The Effect of Teachers' Learning Agility on Organizational Commitment Attitudes
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| Title: | The Effect of Teachers' Learning Agility on Organizational Commitment Attitudes |
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| Language: | English |
| Authors: | Cemaliye Mahmutoglu (ORCID |
| Source: | Turkish Online Journal of Educational Technology - TOJET. 2024 23(4):192-200. |
| Availability: | Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Cognitive Ability, Learning Processes, Teacher Motivation, Teacher Attitudes, Teacher Persistence, Elementary School Teachers, Secondary School Teachers, Foreign Countries, Attitude Measures, Teacher Characteristics, Predictor Variables |
| Geographic Terms: | Cyprus |
| ISSN: | 1303-6521 2146-7242 |
| Abstract: | This study aims to explore the relationship between learning agility and organizational commitment attitudes among primary and secondary school teachers in the Turkish Republic of Northern Cyprus (TRNC). Given the evolving scientific and social landscape, continuous professional development is crucial for teachers to adapt to the dynamic nature of the teaching profession. What sets this research apart from previous studies is that it is the first to establish a correlation between learning agility and organizational commitment attitudes. The primary data for the analysis were gathered from 325 teachers working in primary and secondary schools across the districts of Nicosia, Güzelyurt, Kyrenia, and Lefke, using a survey administered via Google Forms. The study employed two validated scales: the "Organizational Commitment Scale," consisting of 39 items across five dimensions, and the "Learning Agility Scale," with 23 items across four dimensions. Statistical analyses, including correlation and multiple regression, were conducted to examine the relationship and effects between the variables. The results of the analysis revealed a significant relationship between learning agility and organizational commitment, demonstrating that teachers who exhibit higher levels of learning agility also tend to show stronger organizational commitment. These findings suggest that fostering learning agility in educational professionals can positively influence their dedication and loyalty to their institutions, which has important implications for teacher development programs in educational organizations. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1444576 |
| Database: | ERIC |
| Abstract: | This study aims to explore the relationship between learning agility and organizational commitment attitudes among primary and secondary school teachers in the Turkish Republic of Northern Cyprus (TRNC). Given the evolving scientific and social landscape, continuous professional development is crucial for teachers to adapt to the dynamic nature of the teaching profession. What sets this research apart from previous studies is that it is the first to establish a correlation between learning agility and organizational commitment attitudes. The primary data for the analysis were gathered from 325 teachers working in primary and secondary schools across the districts of Nicosia, Güzelyurt, Kyrenia, and Lefke, using a survey administered via Google Forms. The study employed two validated scales: the "Organizational Commitment Scale," consisting of 39 items across five dimensions, and the "Learning Agility Scale," with 23 items across four dimensions. Statistical analyses, including correlation and multiple regression, were conducted to examine the relationship and effects between the variables. The results of the analysis revealed a significant relationship between learning agility and organizational commitment, demonstrating that teachers who exhibit higher levels of learning agility also tend to show stronger organizational commitment. These findings suggest that fostering learning agility in educational professionals can positively influence their dedication and loyalty to their institutions, which has important implications for teacher development programs in educational organizations. |
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| ISSN: | 1303-6521 2146-7242 |
