Okullarda örgütsel öğrenme: Ölçek uyarlama çalışması ve örgütsel öğrenmenin çeşitli demografik değişkenler açısından incelenmesi

Year 2025, Volume: 15 Issue: 3, 1667 - 1688, 29.09.2025

Mehmet Arslan

https://doi.org/10.30783/nevsosbilen.1724347

Abstract

Bu çalışmada, Jerez-Gómez, Céspedes-Lorente ve Valle-Cabrera (2005) tarafından geliştirilen “Örgütsel Öğrenme Yetkinliği Ölçeği” Türkçeye uyarlanmış ve geçerlik-güvenirlik özellikleri incelenmiştir. Uyarlama sürecinde Brislin’in (1973) ileri-geri çeviri yöntemi kullanılmış; anlam bütünlüğü uzman görüşleriyle sağlanmıştır. Ölçek, herhangi bir yapısal değişiklik yapılmaksızın 16 madde ve dört alt boyuttan (Yönetim Bağlılığı, Sistemin Genel Yaklaşımı, Deneyimlemeye Açıklık, Bilgi Transferi ve Entegrasyonu) oluşan özgün yapısıyla Türkçeye kazandırılmıştır. Çalışmanın örneklemini Türkiye’de farklı kademe ve okul türlerinde görev yapan 508 öğretmen oluşturmuştur. Açımlayıcı ve doğrulayıcı faktör analizleri sonucunda, ölçeğin özgün faktör yapısı korunmuş ve modelin iyi uyum verdiği belirlenmiştir. Tüm madde faktör yükleri 0.60’ın, güvenirlik katsayıları ise 0.80’in üzerindedir. Demografik farklılıklara ilişkin analizlerde cinsiyete göre anlamlı fark bulunmazken, kıdem yılına ve okul kademesine göre bazı alt boyutlarda anlamlı farklılıklar saptanmıştır. Bulgular, ölçeğin geçerli ve güvenilir olduğunu göstermektedir. Çalışma, örgütsel öğrenmeyi anlamada etkili bir ölçme aracı sunmaktadır.

Keywords

Örgütsel Öğrenme , Öğrenen Örgüt , Ölçek Uyarlama , Eğitim Örgütleri , Geçerlik , Güvenirlik

Organizational learning in schools: Scale adaptation study and examination of organizational learning in terms of various demographic variables

Abstract

In this study, the “Organizational Learning Capability Scale” developed by Jerez-Gómez, Céspedes-Lorente, and Valle-Cabrera (2005) was adapted into Turkish, and its validity and reliability features were examined. In the adaptation process, Brislin’s (1973) forward-backward translation method was used, and semantic integrity was ensured through expert opinions. The scale was introduced into Turkish with its original structure, consisting of 16 items and four subdimensions (Managerial Commitment, Systems Perspective, Openness and Experimentation, Knowledge Transfer and Integration), without any structural changes. The sample of the study consisted of 508 teachers working at various school levels and types in Turkey. As a result of exploratory and confirmatory factor analyses, it was determined that the original factor structure of the scale was preserved and the model showed good fit. All item factor loadings are above 0.60, and reliability coefficients are above 0.80. In the analyses regarding demographic differences, no significant difference was found according to gender, whereas significant differences were found in some subdimensions according to years of seniority and school level. The findings show that the scale is valid and reliable. The study provides an effective measurement tool for understanding organizational learning..

Keywords

Organizational Learning , Learning Organization , Scale Adaptation , Educational Organizations , Validity , Reliability.

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