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Current trends in disruptive technologies and global migration are changing the
landscape of education. Stakeholders around the world are meeting to discuss the
need to transform schools from teaching organizations to learning organizations.
Policy decisions require empirically tested instrumentation that provides
reliable data as feedback from faculty and is useful for measuring their school’s
organizational learning capability (OLC). The purpose of this quantitative study
was to test the dimensions Jerez-Gomez et al.’s (2005) OLC survey in the context
of educational institutes. Data were collected from teachers (n=150) out of 165
workings in public secondary schools (N=15) of Tehsil Wari district Dir Upper,
Khyber Pakhtunkhwa in Pakistan. Results of the SEM analysis showed the instrument
a reliable operationalization of OLC using a four-factor structure; managerial
commitment (MC), systems perspective (SP), openness and experimentation (EX),
and knowledge transfer and integration (TR). Gender showed as moderating the
relationships of the independent variables with OLS
Janet Hanson, Muhammad Niqab, Arthur Bangert. (2021) Determination and Validation of the ‘Organizational Learning Capabilities’ Scale in a New Context of Educational Institutes in Pakistan, Journal of Education and Educational Development, Volume 8, Issue 2.
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