أبعاد المنظمة المتعلمة بمدارس التعليم العام الحكومي في منطقة القصيم وعلاقتها بالثقافة التنظيمية لدى المعلمين

Dimensions of the Learning Organization in Government Public Schools in the Qassim Region and Their Relationship to Organizational Culture Among Teachers

Abstract

The study aims to identify the models of the learning organization in its various forms, to examine the dimensions of the learning organization in government public schools in the Qassim region from the teachers’ perspective, and to assess the current state of organizational culture among teachers in those schools. It also seeks to determine the nature of the relationship between the dimensions of the learning organization and organizational culture among teachers—whether positive or negative—and to identify any statistically significant differences regarding the dimensions of the learning organization and organizational culture among teachers in government public schools in the Qassim region attributable to variables such as educational stage, years of teaching experience, and training courses. The researcher employed both the descriptive survey method and the descriptive correlational method. The study sample consisted of 1,090 teachers selected randomly from government public schools across the three educational levels (primary, intermediate, and secondary). The study was conducted during the second semester of the academic year 1437/1438 AH. The most prominent findings are as follows: The degree of availability of the dimensions of the learning organization among school principals was high, with a weighted mean of (3.95) for the overall dimensions. The highest level of availability was observed in the dimension of encouraging dialogue and discussion among teachers (mean = 4.25), followed by supportive strategic leadership for school learning (mean = 4.10), shared vision among teachers (mean = 3.99), and encouraging self-learning and school collaboration (mean = 3.77). The lowest-ranked dimension was linking the school with the external environment and local community (mean = 3.64). The level of organizational culture among teachers was also found to be high, with a weighted mean of (4.16). Furthermore, the study revealed a statistically significant positive relationship at the 0.01 level between the availability of the learning organization dimensions among school principals and organizational culture among teachers. The study concluded with several recommendations, most notably the need to promote a culture of the learning organization in schools through training programs, to strengthen the connection between schools and the external environment and local community, and to encourage self-directed learning and school collaboration.