The Reality of Implementation of Learning Organization Dimensions in Islamic Secondary Schools in Burkina Faso: An Assessment Based on the Watkins and Marsick Model 10.35781/1637-000-171-005
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Published:
Oct 14, 2026
Keywords:
المنظمة المتعلمة | نموذج واتكنز ومارسيك | التعليم الثانوي الإسلامي | بوركينا فاسو | Learning Organization | Watkins and Marsick Model | Islamic Secondary Education | Burkina Faso
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Abstract
This study aimed to examine the extent of the implementation of the dimensions of the Learning Organization in Islamic secondary schools in Burkina Faso based on the Watkins and Marsick (1993) Model, and to investigate differences in participants’ responses according to years of service, academic qualification, administrative role, and specialization. The study adopted the descriptive research approach and employed a questionnaire as the primary instrument for data collection. The study population consisted of 316 principals, supervisors, and educational experts distributed across 47 Islamic secondary schools in Burkina Faso, while the study sample comprised 168 participants. The questionnaire was developed based on the seven dimensions of the Learning Organization Model, and its validity and reliability were established using appropriate statistical procedures. The findings revealed that the overall level of implementation of the learning organization dimensions in Islamic secondary schools in Burkina Faso was moderate. The results also indicated that there were no statistically significant differences at the 0.05 significance level attributable to years of service, and no statistically significant differences in most dimensions attributable to academic qualification, administrative role, or specialization. Based on these findings, the study recommends providing the human, financial, and technological resources necessary for implementing the dimensions of the learning organization, promoting teamwork and the sharing of knowledge and expertise, strengthening administrative empowerment, and developing incentive and promotion systems to enhance institutional performance and organizational learning in Islamic secondary schools in Burkina Faso.
Keywords: Learning Organization, Watkins and Marsick Model, Islamic Secondary Education, Burkina Faso
This study aimed to examine the extent of the implementation of the dimensions of the Learning Organization in Islamic secondary schools in Burkina Faso based on the Watkins and Marsick (1993) Model, and to investigate differences in participants’ responses according to years of service, academic qualification, administrative role, and specialization. The study adopted the descriptive research approach and employed a questionnaire as the primary instrument for data collection. The study population consisted of 316 principals, supervisors, and educational experts distributed across 47 Islamic secondary schools in Burkina Faso, while the study sample comprised 168 participants. The questionnaire was developed based on the seven dimensions of the Learning Organization Model, and its validity and reliability were established using appropriate statistical procedures. The findings revealed that the overall level of implementation of the learning organization dimensions in Islamic secondary schools in Burkina Faso was moderate. The results also indicated that there were no statistically significant differences at the 0.05 significance level attributable to years of service, and no statistically significant differences in most dimensions attributable to academic qualification, administrative role, or specialization. Based on these findings, the study recommends providing the human, financial, and technological resources necessary for implementing the dimensions of the learning organization, promoting teamwork and the sharing of knowledge and expertise, strengthening administrative empowerment, and developing incentive and promotion systems to enhance institutional performance and organizational learning in Islamic secondary schools in Burkina Faso.
Keywords: Learning Organization, Watkins and Marsick Model, Islamic Secondary Education, Burkina Faso
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