Effects of learned helplessness, burnout and self efficacy perceptions of secondary education school principals and teachers on organizational learning levels

The general purpose of this study is to develop various models that describes effects of and relations between school principals and teachers at secondary education schools and learned helplessness, burnout, self-efficacy and organizational learning variants, and then to test them.The subject of the study is the examination of learned helplessness, burnout, self efficacy and organizational learning variants and relations in between.The study method is based on the relational screening model. The population of the study is comprised of school principals and teachers commissioned at secondary education schools in the city centers of Malatya, Elazığ, Bingöl, Muş, Bitlis and Van.440 school principals and 1500 teachers were assembled into the sample group by using the simple random sampling. Study data were obtained through scales of 15 articles of learned helplessness and burnout, 10 articles of general self efficacy and 25 articles of organizational learning developed by the researcher. 261 school principals and 1264 teachers were included into the assessment in the process of data analyses.Study data were analyzed by using a special data analyser and AMOS package programs. In this context, exploratory factor analyses and descriptive statistical analyses of the scales applied in the study (frequency, percentage, arithmetic average and correlation) were conducted with a special data analyser and confirmatory factor analyses and analyses of measurement models and structural models for structural equation modeling were conducted with AMOS package programs and were evaluated. The analyses were conducted as confirmatory factor analysis (CFA) (for each scale and its sub-scales) and path analyses for developed hypotheses for every measurement tool by considering the ?model development strategy? applied in SEM. Among the total 54 hypothesis tested in the study, 44 were supported yet 10 were not verified.According to the study results, when model I and model II are evaluated in terms of gender, marital status, service duration at school and variables of duty at school; learned helplessness, burnout and self-efficacy perceptions of female and single secondary school principals and teachers with 1-5 years of service at the school significantly affect the organizational learning levels and their learned helplessness and burnout perceptions significantly affect the self-efficacy levels.Learned helplessness and burnout perceptions of secondary education school principals and teachers partially affect the organizational learning levels through their self-efficacy perceptions. Learned helpless and burnout perceptions of secondary school principals and self efficacy perceptions of secondary school teachers significantly affect the organizational learning levels (sub-processes of continuous learning, cognitive processes, transparency and issue orientation at school) of teachers.According to the alternative model results, learned helplessness perceptions put the highest effect on organizational learning perceptions of both school principals and teachers. Various recommendations have been developed for researchers and implementers depending on the study results. According to this, the most effective model should be determined for organizational learning in terms or learned helplessness, burnout and self-efficacy and every school should implement its own specific learning model within the framework of learning models.