Okulların örgütsel öğrenme düzeyleri ile öğretmenlerin akademik iyimserlikleri arasındaki ilişki

This research aims to determine the relationship between organizational learning levels of schools and academic optimism of teachers according to their teachers' views. The research consists of five parts in total. In the first part of the research, problem situation, problem culmination, sub problems, purpose of research, importance of research, limitations and definitions are mentioned. The second part consists of the theoretical framework and related researches. In the third chapter, the model of the research, the universe and the sample, the measuring tool, and the data are collected and analyzed. Findings and interpretations are the result of the transfer of the data obtained in the fourth chapter to the tabllar. The fifth section, the last part, contains discussions, conclusions and recommendations. In the relational screening model, 4200 teachers working in Uşak province in 2016 - 2017 academic year constitute the nature of the research while 400 elementary teachers working in these schools constitute the sample of the research. A simple random sampling method was used in the research. The data were collected with the "Organizational Learning Mechanism Scale" and "Academic Optimism Scale". Confirmatory factor analysis was used to test the suitability of the scale dimensions for the study, and the scales obtained were validated. In the analysis of the data, arithmetic mean, one way variance analysis and Pearson Moments Multiplication Coefficient were used. According to the results of the research The perceptions of teachers' organizational learning is high. Teachers' views on organizational learning differ significantly from the relative age and duration of work in the same school. Teachers' academic optimism levels were high. The academic optimism of the teachers varies significantly according to their duties and professional seniority. Again, according to the results of the research, there is a moderate positive correlation between teachers' organizational learning levels and their academic optimism. According to the results of regression analysis, organizational learning is a significant predictor of academic optimism.