The impact of high schools' organizational learning level on school effectiveness and organizational citizenship behaviour

The main purpose of this research has defined the correlations among the organizational learning levels of high schools, the organizational citizenship behaviour of administrators and teachers, and the characteristics of effective school in high schools, such as with respect to the point of administrators and teachers who is working at high schools. The universe of the study is designed in correlational screening model, and this was composed of school administrators and teachers who are working at high schools in Diyarbakir, in the period of 2013-2014. Sampling was not done from the universe; scales are applied in all high schools. In this way, reached administrators and teachers who are working in Diyarbakir, totally 713 questionnaire were returned and analyzed. After the application of calculational means and modes, data obtained were analized and interpreted by SSPS for Windows and LISREL by the aid of such parameters as frequency, mean scores, arithmetic scores, standard deviation and t-test for independent sampling and Mann Whitney -U when the variances were not homogenous, unilateral variance analysis and Kruskal Wallis H when variances were not homogenous, and LSD test in order to find the source of difference in unilateral variance. For defined relationships among variables was done analysis of correlation. On the basis relationships determined in analysis of correlation, the level of being learning school in high school, high school employees to show organizational citizenship behavior and on the high schools' demonstrate the characteristics of effective school whether or not it has been tested with structural equation modelling. According to the findings which are obtained in this study; Administrators and teachers' perception about learning levels of high schools are middle. Perception of participations on the mental models and shared vision dimensions are higher than Personal mastery, Systems thinking and Team learning dimensions. Gender, branch, educational status, age and seniorities independent variables do not cause of any differences on the perception of administrators and teachers about the level of learning in high schools. High school type has caused differences on the perception of administrators and teachers about shared vision and systems thinking dimensions. These differences have been stemmed from the high level of learning perception of High Schools of Science and Social Sciences' administrators and teachers. Additionally, administrators have found their schools' level of learning higher than teachers. Perceptions of participants on organizational citizenship behavior are high level in conscientiousness, courtesy, sportmanship and civic virtue and it's also midlevel in altruism. Gender, variables of the school district and educational status, perceptions of participants' organizational citizenship behavior do not cause any differentiation. The participants of offical in high school of Science and Social Science are farther than participants who work in other types of high schools and directors of schools tend to have more the organizational citizenship behaviors farther than teachers. Age, time of service at teaching and variables of time in service at school affected organizational citizenship behaviors of administrators and teachers in a low level. The perceptions of participants on the characteristics of effective schools at school are midlevel. The perceptions of administrators and teachers on the characteristics of effective schools at high school do not significantly differentiate according to gender, profession, branch and educational status. Age, time of service at teaching and variables of time in service at school affected in a low level of the perceptions on the characteristics of effective teaching in high school where is being served as administrators and teachers. Between the levels of information which is being learned in high school, such as organizational citizenship behaviors of employees and demonstrating the characteristics of effective teaching in high school have been determined as low and midlevel positive relationships. It is because the high schools have the features of being in learning process, organizational citizenship behaviors of administrators and teachers and demonstrating the characteristics of effective teaching in high school are significant predictors. The organizational citizenship behaviors of administrators and teachers have been identified as predictors of demonstrating the characteristics of effective schools in the level of high schools. Key Words: Effective School, Learning Organization, Learning School, Organizational Citizenship Behaviour, Structural Equation Modeling.