خلاصة:
The main objective of this research was to examine the relationship between the components of a learning organization (from Peter Senge's perspective) with the creativity and innovation of high school and pre-university teachers in the city of Bijar. The method of this research is descriptive of the correlational type. The statistical population of the research includes 210 male and female teachers of secondary and pre-university schools in the city of Bijar, from which 135 people were selected as a sample using the stratified random sampling method. To collect data, a 28-item learning organization questionnaire and an 18-item creativity and innovation questionnaire were used. The reliability coefficients of these questionnaires were calculated using the Cronbach's alpha method and were obtained as 0.91 and 0.72, respectively. The analysis of the collected data was performed using Pearson correlation tests and multiple regression using the stepwise method. The results of the research showed that: (a) there is a positive and significant relationship between the learning organization and the creativity and innovation of teachers at a 99% confidence level. (b) there is a significant positive correlation between the components of the learning organization and the creativity and innovation of teachers. (c) among the components of the learning organization, the components of team learning and personal mastery have the ability to predict the variables of creativity and innovation.
ملخص الجهاز:
The results of the research showed that: (a) there is a positive and significant relationship between the learning organization and the creativity and innovation of teachers at a 99% confidence level.
Behroozi et al, in a study titled Investigating the factors affecting the inclinations of members of cultural-educational organizations to become learning organizations, reached these results: among factors such as having aware leaders in the organization, dynamic structure, encouragement of creativity and innovation, shared vision, teamwork and cooperation, delegation of authority, continuous communication with the surrounding environment, and the amount of inclinations employees to transform their organization into a learning organization, there is a significant relationship (Behroozi, 2010, et al).
- Determining the relationship between the components of the learning organization (systems thinking, personal mastery, mental models, shared vision, and team learning) and the creativity and innovation of high school teachers.
- There is a relationship between the components of the learning organization (systems thinking, personal mastery, mental models, shared vision, and team learning) and the creativity and innovation of teachers.
Research Method This research, in terms of purpose, is applied, and in terms of data collection, it is descriptive-correlational, because it examines the relationship between the components of the learning organization and the creativity and innovation of high school teachers.
Criterion variable: Creativity and innovation Predictor variables: Components of the learning organization (personal mastery, mental models, shared vision, team learning, and systems thinking).
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