Dimensions Of The Learning Organization Questionnaire Research Articles

Validation of dimensions of the learning organization questionnaire (DLOQ) in a Vietnamese context

Purpose The main purpose of this study was to validate the Dimensions of Learning Organization Questionnaire (DLOQ) in a Vietnamese context. Using the DLOQ as a research tool, this study also investigated the impact of demographic features on participants’ perceptions of learning organizations (LOs). Design/methodology/approach Data were collected from 748 valid responses to a version of the DLOQ translated into Vietnamese. Cronbach’s alpha and confirmatory factor analysis were used to test the reliable internal consistency and validity of the DLOQ in a Vietnamese context. Then, one-way ANOVA analyses and independent sample t-tests were used to assess the differences produced by the characteristics of respondents and their enterprises. Findings The results of this study show that three versions of the DLOQ are applicable to a Vietnamese context. The findings of this study also suggest that several demographic features produced significant differences in respondents’ perceptions of organizational learning. Research limitations/implications There are several limitations of this study. First, this study used self-reporting, and individual perspectives of questions can bring about perception bias. Also, the length of the original version of the DLOQ (i.e. 43 questions) might impact the results, because of participants’ lack of patience and focus. In addition, various levels of organizational learning may cause some confusion, leading to misinterpretation. Finally, the overrepresentation of large state-owned enterprises in the service industry in the sample may have caused bias when interpreting the results. Future research should be conducted to further validate and extend the findings of this study for small- and medium-sized enterprises, which account for 98% of businesses in Vietnam. It is strongly suggested that scholars use the validated Vietnamese DLOQ to measure the impacts of learning culture on learning-related results in Vietnam, such as individual/team/organizational performance, staff satisfaction and so on. Finally, future research should consider making appropriate study designs to collect and analyze data from various resources and not be limited to self-reported questionnaires. This would minimize common method bias. Practical implications Application of the DLOQ provides valuable insights and understanding for use in designing and evaluating efforts to learn at all levels in Vietnamese enterprises. Social implications Regarding designing, adjusting and implementing strategies to boost the learning capacity of an organization, the findings of this study also imply that business leaders and practitioners in Vietnamese enterprises can build strategies for enhancing LO culture without biases stemming from gender or management level. However, education level and work experience should be considered critical features that could impact the effectiveness of such strategies. Also, understanding and applying the DLOQ when building LOs will promote Vietnamese businesses’ competitiveness and international integration. Originality/value Using statistical results, this study confirmed that a rigorously translated Vietnamese version of the DLOQ produced reliable measurement scores with a construct validity sufficient to measure LOs in a Vietnamese context.

Organizational Culture and Learning Organization: An Empirical Study of the Colleges in Bhutan

Aims: The study assessed the learning organization (LO) dimensions, dominant culture, and the relationship between the organizational culture and learning organization dimensions of the colleges of Royal University of Bhutan (RUB).
 Study Design: It was a correlational study.
 Place and Duration of Study: The sample consisted of teaching and non-teaching staff of the colleges of RUB. The survey was conducted in Bhutan between February and April 2022.
 Methodology: The study participants were 201 teaching (161) and non-teaching (40) staff of the colleges of RUB. The Organizational Culture Assessment Instrument (OCAI) was used to analyze the culture of the colleges. The Dimensions of the Learning Organization Questionnaire (DLOQ) was used to examine the LO characteristics of the colleges. IBM SPSS (Statistical Product and Service Solutions) version 21 was used for data analysis.
 Results: RUB can be considered as a learning organization, as the average (4.051) of the DLOQ dimensions’ ratings by the staff is higher than the DLOQ scale average. The DLOQ dimension, connect the organization to its external environment, achieved the highest score. The DLOQ dimension, foster inquiry and dialogue, achieved the lowest score. The dominant culture of the colleges of RUB is clan culture. Clan culture significantly positively predicted, and hierarchy culture significantly negatively predicted the dimensions of a learning organization – continuous learning, inquiry and dialogue, team learning, strategic leadership for learning, systems to capture learning, empower people, and connect the organization. These predictors predicted 17.86 percent to 25.72 percent of the variance in the learning organization dimensions.
 Conclusion: The dominant culture of the colleges can promote or act as a barrier to the LO practices in the organization. The colleges need to shift orientation from control to collaboration to promote LO characteristics in the colleges.

Nurses’ Perception of Learning Organization Dimensions

Converting the healthcare delivery system into a learning organization is essential for improving health outcomes. As nurses are the forces that implement changes to meet organizational objectives, they are continuously involved in the learning process. This study aims to explain the learning organization dimensions as perceived by Nursing staff in Saudi Arabia. This is a descriptive study that uses a convenience sample of 550 nurses. Data was collected using The Dimensions of the Learning Organization Questionnaire (DLOQ). The questionnaire consists of seven dimensions of learning organization. The DLOQ is based on a six-point Likert scale which was scored from 1-6. The study found the highest perceived dimension was “Embedded Systems.” While the lowest perceived dimension was “Empowerment.” The study concluded that while some dimensions were perceived highly by nurses like embedded systems, some dimensions, like system connections and empowerment, were perceived lowly which indicates areas of weaknesses in the organization.

Dimensions of the learning organization questionnaire (DLOQ): validation for the brazilian context

Dimensions of the learning organization questionnaire (DLOQ): validation for the brazilian context

On the systems intelligence of a learning organization: Introducing a new measure

AbstractWe introduce and validate the Organizational Systems Intelligence (OSI) scale, a measurement tool for learning organization, and propose the scale as a useful tool for human resource development (HRD) at the individual level. The scale complements the operationalization of Senge's “Five Disciplines” of the learning organization. OSI provides a new perspective that links employees' perceptions of various seemingly mundane everyday practices with the organizationally desirable effects of a learning organization. The model suggests developmental perspectives that highlight micro‐level behavioral, informal, interactional, and accessible‐to‐all aspects of the learning organization as a route to improvement. Operating in the vernacular and focusing on human experience in organizations, the OSI perspective points to improvement possibilities in and among people in contrast to structural manager‐level constructs. It contributes to HRD literature that explores developmental outcomes and theoretical understanding from human experience in contrast to rank, status, structure, or hierarchy. With its bottom‐up logic as an operationalization of the Sengean learning organization as a form of applied systems thinking, the model introduces an employee‐level perspective of systems thinking in action into the field of HRD. It is demonstrated that with respect to perceived performance, the OSI scale performs equally well as the widely used Dimensions of the Learning Organization Questionnaire.

Learning organization as a framework for networks’ learning and collaboration

Purpose The purpose of this study was to use Watkins and Marsick model of a learning organization (1993, 1996), the dimensions of the learning organization questionnaire as a framework for interdisciplinary network collaboration and knowledge sharing. Design/methodology/approach The research team used a mixed-methods approach for data collection. Survey data was collected from 181 networks. In addition, data was collected from two focus groups with six participants each. Findings Results, in general, showed that the learning organization culture could be used as a framework for interdisciplinary network collaboration. In particular, results showed that shared vision, imbedded systems and knowledge sharing were key driving forces required for successful collaboration. Research limitations/implications Theoretical and practical implications were discussed, and conditions for learning organization culture for networks were established. Originality/value People in a network era need more than training; they need ongoing, interdisciplinary, collaborative support to solve complex problems. Organizations can only work effectively if barriers to organizational learning were removed. This originality of this paper lies in applying learning organization framework at the network level.

Full-service restaurants as learning organizations: a multiple-site case study

Purpose This study aims to explore how Watkins and Marsick’s learning organization framework was enacted in the practices, structures and policies of non-chain US restaurants. Design/methodology/approach Data from this multiple-site case study were collected from 52 employees in three full-service restaurants from the dimensions of the learning organization questionnaire (DLOQ), focus group interviews, observations and document collection. Data were analyzed using descriptive statistics and constant comparative analysis. Findings Interviews elucidated and confirmed DLOQ findings. Pre-shift briefings, managers’ role-modeling and restaurant-generated documentation revealed employees’ tacit learning. Continuously fostered experimentation and knowledge sharing promoted a learning culture. Experimentation differed across restaurants owing to different leadership approaches and organizational cultures. Research limitations/implications Future research with subsegments of full-service restaurants having similar leadership approaches and organizational cultures, post COVID-19, and the applicability of the DLOQ to study learning in these types of restaurants both in the USA and in other countries is recommended. Practical implications Restaurateurs should capitalize on continuous life and work experiences of employees and codify learning practices by incorporating reflections in learning in pre-shift briefings and by fostering a culture of experimentation and knowledge sharing. Originality/value This study contributes to the learning organization literature by providing the first multiple-site case study account of learning practices in non-chain, full-service restaurants.

Examining schools as learning organizations: an integrative approach

Purpose The purpose of this study is to examine the applicability of Watkins and Marsick’s model of learning organization in the school context and explore the relationship between the learning dimensions and perceived organizational outcomes. Design/methodology/approach Using the instrument, Dimensions of the Learning Organization Questionnaire (DLOQ), the study collected data from 322 teachers and professional staff in K-12 schools. Confirmatory factor analysis and structural equation modeling provide validity evidence for using the DLOQ in schools. Findings The study results indicate the learning organization is a multidimensional concept and the quality of the school as a learning organization is related to improved organizational performance as perceived by school personnel. Research limitations/implications The study measured perceived organizational outcomes using a sample in an urban school district. Future research is encouraged to expand the study sample and to collect actual performance data to strengthen the findings. Practical implications The study provides reliability and validity evidence for an instrument that school leaders and practitioners can use to assist their evaluation of the school’s capacity as a learning organization to leverage improvement in school performance. Originality/value The study emphasizes an integrative approach in evaluating schools as learning organizations (SLOs) and extends the evidence base for the DLOQ studies. It offers empirical support for the significance of developing SLOs.

A SECTORAL AND REGIONAL BENCHMARKING STUDY WITH THE DIMENSIONS OF LEARNING ORGANIZATION QUESTIONNAIRE (DLOQ) SCALE MEASUREMENTS

The aim of benchmarking studies is to enable the relevant sector professionals to identify gaps in the performance of the organization. Thus, they can provide a more objective perspective for them to gain competitive advantage. The aim of this study is to collect the criterion values ​​of the Dimensions of the Learning Organization Questionnaire (DLOQ) in terms of being a learning organization for the model of Watkins & Marsick (1993) which was created to measure the performance of organizations. In this context, in the last decade, academic articles with the keyword “DLOQ” were scanned. Finally, 40 articles were used to calculate the total comparison score. As a result, benchmarking figures were obtained on a sectoral and regional basis and an evaluation was made on a sample application

Providing strategic leadership for learning: optimizing managerial coaching to build learning organizations

Purpose The purpose of this paper and the contribution to this special issue is to build on Kim and Watkins’ (2018) recent finding that ‘leaders mentor and coach those they lead’ is the item in the Dimensions of the Learning Organization Questionnaire (DLOQ) that is most highly-correlated with performance. Given the criticality of providing strategic leadership for learning and, more specifically, the consistent associations between leaders who mentor and coach and work-related performance outcomes, a better understanding of the associations between the learning organization concept and managerial coaching is warranted. Watkins and Kim (2018, p. 22) contend that ‘future directions for learning organization research include a search for the elusive interventions that would create a learning organization’. In response to this call for research, a research agenda for assessing managerial coaching as a learning organization (LO) intervention is proposed. Design/methodology/approach This conceptual paper briefly reviews literature on the learning organization and the DLOQ instrument, followed by a more in-depth review of the managerial coaching literature and suggestions for how future research could be conducted that more closely integrates these two concepts. Findings Existing literature suggests that to ‘provide strategic leadership for learning’, a dimension in the DLOQ, is one of the most pivotal dimensions for creating learning cultures that build learning organizations. Specifically, an item within this dimension, ‘leaders who mentor and coach’ has been recently identified as one of the most critical aspects associated with strategic leadership for learning. Originality/value The extant managerial coaching literature offers a solid foundation for more closely integrating and mainstreaming the developmental intervention of managerial coaching into learning organizations. Directions for future research that identifies fine-grained perspectives of the discrete facets of managerial coaching in learning organization contexts are suggested.

Cultura de Aprendizagem Organizacional e Adoção de Novas Tecnologias Educacionais em uma Instituição de Ensino Superior em Castanhal - Pará, Brasil

The research aims to analyze the relationship between the culture of organizational learning and the adoption of new technologies in higher education institutions - HEI. Specifically, it seeks to identify elements of organizational learning culture, how new technologies are used by professors and what strategies are used by managers in the mobilization of this process. The study was carried out in a private HEI, located in the state of Pará, from May 31 to June 19, 2019. In a qualitative and quantitative approach, an exploratory research was carried out, with the professors of the research unit as subjects. In the methodological procedures, a simplified version of the instrument Dimensions of the Learning Organization Questionnaire – DLOQ-A, was used to identify the elements of learning culture. With these elements, a general learning culture index of 4.99 was obtained, on a scale of 1 to 6, which were captured by 7 dimensions, with “Opportunities for continuous learning” being the dimension with the most prominence. As a result of the use of new educational technologies, positive results were obtained as regards the interest of teachers and students, who, despite not having an ideal technological structure, make good use of the available resources. A positive relationship was observed between the dimensions of organizational learning culture and the adoption of new educational technologies by professors in the researched HEI. However, there is still a need for the HEI studied to adapt its technological structure to a more effective use of new technologies in the pedagogical practices of professors.

Why risk management frameworks fail to prevent wrongdoing

PurposeThe purpose of this paper is to consolidate research in whistleblowing, wrongdoing prevention and enterprise risk management (ERM) frameworks with the goal of creating a more comprehensive and effective framework for the prevention of wrongdoings.Design/methodology/approachA gap analysis based on organizational learning theory (OLT) is performed between the research fields of whistleblowing, wrongdoing prevention and ERM to identify enhancements that are needed for effective wrongdoing prevention.FindingsERM is an incomplete framework for wrongdoing prevention which omits the components of prevention and learning. A culture of continuous learning is required to minimize the experience component of learning and maximizing sharing. Storytelling can be used to protect individuals and provide transparency. The stakeholder dimension must be expanded beyond the borders of the legal entity to include all stakeholders. Every stakeholder experiences the climate of wrongdoing prevention differently, and the evaluation of these different perspectives is essential in establishing a culture of prevention. Personal psychological safety is a critical element in empowering stakeholders to discuss and address wrongdoings. Standards established through professional associations enable innovations to diffuse more quickly throughout society than legislation. Standards and standard setting processes that are able to adapt to changes in societal expectations proactively help organizations to independently protect stakeholders. Global standards are needed to overcome incongruences between countries and cultures.Research limitations/implicationsThe effectiveness of a prevention framework is difficult to measure. Declining incidence of wrongdoing within an institution is an incomplete picture. Rare and severe types of wrongdoing, and their prevention throughout society should require a more concerted, centralized approach which could be modeled upon the health system’s national centers for disease prevention. By combining the dimensions of the learning organization questionnaire(Marsick and Watkins, 2003) and Whistleblowing and Wrongdoing statistics, organizations should be able to develop complex KPIs and be able monitor their development over time. Researchers should be able to use the same strategy to confirm the assertions made here will improve the safety and security of all stakeholders.Practical implicationsOrganizations which use ERM frameworks may be unable to effectively prevent wrongdoings and protect stakeholders from the consequences of such wrongdoings. The shortcomings identified here provide specific clear points that organizations can address to be more effective in preventing wrongdoings. Any one of these actions and the scope of their impact within the organization and their environment represent substantial challenges for all stakeholders. Like the ascent of a great mountain, the planning of the each step taken and thorough understanding of the challenges faced along the path to each waypoint are essential to reach the summit and the achieve the objective.Social implicationsThis paper advocates for changes that may take decades or generations to fully accept: inter-organizational sharing; stronger use of guidelines instead of legislation; and enhanced transparency on all organizational levels. The resources required to drive change on this scale are considerable with the private sector and public sectors having unique needs and requiring potentially different approaches.Originality/valueThe novelty lies in the identification of shortcomings in ERM frameworks to effectively prevent wrongdoing, through the integration of OLT, Whistleblowing and Wrongdoing Literature and the COSO Enterprise Risk Management Framework.

From silos to solutions: How one district is building a culture of collaboration and learning between school principals and central office leaders

AbstractLarge urban school districts often struggle with hierarchy, fragmented processes and cultures whereby organisational silos between school and central office staff serve as a major barrier for reaching the desired strategic goals of improving student achievement. In addition, school district staff are undergoing change requiring leaders and staff in these organisations to adapt and build their capacity to support changing demands. However, little attention is paid to how to build the necessary systems and learning environments to support capacity building and leader development. This article reports on an action research study using mixed methods that reveal how central office leaders and school principals break down organisational silos to build a culture of learning using learning organisation principles. Using the Dimensions of the Learning Organization Questionnaire (DLOQ) short form, participants completed questions related to the school district's capacity for learning. Data from the survey and interviews outline key findings that illustrate how the learning organisation framework served as a model to create the organisational conditions and culture to enable support and cooperation for learning, capacity, change and improvement to occur. This action research case study is a look at one organisation's approach to addressing a gap in learning organisation research in the area of learning organisation interventions. In addition, it extends current research on schools as learning organisations with an example of data‐informed change in one large school district in the southern United States.

Learning Organization Culture and Core Job Characteristics for Knowledge Workers in Korea

The purpose of this study is to examine the relationship between perceived learning organization culture and core job characteristics in a sample of 264 knowledge workers from four organizations in South Korea. The dimensions of the learning organization questionnaire (DLOQ) and the job diagnostic survey (JDS) were used as measures. The result of a canonical correlation analysis indicated that the composite of learning organization culture (i.e., continuous learning, dialogue and inquiry, team learning, embedded system, empowerment, system connection, and strategic leadership) was modestly but significantly related to the composite of core job characteristics (i.e., variety, identity, significance, autonomy, and feedback), accounting for 34 percent of the shared variance between the two variable sets. More specifically, the effects of dialogue and inquiry, team learning, and system connection in learning organization culture were greater on feedback, autonomy, and task significance in job characteristics for knowledge workers in South Korea.

Validation of a German Version of the Dimensions of the Learning Organization Questionnaire (DLOQ) in German Craft Companies

Abstract. An explicit learning culture can help to systematize learning in small companies with a high degree of informal human resource development. The Dimensions of the Learning Organization Questionnaire (DLOQ; Marsick & Watkins, 2003 ) has already been used to assess learning culture in many international studies mainly with large organizations. However, the multidimensional structure of the DLOQ was criticized in the past. Therefore, this study (N = 856) investigated the dimensionality of a German translation of the DLOQ in the German crafts sector and the effect of the DLOQ dimensions on two criterions (i. e., commitment, job satisfaction). The results confirm the expected seven-factor structure of the German DLOQ (21 items) with good psychometric characteristics that were stable in different subsamples (i. e., different work levels and sectors). The correlations with the criterions confirm the external validity of the DLOQ. Furthermore, leaders rated all seven DLOQ dimensions higher than nonleaders did.

Theoretical Study on the Impact of Strategic Orientation on Organizational Performance: Examining the Mediating Role of Learning Culture in Jordanian Telecommunication Companies

This study proposed a research model to investigate the impact of strategic orientation on organizational performance in Jordanian telecommunications companies. In addition, it will examine the mediating role of learning culture using the dimensions of the learning organization questionnaire (DLOQ). A model was developed that presents the dimensions of strategic orientation, learning culture, and organizational performance. A random sample of 321 managerial and non-managerial employees will be taken. We will test if strategic orientations (market, technology, entrepreneurial) have a significant positive impact on organizational performance. Also, will test if the learning culture, in terms of promoting inquiry and dialogue, collaboration and team learning, empowering people towards a collective vision, connecting the organization to its environment, and strategic leadership have a significant positive impact on organizational performance or not. Furthermore, the findings could reveal that learning culture mediates the impact of strategic orientation and organizational performance. Based on the research hypotheses, we will examine if Jordanian telecommunication companies should be aware of the importance of strategic orientations on improving organizational performance. Also, will test if Jordanian telecommunication companies must ensure that learning culture has a vital role in improving organizational performance or not.

Investigating the dimensions of learning organizations questionnaire (DLOQ) in a Romanian private ophthalmology organization

Private ophthalmology organizations are knowledge-based institutions that need to adapt to changes from both external and internal environments. To ease the organization's survival, a learning process is required at different levels: individual, team, group, and to the organization itself, triggering a learning organization (LO) transformation. The aim of this research was to assess the relevance and efficiency of the Dimensions of the Learning Organization Questionnaire (DLOQ) in a private ophthalmology organization from Bucharest, Romania. The DLOQ was translated from English into Romanian and administered to 113 nurses and physicians working in the private ophthalmology organization. The DLOQ includes the following dimensions: Continuous learning, Dialogue and inquiry, Team learning and collaboration, Embedded systems, Empowerment, Systems connections and Strategic Leadership. Data was analyzed using central tendency indicators, such as the mean and standard deviation for quantitative variables, as well as the frequency, for qualitative variables. To be able to determine the comparison between the DLOQ dimensions' scores and the professions of the respondents, several Mann-Whitney U tests were performed. The DLOQ's internal consistency and its measurement validity were assessed using the Cronbach's alpha coefficient values and the Confirmatory Factor Analysis, respectively. The findings of the DLOQ implementation revealed that it is generally suitable to be used in the ophthalmology context. However, among the DLOQ dimensions, the Strategic Leadership dimension had to be removed, due to cultural and socio-demographic factors. No significant variations across professions and dimensions were registered. Although the DLOQ was developed for company settings, this study demonstrated that it could be successfully applied in health care as well. The DLOQ dimensions may provide valuable insights and understanding regarding the objective where further efforts should be directed. Also, through appropriate care management strategies, this instrument may contribute to the strengthening of the health care system, and particularly to the implementation of LO orientation in other medical specialties.

The dimensions of the learning organization questionnaire (DLOQ)

PurposeThis study aims to address the reliability and validity of the shortened versions of the Arabic dimensions of the learning organization questionnaire (DLOQ) to provide evidence on the learning organization (LO) concept in Lebanon and to draw attention to the applicability of the LO concept to facilitate the development and operationalization of the LO in the Lebanese context.Design/methodology/approachA total of 298 cases from five Lebanese firms were analyzed. Rigorous translation procedures have been applied to ensure the relevance of this instrument in the Arabic context. Confirmatory factor analysis, item-internal consistency estimates and item intercorrelation analysis showed that the 21- and the seven-item versions of the Arabic DLOQ have produced reliable measurement scores with a construct validity adequate to measure the LO culture in the Lebanese context.FindingsThe results of the current study confirmed that the shortened 21- and seven-item versions of the Arabic DLOQ are reliable, validated and applicable in the Lebanese context. This study also added to the stability of this foundation and pointed out weak areas that can be addressed by refining and developing the research, theory and practice of the LO.Research limitations/implicationsThe results of this study based on the shortened versions contributed to operationalizing a conceptually developed LO theory, which is an appropriate example of theory building in an applied discipline. The results also suggest that the LO comprised interdependent building blocks that need to be integrated at the individual, team and organizational levels to promote change and development in a system.Practical implicationsThis study provides managers and HR practitioners, especially in the Lebanese context, with a sound model of the LO theory to be applied in their organizations.Originality/valueThis study provides scholars with an understanding of the potential value of the LO in the Lebanese context. The results present evidence of the cultural impact on the perceptions of the LO in the Lebanese context, confirm the applicability of the shortened Arabic DLOQ and provide HR practitioners in Lebanon with a tool to diagnose LO characteristics accurately and consistently and to determine if there is a link between the LO and organizational performance.

Organizational learning of higher education institutions: the case of Estonia

PurposeThis paper aims to measure the organizational learning in two of Estonia’s Higher Education Institutions (HEI) and identify connections between the organizational learning and various characteristics of HEI, such as ownership form and market participation rate.Design/methodology/approachWatkins and Marsick’s learning organization questionnaire, the Dimensions of the Learning Organization Questionnaire (DLOQ), as one of the most popular organizational learning measurement instruments, was taken to measure the organizational learning of HEIs. Employees from a total of two Estonian HEIs, which differ in several characteristics, completed the Watkins and Marsick’s questionnaire. To identify the dependence of organizational learning on two observed HEIs’ characteristics, the ordinary least squares (OLS) regression analysis method was used. The analysis was performed at the DLOQ dimensions level.FindingsThe average organizational learning rate of the two universities under study was over average (3.72 on six-point Likert scale) which allows arguing that both observed institutions are learning organizations. The organizational learning rate based on samples of employees from two HEI-s depends on the institution`s market participation on the 90 per cent level in the first dimension, 95 per cent in the second dimension and 90 per cent in the sixth dimension. Correlation between the HEI ownership form and any of the DLOQ dimensions is weak.Research limitations/implicationsThe study is based on two universities. The sample size is insufficient; therefore, the results cannot be generalized to HEIs as a whole.Originality/valueThe relationship between higher education institutions’ organizational learning and higher education institutions’ characteristics has not been investigated before. The results of this paper allow a better focus on different aspects of organizational learning in HEIs’ development and relate to their specific development needs.

A Model to Explain Teacher Leadership: The Effects of Distributed Leadership Model, Organizational Learning and Teachers' Sense of Self-Efficacy on Teacher Leadership

This study aims to analyze a model to explain teacher leadership. In this conceptual model, distributed leadership, organizational learning and self-efficacy perceptions of teachers were treated as the variables accounting for the three sub-dimensions of teacher leadership; namely organizational development, professional development and collaboration among colleagues. The model was set on the foundation of Social Cognitive Theory (Bandura, 1986) and administrative, organizational and personal attributes that account for teacher leadership were treated in unison. The study was conducted with the participation of 360 teachers posted in the elementary schools within seven districts of Ankara city. In the collection of data, Teacher Leadership Scale (Beycioglu & Aslan, 2010), Dimensions of the Learning Organization Questionnaire (Marsick & Watkins, 2003), Scale for Leadership Capacity in Schools (Lambert, 2003) and Teacher's Sense of Efficacy Scale (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998) were utilized. The data collected within the scope of this research were tested via path analysis technique with the observed variables. The findings of the analysis manifested that the model proved to have good fitness values and thus validated. These findings prove that distributed leadership directly affects teacher leadership whereas it also has an indirect effect on organizational learning and self-efficacy perception of teacher. The results of the research evidence that to ensure the development of teacher leadership at schools administrative, organizational and personal components demand to be holistically treated and organizational and personal components are equally vital as the leadership itself.