Effect of Organizational Learning Culture on Teachers' Self-Efficacy at the Secondary Level

Abstract

The study aimed to find out the effect of organizational learning culture on teachers’ self-efficacy at the secondary level. An organizational learning culture is a process to measure how quality dimensions such as inquiry and dialogue, continuous learning, team learning, empowerment, systems connection, providing leadership, and integrated systems were implemented within the school. Teacher self-efficacy is defined as how quality factors such as engagement of students, strategies for instruction, and management of the classroom were implemented by teachers. Multiple sampling techniques were employed to obtain data from teachers (N=729) selected randomly through involving two tools; the Dimension of Learning Culture questionnaire (DLCQ) developed by Watkins and Marsick (1996) and the Teacher Sense of Self Efficacy Scale (TSES) developed by Tchannen and Hoy (2001). The study revealed that organizational learning culture was above average, while the teacher self-efficacy was also found an above average. The study determined a moderate relationship between both the variables (r=.41) and a 32% variance in teacher self- efficacy could also be explained through an organizational learning culture. The study involved a small sample size, future studies might be conducted involving a larger sample size to get a more vivid picture.