Learning Organizations as Predictors of Academic Achievement: An Analysis on Secondary Schools

Abstract

The aim of this study was to examine the relationship between academic achievement of secondary school students (graduation and transition to higher education) and learning organization perceptions of school administrators and teachers. The study was designed as correlational relational survey study. The "Realization Level of Learning Organization Disciplines' at Organizations Scale" which was developed by Türkoğlu (2002) was used for data collection. For the research, 565 school administrators and teachers were chosen according to cluster sampling method along with 1799 students that attend the schools of those which were included in the research. Findings have shown that participants' learning organization perception levels are at 'generally' level. The discipline with highest average is learning as a team. While perception level of the participants doesn't show a significant difference according to gender, it showed a significant difference according to the variables of work, institution that they work at and seniority. The participants whose professional experience is 21 years and above, those who work at private schools and administrators' learning organization perception level is higher. The results of the research have shown that there is a low but significant correlation between points of schools' learning organization and students' graduation and transition to a higher education (TEOG) points. Simple linear regression analysis has shown that schools' learning organization performance predict students' GNA scores. These results have shown that in order to enhance students' academic achievement much more emphasis must be put on learning organizations dimension schools. These results indicate that in order to increase academic success of students, it is required to increase schools' capacity as learning organizations

The Relationship Between the Level of Student Participation in Organizations and Academic Achievement

“…Mahasiswa yang ingin mengeksplorasi diri memilih untuk aktif mengikuti organisasi dengan tujuan untuk belajar organisasi yang lebih baik dan benar. Namun, perlu juga diperhitungkan kemungkinan adanya beban tambahan akibat komitmen terhadap organisasi yang dapat berdampak negatif terhadap waktu dan fokus akademis (Aslan, 2019;Modna & Scott, 2017). Variabel prestasi belajar yang terdapat dalam Teori Winkle menyebutkan bahwa prestasi akademik mahasiswa merupakan bukti atas keberhasilan yang telah dicapai oleh seorang mahasiswa (Ningrum, 2018).…”