The Level of Practicing the Dimensions of a Learning Organization by Secondary School Leaders in Medina 10.35781/1637-000-173-003

Abstract

Abstract

This study aimed to identify the degree to which secondary school leaders in Al-Madinah Al-Munawarah practice the dimensions of the learning organization from the perspectives of teachers and school principals. The study focused on seven dimensions: personal mastery, promoting inquiry and dialogue, shared vision, team learning, strategic leadership, linking the school to the external environment, and establishing systems for knowledge sharing and organizational learning.
The researcher adopted the descriptive survey method and used a questionnaire to collect data from a random sample of (314) teachers and principals in boys’ secondary schools in Al-Madinah Al-Munawarah.
The findings revealed that the overall degree of practicing the dimensions of the learning organization was high, with a mean score of (3.85). “Team Learning” ranked first with a mean score of (3.91), followed by “Linking the School to the External Environment” with a mean score of (3.89), while “Personal Mastery” ranked third with a mean score of (3.87). The lowest-ranked dimensions were “Strategic Leadership Supportive of Learning” and “Promoting Inquiry and Dialogue,” with mean scores of (3.79) and (3.78), respectively.
The results also showed that involving staff members in achievements and encouraging continuous learning were among the most prominent practices, whereas providing moral and financial incentives and aligning the school vision with labor market needs were among the least practiced aspects. In addition, no statistically significant differences were found according to job position, academic qualification, or years of service, while significant differences were found in favor of participants who had attended more than ten training courses.
Keywords: School Leadership, Performance Development, Learning Organization.