Somayeh Akbari; Omid Mehni
Abstract
Purpose: The present study tries to examine the relationship between organizational learning and quality teaching of teachers’.Methodology: The present study was applied in terms of purpose and descriptive in nature and correlational. The statistical population of the study consisted of all male ...
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Purpose: The present study tries to examine the relationship between organizational learning and quality teaching of teachers’.Methodology: The present study was applied in terms of purpose and descriptive in nature and correlational. The statistical population of the study consisted of all male and female secondary school teachers in Bandar Abbas with 800 people in the 2018-19 academic year. To determine the number of statistical sample, Krejcie and Morgan table (1970) was used and according to the number of statistical population, the number of statistical sample of the study was 261 people. Due to the fact that the statistical population consisted of two groups of men and women, the stratified random sampling method was used to select the statistical sample of the study. In order to collect research data, Kevashi Teaching Quality Questionnaire (2013) and Neeff Organizational Learning (2001) were used. Data analysis was performed using SPSS software version 20 software at a significance level of 0.05 and using statistical tests of Pearson correlation coefficient and multiple regressions.Findings: It showed that there is a significant relationship between organizational learning and quality teaching teachers’. Other results indicated that the culture of organizational learning, teamwork, knowledge sharing, participative leadership, and employee competence development could positively and significantly predict teachers’ teaching quality of teachers at schools (P <. 0.001)Conclusion: According to the findings of the study, organizational learning in schools causes new and extensive mental patterns to be developed among teachers and they learn how to learn together.
