摘要：This study aims to develop a scale in order to determine the organisational learning levels of educational organisations.The scale took its final form after the items were written, experts’ opinions were received and pilot applications were implemented.A survey was administered to 267 teachers using a simple random sampling method.An 18-item organisational learning scale (OLS) was obtained as a result of the exploratory factor analysis.OLS was prepared on the basis of frequency (never-always) to render a possible 5-point Likert type measurement.This 18-item scale was validated by confirmatory factor analyses (CFAs).The factor analyses carried out revealed an 18-item scale with a total of four subscales.These subscales are continuous learning, cognitive processes, transparency and issue orientation.The goodness of fit index values revealed by the results of the CFA carried out indicated that OLS is valid and acceptable.Cronbach’s alpha reliability coefficients of the factors ranged between 0.65 and 0.81.The overall Cronbach’s alpha reliability coefficient of the OLS was determined as 0.85 and its Kaiser–Meyer–Olkin (KMO) value was determined as 0.87.In conclusion, OLS is proposed as a scale based on which the organisational learning levels of schools can be measured in four different subscales.
关键词：Organisational learning; organisational learning in school; scale development; continuous learning
