Publication: Öğrenen Örgüt Ölçeği: Geçerlik ve Güvenirlik Çalışması
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Örgütler için öğrenme, hayatta kalmaları ve büyümeleri için önemli bir etkendir. Öğrenen örgütler,sürekli öğrenmeyi destekleyen iklime sahip olduğundan kendisini yenileyen ve geliştiren kurumlardır.Bu nedenle örgütlerin, öğrenen örgüt olup olmadığını ortaya çıkarmak önemlidir. Bu araştırmada,örgütlerin öğrenen örgüt özelliklerini belirlemeye yönelik geçerli ve güvenilir bir Likert türü ölçekgeliştirmek amaçlanmıştır. Araştırmanın çalışma grubunu, İstanbul İli Maltepe, Kartal ve Pendikilçelerinde görev yapan okul müdürü, müdür yardımcısı ve öğretmenler oluşturmaktadır. Birincigrupta 201 katılımcı, ikinci çalışma grubunu 222 katılımcı bulunmaktadır. Açımlayıcı faktör analizi(AFA) yapılmadan önce Kaiser-Meyer-Olkin değeri .922 ve Bartlett’s Testi değeri ise “1941,278 ve anlamlı(p<.001) olarak tespit edilmiştir. AFA sonucunda elde edilen 16 maddelik ve 3 faktörlü yapı doğrulayıcıfaktör analizi ile doğrulanmıştır (DFA; χ²/sd oranı: 1,908; GFI = .901; AGFI = .861; CFI = .967; RMR= .023; RMSEA = .068; SRMR = .487). Üç faktör, örgütsel öğrenme, yenilikçi öğrenme ve vizyoneröğrenmedir. Faktörler toplam varyansın %65,783’ünü açıklamaktadır. Ölçeğin Cronbach alpha (α)değeri .96, yarı yarıya güvenirlik katsayısı (r1, r2) .85, Spearman-Brown değeri (S) .92 ve Guttmandeğeri (G) .92 olarak belirlenmiştir. Madde-toplam ve madde-kalan korelasyon katsayıları arasındaönemli bir fark vardır. Grupların üst ve alt %27’si maddeler açısından karşılaştırılarak elde edilendeğerler arasında anlamlı farklılık bulunmuştur (p< .01). Sonuç olarak, maddelerin ve faktörlerinayırt edici olduğu tespit edilmiştir. Ölçeğin, eğitim örgütlerin öğrenen örgüt olup olmadığını ölçmekiçin geçerli ve güvenilir bir araç olduğu tespit edilmiştir.
Learning is an important factor for the survival and growth of organizations. Learning organizations are institutions that constantly renew and improve themselves, as they have a climate that supports learning. Therefore, determining whether or not an organization is a learning organization is important. This study aims to develop a valid and reliable Likert-type scale for determining the learning organization characteristics an organization has. The study group of the research consists of school principals, vice principals, and teachers working in the Istanbul districts of Maltepe, Kartal, and Pendik. The first group has 201 participants, and the second group has 222 participants different from the first group. Prior to performing the explanatory factor analysis (EFA), the Kaiser-Meyer-Olkin value was determined as .922 and Bartlett’s sphericity as 1941.278 (p < .001). The 16-item 3-factor structure obtained as a result of the EFA was confirmed through the confirmatory factor analysis (CFA; χ² / df = 1,908; GFI = .901; AGFI = .861; CFI = .967; RMR = .023; RMSEA = .068; SRMR = .487). The three factors are organizational learning, innovative learning, and visionary learning. Factors explain 65.783% of the total variance. Cronbach’s alpha (α) for the overall scale is .96, the split-half reliability coefficient (r1, r2) is .85, the Spearman-Brown value (S) has been determined as .92, and the Guttman value (G) as .92. A significant difference exists between the item-total and item-remainder correlation values. A significant difference is also found between the values obtained by comparing the upper and lower 27% of the groups in terms of items (p < .01). As a result, the items and factors have been determined to be distinct. The scale is found to be a valid and reliable instrument for measuring whether education organizations are learning organizations.
Learning is an important factor for the survival and growth of organizations. Learning organizations are institutions that constantly renew and improve themselves, as they have a climate that supports learning. Therefore, determining whether or not an organization is a learning organization is important. This study aims to develop a valid and reliable Likert-type scale for determining the learning organization characteristics an organization has. The study group of the research consists of school principals, vice principals, and teachers working in the Istanbul districts of Maltepe, Kartal, and Pendik. The first group has 201 participants, and the second group has 222 participants different from the first group. Prior to performing the explanatory factor analysis (EFA), the Kaiser-Meyer-Olkin value was determined as .922 and Bartlett’s sphericity as 1941.278 (p < .001). The 16-item 3-factor structure obtained as a result of the EFA was confirmed through the confirmatory factor analysis (CFA; χ² / df = 1,908; GFI = .901; AGFI = .861; CFI = .967; RMR = .023; RMSEA = .068; SRMR = .487). The three factors are organizational learning, innovative learning, and visionary learning. Factors explain 65.783% of the total variance. Cronbach’s alpha (α) for the overall scale is .96, the split-half reliability coefficient (r1, r2) is .85, the Spearman-Brown value (S) has been determined as .92, and the Guttman value (G) as .92. A significant difference exists between the item-total and item-remainder correlation values. A significant difference is also found between the values obtained by comparing the upper and lower 27% of the groups in terms of items (p < .01). As a result, the items and factors have been determined to be distinct. The scale is found to be a valid and reliable instrument for measuring whether education organizations are learning organizations.