The Effects of School Organizational Learning on Secondary School Teachers’ Affective Commitment to Change in Oromia Region, EthiopiaThe main purpose of this study was to examine the current status and effects of school organizational learning (SOL) dimen

Abstract

The main purpose of this study was to examine the current status and effects of school organizational learning (SOL) dimensions on teachers’ affective commitment to change (ACC), in the context of standards-based school reform implementation gaps in government secondary schools of Oromia Regional State in Ethiopian. The study involved 368 teachers selected using stratified proportional random sampling from 23 government secondary schools in two selected zones in Oromia region. The data were collected using School Organizational Learning Questionnaire (SOLQ) and Commitment to Change Scale (CCS) for ACC. Data analyses were conducted using descriptive statistics and Structural Equation Modeling (SEM) for the hypothesized research model. Results of the study revealed that SOL practices and ACC were perceived as moderate level in surveyed secondary schools. Again, the correlation between SOL factors and ACC were found positive and moderately strong except for TCC (trusting and collaborative climate) – which was weakly correlated with ACC. Among the four dimensions of SOL, TIR (taking initiatives and risks) had stronger positive effect on ACC followed by PD (professional development) and SMM (shared and monitored mission). On the other hand, TCC was not found statistically significant factor in contributing to teachers’ ACC. Therefore, it is recommended that school leaders and educational policy makers need to focus on TIR, PD, and SMM aspects of SOL for building teachers’ ACC so as to facilitate the success of educational change in the context of secondary schools in the study area. 

Keywords: Affective Commitment to Change, School Organizational Learning, Teachers’ Commitment, Secondary Schools in Ethiopia

DOI: 10.7176/JESD/13-17-04

Publication date:September 30^th 2022