Determination and Validation of the 'Organizational Learning Capabilities' Scale in a New Context of Educational Institutes in Pakistan

Current trends in disruptive technologies and global migration are changing the landscape of education. Stakeholders around the world are meeting to discuss the need to transform schools from teaching organizations to learning organizations. Policy decisions require empirically tested instrumentation that provides reliable data as feedback from faculty and is useful for measuring their school's organizational learning capability (OLC). The purpose of this quantitative study was to test the dimensions Jerez-Gomez et al.'s (2005) OLC survey in the context of educational institutes. Data were collected from teachers (n=150) out of 165 workings in public secondary schools (N=15) of Tehsil Wari district Dir Upper, Khyber Pakhtunkhwa in Pakistan. Results of the SEM analysis showed the instrument a reliable operationalization of OLC using a four-factor structure; managerial commitment (MC), systems perspective (SP), openness and experimentation (EX), and knowledge transfer and integration (TR). Gender showed as moderating the relationships of the independent variables with OLS.