Investigating the relationship of organizational learning with job involvement and organizational innovation among public secondary school teachers in Kermanshah province in the academic year of 2013-2014

Dissertation for Master's Degree in Educational Management

Abstract:

The present study aims to identify the relationship between organizational learning, job involvement and organizational innovation of public secondary school teachers in Kermanshah province. The research method is descriptive correlation type. The statistical population of this research is all the teachers of public secondary schools in Kermanshah province, whose number is 5600, and 361 people were selected as a sample based on cluster and stratified random sampling methods and based on Karjesi and Morgan's table. The tools for collecting information were three questionnaires of organizational learning by Nifa, occupational engagement by Kanungo, and organizational innovation by Etlai and Akif. To determine the validity of the questionnaires, the content validity method was used and it was approved by educational management experts, and the reliability of the questionnaires was calculated through preliminary implementation on a sample of 50 subjects (male and female teachers) and using the Cronbach's alpha method, which was obtained for the organizational learning questionnaire at 0.87, job involvement at 0.76 and organizational innovation at 0.86. To analyze data using SPSS software version 16, descriptive statistics indicators such as table, frequency, percentage, mean, standard deviation and inferential statistics methods such as one-group t-test, t-test for independent groups, one-way analysis of variance, Pearson correlation coefficient and step-by-step regression analysis were used. The results of the research showed that: the level of organizational learning (and its components) and organizational innovation of teachers of public secondary schools in Kermanshah province is above average and the level of job involvement is average. The level of job involvement of female teachers is higher than that of male teachers, and the level of organizational innovation and organizational learning is the same for male and female teachers. The amount of organizational learning, organizational innovation and job engagement of teachers in terms of variables of academic records and years of service and the amount of organizational learning and job engagement of teachers are the same in terms of age, but there is a difference between the amount of organizational innovation of teachers in terms of age. There is a relationship between organizational learning and its components (individual skills, mental models, shared vision, team learning, systems thinking) with job involvement and organizational innovation. The components of mental models of individual organizational learning skills can predict organizational innovation. Also, the components of common vision and mental models of organizational learning have the ability to predict job conflict.

Key words: organizational learning, job conflict, organizational innovation, public secondary school teachers.

Introduction:

The world of the organization is noisy and turbulent. Organizations expand, contract, separate and disappear. Activity levels in the organization sometimes rise and sometimes fall (Behrangi, 2010: 237). This environment full of explosive changes in communication and information technology creates unprecedented tasks for the heads of organizations who have the task and responsibility of determining the performance and future of their organizations, and in order to respond effectively to these expectations, managers of organizations must review their priorities and behavior, and competitive advantage is not only a function of increasing performance and profitability, but also a function of the organization's ability to innovate, learn, respond quickly, plan, and provide a suitable basis for responding. to demands and having maximum control over one's destiny (Irannejad Parisi, 2017: 23). In order for educational organizations to be dynamic and effective, they must move towards a learning organization. This requires fundamental changes in organizations and the attitude of their managers. The requirement for an organization to be able to improve itself is to learn faster what to do and how to do it according to changes in the environment. Thus, the basic way for an organization to be on the path of improvement and excellence is that organizations play a role in the leadership of the contemporary world by taking learning out of its way and providing learning facilities for it (Mashaikhi and Asgari Nejad Amiri, 1389). In fact, their presence now affects many aspects of life. In the words of Peter Drucker, "Today's youth, like the people whose ancestors learned farming, must learn about organizations" and in this regard, human resources and it is better to say that the youth are the building blocks of organizations, and what needs to be learned in organizations are the attitudes related to organizations. The heterogeneity of organizations appears in various forms.In the same way that organizations are different, those who manage and review them are different and have different job attitudes. All organizations are motivated to provide stability, determination and sufficient confidence with which they can operate effectively and efficiently in environments that contain unknowns and uncertainties (Behrangi, 2018). Education is one of the important and key organizations of every society, and teachers, as human resources, are essential elements of education in achieving its goals. 1-2) Statement of the problem: Undoubtedly, education is the most basic social institution in shaping, guiding and controlling the thoughts of people in every human society. The most important strategic resource of any organization or any society, in order to achieve its goals, is human resources, and among the elements of human resources, teachers are the starting point of any educational transformation, and in this regard, organizational learning is one of the fundamental variables to achieve organizational goals. 2015: 50). Shokri and Khairgou (2008) consider the intellectual forms of today's organizations to be full of deepening information and paying attention to the participation of creative and scientific human resources instead of functional human resources, and they consider organizational learning to be the basis of organizations' involvement in the process of knowledge management. In this space, improving performance and maintaining and improving competitive advantage form the main concerns of managers. Organizational innovation and learning are considered to be the most important bases for improving performance and gaining competitive advantage, and in many organizations, the speed of changes is far more than the speed of response and the ability to adapt organizations (Shokri and Khairgou, 2018). Environmental changes and developments in various fields such as technology, competitive environment and economic policies of governments create the necessity of changing and adapting organizations for survival and excellence, and in this, human efforts, the most important component of which is management, are important (Ramsli 2007, quoted by Mashayikhi and Asgari Nejad, 2019). The rapid changes and transformations of environmental factors have increased the level of ambiguity and complexity and have faced serious challenges to the management of organizations, and organizations will not be able to effectively face such conditions without learning from their own experiences and those of others. Organizations do not become learners by chance, but moving towards becoming learners requires planning and targeted efforts (Qorbanizadeh, 2017: 12). In today's era, organizations are successful if all their employees strive to improve their capabilities, and the manager's duty is to provide suitable conditions for this educational process (Dasgardi, Guderzi, Asadi, Dasgardi and Dasgardi, 2019). Today, organizations must be involved in a set of knowledge management processes, organizational learning is the foundation of this transformation and is an inherent feature of only some organizations. As a result, organizational learning emphasizes the improvement of performance and guides the organization in the direction of creating useful knowledge, in order to achieve the goals of productivity and innovation by sharing experiences (Tabarsa, Abdali and Hatami, 2019). Knowledge reduces uncertainty and unpredictability. Learning is the heart of organizational change and transformation (Sebahani Nejad, Shahabi and Yuzbashi, 2015: 51). Organizational learning is considered one of the tools for gaining a competitive advantage for current organizations in strategic management, all organizations learn and in this sense cope with the changing world around them. But some organizations learn faster and more effectively than their peers (Allameh and Moghadami, 2019). The learning process is the basis on which the concept of knowledge management emerges and is understood. In the long run, learning is not a separate activity that happens before a person enters the work environment or is left out in classroom environments, nor is learning an activity that is reserved for the management group, the behaviors that define learning and the behaviors that determine productivity are the same. Learning is the heart of productivity activity, in other words, learning is a new form of work, learning requires considering the distinction between ideas and skills (Marquad, translated by Zali, 2015). Tabarsa, Abdali and Hatami (2013) believe that organizational learning guides the organization in the direction of creating useful knowledge, in order to achieve productivity and innovation goals by sharing experiences.