Title:
Investigating the Impact of a Learning Organizational Culture on Educational Innovation in Public Schools of Ardabil Province
Authors:
Javad Sajadi Soumeh
(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
Amir Hossein Shekari Vand
Department of Management, University of Applied Science and Technology, Ardabil Province, Khaneh Kargar Scientific–Applied Center, Parsabad, Iran
Department of Management, University of Applied Science and Technology, Ardabil Province, Khaneh Kargar Scientific–Applied Center, Parsabad, Iran
Abstract:
This research aimed to investigate the impact of a learning organizational culture on educational innovation in public schools in Ardabil Province. The study is applied in terms of its objective and descriptive-correlational in terms of methodology. The statistical population comprised approximately 4200 teachers in public schools in Ardabil Province during the academic year 1403–1404 (2024–2025). A sample of 352 participants was selected using stratified random sampling based on Morgan’s table.
Data collection tools included the Watkins and Marsick (1996) Learning Organizational Culture Questionnaire and an Educational Innovation Questionnaire. The validity of these instruments was assessed through expert opinions and confirmatory factor analysis. Reliability was established using Cronbach’s alpha, yielding 0.85 for the learning organizational culture and 0.86 for educational innovation. Data were analyzed using SPSS software.
Descriptive findings indicated that the status of learning organizational culture and educational innovation in the studied schools is at a relatively desirable level. Pearson correlation test results demonstrated a positive and significant relationship between learning organizational culture and educational innovation (r = 0.62). Multiple regression analysis revealed that the dimensions of learning organizational culture can explain 48% of the variance in educational innovation, with continuous learning and strategic leadership having the most significant impact. Overall, the research findings suggest that fostering a learning organizational culture in schools can lead to increased innovation in educational processes and improve the quality of education.
Data collection tools included the Watkins and Marsick (1996) Learning Organizational Culture Questionnaire and an Educational Innovation Questionnaire. The validity of these instruments was assessed through expert opinions and confirmatory factor analysis. Reliability was established using Cronbach’s alpha, yielding 0.85 for the learning organizational culture and 0.86 for educational innovation. Data were analyzed using SPSS software.
Descriptive findings indicated that the status of learning organizational culture and educational innovation in the studied schools is at a relatively desirable level. Pearson correlation test results demonstrated a positive and significant relationship between learning organizational culture and educational innovation (r = 0.62). Multiple regression analysis revealed that the dimensions of learning organizational culture can explain 48% of the variance in educational innovation, with continuous learning and strategic leadership having the most significant impact. Overall, the research findings suggest that fostering a learning organizational culture in schools can lead to increased innovation in educational processes and improve the quality of education.