Türk Eğitim Sisteminde Örgütsel Öğrenme Mekanizmalarının Ölçülmesi: Ölçek Uyarlama ve Geçerlilik Çalışması

Abstract

Örgütsel öğrenme eğitim araştırmalarında önemli bir kavram olarak kabul edilmekle birlikte, özellikle merkezi eğitim sistemlerinde kuramsal bilgi ile uygulama arasında belirgin bir boşluk bulunmaktadır. Bu çalışma, Örgütsel Öğrenme Mekanizmaları (ÖÖM) ölçeğini Türkiye’nin kültürel ve eğitimsel bağlamına uyarlamak ve geçerliğini sınamak amacıyla yürütülmüştür. Uyarlama sürecinde çeviri, geri çeviri, alan yazın taraması ve madde tartışmaları gerçekleştirilmiştir. Ölçeğin geçerliği açımlayıcı ve doğrulayıcı faktör analizleriyle, güvenirliği ise Cronbach alfa katsayısı ile incelenmiştir. Ayrıca bileşik güvenirlik, ortalama açıklanan varyans ve ayırt edici geçerlik gibi psikometrik özellikler de değerlendirilmiştir. Bulgular, ölçeğin özgün 27 madde ve dört faktörlü yapısının korunduğunu göstermiştir. Öğretmen görüşleriyle desteklenen Türkçe versiyon, yüksek düzeyde güvenirlik ve geçerlik sergilemiştir. Sonuç olarak, ÖÖM’nin Türkçe uyarlaması, okullarda örgütsel öğrenme mekanizmalarını ölçmek için geçerli bir araç sunmakta ve Türkiye gibi merkezi eğitim sistemlerinde araştırma ve uygulamalara katkı sağlaması beklenmektedir.

Keywords

• örgütsel öğrenme
• örgütsel öğrenme mekanizmaları
• okul müdürü
• öğretmen
• ölçek uyarlama

Measuring Organizational Learning Mechanisms in the Turkish Education System: Scale Adaptation and Validation Study

Abstract

Organizational learning is widely acknowledged in educational research, yet a gap remains between theoretical understanding and practical application, particularly in centralized education systems. This study aimed to adapt and validate the Organizational Learning Mechanisms (OLM) scale for the Turkish cultural and educational context. The adaptation process included translation, back-translation, literature review, and item discussions. Validity was tested through exploratory and confirmatory factor analyses, while reliability was assessed using Cronbach’s alpha. Additional psychometric properties such as composite reliability, average variance extracted, and discriminant validity were also examined. Findings confirmed that the original 27-item, four-factor structure of the OLM was preserved. The Turkish version demonstrated strong reliability and validity, supported by teacher input. Overall, the adapted OLM provides a robust tool for measuring organizational learning mechanisms in schools and is expected to support research and practice in centralized education systems similar to Türkiye.

Keywords

• organizational learning
• organizational learning mechanisms
• school principal
• teacher
• scale adaptation

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