Context-adapted model of the learning organization in Hungarian public education in relation to teachers’ job satisfaction

Abstract

The concept of the learning organisation, which gained popularity in 1990 thanks to Senge's book, spread relatively quickly among researchers of educational organisations. The aim of this paper is to consolidate the theoretical framework of the learning organisation following Garvin’s (2000) three criteria. First, we present a definition of the learning organisation as a result of our previous research, and then, in the context of the second criterion, we examine the adaptation of an internationally well-known learning organisation measurement instrument (Marsick and Watkins (2003) - Dimensions of the Learning Organisation Questionnaire (DLOQ)) in the Hungarian sample of public education. Finally, we present the practical implications of the learning organisation in the context of employee job satisfaction. The definition of the learning organization summarized as a result of our theoretical exploration combines aspects of organization- and management theory and educational theory-. Also, it places related theoretical models (knowledge management, organizational learning, workplace learning, change management) within the concept of learning organization. Regarding our operational definition, a learning organisation is a complex adaptive system which’s leadership, organisational structure, culture and human resources enable adaptive behavioural change by operating processes of learning organisational behaviour (knowledge management, workplace- and organisational learning, change management). The concept of learning organisation behaviour will be developed in detail in this paper. Based on the results of our empirical research (online survey of primary school teachers, N=1016), the DLOQ can be considered as a reliable (McDonald’s omega) and valid (confirmatory factor analysis) measurement instrument. We identified the dimensions of the learning organization that influence employees' overall job satisfaction (from Hackman and Oldham's (1973) job characteristics model) and whether they assigned a positive, neutral or negative metaphor (based on content analysis of open-ended responses) to their institution. By improving learning organisational behaviour, schools would be able to meet the challenges posed by knowledge society, as there is evidence for their importance not only in improving learning outcomes (e.g. Mulford et al., 2004) but also in terms of employee satisfaction.