چکیده:
This study aimed to study the relationship between self-directed learning and organizational learning in educational organizations. The research method was descriptive and correlational. The statistical population included all employees of 16th and 19th Education Management District in Tehran that were 180 persons. The sampling method was simple random sampling. To gather data, we used self-directed learning questionnaire of Abili and Mazari (2014), (α =0/92), and organizational learning of Templeton, Lewis, and Snyder (2002), (α =0/96). In order to analyze the data one sample t-test test, Independent t-test, analysis of variance, correlation, and regression were employed. Results showed self-directed learning and organizational learning of the personnel were higher than the average. T-test results indicated significant differences between male and female employees in self-directed learning. Analysis of variance showed that self-directed learning and organizational learning, with different levels of education and work experience, had no significant difference. Correlation results indicate a positive (r=0/39) and significant (p<0/01) correlation between self-directed learning and organizational learning. Finally, regression analysis showed that among the components of self-directed learning, learning self-assessment and evaluation of learning outcomes and consequences have multiple significant correlations with organizational learning and predicted 15% of their changes.
خلاصه ماشینی:
The Relationship between Self-Regulated Learning and Organizational Learning in Educational Organizations 2 Ali Moqaddamzadeh 1, Zahra Aliakbari 2, Ebrahim Mazari 1.
PhD Student, Faculty of Psychology and Educational Sciences, University of Tehran, Iran (Received: 2017/11/12 - Accepted: 2018/05/30) Abstract The present study was conducted to investigate the relationship between self-regulated learning and organizational learning in educational organizations.
Therefore, this research was conducted with the aim of explaining the role of self-directed learning on organizational learning in the management of education districts 16 and 19 of Tehran city.
In Knowles's original work 1 and as quoted by Fisher and colleagues 2 (2001), self-directed learning is a process in which individuals take the initiative to identify their learning needs, set learning goals, identify resources and materials needed for learning, select and implement appropriate learning strategies, and evaluate their learning outcomes with or without the help of others (Gordan Shaken 1389).
(Knowles 1990; Brocket & Hiemstra 1991; Candy 1991; Chou & Chen 2008) Lang 7 (2007) concluded that self-directed learning is a continuous process that every individual needs throughout their life.
3. Is there a significant difference between self-directed learning and organizational learning among employees with different levels of education and work experience?
Result The present research was conducted with the aim of investigating the relationship between self-regulated learning and organizational learning in educational organizations.
Analysis of variance showed that self-regulated learning and organizational learning of individuals with different levels of education and work experience did not differ significantly from each other.
Analysis of variance showed that self-regulated learning and organizational learning of individuals with different levels of education and work experience did not differ significantly from each other.
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