Document Type : Research Paper
Authors
1
PhD Student, Department of Public Management, Organizational Behavior, Islamic Azad University, Kerman Branch, Kerman, Iran.
2
Associate Professor, Department of Educational Psychology, Islamic Azad University, Kerman, Iran.
3
Assistant Professor, Department of Public Administration, Kerman Branch, Islamic Azad University, Kerman, Iran.
4
Associate Professor, Department of Public Administration, Kerman Branch, Islamic Azad University, Kerman, Iran.
Abstract
The present study was conducted with the aim of designing a model for the establishment of a learning organization with an emphasis on knowledge leadership and learning levels in the organization of renovation, development and equipping of schools in the country with a mixed approach. This research is an exploratory type in terms of applied purpose and in terms of data collection method, which has been analyzed with a mixed (qualitative-quantitative) approach. In the first stage, qualitative method and in-depth interviews were used to identify the components of the model. Participants in the quality section were 15 academic experts and senior managers of the Organization for Renovation, Development and Equipping of the country's schools who were purposefully selected. To analyze the data of the qualitative section, the theme analysis method was used using Maxiquida software. Then, in order to fit the designed model in the qualitative part, a quantitative method was used with the structural equation modeling approach. Participants in this section included 340 managers and experts of the Organization for Renovation, Development and Equipping of the country's schools who were selected by stratified random sampling method. The data collection tool in the quantitative section was a questionnaire based on the findings of the qualitative section, the validity and reliability of which were confirmed. Quantitative data analysis was performed by Amos software. The results of the qualitative section showed that learning-related factors were identified with three main categories of learning organization characteristics, learning organization dimensions and environmental factors. Learning levels consist of three main categories: individual, group and organizational. Knowledge leadership includes three main categories: leadership, participation, and the integration of knowledge and innovation. Finally, the learning organization has 5 main categories of personal capabilities, common aspirations, systems thinking, mental patterns and collective learning. In a small part, it was found that the model of factors related to the learning organization based on knowledge leadership and learning levels in the organization of renovation, development and equipment of schools in the country has a good fit.
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