Title:
Examining the Role of Transformational Educational Leadership in the Development of Organizational Learning in the University of Applied Science and Technology
Authors:
Qader Vazifeh Damirchi
(Corresponding Author ✉)
Department of Management, University of Applied Science and Technology, Ardabil Province, Khaneh Kargar Scientific–Applied Center, Parsabad, Iran
(Corresponding Author ✉)
Department of Management, University of Applied Science and Technology, Ardabil Province, Khaneh Kargar Scientific–Applied Center, Parsabad, Iran
Abstract:
The present study aimed to examine the role of transformational educational leadership in the development of organizational learning in universities, with particular emphasis on the Scientific–Applied centers of Ardabil Province. In terms of purpose, this research is applied, and in terms of methodology, it is a descriptive–survey study of a correlational type. The statistical population consisted of all faculty members, instructors, and educational staff of the Scientific–Applied centers in Ardabil Province. Based on Cochran’s formula, a sample of 210 participants was selected through simple random sampling.
Data were collected using the standard Transformational Leadership Questionnaire developed by Bass and Avolio and the Organizational Learning Questionnaire developed by Watkins and Marsick. The validity of the instruments was confirmed through face and content validity based on expert opinions, and their reliability was verified using Cronbach’s alpha coefficient.
Data analysis was conducted at both descriptive and inferential levels using SPSS and AMOS software. Descriptive statistics indicated that the mean levels of transformational educational leadership and organizational learning were relatively favorable. Furthermore, the results of Pearson’s correlation test revealed a positive and significant relationship between transformational educational leadership and organizational learning. The results of structural equation modeling also demonstrated that transformational educational leadership has a positive and significant effect on organizational learning, and the proposed research model showed a satisfactory level of fit.
Accordingly, it can be concluded that strengthening transformational leadership behaviors among managers of Scientific–Applied centers can facilitate the development of organizational learning, enhance scientific interactions, promote knowledge sharing, and improve the educational and research performance of these centers.
Data were collected using the standard Transformational Leadership Questionnaire developed by Bass and Avolio and the Organizational Learning Questionnaire developed by Watkins and Marsick. The validity of the instruments was confirmed through face and content validity based on expert opinions, and their reliability was verified using Cronbach’s alpha coefficient.
Data analysis was conducted at both descriptive and inferential levels using SPSS and AMOS software. Descriptive statistics indicated that the mean levels of transformational educational leadership and organizational learning were relatively favorable. Furthermore, the results of Pearson’s correlation test revealed a positive and significant relationship between transformational educational leadership and organizational learning. The results of structural equation modeling also demonstrated that transformational educational leadership has a positive and significant effect on organizational learning, and the proposed research model showed a satisfactory level of fit.
Accordingly, it can be concluded that strengthening transformational leadership behaviors among managers of Scientific–Applied centers can facilitate the development of organizational learning, enhance scientific interactions, promote knowledge sharing, and improve the educational and research performance of these centers.