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

Yıl 2025, Cilt: 42 Sayı: 3, 107 - 121, 31.12.2025

Elif Daşcı Sönmez , Necati Cemaloğlu

https://doi.org/10.52597/buje.1785879

Öz

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.

Anahtar Kelimeler

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

Etik Beyan

Bu çalışma Aksaray Üniversitesi İnsan Araştırmaları Etik Kurulu tarafından onaylanmıştır (Protokol No: 2021/06-17, Tarih: 26.08.2021)

Destekleyen Kurum

Bu makale TÜBİTAK tarafından desteklenen 121K651 kodlu projenin sonuçlarından biridir.

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

Öz

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.

Anahtar Kelimeler

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

Etik Beyan

This study was approved by the Aksaray University Human Research Ethics Committee (Protocol No: 2021/06-17, Date: 26.08.2021)

Destekleyen Kurum

This article is one of the results of the TÜBİTAK-supported project with the code 121K651.

Teşekkür

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Kaynakça

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