor was on organizational communication. This result shows that there are still 43% of other factors that affected on organizational commitment. The next result was also gathered simultaneously which is the effect of leadership style, organizational culture and organizational commitment on employees ’performance with R2 = 0.79 with the most significant factor was on organizational commitment. This result shows that there are still 51% of other factors thataffected on employees 'performance that needs to be looked into in further research.
Antecedents and consequences of organizational commitment270489
The document summarizes a study that examined the antecedents and consequences of organizational commitment among Pakistani university teachers. The study investigated how personal characteristics, job satisfaction factors, and perceptions of organizational justice related to teachers' organizational commitment. It also examined how commitment influenced job performance and turnover intentions. Data was collected from 125 teachers and showed that characteristics, satisfaction, and justice were significantly related to commitment. Distributive justice and trust in management had the strongest relationships with commitment. Commitment was also found to negatively relate to turnover intentions and positively relate to self-reported performance.
This document summarizes research on learning organizations and organizational commitment. It discusses key concepts such as how learning organizations acquire new knowledge and share information to solve problems. It also defines organizational commitment as believing in an organization's values and goals and wanting to continue working there. The document then examines the relationship between learning organization perceptions and organizational commitment. Research has found higher levels of commitment in employees who perceive their workplace as a learning organization. The summarized study aims to compare these factors between faculty at private and public universities.
This document presents a theoretical framework for analyzing organizational learning developed by Argote and Miron-Spektor. The framework theorizes that organizational experience interacts with organizational context to create knowledge. It discusses key components of the framework including experience, context, knowledge, and organizational learning processes. Factors that affect knowledge retention and transfer are also reviewed.
Examining the Effect of Role Conflict and Job Stress on Turnover Intention am...inventionjournals
The study aims to trace the impact of role conflict and job stress on Turnover intention of teachers working in the private schools in Vellore district. ‘Turnover intention’ is defined as an employee’s intention to voluntarily change the jobs or companies. Employee’s opinion on the role conflict and job stress on the Turnover intentions is analyzed through the various test methods. The selected research design is descriptive in nature and the sample size is 150 teachers. The universe of the study confines to teachers working in the private schools in Vellore district. Convenient sampling method is used for this study. Primary data is collected using the structured questionnaire and Secondary data are collected through the manuscripts of previous research works, journals, websites, etc. The purpose of the study is to evaluate the effects of role conflict and job stress on the turnover intention.
This document develops a conceptual framework and hypotheses about the relationships between organizational learning, perceptions of the external environment, and innovation performance at the individual and organizational levels. It reviews literature on organizational learning and innovation performance. The review indicates that organizational learning is positively related to perceptions of an uncertain/complex external environment and to innovation performance. However, the relationship between organizational learning and innovation performance lacks empirical evidence. The framework and hypotheses aim to address this gap by examining these relationships at both the individual and organizational levels.
This study investigated distributed leadership practices and system differentiation strategies related to technology integration in three Singapore schools. The schools achieved different levels of technology outcomes and were integrating technology on different scales. One school adopted a top-down leadership approach, while the other two demonstrated distributed leadership. Of these, one adopted a segmented differentiation strategy while the other used functional differentiation. The variations in leadership practices seemed associated with the complexity of technology integration at each school. A survey found the school integrating technology most widely and complexly achieved the highest student outcomes in using technology for self-directed and collaborative learning.
The document discusses Michael Fullan's research on educational change and improvement. It applies Fullan's eight lessons on change to current educational issues and practices. Fullan's research supports practices like collaborative decision making and acknowledging internal and external stakeholders. It conflicts with bureaucratic systems that prioritize compliance over teacher satisfaction. The document concludes that educational policies should align with Fullan's research, which is supported by evidence, to create thriving learning communities.
Our major goal is to help you achieve your academic goals. We are commited to helping you get top grades in your academic papers.We desire to help you come up with great essays that meet your lecturer's expectations.Contact us now at http://www.premiumessays.net/
1. The document discusses leadership in schools and defines different leadership styles.
2. It examines three common leadership styles - autocratic, democratic, and laissez-faire - and how each style impacts student performance, teacher satisfaction, and the overall school organization.
3. The best leadership style is democratic as it encourages participation, cooperation and shared decision making, creating a positive learning environment. However, different situations may call for different styles.
This document discusses strategies for fostering ethical leadership in organizations. It begins by noting that several high-profile business failures were due to unethical leadership. Ethical leadership is important to protect organizations' culture, reputation and productivity. The document then explores definitions of ethical leadership, the role of integrity and ethics in leadership, and the consequences of ethical versus unethical leadership. Specifically, research shows that ethical leadership can positively influence employees' values and behaviors, as well as their job satisfaction and well-being. Overall, the document argues for reinstating character formation and holistic education as ways to develop ethical leadership across different domains of society.
Detris Crane and Reginald Leon Green - Published by NATIONAL FORUM JOURNALS, ...William Kritsonis
This document summarizes research on principal leadership behaviors and how they influence teacher job satisfaction. It explores 13 core competencies of effective school leaders identified in prior research, including visionary leadership, unity of purpose, and instructional leadership. The literature review finds teacher job satisfaction is enhanced when principals exhibit behaviors from these competencies, such as supporting teacher development, fostering collaboration, and involving teachers in decision-making. Specifically, principal behaviors that create supportive working conditions, opportunities for input, and collegial relationships can increase teacher motivation and job satisfaction.
11.impact of organizational culture on coworker supportAlexander Decker
This document analyzes the impact of organizational culture on coworker support. It develops a conceptual model showing that organizational culture is influenced by several key factors, including trust, coordination among teams, knowledge sharing, and training. These factors are said to considerably control the level of coworker support within an organizational culture. The document reviews previous studies on organizational culture, coworker support, knowledge sharing, trust, and other related topics to justify and support the proposed conceptual model.
6.[61 68]impact of organizational culture on coworker supportAlexander Decker
This document analyzes the impact of organizational culture on coworker support. It develops a conceptual model showing that organizational culture is influenced by factors like trust, coordination among teams, knowledge sharing, and training. These factors significantly impact coworker support within an organizational culture. The document reviews literature on organizational culture and coworker support, and defines key aspects like trustworthiness, social exchange, and knowledge sharing culture that can shape organizational culture and coworker support.
A Research On The Relation Between Organizational Commitment And Learning Org...Yasmine Anino
This study examined the relationship between organizational commitment and learning organizations. It surveyed businesses registered with the Aegean Region Chamber of Industry in Turkey. The results found that organizational commitment positively impacts a learning organization. Specifically, emotional commitment and continuance commitment were found to positively influence learning organization, while normative commitment had no influence. Cultural and psychological factors may explain why these results differed from prior literature finding normative commitment more influential. The study concludes that for organizations to become learning organizations in the information age, they need to attract employees with high organizational commitment and take steps to increase commitment levels.
A study on impact of job characteristics on key attitudesAlexander Decker
The document discusses a study that examines the impact of job characteristics like promotional opportunities, task variety, pay satisfaction, and professional development on the job satisfaction and organizational commitment of faculty members at professional educational institutes. It reviews literature on job characteristics, organizational commitment, job satisfaction, and the relationship between these factors. The study aims to understand how job characteristics influence the job attitudes of faculty members.
The document discusses a study examining the influence of corporate culture dimensions on organizational commitment among employees in the Malaysian semiconductor industry. It presents four hypotheses: that communication, training and development, reward and recognition, and teamwork will each positively influence organizational commitment. The study involved a survey of 377 employees across six major semiconductor firms in Malaysia. The results provide empirical evidence on the relationship between aspects of corporate culture and organizational commitment in this context.
This document discusses a study that investigated the impact of school principals' distributed leadership behaviors on teachers' organizational commitment. The study found:
1) There was a positive and significant relationship between school principals' distributed leadership behaviors and teachers' organizational commitment.
2) School principals' distributed leadership behaviors significantly predicted teachers' organizational commitment.
3) Teachers' perceptions of their school principals' distributed leadership behaviors and their own organizational commitment were at moderate levels.
Influence of Inspirational Motivation on Teachers’ Job Commitment in Public P...inventionjournals
The purpose of this study was to establish the influence of inspirational motivation on teachers’ job commitment in public primary schools in Matinyani Sub County, Kitui County, Kenya. One research objective guided the study. The study employed descriptive survey design. The sample for the study was 25 head teachers and 169 teachers. Data was collected by use of questionnaires. Pearson product correlation coefficient was used to analyze the data. Findings revealed that there was a significant and positive relationship between inspirational motivation and teachers’ job commitment (r = .774, N = 160). Based on the findings, the study concluded that inspirational motivation increased teachers’ job commitment and thus head teachers should increase inspirational motivation which is a key to increasing teachers’ job commitment. The study suggested that comparable studies in other public primary schools should be carried out in other parts of the county to find out whether the findings can be generalized to the entire county. Secondly, since the study focused on one element of transformative leadership style, a study should be conducted to establish how other elements of transformational leadership styles influence teachers’ job commitment.
This document discusses a study that investigated the effects of organizational structures and learning organizations on job embeddedness and individual adaptive performance. The study analyzed data from 216 hotel employees using structural equation modeling. The results found that an organic organizational structure had no direct effect on job embeddedness or individual performance, while a mechanistic structure positively affected job embeddedness but not individual performance. A learning organization positively affected both job embeddedness and individual performance. The learning organization also fully mediated the relationships between the organic structure and the two outcomes, and fully mediated the relationship between the mechanistic structure and individual performance.
The Effects of Employee Training on Organizational Commitment in Millennials ...Joaquín Van Thienen
This academic research paper served as a final evaluation for the senior-level course "Research Methods in Psychology".
The objectives of this project were:
- to conduct an in-depth literature review on a topic of interest in psychology, and
- to design an experimental research study based on this review.
(Data were provided by the instructor and did not reflect measurements obtained in real life).
MOTIVATIONAL PRACTICES AND TEACHERS’PERFORMANCE IN PRIVATE SECONDARY SCHOOLS ...Turyamureeba Silaji
The study was about motivational practices and teachers’ performance in private secondary schools in Mbarara District, Uganda. The study aimed at; establishing the relationship between administrative support and teachers‟ performance. The cross-sectional and descriptive survey designs were adopted on a sample of 214 comprising Board of governors, PTA Chair persons, head teachers and teachers from selected private secondary schools. Data analysis involved use of descriptive statistics and of Pearson correlation coefficient to determine the relationship between motivational practices and teachers‟ performance. Descriptive results revealed that administrative support had vital role on teachers’ performance. The findings also showed that there was a statistically positive relationship between administrative support and teachers performance. Thus, it was recommended that administrators should provide a conducive work environment to teachers leading to good performance.
6.[61 68]impact of organizational culture on coworker supportAlexander Decker
This document analyzes the impact of organizational culture on coworker support. It develops a conceptual model showing that organizational culture is influenced by factors like trust, coordination among teams, knowledge sharing, and training. These factors significantly impact coworker support within an organizational culture. The document reviews literature on organizational culture and coworker support, and defines key aspects like trustworthiness, social exchange, and knowledge sharing culture that can shape organizational culture and coworker support.
Examine the Relevance of Processes in How Individuals and Organiza.docxSANSKAR20
Examine the Relevance of Processes in How Individuals and Organizations Learn
Instructions
You will now examine how individuals, teams, and the organization as an entity learn.
Identify the significant differences (or similarities) relevant to how each level of the organization learns. Then, prepare an evaluation of two (2) or three (3) significant opportunities that are most needed or likely to have a positive impact in the organization you have chosen to research.
Discuss how you will implement these opportunities and what changes may be required to overcome any obstacles you can anticipate.
Support your evaluation with a minimum of three resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.
Length: 5-7 pages, not including title and reference pages
Your evaluation should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Pedagogic challenges in the learning organization
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Introduction
In recent years pedagogical approaches appear increasingly significant regarding learning in working life, workplace learning and learning organizations. Billett (2008) conceptualizes the relations between educational efforts and peoples' everyday learning processes at work as pedagogic issues and qualities. Pedagogic activities as "work-based learning" (Siebert et al. , 2009) and "work-integrated learning" (Martin et al. , 2012) are structured educational attempts to facilitate learning processes at work showing the importance of linking pedagogy and workplace learning together. Although Senge's (1990) interest in dialogue, team learning and leaders' role as teachers, more elaborated pedagogical perspectives are not emphasized in literature on the learning organization (TLO) tradition or in the knowledge management (KM) approach particularly. However, Lustri et al. (2007) propose to connect the tradition of KM to TLO and describe a link between the technical aspects of organizational creation and storing of knowledge and a sociocultural approach of theories of learning. The authors' approach appears as a pedagogic intervention effort considering especially the strategic steering of interpretative and reflective aspects of individuals' learning processes. They also point to the importance of team learning to spread experiences and individual knowledge. Knowledge in an organization is a contextual construction, practice-based and often tacit (Gherardi, 2009). It is a result of complex social processes of team learning and appears difficult to manage effectively (Sondergaard et al. , 2007). This, in turn, increases the interest of pedagogic leadership described as a research-based inte ...
This document discusses a study that investigated the relationship between school principals' leadership styles and teachers' organizational citizenship behaviors. The study surveyed over 1,700 teachers about their perceptions of their principals' transformational and transactional leadership characteristics and the teachers' own organizational citizenship. The results showed that teachers perceived their principals as demonstrating high levels of both transformational and transactional leadership styles. A positive correlation was found between principals' transformational and transactional leadership and teachers' organizational citizenship. Transformational leadership had a greater influence on teachers' organizational citizenship than transactional leadership.
This document summarizes a study that examined the validity and reliability of an organizational commitment scale. The study measured aspects that can form organizational commitment, which includes affective commitment, continuance commitment, and normative commitment. Survey data from 60 employees at a company in Yogyakarta was analyzed. The results found that all aspects and indicators were valid and reliable in reflecting organizational commitment. Normative commitment had the strongest impact while continuance commitment had the weakest. The measurement model was deemed acceptable.
This study examined the work motivation levels of primary school teachers in Istanbul, Turkey. A survey was administered to 343 primary school teachers across 14 schools. The results found that the average work motivation score was 41.84 out of 90, indicating a generally low level of motivation. Work motivation did not vary by gender, age, or marital status. The study aimed to evaluate factors that influence teacher motivation to help increase motivation levels.
This study examined the work motivation levels of primary school teachers in Istanbul, Turkey. A survey was administered to 343 primary school teachers across 14 schools. The results found that the average work motivation score was 41.84 out of 90, indicating a generally low level of motivation. Work motivation did not vary by gender, age, or marital status. The study aimed to understand factors that influence teacher motivation in order to improve education quality and student success.
This document presents a conceptual model of organization learning disorders and their impact on organizational performance. The model suggests that organization learning processes affect the knowledge organizations possess, and organizational knowledge then impacts performance outcomes. The model identifies specific learning disorders that can occur during the four phases of organizational learning: discovery, invention, production, and generalization. These learning disorders are hypothesized to negatively influence the knowledge organizations develop. The document concludes by proposing intervention hypotheses for addressing common organizational learning disorders.
Workplace Spirituality in State Universities and Colleges: Its Relation to th...Dr. Amarjeet Singh
This study determined the relationship of workplace spirituality, work well-being, and job satisfaction among faculty members in state universities and colleges (SUCs) in Region XII, Philippines. The descriptive survey and correlational design were used employing quantitative data. The data were gathered through the questionnaire and administered to the 234 respondents. The gathered data were analyzed through frequency, percentage, weighted mean, and Pearson (r) Coefficient Correlation. The findings of the study revealed that faculty members agreed that their workplace spirituality has a “very high” positive correlation to work well-being (Ho₁). It was also found out that faculty members agreed that their workplace spirituality has a “very high” correlation to job satisfaction (Ho₂). Given the overall results, the study recommends sustaining the workplace spirituality of the faculty members to remain high in their work well-being and job satisfaction.
This document discusses barriers to the promotion of women teachers and the impact on their job satisfaction and attitudes towards work. It begins by introducing the topic and noting traditional beliefs that have prevented women from being seen as leaders. It then discusses intrinsic and extrinsic barriers that can hinder women's professional advancement. The objective and significance of studying this issue is presented. The research problem, hypotheses, scope, conceptual framework and literature review are also summarized. The methodology section outlines the research design, subjects, instruments, data collection procedures and statistical analysis that will be used in the study.
Human Resource Practices and their Impact on Employee Commitment in the Catho...ijtsrd
This paper examines the impact of Human Resource Practices on Employee Commitment among teachers of the Catholic Education agency in the Diocese of Buea. Among the human resource practices considered were compensation, recognition, training, and working conditions. With a total of 1000 employees, 278 employees participated in the research. Questionnaires were used to collect the data based on convenience sampling. A survey research design was utilized in the research. The findings revealed that there was a positive relationship between the aforementioned practices and employee commitment. Conclusions, recommendations and indications for future research are discussed in the paper. Kengnjoh Michael Mbuwir "Human Resource Practices and their Impact on Employee Commitment in the Catholic Education Agency, Diocese of Buea, SWR Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57515.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/57515/human-resource-practices-and-their-impact-on-employee-commitment-in-the-catholic-education-agency-diocese-of-buea-swr-cameroon/kengnjoh-michael-mbuwir
The Relationship between the Work Satisfaction, Mobbing Exposure and Organiza...inventionjournals
Identity is sometimes used as the equivalent of culture and, accordingly, each work place is considered to have a unique identity. The external perceptions of organizational identity are known as image. The study aims to evaluate identity building at the organizational level and with teachers, and at the same time reveal how well teachers‟ work satisfaction and their exposure to mobbing predict their organizational identity building. The study group comprises 580 teachers who volunteered to take part in the study in 12 of the 30 high schools located in Sivas, Turkey during the 2014-2015 school year. The schools were identified by considering the types and numbers of high schools and using proportional element sampling, where all elements in the subgroups have equal chances of selection. Three scales were used in the study in addition to the demographics questionnaire. The views of secondary education teachers about organizational identity building were „somewhat right‟. Male teachers‟ organizational identity views were higher than those of females. The teachers in the study were “never” exposed to mobbing. The work satisfaction of teachers was 50%. A very weak, positive and significant relationship was found between teachers‟ organizational identity building views and their exposure to mobbing and work satisfaction. As teachers‟ seniority and educational level increased, so did school-related organizational identity building levels
The document proposes a multi-layer map model to improve self-directed learning through resource organization and community-based learning on the web. It describes difficulties in locating suitable resources and navigating large amounts of information. The model visualizes common learning behaviors like resource location, categorization, and sharing. It was developed into a system allowing learners to easily find resources, organize them into personal topic maps, and share with a community topic map merging all personal maps. A case study found learners could locate resources faster, organize more meaningfully, and collect community resources more easily.
This document summarizes an evaluation of an online postgraduate course on sexual and reproductive health research offered by the Geneva Foundation for Medical Education and Research from 2010-2012. The evaluation found that the majority (98%) of respondents had utilized the knowledge gained in their work, nearly half (47%) had published papers, about a third (39%) implemented their course research project, and three quarters (74%) had participated in additional research projects. Over three quarters (81%) said the course contributed to career advancement and nearly half (46%) received career promotions. The course was successful in providing educational opportunities for health professionals in low-and middle-income countries constrained by resources.
This document summarizes a study that developed a model called the Evidence in the Learning Organization (ELO) model to help healthcare organizations address the gap between knowing best practices and implementing them. The researchers reviewed literature on learning organization frameworks from business and identified 7 relevant frameworks. They integrated these frameworks with concepts from evidence-based medicine to develop the ELO model. The ELO model is intended to help organizations understand how to learn, share knowledge, and implement evidence-based practices.
Teachers' perspectives on their involvement in selecting learning experiences and implementing curriculum in Kenyan secondary schools was examined. The study found that while teachers play an important role in curriculum implementation, the centralized curriculum development process in Kenya means teachers are not adequately involved in curriculum development. As a result, teachers' expertise is underutilized and they have less ownership over the curriculum. The study recommends giving teachers a greater role in curriculum planning and development to improve implementation.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. E D U C A T I O N A L S C I E N C E S : T H E O R Y & P R A C T I C E
1528
an, Karadağ, & Bektaş, 20011). Therefore, learning
organization has a quality that can learn from its
mistakes and experiences and consider research
and learning as the dynamo of transformation and
development (Balcı, 2000).
According to Senge (1993), learning organization
has five main characteristics such as systems think-
ing, personal mastery, mental models, shared vision
and team learning, which are vitally significant for
each other. The fact that organizations’ transform-
ing into a learning organization primarily starts
with their employees’ learning (Özalp, Uzun, & Yel-
kikalan, 1998; Yalçın & Ay, 2011). In this context,
organizational learning takes the greatest support
from organizational commitment levels of employ-
ees who have the intellectual power in enabling the
transformation of individual knowledge into orga-
nizational knowledge (Akpınar, 2007).
Organizational Commitment
Organizational commitment, which explains the
psychological relationship of the employee with the
organization, is discussed in different concepts by
the researchers. In this study, organizational com-
mitment model was used, which O’ Reilly III and
Chatman (1986) examined the organizational com-
mitment in three dimensions such as compliance,
identification and internalization.
Although researchers have different approaches to-
wards organizational commitment, O’Reilly III and
Chatman’s (1986) compliance commitment, Allen
and Meyer’s (1990) continuity commitment, Mowday,
Koberg, and McArthur’s (1984) behavioural commit-
ment and Katz and Khan’s (1977) affective commit-
ment show similarities in terms of employee’s decla-
ration of commitment to the organization for his/her
benefits. Once again, O’Reilly III and Chatman’s inter-
nalization commitment, Allen and Meyer’s emotional
commitment Mowday et al.’s attitude commitment
and Katz and Khan’s affective commitment show sim-
ilarities in terms of employee’s declaration of commit-
ment to organization’s objectives and values, not for
their own benefits (Erdem, 2010).
The employees who are committed to the organiza-
tion make more efforts to achieve the duties and the
targets, spend more time in the organization, have
more positive relationships with the organization
(Balay, 2000b; Şama & Kolamaz, 2011) and therefore,
theirperformancesincrease(Özdevecioğlu,2003)and
they make positive contributions to the organization’s
product and service quality (Doğan & Kılıç, 2007).
Organizational commitment is affecting employees’
performance in a positive way in reaching organiza-
tions’ goals and maintain their activities and assets;
furthermore, it decreases the unwanted behaviours
such as absenteeism, frequent tardiness (Ünal, 2011)
and leaving work early (Sabuncuoğlu, 2007).
Studies have shown that there is a relationship
among all these concepts: organizational commit-
ment and job satisfaction (Çekmecelioğlu, 2011;
Mahmutoğlu, 2007), the quality of working life
(Erdem, 2008), organization culture (Demir & Öz-
türk, 2011; Sezgin, 2010), organizational climate
(Kılıçoğlu, 2010; Yüceler, 2009), organizational
health (Korkmaz, 2011), organizational support
(Köse & Gönüllüoğlu, 2010), organizational com-
munication (Ada, Alver, & Atlı, 2008), organi-
zational justice (İmamoğlu, 2011), interactionist
leadership (Yavuz & Tokmak, 2009), supportive
and constructive leadership characteristics of the
administrators (Şama & Kolamaz, 2011), interac-
tionist and transformative leadership behaviours
(Buluç, 2009), cultural leadership roles (Uygur &
Yıldırım, 2011), bureaucratization in schools (Tü-
zel, 2010), personal characteristics of the employ-
ees (Erdoğmuş, 2006; Şengül, 2008), employees’
performance (Sarıkaya, 2011). It was thought that
there is a similar relationship between learning or-
ganization and organizational commitment since
most of the concepts related to organizational com-
mitment affect learning organization.
The Relationship between Learning Organiza-
tion and Organizational Commitment
Elementary schools are the foundation of education
system. Therefore, it is vital for elementary school
teachers to have organizational commitment, which
enables them to adopt the school’s goals and values
and have a strong faith for them and also to have a
strong motivation to remain in the system and more-
over to use all their potentials for the school and
make more effort than expected. In this respect, it is
expected from schools to give importance to organi-
zational learning and make it a part of school culture
(Çelik, 1996), continuously improve learning process
for the teachers and for other personnel (Töremen,
2001) and organize and evaluate the information ob-
tained (Çakır & Yükseltürk, 2010).
When it is taken into consideration that in an or-
ganization, learning begins with the individual and
then spreads to the whole organization, organiza-
tions can only maintain continuity through their
employees’ commitment, therefore they can build
an organizational memory and then transform into
3. ERDEM, UÇAR / Learning Organization Perceptions in Elementary Education in terms of Teachers and the Effect of...
1529
a learning organization (Atak, 2009). On the other
hand, the expectations about the fact that the effi-
ciency of the employees who have job satisfaction
is higher make the organizational commitment an
issue which is becoming more and more important
for the organizations (Aslan, 2008; Demir & Öz-
türk, 2011; İnce & Gül, 2005; Özdevecioğlu, 2003).
While on the one hand, organizations make efforts
to be a learning organization, on the other hand, their
need to build their employees’ commitment to the
organization increases the interest/attention towards
these two issues (Akpınar, 2007; Atak, 2009; Çöl &
Ardıç, 2008). However, it is seen there is a limited
number of studies that can manifest the relationship
between learning organization and organizational
commitment in elementary education. Therefore,
this study focuses on determining the relationship
between learning organization and organizational
commitment according to teachers’ perceptions.
The Objective/Purpose
The general purpose of the study is to determine to
what degree the learning organization predict orga-
nizational commitment according to teachers’ per-
ceptions. To be able to reach this general purpose,
these questions tried to be answered:
1. What is the learning organization perception in
elementary education in terms of teachers?
2. What is the level of organizational commitment
of teachers in elementary education?
3. To what degree do the sub-dimensions of learn-
ing organization such as personal mastery, mental
models, shared vision, system thinking and team
learning predict the sub-dimensions of organiza-
tional commitment such as compliance, identifica-
tion and internalization?
Method
In this screening model study, to what degree the
learning organization predict organizational com-
mitment is examined according to the perceptions
of the teachers who work in elementary schools.
Population and Sample
The target population of the study is 2387 teach-
ers who worked in state primary schools in Van
Municipality during 2010-2011 education years.
According to the Directive on Education Zones
and Education Boards (The Ministry of National
Education), five education zones could be formed
in city centres and central districts considering
the factors such as types of schools, the number
of students, equipment in schools, the capacity of
the other facilities, transportation facility and re-
liability, geographical integrity, communication
and coordination facilities (Milli Eğitim Bakanlığı
[MEB], 1999). Van central district was divided into
five education zones during the education years of
2010-2011. Considering the difficulty of reaching
all the teachers that existed in the population, three
elementary state schools were randomly chosen
from each education zone to represent the popu-
lation according to their zones and 429 teachers in
fifteen schools in these three zones were included in
the sample. Nearly 46% of the participant teachers
were females and 54% of them were males. While
57% of the participants were class teachers, 43%
of them were branch teachers. 36% of the teachers
who participated in the study had 1-5 years work
experience, 32% of them had 6-10 years experience
and 32% had 11 and more years work experience.
Data Collection Tools
In the study, as data collection tool, “Learning Or-
ganization Perception Scale” developed by Güçlü
and Türkoğlu (2003) and “Organizational Commit-
ment Scale” developed by Balay (2000a) were used
after taking permissions. Besides, “Personal Infor-
mation Form” was developed with the purpose of
getting information about the personal characteris-
tics of the teachers.
Learning organization perception scale is composed
of 42 items and 5 sub-dimensions such as personal
mastery, mental models, shared vision, system think-
ing and team learning. The structure validity and reli-
ability of the scale, which were applied to elementary
school teachers, were measured by Güçlü and Türkoğ-
lu (2003). Sperman-Brown and Cronbach Alfa values
were examined for the reliability of the scale; however,
expert opinions were asked for the validity of the scale.
Sperman-Brown test of the scale was found as .93 and
Cronbach Alfa test was found as .97.
Organizational commitment scale is composed of
24 items and 3 sub-dimensions such as compliance,
identification and internalization. Balay (2000a)
applied the scale on the high school teachers; there-
fore, the validity and reliability studies of the scale
were done again to see whether it differs on elemen-
tary school teachers. The result of the analysis done
is similar to Balay’s validity and reliability study.
The items, which existed in the scale, were collected
4. E D U C A T I O N A L S C I E N C E S : T H E O R Y & P R A C T I C E
1530
under three factors as in Balay’s scale and the order
of the items in the factor did not change. It was seen
that load factor values of the items range between
.40 and .80. Cronbach Alfa values of the scale were
found as .92 for the first factor, .90 for the second
factor and .75 for the third factor.
Data Collection and Analysis
The scales of the study were handed out to the teach-
ers in person by the researchers and they were col-
lected by the researchers themselves. The researchers
distributed the scale to 450 teachers but ten scales
were not returned and 11 scales were not evaluat-
ed due to incomplete and incorrect responses. 429
scales were evaluated in total. In the study, percent-
age and frequency were used for the analysis of the
personal information. Arithmetic average/mean
and standard deviation values were found for item
analyses of elementary school teachers’ perceptions
of learning organization and organizational com-
mitment. Hierarchical multiple regression analysis
was done to determine whether the dimensions of
learning organization perceptions is a predictor of
the dimensions of organizational commitment.
Multiple regression models were applied between
the dimensions of learning organization perceptions
and the dimensions of organizational commitment.
“Stepwise selection and adding variables processes
were done in multiple regression model. This process
involves adding each variable to the model gradually
and being evaluated in the model. If the variable con-
tributes to the model, it remains. If it did not signifi-
cantly contribute to the model, it is dropped. Thus, the
model is explained with the help of the least number of
variables.Durbin-Watsontestshowswhetherthereisa
autocorrelation in our model. Usually a Durbin-Wat-
son test value ranging between 1,5 and 2,5 shows that
there is no autocorrelation (Kalaycı, 2005).
Results
Findings about Learning Organization Perceptions
While elementary school teachers strongly agreed
on team learning (X =3.49), which is the sub-di-
mension of learning organization, they strongly
disagreed on personal mastery (X =3.10). Teachers
“usually” agreed to sub dimensions of team learn-
ing (X =3.49; ss=0.64) and mental models (X =3.45;
ss=0.71), they “sometimes” agreed to other sub-di-
mensions such as shared vision (X =3.30; ss=0.77),
system thinking (X =3.22; ss=0.70) and personal
mastery (X =3.10; ss=0.71).
Findings about Organizational Commitment
Elementary school teachers strongly agreed on in-
ternalization (X =3.52) sub-dimension of organiza-
tional commitment and they strongly disagreed on
compliance (X =2.05) sub-dimension. While teach-
ers “strongly” agreed on internalization sub-dimen-
sion (X =3.52; ss=0.84), they “somewhat” agreed
on identification sub-dimension (X =2.97; ss=0.99)
and they “slightly” agreed on compliance sub-di-
mension (X =2.05; ss=0.73).
Findings about Learning Organization Percep-
tions Predict Organizational Commitment
It was seen that there is a significant relationship
between sub-dimensions “shared vision” and “team
learning” of learning organization and compliance
dimension (F(2,426)
=46.834 p< ,005). The other vari-
ables, personal mastery, mental models and system
thinking are not included in the model, as they
did not significantly contribute to the model. First
shared vision and then team learning are included
in the model. When we evaluated shared vision and
team learning together, they explain Rd
²= 17.6% of
the model. It means that the shared vision and team
learning values explain 17.6% of compliance di-
mension. Adjusted Rd
² value was examined here be-
cause whether relevant or irrelevant any variables,
which are added in the model increase R2 value.
Adjusted R2 value increases according to added
variables’ relevance to the model. When t-test re-
sults were examined (t (2,426)
=-2,904 p<,005), it was
seen that there is a significant relationship between
shared vision, team learning and compliance di-
mension. When the relationship between variables
and compliance dimension were examined (shared
vision partial r =, 405; team learning partial r=, 364)
a negative low relationship was found. The constant
value in the model is 29.294. When coefficient (B)
values were examined, one-unit increase in shared
vision causes a decrease of 0.20 in compliance and
one-unit increase in team learning leads to a de-
crease of 0.16 in compliance. When Durbin-Wat-
son test (1.82) was examined, it was seen that there
is not autocorrelation in our model.
There is a significant relationship between identifi-
cation dimension and learning organization’s sub-di-
mensions, shared vision, team learning and personal
mastery (F (3,425)
=82,545 p<,001). Other variables,
mental models and system thinking could not be
added to the model, as they did not significantly con-
tribute to the model. When shared vision and team
learning were evaluated, they explained Rd
²= 36.4%
5. ERDEM, UÇAR / Learning Organization Perceptions in Elementary Education in terms of Teachers and the Effect of...
1531
of the model. When t-test in the model was exam-
ined, there is a significant relationship between iden-
tification dimension and sub-dimensions, shared
vision, team learning and personal mastery respec-
tively. When partial correlations between identifica-
tion and the variables were examined (shared vision
r=, 564; team learning r=, 503; personal mastery r=,
513), a moderate positive relationship could be seen.
The constant value in the model is -1, 10. When co-
efficient (B) values were examined, one-unit increase
in shared vision can lead to an increase of 0.24 in
identification, one-unit increase in team learning can
cause an increase of 0.22 in identification. Besides,
one-unit increase in personal mastery can result in
an increase of 0.37 in identification. As it could be
seen, personal mastery affects identification more
than the other variables.
It was seen that there is a significant relationship
between internalization and shared vision and
team learning as the sub-dimensions of learning
organization (F(2,426)
=15.724 p<,001). Other vari-
ables, personal mastery, mental models and system
thinking could not be added to the model, as they
did not contribute to the model significantly. When
we evaluated the two variables (shared vision and
team learning) together, they explained Rd
²=25%.
It means that team learning and shared vision ex-
plain 25% of the model. When t-test in the model
was examined (t(2,426)
=3,965 p<,001), it can be seen
that there is a significant relationship between in-
ternalization and both team learning and shared
vision in separately. Constant value in the model is
10, 802. When coefficient (B) values were examined,
one-unit increase can cause an increase of 0.39 in in-
ternalization; one-unit increase in shared vision can
lead to an increase of 0.20 in internalization. When
partial correlations between the variables and in-
ternalization were examined (team learning partial
r=, 480; shared vision partial r=, 443), it can be seen
there is an almost moderate positive relationship.
When Durbin Watson test was examined (1.92), it
can be seen there is no autocorrelation in the model.
Conclusion and the Discussion
In personal mastery dimension, elementary school
teachers remarked that the individuals who want
improve themselves are usually valued in their
schools; however, they stated that written materials
necessary for the improvement of the teachers are
sometimes provided. In mental models dimension,
they stated that they usually feel comfortable to
share their opinions with the people around them
in their schools and declared that sometimes im-
provements are made with a purpose of develop-
ment. In shared vision dimension, teachers stated
that the objectives of their organization are usu-
ally established clearly and accurately; sometimes
implementations/applications in their schools are
put into practice after their opinions are asked
and sometimes plans in their schools are taken
into consideration before problems arise not after
problems occurred. In team learning dimension,
teachers stated that they are usually eager to take
responsibility in a team and would be pleased to
take part in the duty; and they stated that activities
in their schools sometimes are carried out through
teamwork. Similar results were found in the studies,
which were done by Güçlü and Türkoğlu (2003),
Banoğlu (2009) and Kılıç (2009).
While the teachers stated that team learning and
mental models are usually included in their schools,
they said that personal mastery of the teachers is
sometimes improved and sometimes it was acted
according to system thinking. This finding coin-
cides with the results of the study done by Güçlü
and Türkoğlu (2003). However, it is not consistent
with the results of the studies done by Bal (2011),
Subaş (2010), Banoğlu (2009), Kılıç (2009), Alp
(2007) and Güleş (2007).
In the compliance dimension of organizational
commitment, elementary school teachers did not
agree that their attempts for student achievement
are only within the course hours and they feel un-
comfortable about the efforts of the management to
attach them to the school. In identification dimen-
sion, while the teachers strongly agreed that they
are proud of becoming a member of their schools,
they somewhat agreed that their schools provide
opportunities to follow changes and latest devel-
opments about their professions. In internalization
dimension, while the teachers strongly agreed that
they consider their schools’ future and they will
make every kind of sacrifices for their schools’ ben-
efit, they somewhat agreed that they perceive their
schools’ priorities as their priorities and they spend
their time with the activities about their schools.
According to the results of the study, it was seen that
organizational commitment levels of teachers are the
highest in internalization dimension and identifica-
tion and compliance dimensions follow this in order.
Similarly, Balay (2000a), Sezer (2005), Erdem (2008)
and Uygur and Yıldırım (2011) found out that teach-
ers are highly committed in internalization dimen-
sion and they are slightly committed in compliance
dimension. These findings coincide with the findings
of Sezgin (2010), Sarıkaya (2011) and Tüzel (2010)
6. E D U C A T I O N A L S C I E N C E S : T H E O R Y & P R A C T I C E
1532
who studied teachers’ commitment and concluded
that the levels of emotional commitment, which is
similar to internalization commitment is higher
compared to continuity commitment and norma-
tive commitment. However, they are not consistent
with Uğurlu’s (2009) results in which teachers are the
most committed in continuity dimension and slight-
ly committed in normative commitment. The same
inconsistency occurs in İmamoğlu’s (2011), study in
which the results showed that teachers are the most
committed in compliance dimension and the least
committed in identification commitment. On the
other hand, Çakır (2007) reached a conclusion in
his/her study that teachers are uncommitted in emo-
tional, continuity and normative sub-dimensions of
organizational commitment.
In the study, internalization commitment is found
higher than others are. Internalization commitment
can be seen positive in one angle but can be seen
negative from another angle. The positive side is that
it shows that there is compliance between the indi-
vidual and organizational values. However, at the
same time, it can show the individual’s commitment
to the school in the level of a workaholic. Workahol-
ism is not perceived positively in working life be-
cause workaholism affect the balance between per-
sonal life and working life in a negative way (Akın &
Oğuz, 2010; Bardakçı & Baloğlu, 2012).
When regression analysis was examined, it was seen
there is a negative low relationship between the di-
mensions of learning organization perception and
compliance dimension of organizational commit-
ment. Shared vision and team learning explained
18% of compliance dimension. In the identification
dimension of organizational commitment, three
variables were added to the regression model. These
are shared vision, team learning and personal mas-
tery variables. That the inclusion of internalization,
shared vision, team learning and personal mastery
variables affected in a higher level (this explained
36% of the model) compared to other variables is
an expected finding. In internalization dimension,
first team learning and then shared vision variables
were added to the model. A positive but low rela-
tionship was found between these variables and
internalization. The finding show parallelism with
the results of the studies done by other researchers
(Erdem, 2008; İmamoğlu, 2011; Şama & Kolamaz,
2011; Uygur & Yıldırım, 2011).
In this study, maximum three variables were added
to the model. The variables added to the model were
shared vision, team learning and personal mastery.
Mental models and system thinking were never
added to the model. These variables mostly predict
the identification dimension and they predict com-
pliance dimension the least. While a negative low
relationship was seen between compliance dimen-
sion and the dimensions of learning organization,
positive but a low relationship was seen between
identification, internalization and other variables.
It is seen that remarkable research results were
obtained about teachers’ organizational commit-
ment and related issues in the body of the litera-
ture (Çakır, 2007; Kılıçoğlu, 2010; Korkmaz, 2011;
Sarıkaya, 2011; Sezgin, 2010; Uğurlu, 2009; Tüzel,
2010). The fact that the schools conduct support-
ive activities and establish an appropriate organi-
zational structure for this is effective in determin-
ing teachers’ organizational commitment. Morgan
(1998) stated that realizing a problem is usually the
first step that leads to the solution. In this context,
identifying and eliminating the obstacles that pre-
vent organizational learning and organizational
commitment from developing will be an import-
ant step to provide productivity/efficiency of these
schools. When the results of the study were tak-
en into consideration, it is necessary to share the
school’s vision, to do the teamwork and to provide
teachers’ personal development to increase the or-
ganizational commitment in schools in terms of
learning organization. To be able to create a shared
school vision, it is necessary to discuss the vision
with the teachers and to organize workshops so the
vision needs to be introduced. Developing team-
work in schools will increase both the commitment
that the teachers have for each other and for the
school. Therefore, teachers need to acquire team-
work culture and applied seminars about teamwork
and anything related to this issue need to be given
first to the managers then to the teachers. However,
providing teachers’ personal development, create
environments to reveal their talents, organize sem-
inars, giving in-service training; guiding them to
new fields in accordance with their talents will in-
crease their organizational commitment. All these
activities will increase teachers’ identification and
internalization commitments not their reluctant
attachments to the schools.
7. ERDEM, UÇAR / Learning Organization Perceptions in Elementary Education in terms of Teachers and the Effect of...
1533
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