Post on 06-Jul-2018
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Educational Sciences Theory amp Practice - 12(4) bull Autumn bull 2474-2486 copy2012 Educational Consultancy and Research Center
wwwedamcomtrestp
a Refik BALAY PhD is an associate professor in
the field of Educational Administration Organi-
zational commitment learning organizations
organizational creativity conflict management
diversity management and classroom manage-
ment are among his basic fields of study Corres-
pondence Şanlıurfa Harran University Faculty of
Education Department of Educational SciencesOsmanbey Campus 63200 Şanlıurfa E-mail refik-
balayhotmail com Tel +90 414 3183659 Fax +90
Effect of Learning Organization Perception to the
Organizational Commitment A Comparison betweenPrivate and Public University
Refik BALAY a Harran University
AbstractThis research aims to examine the impact of faculty membersrsquo learning organization perceptions
to the organizational commitment through quantitative method The study group consists of 172faculty members working in two universities which are private (Zirve University) and public (Har-ran University) ones The research results show that faculty members working in private universityhave a higher level of learning organization perceptions than faculty members in public university
and feel a higher level of commitment to universities which they work Results also indicate thatprivate universityrsquos faculty membersrsquo perceptions of learning organization dimensions with per-ceptions of levels of organizational commitment (except for commitment based on compliance)in all dimensions were more positive than those working in public university Also the dimension
of reinforced employees from learning organization dimensions negatively predicts organizational
commitment based on compliance and the dimensions of team learning and shared systems po-sitively predict the organizational commitment based on identification Especially the dimensionof shared systems constitutes a more powerful effect on the commitment on the level of identifi-
cation Finally it was found that none of the learning organization dimensions made a significantimpact on organizational commitment based on internalization
Key Words
Learning Organization Organizational Commitment Private University Public University Faculty Members
Learn983145ng Organ983145zat983145ons
Organzatons not just people must also adapt torapdly changng crcumstances One of the mana-
gement concepts developed to ncrease compett-
veness and survval of organzatons s the conceptof learn983145ng organ983145zat983145on s concept s based on
organzatons to acqure new knowledge to share
the nformaton produced and to use n solvng the
problems transformng the organzatonrsquos nfor-
maton In ths sense learnng s an exstental act
whch presents contnuty for organzatons Ac-
cordng to Rchardson (1995) achevng eectve
learnng by creatng new markets products serv-
ces and processes to respond to changng envron-
ments has become the most strategc ssue of recentyears So how organzatonal learnng wll develop
productvty and performance n rapdly changng
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the scope of goals and values (DeCots amp Sum-
mers 1987 Morrow 1983 Randall amp Cote 1991
Schwenk 1986 Wener 1982)
ere are several classfcatons of the lterature
on organzatonal commtment Etzon (1975)
classfes organzatonal commtment as negatve-
alenatng mddle-to-neutral and postve moral
commtment Wener (1982) as nstrumental and
normatve-moral commtment Allen and Meyer
(1990) as emotonal contnuance and normatve
commtment Kelman (1958) OrsquoRelly and Chat-
man (1986) as commtment based on complance
dentfcaton and nternalzaton Katz and Kahn
(1977) as nstrumental and expressve commt-
ment Buchanan (1974) as dentfcaton attach-
ment and loyalty Classfcatons related to organ-
zatonal commtment has been observed n studesof Turkey (Balay 2000 2007 Balcı 2000 Celep
1996 Tekn 2002 Uyguccedil amp Ccedilımrın 2004 Uumlnuumlvar
2006 Varoğlu 1993 Yıldırım 2002 Yılmaz 2009)
Studes wthn the framework of organzatonal
commtment development tools showed that the
most mportant tools n ths subject are control
strategy vson the work requred to struggle co-
operaton and teamwork work culture common
benefts communcaton nterest n people tech-
nology tranng and development the sgnfcanceof the work job stress sense of duty fulfllment
approprate learnng clmate autonomy partcpa-
ton feedback collaboraton learnng opportunt-
es and resources (Frestone amp Pennel 1993 Ulrch
1998 Weber 1997)
Relat983145onsh983145p Between Learn983145ng Organ983145zat983145on
and Organ983145zat983145onal Comm983145tment
In recent years organzatons are confronted wth
an ncreasngly rsng compettve pressure In or-
der to survve and ncrease nsttutonsrsquo compett-
veness one of the modern management concepts
developed n s learn983145ng organ983145zat983145on and another
s the concept of organ983145zat983145onal comm983145tment e
concept of learnng organzaton s predcated on
organzatons to create new knowledge to share
ths nformaton to convert ths nformaton nto
organzatonal knowledge to use on solvng the
problems (Garvn 1993 DBella amp Nevs 1998
Senge 1993) On the other hand t s not enoughto keep people physcally n the system Employees
may not ntegrate psychologcally wth the system
envronment and they jon n many actvtes es-
pecally learnng actvtes s stuaton can lead
to poor the systemrsquos psychologcal bond Accordng
to Katz and Kahn (1977) for the eectve funct-
onng of educatonal nsttutons of whch actvty
feld s to change and transform people most of the
members must be wllng to do more than most ofthe task defnton s requres the ntegraton of
employees wth organzaton Because accordng to
Ulrch (1998) those wth organzatonal commt-
ment become more ecent and act wth a sense of
hgher responsblty and loyalty
In prevous researches organzatonal commt-
ment was used as dependent varable n some
studes and ndependent varable n other stud-
es In these studes organzatonal commtment
s closely related to absence delay wthdrawal(Rechers 1985) motvaton (Becker et al 1996
Randall 1987 Wener 1982) desre to reman n
the organzaton (Rozenblum 1993 Tsu Egan amp
OrsquoRelly 1992) changng jobs (Hrebnak amp Alut-
to 1972) to strve for ndvdual groups to ensure
group loyalty (Blau amp Boal 1987) promoton loss
of ncome loss of job securty solaton wearng
character change n the qualty of busness the
development of employees moblty creatvty
nnovaton obstacles to change group nteracton
unable to balance home and work relatonshps
personal alenaton to engage n llegal and uneth-
cal behavors (Randall) job satsfacton (Chatman
1991 Daley amp Krk 1992 Robbns 1994 Tannen-
baum 1966 Tsu et al 1992) performance (Loc-
ke Latham amp Erez 1988) partcpaton (Becker et
al 1996 Handy 1985 Parks 1992 Randall Wal-
lace 1995) and conct (Lowery 1994 Monchak
1994 Vroom 1992)
In studes carred out n Turkey the organzatonal
commtment was examned as both ndependent
and the dependent varable For example Tuncer
(1995) surveyed the levels of job satsfacton and
organzatonal commtment of the sta of M-
nstry of Natonal Educaton and found that the
sta had organzatonal commtment and they are
generally satsfed wth ther jobs Varoğlu (1993)
n hs study nvestgatng the employeesrsquo atttudes
values commtment to the organzaton n Turksh
publc sector t s found out that most of Turksh
employees n the publc sector had a hgh level ofcommtment to keep contnuaton n workng and
the reasons for workng and gvng up the job are
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
vronment Celep (1996) n hs study related to the
organzatonal commtment of the teachers n edu-
catonal organzatons t s found that teachers are
hghly dedcated to ther jobs and the dedcaton
s mostly related to the teachng professon rather
than school
Balay (2000) n hs study examnng the orga-
nzatonal commtment of the teachers and the
prncpals both n prvate and state hgh schools
t s found that teachers and prncpals n prvate
hgh schools had a hgher level of organzatonal
commtment than teachers and prncpals n state
hgh schools Uumlnuumlvar (2006) n hs study exam-
nng job-related characterstcs job satsfacton
the behavour of the organzatonal ctzenshp
and organzatonal commtment t s found that
organzatonal commtment and the behavour ofthe organzatonal ctzenshp have a sgnfcant
relatonshp Balay (2007) n hs study examnng
the organzatonal commtment of teachers n pr-
mary schools and ther conct management styles
t s found that organzatonal commtment based
on dentfcaton and nternalzaton s especally
related to the conct management styles of comp-
romsng and problem solvng and organzatonal
commtment based on complance s seen as the
only predctor of conct management strategy of
fosterng Yılmaz (2009) n hs study found a close
relatonshp between organzatonal commtment
job satsfacton and organzatonal creatvty Balay
and İpek (2010) n ther study examnng organ-
zatonal culture and organzatonal commtment of
prmary school teachers found a postve correla-
ton between complance based of organzatonal
commtment and the power and role culture and
a negatve correlaton between complance based
of organzatonal commtment and success and
supportve culture Organzatonal commtment atthe level of dentfcaton and nternalzaton sho-
wed a postve correlaton especally wth success
and supportve culture Turan Karadağ and Bektaş
(2011) focused on the relatonshp between organ-
zatonal commtment and learnng organzaton n
the structure of the unversty ey found a pos-
tve correlaton between learnng organzaton and
organzatonal commtment and t s found that
learnng organzaton subscales together predcted
32 percent of organzatonal commtment
On the other hand revewng the lterature t s
obvously seen that researchers such as Argyrs
merely focused on the learnng organzaton ssue
just at thnkng level on the contrary they gave
less mportance to emprcal studes However t
s not enough to just have the concept of learnng
organzaton ntellectually To answer the queston
of how to create a learnng organzaton there s a
need to fnd out the relaton between the conceptof learnng organzaton and the other concepts
related to t n the researches In ths context there
are a lmted numbers of researches carred out For
example Seymour (1992) found out a close relat-
onshp between learnng organzaton and qualty
approaches To hm n order to reveal the qualty
of the organzaton there s a need for the know-
ledge desre and the energy of everyone n the
organzaton Ccedilelk (1997) revealed a relatonshp
between organzatonal learnng and organzat-onal change Accordngly a successful change just
depends on the successful creaton of an organza-
tonal learnng culture To Kavrakoğlu (1996) the
roots of the concept of learnng organzaton are
based on system dynam983145cs System dynamcs s a
dscplne of seeng the whole To see the whole the-
re must be an mplemented shared learnng n all
of the system Fol and Lyles (1985) suggested that
factors such as envronment structure culture and
strategy nuenced the organzatonal learnng
and organzatonal learnng s aected n a postveway f ths organzaton and strateges are adopted
Toumlremen (2001) n hs study comparng prvate and
state hgh schools t s found that team workng n
prvate schools s at a more satsfactory level than
t s n state schools Also Yener (1997) found that
prvate schools are superor to the state schools n
promotng contnuous learnng Basım Şeşen and
Meydan (2009) n ther study carred out on the ef-
fect of the concept of learnng organzaton on the
entrepreneurshp n the organzaton they foundout that team learnng cross-connect systems and
supportve leadershp have a postve eect on ent-
repreneurshp wthn the organzaton
As can be seen clearly from the above nformaton
n the lterature t s seen that studes examnng the
mpact of the faculty membersrsquo percepton of lear-
nng organzaton to organzatonal commtment
n hgher educaton level s very lttle and n lmted
number of studes the learnng organzaton-orga-
nzatonal commtment relatonshp s not dealtat the level of prvate and publc unverstes Ho-
wever the recognton of opportuntes about self
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton through learnng can be eectve
n ntegraton of people wth organzaton s s-
tuaton s almost a necessty rather than a requ-
rement for hgher educaton nsttutons n whch
learnng and research are the most basc and cont-
nuous actvtes Obvously ndvduals can strugg-
le above and beyond the expectatons to renforcether organzatons whch support and strengthen
them s stuaton can provde the emergence
of the common gans for both employees and the
organzaton In ths context ths research ams to
compare the mpact of faculty membersrsquo percept-
ons of learnng organzaton to ther organzatonal
commtment n the context of prvate and publc
unverstes In ths research faculty membersrsquo per-
ceptons of unversty they worked s ndependent
varable ther organzatonal commtment s de-
pendent varable
Object983145ves of the Study
In ths research the mpact of faculty membersrsquo
learnng organzaton perceptons to ther orga-
nzatonal commtment has been studed In ths
context the followng questons have been tred to
answer
1 Do faculty membersrsquo perceptons of learnng or-
ganzaton and organzatonal commtment dersgnfcantly dependng on the type of unversty
where they were employed
2 Do faculty membersrsquo perceptons of learnng or-
ganzaton dmensons and levels of organzatonal
commtment der sgnfcantly dependng on the
type of unversty where they were employed
3 To what degree do faculty membersrsquo percept-
ons of the dmensons of the learnng organzaton
predct ther derent levels of organzatonal com-
mtment
Method
Model
s research s a quanttatve study In ths study
descrptve and relatonal scannng models s used
Descrptve model s used for determnng the le-
vels of the learnng organzaton and organzato-
nal commtment of the academc sta n both pr-
vate and state unverstes relatonal scannng mo-del s used for determnng the szes and the levels
of organzatonal commtment n order to examne
Study Group
s research was conducted as a comparson of
the two unverstes one of them s prvate (Zrve
Unversty) the other s publc (Harran Unversty)
because t ams to examne the mpact of learnng
organzaton perceptons of faculty members wor-
kng n prvate and publc unverstes to ther orga-
nzatonal commtment e research was carred
out wth 172 faculty members who work n un-
verstes mentoned above n 2010-2011 academc
year Voluntary partcpaton of faculty members s
taken nto account n the research us aer the
dstrbuton of 380 questonnares 268 queston-
nares returned 172 questonnares were sutable
for data analyss by the elmnaton of 96 quest-
onnares whch were determned to be defectve
Accordngly 64 of the questonnares were usedto analyze the data
Data Collect983145on Tools
Scale of Learn983145ng Organ983145zat983145on D983145mens983145ons In
order to determne the faculty membersrsquo learnng
organzaton perceptons Scale of Learnng Or-
ganzaton Dmensons whch was developed by
Watkns and Marsck (1997) and was translated
to Turksh by Basım Şeşen and Korkmazyuumlrek(2007) was used n ths research e scale con-
ssts of two parts Whle the frst part of the scale
contans seven basc dmensons of learnng orga-
nzaton propertes the second part contans two
assstant dmensons ncludng the key results To
respond to questons n ths research seven ba-
sc dmensons n the frst part of the scale were
used e tems n the nstrument were rated on
a fve-pont Lkert scale rangng from never (1)
to always (5) Accordngly Scale of Learnng Or-
ganzaton Dmensons conssts of a total of 43tems of whch contnuous learnng dmenson s
7 tems dalogue and research dmenson 6 team
learnng dmenson 6 shared systems dmenson
6 renforced employees 6 nter-systems connect-
on dmenson 6 supportve leadershp dmenson
6 In the past the relablty analyss of the scale was
computed by Basım and Şeşen (2007) ey nd-
cated that the relablty values of the scale rangend
from 84 to 92 In ths study the relablty values
of the scale were computed over agan and foundconsderably hgh Conducted analyss dsplayed
that the relablty scores of the scale were ranged
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
Scale of Organ983145zat983145onal Comm983145tment In order
to determne the faculty membersrsquo organzatonal
commtment levels Scale of Organzatonal Com-
mtment whch was developed by Balay (2000) was
used n ths research e tems n the nstrument
were rated on a fve-pont Lkert scale rangng
from strongly dsagree (1) to strongly agree (5)Organzatonal Commtment Scale conssts of 27
tems of whch accordance dmenson s 8 tems
dentfcaton dmenson 8 and nternalzaton d-
menson 11
Data Analys983145s
Data analyss was conducted n two stages by usng
Mann Whtney U test and multple regresson
technques In ths study unlke publc unverst-es n spte of all eorts the number of partcpants
from prvate unversty has remaned as 21 s
stuaton requred the mplementaton of Mann
Whtney U test for nonparametrc t-test n order
to fnd whether there are sgnfcant derences n
the blateral comparson to the type of unversty
between prvate and publc unverstes In the se-
cond stage the multple regresson technque were
used to determne to what degree faculty membersrsquo
perceptons of the dmensons of the learnng orga-nzaton predct ther derent szes of organzat-
onal commtment In the analyss α=05 level was
taken as bass
F983145nd983145ngs
General Percept983145ons of Learn983145ng Organ983145zat983145on
and Organ983145zat983145onal Comm983145tment to the Type of
Un983145vers983145ty
Mann Whtney U test was appled to determnewhether faculty membersrsquo perceptons of learnng
organzaton characterstcs and organzatonal
commtment der sgnfcantly to the type of un-
versty Accordngly faculty membersrsquo learnng or-
ganzaton characterstcs (U(53550)=000 plt05)
and organzatonal commtment (U(661)=000
plt05) perceptons vary sgnfcantly dependng on
the type of unversty whch they work Accordng
to ths learnng organzaton and organzatonal
commtment perceptons of faculty members wor-
kng n prvate unversty was sgnfcantly hgher
than those workng n publc unversty
F983145nd983145ngs of Learn983145ng Organ983145zat983145on D983145mens983145ons
and Organ983145zat983145onal Comm983145tment Levels to the
Type of Un983145vers983145ty
Mann Whtney U test was appled to determ-
ne whether faculty membersrsquo derent dmens-
ons of learnng organzaton and organzatonal
commtment levels vary sgnfcantly dependng
on the type of unversty Accordngly faculty
membersrsquo perceptons of learnng organzaton
dmensons der sgnfcantly to the type of un-
versty they worked Accordng to ths faculty
membersrsquo perceptons of learnng organzaton
dmensons statstcally der sgnfcantly to the
type of unversty they worked n dmensons of
cont983145nuous learn983145ng (U(70050)=000 plt05) d983145a-
logue and research (U(77550)=000 plt05) team
learnng (U(75250)=000 plt05) shared systems (U(68350)=000 plt05) re983145nforced employees
(U(570)=000 plt05) 983145nter-systems connect983145on
(U(46450)=000 plt05) and support983145ve leaders-
h983145p (U(60650)=000 plt05) From the fndngs
above learnng organzaton perceptons of faculty
members workng n prvate unversty were found
sgnfcantly hgher than those workng n publc
unversty
On the other hand accordng to fndngs fa-
culty membersrsquo perceptons of organzatonalcommtment levels der sgnfcantly to the
type of unversty they work n dmensons of
compl983145ance (U(94950)=003 plt05) 983145dent983145f983145ca-
t983145on (U(574)=000 plt05) and 983145nternal983145zat983145on
(U(826)=000 plt05) Closer look at the fndngs
organzatonal commtment n dentfcaton and
nternalzaton levels of faculty members workng
n prvate unversty were hgher than those wor-
kng n publc unversty on the contrary n comp-
lance dmenson organzatonal commtment of
faculty members workng n publc unversty werefound hgher than those workng n prvate unver-
sty
Est983145mat983145on of Levels of Organ983145zat983145onal Comm983145t-
ment from D983145mens983145ons of Learn983145ng Organ983145zat983145-
on
In ths research fnally t was examned whether
dmensons of learnng organzaton predcted
the derent levels of organzatonal commtmentMultple regresson technque was used to estma-
te the relatonshp among derent dmensons
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
re983145nforced employees dmenson of learnng orga-
nzaton was the only predcator of organzatonal
commtment based on compl983145ance ( β(-353)=000
plt05) At close examnaton of the fndngs t s
understood that predctve power of the model s
weak Because t was seen that ndependent varab-
les explaned the varance n organzatonal com-mtment based on accordance (R=564 R 2 =319
plt05)
On the other hand t was seen that dmens-
ons of learnng organzaton both team lear-
n983145ng ( β(271)=000 plt01) and shared systems
( β(281)=000 plt05) dmensons created a sgnf-
cant mpact on 983145dent983145f983145cat983145on level of organzatonal
commtment Of these t was seen that partcularly
the dmenson of shared systems had a stronger
eect on the 983145dent983145f983145cat983145on However t was ob-served that the predctve power of the model was
relatvely moderate and these varables meet the
md-level of the varance on organzatonal com-
mtment based on 983145dent983145f983145cat983145on (R=733 R 2=537
plt05) Fnally t was observed that none of the
dmensons of learnng organzaton created a sg-
nfcant mpact on organzatonal commtment ba-
sed on 983145nternal983145zat983145on ( pgt05)
D983145scuss983145on
s research whch ams to compare the mpact
of faculty membersrsquo perceptons of learnng or-
ganzaton to ther organzatonal commtment
between prvate and publc unversty revealed
sgnfcant results Accordng to the frst result of
ths research faculty membersrsquo perceptons of le-
arnng organzaton characterstcs and organzat-
onal commtment der sgnfcantly to the type of
unversty they worked Accordng to ths result t
was found that learnng organzaton perceptonsof faculty members workng n prvate unversty
were hgher than those workng n publc unver-
sty s result can be explaned by the learnng
opportuntes whch prvate and publc unverstes
oer to ther employees To qualfy any unversty
lke other organzatons as a learnng organzat-
on frst of all must be realzed seven oblgatory
actons of learnng organzaton Cullen (1999)
explaned these seven oblgatory actons respect-
vely as to create contnuous learnng opportunt-es to develop research and dalogue to encourage
collaboraton and team work to establsh ganng
rate people around a common vson to make the
organzaton assocated wth ts envronment and
fnally to establsh a supportve leadershp both n-
dvdually and as a team and organzatonal level It
was observed that these seven oblgatory actons of
learnng organzatons were smlar to the dmens-
ons of learnng organzaton used n the researchWhen an evaluaton of ths nformaton s made
t can be sad that faculty members workng n pr-
vate unversty evaluate ther unversty n a better
poston than those workng n publc unversty
and ther hgh perceptons of learnng organzaton
s derved from ths
On the other hand t was seen that faculty mem-
bers workng n prvate unversty compared wth
colleagues workng n publc unversty generally
have shown more commtment to the unverstywhch they worked s result can be explaned
by unversty admnstratonsrsquo eorts to create a
sutable workng envronment for employees and
to develop commtment Frestone and Pennelrsquos
(1993) research fndngs support ths approach
Accordng to these authors a far and adequa-
te payment for employees career development
a seres of ncentve polces such as gudng and
supportng programs postvely aect employeesrsquo
commtment to ther organzatons
Accordng to another result of the research faculty
membersrsquo perceptons of learnng organzaton d-
mensons and levels of organzatonal commtment
der sgnfcantly to the type of unversty whe-
re they were employed Accordng to ths result
learnng organzaton perceptons of employees
workng n prvate unversty n all dmensons
were more postve than those workng n publc
unversty It was observed that n studes (Guumlnduumlz
amp Sezk 2005) whch perceptons of learnng orga-
nzaton between prvate and publc schools wereevaluated the result was usually n favor of prvate
schools
On the other hand n ths research perceptons of
organzatonal commtment based on complance
of faculty members workng n publc unversty
were found hgher than those workng n prvate
unversty whereas organzatonal commtments
of faculty members n prvate unversty were hg-
her than those workng n publc unversty s
result can be nterpreted as bureaucratc manage-ment features of the nsttuton have an eect on
organzatonal commtment by creatng oppress-
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
the nsttuton reduces the sense of organzatonal
commtment the feelng of ntense concts occurs
snce employeesrsquo needs n such an envronment are
not met adequately by the managers and employe-
es cannot partcpate to decson-makng process
so that t can be put forward that lower levels of
organzatonal commtment (commtment basedon a hgher complance) are derved from t It s
due to ths reason that there s a sgnfcant rela-
tonshp between low organzatonal commtment
and bureaucratc structure of the unversty that
creates the percepton of pressure and oblgaton
Because poor communcaton bureaucratc ndo-
lence and slowness can be estmated to negatvely
aect the organzatonal commtment on rules and
regulatons reducng the satsfacton Indeed due
to the strongly centralzed structure of publc un-
verstes faculty members oen have bureaucratc
dsadvantages they cannot partcpate to decsons
related to ther work and they cannot use ther n-
tatve the percepton of commtment based on
hgher-level complance (lower dentfcaton and
nternalzaton) s derved from t to a large extent
e results of research done on ths subject are
n support of the above comments Accordng to
the lterature commtment based on complance
s related to weak and superfcal organzatonal
commtment Indvdual at ths level of commt-ment comply wth the organzaton but ths comp-
lance s not done voluntarly and wholeheartedly
In other words ths complance s not based on
convergence (dentfcaton) between ndvdual
and organzaton and the purpose and value share
(nternalzaton) Unwllng complance refers to
the oblgaton e oblgaton requres moblzng
the authorty rules and organzatonal procedures
erefore forced complance s based on control
not trust In ths way the organzaton assures the
realzaton of organzatonal behavor wthout ta-kng nto consderaton the nterests and expecta-
tons of employees (Brockner Tyler amp Schneder
1992 Handy 1985 Kelman 1958 OrsquoRelly amp Chat-
man 1986)
Smlar results were observed n studes of compa-
rson of prvate and publc schools on ther orga-
nzatonal commtment In Balayrsquos (2000) research
whch was examned school commtment of ad-
mnstrators and teachers workng n prvate and
publc hgh schools t was found that admnstra-tor and teachers of prvate hgh school felt more
commtment n both dentfcaton and nterna
lzaton dmensons than those workng n publc
hgh schools whereas t was found that admnst-
rator and teachers workng n publc hgh schools
felt more commtment manly commtment level
based on complance
In addton n ths research t was examned to
what extent faculty membersrsquo perceptons of lear-
nng organzaton predcted ther derent levels of
organzatonal commtment At the result of the re-
search t was seen that only renforced employees
dmenson from learnng organzaton dmensons
predcted organzatonal commtment based on
complance s result can be explaned by the
qualty of ther organzatonal commtment wth
strengthenng of employees wthn organzaton
Because Brockner et al (1992) have put forward
that commtment based on complance s related tothe lowest partcpaton and support of employees
Accordng to them employees at the complance
level superfcally support ther organzatons Ac-
cordng to Handy (1985) the operaton of the rules
and procedures s usually related to commtment
at the level of complance Complance s based
on control not trust As such t does not gve the
rght to choose to employees As t s clear from ths
nformaton commtment based on complance
(superfcal commtment) decreases n the system
of strengthened employees and employees tend to volunteer actvtes and ntegrate more wth the
system As long as employeesrsquo are trusted on cont-
rol on the level of organzaton decreases emplo-
yees partcpate more n decsons and fnally ther
organzatonal commtment are based on an nnate
adopton above and beyond a formal framework
On the other hand t was observed that dmen-
sons of team learn983145ng and shared systems predc-
ted postvely organzatonal commtment based
on 983145dent983145f983145cat983145on especally dmenson of sharedsystems had a stronger eect on commtment based
on 983145dent983145f983145cat983145on e mpact of team learnng and
shared systems on employeesrsquo commtment s re-
markable Studes n ths subject clearly quoted that
havng team learnng and shared systems at organ-
zatonal level strongly aects employeesrsquo organza-
tonal commtment For nstance Ves (2010) put
forward n hs research that team learnng created
a collectve dscplne n organzaton and t le the
door open to dalogue and mproved the wll to sol-
ve problems wth hgh creatvty Accordng to Ve-
s team learnng develops a sense of togetherness
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton by makng the best contrbuton
to the soluton even the most complex ssues Ac-
cordng to Ves the dea of shared system s related
to shared vson shared vsons actvate the dea of
creatng a common and shared future wth shared
mages ths also creates a sense of strong commt-
ment Teare and Dealtry (1998) also put forwardthat shared vsons actvate the wll of collectve
learnng and there s a close relatonshp wth sen-
se of organzatonal commtment and good fath
OrsquoRelly and Chatman (1986) put forward n ther
studes that commtment based on dentfcaton
s closely related to the desre to be close to others
n the organzaton ths stuaton creates a hgh
attractveness and satsfacton on ndvdual and
employees who assocate themselves wth other
members of the team act more responsbly
Fnally t was found that none of dmensons of
learnng organzaton has a sgnfcant mpact on
organzatonal commtment based on nternalza-
ton s result can be nterpreted that learnng
opportuntes provded to employees n the organ-
zaton are assocated wth especally whch level of
organzatonal commtment e research results
state that learnng opportuntes oered n the
organzaton consttute of commtment based on
dentfcaton by means of creatng a sense of com-
petence n employees and usng and developngsklls (Frestone amp Pennel 1993 Maero 1988
Matheu amp Zajac 1990 Rosenholtz 1989) but ths
commtment does not convert to nternalze f t s
not based on a normatve bass (Chatman 1991
Handy 1985 Wener 1982) Accordng to these
results t can be explaned that faculty members
are satsfed wth opportuntes of learnng and self
development but ths commtment of ther nst-
tutons s not at the level of nternalzaton whch
means ntegraton wth the organzatonrsquos goals and values
Impl983145cat983145ons for Adm983145n983145strators and Pract983145t983145o-
ners 983145n Inst983145tut983145ons of H983145gher Educat983145on
s research ndcated sgnfcant results for
practtoners n hgher educaton nsttutons (top
executves unversty admnstrators and faculty
members) In ths study faculty members who
work n prvate unverstes stated that ther un-
verstes have more learnng organzaton featuresaccordng to those faculty members who work for
t t t d l f lt b h
work n prvate unverstes have hgher level of
organzatonal commtment to the organzaton
they work s result reveals an mportant clue
related to the derence between the tradtonal
unversty structure and the learnng unversty
structure that undermnes the organzatonal ef-
fectveness Unverstes are tryng to acheve therobjectves by holdng the best employees n ther
bodes nowadays that carry the competton n hg-
her educaton onto the natonal and nternatonal
level Experence of prvate unverstes n hgher
educaton started to become ncreasngly prevalent
n Turkey n recent years s stuaton has created
a new compettve envronment among the un-
verstes partcularly between prvate and publc
unverstes Whle prvate unverstes are tryng
to pull the well-traned teachng sta from the state
unverstes by creatng attractve work envron-
ments for employees of publc unverstes publc
unverstes are not makng the same eort to keep
the traned teachng sta n the system Wth ths
result the managers and practtoners n hgher
educaton should be lead to mprove organzatonal
commtment factors related to the state unverst-
es to thnk on obstacles of organzatonal learnng
and to develop polces n ths drecton
It was also found n the study that perceptons
of prvate unversty employeesrsquo on organzato-nal commtment (except for commtment based
on complance) and learnng organzaton n all
dmensons are found to be more postve than
publc unversty employeesrsquo s result shows that
perceptons of learnng organzaton of prvate un-
versty employees are closely related wth the den-
tfcaton and nternalzaton based organzatonal
commtment wth except complance based com-
mtment In ths respect f a comparson s made
between prvate and publc unverstes employeesof prvate unverstes who have hgher perceptons
of learnng organzaton have hgher level of com-
mtment percepton than employees n the state
unversty who have a lower percepton of learnng
organzaton Competton between unverstes
contnues on wth the employees who are thnkng
free learnng contnuously and becomng skllful
e unversty system whch nvolves employees n
the system physcally s unable to place n jeopardy
the future on the other hand does not suggest app-
lcatons for employeesrsquo socal and psychologcaldevelopment Managers and practtoners n hgher
educaton should ntate the management proces
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
ses that moblze the employee learnng research
and achevement motves For ths purpose the
members workng n publc unverstes should be
motvated wth dentfcaton and nternalzaton
wth the motves mean hgher partcpaton rather
than complance means the system of partal par-
tcpaton It s clear that one of the most eectvetools durng the process of motvaton s culture of
learnng organzaton and the need to mprove t
On the other hand ths study showed one of the
dmensons of the learnng organzaton especally
renforced employees dmenson have an nverse
correlaton wth complance based commtment
Accordng to ths result wth the applcatons
made to empower the employees complance ba-
sed commtment n other words external com-
mtment reduces and employees provde hgherlevel of partcpaton to organzatonal system
Empowerment of employees s possble wth pr-
zng the employees makng the employees feel the
prze enfranchsng and protectng ther nterests
and needs Empowerng the employees need to
lnk employeesrsquo emotonal energy wth care n the
work envronment Admnstrators should convert
the unversty envronment more exble more
learnng-orented and more collaboratve envron-
ments to strengthen teachng sta s stuaton
needs the presence of employees who combneemotonal ntellectual and physcal energy and
show hgh-level of commtment organzatonal
success
Fnally ths research hghlghts the postve eect
of team-orented learnng and shared systems d-
menson of learnng organzaton on organzato-
nal commtment It s remarkable that especally
dmenson of shared systems among these dmen-
sons have more powerful eect on commtment
at the level of dentfcaton Identfcaton means voluntary assocaton wth organzaton as t was
stated before From ths perspectve dentfcaton
s based on beng n sharng wth others and nteg-
raton wth the system Showng postve correla-
ton of both teams-orented learnng and shared
systems dmenson sgnfcant wth dentfcaton
s meanngful Because team-orented learnng
creates a collectve learnng culture throughout
the organzaton then collectve learnng culture
feeds the shared vsons through dalogue Adm-
nstrators who want to keep the employees n the
system wth a commtment at least at the level of
learnng and shared systems n hgher educaton
Because the eectve system-level problem solvng
requres hgh level of dentfcaton wth the orga-
nzaton and dentfcaton requres team-orented
learnng and sharng what s learned
L983145m983145tat983145ons and Proposals for Researchers
Despte the study whch ams to descrbe by com-
parng the faculty memebersrsquo perceptons of orga-
nzatons and organzatonal commtment on one
of the two unverstes ncludng prvate and publc
hghlghts mportant results t should be evaluated
wth some lmtatons Frst of all despte the re-
search carred out usng vald and relable scales
the workng group was lmted wth two unvers-
tes (one publc one prvate) and smlar facultesn these unverstes (Faculty of Educaton Faculty
of Economcs and Admnstratve Scences and Fa-
culty of Engneerng) It s remarkable that the par-
tcpaton n prvate unversty was less than expec-
ted n the study despte the eorts s stuaton
requres beng cautous about the generalzablty
of the results s research amed to analyze the
possble relatonshp between of learnng organ-
zaton and organzatonal commtment of faculty
members e study could be rehandled by ma-
kng comparson between more prvate and stateunverstes e research addtonally could be
developed around other concepts (organzatonal
creatvty dversty management leadershp etc)
related wth learnng organzaton and organzat-
onal commtment
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Dunphy D Turner D amp Crawford M (1997) Organzatonal
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5-12
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zat983145on USA Wadsworth Publshng Company Inc
Teare R amp Dealtry R (1998) Buldng and sustanng a le-
arnng organzaton Te Learn983145ng Organ983145zat983145on 5 (1) 47-60
Tekn A (2002) İşletmelerde oumlrguumltsel bağlılık ve b983145r karşılaş-
tırma uumlrk983145ye-Pak983145stan Oumlrneğ983145 Yayımlanmamış yuumlksek lsans
tez Gaz Uumlnverstes Sosyal Blmler Ensttuumlsuuml Ankara
Toumlremen F (2001) Oumlğrenen okul Ankara Nobel Yayın Dağı-
tım
Tsu A S Egan T D amp OrsquoRelly C A (1992) Beng drent
Relatonal demography and organzatonal attachment Adm983145-
n983145strat983145ve Sc983145ence Quarterly 37 (1-4) 549-579
Tuncer A (1995) M983145ll983145 Eğ983145t983145m Bakanlığı B983145lg983145sayar Eğ983145t983145-
m983145 ve H983145zmetler983145 Genel Muumlduumlrluumlğuuml personel983145n983145n 983145ş doyumu
ve oumlrguumltsel bağlılık durumları Yayınlanmamış lsansuumlstuuml
uzmanlık tez Tuumlrkye Ortadoğu Amme İdares Ensttuumlsuuml
Ankara
Turan S Karadağ E ve Bektaş F (2011) Uumlnverste yapısı
ccedilersnde oumlğrenen oumlrguumlt ve oumlrguumltsel bağlılık lşks uumlzerne
br araştırma Kuram ve Uygulamada Eğ983145t983145m Youmlnet983145m983145 17 (4)627-638
Ulrch D (1998) Intellectual captal = competence x commt-
ment Sloan Management Rev983145ew 39 (2) 15-26
Uyguccedil N ve Ccedilımrın D (2004) Dokuz Eyluumll Uumlnverstes Araş-
tırma ve Uygulama Hastanes Merkez Laboratuarı ccedilalışanları-
nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen
faktoumlrler Dokuz Eyluumll Uumln983145vers983145tes983145 İkt983145sad983145 ve İdar983145 B983145l983145mler
Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99
Uumlnuumlvar T G (2006) An integrative model of job character-
istics job satisfaction organizational commitment and orga-
nizational citizenship behavior Unpublished doctoral dis-
sertation Middle East Technical University Socal Scences
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve
kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-
lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
Ves H (2010) Organzatonal learnng n the hgher educa-
ton nsttutons A case study of agrcultural and natural re-
courses campus of Unversty of Tehran Internat983145onal Onl983145ne Journal of Educat983145onal Sc983145ences 2 (1) 21-36
Vroom P V (1992) Role conct commtment and copng
and scholarly productvty and satsfacton of socal work aca-
demcs (PhD) D983145ssertat983145on Abstracts Internat983145onal 52 (7)
2433-2434-A
Wallace J E (1995) Organzatonal and professonal Commt-
ment n professonal and nonprofessonal organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-
lenge (3rd ed pp 253-278) Unversty of Oregon
Wener Y (1982) Commtment n organzatons A normatve
vew Academy of Management Rev983145ew 7 (3) 418-428
Yener L (1997) Learn983145ng organ983145zat983145ons Yayımlanmamış yuumlk-
sek lsans tez Marmara Uumlnverstes Sosyal Blmler Ensttuuml-
suuml İstanbul
Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
sel adalet 983145l983145şk983145s983145 Yayımlanmamış doktora tez Ankara Uumlnver-
stes Sosyal Blmler Ensttuumlsuuml Ankara
Yılmaz E (2009) Examining organizational commitment of
primary school teachers regarding to their job satisfaction and
their schoolrsquos organizational creativity Elementary Education
Online 8 (2) 476-484
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Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holders express written permission However users may print download or email articles for
individual use
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the scope of goals and values (DeCots amp Sum-
mers 1987 Morrow 1983 Randall amp Cote 1991
Schwenk 1986 Wener 1982)
ere are several classfcatons of the lterature
on organzatonal commtment Etzon (1975)
classfes organzatonal commtment as negatve-
alenatng mddle-to-neutral and postve moral
commtment Wener (1982) as nstrumental and
normatve-moral commtment Allen and Meyer
(1990) as emotonal contnuance and normatve
commtment Kelman (1958) OrsquoRelly and Chat-
man (1986) as commtment based on complance
dentfcaton and nternalzaton Katz and Kahn
(1977) as nstrumental and expressve commt-
ment Buchanan (1974) as dentfcaton attach-
ment and loyalty Classfcatons related to organ-
zatonal commtment has been observed n studesof Turkey (Balay 2000 2007 Balcı 2000 Celep
1996 Tekn 2002 Uyguccedil amp Ccedilımrın 2004 Uumlnuumlvar
2006 Varoğlu 1993 Yıldırım 2002 Yılmaz 2009)
Studes wthn the framework of organzatonal
commtment development tools showed that the
most mportant tools n ths subject are control
strategy vson the work requred to struggle co-
operaton and teamwork work culture common
benefts communcaton nterest n people tech-
nology tranng and development the sgnfcanceof the work job stress sense of duty fulfllment
approprate learnng clmate autonomy partcpa-
ton feedback collaboraton learnng opportunt-
es and resources (Frestone amp Pennel 1993 Ulrch
1998 Weber 1997)
Relat983145onsh983145p Between Learn983145ng Organ983145zat983145on
and Organ983145zat983145onal Comm983145tment
In recent years organzatons are confronted wth
an ncreasngly rsng compettve pressure In or-
der to survve and ncrease nsttutonsrsquo compett-
veness one of the modern management concepts
developed n s learn983145ng organ983145zat983145on and another
s the concept of organ983145zat983145onal comm983145tment e
concept of learnng organzaton s predcated on
organzatons to create new knowledge to share
ths nformaton to convert ths nformaton nto
organzatonal knowledge to use on solvng the
problems (Garvn 1993 DBella amp Nevs 1998
Senge 1993) On the other hand t s not enoughto keep people physcally n the system Employees
may not ntegrate psychologcally wth the system
envronment and they jon n many actvtes es-
pecally learnng actvtes s stuaton can lead
to poor the systemrsquos psychologcal bond Accordng
to Katz and Kahn (1977) for the eectve funct-
onng of educatonal nsttutons of whch actvty
feld s to change and transform people most of the
members must be wllng to do more than most ofthe task defnton s requres the ntegraton of
employees wth organzaton Because accordng to
Ulrch (1998) those wth organzatonal commt-
ment become more ecent and act wth a sense of
hgher responsblty and loyalty
In prevous researches organzatonal commt-
ment was used as dependent varable n some
studes and ndependent varable n other stud-
es In these studes organzatonal commtment
s closely related to absence delay wthdrawal(Rechers 1985) motvaton (Becker et al 1996
Randall 1987 Wener 1982) desre to reman n
the organzaton (Rozenblum 1993 Tsu Egan amp
OrsquoRelly 1992) changng jobs (Hrebnak amp Alut-
to 1972) to strve for ndvdual groups to ensure
group loyalty (Blau amp Boal 1987) promoton loss
of ncome loss of job securty solaton wearng
character change n the qualty of busness the
development of employees moblty creatvty
nnovaton obstacles to change group nteracton
unable to balance home and work relatonshps
personal alenaton to engage n llegal and uneth-
cal behavors (Randall) job satsfacton (Chatman
1991 Daley amp Krk 1992 Robbns 1994 Tannen-
baum 1966 Tsu et al 1992) performance (Loc-
ke Latham amp Erez 1988) partcpaton (Becker et
al 1996 Handy 1985 Parks 1992 Randall Wal-
lace 1995) and conct (Lowery 1994 Monchak
1994 Vroom 1992)
In studes carred out n Turkey the organzatonal
commtment was examned as both ndependent
and the dependent varable For example Tuncer
(1995) surveyed the levels of job satsfacton and
organzatonal commtment of the sta of M-
nstry of Natonal Educaton and found that the
sta had organzatonal commtment and they are
generally satsfed wth ther jobs Varoğlu (1993)
n hs study nvestgatng the employeesrsquo atttudes
values commtment to the organzaton n Turksh
publc sector t s found out that most of Turksh
employees n the publc sector had a hgh level ofcommtment to keep contnuaton n workng and
the reasons for workng and gvng up the job are
8172019 Bugetul de Venituri Si Cheltuieli2011
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
vronment Celep (1996) n hs study related to the
organzatonal commtment of the teachers n edu-
catonal organzatons t s found that teachers are
hghly dedcated to ther jobs and the dedcaton
s mostly related to the teachng professon rather
than school
Balay (2000) n hs study examnng the orga-
nzatonal commtment of the teachers and the
prncpals both n prvate and state hgh schools
t s found that teachers and prncpals n prvate
hgh schools had a hgher level of organzatonal
commtment than teachers and prncpals n state
hgh schools Uumlnuumlvar (2006) n hs study exam-
nng job-related characterstcs job satsfacton
the behavour of the organzatonal ctzenshp
and organzatonal commtment t s found that
organzatonal commtment and the behavour ofthe organzatonal ctzenshp have a sgnfcant
relatonshp Balay (2007) n hs study examnng
the organzatonal commtment of teachers n pr-
mary schools and ther conct management styles
t s found that organzatonal commtment based
on dentfcaton and nternalzaton s especally
related to the conct management styles of comp-
romsng and problem solvng and organzatonal
commtment based on complance s seen as the
only predctor of conct management strategy of
fosterng Yılmaz (2009) n hs study found a close
relatonshp between organzatonal commtment
job satsfacton and organzatonal creatvty Balay
and İpek (2010) n ther study examnng organ-
zatonal culture and organzatonal commtment of
prmary school teachers found a postve correla-
ton between complance based of organzatonal
commtment and the power and role culture and
a negatve correlaton between complance based
of organzatonal commtment and success and
supportve culture Organzatonal commtment atthe level of dentfcaton and nternalzaton sho-
wed a postve correlaton especally wth success
and supportve culture Turan Karadağ and Bektaş
(2011) focused on the relatonshp between organ-
zatonal commtment and learnng organzaton n
the structure of the unversty ey found a pos-
tve correlaton between learnng organzaton and
organzatonal commtment and t s found that
learnng organzaton subscales together predcted
32 percent of organzatonal commtment
On the other hand revewng the lterature t s
obvously seen that researchers such as Argyrs
merely focused on the learnng organzaton ssue
just at thnkng level on the contrary they gave
less mportance to emprcal studes However t
s not enough to just have the concept of learnng
organzaton ntellectually To answer the queston
of how to create a learnng organzaton there s a
need to fnd out the relaton between the conceptof learnng organzaton and the other concepts
related to t n the researches In ths context there
are a lmted numbers of researches carred out For
example Seymour (1992) found out a close relat-
onshp between learnng organzaton and qualty
approaches To hm n order to reveal the qualty
of the organzaton there s a need for the know-
ledge desre and the energy of everyone n the
organzaton Ccedilelk (1997) revealed a relatonshp
between organzatonal learnng and organzat-onal change Accordngly a successful change just
depends on the successful creaton of an organza-
tonal learnng culture To Kavrakoğlu (1996) the
roots of the concept of learnng organzaton are
based on system dynam983145cs System dynamcs s a
dscplne of seeng the whole To see the whole the-
re must be an mplemented shared learnng n all
of the system Fol and Lyles (1985) suggested that
factors such as envronment structure culture and
strategy nuenced the organzatonal learnng
and organzatonal learnng s aected n a postveway f ths organzaton and strateges are adopted
Toumlremen (2001) n hs study comparng prvate and
state hgh schools t s found that team workng n
prvate schools s at a more satsfactory level than
t s n state schools Also Yener (1997) found that
prvate schools are superor to the state schools n
promotng contnuous learnng Basım Şeşen and
Meydan (2009) n ther study carred out on the ef-
fect of the concept of learnng organzaton on the
entrepreneurshp n the organzaton they foundout that team learnng cross-connect systems and
supportve leadershp have a postve eect on ent-
repreneurshp wthn the organzaton
As can be seen clearly from the above nformaton
n the lterature t s seen that studes examnng the
mpact of the faculty membersrsquo percepton of lear-
nng organzaton to organzatonal commtment
n hgher educaton level s very lttle and n lmted
number of studes the learnng organzaton-orga-
nzatonal commtment relatonshp s not dealtat the level of prvate and publc unverstes Ho-
wever the recognton of opportuntes about self
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton through learnng can be eectve
n ntegraton of people wth organzaton s s-
tuaton s almost a necessty rather than a requ-
rement for hgher educaton nsttutons n whch
learnng and research are the most basc and cont-
nuous actvtes Obvously ndvduals can strugg-
le above and beyond the expectatons to renforcether organzatons whch support and strengthen
them s stuaton can provde the emergence
of the common gans for both employees and the
organzaton In ths context ths research ams to
compare the mpact of faculty membersrsquo percept-
ons of learnng organzaton to ther organzatonal
commtment n the context of prvate and publc
unverstes In ths research faculty membersrsquo per-
ceptons of unversty they worked s ndependent
varable ther organzatonal commtment s de-
pendent varable
Object983145ves of the Study
In ths research the mpact of faculty membersrsquo
learnng organzaton perceptons to ther orga-
nzatonal commtment has been studed In ths
context the followng questons have been tred to
answer
1 Do faculty membersrsquo perceptons of learnng or-
ganzaton and organzatonal commtment dersgnfcantly dependng on the type of unversty
where they were employed
2 Do faculty membersrsquo perceptons of learnng or-
ganzaton dmensons and levels of organzatonal
commtment der sgnfcantly dependng on the
type of unversty where they were employed
3 To what degree do faculty membersrsquo percept-
ons of the dmensons of the learnng organzaton
predct ther derent levels of organzatonal com-
mtment
Method
Model
s research s a quanttatve study In ths study
descrptve and relatonal scannng models s used
Descrptve model s used for determnng the le-
vels of the learnng organzaton and organzato-
nal commtment of the academc sta n both pr-
vate and state unverstes relatonal scannng mo-del s used for determnng the szes and the levels
of organzatonal commtment n order to examne
Study Group
s research was conducted as a comparson of
the two unverstes one of them s prvate (Zrve
Unversty) the other s publc (Harran Unversty)
because t ams to examne the mpact of learnng
organzaton perceptons of faculty members wor-
kng n prvate and publc unverstes to ther orga-
nzatonal commtment e research was carred
out wth 172 faculty members who work n un-
verstes mentoned above n 2010-2011 academc
year Voluntary partcpaton of faculty members s
taken nto account n the research us aer the
dstrbuton of 380 questonnares 268 queston-
nares returned 172 questonnares were sutable
for data analyss by the elmnaton of 96 quest-
onnares whch were determned to be defectve
Accordngly 64 of the questonnares were usedto analyze the data
Data Collect983145on Tools
Scale of Learn983145ng Organ983145zat983145on D983145mens983145ons In
order to determne the faculty membersrsquo learnng
organzaton perceptons Scale of Learnng Or-
ganzaton Dmensons whch was developed by
Watkns and Marsck (1997) and was translated
to Turksh by Basım Şeşen and Korkmazyuumlrek(2007) was used n ths research e scale con-
ssts of two parts Whle the frst part of the scale
contans seven basc dmensons of learnng orga-
nzaton propertes the second part contans two
assstant dmensons ncludng the key results To
respond to questons n ths research seven ba-
sc dmensons n the frst part of the scale were
used e tems n the nstrument were rated on
a fve-pont Lkert scale rangng from never (1)
to always (5) Accordngly Scale of Learnng Or-
ganzaton Dmensons conssts of a total of 43tems of whch contnuous learnng dmenson s
7 tems dalogue and research dmenson 6 team
learnng dmenson 6 shared systems dmenson
6 renforced employees 6 nter-systems connect-
on dmenson 6 supportve leadershp dmenson
6 In the past the relablty analyss of the scale was
computed by Basım and Şeşen (2007) ey nd-
cated that the relablty values of the scale rangend
from 84 to 92 In ths study the relablty values
of the scale were computed over agan and foundconsderably hgh Conducted analyss dsplayed
that the relablty scores of the scale were ranged
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
Scale of Organ983145zat983145onal Comm983145tment In order
to determne the faculty membersrsquo organzatonal
commtment levels Scale of Organzatonal Com-
mtment whch was developed by Balay (2000) was
used n ths research e tems n the nstrument
were rated on a fve-pont Lkert scale rangng
from strongly dsagree (1) to strongly agree (5)Organzatonal Commtment Scale conssts of 27
tems of whch accordance dmenson s 8 tems
dentfcaton dmenson 8 and nternalzaton d-
menson 11
Data Analys983145s
Data analyss was conducted n two stages by usng
Mann Whtney U test and multple regresson
technques In ths study unlke publc unverst-es n spte of all eorts the number of partcpants
from prvate unversty has remaned as 21 s
stuaton requred the mplementaton of Mann
Whtney U test for nonparametrc t-test n order
to fnd whether there are sgnfcant derences n
the blateral comparson to the type of unversty
between prvate and publc unverstes In the se-
cond stage the multple regresson technque were
used to determne to what degree faculty membersrsquo
perceptons of the dmensons of the learnng orga-nzaton predct ther derent szes of organzat-
onal commtment In the analyss α=05 level was
taken as bass
F983145nd983145ngs
General Percept983145ons of Learn983145ng Organ983145zat983145on
and Organ983145zat983145onal Comm983145tment to the Type of
Un983145vers983145ty
Mann Whtney U test was appled to determnewhether faculty membersrsquo perceptons of learnng
organzaton characterstcs and organzatonal
commtment der sgnfcantly to the type of un-
versty Accordngly faculty membersrsquo learnng or-
ganzaton characterstcs (U(53550)=000 plt05)
and organzatonal commtment (U(661)=000
plt05) perceptons vary sgnfcantly dependng on
the type of unversty whch they work Accordng
to ths learnng organzaton and organzatonal
commtment perceptons of faculty members wor-
kng n prvate unversty was sgnfcantly hgher
than those workng n publc unversty
F983145nd983145ngs of Learn983145ng Organ983145zat983145on D983145mens983145ons
and Organ983145zat983145onal Comm983145tment Levels to the
Type of Un983145vers983145ty
Mann Whtney U test was appled to determ-
ne whether faculty membersrsquo derent dmens-
ons of learnng organzaton and organzatonal
commtment levels vary sgnfcantly dependng
on the type of unversty Accordngly faculty
membersrsquo perceptons of learnng organzaton
dmensons der sgnfcantly to the type of un-
versty they worked Accordng to ths faculty
membersrsquo perceptons of learnng organzaton
dmensons statstcally der sgnfcantly to the
type of unversty they worked n dmensons of
cont983145nuous learn983145ng (U(70050)=000 plt05) d983145a-
logue and research (U(77550)=000 plt05) team
learnng (U(75250)=000 plt05) shared systems (U(68350)=000 plt05) re983145nforced employees
(U(570)=000 plt05) 983145nter-systems connect983145on
(U(46450)=000 plt05) and support983145ve leaders-
h983145p (U(60650)=000 plt05) From the fndngs
above learnng organzaton perceptons of faculty
members workng n prvate unversty were found
sgnfcantly hgher than those workng n publc
unversty
On the other hand accordng to fndngs fa-
culty membersrsquo perceptons of organzatonalcommtment levels der sgnfcantly to the
type of unversty they work n dmensons of
compl983145ance (U(94950)=003 plt05) 983145dent983145f983145ca-
t983145on (U(574)=000 plt05) and 983145nternal983145zat983145on
(U(826)=000 plt05) Closer look at the fndngs
organzatonal commtment n dentfcaton and
nternalzaton levels of faculty members workng
n prvate unversty were hgher than those wor-
kng n publc unversty on the contrary n comp-
lance dmenson organzatonal commtment of
faculty members workng n publc unversty werefound hgher than those workng n prvate unver-
sty
Est983145mat983145on of Levels of Organ983145zat983145onal Comm983145t-
ment from D983145mens983145ons of Learn983145ng Organ983145zat983145-
on
In ths research fnally t was examned whether
dmensons of learnng organzaton predcted
the derent levels of organzatonal commtmentMultple regresson technque was used to estma-
te the relatonshp among derent dmensons
8172019 Bugetul de Venituri Si Cheltuieli2011
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
re983145nforced employees dmenson of learnng orga-
nzaton was the only predcator of organzatonal
commtment based on compl983145ance ( β(-353)=000
plt05) At close examnaton of the fndngs t s
understood that predctve power of the model s
weak Because t was seen that ndependent varab-
les explaned the varance n organzatonal com-mtment based on accordance (R=564 R 2 =319
plt05)
On the other hand t was seen that dmens-
ons of learnng organzaton both team lear-
n983145ng ( β(271)=000 plt01) and shared systems
( β(281)=000 plt05) dmensons created a sgnf-
cant mpact on 983145dent983145f983145cat983145on level of organzatonal
commtment Of these t was seen that partcularly
the dmenson of shared systems had a stronger
eect on the 983145dent983145f983145cat983145on However t was ob-served that the predctve power of the model was
relatvely moderate and these varables meet the
md-level of the varance on organzatonal com-
mtment based on 983145dent983145f983145cat983145on (R=733 R 2=537
plt05) Fnally t was observed that none of the
dmensons of learnng organzaton created a sg-
nfcant mpact on organzatonal commtment ba-
sed on 983145nternal983145zat983145on ( pgt05)
D983145scuss983145on
s research whch ams to compare the mpact
of faculty membersrsquo perceptons of learnng or-
ganzaton to ther organzatonal commtment
between prvate and publc unversty revealed
sgnfcant results Accordng to the frst result of
ths research faculty membersrsquo perceptons of le-
arnng organzaton characterstcs and organzat-
onal commtment der sgnfcantly to the type of
unversty they worked Accordng to ths result t
was found that learnng organzaton perceptonsof faculty members workng n prvate unversty
were hgher than those workng n publc unver-
sty s result can be explaned by the learnng
opportuntes whch prvate and publc unverstes
oer to ther employees To qualfy any unversty
lke other organzatons as a learnng organzat-
on frst of all must be realzed seven oblgatory
actons of learnng organzaton Cullen (1999)
explaned these seven oblgatory actons respect-
vely as to create contnuous learnng opportunt-es to develop research and dalogue to encourage
collaboraton and team work to establsh ganng
rate people around a common vson to make the
organzaton assocated wth ts envronment and
fnally to establsh a supportve leadershp both n-
dvdually and as a team and organzatonal level It
was observed that these seven oblgatory actons of
learnng organzatons were smlar to the dmens-
ons of learnng organzaton used n the researchWhen an evaluaton of ths nformaton s made
t can be sad that faculty members workng n pr-
vate unversty evaluate ther unversty n a better
poston than those workng n publc unversty
and ther hgh perceptons of learnng organzaton
s derved from ths
On the other hand t was seen that faculty mem-
bers workng n prvate unversty compared wth
colleagues workng n publc unversty generally
have shown more commtment to the unverstywhch they worked s result can be explaned
by unversty admnstratonsrsquo eorts to create a
sutable workng envronment for employees and
to develop commtment Frestone and Pennelrsquos
(1993) research fndngs support ths approach
Accordng to these authors a far and adequa-
te payment for employees career development
a seres of ncentve polces such as gudng and
supportng programs postvely aect employeesrsquo
commtment to ther organzatons
Accordng to another result of the research faculty
membersrsquo perceptons of learnng organzaton d-
mensons and levels of organzatonal commtment
der sgnfcantly to the type of unversty whe-
re they were employed Accordng to ths result
learnng organzaton perceptons of employees
workng n prvate unversty n all dmensons
were more postve than those workng n publc
unversty It was observed that n studes (Guumlnduumlz
amp Sezk 2005) whch perceptons of learnng orga-
nzaton between prvate and publc schools wereevaluated the result was usually n favor of prvate
schools
On the other hand n ths research perceptons of
organzatonal commtment based on complance
of faculty members workng n publc unversty
were found hgher than those workng n prvate
unversty whereas organzatonal commtments
of faculty members n prvate unversty were hg-
her than those workng n publc unversty s
result can be nterpreted as bureaucratc manage-ment features of the nsttuton have an eect on
organzatonal commtment by creatng oppress-
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
the nsttuton reduces the sense of organzatonal
commtment the feelng of ntense concts occurs
snce employeesrsquo needs n such an envronment are
not met adequately by the managers and employe-
es cannot partcpate to decson-makng process
so that t can be put forward that lower levels of
organzatonal commtment (commtment basedon a hgher complance) are derved from t It s
due to ths reason that there s a sgnfcant rela-
tonshp between low organzatonal commtment
and bureaucratc structure of the unversty that
creates the percepton of pressure and oblgaton
Because poor communcaton bureaucratc ndo-
lence and slowness can be estmated to negatvely
aect the organzatonal commtment on rules and
regulatons reducng the satsfacton Indeed due
to the strongly centralzed structure of publc un-
verstes faculty members oen have bureaucratc
dsadvantages they cannot partcpate to decsons
related to ther work and they cannot use ther n-
tatve the percepton of commtment based on
hgher-level complance (lower dentfcaton and
nternalzaton) s derved from t to a large extent
e results of research done on ths subject are
n support of the above comments Accordng to
the lterature commtment based on complance
s related to weak and superfcal organzatonal
commtment Indvdual at ths level of commt-ment comply wth the organzaton but ths comp-
lance s not done voluntarly and wholeheartedly
In other words ths complance s not based on
convergence (dentfcaton) between ndvdual
and organzaton and the purpose and value share
(nternalzaton) Unwllng complance refers to
the oblgaton e oblgaton requres moblzng
the authorty rules and organzatonal procedures
erefore forced complance s based on control
not trust In ths way the organzaton assures the
realzaton of organzatonal behavor wthout ta-kng nto consderaton the nterests and expecta-
tons of employees (Brockner Tyler amp Schneder
1992 Handy 1985 Kelman 1958 OrsquoRelly amp Chat-
man 1986)
Smlar results were observed n studes of compa-
rson of prvate and publc schools on ther orga-
nzatonal commtment In Balayrsquos (2000) research
whch was examned school commtment of ad-
mnstrators and teachers workng n prvate and
publc hgh schools t was found that admnstra-tor and teachers of prvate hgh school felt more
commtment n both dentfcaton and nterna
lzaton dmensons than those workng n publc
hgh schools whereas t was found that admnst-
rator and teachers workng n publc hgh schools
felt more commtment manly commtment level
based on complance
In addton n ths research t was examned to
what extent faculty membersrsquo perceptons of lear-
nng organzaton predcted ther derent levels of
organzatonal commtment At the result of the re-
search t was seen that only renforced employees
dmenson from learnng organzaton dmensons
predcted organzatonal commtment based on
complance s result can be explaned by the
qualty of ther organzatonal commtment wth
strengthenng of employees wthn organzaton
Because Brockner et al (1992) have put forward
that commtment based on complance s related tothe lowest partcpaton and support of employees
Accordng to them employees at the complance
level superfcally support ther organzatons Ac-
cordng to Handy (1985) the operaton of the rules
and procedures s usually related to commtment
at the level of complance Complance s based
on control not trust As such t does not gve the
rght to choose to employees As t s clear from ths
nformaton commtment based on complance
(superfcal commtment) decreases n the system
of strengthened employees and employees tend to volunteer actvtes and ntegrate more wth the
system As long as employeesrsquo are trusted on cont-
rol on the level of organzaton decreases emplo-
yees partcpate more n decsons and fnally ther
organzatonal commtment are based on an nnate
adopton above and beyond a formal framework
On the other hand t was observed that dmen-
sons of team learn983145ng and shared systems predc-
ted postvely organzatonal commtment based
on 983145dent983145f983145cat983145on especally dmenson of sharedsystems had a stronger eect on commtment based
on 983145dent983145f983145cat983145on e mpact of team learnng and
shared systems on employeesrsquo commtment s re-
markable Studes n ths subject clearly quoted that
havng team learnng and shared systems at organ-
zatonal level strongly aects employeesrsquo organza-
tonal commtment For nstance Ves (2010) put
forward n hs research that team learnng created
a collectve dscplne n organzaton and t le the
door open to dalogue and mproved the wll to sol-
ve problems wth hgh creatvty Accordng to Ve-
s team learnng develops a sense of togetherness
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton by makng the best contrbuton
to the soluton even the most complex ssues Ac-
cordng to Ves the dea of shared system s related
to shared vson shared vsons actvate the dea of
creatng a common and shared future wth shared
mages ths also creates a sense of strong commt-
ment Teare and Dealtry (1998) also put forwardthat shared vsons actvate the wll of collectve
learnng and there s a close relatonshp wth sen-
se of organzatonal commtment and good fath
OrsquoRelly and Chatman (1986) put forward n ther
studes that commtment based on dentfcaton
s closely related to the desre to be close to others
n the organzaton ths stuaton creates a hgh
attractveness and satsfacton on ndvdual and
employees who assocate themselves wth other
members of the team act more responsbly
Fnally t was found that none of dmensons of
learnng organzaton has a sgnfcant mpact on
organzatonal commtment based on nternalza-
ton s result can be nterpreted that learnng
opportuntes provded to employees n the organ-
zaton are assocated wth especally whch level of
organzatonal commtment e research results
state that learnng opportuntes oered n the
organzaton consttute of commtment based on
dentfcaton by means of creatng a sense of com-
petence n employees and usng and developngsklls (Frestone amp Pennel 1993 Maero 1988
Matheu amp Zajac 1990 Rosenholtz 1989) but ths
commtment does not convert to nternalze f t s
not based on a normatve bass (Chatman 1991
Handy 1985 Wener 1982) Accordng to these
results t can be explaned that faculty members
are satsfed wth opportuntes of learnng and self
development but ths commtment of ther nst-
tutons s not at the level of nternalzaton whch
means ntegraton wth the organzatonrsquos goals and values
Impl983145cat983145ons for Adm983145n983145strators and Pract983145t983145o-
ners 983145n Inst983145tut983145ons of H983145gher Educat983145on
s research ndcated sgnfcant results for
practtoners n hgher educaton nsttutons (top
executves unversty admnstrators and faculty
members) In ths study faculty members who
work n prvate unverstes stated that ther un-
verstes have more learnng organzaton featuresaccordng to those faculty members who work for
t t t d l f lt b h
work n prvate unverstes have hgher level of
organzatonal commtment to the organzaton
they work s result reveals an mportant clue
related to the derence between the tradtonal
unversty structure and the learnng unversty
structure that undermnes the organzatonal ef-
fectveness Unverstes are tryng to acheve therobjectves by holdng the best employees n ther
bodes nowadays that carry the competton n hg-
her educaton onto the natonal and nternatonal
level Experence of prvate unverstes n hgher
educaton started to become ncreasngly prevalent
n Turkey n recent years s stuaton has created
a new compettve envronment among the un-
verstes partcularly between prvate and publc
unverstes Whle prvate unverstes are tryng
to pull the well-traned teachng sta from the state
unverstes by creatng attractve work envron-
ments for employees of publc unverstes publc
unverstes are not makng the same eort to keep
the traned teachng sta n the system Wth ths
result the managers and practtoners n hgher
educaton should be lead to mprove organzatonal
commtment factors related to the state unverst-
es to thnk on obstacles of organzatonal learnng
and to develop polces n ths drecton
It was also found n the study that perceptons
of prvate unversty employeesrsquo on organzato-nal commtment (except for commtment based
on complance) and learnng organzaton n all
dmensons are found to be more postve than
publc unversty employeesrsquo s result shows that
perceptons of learnng organzaton of prvate un-
versty employees are closely related wth the den-
tfcaton and nternalzaton based organzatonal
commtment wth except complance based com-
mtment In ths respect f a comparson s made
between prvate and publc unverstes employeesof prvate unverstes who have hgher perceptons
of learnng organzaton have hgher level of com-
mtment percepton than employees n the state
unversty who have a lower percepton of learnng
organzaton Competton between unverstes
contnues on wth the employees who are thnkng
free learnng contnuously and becomng skllful
e unversty system whch nvolves employees n
the system physcally s unable to place n jeopardy
the future on the other hand does not suggest app-
lcatons for employeesrsquo socal and psychologcaldevelopment Managers and practtoners n hgher
educaton should ntate the management proces
8172019 Bugetul de Venituri Si Cheltuieli2011
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
ses that moblze the employee learnng research
and achevement motves For ths purpose the
members workng n publc unverstes should be
motvated wth dentfcaton and nternalzaton
wth the motves mean hgher partcpaton rather
than complance means the system of partal par-
tcpaton It s clear that one of the most eectvetools durng the process of motvaton s culture of
learnng organzaton and the need to mprove t
On the other hand ths study showed one of the
dmensons of the learnng organzaton especally
renforced employees dmenson have an nverse
correlaton wth complance based commtment
Accordng to ths result wth the applcatons
made to empower the employees complance ba-
sed commtment n other words external com-
mtment reduces and employees provde hgherlevel of partcpaton to organzatonal system
Empowerment of employees s possble wth pr-
zng the employees makng the employees feel the
prze enfranchsng and protectng ther nterests
and needs Empowerng the employees need to
lnk employeesrsquo emotonal energy wth care n the
work envronment Admnstrators should convert
the unversty envronment more exble more
learnng-orented and more collaboratve envron-
ments to strengthen teachng sta s stuaton
needs the presence of employees who combneemotonal ntellectual and physcal energy and
show hgh-level of commtment organzatonal
success
Fnally ths research hghlghts the postve eect
of team-orented learnng and shared systems d-
menson of learnng organzaton on organzato-
nal commtment It s remarkable that especally
dmenson of shared systems among these dmen-
sons have more powerful eect on commtment
at the level of dentfcaton Identfcaton means voluntary assocaton wth organzaton as t was
stated before From ths perspectve dentfcaton
s based on beng n sharng wth others and nteg-
raton wth the system Showng postve correla-
ton of both teams-orented learnng and shared
systems dmenson sgnfcant wth dentfcaton
s meanngful Because team-orented learnng
creates a collectve learnng culture throughout
the organzaton then collectve learnng culture
feeds the shared vsons through dalogue Adm-
nstrators who want to keep the employees n the
system wth a commtment at least at the level of
learnng and shared systems n hgher educaton
Because the eectve system-level problem solvng
requres hgh level of dentfcaton wth the orga-
nzaton and dentfcaton requres team-orented
learnng and sharng what s learned
L983145m983145tat983145ons and Proposals for Researchers
Despte the study whch ams to descrbe by com-
parng the faculty memebersrsquo perceptons of orga-
nzatons and organzatonal commtment on one
of the two unverstes ncludng prvate and publc
hghlghts mportant results t should be evaluated
wth some lmtatons Frst of all despte the re-
search carred out usng vald and relable scales
the workng group was lmted wth two unvers-
tes (one publc one prvate) and smlar facultesn these unverstes (Faculty of Educaton Faculty
of Economcs and Admnstratve Scences and Fa-
culty of Engneerng) It s remarkable that the par-
tcpaton n prvate unversty was less than expec-
ted n the study despte the eorts s stuaton
requres beng cautous about the generalzablty
of the results s research amed to analyze the
possble relatonshp between of learnng organ-
zaton and organzatonal commtment of faculty
members e study could be rehandled by ma-
kng comparson between more prvate and stateunverstes e research addtonally could be
developed around other concepts (organzatonal
creatvty dversty management leadershp etc)
related wth learnng organzaton and organzat-
onal commtment
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411-421
Dunphy D Turner D amp Crawford M (1997) Organzatonal
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Etzon A (1975) A comparat983145ve analys983145s of complex organ983145za-
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Fol C M amp Lyles M A (1985) Organzatonal learnng
Academy of Management Rev983145ew 10 (4) 803-813
Frestone W A amp Pennel J R (1993) Teacher commtment
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69 (3) 367-371
Garvn D A (1993) Buldng a learnng organzaton Har-
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Grego O V Geroy G D amp Wrght P C (2000) Predc-
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5-12
Gold J (1997) Learnng and story tellng e next stage n
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okullarında oumlrguumltsel oumlğrenmenn değerlendrlmes XIV Ulu-
sal Eğ983145t983145m B983145l983145mler983145 Kongres983145 Kongre K983145tabı ccedilnde (c 1 s 49-
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Ho S K M (1999) Total learnng organzaton Te Learn983145ng
Organ983145zat983145on 6 (3) 116-120
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112
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ments l983145nk983145ng behav983145or to bel983145ef New York and London Aca-
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m983145ng the cr983145s983145s of conf983145dance New York Teachers College Press
Matheu J E amp Zajac D M (1990) A revew and meta-analy-
ss of the antecedents correlates and consequences of organ-zatonal commtment Psycholog983145cal Bullet983145n 108 (2) 171-194
Monchak P V (1994) Relatonshps betwen organzatonal
structure conct resoluton and organzatonal commtment
n elementary schools (PhD) D983145ssertat983145on Abstracts Internat983145-
onal 54 (7) 2413-A
Morrson K (1998) Management theor983145es for educat983145onal
change London Paul Chapman Publshng Ltd
Morrow P C (1983) Concept redundancy n organzatonal
research e case of work commtment Academy of Manage-
ment Rev983145ew 8 (3) 486-500
OrsquoRelly C amp Chatman J (1986) Organzatonal commtment
and psychologcal attachment e eects of complance den-
tfcaton and nternalzaton on prosocal behavor Journal of
Appl983145ed Psychology 71(3) 492-499
Oumlrtenblad A (2001) On derences between organzatonal
learnng and learnng organzaton Te Learn983145ng Organ983145zat983145-
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Parks M B (1992) Partcpaton commtment and organza-
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Extenson (EdD) D983145ssertat983145on Abstracts Internat983145onal 53 (1)
38-A
Randall D M (1987) Commtment and organzaton e
organzaton man revsted Academy of Management Rev983145ev
12 (1) 460-471
Randall D M amp Cote J A (1991) Interrelatonshps of work
commtment constructs Work and Occupat983145ons 18 (2) 194-
211
Rechers A E (1985) A revev and reconceptualzaton of or-
ganzatonal commtment Academy of Management Rev983145ew 10
(3) 465-476
Rchardson B (1995) Learnng contexts and roles for the le-arnng organzaton leader Te Learn983145ng Organ983145zat983145on 2 (1)
15-33
Robbns S P (1994) Oumlrguumltsel davranışın temeller983145 (ccedilev S A
Oumlztuumlrk) Prentce Hall Internatonal Inc
Rosenholtz S J (1989) eachers workplace Te soc983145al organ983145-
zat983145on of schools New York Longman
Rozenblum E F (1993) Why teachers stay A process of deve-
lopng commtment (PhD) D983145ssertat983145on Abstracts Internat983145o-
nal 54 (4) 1188-A
Schwenk C R (1986) Informaton cogntve bases and
commtment to a course of acton Academy of Management
Rev983145ew 11 (2) 298-310
Senge P M (1993) Beş983145nc983145 D983145s983145pl983145n (2 bs ccedilev A İldenz A
Doğukan) İstanbul Yapı Kred Yayınları
Seymour D (1992) Caus983145ng qual983145ty 983145n h983145gher educat983145on New
York Macmllan
Sheldon M E (1971) Investments and nvolvements as mec-
hansms pruducng commtment to the organzaton Adm983145-
n983145strat983145ve Sc983145ence Quarterly 16 (2) 143-150
Tannenbaum A S (1966) Soc983145al psychology of the work organ983145-
zat983145on USA Wadsworth Publshng Company Inc
Teare R amp Dealtry R (1998) Buldng and sustanng a le-
arnng organzaton Te Learn983145ng Organ983145zat983145on 5 (1) 47-60
Tekn A (2002) İşletmelerde oumlrguumltsel bağlılık ve b983145r karşılaş-
tırma uumlrk983145ye-Pak983145stan Oumlrneğ983145 Yayımlanmamış yuumlksek lsans
tez Gaz Uumlnverstes Sosyal Blmler Ensttuumlsuuml Ankara
Toumlremen F (2001) Oumlğrenen okul Ankara Nobel Yayın Dağı-
tım
Tsu A S Egan T D amp OrsquoRelly C A (1992) Beng drent
Relatonal demography and organzatonal attachment Adm983145-
n983145strat983145ve Sc983145ence Quarterly 37 (1-4) 549-579
Tuncer A (1995) M983145ll983145 Eğ983145t983145m Bakanlığı B983145lg983145sayar Eğ983145t983145-
m983145 ve H983145zmetler983145 Genel Muumlduumlrluumlğuuml personel983145n983145n 983145ş doyumu
ve oumlrguumltsel bağlılık durumları Yayınlanmamış lsansuumlstuuml
uzmanlık tez Tuumlrkye Ortadoğu Amme İdares Ensttuumlsuuml
Ankara
Turan S Karadağ E ve Bektaş F (2011) Uumlnverste yapısı
ccedilersnde oumlğrenen oumlrguumlt ve oumlrguumltsel bağlılık lşks uumlzerne
br araştırma Kuram ve Uygulamada Eğ983145t983145m Youmlnet983145m983145 17 (4)627-638
Ulrch D (1998) Intellectual captal = competence x commt-
ment Sloan Management Rev983145ew 39 (2) 15-26
Uyguccedil N ve Ccedilımrın D (2004) Dokuz Eyluumll Uumlnverstes Araş-
tırma ve Uygulama Hastanes Merkez Laboratuarı ccedilalışanları-
nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen
faktoumlrler Dokuz Eyluumll Uumln983145vers983145tes983145 İkt983145sad983145 ve İdar983145 B983145l983145mler
Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99
Uumlnuumlvar T G (2006) An integrative model of job character-
istics job satisfaction organizational commitment and orga-
nizational citizenship behavior Unpublished doctoral dis-
sertation Middle East Technical University Socal Scences
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1314
E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve
kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-
lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
Ves H (2010) Organzatonal learnng n the hgher educa-
ton nsttutons A case study of agrcultural and natural re-
courses campus of Unversty of Tehran Internat983145onal Onl983145ne Journal of Educat983145onal Sc983145ences 2 (1) 21-36
Vroom P V (1992) Role conct commtment and copng
and scholarly productvty and satsfacton of socal work aca-
demcs (PhD) D983145ssertat983145on Abstracts Internat983145onal 52 (7)
2433-2434-A
Wallace J E (1995) Organzatonal and professonal Commt-
ment n professonal and nonprofessonal organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-
lenge (3rd ed pp 253-278) Unversty of Oregon
Wener Y (1982) Commtment n organzatons A normatve
vew Academy of Management Rev983145ew 7 (3) 418-428
Yener L (1997) Learn983145ng organ983145zat983145ons Yayımlanmamış yuumlk-
sek lsans tez Marmara Uumlnverstes Sosyal Blmler Ensttuuml-
suuml İstanbul
Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
sel adalet 983145l983145şk983145s983145 Yayımlanmamış doktora tez Ankara Uumlnver-
stes Sosyal Blmler Ensttuumlsuuml Ankara
Yılmaz E (2009) Examining organizational commitment of
primary school teachers regarding to their job satisfaction and
their schoolrsquos organizational creativity Elementary Education
Online 8 (2) 476-484
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the scope of goals and values (DeCots amp Sum-
mers 1987 Morrow 1983 Randall amp Cote 1991
Schwenk 1986 Wener 1982)
ere are several classfcatons of the lterature
on organzatonal commtment Etzon (1975)
classfes organzatonal commtment as negatve-
alenatng mddle-to-neutral and postve moral
commtment Wener (1982) as nstrumental and
normatve-moral commtment Allen and Meyer
(1990) as emotonal contnuance and normatve
commtment Kelman (1958) OrsquoRelly and Chat-
man (1986) as commtment based on complance
dentfcaton and nternalzaton Katz and Kahn
(1977) as nstrumental and expressve commt-
ment Buchanan (1974) as dentfcaton attach-
ment and loyalty Classfcatons related to organ-
zatonal commtment has been observed n studesof Turkey (Balay 2000 2007 Balcı 2000 Celep
1996 Tekn 2002 Uyguccedil amp Ccedilımrın 2004 Uumlnuumlvar
2006 Varoğlu 1993 Yıldırım 2002 Yılmaz 2009)
Studes wthn the framework of organzatonal
commtment development tools showed that the
most mportant tools n ths subject are control
strategy vson the work requred to struggle co-
operaton and teamwork work culture common
benefts communcaton nterest n people tech-
nology tranng and development the sgnfcanceof the work job stress sense of duty fulfllment
approprate learnng clmate autonomy partcpa-
ton feedback collaboraton learnng opportunt-
es and resources (Frestone amp Pennel 1993 Ulrch
1998 Weber 1997)
Relat983145onsh983145p Between Learn983145ng Organ983145zat983145on
and Organ983145zat983145onal Comm983145tment
In recent years organzatons are confronted wth
an ncreasngly rsng compettve pressure In or-
der to survve and ncrease nsttutonsrsquo compett-
veness one of the modern management concepts
developed n s learn983145ng organ983145zat983145on and another
s the concept of organ983145zat983145onal comm983145tment e
concept of learnng organzaton s predcated on
organzatons to create new knowledge to share
ths nformaton to convert ths nformaton nto
organzatonal knowledge to use on solvng the
problems (Garvn 1993 DBella amp Nevs 1998
Senge 1993) On the other hand t s not enoughto keep people physcally n the system Employees
may not ntegrate psychologcally wth the system
envronment and they jon n many actvtes es-
pecally learnng actvtes s stuaton can lead
to poor the systemrsquos psychologcal bond Accordng
to Katz and Kahn (1977) for the eectve funct-
onng of educatonal nsttutons of whch actvty
feld s to change and transform people most of the
members must be wllng to do more than most ofthe task defnton s requres the ntegraton of
employees wth organzaton Because accordng to
Ulrch (1998) those wth organzatonal commt-
ment become more ecent and act wth a sense of
hgher responsblty and loyalty
In prevous researches organzatonal commt-
ment was used as dependent varable n some
studes and ndependent varable n other stud-
es In these studes organzatonal commtment
s closely related to absence delay wthdrawal(Rechers 1985) motvaton (Becker et al 1996
Randall 1987 Wener 1982) desre to reman n
the organzaton (Rozenblum 1993 Tsu Egan amp
OrsquoRelly 1992) changng jobs (Hrebnak amp Alut-
to 1972) to strve for ndvdual groups to ensure
group loyalty (Blau amp Boal 1987) promoton loss
of ncome loss of job securty solaton wearng
character change n the qualty of busness the
development of employees moblty creatvty
nnovaton obstacles to change group nteracton
unable to balance home and work relatonshps
personal alenaton to engage n llegal and uneth-
cal behavors (Randall) job satsfacton (Chatman
1991 Daley amp Krk 1992 Robbns 1994 Tannen-
baum 1966 Tsu et al 1992) performance (Loc-
ke Latham amp Erez 1988) partcpaton (Becker et
al 1996 Handy 1985 Parks 1992 Randall Wal-
lace 1995) and conct (Lowery 1994 Monchak
1994 Vroom 1992)
In studes carred out n Turkey the organzatonal
commtment was examned as both ndependent
and the dependent varable For example Tuncer
(1995) surveyed the levels of job satsfacton and
organzatonal commtment of the sta of M-
nstry of Natonal Educaton and found that the
sta had organzatonal commtment and they are
generally satsfed wth ther jobs Varoğlu (1993)
n hs study nvestgatng the employeesrsquo atttudes
values commtment to the organzaton n Turksh
publc sector t s found out that most of Turksh
employees n the publc sector had a hgh level ofcommtment to keep contnuaton n workng and
the reasons for workng and gvng up the job are
8172019 Bugetul de Venituri Si Cheltuieli2011
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
vronment Celep (1996) n hs study related to the
organzatonal commtment of the teachers n edu-
catonal organzatons t s found that teachers are
hghly dedcated to ther jobs and the dedcaton
s mostly related to the teachng professon rather
than school
Balay (2000) n hs study examnng the orga-
nzatonal commtment of the teachers and the
prncpals both n prvate and state hgh schools
t s found that teachers and prncpals n prvate
hgh schools had a hgher level of organzatonal
commtment than teachers and prncpals n state
hgh schools Uumlnuumlvar (2006) n hs study exam-
nng job-related characterstcs job satsfacton
the behavour of the organzatonal ctzenshp
and organzatonal commtment t s found that
organzatonal commtment and the behavour ofthe organzatonal ctzenshp have a sgnfcant
relatonshp Balay (2007) n hs study examnng
the organzatonal commtment of teachers n pr-
mary schools and ther conct management styles
t s found that organzatonal commtment based
on dentfcaton and nternalzaton s especally
related to the conct management styles of comp-
romsng and problem solvng and organzatonal
commtment based on complance s seen as the
only predctor of conct management strategy of
fosterng Yılmaz (2009) n hs study found a close
relatonshp between organzatonal commtment
job satsfacton and organzatonal creatvty Balay
and İpek (2010) n ther study examnng organ-
zatonal culture and organzatonal commtment of
prmary school teachers found a postve correla-
ton between complance based of organzatonal
commtment and the power and role culture and
a negatve correlaton between complance based
of organzatonal commtment and success and
supportve culture Organzatonal commtment atthe level of dentfcaton and nternalzaton sho-
wed a postve correlaton especally wth success
and supportve culture Turan Karadağ and Bektaş
(2011) focused on the relatonshp between organ-
zatonal commtment and learnng organzaton n
the structure of the unversty ey found a pos-
tve correlaton between learnng organzaton and
organzatonal commtment and t s found that
learnng organzaton subscales together predcted
32 percent of organzatonal commtment
On the other hand revewng the lterature t s
obvously seen that researchers such as Argyrs
merely focused on the learnng organzaton ssue
just at thnkng level on the contrary they gave
less mportance to emprcal studes However t
s not enough to just have the concept of learnng
organzaton ntellectually To answer the queston
of how to create a learnng organzaton there s a
need to fnd out the relaton between the conceptof learnng organzaton and the other concepts
related to t n the researches In ths context there
are a lmted numbers of researches carred out For
example Seymour (1992) found out a close relat-
onshp between learnng organzaton and qualty
approaches To hm n order to reveal the qualty
of the organzaton there s a need for the know-
ledge desre and the energy of everyone n the
organzaton Ccedilelk (1997) revealed a relatonshp
between organzatonal learnng and organzat-onal change Accordngly a successful change just
depends on the successful creaton of an organza-
tonal learnng culture To Kavrakoğlu (1996) the
roots of the concept of learnng organzaton are
based on system dynam983145cs System dynamcs s a
dscplne of seeng the whole To see the whole the-
re must be an mplemented shared learnng n all
of the system Fol and Lyles (1985) suggested that
factors such as envronment structure culture and
strategy nuenced the organzatonal learnng
and organzatonal learnng s aected n a postveway f ths organzaton and strateges are adopted
Toumlremen (2001) n hs study comparng prvate and
state hgh schools t s found that team workng n
prvate schools s at a more satsfactory level than
t s n state schools Also Yener (1997) found that
prvate schools are superor to the state schools n
promotng contnuous learnng Basım Şeşen and
Meydan (2009) n ther study carred out on the ef-
fect of the concept of learnng organzaton on the
entrepreneurshp n the organzaton they foundout that team learnng cross-connect systems and
supportve leadershp have a postve eect on ent-
repreneurshp wthn the organzaton
As can be seen clearly from the above nformaton
n the lterature t s seen that studes examnng the
mpact of the faculty membersrsquo percepton of lear-
nng organzaton to organzatonal commtment
n hgher educaton level s very lttle and n lmted
number of studes the learnng organzaton-orga-
nzatonal commtment relatonshp s not dealtat the level of prvate and publc unverstes Ho-
wever the recognton of opportuntes about self
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton through learnng can be eectve
n ntegraton of people wth organzaton s s-
tuaton s almost a necessty rather than a requ-
rement for hgher educaton nsttutons n whch
learnng and research are the most basc and cont-
nuous actvtes Obvously ndvduals can strugg-
le above and beyond the expectatons to renforcether organzatons whch support and strengthen
them s stuaton can provde the emergence
of the common gans for both employees and the
organzaton In ths context ths research ams to
compare the mpact of faculty membersrsquo percept-
ons of learnng organzaton to ther organzatonal
commtment n the context of prvate and publc
unverstes In ths research faculty membersrsquo per-
ceptons of unversty they worked s ndependent
varable ther organzatonal commtment s de-
pendent varable
Object983145ves of the Study
In ths research the mpact of faculty membersrsquo
learnng organzaton perceptons to ther orga-
nzatonal commtment has been studed In ths
context the followng questons have been tred to
answer
1 Do faculty membersrsquo perceptons of learnng or-
ganzaton and organzatonal commtment dersgnfcantly dependng on the type of unversty
where they were employed
2 Do faculty membersrsquo perceptons of learnng or-
ganzaton dmensons and levels of organzatonal
commtment der sgnfcantly dependng on the
type of unversty where they were employed
3 To what degree do faculty membersrsquo percept-
ons of the dmensons of the learnng organzaton
predct ther derent levels of organzatonal com-
mtment
Method
Model
s research s a quanttatve study In ths study
descrptve and relatonal scannng models s used
Descrptve model s used for determnng the le-
vels of the learnng organzaton and organzato-
nal commtment of the academc sta n both pr-
vate and state unverstes relatonal scannng mo-del s used for determnng the szes and the levels
of organzatonal commtment n order to examne
Study Group
s research was conducted as a comparson of
the two unverstes one of them s prvate (Zrve
Unversty) the other s publc (Harran Unversty)
because t ams to examne the mpact of learnng
organzaton perceptons of faculty members wor-
kng n prvate and publc unverstes to ther orga-
nzatonal commtment e research was carred
out wth 172 faculty members who work n un-
verstes mentoned above n 2010-2011 academc
year Voluntary partcpaton of faculty members s
taken nto account n the research us aer the
dstrbuton of 380 questonnares 268 queston-
nares returned 172 questonnares were sutable
for data analyss by the elmnaton of 96 quest-
onnares whch were determned to be defectve
Accordngly 64 of the questonnares were usedto analyze the data
Data Collect983145on Tools
Scale of Learn983145ng Organ983145zat983145on D983145mens983145ons In
order to determne the faculty membersrsquo learnng
organzaton perceptons Scale of Learnng Or-
ganzaton Dmensons whch was developed by
Watkns and Marsck (1997) and was translated
to Turksh by Basım Şeşen and Korkmazyuumlrek(2007) was used n ths research e scale con-
ssts of two parts Whle the frst part of the scale
contans seven basc dmensons of learnng orga-
nzaton propertes the second part contans two
assstant dmensons ncludng the key results To
respond to questons n ths research seven ba-
sc dmensons n the frst part of the scale were
used e tems n the nstrument were rated on
a fve-pont Lkert scale rangng from never (1)
to always (5) Accordngly Scale of Learnng Or-
ganzaton Dmensons conssts of a total of 43tems of whch contnuous learnng dmenson s
7 tems dalogue and research dmenson 6 team
learnng dmenson 6 shared systems dmenson
6 renforced employees 6 nter-systems connect-
on dmenson 6 supportve leadershp dmenson
6 In the past the relablty analyss of the scale was
computed by Basım and Şeşen (2007) ey nd-
cated that the relablty values of the scale rangend
from 84 to 92 In ths study the relablty values
of the scale were computed over agan and foundconsderably hgh Conducted analyss dsplayed
that the relablty scores of the scale were ranged
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
Scale of Organ983145zat983145onal Comm983145tment In order
to determne the faculty membersrsquo organzatonal
commtment levels Scale of Organzatonal Com-
mtment whch was developed by Balay (2000) was
used n ths research e tems n the nstrument
were rated on a fve-pont Lkert scale rangng
from strongly dsagree (1) to strongly agree (5)Organzatonal Commtment Scale conssts of 27
tems of whch accordance dmenson s 8 tems
dentfcaton dmenson 8 and nternalzaton d-
menson 11
Data Analys983145s
Data analyss was conducted n two stages by usng
Mann Whtney U test and multple regresson
technques In ths study unlke publc unverst-es n spte of all eorts the number of partcpants
from prvate unversty has remaned as 21 s
stuaton requred the mplementaton of Mann
Whtney U test for nonparametrc t-test n order
to fnd whether there are sgnfcant derences n
the blateral comparson to the type of unversty
between prvate and publc unverstes In the se-
cond stage the multple regresson technque were
used to determne to what degree faculty membersrsquo
perceptons of the dmensons of the learnng orga-nzaton predct ther derent szes of organzat-
onal commtment In the analyss α=05 level was
taken as bass
F983145nd983145ngs
General Percept983145ons of Learn983145ng Organ983145zat983145on
and Organ983145zat983145onal Comm983145tment to the Type of
Un983145vers983145ty
Mann Whtney U test was appled to determnewhether faculty membersrsquo perceptons of learnng
organzaton characterstcs and organzatonal
commtment der sgnfcantly to the type of un-
versty Accordngly faculty membersrsquo learnng or-
ganzaton characterstcs (U(53550)=000 plt05)
and organzatonal commtment (U(661)=000
plt05) perceptons vary sgnfcantly dependng on
the type of unversty whch they work Accordng
to ths learnng organzaton and organzatonal
commtment perceptons of faculty members wor-
kng n prvate unversty was sgnfcantly hgher
than those workng n publc unversty
F983145nd983145ngs of Learn983145ng Organ983145zat983145on D983145mens983145ons
and Organ983145zat983145onal Comm983145tment Levels to the
Type of Un983145vers983145ty
Mann Whtney U test was appled to determ-
ne whether faculty membersrsquo derent dmens-
ons of learnng organzaton and organzatonal
commtment levels vary sgnfcantly dependng
on the type of unversty Accordngly faculty
membersrsquo perceptons of learnng organzaton
dmensons der sgnfcantly to the type of un-
versty they worked Accordng to ths faculty
membersrsquo perceptons of learnng organzaton
dmensons statstcally der sgnfcantly to the
type of unversty they worked n dmensons of
cont983145nuous learn983145ng (U(70050)=000 plt05) d983145a-
logue and research (U(77550)=000 plt05) team
learnng (U(75250)=000 plt05) shared systems (U(68350)=000 plt05) re983145nforced employees
(U(570)=000 plt05) 983145nter-systems connect983145on
(U(46450)=000 plt05) and support983145ve leaders-
h983145p (U(60650)=000 plt05) From the fndngs
above learnng organzaton perceptons of faculty
members workng n prvate unversty were found
sgnfcantly hgher than those workng n publc
unversty
On the other hand accordng to fndngs fa-
culty membersrsquo perceptons of organzatonalcommtment levels der sgnfcantly to the
type of unversty they work n dmensons of
compl983145ance (U(94950)=003 plt05) 983145dent983145f983145ca-
t983145on (U(574)=000 plt05) and 983145nternal983145zat983145on
(U(826)=000 plt05) Closer look at the fndngs
organzatonal commtment n dentfcaton and
nternalzaton levels of faculty members workng
n prvate unversty were hgher than those wor-
kng n publc unversty on the contrary n comp-
lance dmenson organzatonal commtment of
faculty members workng n publc unversty werefound hgher than those workng n prvate unver-
sty
Est983145mat983145on of Levels of Organ983145zat983145onal Comm983145t-
ment from D983145mens983145ons of Learn983145ng Organ983145zat983145-
on
In ths research fnally t was examned whether
dmensons of learnng organzaton predcted
the derent levels of organzatonal commtmentMultple regresson technque was used to estma-
te the relatonshp among derent dmensons
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
re983145nforced employees dmenson of learnng orga-
nzaton was the only predcator of organzatonal
commtment based on compl983145ance ( β(-353)=000
plt05) At close examnaton of the fndngs t s
understood that predctve power of the model s
weak Because t was seen that ndependent varab-
les explaned the varance n organzatonal com-mtment based on accordance (R=564 R 2 =319
plt05)
On the other hand t was seen that dmens-
ons of learnng organzaton both team lear-
n983145ng ( β(271)=000 plt01) and shared systems
( β(281)=000 plt05) dmensons created a sgnf-
cant mpact on 983145dent983145f983145cat983145on level of organzatonal
commtment Of these t was seen that partcularly
the dmenson of shared systems had a stronger
eect on the 983145dent983145f983145cat983145on However t was ob-served that the predctve power of the model was
relatvely moderate and these varables meet the
md-level of the varance on organzatonal com-
mtment based on 983145dent983145f983145cat983145on (R=733 R 2=537
plt05) Fnally t was observed that none of the
dmensons of learnng organzaton created a sg-
nfcant mpact on organzatonal commtment ba-
sed on 983145nternal983145zat983145on ( pgt05)
D983145scuss983145on
s research whch ams to compare the mpact
of faculty membersrsquo perceptons of learnng or-
ganzaton to ther organzatonal commtment
between prvate and publc unversty revealed
sgnfcant results Accordng to the frst result of
ths research faculty membersrsquo perceptons of le-
arnng organzaton characterstcs and organzat-
onal commtment der sgnfcantly to the type of
unversty they worked Accordng to ths result t
was found that learnng organzaton perceptonsof faculty members workng n prvate unversty
were hgher than those workng n publc unver-
sty s result can be explaned by the learnng
opportuntes whch prvate and publc unverstes
oer to ther employees To qualfy any unversty
lke other organzatons as a learnng organzat-
on frst of all must be realzed seven oblgatory
actons of learnng organzaton Cullen (1999)
explaned these seven oblgatory actons respect-
vely as to create contnuous learnng opportunt-es to develop research and dalogue to encourage
collaboraton and team work to establsh ganng
rate people around a common vson to make the
organzaton assocated wth ts envronment and
fnally to establsh a supportve leadershp both n-
dvdually and as a team and organzatonal level It
was observed that these seven oblgatory actons of
learnng organzatons were smlar to the dmens-
ons of learnng organzaton used n the researchWhen an evaluaton of ths nformaton s made
t can be sad that faculty members workng n pr-
vate unversty evaluate ther unversty n a better
poston than those workng n publc unversty
and ther hgh perceptons of learnng organzaton
s derved from ths
On the other hand t was seen that faculty mem-
bers workng n prvate unversty compared wth
colleagues workng n publc unversty generally
have shown more commtment to the unverstywhch they worked s result can be explaned
by unversty admnstratonsrsquo eorts to create a
sutable workng envronment for employees and
to develop commtment Frestone and Pennelrsquos
(1993) research fndngs support ths approach
Accordng to these authors a far and adequa-
te payment for employees career development
a seres of ncentve polces such as gudng and
supportng programs postvely aect employeesrsquo
commtment to ther organzatons
Accordng to another result of the research faculty
membersrsquo perceptons of learnng organzaton d-
mensons and levels of organzatonal commtment
der sgnfcantly to the type of unversty whe-
re they were employed Accordng to ths result
learnng organzaton perceptons of employees
workng n prvate unversty n all dmensons
were more postve than those workng n publc
unversty It was observed that n studes (Guumlnduumlz
amp Sezk 2005) whch perceptons of learnng orga-
nzaton between prvate and publc schools wereevaluated the result was usually n favor of prvate
schools
On the other hand n ths research perceptons of
organzatonal commtment based on complance
of faculty members workng n publc unversty
were found hgher than those workng n prvate
unversty whereas organzatonal commtments
of faculty members n prvate unversty were hg-
her than those workng n publc unversty s
result can be nterpreted as bureaucratc manage-ment features of the nsttuton have an eect on
organzatonal commtment by creatng oppress-
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
the nsttuton reduces the sense of organzatonal
commtment the feelng of ntense concts occurs
snce employeesrsquo needs n such an envronment are
not met adequately by the managers and employe-
es cannot partcpate to decson-makng process
so that t can be put forward that lower levels of
organzatonal commtment (commtment basedon a hgher complance) are derved from t It s
due to ths reason that there s a sgnfcant rela-
tonshp between low organzatonal commtment
and bureaucratc structure of the unversty that
creates the percepton of pressure and oblgaton
Because poor communcaton bureaucratc ndo-
lence and slowness can be estmated to negatvely
aect the organzatonal commtment on rules and
regulatons reducng the satsfacton Indeed due
to the strongly centralzed structure of publc un-
verstes faculty members oen have bureaucratc
dsadvantages they cannot partcpate to decsons
related to ther work and they cannot use ther n-
tatve the percepton of commtment based on
hgher-level complance (lower dentfcaton and
nternalzaton) s derved from t to a large extent
e results of research done on ths subject are
n support of the above comments Accordng to
the lterature commtment based on complance
s related to weak and superfcal organzatonal
commtment Indvdual at ths level of commt-ment comply wth the organzaton but ths comp-
lance s not done voluntarly and wholeheartedly
In other words ths complance s not based on
convergence (dentfcaton) between ndvdual
and organzaton and the purpose and value share
(nternalzaton) Unwllng complance refers to
the oblgaton e oblgaton requres moblzng
the authorty rules and organzatonal procedures
erefore forced complance s based on control
not trust In ths way the organzaton assures the
realzaton of organzatonal behavor wthout ta-kng nto consderaton the nterests and expecta-
tons of employees (Brockner Tyler amp Schneder
1992 Handy 1985 Kelman 1958 OrsquoRelly amp Chat-
man 1986)
Smlar results were observed n studes of compa-
rson of prvate and publc schools on ther orga-
nzatonal commtment In Balayrsquos (2000) research
whch was examned school commtment of ad-
mnstrators and teachers workng n prvate and
publc hgh schools t was found that admnstra-tor and teachers of prvate hgh school felt more
commtment n both dentfcaton and nterna
lzaton dmensons than those workng n publc
hgh schools whereas t was found that admnst-
rator and teachers workng n publc hgh schools
felt more commtment manly commtment level
based on complance
In addton n ths research t was examned to
what extent faculty membersrsquo perceptons of lear-
nng organzaton predcted ther derent levels of
organzatonal commtment At the result of the re-
search t was seen that only renforced employees
dmenson from learnng organzaton dmensons
predcted organzatonal commtment based on
complance s result can be explaned by the
qualty of ther organzatonal commtment wth
strengthenng of employees wthn organzaton
Because Brockner et al (1992) have put forward
that commtment based on complance s related tothe lowest partcpaton and support of employees
Accordng to them employees at the complance
level superfcally support ther organzatons Ac-
cordng to Handy (1985) the operaton of the rules
and procedures s usually related to commtment
at the level of complance Complance s based
on control not trust As such t does not gve the
rght to choose to employees As t s clear from ths
nformaton commtment based on complance
(superfcal commtment) decreases n the system
of strengthened employees and employees tend to volunteer actvtes and ntegrate more wth the
system As long as employeesrsquo are trusted on cont-
rol on the level of organzaton decreases emplo-
yees partcpate more n decsons and fnally ther
organzatonal commtment are based on an nnate
adopton above and beyond a formal framework
On the other hand t was observed that dmen-
sons of team learn983145ng and shared systems predc-
ted postvely organzatonal commtment based
on 983145dent983145f983145cat983145on especally dmenson of sharedsystems had a stronger eect on commtment based
on 983145dent983145f983145cat983145on e mpact of team learnng and
shared systems on employeesrsquo commtment s re-
markable Studes n ths subject clearly quoted that
havng team learnng and shared systems at organ-
zatonal level strongly aects employeesrsquo organza-
tonal commtment For nstance Ves (2010) put
forward n hs research that team learnng created
a collectve dscplne n organzaton and t le the
door open to dalogue and mproved the wll to sol-
ve problems wth hgh creatvty Accordng to Ve-
s team learnng develops a sense of togetherness
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton by makng the best contrbuton
to the soluton even the most complex ssues Ac-
cordng to Ves the dea of shared system s related
to shared vson shared vsons actvate the dea of
creatng a common and shared future wth shared
mages ths also creates a sense of strong commt-
ment Teare and Dealtry (1998) also put forwardthat shared vsons actvate the wll of collectve
learnng and there s a close relatonshp wth sen-
se of organzatonal commtment and good fath
OrsquoRelly and Chatman (1986) put forward n ther
studes that commtment based on dentfcaton
s closely related to the desre to be close to others
n the organzaton ths stuaton creates a hgh
attractveness and satsfacton on ndvdual and
employees who assocate themselves wth other
members of the team act more responsbly
Fnally t was found that none of dmensons of
learnng organzaton has a sgnfcant mpact on
organzatonal commtment based on nternalza-
ton s result can be nterpreted that learnng
opportuntes provded to employees n the organ-
zaton are assocated wth especally whch level of
organzatonal commtment e research results
state that learnng opportuntes oered n the
organzaton consttute of commtment based on
dentfcaton by means of creatng a sense of com-
petence n employees and usng and developngsklls (Frestone amp Pennel 1993 Maero 1988
Matheu amp Zajac 1990 Rosenholtz 1989) but ths
commtment does not convert to nternalze f t s
not based on a normatve bass (Chatman 1991
Handy 1985 Wener 1982) Accordng to these
results t can be explaned that faculty members
are satsfed wth opportuntes of learnng and self
development but ths commtment of ther nst-
tutons s not at the level of nternalzaton whch
means ntegraton wth the organzatonrsquos goals and values
Impl983145cat983145ons for Adm983145n983145strators and Pract983145t983145o-
ners 983145n Inst983145tut983145ons of H983145gher Educat983145on
s research ndcated sgnfcant results for
practtoners n hgher educaton nsttutons (top
executves unversty admnstrators and faculty
members) In ths study faculty members who
work n prvate unverstes stated that ther un-
verstes have more learnng organzaton featuresaccordng to those faculty members who work for
t t t d l f lt b h
work n prvate unverstes have hgher level of
organzatonal commtment to the organzaton
they work s result reveals an mportant clue
related to the derence between the tradtonal
unversty structure and the learnng unversty
structure that undermnes the organzatonal ef-
fectveness Unverstes are tryng to acheve therobjectves by holdng the best employees n ther
bodes nowadays that carry the competton n hg-
her educaton onto the natonal and nternatonal
level Experence of prvate unverstes n hgher
educaton started to become ncreasngly prevalent
n Turkey n recent years s stuaton has created
a new compettve envronment among the un-
verstes partcularly between prvate and publc
unverstes Whle prvate unverstes are tryng
to pull the well-traned teachng sta from the state
unverstes by creatng attractve work envron-
ments for employees of publc unverstes publc
unverstes are not makng the same eort to keep
the traned teachng sta n the system Wth ths
result the managers and practtoners n hgher
educaton should be lead to mprove organzatonal
commtment factors related to the state unverst-
es to thnk on obstacles of organzatonal learnng
and to develop polces n ths drecton
It was also found n the study that perceptons
of prvate unversty employeesrsquo on organzato-nal commtment (except for commtment based
on complance) and learnng organzaton n all
dmensons are found to be more postve than
publc unversty employeesrsquo s result shows that
perceptons of learnng organzaton of prvate un-
versty employees are closely related wth the den-
tfcaton and nternalzaton based organzatonal
commtment wth except complance based com-
mtment In ths respect f a comparson s made
between prvate and publc unverstes employeesof prvate unverstes who have hgher perceptons
of learnng organzaton have hgher level of com-
mtment percepton than employees n the state
unversty who have a lower percepton of learnng
organzaton Competton between unverstes
contnues on wth the employees who are thnkng
free learnng contnuously and becomng skllful
e unversty system whch nvolves employees n
the system physcally s unable to place n jeopardy
the future on the other hand does not suggest app-
lcatons for employeesrsquo socal and psychologcaldevelopment Managers and practtoners n hgher
educaton should ntate the management proces
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
ses that moblze the employee learnng research
and achevement motves For ths purpose the
members workng n publc unverstes should be
motvated wth dentfcaton and nternalzaton
wth the motves mean hgher partcpaton rather
than complance means the system of partal par-
tcpaton It s clear that one of the most eectvetools durng the process of motvaton s culture of
learnng organzaton and the need to mprove t
On the other hand ths study showed one of the
dmensons of the learnng organzaton especally
renforced employees dmenson have an nverse
correlaton wth complance based commtment
Accordng to ths result wth the applcatons
made to empower the employees complance ba-
sed commtment n other words external com-
mtment reduces and employees provde hgherlevel of partcpaton to organzatonal system
Empowerment of employees s possble wth pr-
zng the employees makng the employees feel the
prze enfranchsng and protectng ther nterests
and needs Empowerng the employees need to
lnk employeesrsquo emotonal energy wth care n the
work envronment Admnstrators should convert
the unversty envronment more exble more
learnng-orented and more collaboratve envron-
ments to strengthen teachng sta s stuaton
needs the presence of employees who combneemotonal ntellectual and physcal energy and
show hgh-level of commtment organzatonal
success
Fnally ths research hghlghts the postve eect
of team-orented learnng and shared systems d-
menson of learnng organzaton on organzato-
nal commtment It s remarkable that especally
dmenson of shared systems among these dmen-
sons have more powerful eect on commtment
at the level of dentfcaton Identfcaton means voluntary assocaton wth organzaton as t was
stated before From ths perspectve dentfcaton
s based on beng n sharng wth others and nteg-
raton wth the system Showng postve correla-
ton of both teams-orented learnng and shared
systems dmenson sgnfcant wth dentfcaton
s meanngful Because team-orented learnng
creates a collectve learnng culture throughout
the organzaton then collectve learnng culture
feeds the shared vsons through dalogue Adm-
nstrators who want to keep the employees n the
system wth a commtment at least at the level of
learnng and shared systems n hgher educaton
Because the eectve system-level problem solvng
requres hgh level of dentfcaton wth the orga-
nzaton and dentfcaton requres team-orented
learnng and sharng what s learned
L983145m983145tat983145ons and Proposals for Researchers
Despte the study whch ams to descrbe by com-
parng the faculty memebersrsquo perceptons of orga-
nzatons and organzatonal commtment on one
of the two unverstes ncludng prvate and publc
hghlghts mportant results t should be evaluated
wth some lmtatons Frst of all despte the re-
search carred out usng vald and relable scales
the workng group was lmted wth two unvers-
tes (one publc one prvate) and smlar facultesn these unverstes (Faculty of Educaton Faculty
of Economcs and Admnstratve Scences and Fa-
culty of Engneerng) It s remarkable that the par-
tcpaton n prvate unversty was less than expec-
ted n the study despte the eorts s stuaton
requres beng cautous about the generalzablty
of the results s research amed to analyze the
possble relatonshp between of learnng organ-
zaton and organzatonal commtment of faculty
members e study could be rehandled by ma-
kng comparson between more prvate and stateunverstes e research addtonally could be
developed around other concepts (organzatonal
creatvty dversty management leadershp etc)
related wth learnng organzaton and organzat-
onal commtment
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Balcı A (2000) Oumlrguumltsel sosyalleşme Kuram stratej983145 ve takt983145k-
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27-44
Basım N Şeşen H amp Korkmazyuumlrek H (2007) A Turksh
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Buchanan B (1974) Buldng organzatonal commtment
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n983145strat983145ve Sc983145ence Quarterly 19 (4) 533-546
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adanmışlığı Yayımlanmamış doccedilentlk tez Ankara
Chatman J A (1991) Matchng people and organzatons
Selectons and socalzaton n publc accountng frms Adm983145-
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Cummngs T G amp Worley C (1997) Organ983145zat983145on develop-
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yaklaşım Oumlrguumltsel oumlğrenme 3 Vermllk Kongresrsquonde sunu-
lan bldr Ankara MPM Yayınları
Daley R C amp Krk D J (1992) Dstrbutve and procedural
justce as antecedents of job dssatsfacton and ntend to tur-
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DeCots T A amp Summers T P (1987) A path analyss of a
model of the antecedents and consequences of organzatonal
DBella A amp Nevs E C (1998) How organ983145zat983145ons learn
San Francsco Jossey-Bass
Dubn R Champoux J E amp Porter L W (1975) Central
lfe nterests and organzatonal commtment of blue-collar
and clercal workers Adm983145n983145strat983145ve Sc983145ence Quarterly 20 (3)
411-421
Dunphy D Turner D amp Crawford M (1997) Organzatonal
learnng as the creaton of corporate competences Journal of
Management Development 16 (4) 232-244
Etzon A (1975) A comparat983145ve analys983145s of complex organ983145za-
t983145ons New York Free Press
Fol C M amp Lyles M A (1985) Organzatonal learnng
Academy of Management Rev983145ew 10 (4) 803-813
Frestone W A amp Pennel J R (1993) Teacher commtment
workng condtons and derental ncentve polces Rev983145ew
of Educat983145onal Research 63 (4) 489-525
Fukam C V amp Larson E W (1984) Commtment to com-
pany and unon Parallel models Journal of Appl983145ed Psychology
69 (3) 367-371
Garvn D A (1993) Buldng a learnng organzaton Har-
vard Bus983145ness Rev983145ew 71 (4) 78-91
Grego O V Geroy G D amp Wrght P C (2000) Predc-
tors of learnng organzatons A human resource development
practtonerrsquos perspectve Te Learn983145ng Organ983145zat983145on 7 (1)
5-12
Gold J (1997) Learnng and story tellng e next stage n
the journey for the learnng organzaton Journal of WorkplaceLearn983145ng 9 (4) 133-141
Guumlnduumlz H B ve Sezk S (2005) Devlet ve oumlzel lkoumlğretm
okullarında oumlrguumltsel oumlğrenmenn değerlendrlmes XIV Ulu-
sal Eğ983145t983145m B983145l983145mler983145 Kongres983145 Kongre K983145tabı ccedilnde (c 1 s 49-
56) Denzl Pamukkale Uumlnverstes Eğtm Fakuumlltes Yayını
Handy C B (1985) Understand983145ng organ983145zat983145ons (3rd ed)
England Pengun Busness
Htt W (1995) e learnng organzaton Some reectons on
organzatonal renewal Leadersh983145p And Organ983145zat983145onal Deve-
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Ho S K M (1999) Total learnng organzaton Te Learn983145ng
Organ983145zat983145on 6 (3) 116-120
Hrebnak L G amp Alutto J A (1972) Personel and role-rela-
tad factors n the development of organzatonal commtment
Adm983145n983145strat983145ve Sc983145ence Quarterly 17 (4) 555-573
Huber G P (1991) Organzatonal learnng e contrbutng
processes and the lteratures Organ983145zat983145on Sc983145ence 2 (1) 88-
112
Katz D ve Kahn R L (1977) Oumlrguumltler983145n toplumsal ps983145koloj983145s983145
(ccedilev H Can Y Bayar) Ankara Tuumlrkye Ortadoğu Amme İda-
res Ensttuumlsuuml Yayınları
Kavrakoğlu İ (1996) Oumlğrenen oumlrguumlt İstanbul Kal-der Yayını
8172019 Bugetul de Venituri Si Cheltuieli2011
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
Kelman H C (1958) Complance dentfcaton and nterna-
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Kesler C A (1971) Te psychology of comm983145tment Exper983145-
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Locke E A Latham G P amp Erez M (1988) e determ-
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13 (1) 23-39
Lowery A (1994) Prncpals organzatonal commtment role
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54 (7) 2411-A
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Matheu J E amp Zajac D M (1990) A revew and meta-analy-
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Monchak P V (1994) Relatonshps betwen organzatonal
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Morrson K (1998) Management theor983145es for educat983145onal
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Morrow P C (1983) Concept redundancy n organzatonal
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Appl983145ed Psychology 71(3) 492-499
Oumlrtenblad A (2001) On derences between organzatonal
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38-A
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organzaton man revsted Academy of Management Rev983145ev
12 (1) 460-471
Randall D M amp Cote J A (1991) Interrelatonshps of work
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211
Rechers A E (1985) A revev and reconceptualzaton of or-
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15-33
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Oumlztuumlrk) Prentce Hall Internatonal Inc
Rosenholtz S J (1989) eachers workplace Te soc983145al organ983145-
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Rozenblum E F (1993) Why teachers stay A process of deve-
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Schwenk C R (1986) Informaton cogntve bases and
commtment to a course of acton Academy of Management
Rev983145ew 11 (2) 298-310
Senge P M (1993) Beş983145nc983145 D983145s983145pl983145n (2 bs ccedilev A İldenz A
Doğukan) İstanbul Yapı Kred Yayınları
Seymour D (1992) Caus983145ng qual983145ty 983145n h983145gher educat983145on New
York Macmllan
Sheldon M E (1971) Investments and nvolvements as mec-
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Teare R amp Dealtry R (1998) Buldng and sustanng a le-
arnng organzaton Te Learn983145ng Organ983145zat983145on 5 (1) 47-60
Tekn A (2002) İşletmelerde oumlrguumltsel bağlılık ve b983145r karşılaş-
tırma uumlrk983145ye-Pak983145stan Oumlrneğ983145 Yayımlanmamış yuumlksek lsans
tez Gaz Uumlnverstes Sosyal Blmler Ensttuumlsuuml Ankara
Toumlremen F (2001) Oumlğrenen okul Ankara Nobel Yayın Dağı-
tım
Tsu A S Egan T D amp OrsquoRelly C A (1992) Beng drent
Relatonal demography and organzatonal attachment Adm983145-
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Tuncer A (1995) M983145ll983145 Eğ983145t983145m Bakanlığı B983145lg983145sayar Eğ983145t983145-
m983145 ve H983145zmetler983145 Genel Muumlduumlrluumlğuuml personel983145n983145n 983145ş doyumu
ve oumlrguumltsel bağlılık durumları Yayınlanmamış lsansuumlstuuml
uzmanlık tez Tuumlrkye Ortadoğu Amme İdares Ensttuumlsuuml
Ankara
Turan S Karadağ E ve Bektaş F (2011) Uumlnverste yapısı
ccedilersnde oumlğrenen oumlrguumlt ve oumlrguumltsel bağlılık lşks uumlzerne
br araştırma Kuram ve Uygulamada Eğ983145t983145m Youmlnet983145m983145 17 (4)627-638
Ulrch D (1998) Intellectual captal = competence x commt-
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Uyguccedil N ve Ccedilımrın D (2004) Dokuz Eyluumll Uumlnverstes Araş-
tırma ve Uygulama Hastanes Merkez Laboratuarı ccedilalışanları-
nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen
faktoumlrler Dokuz Eyluumll Uumln983145vers983145tes983145 İkt983145sad983145 ve İdar983145 B983145l983145mler
Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99
Uumlnuumlvar T G (2006) An integrative model of job character-
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8172019 Bugetul de Venituri Si Cheltuieli2011
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
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lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
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ment n professonal and nonprofessonal organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
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Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
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stes Sosyal Blmler Ensttuumlsuuml Ankara
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
vronment Celep (1996) n hs study related to the
organzatonal commtment of the teachers n edu-
catonal organzatons t s found that teachers are
hghly dedcated to ther jobs and the dedcaton
s mostly related to the teachng professon rather
than school
Balay (2000) n hs study examnng the orga-
nzatonal commtment of the teachers and the
prncpals both n prvate and state hgh schools
t s found that teachers and prncpals n prvate
hgh schools had a hgher level of organzatonal
commtment than teachers and prncpals n state
hgh schools Uumlnuumlvar (2006) n hs study exam-
nng job-related characterstcs job satsfacton
the behavour of the organzatonal ctzenshp
and organzatonal commtment t s found that
organzatonal commtment and the behavour ofthe organzatonal ctzenshp have a sgnfcant
relatonshp Balay (2007) n hs study examnng
the organzatonal commtment of teachers n pr-
mary schools and ther conct management styles
t s found that organzatonal commtment based
on dentfcaton and nternalzaton s especally
related to the conct management styles of comp-
romsng and problem solvng and organzatonal
commtment based on complance s seen as the
only predctor of conct management strategy of
fosterng Yılmaz (2009) n hs study found a close
relatonshp between organzatonal commtment
job satsfacton and organzatonal creatvty Balay
and İpek (2010) n ther study examnng organ-
zatonal culture and organzatonal commtment of
prmary school teachers found a postve correla-
ton between complance based of organzatonal
commtment and the power and role culture and
a negatve correlaton between complance based
of organzatonal commtment and success and
supportve culture Organzatonal commtment atthe level of dentfcaton and nternalzaton sho-
wed a postve correlaton especally wth success
and supportve culture Turan Karadağ and Bektaş
(2011) focused on the relatonshp between organ-
zatonal commtment and learnng organzaton n
the structure of the unversty ey found a pos-
tve correlaton between learnng organzaton and
organzatonal commtment and t s found that
learnng organzaton subscales together predcted
32 percent of organzatonal commtment
On the other hand revewng the lterature t s
obvously seen that researchers such as Argyrs
merely focused on the learnng organzaton ssue
just at thnkng level on the contrary they gave
less mportance to emprcal studes However t
s not enough to just have the concept of learnng
organzaton ntellectually To answer the queston
of how to create a learnng organzaton there s a
need to fnd out the relaton between the conceptof learnng organzaton and the other concepts
related to t n the researches In ths context there
are a lmted numbers of researches carred out For
example Seymour (1992) found out a close relat-
onshp between learnng organzaton and qualty
approaches To hm n order to reveal the qualty
of the organzaton there s a need for the know-
ledge desre and the energy of everyone n the
organzaton Ccedilelk (1997) revealed a relatonshp
between organzatonal learnng and organzat-onal change Accordngly a successful change just
depends on the successful creaton of an organza-
tonal learnng culture To Kavrakoğlu (1996) the
roots of the concept of learnng organzaton are
based on system dynam983145cs System dynamcs s a
dscplne of seeng the whole To see the whole the-
re must be an mplemented shared learnng n all
of the system Fol and Lyles (1985) suggested that
factors such as envronment structure culture and
strategy nuenced the organzatonal learnng
and organzatonal learnng s aected n a postveway f ths organzaton and strateges are adopted
Toumlremen (2001) n hs study comparng prvate and
state hgh schools t s found that team workng n
prvate schools s at a more satsfactory level than
t s n state schools Also Yener (1997) found that
prvate schools are superor to the state schools n
promotng contnuous learnng Basım Şeşen and
Meydan (2009) n ther study carred out on the ef-
fect of the concept of learnng organzaton on the
entrepreneurshp n the organzaton they foundout that team learnng cross-connect systems and
supportve leadershp have a postve eect on ent-
repreneurshp wthn the organzaton
As can be seen clearly from the above nformaton
n the lterature t s seen that studes examnng the
mpact of the faculty membersrsquo percepton of lear-
nng organzaton to organzatonal commtment
n hgher educaton level s very lttle and n lmted
number of studes the learnng organzaton-orga-
nzatonal commtment relatonshp s not dealtat the level of prvate and publc unverstes Ho-
wever the recognton of opportuntes about self
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton through learnng can be eectve
n ntegraton of people wth organzaton s s-
tuaton s almost a necessty rather than a requ-
rement for hgher educaton nsttutons n whch
learnng and research are the most basc and cont-
nuous actvtes Obvously ndvduals can strugg-
le above and beyond the expectatons to renforcether organzatons whch support and strengthen
them s stuaton can provde the emergence
of the common gans for both employees and the
organzaton In ths context ths research ams to
compare the mpact of faculty membersrsquo percept-
ons of learnng organzaton to ther organzatonal
commtment n the context of prvate and publc
unverstes In ths research faculty membersrsquo per-
ceptons of unversty they worked s ndependent
varable ther organzatonal commtment s de-
pendent varable
Object983145ves of the Study
In ths research the mpact of faculty membersrsquo
learnng organzaton perceptons to ther orga-
nzatonal commtment has been studed In ths
context the followng questons have been tred to
answer
1 Do faculty membersrsquo perceptons of learnng or-
ganzaton and organzatonal commtment dersgnfcantly dependng on the type of unversty
where they were employed
2 Do faculty membersrsquo perceptons of learnng or-
ganzaton dmensons and levels of organzatonal
commtment der sgnfcantly dependng on the
type of unversty where they were employed
3 To what degree do faculty membersrsquo percept-
ons of the dmensons of the learnng organzaton
predct ther derent levels of organzatonal com-
mtment
Method
Model
s research s a quanttatve study In ths study
descrptve and relatonal scannng models s used
Descrptve model s used for determnng the le-
vels of the learnng organzaton and organzato-
nal commtment of the academc sta n both pr-
vate and state unverstes relatonal scannng mo-del s used for determnng the szes and the levels
of organzatonal commtment n order to examne
Study Group
s research was conducted as a comparson of
the two unverstes one of them s prvate (Zrve
Unversty) the other s publc (Harran Unversty)
because t ams to examne the mpact of learnng
organzaton perceptons of faculty members wor-
kng n prvate and publc unverstes to ther orga-
nzatonal commtment e research was carred
out wth 172 faculty members who work n un-
verstes mentoned above n 2010-2011 academc
year Voluntary partcpaton of faculty members s
taken nto account n the research us aer the
dstrbuton of 380 questonnares 268 queston-
nares returned 172 questonnares were sutable
for data analyss by the elmnaton of 96 quest-
onnares whch were determned to be defectve
Accordngly 64 of the questonnares were usedto analyze the data
Data Collect983145on Tools
Scale of Learn983145ng Organ983145zat983145on D983145mens983145ons In
order to determne the faculty membersrsquo learnng
organzaton perceptons Scale of Learnng Or-
ganzaton Dmensons whch was developed by
Watkns and Marsck (1997) and was translated
to Turksh by Basım Şeşen and Korkmazyuumlrek(2007) was used n ths research e scale con-
ssts of two parts Whle the frst part of the scale
contans seven basc dmensons of learnng orga-
nzaton propertes the second part contans two
assstant dmensons ncludng the key results To
respond to questons n ths research seven ba-
sc dmensons n the frst part of the scale were
used e tems n the nstrument were rated on
a fve-pont Lkert scale rangng from never (1)
to always (5) Accordngly Scale of Learnng Or-
ganzaton Dmensons conssts of a total of 43tems of whch contnuous learnng dmenson s
7 tems dalogue and research dmenson 6 team
learnng dmenson 6 shared systems dmenson
6 renforced employees 6 nter-systems connect-
on dmenson 6 supportve leadershp dmenson
6 In the past the relablty analyss of the scale was
computed by Basım and Şeşen (2007) ey nd-
cated that the relablty values of the scale rangend
from 84 to 92 In ths study the relablty values
of the scale were computed over agan and foundconsderably hgh Conducted analyss dsplayed
that the relablty scores of the scale were ranged
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
Scale of Organ983145zat983145onal Comm983145tment In order
to determne the faculty membersrsquo organzatonal
commtment levels Scale of Organzatonal Com-
mtment whch was developed by Balay (2000) was
used n ths research e tems n the nstrument
were rated on a fve-pont Lkert scale rangng
from strongly dsagree (1) to strongly agree (5)Organzatonal Commtment Scale conssts of 27
tems of whch accordance dmenson s 8 tems
dentfcaton dmenson 8 and nternalzaton d-
menson 11
Data Analys983145s
Data analyss was conducted n two stages by usng
Mann Whtney U test and multple regresson
technques In ths study unlke publc unverst-es n spte of all eorts the number of partcpants
from prvate unversty has remaned as 21 s
stuaton requred the mplementaton of Mann
Whtney U test for nonparametrc t-test n order
to fnd whether there are sgnfcant derences n
the blateral comparson to the type of unversty
between prvate and publc unverstes In the se-
cond stage the multple regresson technque were
used to determne to what degree faculty membersrsquo
perceptons of the dmensons of the learnng orga-nzaton predct ther derent szes of organzat-
onal commtment In the analyss α=05 level was
taken as bass
F983145nd983145ngs
General Percept983145ons of Learn983145ng Organ983145zat983145on
and Organ983145zat983145onal Comm983145tment to the Type of
Un983145vers983145ty
Mann Whtney U test was appled to determnewhether faculty membersrsquo perceptons of learnng
organzaton characterstcs and organzatonal
commtment der sgnfcantly to the type of un-
versty Accordngly faculty membersrsquo learnng or-
ganzaton characterstcs (U(53550)=000 plt05)
and organzatonal commtment (U(661)=000
plt05) perceptons vary sgnfcantly dependng on
the type of unversty whch they work Accordng
to ths learnng organzaton and organzatonal
commtment perceptons of faculty members wor-
kng n prvate unversty was sgnfcantly hgher
than those workng n publc unversty
F983145nd983145ngs of Learn983145ng Organ983145zat983145on D983145mens983145ons
and Organ983145zat983145onal Comm983145tment Levels to the
Type of Un983145vers983145ty
Mann Whtney U test was appled to determ-
ne whether faculty membersrsquo derent dmens-
ons of learnng organzaton and organzatonal
commtment levels vary sgnfcantly dependng
on the type of unversty Accordngly faculty
membersrsquo perceptons of learnng organzaton
dmensons der sgnfcantly to the type of un-
versty they worked Accordng to ths faculty
membersrsquo perceptons of learnng organzaton
dmensons statstcally der sgnfcantly to the
type of unversty they worked n dmensons of
cont983145nuous learn983145ng (U(70050)=000 plt05) d983145a-
logue and research (U(77550)=000 plt05) team
learnng (U(75250)=000 plt05) shared systems (U(68350)=000 plt05) re983145nforced employees
(U(570)=000 plt05) 983145nter-systems connect983145on
(U(46450)=000 plt05) and support983145ve leaders-
h983145p (U(60650)=000 plt05) From the fndngs
above learnng organzaton perceptons of faculty
members workng n prvate unversty were found
sgnfcantly hgher than those workng n publc
unversty
On the other hand accordng to fndngs fa-
culty membersrsquo perceptons of organzatonalcommtment levels der sgnfcantly to the
type of unversty they work n dmensons of
compl983145ance (U(94950)=003 plt05) 983145dent983145f983145ca-
t983145on (U(574)=000 plt05) and 983145nternal983145zat983145on
(U(826)=000 plt05) Closer look at the fndngs
organzatonal commtment n dentfcaton and
nternalzaton levels of faculty members workng
n prvate unversty were hgher than those wor-
kng n publc unversty on the contrary n comp-
lance dmenson organzatonal commtment of
faculty members workng n publc unversty werefound hgher than those workng n prvate unver-
sty
Est983145mat983145on of Levels of Organ983145zat983145onal Comm983145t-
ment from D983145mens983145ons of Learn983145ng Organ983145zat983145-
on
In ths research fnally t was examned whether
dmensons of learnng organzaton predcted
the derent levels of organzatonal commtmentMultple regresson technque was used to estma-
te the relatonshp among derent dmensons
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
re983145nforced employees dmenson of learnng orga-
nzaton was the only predcator of organzatonal
commtment based on compl983145ance ( β(-353)=000
plt05) At close examnaton of the fndngs t s
understood that predctve power of the model s
weak Because t was seen that ndependent varab-
les explaned the varance n organzatonal com-mtment based on accordance (R=564 R 2 =319
plt05)
On the other hand t was seen that dmens-
ons of learnng organzaton both team lear-
n983145ng ( β(271)=000 plt01) and shared systems
( β(281)=000 plt05) dmensons created a sgnf-
cant mpact on 983145dent983145f983145cat983145on level of organzatonal
commtment Of these t was seen that partcularly
the dmenson of shared systems had a stronger
eect on the 983145dent983145f983145cat983145on However t was ob-served that the predctve power of the model was
relatvely moderate and these varables meet the
md-level of the varance on organzatonal com-
mtment based on 983145dent983145f983145cat983145on (R=733 R 2=537
plt05) Fnally t was observed that none of the
dmensons of learnng organzaton created a sg-
nfcant mpact on organzatonal commtment ba-
sed on 983145nternal983145zat983145on ( pgt05)
D983145scuss983145on
s research whch ams to compare the mpact
of faculty membersrsquo perceptons of learnng or-
ganzaton to ther organzatonal commtment
between prvate and publc unversty revealed
sgnfcant results Accordng to the frst result of
ths research faculty membersrsquo perceptons of le-
arnng organzaton characterstcs and organzat-
onal commtment der sgnfcantly to the type of
unversty they worked Accordng to ths result t
was found that learnng organzaton perceptonsof faculty members workng n prvate unversty
were hgher than those workng n publc unver-
sty s result can be explaned by the learnng
opportuntes whch prvate and publc unverstes
oer to ther employees To qualfy any unversty
lke other organzatons as a learnng organzat-
on frst of all must be realzed seven oblgatory
actons of learnng organzaton Cullen (1999)
explaned these seven oblgatory actons respect-
vely as to create contnuous learnng opportunt-es to develop research and dalogue to encourage
collaboraton and team work to establsh ganng
rate people around a common vson to make the
organzaton assocated wth ts envronment and
fnally to establsh a supportve leadershp both n-
dvdually and as a team and organzatonal level It
was observed that these seven oblgatory actons of
learnng organzatons were smlar to the dmens-
ons of learnng organzaton used n the researchWhen an evaluaton of ths nformaton s made
t can be sad that faculty members workng n pr-
vate unversty evaluate ther unversty n a better
poston than those workng n publc unversty
and ther hgh perceptons of learnng organzaton
s derved from ths
On the other hand t was seen that faculty mem-
bers workng n prvate unversty compared wth
colleagues workng n publc unversty generally
have shown more commtment to the unverstywhch they worked s result can be explaned
by unversty admnstratonsrsquo eorts to create a
sutable workng envronment for employees and
to develop commtment Frestone and Pennelrsquos
(1993) research fndngs support ths approach
Accordng to these authors a far and adequa-
te payment for employees career development
a seres of ncentve polces such as gudng and
supportng programs postvely aect employeesrsquo
commtment to ther organzatons
Accordng to another result of the research faculty
membersrsquo perceptons of learnng organzaton d-
mensons and levels of organzatonal commtment
der sgnfcantly to the type of unversty whe-
re they were employed Accordng to ths result
learnng organzaton perceptons of employees
workng n prvate unversty n all dmensons
were more postve than those workng n publc
unversty It was observed that n studes (Guumlnduumlz
amp Sezk 2005) whch perceptons of learnng orga-
nzaton between prvate and publc schools wereevaluated the result was usually n favor of prvate
schools
On the other hand n ths research perceptons of
organzatonal commtment based on complance
of faculty members workng n publc unversty
were found hgher than those workng n prvate
unversty whereas organzatonal commtments
of faculty members n prvate unversty were hg-
her than those workng n publc unversty s
result can be nterpreted as bureaucratc manage-ment features of the nsttuton have an eect on
organzatonal commtment by creatng oppress-
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
the nsttuton reduces the sense of organzatonal
commtment the feelng of ntense concts occurs
snce employeesrsquo needs n such an envronment are
not met adequately by the managers and employe-
es cannot partcpate to decson-makng process
so that t can be put forward that lower levels of
organzatonal commtment (commtment basedon a hgher complance) are derved from t It s
due to ths reason that there s a sgnfcant rela-
tonshp between low organzatonal commtment
and bureaucratc structure of the unversty that
creates the percepton of pressure and oblgaton
Because poor communcaton bureaucratc ndo-
lence and slowness can be estmated to negatvely
aect the organzatonal commtment on rules and
regulatons reducng the satsfacton Indeed due
to the strongly centralzed structure of publc un-
verstes faculty members oen have bureaucratc
dsadvantages they cannot partcpate to decsons
related to ther work and they cannot use ther n-
tatve the percepton of commtment based on
hgher-level complance (lower dentfcaton and
nternalzaton) s derved from t to a large extent
e results of research done on ths subject are
n support of the above comments Accordng to
the lterature commtment based on complance
s related to weak and superfcal organzatonal
commtment Indvdual at ths level of commt-ment comply wth the organzaton but ths comp-
lance s not done voluntarly and wholeheartedly
In other words ths complance s not based on
convergence (dentfcaton) between ndvdual
and organzaton and the purpose and value share
(nternalzaton) Unwllng complance refers to
the oblgaton e oblgaton requres moblzng
the authorty rules and organzatonal procedures
erefore forced complance s based on control
not trust In ths way the organzaton assures the
realzaton of organzatonal behavor wthout ta-kng nto consderaton the nterests and expecta-
tons of employees (Brockner Tyler amp Schneder
1992 Handy 1985 Kelman 1958 OrsquoRelly amp Chat-
man 1986)
Smlar results were observed n studes of compa-
rson of prvate and publc schools on ther orga-
nzatonal commtment In Balayrsquos (2000) research
whch was examned school commtment of ad-
mnstrators and teachers workng n prvate and
publc hgh schools t was found that admnstra-tor and teachers of prvate hgh school felt more
commtment n both dentfcaton and nterna
lzaton dmensons than those workng n publc
hgh schools whereas t was found that admnst-
rator and teachers workng n publc hgh schools
felt more commtment manly commtment level
based on complance
In addton n ths research t was examned to
what extent faculty membersrsquo perceptons of lear-
nng organzaton predcted ther derent levels of
organzatonal commtment At the result of the re-
search t was seen that only renforced employees
dmenson from learnng organzaton dmensons
predcted organzatonal commtment based on
complance s result can be explaned by the
qualty of ther organzatonal commtment wth
strengthenng of employees wthn organzaton
Because Brockner et al (1992) have put forward
that commtment based on complance s related tothe lowest partcpaton and support of employees
Accordng to them employees at the complance
level superfcally support ther organzatons Ac-
cordng to Handy (1985) the operaton of the rules
and procedures s usually related to commtment
at the level of complance Complance s based
on control not trust As such t does not gve the
rght to choose to employees As t s clear from ths
nformaton commtment based on complance
(superfcal commtment) decreases n the system
of strengthened employees and employees tend to volunteer actvtes and ntegrate more wth the
system As long as employeesrsquo are trusted on cont-
rol on the level of organzaton decreases emplo-
yees partcpate more n decsons and fnally ther
organzatonal commtment are based on an nnate
adopton above and beyond a formal framework
On the other hand t was observed that dmen-
sons of team learn983145ng and shared systems predc-
ted postvely organzatonal commtment based
on 983145dent983145f983145cat983145on especally dmenson of sharedsystems had a stronger eect on commtment based
on 983145dent983145f983145cat983145on e mpact of team learnng and
shared systems on employeesrsquo commtment s re-
markable Studes n ths subject clearly quoted that
havng team learnng and shared systems at organ-
zatonal level strongly aects employeesrsquo organza-
tonal commtment For nstance Ves (2010) put
forward n hs research that team learnng created
a collectve dscplne n organzaton and t le the
door open to dalogue and mproved the wll to sol-
ve problems wth hgh creatvty Accordng to Ve-
s team learnng develops a sense of togetherness
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton by makng the best contrbuton
to the soluton even the most complex ssues Ac-
cordng to Ves the dea of shared system s related
to shared vson shared vsons actvate the dea of
creatng a common and shared future wth shared
mages ths also creates a sense of strong commt-
ment Teare and Dealtry (1998) also put forwardthat shared vsons actvate the wll of collectve
learnng and there s a close relatonshp wth sen-
se of organzatonal commtment and good fath
OrsquoRelly and Chatman (1986) put forward n ther
studes that commtment based on dentfcaton
s closely related to the desre to be close to others
n the organzaton ths stuaton creates a hgh
attractveness and satsfacton on ndvdual and
employees who assocate themselves wth other
members of the team act more responsbly
Fnally t was found that none of dmensons of
learnng organzaton has a sgnfcant mpact on
organzatonal commtment based on nternalza-
ton s result can be nterpreted that learnng
opportuntes provded to employees n the organ-
zaton are assocated wth especally whch level of
organzatonal commtment e research results
state that learnng opportuntes oered n the
organzaton consttute of commtment based on
dentfcaton by means of creatng a sense of com-
petence n employees and usng and developngsklls (Frestone amp Pennel 1993 Maero 1988
Matheu amp Zajac 1990 Rosenholtz 1989) but ths
commtment does not convert to nternalze f t s
not based on a normatve bass (Chatman 1991
Handy 1985 Wener 1982) Accordng to these
results t can be explaned that faculty members
are satsfed wth opportuntes of learnng and self
development but ths commtment of ther nst-
tutons s not at the level of nternalzaton whch
means ntegraton wth the organzatonrsquos goals and values
Impl983145cat983145ons for Adm983145n983145strators and Pract983145t983145o-
ners 983145n Inst983145tut983145ons of H983145gher Educat983145on
s research ndcated sgnfcant results for
practtoners n hgher educaton nsttutons (top
executves unversty admnstrators and faculty
members) In ths study faculty members who
work n prvate unverstes stated that ther un-
verstes have more learnng organzaton featuresaccordng to those faculty members who work for
t t t d l f lt b h
work n prvate unverstes have hgher level of
organzatonal commtment to the organzaton
they work s result reveals an mportant clue
related to the derence between the tradtonal
unversty structure and the learnng unversty
structure that undermnes the organzatonal ef-
fectveness Unverstes are tryng to acheve therobjectves by holdng the best employees n ther
bodes nowadays that carry the competton n hg-
her educaton onto the natonal and nternatonal
level Experence of prvate unverstes n hgher
educaton started to become ncreasngly prevalent
n Turkey n recent years s stuaton has created
a new compettve envronment among the un-
verstes partcularly between prvate and publc
unverstes Whle prvate unverstes are tryng
to pull the well-traned teachng sta from the state
unverstes by creatng attractve work envron-
ments for employees of publc unverstes publc
unverstes are not makng the same eort to keep
the traned teachng sta n the system Wth ths
result the managers and practtoners n hgher
educaton should be lead to mprove organzatonal
commtment factors related to the state unverst-
es to thnk on obstacles of organzatonal learnng
and to develop polces n ths drecton
It was also found n the study that perceptons
of prvate unversty employeesrsquo on organzato-nal commtment (except for commtment based
on complance) and learnng organzaton n all
dmensons are found to be more postve than
publc unversty employeesrsquo s result shows that
perceptons of learnng organzaton of prvate un-
versty employees are closely related wth the den-
tfcaton and nternalzaton based organzatonal
commtment wth except complance based com-
mtment In ths respect f a comparson s made
between prvate and publc unverstes employeesof prvate unverstes who have hgher perceptons
of learnng organzaton have hgher level of com-
mtment percepton than employees n the state
unversty who have a lower percepton of learnng
organzaton Competton between unverstes
contnues on wth the employees who are thnkng
free learnng contnuously and becomng skllful
e unversty system whch nvolves employees n
the system physcally s unable to place n jeopardy
the future on the other hand does not suggest app-
lcatons for employeesrsquo socal and psychologcaldevelopment Managers and practtoners n hgher
educaton should ntate the management proces
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
ses that moblze the employee learnng research
and achevement motves For ths purpose the
members workng n publc unverstes should be
motvated wth dentfcaton and nternalzaton
wth the motves mean hgher partcpaton rather
than complance means the system of partal par-
tcpaton It s clear that one of the most eectvetools durng the process of motvaton s culture of
learnng organzaton and the need to mprove t
On the other hand ths study showed one of the
dmensons of the learnng organzaton especally
renforced employees dmenson have an nverse
correlaton wth complance based commtment
Accordng to ths result wth the applcatons
made to empower the employees complance ba-
sed commtment n other words external com-
mtment reduces and employees provde hgherlevel of partcpaton to organzatonal system
Empowerment of employees s possble wth pr-
zng the employees makng the employees feel the
prze enfranchsng and protectng ther nterests
and needs Empowerng the employees need to
lnk employeesrsquo emotonal energy wth care n the
work envronment Admnstrators should convert
the unversty envronment more exble more
learnng-orented and more collaboratve envron-
ments to strengthen teachng sta s stuaton
needs the presence of employees who combneemotonal ntellectual and physcal energy and
show hgh-level of commtment organzatonal
success
Fnally ths research hghlghts the postve eect
of team-orented learnng and shared systems d-
menson of learnng organzaton on organzato-
nal commtment It s remarkable that especally
dmenson of shared systems among these dmen-
sons have more powerful eect on commtment
at the level of dentfcaton Identfcaton means voluntary assocaton wth organzaton as t was
stated before From ths perspectve dentfcaton
s based on beng n sharng wth others and nteg-
raton wth the system Showng postve correla-
ton of both teams-orented learnng and shared
systems dmenson sgnfcant wth dentfcaton
s meanngful Because team-orented learnng
creates a collectve learnng culture throughout
the organzaton then collectve learnng culture
feeds the shared vsons through dalogue Adm-
nstrators who want to keep the employees n the
system wth a commtment at least at the level of
learnng and shared systems n hgher educaton
Because the eectve system-level problem solvng
requres hgh level of dentfcaton wth the orga-
nzaton and dentfcaton requres team-orented
learnng and sharng what s learned
L983145m983145tat983145ons and Proposals for Researchers
Despte the study whch ams to descrbe by com-
parng the faculty memebersrsquo perceptons of orga-
nzatons and organzatonal commtment on one
of the two unverstes ncludng prvate and publc
hghlghts mportant results t should be evaluated
wth some lmtatons Frst of all despte the re-
search carred out usng vald and relable scales
the workng group was lmted wth two unvers-
tes (one publc one prvate) and smlar facultesn these unverstes (Faculty of Educaton Faculty
of Economcs and Admnstratve Scences and Fa-
culty of Engneerng) It s remarkable that the par-
tcpaton n prvate unversty was less than expec-
ted n the study despte the eorts s stuaton
requres beng cautous about the generalzablty
of the results s research amed to analyze the
possble relatonshp between of learnng organ-
zaton and organzatonal commtment of faculty
members e study could be rehandled by ma-
kng comparson between more prvate and stateunverstes e research addtonally could be
developed around other concepts (organzatonal
creatvty dversty management leadershp etc)
related wth learnng organzaton and organzat-
onal commtment
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27-44
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Cummngs T G amp Worley C (1997) Organ983145zat983145on develop-
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lan bldr Ankara MPM Yayınları
Daley R C amp Krk D J (1992) Dstrbutve and procedural
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DeCots T A amp Summers T P (1987) A path analyss of a
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DBella A amp Nevs E C (1998) How organ983145zat983145ons learn
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Dubn R Champoux J E amp Porter L W (1975) Central
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and clercal workers Adm983145n983145strat983145ve Sc983145ence Quarterly 20 (3)
411-421
Dunphy D Turner D amp Crawford M (1997) Organzatonal
learnng as the creaton of corporate competences Journal of
Management Development 16 (4) 232-244
Etzon A (1975) A comparat983145ve analys983145s of complex organ983145za-
t983145ons New York Free Press
Fol C M amp Lyles M A (1985) Organzatonal learnng
Academy of Management Rev983145ew 10 (4) 803-813
Frestone W A amp Pennel J R (1993) Teacher commtment
workng condtons and derental ncentve polces Rev983145ew
of Educat983145onal Research 63 (4) 489-525
Fukam C V amp Larson E W (1984) Commtment to com-
pany and unon Parallel models Journal of Appl983145ed Psychology
69 (3) 367-371
Garvn D A (1993) Buldng a learnng organzaton Har-
vard Bus983145ness Rev983145ew 71 (4) 78-91
Grego O V Geroy G D amp Wrght P C (2000) Predc-
tors of learnng organzatons A human resource development
practtonerrsquos perspectve Te Learn983145ng Organ983145zat983145on 7 (1)
5-12
Gold J (1997) Learnng and story tellng e next stage n
the journey for the learnng organzaton Journal of WorkplaceLearn983145ng 9 (4) 133-141
Guumlnduumlz H B ve Sezk S (2005) Devlet ve oumlzel lkoumlğretm
okullarında oumlrguumltsel oumlğrenmenn değerlendrlmes XIV Ulu-
sal Eğ983145t983145m B983145l983145mler983145 Kongres983145 Kongre K983145tabı ccedilnde (c 1 s 49-
56) Denzl Pamukkale Uumlnverstes Eğtm Fakuumlltes Yayını
Handy C B (1985) Understand983145ng organ983145zat983145ons (3rd ed)
England Pengun Busness
Htt W (1995) e learnng organzaton Some reectons on
organzatonal renewal Leadersh983145p And Organ983145zat983145onal Deve-
lopment Journal 16 (8) 17-25
Ho S K M (1999) Total learnng organzaton Te Learn983145ng
Organ983145zat983145on 6 (3) 116-120
Hrebnak L G amp Alutto J A (1972) Personel and role-rela-
tad factors n the development of organzatonal commtment
Adm983145n983145strat983145ve Sc983145ence Quarterly 17 (4) 555-573
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112
Katz D ve Kahn R L (1977) Oumlrguumltler983145n toplumsal ps983145koloj983145s983145
(ccedilev H Can Y Bayar) Ankara Tuumlrkye Ortadoğu Amme İda-
res Ensttuumlsuuml Yayınları
Kavrakoğlu İ (1996) Oumlğrenen oumlrguumlt İstanbul Kal-der Yayını
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1214
BALAY Effect of Learning Organization Perception to the Organizational Commitment
Kelman H C (1958) Complance dentfcaton and nterna-
lzaton ree processes of atttude change Journal of Confl983145ct
Resolut983145on 2 51-60
Kesler C A (1971) Te psychology of comm983145tment Exper983145-
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demc Press
Locke E A Latham G P amp Erez M (1988) e determ-
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13 (1) 23-39
Lowery A (1994) Prncpals organzatonal commtment role
conct and role ambguty as related to perceved conct ma-
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54 (7) 2411-A
Maero G I (1988) Te empowerment of teachers Overco-
m983145ng the cr983145s983145s of conf983145dance New York Teachers College Press
Matheu J E amp Zajac D M (1990) A revew and meta-analy-
ss of the antecedents correlates and consequences of organ-zatonal commtment Psycholog983145cal Bullet983145n 108 (2) 171-194
Monchak P V (1994) Relatonshps betwen organzatonal
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Morrson K (1998) Management theor983145es for educat983145onal
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Morrow P C (1983) Concept redundancy n organzatonal
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Oumlrtenblad A (2001) On derences between organzatonal
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38-A
Randall D M (1987) Commtment and organzaton e
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12 (1) 460-471
Randall D M amp Cote J A (1991) Interrelatonshps of work
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211
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15-33
Robbns S P (1994) Oumlrguumltsel davranışın temeller983145 (ccedilev S A
Oumlztuumlrk) Prentce Hall Internatonal Inc
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Rozenblum E F (1993) Why teachers stay A process of deve-
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Schwenk C R (1986) Informaton cogntve bases and
commtment to a course of acton Academy of Management
Rev983145ew 11 (2) 298-310
Senge P M (1993) Beş983145nc983145 D983145s983145pl983145n (2 bs ccedilev A İldenz A
Doğukan) İstanbul Yapı Kred Yayınları
Seymour D (1992) Caus983145ng qual983145ty 983145n h983145gher educat983145on New
York Macmllan
Sheldon M E (1971) Investments and nvolvements as mec-
hansms pruducng commtment to the organzaton Adm983145-
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Tannenbaum A S (1966) Soc983145al psychology of the work organ983145-
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Teare R amp Dealtry R (1998) Buldng and sustanng a le-
arnng organzaton Te Learn983145ng Organ983145zat983145on 5 (1) 47-60
Tekn A (2002) İşletmelerde oumlrguumltsel bağlılık ve b983145r karşılaş-
tırma uumlrk983145ye-Pak983145stan Oumlrneğ983145 Yayımlanmamış yuumlksek lsans
tez Gaz Uumlnverstes Sosyal Blmler Ensttuumlsuuml Ankara
Toumlremen F (2001) Oumlğrenen okul Ankara Nobel Yayın Dağı-
tım
Tsu A S Egan T D amp OrsquoRelly C A (1992) Beng drent
Relatonal demography and organzatonal attachment Adm983145-
n983145strat983145ve Sc983145ence Quarterly 37 (1-4) 549-579
Tuncer A (1995) M983145ll983145 Eğ983145t983145m Bakanlığı B983145lg983145sayar Eğ983145t983145-
m983145 ve H983145zmetler983145 Genel Muumlduumlrluumlğuuml personel983145n983145n 983145ş doyumu
ve oumlrguumltsel bağlılık durumları Yayınlanmamış lsansuumlstuuml
uzmanlık tez Tuumlrkye Ortadoğu Amme İdares Ensttuumlsuuml
Ankara
Turan S Karadağ E ve Bektaş F (2011) Uumlnverste yapısı
ccedilersnde oumlğrenen oumlrguumlt ve oumlrguumltsel bağlılık lşks uumlzerne
br araştırma Kuram ve Uygulamada Eğ983145t983145m Youmlnet983145m983145 17 (4)627-638
Ulrch D (1998) Intellectual captal = competence x commt-
ment Sloan Management Rev983145ew 39 (2) 15-26
Uyguccedil N ve Ccedilımrın D (2004) Dokuz Eyluumll Uumlnverstes Araş-
tırma ve Uygulama Hastanes Merkez Laboratuarı ccedilalışanları-
nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen
faktoumlrler Dokuz Eyluumll Uumln983145vers983145tes983145 İkt983145sad983145 ve İdar983145 B983145l983145mler
Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99
Uumlnuumlvar T G (2006) An integrative model of job character-
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nizational citizenship behavior Unpublished doctoral dis-
sertation Middle East Technical University Socal Scences
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1314
E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve
kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-
lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
Ves H (2010) Organzatonal learnng n the hgher educa-
ton nsttutons A case study of agrcultural and natural re-
courses campus of Unversty of Tehran Internat983145onal Onl983145ne Journal of Educat983145onal Sc983145ences 2 (1) 21-36
Vroom P V (1992) Role conct commtment and copng
and scholarly productvty and satsfacton of socal work aca-
demcs (PhD) D983145ssertat983145on Abstracts Internat983145onal 52 (7)
2433-2434-A
Wallace J E (1995) Organzatonal and professonal Commt-
ment n professonal and nonprofessonal organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-
lenge (3rd ed pp 253-278) Unversty of Oregon
Wener Y (1982) Commtment n organzatons A normatve
vew Academy of Management Rev983145ew 7 (3) 418-428
Yener L (1997) Learn983145ng organ983145zat983145ons Yayımlanmamış yuumlk-
sek lsans tez Marmara Uumlnverstes Sosyal Blmler Ensttuuml-
suuml İstanbul
Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
sel adalet 983145l983145şk983145s983145 Yayımlanmamış doktora tez Ankara Uumlnver-
stes Sosyal Blmler Ensttuumlsuuml Ankara
Yılmaz E (2009) Examining organizational commitment of
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Online 8 (2) 476-484
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton through learnng can be eectve
n ntegraton of people wth organzaton s s-
tuaton s almost a necessty rather than a requ-
rement for hgher educaton nsttutons n whch
learnng and research are the most basc and cont-
nuous actvtes Obvously ndvduals can strugg-
le above and beyond the expectatons to renforcether organzatons whch support and strengthen
them s stuaton can provde the emergence
of the common gans for both employees and the
organzaton In ths context ths research ams to
compare the mpact of faculty membersrsquo percept-
ons of learnng organzaton to ther organzatonal
commtment n the context of prvate and publc
unverstes In ths research faculty membersrsquo per-
ceptons of unversty they worked s ndependent
varable ther organzatonal commtment s de-
pendent varable
Object983145ves of the Study
In ths research the mpact of faculty membersrsquo
learnng organzaton perceptons to ther orga-
nzatonal commtment has been studed In ths
context the followng questons have been tred to
answer
1 Do faculty membersrsquo perceptons of learnng or-
ganzaton and organzatonal commtment dersgnfcantly dependng on the type of unversty
where they were employed
2 Do faculty membersrsquo perceptons of learnng or-
ganzaton dmensons and levels of organzatonal
commtment der sgnfcantly dependng on the
type of unversty where they were employed
3 To what degree do faculty membersrsquo percept-
ons of the dmensons of the learnng organzaton
predct ther derent levels of organzatonal com-
mtment
Method
Model
s research s a quanttatve study In ths study
descrptve and relatonal scannng models s used
Descrptve model s used for determnng the le-
vels of the learnng organzaton and organzato-
nal commtment of the academc sta n both pr-
vate and state unverstes relatonal scannng mo-del s used for determnng the szes and the levels
of organzatonal commtment n order to examne
Study Group
s research was conducted as a comparson of
the two unverstes one of them s prvate (Zrve
Unversty) the other s publc (Harran Unversty)
because t ams to examne the mpact of learnng
organzaton perceptons of faculty members wor-
kng n prvate and publc unverstes to ther orga-
nzatonal commtment e research was carred
out wth 172 faculty members who work n un-
verstes mentoned above n 2010-2011 academc
year Voluntary partcpaton of faculty members s
taken nto account n the research us aer the
dstrbuton of 380 questonnares 268 queston-
nares returned 172 questonnares were sutable
for data analyss by the elmnaton of 96 quest-
onnares whch were determned to be defectve
Accordngly 64 of the questonnares were usedto analyze the data
Data Collect983145on Tools
Scale of Learn983145ng Organ983145zat983145on D983145mens983145ons In
order to determne the faculty membersrsquo learnng
organzaton perceptons Scale of Learnng Or-
ganzaton Dmensons whch was developed by
Watkns and Marsck (1997) and was translated
to Turksh by Basım Şeşen and Korkmazyuumlrek(2007) was used n ths research e scale con-
ssts of two parts Whle the frst part of the scale
contans seven basc dmensons of learnng orga-
nzaton propertes the second part contans two
assstant dmensons ncludng the key results To
respond to questons n ths research seven ba-
sc dmensons n the frst part of the scale were
used e tems n the nstrument were rated on
a fve-pont Lkert scale rangng from never (1)
to always (5) Accordngly Scale of Learnng Or-
ganzaton Dmensons conssts of a total of 43tems of whch contnuous learnng dmenson s
7 tems dalogue and research dmenson 6 team
learnng dmenson 6 shared systems dmenson
6 renforced employees 6 nter-systems connect-
on dmenson 6 supportve leadershp dmenson
6 In the past the relablty analyss of the scale was
computed by Basım and Şeşen (2007) ey nd-
cated that the relablty values of the scale rangend
from 84 to 92 In ths study the relablty values
of the scale were computed over agan and foundconsderably hgh Conducted analyss dsplayed
that the relablty scores of the scale were ranged
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
Scale of Organ983145zat983145onal Comm983145tment In order
to determne the faculty membersrsquo organzatonal
commtment levels Scale of Organzatonal Com-
mtment whch was developed by Balay (2000) was
used n ths research e tems n the nstrument
were rated on a fve-pont Lkert scale rangng
from strongly dsagree (1) to strongly agree (5)Organzatonal Commtment Scale conssts of 27
tems of whch accordance dmenson s 8 tems
dentfcaton dmenson 8 and nternalzaton d-
menson 11
Data Analys983145s
Data analyss was conducted n two stages by usng
Mann Whtney U test and multple regresson
technques In ths study unlke publc unverst-es n spte of all eorts the number of partcpants
from prvate unversty has remaned as 21 s
stuaton requred the mplementaton of Mann
Whtney U test for nonparametrc t-test n order
to fnd whether there are sgnfcant derences n
the blateral comparson to the type of unversty
between prvate and publc unverstes In the se-
cond stage the multple regresson technque were
used to determne to what degree faculty membersrsquo
perceptons of the dmensons of the learnng orga-nzaton predct ther derent szes of organzat-
onal commtment In the analyss α=05 level was
taken as bass
F983145nd983145ngs
General Percept983145ons of Learn983145ng Organ983145zat983145on
and Organ983145zat983145onal Comm983145tment to the Type of
Un983145vers983145ty
Mann Whtney U test was appled to determnewhether faculty membersrsquo perceptons of learnng
organzaton characterstcs and organzatonal
commtment der sgnfcantly to the type of un-
versty Accordngly faculty membersrsquo learnng or-
ganzaton characterstcs (U(53550)=000 plt05)
and organzatonal commtment (U(661)=000
plt05) perceptons vary sgnfcantly dependng on
the type of unversty whch they work Accordng
to ths learnng organzaton and organzatonal
commtment perceptons of faculty members wor-
kng n prvate unversty was sgnfcantly hgher
than those workng n publc unversty
F983145nd983145ngs of Learn983145ng Organ983145zat983145on D983145mens983145ons
and Organ983145zat983145onal Comm983145tment Levels to the
Type of Un983145vers983145ty
Mann Whtney U test was appled to determ-
ne whether faculty membersrsquo derent dmens-
ons of learnng organzaton and organzatonal
commtment levels vary sgnfcantly dependng
on the type of unversty Accordngly faculty
membersrsquo perceptons of learnng organzaton
dmensons der sgnfcantly to the type of un-
versty they worked Accordng to ths faculty
membersrsquo perceptons of learnng organzaton
dmensons statstcally der sgnfcantly to the
type of unversty they worked n dmensons of
cont983145nuous learn983145ng (U(70050)=000 plt05) d983145a-
logue and research (U(77550)=000 plt05) team
learnng (U(75250)=000 plt05) shared systems (U(68350)=000 plt05) re983145nforced employees
(U(570)=000 plt05) 983145nter-systems connect983145on
(U(46450)=000 plt05) and support983145ve leaders-
h983145p (U(60650)=000 plt05) From the fndngs
above learnng organzaton perceptons of faculty
members workng n prvate unversty were found
sgnfcantly hgher than those workng n publc
unversty
On the other hand accordng to fndngs fa-
culty membersrsquo perceptons of organzatonalcommtment levels der sgnfcantly to the
type of unversty they work n dmensons of
compl983145ance (U(94950)=003 plt05) 983145dent983145f983145ca-
t983145on (U(574)=000 plt05) and 983145nternal983145zat983145on
(U(826)=000 plt05) Closer look at the fndngs
organzatonal commtment n dentfcaton and
nternalzaton levels of faculty members workng
n prvate unversty were hgher than those wor-
kng n publc unversty on the contrary n comp-
lance dmenson organzatonal commtment of
faculty members workng n publc unversty werefound hgher than those workng n prvate unver-
sty
Est983145mat983145on of Levels of Organ983145zat983145onal Comm983145t-
ment from D983145mens983145ons of Learn983145ng Organ983145zat983145-
on
In ths research fnally t was examned whether
dmensons of learnng organzaton predcted
the derent levels of organzatonal commtmentMultple regresson technque was used to estma-
te the relatonshp among derent dmensons
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
re983145nforced employees dmenson of learnng orga-
nzaton was the only predcator of organzatonal
commtment based on compl983145ance ( β(-353)=000
plt05) At close examnaton of the fndngs t s
understood that predctve power of the model s
weak Because t was seen that ndependent varab-
les explaned the varance n organzatonal com-mtment based on accordance (R=564 R 2 =319
plt05)
On the other hand t was seen that dmens-
ons of learnng organzaton both team lear-
n983145ng ( β(271)=000 plt01) and shared systems
( β(281)=000 plt05) dmensons created a sgnf-
cant mpact on 983145dent983145f983145cat983145on level of organzatonal
commtment Of these t was seen that partcularly
the dmenson of shared systems had a stronger
eect on the 983145dent983145f983145cat983145on However t was ob-served that the predctve power of the model was
relatvely moderate and these varables meet the
md-level of the varance on organzatonal com-
mtment based on 983145dent983145f983145cat983145on (R=733 R 2=537
plt05) Fnally t was observed that none of the
dmensons of learnng organzaton created a sg-
nfcant mpact on organzatonal commtment ba-
sed on 983145nternal983145zat983145on ( pgt05)
D983145scuss983145on
s research whch ams to compare the mpact
of faculty membersrsquo perceptons of learnng or-
ganzaton to ther organzatonal commtment
between prvate and publc unversty revealed
sgnfcant results Accordng to the frst result of
ths research faculty membersrsquo perceptons of le-
arnng organzaton characterstcs and organzat-
onal commtment der sgnfcantly to the type of
unversty they worked Accordng to ths result t
was found that learnng organzaton perceptonsof faculty members workng n prvate unversty
were hgher than those workng n publc unver-
sty s result can be explaned by the learnng
opportuntes whch prvate and publc unverstes
oer to ther employees To qualfy any unversty
lke other organzatons as a learnng organzat-
on frst of all must be realzed seven oblgatory
actons of learnng organzaton Cullen (1999)
explaned these seven oblgatory actons respect-
vely as to create contnuous learnng opportunt-es to develop research and dalogue to encourage
collaboraton and team work to establsh ganng
rate people around a common vson to make the
organzaton assocated wth ts envronment and
fnally to establsh a supportve leadershp both n-
dvdually and as a team and organzatonal level It
was observed that these seven oblgatory actons of
learnng organzatons were smlar to the dmens-
ons of learnng organzaton used n the researchWhen an evaluaton of ths nformaton s made
t can be sad that faculty members workng n pr-
vate unversty evaluate ther unversty n a better
poston than those workng n publc unversty
and ther hgh perceptons of learnng organzaton
s derved from ths
On the other hand t was seen that faculty mem-
bers workng n prvate unversty compared wth
colleagues workng n publc unversty generally
have shown more commtment to the unverstywhch they worked s result can be explaned
by unversty admnstratonsrsquo eorts to create a
sutable workng envronment for employees and
to develop commtment Frestone and Pennelrsquos
(1993) research fndngs support ths approach
Accordng to these authors a far and adequa-
te payment for employees career development
a seres of ncentve polces such as gudng and
supportng programs postvely aect employeesrsquo
commtment to ther organzatons
Accordng to another result of the research faculty
membersrsquo perceptons of learnng organzaton d-
mensons and levels of organzatonal commtment
der sgnfcantly to the type of unversty whe-
re they were employed Accordng to ths result
learnng organzaton perceptons of employees
workng n prvate unversty n all dmensons
were more postve than those workng n publc
unversty It was observed that n studes (Guumlnduumlz
amp Sezk 2005) whch perceptons of learnng orga-
nzaton between prvate and publc schools wereevaluated the result was usually n favor of prvate
schools
On the other hand n ths research perceptons of
organzatonal commtment based on complance
of faculty members workng n publc unversty
were found hgher than those workng n prvate
unversty whereas organzatonal commtments
of faculty members n prvate unversty were hg-
her than those workng n publc unversty s
result can be nterpreted as bureaucratc manage-ment features of the nsttuton have an eect on
organzatonal commtment by creatng oppress-
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
the nsttuton reduces the sense of organzatonal
commtment the feelng of ntense concts occurs
snce employeesrsquo needs n such an envronment are
not met adequately by the managers and employe-
es cannot partcpate to decson-makng process
so that t can be put forward that lower levels of
organzatonal commtment (commtment basedon a hgher complance) are derved from t It s
due to ths reason that there s a sgnfcant rela-
tonshp between low organzatonal commtment
and bureaucratc structure of the unversty that
creates the percepton of pressure and oblgaton
Because poor communcaton bureaucratc ndo-
lence and slowness can be estmated to negatvely
aect the organzatonal commtment on rules and
regulatons reducng the satsfacton Indeed due
to the strongly centralzed structure of publc un-
verstes faculty members oen have bureaucratc
dsadvantages they cannot partcpate to decsons
related to ther work and they cannot use ther n-
tatve the percepton of commtment based on
hgher-level complance (lower dentfcaton and
nternalzaton) s derved from t to a large extent
e results of research done on ths subject are
n support of the above comments Accordng to
the lterature commtment based on complance
s related to weak and superfcal organzatonal
commtment Indvdual at ths level of commt-ment comply wth the organzaton but ths comp-
lance s not done voluntarly and wholeheartedly
In other words ths complance s not based on
convergence (dentfcaton) between ndvdual
and organzaton and the purpose and value share
(nternalzaton) Unwllng complance refers to
the oblgaton e oblgaton requres moblzng
the authorty rules and organzatonal procedures
erefore forced complance s based on control
not trust In ths way the organzaton assures the
realzaton of organzatonal behavor wthout ta-kng nto consderaton the nterests and expecta-
tons of employees (Brockner Tyler amp Schneder
1992 Handy 1985 Kelman 1958 OrsquoRelly amp Chat-
man 1986)
Smlar results were observed n studes of compa-
rson of prvate and publc schools on ther orga-
nzatonal commtment In Balayrsquos (2000) research
whch was examned school commtment of ad-
mnstrators and teachers workng n prvate and
publc hgh schools t was found that admnstra-tor and teachers of prvate hgh school felt more
commtment n both dentfcaton and nterna
lzaton dmensons than those workng n publc
hgh schools whereas t was found that admnst-
rator and teachers workng n publc hgh schools
felt more commtment manly commtment level
based on complance
In addton n ths research t was examned to
what extent faculty membersrsquo perceptons of lear-
nng organzaton predcted ther derent levels of
organzatonal commtment At the result of the re-
search t was seen that only renforced employees
dmenson from learnng organzaton dmensons
predcted organzatonal commtment based on
complance s result can be explaned by the
qualty of ther organzatonal commtment wth
strengthenng of employees wthn organzaton
Because Brockner et al (1992) have put forward
that commtment based on complance s related tothe lowest partcpaton and support of employees
Accordng to them employees at the complance
level superfcally support ther organzatons Ac-
cordng to Handy (1985) the operaton of the rules
and procedures s usually related to commtment
at the level of complance Complance s based
on control not trust As such t does not gve the
rght to choose to employees As t s clear from ths
nformaton commtment based on complance
(superfcal commtment) decreases n the system
of strengthened employees and employees tend to volunteer actvtes and ntegrate more wth the
system As long as employeesrsquo are trusted on cont-
rol on the level of organzaton decreases emplo-
yees partcpate more n decsons and fnally ther
organzatonal commtment are based on an nnate
adopton above and beyond a formal framework
On the other hand t was observed that dmen-
sons of team learn983145ng and shared systems predc-
ted postvely organzatonal commtment based
on 983145dent983145f983145cat983145on especally dmenson of sharedsystems had a stronger eect on commtment based
on 983145dent983145f983145cat983145on e mpact of team learnng and
shared systems on employeesrsquo commtment s re-
markable Studes n ths subject clearly quoted that
havng team learnng and shared systems at organ-
zatonal level strongly aects employeesrsquo organza-
tonal commtment For nstance Ves (2010) put
forward n hs research that team learnng created
a collectve dscplne n organzaton and t le the
door open to dalogue and mproved the wll to sol-
ve problems wth hgh creatvty Accordng to Ve-
s team learnng develops a sense of togetherness
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton by makng the best contrbuton
to the soluton even the most complex ssues Ac-
cordng to Ves the dea of shared system s related
to shared vson shared vsons actvate the dea of
creatng a common and shared future wth shared
mages ths also creates a sense of strong commt-
ment Teare and Dealtry (1998) also put forwardthat shared vsons actvate the wll of collectve
learnng and there s a close relatonshp wth sen-
se of organzatonal commtment and good fath
OrsquoRelly and Chatman (1986) put forward n ther
studes that commtment based on dentfcaton
s closely related to the desre to be close to others
n the organzaton ths stuaton creates a hgh
attractveness and satsfacton on ndvdual and
employees who assocate themselves wth other
members of the team act more responsbly
Fnally t was found that none of dmensons of
learnng organzaton has a sgnfcant mpact on
organzatonal commtment based on nternalza-
ton s result can be nterpreted that learnng
opportuntes provded to employees n the organ-
zaton are assocated wth especally whch level of
organzatonal commtment e research results
state that learnng opportuntes oered n the
organzaton consttute of commtment based on
dentfcaton by means of creatng a sense of com-
petence n employees and usng and developngsklls (Frestone amp Pennel 1993 Maero 1988
Matheu amp Zajac 1990 Rosenholtz 1989) but ths
commtment does not convert to nternalze f t s
not based on a normatve bass (Chatman 1991
Handy 1985 Wener 1982) Accordng to these
results t can be explaned that faculty members
are satsfed wth opportuntes of learnng and self
development but ths commtment of ther nst-
tutons s not at the level of nternalzaton whch
means ntegraton wth the organzatonrsquos goals and values
Impl983145cat983145ons for Adm983145n983145strators and Pract983145t983145o-
ners 983145n Inst983145tut983145ons of H983145gher Educat983145on
s research ndcated sgnfcant results for
practtoners n hgher educaton nsttutons (top
executves unversty admnstrators and faculty
members) In ths study faculty members who
work n prvate unverstes stated that ther un-
verstes have more learnng organzaton featuresaccordng to those faculty members who work for
t t t d l f lt b h
work n prvate unverstes have hgher level of
organzatonal commtment to the organzaton
they work s result reveals an mportant clue
related to the derence between the tradtonal
unversty structure and the learnng unversty
structure that undermnes the organzatonal ef-
fectveness Unverstes are tryng to acheve therobjectves by holdng the best employees n ther
bodes nowadays that carry the competton n hg-
her educaton onto the natonal and nternatonal
level Experence of prvate unverstes n hgher
educaton started to become ncreasngly prevalent
n Turkey n recent years s stuaton has created
a new compettve envronment among the un-
verstes partcularly between prvate and publc
unverstes Whle prvate unverstes are tryng
to pull the well-traned teachng sta from the state
unverstes by creatng attractve work envron-
ments for employees of publc unverstes publc
unverstes are not makng the same eort to keep
the traned teachng sta n the system Wth ths
result the managers and practtoners n hgher
educaton should be lead to mprove organzatonal
commtment factors related to the state unverst-
es to thnk on obstacles of organzatonal learnng
and to develop polces n ths drecton
It was also found n the study that perceptons
of prvate unversty employeesrsquo on organzato-nal commtment (except for commtment based
on complance) and learnng organzaton n all
dmensons are found to be more postve than
publc unversty employeesrsquo s result shows that
perceptons of learnng organzaton of prvate un-
versty employees are closely related wth the den-
tfcaton and nternalzaton based organzatonal
commtment wth except complance based com-
mtment In ths respect f a comparson s made
between prvate and publc unverstes employeesof prvate unverstes who have hgher perceptons
of learnng organzaton have hgher level of com-
mtment percepton than employees n the state
unversty who have a lower percepton of learnng
organzaton Competton between unverstes
contnues on wth the employees who are thnkng
free learnng contnuously and becomng skllful
e unversty system whch nvolves employees n
the system physcally s unable to place n jeopardy
the future on the other hand does not suggest app-
lcatons for employeesrsquo socal and psychologcaldevelopment Managers and practtoners n hgher
educaton should ntate the management proces
8172019 Bugetul de Venituri Si Cheltuieli2011
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
ses that moblze the employee learnng research
and achevement motves For ths purpose the
members workng n publc unverstes should be
motvated wth dentfcaton and nternalzaton
wth the motves mean hgher partcpaton rather
than complance means the system of partal par-
tcpaton It s clear that one of the most eectvetools durng the process of motvaton s culture of
learnng organzaton and the need to mprove t
On the other hand ths study showed one of the
dmensons of the learnng organzaton especally
renforced employees dmenson have an nverse
correlaton wth complance based commtment
Accordng to ths result wth the applcatons
made to empower the employees complance ba-
sed commtment n other words external com-
mtment reduces and employees provde hgherlevel of partcpaton to organzatonal system
Empowerment of employees s possble wth pr-
zng the employees makng the employees feel the
prze enfranchsng and protectng ther nterests
and needs Empowerng the employees need to
lnk employeesrsquo emotonal energy wth care n the
work envronment Admnstrators should convert
the unversty envronment more exble more
learnng-orented and more collaboratve envron-
ments to strengthen teachng sta s stuaton
needs the presence of employees who combneemotonal ntellectual and physcal energy and
show hgh-level of commtment organzatonal
success
Fnally ths research hghlghts the postve eect
of team-orented learnng and shared systems d-
menson of learnng organzaton on organzato-
nal commtment It s remarkable that especally
dmenson of shared systems among these dmen-
sons have more powerful eect on commtment
at the level of dentfcaton Identfcaton means voluntary assocaton wth organzaton as t was
stated before From ths perspectve dentfcaton
s based on beng n sharng wth others and nteg-
raton wth the system Showng postve correla-
ton of both teams-orented learnng and shared
systems dmenson sgnfcant wth dentfcaton
s meanngful Because team-orented learnng
creates a collectve learnng culture throughout
the organzaton then collectve learnng culture
feeds the shared vsons through dalogue Adm-
nstrators who want to keep the employees n the
system wth a commtment at least at the level of
learnng and shared systems n hgher educaton
Because the eectve system-level problem solvng
requres hgh level of dentfcaton wth the orga-
nzaton and dentfcaton requres team-orented
learnng and sharng what s learned
L983145m983145tat983145ons and Proposals for Researchers
Despte the study whch ams to descrbe by com-
parng the faculty memebersrsquo perceptons of orga-
nzatons and organzatonal commtment on one
of the two unverstes ncludng prvate and publc
hghlghts mportant results t should be evaluated
wth some lmtatons Frst of all despte the re-
search carred out usng vald and relable scales
the workng group was lmted wth two unvers-
tes (one publc one prvate) and smlar facultesn these unverstes (Faculty of Educaton Faculty
of Economcs and Admnstratve Scences and Fa-
culty of Engneerng) It s remarkable that the par-
tcpaton n prvate unversty was less than expec-
ted n the study despte the eorts s stuaton
requres beng cautous about the generalzablty
of the results s research amed to analyze the
possble relatonshp between of learnng organ-
zaton and organzatonal commtment of faculty
members e study could be rehandled by ma-
kng comparson between more prvate and stateunverstes e research addtonally could be
developed around other concepts (organzatonal
creatvty dversty management leadershp etc)
related wth learnng organzaton and organzat-
onal commtment
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ment Sloan Management Rev983145ew 39 (2) 15-26
Uyguccedil N ve Ccedilımrın D (2004) Dokuz Eyluumll Uumlnverstes Araş-
tırma ve Uygulama Hastanes Merkez Laboratuarı ccedilalışanları-
nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen
faktoumlrler Dokuz Eyluumll Uumln983145vers983145tes983145 İkt983145sad983145 ve İdar983145 B983145l983145mler
Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99
Uumlnuumlvar T G (2006) An integrative model of job character-
istics job satisfaction organizational commitment and orga-
nizational citizenship behavior Unpublished doctoral dis-
sertation Middle East Technical University Socal Scences
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1314
E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve
kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-
lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
Ves H (2010) Organzatonal learnng n the hgher educa-
ton nsttutons A case study of agrcultural and natural re-
courses campus of Unversty of Tehran Internat983145onal Onl983145ne Journal of Educat983145onal Sc983145ences 2 (1) 21-36
Vroom P V (1992) Role conct commtment and copng
and scholarly productvty and satsfacton of socal work aca-
demcs (PhD) D983145ssertat983145on Abstracts Internat983145onal 52 (7)
2433-2434-A
Wallace J E (1995) Organzatonal and professonal Commt-
ment n professonal and nonprofessonal organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-
lenge (3rd ed pp 253-278) Unversty of Oregon
Wener Y (1982) Commtment n organzatons A normatve
vew Academy of Management Rev983145ew 7 (3) 418-428
Yener L (1997) Learn983145ng organ983145zat983145ons Yayımlanmamış yuumlk-
sek lsans tez Marmara Uumlnverstes Sosyal Blmler Ensttuuml-
suuml İstanbul
Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
sel adalet 983145l983145şk983145s983145 Yayımlanmamış doktora tez Ankara Uumlnver-
stes Sosyal Blmler Ensttuumlsuuml Ankara
Yılmaz E (2009) Examining organizational commitment of
primary school teachers regarding to their job satisfaction and
their schoolrsquos organizational creativity Elementary Education
Online 8 (2) 476-484
8172019 Bugetul de Venituri Si Cheltuieli2011
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Copyright of Educational Sciences Theory amp Practice is the property of EDAM- Education Consultancy
Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holders express written permission However users may print download or email articles for
individual use
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
Scale of Organ983145zat983145onal Comm983145tment In order
to determne the faculty membersrsquo organzatonal
commtment levels Scale of Organzatonal Com-
mtment whch was developed by Balay (2000) was
used n ths research e tems n the nstrument
were rated on a fve-pont Lkert scale rangng
from strongly dsagree (1) to strongly agree (5)Organzatonal Commtment Scale conssts of 27
tems of whch accordance dmenson s 8 tems
dentfcaton dmenson 8 and nternalzaton d-
menson 11
Data Analys983145s
Data analyss was conducted n two stages by usng
Mann Whtney U test and multple regresson
technques In ths study unlke publc unverst-es n spte of all eorts the number of partcpants
from prvate unversty has remaned as 21 s
stuaton requred the mplementaton of Mann
Whtney U test for nonparametrc t-test n order
to fnd whether there are sgnfcant derences n
the blateral comparson to the type of unversty
between prvate and publc unverstes In the se-
cond stage the multple regresson technque were
used to determne to what degree faculty membersrsquo
perceptons of the dmensons of the learnng orga-nzaton predct ther derent szes of organzat-
onal commtment In the analyss α=05 level was
taken as bass
F983145nd983145ngs
General Percept983145ons of Learn983145ng Organ983145zat983145on
and Organ983145zat983145onal Comm983145tment to the Type of
Un983145vers983145ty
Mann Whtney U test was appled to determnewhether faculty membersrsquo perceptons of learnng
organzaton characterstcs and organzatonal
commtment der sgnfcantly to the type of un-
versty Accordngly faculty membersrsquo learnng or-
ganzaton characterstcs (U(53550)=000 plt05)
and organzatonal commtment (U(661)=000
plt05) perceptons vary sgnfcantly dependng on
the type of unversty whch they work Accordng
to ths learnng organzaton and organzatonal
commtment perceptons of faculty members wor-
kng n prvate unversty was sgnfcantly hgher
than those workng n publc unversty
F983145nd983145ngs of Learn983145ng Organ983145zat983145on D983145mens983145ons
and Organ983145zat983145onal Comm983145tment Levels to the
Type of Un983145vers983145ty
Mann Whtney U test was appled to determ-
ne whether faculty membersrsquo derent dmens-
ons of learnng organzaton and organzatonal
commtment levels vary sgnfcantly dependng
on the type of unversty Accordngly faculty
membersrsquo perceptons of learnng organzaton
dmensons der sgnfcantly to the type of un-
versty they worked Accordng to ths faculty
membersrsquo perceptons of learnng organzaton
dmensons statstcally der sgnfcantly to the
type of unversty they worked n dmensons of
cont983145nuous learn983145ng (U(70050)=000 plt05) d983145a-
logue and research (U(77550)=000 plt05) team
learnng (U(75250)=000 plt05) shared systems (U(68350)=000 plt05) re983145nforced employees
(U(570)=000 plt05) 983145nter-systems connect983145on
(U(46450)=000 plt05) and support983145ve leaders-
h983145p (U(60650)=000 plt05) From the fndngs
above learnng organzaton perceptons of faculty
members workng n prvate unversty were found
sgnfcantly hgher than those workng n publc
unversty
On the other hand accordng to fndngs fa-
culty membersrsquo perceptons of organzatonalcommtment levels der sgnfcantly to the
type of unversty they work n dmensons of
compl983145ance (U(94950)=003 plt05) 983145dent983145f983145ca-
t983145on (U(574)=000 plt05) and 983145nternal983145zat983145on
(U(826)=000 plt05) Closer look at the fndngs
organzatonal commtment n dentfcaton and
nternalzaton levels of faculty members workng
n prvate unversty were hgher than those wor-
kng n publc unversty on the contrary n comp-
lance dmenson organzatonal commtment of
faculty members workng n publc unversty werefound hgher than those workng n prvate unver-
sty
Est983145mat983145on of Levels of Organ983145zat983145onal Comm983145t-
ment from D983145mens983145ons of Learn983145ng Organ983145zat983145-
on
In ths research fnally t was examned whether
dmensons of learnng organzaton predcted
the derent levels of organzatonal commtmentMultple regresson technque was used to estma-
te the relatonshp among derent dmensons
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
re983145nforced employees dmenson of learnng orga-
nzaton was the only predcator of organzatonal
commtment based on compl983145ance ( β(-353)=000
plt05) At close examnaton of the fndngs t s
understood that predctve power of the model s
weak Because t was seen that ndependent varab-
les explaned the varance n organzatonal com-mtment based on accordance (R=564 R 2 =319
plt05)
On the other hand t was seen that dmens-
ons of learnng organzaton both team lear-
n983145ng ( β(271)=000 plt01) and shared systems
( β(281)=000 plt05) dmensons created a sgnf-
cant mpact on 983145dent983145f983145cat983145on level of organzatonal
commtment Of these t was seen that partcularly
the dmenson of shared systems had a stronger
eect on the 983145dent983145f983145cat983145on However t was ob-served that the predctve power of the model was
relatvely moderate and these varables meet the
md-level of the varance on organzatonal com-
mtment based on 983145dent983145f983145cat983145on (R=733 R 2=537
plt05) Fnally t was observed that none of the
dmensons of learnng organzaton created a sg-
nfcant mpact on organzatonal commtment ba-
sed on 983145nternal983145zat983145on ( pgt05)
D983145scuss983145on
s research whch ams to compare the mpact
of faculty membersrsquo perceptons of learnng or-
ganzaton to ther organzatonal commtment
between prvate and publc unversty revealed
sgnfcant results Accordng to the frst result of
ths research faculty membersrsquo perceptons of le-
arnng organzaton characterstcs and organzat-
onal commtment der sgnfcantly to the type of
unversty they worked Accordng to ths result t
was found that learnng organzaton perceptonsof faculty members workng n prvate unversty
were hgher than those workng n publc unver-
sty s result can be explaned by the learnng
opportuntes whch prvate and publc unverstes
oer to ther employees To qualfy any unversty
lke other organzatons as a learnng organzat-
on frst of all must be realzed seven oblgatory
actons of learnng organzaton Cullen (1999)
explaned these seven oblgatory actons respect-
vely as to create contnuous learnng opportunt-es to develop research and dalogue to encourage
collaboraton and team work to establsh ganng
rate people around a common vson to make the
organzaton assocated wth ts envronment and
fnally to establsh a supportve leadershp both n-
dvdually and as a team and organzatonal level It
was observed that these seven oblgatory actons of
learnng organzatons were smlar to the dmens-
ons of learnng organzaton used n the researchWhen an evaluaton of ths nformaton s made
t can be sad that faculty members workng n pr-
vate unversty evaluate ther unversty n a better
poston than those workng n publc unversty
and ther hgh perceptons of learnng organzaton
s derved from ths
On the other hand t was seen that faculty mem-
bers workng n prvate unversty compared wth
colleagues workng n publc unversty generally
have shown more commtment to the unverstywhch they worked s result can be explaned
by unversty admnstratonsrsquo eorts to create a
sutable workng envronment for employees and
to develop commtment Frestone and Pennelrsquos
(1993) research fndngs support ths approach
Accordng to these authors a far and adequa-
te payment for employees career development
a seres of ncentve polces such as gudng and
supportng programs postvely aect employeesrsquo
commtment to ther organzatons
Accordng to another result of the research faculty
membersrsquo perceptons of learnng organzaton d-
mensons and levels of organzatonal commtment
der sgnfcantly to the type of unversty whe-
re they were employed Accordng to ths result
learnng organzaton perceptons of employees
workng n prvate unversty n all dmensons
were more postve than those workng n publc
unversty It was observed that n studes (Guumlnduumlz
amp Sezk 2005) whch perceptons of learnng orga-
nzaton between prvate and publc schools wereevaluated the result was usually n favor of prvate
schools
On the other hand n ths research perceptons of
organzatonal commtment based on complance
of faculty members workng n publc unversty
were found hgher than those workng n prvate
unversty whereas organzatonal commtments
of faculty members n prvate unversty were hg-
her than those workng n publc unversty s
result can be nterpreted as bureaucratc manage-ment features of the nsttuton have an eect on
organzatonal commtment by creatng oppress-
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
the nsttuton reduces the sense of organzatonal
commtment the feelng of ntense concts occurs
snce employeesrsquo needs n such an envronment are
not met adequately by the managers and employe-
es cannot partcpate to decson-makng process
so that t can be put forward that lower levels of
organzatonal commtment (commtment basedon a hgher complance) are derved from t It s
due to ths reason that there s a sgnfcant rela-
tonshp between low organzatonal commtment
and bureaucratc structure of the unversty that
creates the percepton of pressure and oblgaton
Because poor communcaton bureaucratc ndo-
lence and slowness can be estmated to negatvely
aect the organzatonal commtment on rules and
regulatons reducng the satsfacton Indeed due
to the strongly centralzed structure of publc un-
verstes faculty members oen have bureaucratc
dsadvantages they cannot partcpate to decsons
related to ther work and they cannot use ther n-
tatve the percepton of commtment based on
hgher-level complance (lower dentfcaton and
nternalzaton) s derved from t to a large extent
e results of research done on ths subject are
n support of the above comments Accordng to
the lterature commtment based on complance
s related to weak and superfcal organzatonal
commtment Indvdual at ths level of commt-ment comply wth the organzaton but ths comp-
lance s not done voluntarly and wholeheartedly
In other words ths complance s not based on
convergence (dentfcaton) between ndvdual
and organzaton and the purpose and value share
(nternalzaton) Unwllng complance refers to
the oblgaton e oblgaton requres moblzng
the authorty rules and organzatonal procedures
erefore forced complance s based on control
not trust In ths way the organzaton assures the
realzaton of organzatonal behavor wthout ta-kng nto consderaton the nterests and expecta-
tons of employees (Brockner Tyler amp Schneder
1992 Handy 1985 Kelman 1958 OrsquoRelly amp Chat-
man 1986)
Smlar results were observed n studes of compa-
rson of prvate and publc schools on ther orga-
nzatonal commtment In Balayrsquos (2000) research
whch was examned school commtment of ad-
mnstrators and teachers workng n prvate and
publc hgh schools t was found that admnstra-tor and teachers of prvate hgh school felt more
commtment n both dentfcaton and nterna
lzaton dmensons than those workng n publc
hgh schools whereas t was found that admnst-
rator and teachers workng n publc hgh schools
felt more commtment manly commtment level
based on complance
In addton n ths research t was examned to
what extent faculty membersrsquo perceptons of lear-
nng organzaton predcted ther derent levels of
organzatonal commtment At the result of the re-
search t was seen that only renforced employees
dmenson from learnng organzaton dmensons
predcted organzatonal commtment based on
complance s result can be explaned by the
qualty of ther organzatonal commtment wth
strengthenng of employees wthn organzaton
Because Brockner et al (1992) have put forward
that commtment based on complance s related tothe lowest partcpaton and support of employees
Accordng to them employees at the complance
level superfcally support ther organzatons Ac-
cordng to Handy (1985) the operaton of the rules
and procedures s usually related to commtment
at the level of complance Complance s based
on control not trust As such t does not gve the
rght to choose to employees As t s clear from ths
nformaton commtment based on complance
(superfcal commtment) decreases n the system
of strengthened employees and employees tend to volunteer actvtes and ntegrate more wth the
system As long as employeesrsquo are trusted on cont-
rol on the level of organzaton decreases emplo-
yees partcpate more n decsons and fnally ther
organzatonal commtment are based on an nnate
adopton above and beyond a formal framework
On the other hand t was observed that dmen-
sons of team learn983145ng and shared systems predc-
ted postvely organzatonal commtment based
on 983145dent983145f983145cat983145on especally dmenson of sharedsystems had a stronger eect on commtment based
on 983145dent983145f983145cat983145on e mpact of team learnng and
shared systems on employeesrsquo commtment s re-
markable Studes n ths subject clearly quoted that
havng team learnng and shared systems at organ-
zatonal level strongly aects employeesrsquo organza-
tonal commtment For nstance Ves (2010) put
forward n hs research that team learnng created
a collectve dscplne n organzaton and t le the
door open to dalogue and mproved the wll to sol-
ve problems wth hgh creatvty Accordng to Ve-
s team learnng develops a sense of togetherness
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton by makng the best contrbuton
to the soluton even the most complex ssues Ac-
cordng to Ves the dea of shared system s related
to shared vson shared vsons actvate the dea of
creatng a common and shared future wth shared
mages ths also creates a sense of strong commt-
ment Teare and Dealtry (1998) also put forwardthat shared vsons actvate the wll of collectve
learnng and there s a close relatonshp wth sen-
se of organzatonal commtment and good fath
OrsquoRelly and Chatman (1986) put forward n ther
studes that commtment based on dentfcaton
s closely related to the desre to be close to others
n the organzaton ths stuaton creates a hgh
attractveness and satsfacton on ndvdual and
employees who assocate themselves wth other
members of the team act more responsbly
Fnally t was found that none of dmensons of
learnng organzaton has a sgnfcant mpact on
organzatonal commtment based on nternalza-
ton s result can be nterpreted that learnng
opportuntes provded to employees n the organ-
zaton are assocated wth especally whch level of
organzatonal commtment e research results
state that learnng opportuntes oered n the
organzaton consttute of commtment based on
dentfcaton by means of creatng a sense of com-
petence n employees and usng and developngsklls (Frestone amp Pennel 1993 Maero 1988
Matheu amp Zajac 1990 Rosenholtz 1989) but ths
commtment does not convert to nternalze f t s
not based on a normatve bass (Chatman 1991
Handy 1985 Wener 1982) Accordng to these
results t can be explaned that faculty members
are satsfed wth opportuntes of learnng and self
development but ths commtment of ther nst-
tutons s not at the level of nternalzaton whch
means ntegraton wth the organzatonrsquos goals and values
Impl983145cat983145ons for Adm983145n983145strators and Pract983145t983145o-
ners 983145n Inst983145tut983145ons of H983145gher Educat983145on
s research ndcated sgnfcant results for
practtoners n hgher educaton nsttutons (top
executves unversty admnstrators and faculty
members) In ths study faculty members who
work n prvate unverstes stated that ther un-
verstes have more learnng organzaton featuresaccordng to those faculty members who work for
t t t d l f lt b h
work n prvate unverstes have hgher level of
organzatonal commtment to the organzaton
they work s result reveals an mportant clue
related to the derence between the tradtonal
unversty structure and the learnng unversty
structure that undermnes the organzatonal ef-
fectveness Unverstes are tryng to acheve therobjectves by holdng the best employees n ther
bodes nowadays that carry the competton n hg-
her educaton onto the natonal and nternatonal
level Experence of prvate unverstes n hgher
educaton started to become ncreasngly prevalent
n Turkey n recent years s stuaton has created
a new compettve envronment among the un-
verstes partcularly between prvate and publc
unverstes Whle prvate unverstes are tryng
to pull the well-traned teachng sta from the state
unverstes by creatng attractve work envron-
ments for employees of publc unverstes publc
unverstes are not makng the same eort to keep
the traned teachng sta n the system Wth ths
result the managers and practtoners n hgher
educaton should be lead to mprove organzatonal
commtment factors related to the state unverst-
es to thnk on obstacles of organzatonal learnng
and to develop polces n ths drecton
It was also found n the study that perceptons
of prvate unversty employeesrsquo on organzato-nal commtment (except for commtment based
on complance) and learnng organzaton n all
dmensons are found to be more postve than
publc unversty employeesrsquo s result shows that
perceptons of learnng organzaton of prvate un-
versty employees are closely related wth the den-
tfcaton and nternalzaton based organzatonal
commtment wth except complance based com-
mtment In ths respect f a comparson s made
between prvate and publc unverstes employeesof prvate unverstes who have hgher perceptons
of learnng organzaton have hgher level of com-
mtment percepton than employees n the state
unversty who have a lower percepton of learnng
organzaton Competton between unverstes
contnues on wth the employees who are thnkng
free learnng contnuously and becomng skllful
e unversty system whch nvolves employees n
the system physcally s unable to place n jeopardy
the future on the other hand does not suggest app-
lcatons for employeesrsquo socal and psychologcaldevelopment Managers and practtoners n hgher
educaton should ntate the management proces
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
ses that moblze the employee learnng research
and achevement motves For ths purpose the
members workng n publc unverstes should be
motvated wth dentfcaton and nternalzaton
wth the motves mean hgher partcpaton rather
than complance means the system of partal par-
tcpaton It s clear that one of the most eectvetools durng the process of motvaton s culture of
learnng organzaton and the need to mprove t
On the other hand ths study showed one of the
dmensons of the learnng organzaton especally
renforced employees dmenson have an nverse
correlaton wth complance based commtment
Accordng to ths result wth the applcatons
made to empower the employees complance ba-
sed commtment n other words external com-
mtment reduces and employees provde hgherlevel of partcpaton to organzatonal system
Empowerment of employees s possble wth pr-
zng the employees makng the employees feel the
prze enfranchsng and protectng ther nterests
and needs Empowerng the employees need to
lnk employeesrsquo emotonal energy wth care n the
work envronment Admnstrators should convert
the unversty envronment more exble more
learnng-orented and more collaboratve envron-
ments to strengthen teachng sta s stuaton
needs the presence of employees who combneemotonal ntellectual and physcal energy and
show hgh-level of commtment organzatonal
success
Fnally ths research hghlghts the postve eect
of team-orented learnng and shared systems d-
menson of learnng organzaton on organzato-
nal commtment It s remarkable that especally
dmenson of shared systems among these dmen-
sons have more powerful eect on commtment
at the level of dentfcaton Identfcaton means voluntary assocaton wth organzaton as t was
stated before From ths perspectve dentfcaton
s based on beng n sharng wth others and nteg-
raton wth the system Showng postve correla-
ton of both teams-orented learnng and shared
systems dmenson sgnfcant wth dentfcaton
s meanngful Because team-orented learnng
creates a collectve learnng culture throughout
the organzaton then collectve learnng culture
feeds the shared vsons through dalogue Adm-
nstrators who want to keep the employees n the
system wth a commtment at least at the level of
learnng and shared systems n hgher educaton
Because the eectve system-level problem solvng
requres hgh level of dentfcaton wth the orga-
nzaton and dentfcaton requres team-orented
learnng and sharng what s learned
L983145m983145tat983145ons and Proposals for Researchers
Despte the study whch ams to descrbe by com-
parng the faculty memebersrsquo perceptons of orga-
nzatons and organzatonal commtment on one
of the two unverstes ncludng prvate and publc
hghlghts mportant results t should be evaluated
wth some lmtatons Frst of all despte the re-
search carred out usng vald and relable scales
the workng group was lmted wth two unvers-
tes (one publc one prvate) and smlar facultesn these unverstes (Faculty of Educaton Faculty
of Economcs and Admnstratve Scences and Fa-
culty of Engneerng) It s remarkable that the par-
tcpaton n prvate unversty was less than expec-
ted n the study despte the eorts s stuaton
requres beng cautous about the generalzablty
of the results s research amed to analyze the
possble relatonshp between of learnng organ-
zaton and organzatonal commtment of faculty
members e study could be rehandled by ma-
kng comparson between more prvate and stateunverstes e research addtonally could be
developed around other concepts (organzatonal
creatvty dversty management leadershp etc)
related wth learnng organzaton and organzat-
onal commtment
ReferencesKaynakccedila
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dents of aectve contnuance and normatve commtment to
the organzaton Journal of Occupat983145onal Psychology 63 1-18
Argyrs C amp Schoumln D A (1978) Organ983145zat983145onal learn983145ng II
Te theory method and pract983145ce USA Addıson- Wesley Pub-
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Balay R (2000) Oumlzel ve resm983145 l983145selerde youmlnet983145c983145 ve oumlğretmenle-
r983145n oumlrguumltsel bağlılığı (Ankara 983145l983145 oumlrneğ983145) Yayımlanmamış dokto-
ra tez Ankara Uumlnverstes Sosyal Blmler Ensttuumlsuuml Ankara
Balay R (2007) Predctng conct management based on or-
ganzatonal commtment and selected demographc varables
As983145a Pac983145f983145c Educat983145on Rev983145ew 8 (2) 321-336
Balay R amp İpek C (2010) Teachersrsquo percepton of organza-tonal culture and organzatonal commtment n Turksh pr-
mary schools Journal of World of urks 2 (1) 363-384
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1114
E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Balcı A (2000) Oumlrguumltsel sosyalleşme Kuram stratej983145 ve takt983145k-
ler Ankara Pegem Yayıncılık
Basım N amp Şeşen H (2007) Transformaton to a learnng or-
ganzaton A comparatve study on textle ndustry n Turkey
İkt983145sat Işletme ve F983145nans 21 (251) 114ndash122
Basım N Şeşen H ve Meydan H C (2009) Oumlğrenen oumlrguumlt
algısının oumlrguumlt ccedil grşmclğe etks Kamuda br araştırma Ankara Uumln983145vers983145tes983145 S983145yasal B983145lg983145ler Fakuumlltes983145 Derg983145s983145 64 (3)
27-44
Basım N Şeşen H amp Korkmazyuumlrek H (2007) A Turksh
translaton valdty and relablty study of the learnng orga-
nzaton questonnare World Appl983145ed Sc983145ences Journal 2 (4)
368ndash374
Becker T E Bllngs R S Eveleth O M amp Glbert N L
(1996) Focı and bases of employee commtment Implcatons
for job performance Academy of Management Journal 39 (2)
464-482
Bennett R (1999) Carporate strategy (2nd ed) London F-
nancal Tmes Ptman Publshng
Bggart N W amp Hamlton G G (1984) e power of obed-
ance Adm983145n983145strat983145ve Sc983145ence Quarterly 29 540-549
Blau G J amp Boal K B (1987) Conceptualzng how job n-
volvement and organzatonal commtment aect turnover and
absenteeızm Academy of Management Rev983145ev 12 (2) 288-300
Brockner J Tyler T R amp Schneder R C (1992) e nf-
luence of pror commtment to an nsttuton on reactons to
perceved unfarness e hgher they are the harder they fall
Adm983145n983145strat983145ve Sc983145ence Quarterly 37 (1-4) 241-261
Buchanan B (1974) Buldng organzatonal commtment
e socalzaton of managers n work organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 19 (4) 533-546
Celep C (1996) Eğ983145t983145m oumlrguumltler983145nde oumlğretmenler983145n oumlrguumltsel
adanmışlığı Yayımlanmamış doccedilentlk tez Ankara
Chatman J A (1991) Matchng people and organzatons
Selectons and socalzaton n publc accountng frms Adm983145-
n983145strat983145ve Sc983145ence Quarterley 36 (1) 459-484
Cullen J (1999) Socally constructed learnng A commentary
on the concept of the learnng organzaton Te Learn983145ng Or- gan983145zat983145on 6 (1) 45-52
Cummngs T G amp Worley C (1997) Organ983145zat983145on develop-
ment and change Cncnnat Oho South-Western College
Publshng
Ccedilelk V (1997 Mayıs) Okulların kal983145tes983145n983145 artırmada yen983145 b983145r
yaklaşım Oumlrguumltsel oumlğrenme 3 Vermllk Kongresrsquonde sunu-
lan bldr Ankara MPM Yayınları
Daley R C amp Krk D J (1992) Dstrbutve and procedural
justce as antecedents of job dssatsfacton and ntend to tur-
nover Human Relat983145ons 45 (3) 305-317
DeCots T A amp Summers T P (1987) A path analyss of a
model of the antecedents and consequences of organzatonal
DBella A amp Nevs E C (1998) How organ983145zat983145ons learn
San Francsco Jossey-Bass
Dubn R Champoux J E amp Porter L W (1975) Central
lfe nterests and organzatonal commtment of blue-collar
and clercal workers Adm983145n983145strat983145ve Sc983145ence Quarterly 20 (3)
411-421
Dunphy D Turner D amp Crawford M (1997) Organzatonal
learnng as the creaton of corporate competences Journal of
Management Development 16 (4) 232-244
Etzon A (1975) A comparat983145ve analys983145s of complex organ983145za-
t983145ons New York Free Press
Fol C M amp Lyles M A (1985) Organzatonal learnng
Academy of Management Rev983145ew 10 (4) 803-813
Frestone W A amp Pennel J R (1993) Teacher commtment
workng condtons and derental ncentve polces Rev983145ew
of Educat983145onal Research 63 (4) 489-525
Fukam C V amp Larson E W (1984) Commtment to com-
pany and unon Parallel models Journal of Appl983145ed Psychology
69 (3) 367-371
Garvn D A (1993) Buldng a learnng organzaton Har-
vard Bus983145ness Rev983145ew 71 (4) 78-91
Grego O V Geroy G D amp Wrght P C (2000) Predc-
tors of learnng organzatons A human resource development
practtonerrsquos perspectve Te Learn983145ng Organ983145zat983145on 7 (1)
5-12
Gold J (1997) Learnng and story tellng e next stage n
the journey for the learnng organzaton Journal of WorkplaceLearn983145ng 9 (4) 133-141
Guumlnduumlz H B ve Sezk S (2005) Devlet ve oumlzel lkoumlğretm
okullarında oumlrguumltsel oumlğrenmenn değerlendrlmes XIV Ulu-
sal Eğ983145t983145m B983145l983145mler983145 Kongres983145 Kongre K983145tabı ccedilnde (c 1 s 49-
56) Denzl Pamukkale Uumlnverstes Eğtm Fakuumlltes Yayını
Handy C B (1985) Understand983145ng organ983145zat983145ons (3rd ed)
England Pengun Busness
Htt W (1995) e learnng organzaton Some reectons on
organzatonal renewal Leadersh983145p And Organ983145zat983145onal Deve-
lopment Journal 16 (8) 17-25
Ho S K M (1999) Total learnng organzaton Te Learn983145ng
Organ983145zat983145on 6 (3) 116-120
Hrebnak L G amp Alutto J A (1972) Personel and role-rela-
tad factors n the development of organzatonal commtment
Adm983145n983145strat983145ve Sc983145ence Quarterly 17 (4) 555-573
Huber G P (1991) Organzatonal learnng e contrbutng
processes and the lteratures Organ983145zat983145on Sc983145ence 2 (1) 88-
112
Katz D ve Kahn R L (1977) Oumlrguumltler983145n toplumsal ps983145koloj983145s983145
(ccedilev H Can Y Bayar) Ankara Tuumlrkye Ortadoğu Amme İda-
res Ensttuumlsuuml Yayınları
Kavrakoğlu İ (1996) Oumlğrenen oumlrguumlt İstanbul Kal-der Yayını
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1214
BALAY Effect of Learning Organization Perception to the Organizational Commitment
Kelman H C (1958) Complance dentfcaton and nterna-
lzaton ree processes of atttude change Journal of Confl983145ct
Resolut983145on 2 51-60
Kesler C A (1971) Te psychology of comm983145tment Exper983145-
ments l983145nk983145ng behav983145or to bel983145ef New York and London Aca-
demc Press
Locke E A Latham G P amp Erez M (1988) e determ-
nants of goal commtment Academy of Management Rev983145ev
13 (1) 23-39
Lowery A (1994) Prncpals organzatonal commtment role
conct and role ambguty as related to perceved conct ma-
nagement styles (PhD) D983145ssertat983145on Abstracts Internat983145onal
54 (7) 2411-A
Maero G I (1988) Te empowerment of teachers Overco-
m983145ng the cr983145s983145s of conf983145dance New York Teachers College Press
Matheu J E amp Zajac D M (1990) A revew and meta-analy-
ss of the antecedents correlates and consequences of organ-zatonal commtment Psycholog983145cal Bullet983145n 108 (2) 171-194
Monchak P V (1994) Relatonshps betwen organzatonal
structure conct resoluton and organzatonal commtment
n elementary schools (PhD) D983145ssertat983145on Abstracts Internat983145-
onal 54 (7) 2413-A
Morrson K (1998) Management theor983145es for educat983145onal
change London Paul Chapman Publshng Ltd
Morrow P C (1983) Concept redundancy n organzatonal
research e case of work commtment Academy of Manage-
ment Rev983145ew 8 (3) 486-500
OrsquoRelly C amp Chatman J (1986) Organzatonal commtment
and psychologcal attachment e eects of complance den-
tfcaton and nternalzaton on prosocal behavor Journal of
Appl983145ed Psychology 71(3) 492-499
Oumlrtenblad A (2001) On derences between organzatonal
learnng and learnng organzaton Te Learn983145ng Organ983145zat983145-
on 8 (3) 125-133
Parks M B (1992) Partcpaton commtment and organza-
tonal change e case of the Unversty of Mane Cooperatve
Extenson (EdD) D983145ssertat983145on Abstracts Internat983145onal 53 (1)
38-A
Randall D M (1987) Commtment and organzaton e
organzaton man revsted Academy of Management Rev983145ev
12 (1) 460-471
Randall D M amp Cote J A (1991) Interrelatonshps of work
commtment constructs Work and Occupat983145ons 18 (2) 194-
211
Rechers A E (1985) A revev and reconceptualzaton of or-
ganzatonal commtment Academy of Management Rev983145ew 10
(3) 465-476
Rchardson B (1995) Learnng contexts and roles for the le-arnng organzaton leader Te Learn983145ng Organ983145zat983145on 2 (1)
15-33
Robbns S P (1994) Oumlrguumltsel davranışın temeller983145 (ccedilev S A
Oumlztuumlrk) Prentce Hall Internatonal Inc
Rosenholtz S J (1989) eachers workplace Te soc983145al organ983145-
zat983145on of schools New York Longman
Rozenblum E F (1993) Why teachers stay A process of deve-
lopng commtment (PhD) D983145ssertat983145on Abstracts Internat983145o-
nal 54 (4) 1188-A
Schwenk C R (1986) Informaton cogntve bases and
commtment to a course of acton Academy of Management
Rev983145ew 11 (2) 298-310
Senge P M (1993) Beş983145nc983145 D983145s983145pl983145n (2 bs ccedilev A İldenz A
Doğukan) İstanbul Yapı Kred Yayınları
Seymour D (1992) Caus983145ng qual983145ty 983145n h983145gher educat983145on New
York Macmllan
Sheldon M E (1971) Investments and nvolvements as mec-
hansms pruducng commtment to the organzaton Adm983145-
n983145strat983145ve Sc983145ence Quarterly 16 (2) 143-150
Tannenbaum A S (1966) Soc983145al psychology of the work organ983145-
zat983145on USA Wadsworth Publshng Company Inc
Teare R amp Dealtry R (1998) Buldng and sustanng a le-
arnng organzaton Te Learn983145ng Organ983145zat983145on 5 (1) 47-60
Tekn A (2002) İşletmelerde oumlrguumltsel bağlılık ve b983145r karşılaş-
tırma uumlrk983145ye-Pak983145stan Oumlrneğ983145 Yayımlanmamış yuumlksek lsans
tez Gaz Uumlnverstes Sosyal Blmler Ensttuumlsuuml Ankara
Toumlremen F (2001) Oumlğrenen okul Ankara Nobel Yayın Dağı-
tım
Tsu A S Egan T D amp OrsquoRelly C A (1992) Beng drent
Relatonal demography and organzatonal attachment Adm983145-
n983145strat983145ve Sc983145ence Quarterly 37 (1-4) 549-579
Tuncer A (1995) M983145ll983145 Eğ983145t983145m Bakanlığı B983145lg983145sayar Eğ983145t983145-
m983145 ve H983145zmetler983145 Genel Muumlduumlrluumlğuuml personel983145n983145n 983145ş doyumu
ve oumlrguumltsel bağlılık durumları Yayınlanmamış lsansuumlstuuml
uzmanlık tez Tuumlrkye Ortadoğu Amme İdares Ensttuumlsuuml
Ankara
Turan S Karadağ E ve Bektaş F (2011) Uumlnverste yapısı
ccedilersnde oumlğrenen oumlrguumlt ve oumlrguumltsel bağlılık lşks uumlzerne
br araştırma Kuram ve Uygulamada Eğ983145t983145m Youmlnet983145m983145 17 (4)627-638
Ulrch D (1998) Intellectual captal = competence x commt-
ment Sloan Management Rev983145ew 39 (2) 15-26
Uyguccedil N ve Ccedilımrın D (2004) Dokuz Eyluumll Uumlnverstes Araş-
tırma ve Uygulama Hastanes Merkez Laboratuarı ccedilalışanları-
nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen
faktoumlrler Dokuz Eyluumll Uumln983145vers983145tes983145 İkt983145sad983145 ve İdar983145 B983145l983145mler
Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99
Uumlnuumlvar T G (2006) An integrative model of job character-
istics job satisfaction organizational commitment and orga-
nizational citizenship behavior Unpublished doctoral dis-
sertation Middle East Technical University Socal Scences
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1314
E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve
kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-
lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
Ves H (2010) Organzatonal learnng n the hgher educa-
ton nsttutons A case study of agrcultural and natural re-
courses campus of Unversty of Tehran Internat983145onal Onl983145ne Journal of Educat983145onal Sc983145ences 2 (1) 21-36
Vroom P V (1992) Role conct commtment and copng
and scholarly productvty and satsfacton of socal work aca-
demcs (PhD) D983145ssertat983145on Abstracts Internat983145onal 52 (7)
2433-2434-A
Wallace J E (1995) Organzatonal and professonal Commt-
ment n professonal and nonprofessonal organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-
lenge (3rd ed pp 253-278) Unversty of Oregon
Wener Y (1982) Commtment n organzatons A normatve
vew Academy of Management Rev983145ew 7 (3) 418-428
Yener L (1997) Learn983145ng organ983145zat983145ons Yayımlanmamış yuumlk-
sek lsans tez Marmara Uumlnverstes Sosyal Blmler Ensttuuml-
suuml İstanbul
Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
sel adalet 983145l983145şk983145s983145 Yayımlanmamış doktora tez Ankara Uumlnver-
stes Sosyal Blmler Ensttuumlsuuml Ankara
Yılmaz E (2009) Examining organizational commitment of
primary school teachers regarding to their job satisfaction and
their schoolrsquos organizational creativity Elementary Education
Online 8 (2) 476-484
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Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holders express written permission However users may print download or email articles for
individual use
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
re983145nforced employees dmenson of learnng orga-
nzaton was the only predcator of organzatonal
commtment based on compl983145ance ( β(-353)=000
plt05) At close examnaton of the fndngs t s
understood that predctve power of the model s
weak Because t was seen that ndependent varab-
les explaned the varance n organzatonal com-mtment based on accordance (R=564 R 2 =319
plt05)
On the other hand t was seen that dmens-
ons of learnng organzaton both team lear-
n983145ng ( β(271)=000 plt01) and shared systems
( β(281)=000 plt05) dmensons created a sgnf-
cant mpact on 983145dent983145f983145cat983145on level of organzatonal
commtment Of these t was seen that partcularly
the dmenson of shared systems had a stronger
eect on the 983145dent983145f983145cat983145on However t was ob-served that the predctve power of the model was
relatvely moderate and these varables meet the
md-level of the varance on organzatonal com-
mtment based on 983145dent983145f983145cat983145on (R=733 R 2=537
plt05) Fnally t was observed that none of the
dmensons of learnng organzaton created a sg-
nfcant mpact on organzatonal commtment ba-
sed on 983145nternal983145zat983145on ( pgt05)
D983145scuss983145on
s research whch ams to compare the mpact
of faculty membersrsquo perceptons of learnng or-
ganzaton to ther organzatonal commtment
between prvate and publc unversty revealed
sgnfcant results Accordng to the frst result of
ths research faculty membersrsquo perceptons of le-
arnng organzaton characterstcs and organzat-
onal commtment der sgnfcantly to the type of
unversty they worked Accordng to ths result t
was found that learnng organzaton perceptonsof faculty members workng n prvate unversty
were hgher than those workng n publc unver-
sty s result can be explaned by the learnng
opportuntes whch prvate and publc unverstes
oer to ther employees To qualfy any unversty
lke other organzatons as a learnng organzat-
on frst of all must be realzed seven oblgatory
actons of learnng organzaton Cullen (1999)
explaned these seven oblgatory actons respect-
vely as to create contnuous learnng opportunt-es to develop research and dalogue to encourage
collaboraton and team work to establsh ganng
rate people around a common vson to make the
organzaton assocated wth ts envronment and
fnally to establsh a supportve leadershp both n-
dvdually and as a team and organzatonal level It
was observed that these seven oblgatory actons of
learnng organzatons were smlar to the dmens-
ons of learnng organzaton used n the researchWhen an evaluaton of ths nformaton s made
t can be sad that faculty members workng n pr-
vate unversty evaluate ther unversty n a better
poston than those workng n publc unversty
and ther hgh perceptons of learnng organzaton
s derved from ths
On the other hand t was seen that faculty mem-
bers workng n prvate unversty compared wth
colleagues workng n publc unversty generally
have shown more commtment to the unverstywhch they worked s result can be explaned
by unversty admnstratonsrsquo eorts to create a
sutable workng envronment for employees and
to develop commtment Frestone and Pennelrsquos
(1993) research fndngs support ths approach
Accordng to these authors a far and adequa-
te payment for employees career development
a seres of ncentve polces such as gudng and
supportng programs postvely aect employeesrsquo
commtment to ther organzatons
Accordng to another result of the research faculty
membersrsquo perceptons of learnng organzaton d-
mensons and levels of organzatonal commtment
der sgnfcantly to the type of unversty whe-
re they were employed Accordng to ths result
learnng organzaton perceptons of employees
workng n prvate unversty n all dmensons
were more postve than those workng n publc
unversty It was observed that n studes (Guumlnduumlz
amp Sezk 2005) whch perceptons of learnng orga-
nzaton between prvate and publc schools wereevaluated the result was usually n favor of prvate
schools
On the other hand n ths research perceptons of
organzatonal commtment based on complance
of faculty members workng n publc unversty
were found hgher than those workng n prvate
unversty whereas organzatonal commtments
of faculty members n prvate unversty were hg-
her than those workng n publc unversty s
result can be nterpreted as bureaucratc manage-ment features of the nsttuton have an eect on
organzatonal commtment by creatng oppress-
8172019 Bugetul de Venituri Si Cheltuieli2011
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
the nsttuton reduces the sense of organzatonal
commtment the feelng of ntense concts occurs
snce employeesrsquo needs n such an envronment are
not met adequately by the managers and employe-
es cannot partcpate to decson-makng process
so that t can be put forward that lower levels of
organzatonal commtment (commtment basedon a hgher complance) are derved from t It s
due to ths reason that there s a sgnfcant rela-
tonshp between low organzatonal commtment
and bureaucratc structure of the unversty that
creates the percepton of pressure and oblgaton
Because poor communcaton bureaucratc ndo-
lence and slowness can be estmated to negatvely
aect the organzatonal commtment on rules and
regulatons reducng the satsfacton Indeed due
to the strongly centralzed structure of publc un-
verstes faculty members oen have bureaucratc
dsadvantages they cannot partcpate to decsons
related to ther work and they cannot use ther n-
tatve the percepton of commtment based on
hgher-level complance (lower dentfcaton and
nternalzaton) s derved from t to a large extent
e results of research done on ths subject are
n support of the above comments Accordng to
the lterature commtment based on complance
s related to weak and superfcal organzatonal
commtment Indvdual at ths level of commt-ment comply wth the organzaton but ths comp-
lance s not done voluntarly and wholeheartedly
In other words ths complance s not based on
convergence (dentfcaton) between ndvdual
and organzaton and the purpose and value share
(nternalzaton) Unwllng complance refers to
the oblgaton e oblgaton requres moblzng
the authorty rules and organzatonal procedures
erefore forced complance s based on control
not trust In ths way the organzaton assures the
realzaton of organzatonal behavor wthout ta-kng nto consderaton the nterests and expecta-
tons of employees (Brockner Tyler amp Schneder
1992 Handy 1985 Kelman 1958 OrsquoRelly amp Chat-
man 1986)
Smlar results were observed n studes of compa-
rson of prvate and publc schools on ther orga-
nzatonal commtment In Balayrsquos (2000) research
whch was examned school commtment of ad-
mnstrators and teachers workng n prvate and
publc hgh schools t was found that admnstra-tor and teachers of prvate hgh school felt more
commtment n both dentfcaton and nterna
lzaton dmensons than those workng n publc
hgh schools whereas t was found that admnst-
rator and teachers workng n publc hgh schools
felt more commtment manly commtment level
based on complance
In addton n ths research t was examned to
what extent faculty membersrsquo perceptons of lear-
nng organzaton predcted ther derent levels of
organzatonal commtment At the result of the re-
search t was seen that only renforced employees
dmenson from learnng organzaton dmensons
predcted organzatonal commtment based on
complance s result can be explaned by the
qualty of ther organzatonal commtment wth
strengthenng of employees wthn organzaton
Because Brockner et al (1992) have put forward
that commtment based on complance s related tothe lowest partcpaton and support of employees
Accordng to them employees at the complance
level superfcally support ther organzatons Ac-
cordng to Handy (1985) the operaton of the rules
and procedures s usually related to commtment
at the level of complance Complance s based
on control not trust As such t does not gve the
rght to choose to employees As t s clear from ths
nformaton commtment based on complance
(superfcal commtment) decreases n the system
of strengthened employees and employees tend to volunteer actvtes and ntegrate more wth the
system As long as employeesrsquo are trusted on cont-
rol on the level of organzaton decreases emplo-
yees partcpate more n decsons and fnally ther
organzatonal commtment are based on an nnate
adopton above and beyond a formal framework
On the other hand t was observed that dmen-
sons of team learn983145ng and shared systems predc-
ted postvely organzatonal commtment based
on 983145dent983145f983145cat983145on especally dmenson of sharedsystems had a stronger eect on commtment based
on 983145dent983145f983145cat983145on e mpact of team learnng and
shared systems on employeesrsquo commtment s re-
markable Studes n ths subject clearly quoted that
havng team learnng and shared systems at organ-
zatonal level strongly aects employeesrsquo organza-
tonal commtment For nstance Ves (2010) put
forward n hs research that team learnng created
a collectve dscplne n organzaton and t le the
door open to dalogue and mproved the wll to sol-
ve problems wth hgh creatvty Accordng to Ve-
s team learnng develops a sense of togetherness
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton by makng the best contrbuton
to the soluton even the most complex ssues Ac-
cordng to Ves the dea of shared system s related
to shared vson shared vsons actvate the dea of
creatng a common and shared future wth shared
mages ths also creates a sense of strong commt-
ment Teare and Dealtry (1998) also put forwardthat shared vsons actvate the wll of collectve
learnng and there s a close relatonshp wth sen-
se of organzatonal commtment and good fath
OrsquoRelly and Chatman (1986) put forward n ther
studes that commtment based on dentfcaton
s closely related to the desre to be close to others
n the organzaton ths stuaton creates a hgh
attractveness and satsfacton on ndvdual and
employees who assocate themselves wth other
members of the team act more responsbly
Fnally t was found that none of dmensons of
learnng organzaton has a sgnfcant mpact on
organzatonal commtment based on nternalza-
ton s result can be nterpreted that learnng
opportuntes provded to employees n the organ-
zaton are assocated wth especally whch level of
organzatonal commtment e research results
state that learnng opportuntes oered n the
organzaton consttute of commtment based on
dentfcaton by means of creatng a sense of com-
petence n employees and usng and developngsklls (Frestone amp Pennel 1993 Maero 1988
Matheu amp Zajac 1990 Rosenholtz 1989) but ths
commtment does not convert to nternalze f t s
not based on a normatve bass (Chatman 1991
Handy 1985 Wener 1982) Accordng to these
results t can be explaned that faculty members
are satsfed wth opportuntes of learnng and self
development but ths commtment of ther nst-
tutons s not at the level of nternalzaton whch
means ntegraton wth the organzatonrsquos goals and values
Impl983145cat983145ons for Adm983145n983145strators and Pract983145t983145o-
ners 983145n Inst983145tut983145ons of H983145gher Educat983145on
s research ndcated sgnfcant results for
practtoners n hgher educaton nsttutons (top
executves unversty admnstrators and faculty
members) In ths study faculty members who
work n prvate unverstes stated that ther un-
verstes have more learnng organzaton featuresaccordng to those faculty members who work for
t t t d l f lt b h
work n prvate unverstes have hgher level of
organzatonal commtment to the organzaton
they work s result reveals an mportant clue
related to the derence between the tradtonal
unversty structure and the learnng unversty
structure that undermnes the organzatonal ef-
fectveness Unverstes are tryng to acheve therobjectves by holdng the best employees n ther
bodes nowadays that carry the competton n hg-
her educaton onto the natonal and nternatonal
level Experence of prvate unverstes n hgher
educaton started to become ncreasngly prevalent
n Turkey n recent years s stuaton has created
a new compettve envronment among the un-
verstes partcularly between prvate and publc
unverstes Whle prvate unverstes are tryng
to pull the well-traned teachng sta from the state
unverstes by creatng attractve work envron-
ments for employees of publc unverstes publc
unverstes are not makng the same eort to keep
the traned teachng sta n the system Wth ths
result the managers and practtoners n hgher
educaton should be lead to mprove organzatonal
commtment factors related to the state unverst-
es to thnk on obstacles of organzatonal learnng
and to develop polces n ths drecton
It was also found n the study that perceptons
of prvate unversty employeesrsquo on organzato-nal commtment (except for commtment based
on complance) and learnng organzaton n all
dmensons are found to be more postve than
publc unversty employeesrsquo s result shows that
perceptons of learnng organzaton of prvate un-
versty employees are closely related wth the den-
tfcaton and nternalzaton based organzatonal
commtment wth except complance based com-
mtment In ths respect f a comparson s made
between prvate and publc unverstes employeesof prvate unverstes who have hgher perceptons
of learnng organzaton have hgher level of com-
mtment percepton than employees n the state
unversty who have a lower percepton of learnng
organzaton Competton between unverstes
contnues on wth the employees who are thnkng
free learnng contnuously and becomng skllful
e unversty system whch nvolves employees n
the system physcally s unable to place n jeopardy
the future on the other hand does not suggest app-
lcatons for employeesrsquo socal and psychologcaldevelopment Managers and practtoners n hgher
educaton should ntate the management proces
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
ses that moblze the employee learnng research
and achevement motves For ths purpose the
members workng n publc unverstes should be
motvated wth dentfcaton and nternalzaton
wth the motves mean hgher partcpaton rather
than complance means the system of partal par-
tcpaton It s clear that one of the most eectvetools durng the process of motvaton s culture of
learnng organzaton and the need to mprove t
On the other hand ths study showed one of the
dmensons of the learnng organzaton especally
renforced employees dmenson have an nverse
correlaton wth complance based commtment
Accordng to ths result wth the applcatons
made to empower the employees complance ba-
sed commtment n other words external com-
mtment reduces and employees provde hgherlevel of partcpaton to organzatonal system
Empowerment of employees s possble wth pr-
zng the employees makng the employees feel the
prze enfranchsng and protectng ther nterests
and needs Empowerng the employees need to
lnk employeesrsquo emotonal energy wth care n the
work envronment Admnstrators should convert
the unversty envronment more exble more
learnng-orented and more collaboratve envron-
ments to strengthen teachng sta s stuaton
needs the presence of employees who combneemotonal ntellectual and physcal energy and
show hgh-level of commtment organzatonal
success
Fnally ths research hghlghts the postve eect
of team-orented learnng and shared systems d-
menson of learnng organzaton on organzato-
nal commtment It s remarkable that especally
dmenson of shared systems among these dmen-
sons have more powerful eect on commtment
at the level of dentfcaton Identfcaton means voluntary assocaton wth organzaton as t was
stated before From ths perspectve dentfcaton
s based on beng n sharng wth others and nteg-
raton wth the system Showng postve correla-
ton of both teams-orented learnng and shared
systems dmenson sgnfcant wth dentfcaton
s meanngful Because team-orented learnng
creates a collectve learnng culture throughout
the organzaton then collectve learnng culture
feeds the shared vsons through dalogue Adm-
nstrators who want to keep the employees n the
system wth a commtment at least at the level of
learnng and shared systems n hgher educaton
Because the eectve system-level problem solvng
requres hgh level of dentfcaton wth the orga-
nzaton and dentfcaton requres team-orented
learnng and sharng what s learned
L983145m983145tat983145ons and Proposals for Researchers
Despte the study whch ams to descrbe by com-
parng the faculty memebersrsquo perceptons of orga-
nzatons and organzatonal commtment on one
of the two unverstes ncludng prvate and publc
hghlghts mportant results t should be evaluated
wth some lmtatons Frst of all despte the re-
search carred out usng vald and relable scales
the workng group was lmted wth two unvers-
tes (one publc one prvate) and smlar facultesn these unverstes (Faculty of Educaton Faculty
of Economcs and Admnstratve Scences and Fa-
culty of Engneerng) It s remarkable that the par-
tcpaton n prvate unversty was less than expec-
ted n the study despte the eorts s stuaton
requres beng cautous about the generalzablty
of the results s research amed to analyze the
possble relatonshp between of learnng organ-
zaton and organzatonal commtment of faculty
members e study could be rehandled by ma-
kng comparson between more prvate and stateunverstes e research addtonally could be
developed around other concepts (organzatonal
creatvty dversty management leadershp etc)
related wth learnng organzaton and organzat-
onal commtment
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Toumlremen F (2001) Oumlğrenen okul Ankara Nobel Yayın Dağı-
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Tsu A S Egan T D amp OrsquoRelly C A (1992) Beng drent
Relatonal demography and organzatonal attachment Adm983145-
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Tuncer A (1995) M983145ll983145 Eğ983145t983145m Bakanlığı B983145lg983145sayar Eğ983145t983145-
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ve oumlrguumltsel bağlılık durumları Yayınlanmamış lsansuumlstuuml
uzmanlık tez Tuumlrkye Ortadoğu Amme İdares Ensttuumlsuuml
Ankara
Turan S Karadağ E ve Bektaş F (2011) Uumlnverste yapısı
ccedilersnde oumlğrenen oumlrguumlt ve oumlrguumltsel bağlılık lşks uumlzerne
br araştırma Kuram ve Uygulamada Eğ983145t983145m Youmlnet983145m983145 17 (4)627-638
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Uyguccedil N ve Ccedilımrın D (2004) Dokuz Eyluumll Uumlnverstes Araş-
tırma ve Uygulama Hastanes Merkez Laboratuarı ccedilalışanları-
nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen
faktoumlrler Dokuz Eyluumll Uumln983145vers983145tes983145 İkt983145sad983145 ve İdar983145 B983145l983145mler
Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99
Uumlnuumlvar T G (2006) An integrative model of job character-
istics job satisfaction organizational commitment and orga-
nizational citizenship behavior Unpublished doctoral dis-
sertation Middle East Technical University Socal Scences
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve
kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-
lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
Ves H (2010) Organzatonal learnng n the hgher educa-
ton nsttutons A case study of agrcultural and natural re-
courses campus of Unversty of Tehran Internat983145onal Onl983145ne Journal of Educat983145onal Sc983145ences 2 (1) 21-36
Vroom P V (1992) Role conct commtment and copng
and scholarly productvty and satsfacton of socal work aca-
demcs (PhD) D983145ssertat983145on Abstracts Internat983145onal 52 (7)
2433-2434-A
Wallace J E (1995) Organzatonal and professonal Commt-
ment n professonal and nonprofessonal organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-
lenge (3rd ed pp 253-278) Unversty of Oregon
Wener Y (1982) Commtment n organzatons A normatve
vew Academy of Management Rev983145ew 7 (3) 418-428
Yener L (1997) Learn983145ng organ983145zat983145ons Yayımlanmamış yuumlk-
sek lsans tez Marmara Uumlnverstes Sosyal Blmler Ensttuuml-
suuml İstanbul
Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
sel adalet 983145l983145şk983145s983145 Yayımlanmamış doktora tez Ankara Uumlnver-
stes Sosyal Blmler Ensttuumlsuuml Ankara
Yılmaz E (2009) Examining organizational commitment of
primary school teachers regarding to their job satisfaction and
their schoolrsquos organizational creativity Elementary Education
Online 8 (2) 476-484
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copyright holders express written permission However users may print download or email articles for
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
the nsttuton reduces the sense of organzatonal
commtment the feelng of ntense concts occurs
snce employeesrsquo needs n such an envronment are
not met adequately by the managers and employe-
es cannot partcpate to decson-makng process
so that t can be put forward that lower levels of
organzatonal commtment (commtment basedon a hgher complance) are derved from t It s
due to ths reason that there s a sgnfcant rela-
tonshp between low organzatonal commtment
and bureaucratc structure of the unversty that
creates the percepton of pressure and oblgaton
Because poor communcaton bureaucratc ndo-
lence and slowness can be estmated to negatvely
aect the organzatonal commtment on rules and
regulatons reducng the satsfacton Indeed due
to the strongly centralzed structure of publc un-
verstes faculty members oen have bureaucratc
dsadvantages they cannot partcpate to decsons
related to ther work and they cannot use ther n-
tatve the percepton of commtment based on
hgher-level complance (lower dentfcaton and
nternalzaton) s derved from t to a large extent
e results of research done on ths subject are
n support of the above comments Accordng to
the lterature commtment based on complance
s related to weak and superfcal organzatonal
commtment Indvdual at ths level of commt-ment comply wth the organzaton but ths comp-
lance s not done voluntarly and wholeheartedly
In other words ths complance s not based on
convergence (dentfcaton) between ndvdual
and organzaton and the purpose and value share
(nternalzaton) Unwllng complance refers to
the oblgaton e oblgaton requres moblzng
the authorty rules and organzatonal procedures
erefore forced complance s based on control
not trust In ths way the organzaton assures the
realzaton of organzatonal behavor wthout ta-kng nto consderaton the nterests and expecta-
tons of employees (Brockner Tyler amp Schneder
1992 Handy 1985 Kelman 1958 OrsquoRelly amp Chat-
man 1986)
Smlar results were observed n studes of compa-
rson of prvate and publc schools on ther orga-
nzatonal commtment In Balayrsquos (2000) research
whch was examned school commtment of ad-
mnstrators and teachers workng n prvate and
publc hgh schools t was found that admnstra-tor and teachers of prvate hgh school felt more
commtment n both dentfcaton and nterna
lzaton dmensons than those workng n publc
hgh schools whereas t was found that admnst-
rator and teachers workng n publc hgh schools
felt more commtment manly commtment level
based on complance
In addton n ths research t was examned to
what extent faculty membersrsquo perceptons of lear-
nng organzaton predcted ther derent levels of
organzatonal commtment At the result of the re-
search t was seen that only renforced employees
dmenson from learnng organzaton dmensons
predcted organzatonal commtment based on
complance s result can be explaned by the
qualty of ther organzatonal commtment wth
strengthenng of employees wthn organzaton
Because Brockner et al (1992) have put forward
that commtment based on complance s related tothe lowest partcpaton and support of employees
Accordng to them employees at the complance
level superfcally support ther organzatons Ac-
cordng to Handy (1985) the operaton of the rules
and procedures s usually related to commtment
at the level of complance Complance s based
on control not trust As such t does not gve the
rght to choose to employees As t s clear from ths
nformaton commtment based on complance
(superfcal commtment) decreases n the system
of strengthened employees and employees tend to volunteer actvtes and ntegrate more wth the
system As long as employeesrsquo are trusted on cont-
rol on the level of organzaton decreases emplo-
yees partcpate more n decsons and fnally ther
organzatonal commtment are based on an nnate
adopton above and beyond a formal framework
On the other hand t was observed that dmen-
sons of team learn983145ng and shared systems predc-
ted postvely organzatonal commtment based
on 983145dent983145f983145cat983145on especally dmenson of sharedsystems had a stronger eect on commtment based
on 983145dent983145f983145cat983145on e mpact of team learnng and
shared systems on employeesrsquo commtment s re-
markable Studes n ths subject clearly quoted that
havng team learnng and shared systems at organ-
zatonal level strongly aects employeesrsquo organza-
tonal commtment For nstance Ves (2010) put
forward n hs research that team learnng created
a collectve dscplne n organzaton and t le the
door open to dalogue and mproved the wll to sol-
ve problems wth hgh creatvty Accordng to Ve-
s team learnng develops a sense of togetherness
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton by makng the best contrbuton
to the soluton even the most complex ssues Ac-
cordng to Ves the dea of shared system s related
to shared vson shared vsons actvate the dea of
creatng a common and shared future wth shared
mages ths also creates a sense of strong commt-
ment Teare and Dealtry (1998) also put forwardthat shared vsons actvate the wll of collectve
learnng and there s a close relatonshp wth sen-
se of organzatonal commtment and good fath
OrsquoRelly and Chatman (1986) put forward n ther
studes that commtment based on dentfcaton
s closely related to the desre to be close to others
n the organzaton ths stuaton creates a hgh
attractveness and satsfacton on ndvdual and
employees who assocate themselves wth other
members of the team act more responsbly
Fnally t was found that none of dmensons of
learnng organzaton has a sgnfcant mpact on
organzatonal commtment based on nternalza-
ton s result can be nterpreted that learnng
opportuntes provded to employees n the organ-
zaton are assocated wth especally whch level of
organzatonal commtment e research results
state that learnng opportuntes oered n the
organzaton consttute of commtment based on
dentfcaton by means of creatng a sense of com-
petence n employees and usng and developngsklls (Frestone amp Pennel 1993 Maero 1988
Matheu amp Zajac 1990 Rosenholtz 1989) but ths
commtment does not convert to nternalze f t s
not based on a normatve bass (Chatman 1991
Handy 1985 Wener 1982) Accordng to these
results t can be explaned that faculty members
are satsfed wth opportuntes of learnng and self
development but ths commtment of ther nst-
tutons s not at the level of nternalzaton whch
means ntegraton wth the organzatonrsquos goals and values
Impl983145cat983145ons for Adm983145n983145strators and Pract983145t983145o-
ners 983145n Inst983145tut983145ons of H983145gher Educat983145on
s research ndcated sgnfcant results for
practtoners n hgher educaton nsttutons (top
executves unversty admnstrators and faculty
members) In ths study faculty members who
work n prvate unverstes stated that ther un-
verstes have more learnng organzaton featuresaccordng to those faculty members who work for
t t t d l f lt b h
work n prvate unverstes have hgher level of
organzatonal commtment to the organzaton
they work s result reveals an mportant clue
related to the derence between the tradtonal
unversty structure and the learnng unversty
structure that undermnes the organzatonal ef-
fectveness Unverstes are tryng to acheve therobjectves by holdng the best employees n ther
bodes nowadays that carry the competton n hg-
her educaton onto the natonal and nternatonal
level Experence of prvate unverstes n hgher
educaton started to become ncreasngly prevalent
n Turkey n recent years s stuaton has created
a new compettve envronment among the un-
verstes partcularly between prvate and publc
unverstes Whle prvate unverstes are tryng
to pull the well-traned teachng sta from the state
unverstes by creatng attractve work envron-
ments for employees of publc unverstes publc
unverstes are not makng the same eort to keep
the traned teachng sta n the system Wth ths
result the managers and practtoners n hgher
educaton should be lead to mprove organzatonal
commtment factors related to the state unverst-
es to thnk on obstacles of organzatonal learnng
and to develop polces n ths drecton
It was also found n the study that perceptons
of prvate unversty employeesrsquo on organzato-nal commtment (except for commtment based
on complance) and learnng organzaton n all
dmensons are found to be more postve than
publc unversty employeesrsquo s result shows that
perceptons of learnng organzaton of prvate un-
versty employees are closely related wth the den-
tfcaton and nternalzaton based organzatonal
commtment wth except complance based com-
mtment In ths respect f a comparson s made
between prvate and publc unverstes employeesof prvate unverstes who have hgher perceptons
of learnng organzaton have hgher level of com-
mtment percepton than employees n the state
unversty who have a lower percepton of learnng
organzaton Competton between unverstes
contnues on wth the employees who are thnkng
free learnng contnuously and becomng skllful
e unversty system whch nvolves employees n
the system physcally s unable to place n jeopardy
the future on the other hand does not suggest app-
lcatons for employeesrsquo socal and psychologcaldevelopment Managers and practtoners n hgher
educaton should ntate the management proces
8172019 Bugetul de Venituri Si Cheltuieli2011
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
ses that moblze the employee learnng research
and achevement motves For ths purpose the
members workng n publc unverstes should be
motvated wth dentfcaton and nternalzaton
wth the motves mean hgher partcpaton rather
than complance means the system of partal par-
tcpaton It s clear that one of the most eectvetools durng the process of motvaton s culture of
learnng organzaton and the need to mprove t
On the other hand ths study showed one of the
dmensons of the learnng organzaton especally
renforced employees dmenson have an nverse
correlaton wth complance based commtment
Accordng to ths result wth the applcatons
made to empower the employees complance ba-
sed commtment n other words external com-
mtment reduces and employees provde hgherlevel of partcpaton to organzatonal system
Empowerment of employees s possble wth pr-
zng the employees makng the employees feel the
prze enfranchsng and protectng ther nterests
and needs Empowerng the employees need to
lnk employeesrsquo emotonal energy wth care n the
work envronment Admnstrators should convert
the unversty envronment more exble more
learnng-orented and more collaboratve envron-
ments to strengthen teachng sta s stuaton
needs the presence of employees who combneemotonal ntellectual and physcal energy and
show hgh-level of commtment organzatonal
success
Fnally ths research hghlghts the postve eect
of team-orented learnng and shared systems d-
menson of learnng organzaton on organzato-
nal commtment It s remarkable that especally
dmenson of shared systems among these dmen-
sons have more powerful eect on commtment
at the level of dentfcaton Identfcaton means voluntary assocaton wth organzaton as t was
stated before From ths perspectve dentfcaton
s based on beng n sharng wth others and nteg-
raton wth the system Showng postve correla-
ton of both teams-orented learnng and shared
systems dmenson sgnfcant wth dentfcaton
s meanngful Because team-orented learnng
creates a collectve learnng culture throughout
the organzaton then collectve learnng culture
feeds the shared vsons through dalogue Adm-
nstrators who want to keep the employees n the
system wth a commtment at least at the level of
learnng and shared systems n hgher educaton
Because the eectve system-level problem solvng
requres hgh level of dentfcaton wth the orga-
nzaton and dentfcaton requres team-orented
learnng and sharng what s learned
L983145m983145tat983145ons and Proposals for Researchers
Despte the study whch ams to descrbe by com-
parng the faculty memebersrsquo perceptons of orga-
nzatons and organzatonal commtment on one
of the two unverstes ncludng prvate and publc
hghlghts mportant results t should be evaluated
wth some lmtatons Frst of all despte the re-
search carred out usng vald and relable scales
the workng group was lmted wth two unvers-
tes (one publc one prvate) and smlar facultesn these unverstes (Faculty of Educaton Faculty
of Economcs and Admnstratve Scences and Fa-
culty of Engneerng) It s remarkable that the par-
tcpaton n prvate unversty was less than expec-
ted n the study despte the eorts s stuaton
requres beng cautous about the generalzablty
of the results s research amed to analyze the
possble relatonshp between of learnng organ-
zaton and organzatonal commtment of faculty
members e study could be rehandled by ma-
kng comparson between more prvate and stateunverstes e research addtonally could be
developed around other concepts (organzatonal
creatvty dversty management leadershp etc)
related wth learnng organzaton and organzat-
onal commtment
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Dunphy D Turner D amp Crawford M (1997) Organzatonal
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Fol C M amp Lyles M A (1985) Organzatonal learnng
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Grego O V Geroy G D amp Wrght P C (2000) Predc-
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n elementary schools (PhD) D983145ssertat983145on Abstracts Internat983145-
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Morrson K (1998) Management theor983145es for educat983145onal
change London Paul Chapman Publshng Ltd
Morrow P C (1983) Concept redundancy n organzatonal
research e case of work commtment Academy of Manage-
ment Rev983145ew 8 (3) 486-500
OrsquoRelly C amp Chatman J (1986) Organzatonal commtment
and psychologcal attachment e eects of complance den-
tfcaton and nternalzaton on prosocal behavor Journal of
Appl983145ed Psychology 71(3) 492-499
Oumlrtenblad A (2001) On derences between organzatonal
learnng and learnng organzaton Te Learn983145ng Organ983145zat983145-
on 8 (3) 125-133
Parks M B (1992) Partcpaton commtment and organza-
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Extenson (EdD) D983145ssertat983145on Abstracts Internat983145onal 53 (1)
38-A
Randall D M (1987) Commtment and organzaton e
organzaton man revsted Academy of Management Rev983145ev
12 (1) 460-471
Randall D M amp Cote J A (1991) Interrelatonshps of work
commtment constructs Work and Occupat983145ons 18 (2) 194-
211
Rechers A E (1985) A revev and reconceptualzaton of or-
ganzatonal commtment Academy of Management Rev983145ew 10
(3) 465-476
Rchardson B (1995) Learnng contexts and roles for the le-arnng organzaton leader Te Learn983145ng Organ983145zat983145on 2 (1)
15-33
Robbns S P (1994) Oumlrguumltsel davranışın temeller983145 (ccedilev S A
Oumlztuumlrk) Prentce Hall Internatonal Inc
Rosenholtz S J (1989) eachers workplace Te soc983145al organ983145-
zat983145on of schools New York Longman
Rozenblum E F (1993) Why teachers stay A process of deve-
lopng commtment (PhD) D983145ssertat983145on Abstracts Internat983145o-
nal 54 (4) 1188-A
Schwenk C R (1986) Informaton cogntve bases and
commtment to a course of acton Academy of Management
Rev983145ew 11 (2) 298-310
Senge P M (1993) Beş983145nc983145 D983145s983145pl983145n (2 bs ccedilev A İldenz A
Doğukan) İstanbul Yapı Kred Yayınları
Seymour D (1992) Caus983145ng qual983145ty 983145n h983145gher educat983145on New
York Macmllan
Sheldon M E (1971) Investments and nvolvements as mec-
hansms pruducng commtment to the organzaton Adm983145-
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Tannenbaum A S (1966) Soc983145al psychology of the work organ983145-
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Teare R amp Dealtry R (1998) Buldng and sustanng a le-
arnng organzaton Te Learn983145ng Organ983145zat983145on 5 (1) 47-60
Tekn A (2002) İşletmelerde oumlrguumltsel bağlılık ve b983145r karşılaş-
tırma uumlrk983145ye-Pak983145stan Oumlrneğ983145 Yayımlanmamış yuumlksek lsans
tez Gaz Uumlnverstes Sosyal Blmler Ensttuumlsuuml Ankara
Toumlremen F (2001) Oumlğrenen okul Ankara Nobel Yayın Dağı-
tım
Tsu A S Egan T D amp OrsquoRelly C A (1992) Beng drent
Relatonal demography and organzatonal attachment Adm983145-
n983145strat983145ve Sc983145ence Quarterly 37 (1-4) 549-579
Tuncer A (1995) M983145ll983145 Eğ983145t983145m Bakanlığı B983145lg983145sayar Eğ983145t983145-
m983145 ve H983145zmetler983145 Genel Muumlduumlrluumlğuuml personel983145n983145n 983145ş doyumu
ve oumlrguumltsel bağlılık durumları Yayınlanmamış lsansuumlstuuml
uzmanlık tez Tuumlrkye Ortadoğu Amme İdares Ensttuumlsuuml
Ankara
Turan S Karadağ E ve Bektaş F (2011) Uumlnverste yapısı
ccedilersnde oumlğrenen oumlrguumlt ve oumlrguumltsel bağlılık lşks uumlzerne
br araştırma Kuram ve Uygulamada Eğ983145t983145m Youmlnet983145m983145 17 (4)627-638
Ulrch D (1998) Intellectual captal = competence x commt-
ment Sloan Management Rev983145ew 39 (2) 15-26
Uyguccedil N ve Ccedilımrın D (2004) Dokuz Eyluumll Uumlnverstes Araş-
tırma ve Uygulama Hastanes Merkez Laboratuarı ccedilalışanları-
nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen
faktoumlrler Dokuz Eyluumll Uumln983145vers983145tes983145 İkt983145sad983145 ve İdar983145 B983145l983145mler
Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99
Uumlnuumlvar T G (2006) An integrative model of job character-
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8172019 Bugetul de Venituri Si Cheltuieli2011
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve
kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-
lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
Ves H (2010) Organzatonal learnng n the hgher educa-
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Vroom P V (1992) Role conct commtment and copng
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2433-2434-A
Wallace J E (1995) Organzatonal and professonal Commt-
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n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-
lenge (3rd ed pp 253-278) Unversty of Oregon
Wener Y (1982) Commtment n organzatons A normatve
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Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
the organzaton by makng the best contrbuton
to the soluton even the most complex ssues Ac-
cordng to Ves the dea of shared system s related
to shared vson shared vsons actvate the dea of
creatng a common and shared future wth shared
mages ths also creates a sense of strong commt-
ment Teare and Dealtry (1998) also put forwardthat shared vsons actvate the wll of collectve
learnng and there s a close relatonshp wth sen-
se of organzatonal commtment and good fath
OrsquoRelly and Chatman (1986) put forward n ther
studes that commtment based on dentfcaton
s closely related to the desre to be close to others
n the organzaton ths stuaton creates a hgh
attractveness and satsfacton on ndvdual and
employees who assocate themselves wth other
members of the team act more responsbly
Fnally t was found that none of dmensons of
learnng organzaton has a sgnfcant mpact on
organzatonal commtment based on nternalza-
ton s result can be nterpreted that learnng
opportuntes provded to employees n the organ-
zaton are assocated wth especally whch level of
organzatonal commtment e research results
state that learnng opportuntes oered n the
organzaton consttute of commtment based on
dentfcaton by means of creatng a sense of com-
petence n employees and usng and developngsklls (Frestone amp Pennel 1993 Maero 1988
Matheu amp Zajac 1990 Rosenholtz 1989) but ths
commtment does not convert to nternalze f t s
not based on a normatve bass (Chatman 1991
Handy 1985 Wener 1982) Accordng to these
results t can be explaned that faculty members
are satsfed wth opportuntes of learnng and self
development but ths commtment of ther nst-
tutons s not at the level of nternalzaton whch
means ntegraton wth the organzatonrsquos goals and values
Impl983145cat983145ons for Adm983145n983145strators and Pract983145t983145o-
ners 983145n Inst983145tut983145ons of H983145gher Educat983145on
s research ndcated sgnfcant results for
practtoners n hgher educaton nsttutons (top
executves unversty admnstrators and faculty
members) In ths study faculty members who
work n prvate unverstes stated that ther un-
verstes have more learnng organzaton featuresaccordng to those faculty members who work for
t t t d l f lt b h
work n prvate unverstes have hgher level of
organzatonal commtment to the organzaton
they work s result reveals an mportant clue
related to the derence between the tradtonal
unversty structure and the learnng unversty
structure that undermnes the organzatonal ef-
fectveness Unverstes are tryng to acheve therobjectves by holdng the best employees n ther
bodes nowadays that carry the competton n hg-
her educaton onto the natonal and nternatonal
level Experence of prvate unverstes n hgher
educaton started to become ncreasngly prevalent
n Turkey n recent years s stuaton has created
a new compettve envronment among the un-
verstes partcularly between prvate and publc
unverstes Whle prvate unverstes are tryng
to pull the well-traned teachng sta from the state
unverstes by creatng attractve work envron-
ments for employees of publc unverstes publc
unverstes are not makng the same eort to keep
the traned teachng sta n the system Wth ths
result the managers and practtoners n hgher
educaton should be lead to mprove organzatonal
commtment factors related to the state unverst-
es to thnk on obstacles of organzatonal learnng
and to develop polces n ths drecton
It was also found n the study that perceptons
of prvate unversty employeesrsquo on organzato-nal commtment (except for commtment based
on complance) and learnng organzaton n all
dmensons are found to be more postve than
publc unversty employeesrsquo s result shows that
perceptons of learnng organzaton of prvate un-
versty employees are closely related wth the den-
tfcaton and nternalzaton based organzatonal
commtment wth except complance based com-
mtment In ths respect f a comparson s made
between prvate and publc unverstes employeesof prvate unverstes who have hgher perceptons
of learnng organzaton have hgher level of com-
mtment percepton than employees n the state
unversty who have a lower percepton of learnng
organzaton Competton between unverstes
contnues on wth the employees who are thnkng
free learnng contnuously and becomng skllful
e unversty system whch nvolves employees n
the system physcally s unable to place n jeopardy
the future on the other hand does not suggest app-
lcatons for employeesrsquo socal and psychologcaldevelopment Managers and practtoners n hgher
educaton should ntate the management proces
8172019 Bugetul de Venituri Si Cheltuieli2011
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
ses that moblze the employee learnng research
and achevement motves For ths purpose the
members workng n publc unverstes should be
motvated wth dentfcaton and nternalzaton
wth the motves mean hgher partcpaton rather
than complance means the system of partal par-
tcpaton It s clear that one of the most eectvetools durng the process of motvaton s culture of
learnng organzaton and the need to mprove t
On the other hand ths study showed one of the
dmensons of the learnng organzaton especally
renforced employees dmenson have an nverse
correlaton wth complance based commtment
Accordng to ths result wth the applcatons
made to empower the employees complance ba-
sed commtment n other words external com-
mtment reduces and employees provde hgherlevel of partcpaton to organzatonal system
Empowerment of employees s possble wth pr-
zng the employees makng the employees feel the
prze enfranchsng and protectng ther nterests
and needs Empowerng the employees need to
lnk employeesrsquo emotonal energy wth care n the
work envronment Admnstrators should convert
the unversty envronment more exble more
learnng-orented and more collaboratve envron-
ments to strengthen teachng sta s stuaton
needs the presence of employees who combneemotonal ntellectual and physcal energy and
show hgh-level of commtment organzatonal
success
Fnally ths research hghlghts the postve eect
of team-orented learnng and shared systems d-
menson of learnng organzaton on organzato-
nal commtment It s remarkable that especally
dmenson of shared systems among these dmen-
sons have more powerful eect on commtment
at the level of dentfcaton Identfcaton means voluntary assocaton wth organzaton as t was
stated before From ths perspectve dentfcaton
s based on beng n sharng wth others and nteg-
raton wth the system Showng postve correla-
ton of both teams-orented learnng and shared
systems dmenson sgnfcant wth dentfcaton
s meanngful Because team-orented learnng
creates a collectve learnng culture throughout
the organzaton then collectve learnng culture
feeds the shared vsons through dalogue Adm-
nstrators who want to keep the employees n the
system wth a commtment at least at the level of
learnng and shared systems n hgher educaton
Because the eectve system-level problem solvng
requres hgh level of dentfcaton wth the orga-
nzaton and dentfcaton requres team-orented
learnng and sharng what s learned
L983145m983145tat983145ons and Proposals for Researchers
Despte the study whch ams to descrbe by com-
parng the faculty memebersrsquo perceptons of orga-
nzatons and organzatonal commtment on one
of the two unverstes ncludng prvate and publc
hghlghts mportant results t should be evaluated
wth some lmtatons Frst of all despte the re-
search carred out usng vald and relable scales
the workng group was lmted wth two unvers-
tes (one publc one prvate) and smlar facultesn these unverstes (Faculty of Educaton Faculty
of Economcs and Admnstratve Scences and Fa-
culty of Engneerng) It s remarkable that the par-
tcpaton n prvate unversty was less than expec-
ted n the study despte the eorts s stuaton
requres beng cautous about the generalzablty
of the results s research amed to analyze the
possble relatonshp between of learnng organ-
zaton and organzatonal commtment of faculty
members e study could be rehandled by ma-
kng comparson between more prvate and stateunverstes e research addtonally could be
developed around other concepts (organzatonal
creatvty dversty management leadershp etc)
related wth learnng organzaton and organzat-
onal commtment
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Lowery A (1994) Prncpals organzatonal commtment role
conct and role ambguty as related to perceved conct ma-
nagement styles (PhD) D983145ssertat983145on Abstracts Internat983145onal
54 (7) 2411-A
Maero G I (1988) Te empowerment of teachers Overco-
m983145ng the cr983145s983145s of conf983145dance New York Teachers College Press
Matheu J E amp Zajac D M (1990) A revew and meta-analy-
ss of the antecedents correlates and consequences of organ-zatonal commtment Psycholog983145cal Bullet983145n 108 (2) 171-194
Monchak P V (1994) Relatonshps betwen organzatonal
structure conct resoluton and organzatonal commtment
n elementary schools (PhD) D983145ssertat983145on Abstracts Internat983145-
onal 54 (7) 2413-A
Morrson K (1998) Management theor983145es for educat983145onal
change London Paul Chapman Publshng Ltd
Morrow P C (1983) Concept redundancy n organzatonal
research e case of work commtment Academy of Manage-
ment Rev983145ew 8 (3) 486-500
OrsquoRelly C amp Chatman J (1986) Organzatonal commtment
and psychologcal attachment e eects of complance den-
tfcaton and nternalzaton on prosocal behavor Journal of
Appl983145ed Psychology 71(3) 492-499
Oumlrtenblad A (2001) On derences between organzatonal
learnng and learnng organzaton Te Learn983145ng Organ983145zat983145-
on 8 (3) 125-133
Parks M B (1992) Partcpaton commtment and organza-
tonal change e case of the Unversty of Mane Cooperatve
Extenson (EdD) D983145ssertat983145on Abstracts Internat983145onal 53 (1)
38-A
Randall D M (1987) Commtment and organzaton e
organzaton man revsted Academy of Management Rev983145ev
12 (1) 460-471
Randall D M amp Cote J A (1991) Interrelatonshps of work
commtment constructs Work and Occupat983145ons 18 (2) 194-
211
Rechers A E (1985) A revev and reconceptualzaton of or-
ganzatonal commtment Academy of Management Rev983145ew 10
(3) 465-476
Rchardson B (1995) Learnng contexts and roles for the le-arnng organzaton leader Te Learn983145ng Organ983145zat983145on 2 (1)
15-33
Robbns S P (1994) Oumlrguumltsel davranışın temeller983145 (ccedilev S A
Oumlztuumlrk) Prentce Hall Internatonal Inc
Rosenholtz S J (1989) eachers workplace Te soc983145al organ983145-
zat983145on of schools New York Longman
Rozenblum E F (1993) Why teachers stay A process of deve-
lopng commtment (PhD) D983145ssertat983145on Abstracts Internat983145o-
nal 54 (4) 1188-A
Schwenk C R (1986) Informaton cogntve bases and
commtment to a course of acton Academy of Management
Rev983145ew 11 (2) 298-310
Senge P M (1993) Beş983145nc983145 D983145s983145pl983145n (2 bs ccedilev A İldenz A
Doğukan) İstanbul Yapı Kred Yayınları
Seymour D (1992) Caus983145ng qual983145ty 983145n h983145gher educat983145on New
York Macmllan
Sheldon M E (1971) Investments and nvolvements as mec-
hansms pruducng commtment to the organzaton Adm983145-
n983145strat983145ve Sc983145ence Quarterly 16 (2) 143-150
Tannenbaum A S (1966) Soc983145al psychology of the work organ983145-
zat983145on USA Wadsworth Publshng Company Inc
Teare R amp Dealtry R (1998) Buldng and sustanng a le-
arnng organzaton Te Learn983145ng Organ983145zat983145on 5 (1) 47-60
Tekn A (2002) İşletmelerde oumlrguumltsel bağlılık ve b983145r karşılaş-
tırma uumlrk983145ye-Pak983145stan Oumlrneğ983145 Yayımlanmamış yuumlksek lsans
tez Gaz Uumlnverstes Sosyal Blmler Ensttuumlsuuml Ankara
Toumlremen F (2001) Oumlğrenen okul Ankara Nobel Yayın Dağı-
tım
Tsu A S Egan T D amp OrsquoRelly C A (1992) Beng drent
Relatonal demography and organzatonal attachment Adm983145-
n983145strat983145ve Sc983145ence Quarterly 37 (1-4) 549-579
Tuncer A (1995) M983145ll983145 Eğ983145t983145m Bakanlığı B983145lg983145sayar Eğ983145t983145-
m983145 ve H983145zmetler983145 Genel Muumlduumlrluumlğuuml personel983145n983145n 983145ş doyumu
ve oumlrguumltsel bağlılık durumları Yayınlanmamış lsansuumlstuuml
uzmanlık tez Tuumlrkye Ortadoğu Amme İdares Ensttuumlsuuml
Ankara
Turan S Karadağ E ve Bektaş F (2011) Uumlnverste yapısı
ccedilersnde oumlğrenen oumlrguumlt ve oumlrguumltsel bağlılık lşks uumlzerne
br araştırma Kuram ve Uygulamada Eğ983145t983145m Youmlnet983145m983145 17 (4)627-638
Ulrch D (1998) Intellectual captal = competence x commt-
ment Sloan Management Rev983145ew 39 (2) 15-26
Uyguccedil N ve Ccedilımrın D (2004) Dokuz Eyluumll Uumlnverstes Araş-
tırma ve Uygulama Hastanes Merkez Laboratuarı ccedilalışanları-
nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen
faktoumlrler Dokuz Eyluumll Uumln983145vers983145tes983145 İkt983145sad983145 ve İdar983145 B983145l983145mler
Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99
Uumlnuumlvar T G (2006) An integrative model of job character-
istics job satisfaction organizational commitment and orga-
nizational citizenship behavior Unpublished doctoral dis-
sertation Middle East Technical University Socal Scences
8172019 Bugetul de Venituri Si Cheltuieli2011
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E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve
kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-
lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
Ves H (2010) Organzatonal learnng n the hgher educa-
ton nsttutons A case study of agrcultural and natural re-
courses campus of Unversty of Tehran Internat983145onal Onl983145ne Journal of Educat983145onal Sc983145ences 2 (1) 21-36
Vroom P V (1992) Role conct commtment and copng
and scholarly productvty and satsfacton of socal work aca-
demcs (PhD) D983145ssertat983145on Abstracts Internat983145onal 52 (7)
2433-2434-A
Wallace J E (1995) Organzatonal and professonal Commt-
ment n professonal and nonprofessonal organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-
lenge (3rd ed pp 253-278) Unversty of Oregon
Wener Y (1982) Commtment n organzatons A normatve
vew Academy of Management Rev983145ew 7 (3) 418-428
Yener L (1997) Learn983145ng organ983145zat983145ons Yayımlanmamış yuumlk-
sek lsans tez Marmara Uumlnverstes Sosyal Blmler Ensttuuml-
suuml İstanbul
Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
sel adalet 983145l983145şk983145s983145 Yayımlanmamış doktora tez Ankara Uumlnver-
stes Sosyal Blmler Ensttuumlsuuml Ankara
Yılmaz E (2009) Examining organizational commitment of
primary school teachers regarding to their job satisfaction and
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Online 8 (2) 476-484
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
ses that moblze the employee learnng research
and achevement motves For ths purpose the
members workng n publc unverstes should be
motvated wth dentfcaton and nternalzaton
wth the motves mean hgher partcpaton rather
than complance means the system of partal par-
tcpaton It s clear that one of the most eectvetools durng the process of motvaton s culture of
learnng organzaton and the need to mprove t
On the other hand ths study showed one of the
dmensons of the learnng organzaton especally
renforced employees dmenson have an nverse
correlaton wth complance based commtment
Accordng to ths result wth the applcatons
made to empower the employees complance ba-
sed commtment n other words external com-
mtment reduces and employees provde hgherlevel of partcpaton to organzatonal system
Empowerment of employees s possble wth pr-
zng the employees makng the employees feel the
prze enfranchsng and protectng ther nterests
and needs Empowerng the employees need to
lnk employeesrsquo emotonal energy wth care n the
work envronment Admnstrators should convert
the unversty envronment more exble more
learnng-orented and more collaboratve envron-
ments to strengthen teachng sta s stuaton
needs the presence of employees who combneemotonal ntellectual and physcal energy and
show hgh-level of commtment organzatonal
success
Fnally ths research hghlghts the postve eect
of team-orented learnng and shared systems d-
menson of learnng organzaton on organzato-
nal commtment It s remarkable that especally
dmenson of shared systems among these dmen-
sons have more powerful eect on commtment
at the level of dentfcaton Identfcaton means voluntary assocaton wth organzaton as t was
stated before From ths perspectve dentfcaton
s based on beng n sharng wth others and nteg-
raton wth the system Showng postve correla-
ton of both teams-orented learnng and shared
systems dmenson sgnfcant wth dentfcaton
s meanngful Because team-orented learnng
creates a collectve learnng culture throughout
the organzaton then collectve learnng culture
feeds the shared vsons through dalogue Adm-
nstrators who want to keep the employees n the
system wth a commtment at least at the level of
learnng and shared systems n hgher educaton
Because the eectve system-level problem solvng
requres hgh level of dentfcaton wth the orga-
nzaton and dentfcaton requres team-orented
learnng and sharng what s learned
L983145m983145tat983145ons and Proposals for Researchers
Despte the study whch ams to descrbe by com-
parng the faculty memebersrsquo perceptons of orga-
nzatons and organzatonal commtment on one
of the two unverstes ncludng prvate and publc
hghlghts mportant results t should be evaluated
wth some lmtatons Frst of all despte the re-
search carred out usng vald and relable scales
the workng group was lmted wth two unvers-
tes (one publc one prvate) and smlar facultesn these unverstes (Faculty of Educaton Faculty
of Economcs and Admnstratve Scences and Fa-
culty of Engneerng) It s remarkable that the par-
tcpaton n prvate unversty was less than expec-
ted n the study despte the eorts s stuaton
requres beng cautous about the generalzablty
of the results s research amed to analyze the
possble relatonshp between of learnng organ-
zaton and organzatonal commtment of faculty
members e study could be rehandled by ma-
kng comparson between more prvate and stateunverstes e research addtonally could be
developed around other concepts (organzatonal
creatvty dversty management leadershp etc)
related wth learnng organzaton and organzat-
onal commtment
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411-421
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Grego O V Geroy G D amp Wrght P C (2000) Predc-
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5-12
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okullarında oumlrguumltsel oumlğrenmenn değerlendrlmes XIV Ulu-
sal Eğ983145t983145m B983145l983145mler983145 Kongres983145 Kongre K983145tabı ccedilnde (c 1 s 49-
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Htt W (1995) e learnng organzaton Some reectons on
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lopment Journal 16 (8) 17-25
Ho S K M (1999) Total learnng organzaton Te Learn983145ng
Organ983145zat983145on 6 (3) 116-120
Hrebnak L G amp Alutto J A (1972) Personel and role-rela-
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112
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(ccedilev H Can Y Bayar) Ankara Tuumlrkye Ortadoğu Amme İda-
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Kavrakoğlu İ (1996) Oumlğrenen oumlrguumlt İstanbul Kal-der Yayını
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BALAY Effect of Learning Organization Perception to the Organizational Commitment
Kelman H C (1958) Complance dentfcaton and nterna-
lzaton ree processes of atttude change Journal of Confl983145ct
Resolut983145on 2 51-60
Kesler C A (1971) Te psychology of comm983145tment Exper983145-
ments l983145nk983145ng behav983145or to bel983145ef New York and London Aca-
demc Press
Locke E A Latham G P amp Erez M (1988) e determ-
nants of goal commtment Academy of Management Rev983145ev
13 (1) 23-39
Lowery A (1994) Prncpals organzatonal commtment role
conct and role ambguty as related to perceved conct ma-
nagement styles (PhD) D983145ssertat983145on Abstracts Internat983145onal
54 (7) 2411-A
Maero G I (1988) Te empowerment of teachers Overco-
m983145ng the cr983145s983145s of conf983145dance New York Teachers College Press
Matheu J E amp Zajac D M (1990) A revew and meta-analy-
ss of the antecedents correlates and consequences of organ-zatonal commtment Psycholog983145cal Bullet983145n 108 (2) 171-194
Monchak P V (1994) Relatonshps betwen organzatonal
structure conct resoluton and organzatonal commtment
n elementary schools (PhD) D983145ssertat983145on Abstracts Internat983145-
onal 54 (7) 2413-A
Morrson K (1998) Management theor983145es for educat983145onal
change London Paul Chapman Publshng Ltd
Morrow P C (1983) Concept redundancy n organzatonal
research e case of work commtment Academy of Manage-
ment Rev983145ew 8 (3) 486-500
OrsquoRelly C amp Chatman J (1986) Organzatonal commtment
and psychologcal attachment e eects of complance den-
tfcaton and nternalzaton on prosocal behavor Journal of
Appl983145ed Psychology 71(3) 492-499
Oumlrtenblad A (2001) On derences between organzatonal
learnng and learnng organzaton Te Learn983145ng Organ983145zat983145-
on 8 (3) 125-133
Parks M B (1992) Partcpaton commtment and organza-
tonal change e case of the Unversty of Mane Cooperatve
Extenson (EdD) D983145ssertat983145on Abstracts Internat983145onal 53 (1)
38-A
Randall D M (1987) Commtment and organzaton e
organzaton man revsted Academy of Management Rev983145ev
12 (1) 460-471
Randall D M amp Cote J A (1991) Interrelatonshps of work
commtment constructs Work and Occupat983145ons 18 (2) 194-
211
Rechers A E (1985) A revev and reconceptualzaton of or-
ganzatonal commtment Academy of Management Rev983145ew 10
(3) 465-476
Rchardson B (1995) Learnng contexts and roles for the le-arnng organzaton leader Te Learn983145ng Organ983145zat983145on 2 (1)
15-33
Robbns S P (1994) Oumlrguumltsel davranışın temeller983145 (ccedilev S A
Oumlztuumlrk) Prentce Hall Internatonal Inc
Rosenholtz S J (1989) eachers workplace Te soc983145al organ983145-
zat983145on of schools New York Longman
Rozenblum E F (1993) Why teachers stay A process of deve-
lopng commtment (PhD) D983145ssertat983145on Abstracts Internat983145o-
nal 54 (4) 1188-A
Schwenk C R (1986) Informaton cogntve bases and
commtment to a course of acton Academy of Management
Rev983145ew 11 (2) 298-310
Senge P M (1993) Beş983145nc983145 D983145s983145pl983145n (2 bs ccedilev A İldenz A
Doğukan) İstanbul Yapı Kred Yayınları
Seymour D (1992) Caus983145ng qual983145ty 983145n h983145gher educat983145on New
York Macmllan
Sheldon M E (1971) Investments and nvolvements as mec-
hansms pruducng commtment to the organzaton Adm983145-
n983145strat983145ve Sc983145ence Quarterly 16 (2) 143-150
Tannenbaum A S (1966) Soc983145al psychology of the work organ983145-
zat983145on USA Wadsworth Publshng Company Inc
Teare R amp Dealtry R (1998) Buldng and sustanng a le-
arnng organzaton Te Learn983145ng Organ983145zat983145on 5 (1) 47-60
Tekn A (2002) İşletmelerde oumlrguumltsel bağlılık ve b983145r karşılaş-
tırma uumlrk983145ye-Pak983145stan Oumlrneğ983145 Yayımlanmamış yuumlksek lsans
tez Gaz Uumlnverstes Sosyal Blmler Ensttuumlsuuml Ankara
Toumlremen F (2001) Oumlğrenen okul Ankara Nobel Yayın Dağı-
tım
Tsu A S Egan T D amp OrsquoRelly C A (1992) Beng drent
Relatonal demography and organzatonal attachment Adm983145-
n983145strat983145ve Sc983145ence Quarterly 37 (1-4) 549-579
Tuncer A (1995) M983145ll983145 Eğ983145t983145m Bakanlığı B983145lg983145sayar Eğ983145t983145-
m983145 ve H983145zmetler983145 Genel Muumlduumlrluumlğuuml personel983145n983145n 983145ş doyumu
ve oumlrguumltsel bağlılık durumları Yayınlanmamış lsansuumlstuuml
uzmanlık tez Tuumlrkye Ortadoğu Amme İdares Ensttuumlsuuml
Ankara
Turan S Karadağ E ve Bektaş F (2011) Uumlnverste yapısı
ccedilersnde oumlğrenen oumlrguumlt ve oumlrguumltsel bağlılık lşks uumlzerne
br araştırma Kuram ve Uygulamada Eğ983145t983145m Youmlnet983145m983145 17 (4)627-638
Ulrch D (1998) Intellectual captal = competence x commt-
ment Sloan Management Rev983145ew 39 (2) 15-26
Uyguccedil N ve Ccedilımrın D (2004) Dokuz Eyluumll Uumlnverstes Araş-
tırma ve Uygulama Hastanes Merkez Laboratuarı ccedilalışanları-
nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen
faktoumlrler Dokuz Eyluumll Uumln983145vers983145tes983145 İkt983145sad983145 ve İdar983145 B983145l983145mler
Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99
Uumlnuumlvar T G (2006) An integrative model of job character-
istics job satisfaction organizational commitment and orga-
nizational citizenship behavior Unpublished doctoral dis-
sertation Middle East Technical University Socal Scences
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1314
E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve
kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-
lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
Ves H (2010) Organzatonal learnng n the hgher educa-
ton nsttutons A case study of agrcultural and natural re-
courses campus of Unversty of Tehran Internat983145onal Onl983145ne Journal of Educat983145onal Sc983145ences 2 (1) 21-36
Vroom P V (1992) Role conct commtment and copng
and scholarly productvty and satsfacton of socal work aca-
demcs (PhD) D983145ssertat983145on Abstracts Internat983145onal 52 (7)
2433-2434-A
Wallace J E (1995) Organzatonal and professonal Commt-
ment n professonal and nonprofessonal organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-
lenge (3rd ed pp 253-278) Unversty of Oregon
Wener Y (1982) Commtment n organzatons A normatve
vew Academy of Management Rev983145ew 7 (3) 418-428
Yener L (1997) Learn983145ng organ983145zat983145ons Yayımlanmamış yuumlk-
sek lsans tez Marmara Uumlnverstes Sosyal Blmler Ensttuuml-
suuml İstanbul
Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
sel adalet 983145l983145şk983145s983145 Yayımlanmamış doktora tez Ankara Uumlnver-
stes Sosyal Blmler Ensttuumlsuuml Ankara
Yılmaz E (2009) Examining organizational commitment of
primary school teachers regarding to their job satisfaction and
their schoolrsquos organizational creativity Elementary Education
Online 8 (2) 476-484
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1414
Copyright of Educational Sciences Theory amp Practice is the property of EDAM- Education Consultancy
Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holders express written permission However users may print download or email articles for
individual use
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1114
E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Balcı A (2000) Oumlrguumltsel sosyalleşme Kuram stratej983145 ve takt983145k-
ler Ankara Pegem Yayıncılık
Basım N amp Şeşen H (2007) Transformaton to a learnng or-
ganzaton A comparatve study on textle ndustry n Turkey
İkt983145sat Işletme ve F983145nans 21 (251) 114ndash122
Basım N Şeşen H ve Meydan H C (2009) Oumlğrenen oumlrguumlt
algısının oumlrguumlt ccedil grşmclğe etks Kamuda br araştırma Ankara Uumln983145vers983145tes983145 S983145yasal B983145lg983145ler Fakuumlltes983145 Derg983145s983145 64 (3)
27-44
Basım N Şeşen H amp Korkmazyuumlrek H (2007) A Turksh
translaton valdty and relablty study of the learnng orga-
nzaton questonnare World Appl983145ed Sc983145ences Journal 2 (4)
368ndash374
Becker T E Bllngs R S Eveleth O M amp Glbert N L
(1996) Focı and bases of employee commtment Implcatons
for job performance Academy of Management Journal 39 (2)
464-482
Bennett R (1999) Carporate strategy (2nd ed) London F-
nancal Tmes Ptman Publshng
Bggart N W amp Hamlton G G (1984) e power of obed-
ance Adm983145n983145strat983145ve Sc983145ence Quarterly 29 540-549
Blau G J amp Boal K B (1987) Conceptualzng how job n-
volvement and organzatonal commtment aect turnover and
absenteeızm Academy of Management Rev983145ev 12 (2) 288-300
Brockner J Tyler T R amp Schneder R C (1992) e nf-
luence of pror commtment to an nsttuton on reactons to
perceved unfarness e hgher they are the harder they fall
Adm983145n983145strat983145ve Sc983145ence Quarterly 37 (1-4) 241-261
Buchanan B (1974) Buldng organzatonal commtment
e socalzaton of managers n work organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 19 (4) 533-546
Celep C (1996) Eğ983145t983145m oumlrguumltler983145nde oumlğretmenler983145n oumlrguumltsel
adanmışlığı Yayımlanmamış doccedilentlk tez Ankara
Chatman J A (1991) Matchng people and organzatons
Selectons and socalzaton n publc accountng frms Adm983145-
n983145strat983145ve Sc983145ence Quarterley 36 (1) 459-484
Cullen J (1999) Socally constructed learnng A commentary
on the concept of the learnng organzaton Te Learn983145ng Or- gan983145zat983145on 6 (1) 45-52
Cummngs T G amp Worley C (1997) Organ983145zat983145on develop-
ment and change Cncnnat Oho South-Western College
Publshng
Ccedilelk V (1997 Mayıs) Okulların kal983145tes983145n983145 artırmada yen983145 b983145r
yaklaşım Oumlrguumltsel oumlğrenme 3 Vermllk Kongresrsquonde sunu-
lan bldr Ankara MPM Yayınları
Daley R C amp Krk D J (1992) Dstrbutve and procedural
justce as antecedents of job dssatsfacton and ntend to tur-
nover Human Relat983145ons 45 (3) 305-317
DeCots T A amp Summers T P (1987) A path analyss of a
model of the antecedents and consequences of organzatonal
DBella A amp Nevs E C (1998) How organ983145zat983145ons learn
San Francsco Jossey-Bass
Dubn R Champoux J E amp Porter L W (1975) Central
lfe nterests and organzatonal commtment of blue-collar
and clercal workers Adm983145n983145strat983145ve Sc983145ence Quarterly 20 (3)
411-421
Dunphy D Turner D amp Crawford M (1997) Organzatonal
learnng as the creaton of corporate competences Journal of
Management Development 16 (4) 232-244
Etzon A (1975) A comparat983145ve analys983145s of complex organ983145za-
t983145ons New York Free Press
Fol C M amp Lyles M A (1985) Organzatonal learnng
Academy of Management Rev983145ew 10 (4) 803-813
Frestone W A amp Pennel J R (1993) Teacher commtment
workng condtons and derental ncentve polces Rev983145ew
of Educat983145onal Research 63 (4) 489-525
Fukam C V amp Larson E W (1984) Commtment to com-
pany and unon Parallel models Journal of Appl983145ed Psychology
69 (3) 367-371
Garvn D A (1993) Buldng a learnng organzaton Har-
vard Bus983145ness Rev983145ew 71 (4) 78-91
Grego O V Geroy G D amp Wrght P C (2000) Predc-
tors of learnng organzatons A human resource development
practtonerrsquos perspectve Te Learn983145ng Organ983145zat983145on 7 (1)
5-12
Gold J (1997) Learnng and story tellng e next stage n
the journey for the learnng organzaton Journal of WorkplaceLearn983145ng 9 (4) 133-141
Guumlnduumlz H B ve Sezk S (2005) Devlet ve oumlzel lkoumlğretm
okullarında oumlrguumltsel oumlğrenmenn değerlendrlmes XIV Ulu-
sal Eğ983145t983145m B983145l983145mler983145 Kongres983145 Kongre K983145tabı ccedilnde (c 1 s 49-
56) Denzl Pamukkale Uumlnverstes Eğtm Fakuumlltes Yayını
Handy C B (1985) Understand983145ng organ983145zat983145ons (3rd ed)
England Pengun Busness
Htt W (1995) e learnng organzaton Some reectons on
organzatonal renewal Leadersh983145p And Organ983145zat983145onal Deve-
lopment Journal 16 (8) 17-25
Ho S K M (1999) Total learnng organzaton Te Learn983145ng
Organ983145zat983145on 6 (3) 116-120
Hrebnak L G amp Alutto J A (1972) Personel and role-rela-
tad factors n the development of organzatonal commtment
Adm983145n983145strat983145ve Sc983145ence Quarterly 17 (4) 555-573
Huber G P (1991) Organzatonal learnng e contrbutng
processes and the lteratures Organ983145zat983145on Sc983145ence 2 (1) 88-
112
Katz D ve Kahn R L (1977) Oumlrguumltler983145n toplumsal ps983145koloj983145s983145
(ccedilev H Can Y Bayar) Ankara Tuumlrkye Ortadoğu Amme İda-
res Ensttuumlsuuml Yayınları
Kavrakoğlu İ (1996) Oumlğrenen oumlrguumlt İstanbul Kal-der Yayını
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1214
BALAY Effect of Learning Organization Perception to the Organizational Commitment
Kelman H C (1958) Complance dentfcaton and nterna-
lzaton ree processes of atttude change Journal of Confl983145ct
Resolut983145on 2 51-60
Kesler C A (1971) Te psychology of comm983145tment Exper983145-
ments l983145nk983145ng behav983145or to bel983145ef New York and London Aca-
demc Press
Locke E A Latham G P amp Erez M (1988) e determ-
nants of goal commtment Academy of Management Rev983145ev
13 (1) 23-39
Lowery A (1994) Prncpals organzatonal commtment role
conct and role ambguty as related to perceved conct ma-
nagement styles (PhD) D983145ssertat983145on Abstracts Internat983145onal
54 (7) 2411-A
Maero G I (1988) Te empowerment of teachers Overco-
m983145ng the cr983145s983145s of conf983145dance New York Teachers College Press
Matheu J E amp Zajac D M (1990) A revew and meta-analy-
ss of the antecedents correlates and consequences of organ-zatonal commtment Psycholog983145cal Bullet983145n 108 (2) 171-194
Monchak P V (1994) Relatonshps betwen organzatonal
structure conct resoluton and organzatonal commtment
n elementary schools (PhD) D983145ssertat983145on Abstracts Internat983145-
onal 54 (7) 2413-A
Morrson K (1998) Management theor983145es for educat983145onal
change London Paul Chapman Publshng Ltd
Morrow P C (1983) Concept redundancy n organzatonal
research e case of work commtment Academy of Manage-
ment Rev983145ew 8 (3) 486-500
OrsquoRelly C amp Chatman J (1986) Organzatonal commtment
and psychologcal attachment e eects of complance den-
tfcaton and nternalzaton on prosocal behavor Journal of
Appl983145ed Psychology 71(3) 492-499
Oumlrtenblad A (2001) On derences between organzatonal
learnng and learnng organzaton Te Learn983145ng Organ983145zat983145-
on 8 (3) 125-133
Parks M B (1992) Partcpaton commtment and organza-
tonal change e case of the Unversty of Mane Cooperatve
Extenson (EdD) D983145ssertat983145on Abstracts Internat983145onal 53 (1)
38-A
Randall D M (1987) Commtment and organzaton e
organzaton man revsted Academy of Management Rev983145ev
12 (1) 460-471
Randall D M amp Cote J A (1991) Interrelatonshps of work
commtment constructs Work and Occupat983145ons 18 (2) 194-
211
Rechers A E (1985) A revev and reconceptualzaton of or-
ganzatonal commtment Academy of Management Rev983145ew 10
(3) 465-476
Rchardson B (1995) Learnng contexts and roles for the le-arnng organzaton leader Te Learn983145ng Organ983145zat983145on 2 (1)
15-33
Robbns S P (1994) Oumlrguumltsel davranışın temeller983145 (ccedilev S A
Oumlztuumlrk) Prentce Hall Internatonal Inc
Rosenholtz S J (1989) eachers workplace Te soc983145al organ983145-
zat983145on of schools New York Longman
Rozenblum E F (1993) Why teachers stay A process of deve-
lopng commtment (PhD) D983145ssertat983145on Abstracts Internat983145o-
nal 54 (4) 1188-A
Schwenk C R (1986) Informaton cogntve bases and
commtment to a course of acton Academy of Management
Rev983145ew 11 (2) 298-310
Senge P M (1993) Beş983145nc983145 D983145s983145pl983145n (2 bs ccedilev A İldenz A
Doğukan) İstanbul Yapı Kred Yayınları
Seymour D (1992) Caus983145ng qual983145ty 983145n h983145gher educat983145on New
York Macmllan
Sheldon M E (1971) Investments and nvolvements as mec-
hansms pruducng commtment to the organzaton Adm983145-
n983145strat983145ve Sc983145ence Quarterly 16 (2) 143-150
Tannenbaum A S (1966) Soc983145al psychology of the work organ983145-
zat983145on USA Wadsworth Publshng Company Inc
Teare R amp Dealtry R (1998) Buldng and sustanng a le-
arnng organzaton Te Learn983145ng Organ983145zat983145on 5 (1) 47-60
Tekn A (2002) İşletmelerde oumlrguumltsel bağlılık ve b983145r karşılaş-
tırma uumlrk983145ye-Pak983145stan Oumlrneğ983145 Yayımlanmamış yuumlksek lsans
tez Gaz Uumlnverstes Sosyal Blmler Ensttuumlsuuml Ankara
Toumlremen F (2001) Oumlğrenen okul Ankara Nobel Yayın Dağı-
tım
Tsu A S Egan T D amp OrsquoRelly C A (1992) Beng drent
Relatonal demography and organzatonal attachment Adm983145-
n983145strat983145ve Sc983145ence Quarterly 37 (1-4) 549-579
Tuncer A (1995) M983145ll983145 Eğ983145t983145m Bakanlığı B983145lg983145sayar Eğ983145t983145-
m983145 ve H983145zmetler983145 Genel Muumlduumlrluumlğuuml personel983145n983145n 983145ş doyumu
ve oumlrguumltsel bağlılık durumları Yayınlanmamış lsansuumlstuuml
uzmanlık tez Tuumlrkye Ortadoğu Amme İdares Ensttuumlsuuml
Ankara
Turan S Karadağ E ve Bektaş F (2011) Uumlnverste yapısı
ccedilersnde oumlğrenen oumlrguumlt ve oumlrguumltsel bağlılık lşks uumlzerne
br araştırma Kuram ve Uygulamada Eğ983145t983145m Youmlnet983145m983145 17 (4)627-638
Ulrch D (1998) Intellectual captal = competence x commt-
ment Sloan Management Rev983145ew 39 (2) 15-26
Uyguccedil N ve Ccedilımrın D (2004) Dokuz Eyluumll Uumlnverstes Araş-
tırma ve Uygulama Hastanes Merkez Laboratuarı ccedilalışanları-
nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen
faktoumlrler Dokuz Eyluumll Uumln983145vers983145tes983145 İkt983145sad983145 ve İdar983145 B983145l983145mler
Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99
Uumlnuumlvar T G (2006) An integrative model of job character-
istics job satisfaction organizational commitment and orga-
nizational citizenship behavior Unpublished doctoral dis-
sertation Middle East Technical University Socal Scences
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1314
E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve
kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-
lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
Ves H (2010) Organzatonal learnng n the hgher educa-
ton nsttutons A case study of agrcultural and natural re-
courses campus of Unversty of Tehran Internat983145onal Onl983145ne Journal of Educat983145onal Sc983145ences 2 (1) 21-36
Vroom P V (1992) Role conct commtment and copng
and scholarly productvty and satsfacton of socal work aca-
demcs (PhD) D983145ssertat983145on Abstracts Internat983145onal 52 (7)
2433-2434-A
Wallace J E (1995) Organzatonal and professonal Commt-
ment n professonal and nonprofessonal organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-
lenge (3rd ed pp 253-278) Unversty of Oregon
Wener Y (1982) Commtment n organzatons A normatve
vew Academy of Management Rev983145ew 7 (3) 418-428
Yener L (1997) Learn983145ng organ983145zat983145ons Yayımlanmamış yuumlk-
sek lsans tez Marmara Uumlnverstes Sosyal Blmler Ensttuuml-
suuml İstanbul
Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
sel adalet 983145l983145şk983145s983145 Yayımlanmamış doktora tez Ankara Uumlnver-
stes Sosyal Blmler Ensttuumlsuuml Ankara
Yılmaz E (2009) Examining organizational commitment of
primary school teachers regarding to their job satisfaction and
their schoolrsquos organizational creativity Elementary Education
Online 8 (2) 476-484
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1414
Copyright of Educational Sciences Theory amp Practice is the property of EDAM- Education Consultancy
Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holders express written permission However users may print download or email articles for
individual use
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1214
BALAY Effect of Learning Organization Perception to the Organizational Commitment
Kelman H C (1958) Complance dentfcaton and nterna-
lzaton ree processes of atttude change Journal of Confl983145ct
Resolut983145on 2 51-60
Kesler C A (1971) Te psychology of comm983145tment Exper983145-
ments l983145nk983145ng behav983145or to bel983145ef New York and London Aca-
demc Press
Locke E A Latham G P amp Erez M (1988) e determ-
nants of goal commtment Academy of Management Rev983145ev
13 (1) 23-39
Lowery A (1994) Prncpals organzatonal commtment role
conct and role ambguty as related to perceved conct ma-
nagement styles (PhD) D983145ssertat983145on Abstracts Internat983145onal
54 (7) 2411-A
Maero G I (1988) Te empowerment of teachers Overco-
m983145ng the cr983145s983145s of conf983145dance New York Teachers College Press
Matheu J E amp Zajac D M (1990) A revew and meta-analy-
ss of the antecedents correlates and consequences of organ-zatonal commtment Psycholog983145cal Bullet983145n 108 (2) 171-194
Monchak P V (1994) Relatonshps betwen organzatonal
structure conct resoluton and organzatonal commtment
n elementary schools (PhD) D983145ssertat983145on Abstracts Internat983145-
onal 54 (7) 2413-A
Morrson K (1998) Management theor983145es for educat983145onal
change London Paul Chapman Publshng Ltd
Morrow P C (1983) Concept redundancy n organzatonal
research e case of work commtment Academy of Manage-
ment Rev983145ew 8 (3) 486-500
OrsquoRelly C amp Chatman J (1986) Organzatonal commtment
and psychologcal attachment e eects of complance den-
tfcaton and nternalzaton on prosocal behavor Journal of
Appl983145ed Psychology 71(3) 492-499
Oumlrtenblad A (2001) On derences between organzatonal
learnng and learnng organzaton Te Learn983145ng Organ983145zat983145-
on 8 (3) 125-133
Parks M B (1992) Partcpaton commtment and organza-
tonal change e case of the Unversty of Mane Cooperatve
Extenson (EdD) D983145ssertat983145on Abstracts Internat983145onal 53 (1)
38-A
Randall D M (1987) Commtment and organzaton e
organzaton man revsted Academy of Management Rev983145ev
12 (1) 460-471
Randall D M amp Cote J A (1991) Interrelatonshps of work
commtment constructs Work and Occupat983145ons 18 (2) 194-
211
Rechers A E (1985) A revev and reconceptualzaton of or-
ganzatonal commtment Academy of Management Rev983145ew 10
(3) 465-476
Rchardson B (1995) Learnng contexts and roles for the le-arnng organzaton leader Te Learn983145ng Organ983145zat983145on 2 (1)
15-33
Robbns S P (1994) Oumlrguumltsel davranışın temeller983145 (ccedilev S A
Oumlztuumlrk) Prentce Hall Internatonal Inc
Rosenholtz S J (1989) eachers workplace Te soc983145al organ983145-
zat983145on of schools New York Longman
Rozenblum E F (1993) Why teachers stay A process of deve-
lopng commtment (PhD) D983145ssertat983145on Abstracts Internat983145o-
nal 54 (4) 1188-A
Schwenk C R (1986) Informaton cogntve bases and
commtment to a course of acton Academy of Management
Rev983145ew 11 (2) 298-310
Senge P M (1993) Beş983145nc983145 D983145s983145pl983145n (2 bs ccedilev A İldenz A
Doğukan) İstanbul Yapı Kred Yayınları
Seymour D (1992) Caus983145ng qual983145ty 983145n h983145gher educat983145on New
York Macmllan
Sheldon M E (1971) Investments and nvolvements as mec-
hansms pruducng commtment to the organzaton Adm983145-
n983145strat983145ve Sc983145ence Quarterly 16 (2) 143-150
Tannenbaum A S (1966) Soc983145al psychology of the work organ983145-
zat983145on USA Wadsworth Publshng Company Inc
Teare R amp Dealtry R (1998) Buldng and sustanng a le-
arnng organzaton Te Learn983145ng Organ983145zat983145on 5 (1) 47-60
Tekn A (2002) İşletmelerde oumlrguumltsel bağlılık ve b983145r karşılaş-
tırma uumlrk983145ye-Pak983145stan Oumlrneğ983145 Yayımlanmamış yuumlksek lsans
tez Gaz Uumlnverstes Sosyal Blmler Ensttuumlsuuml Ankara
Toumlremen F (2001) Oumlğrenen okul Ankara Nobel Yayın Dağı-
tım
Tsu A S Egan T D amp OrsquoRelly C A (1992) Beng drent
Relatonal demography and organzatonal attachment Adm983145-
n983145strat983145ve Sc983145ence Quarterly 37 (1-4) 549-579
Tuncer A (1995) M983145ll983145 Eğ983145t983145m Bakanlığı B983145lg983145sayar Eğ983145t983145-
m983145 ve H983145zmetler983145 Genel Muumlduumlrluumlğuuml personel983145n983145n 983145ş doyumu
ve oumlrguumltsel bağlılık durumları Yayınlanmamış lsansuumlstuuml
uzmanlık tez Tuumlrkye Ortadoğu Amme İdares Ensttuumlsuuml
Ankara
Turan S Karadağ E ve Bektaş F (2011) Uumlnverste yapısı
ccedilersnde oumlğrenen oumlrguumlt ve oumlrguumltsel bağlılık lşks uumlzerne
br araştırma Kuram ve Uygulamada Eğ983145t983145m Youmlnet983145m983145 17 (4)627-638
Ulrch D (1998) Intellectual captal = competence x commt-
ment Sloan Management Rev983145ew 39 (2) 15-26
Uyguccedil N ve Ccedilımrın D (2004) Dokuz Eyluumll Uumlnverstes Araş-
tırma ve Uygulama Hastanes Merkez Laboratuarı ccedilalışanları-
nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen
faktoumlrler Dokuz Eyluumll Uumln983145vers983145tes983145 İkt983145sad983145 ve İdar983145 B983145l983145mler
Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99
Uumlnuumlvar T G (2006) An integrative model of job character-
istics job satisfaction organizational commitment and orga-
nizational citizenship behavior Unpublished doctoral dis-
sertation Middle East Technical University Socal Scences
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1314
E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve
kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-
lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
Ves H (2010) Organzatonal learnng n the hgher educa-
ton nsttutons A case study of agrcultural and natural re-
courses campus of Unversty of Tehran Internat983145onal Onl983145ne Journal of Educat983145onal Sc983145ences 2 (1) 21-36
Vroom P V (1992) Role conct commtment and copng
and scholarly productvty and satsfacton of socal work aca-
demcs (PhD) D983145ssertat983145on Abstracts Internat983145onal 52 (7)
2433-2434-A
Wallace J E (1995) Organzatonal and professonal Commt-
ment n professonal and nonprofessonal organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-
lenge (3rd ed pp 253-278) Unversty of Oregon
Wener Y (1982) Commtment n organzatons A normatve
vew Academy of Management Rev983145ew 7 (3) 418-428
Yener L (1997) Learn983145ng organ983145zat983145ons Yayımlanmamış yuumlk-
sek lsans tez Marmara Uumlnverstes Sosyal Blmler Ensttuuml-
suuml İstanbul
Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
sel adalet 983145l983145şk983145s983145 Yayımlanmamış doktora tez Ankara Uumlnver-
stes Sosyal Blmler Ensttuumlsuuml Ankara
Yılmaz E (2009) Examining organizational commitment of
primary school teachers regarding to their job satisfaction and
their schoolrsquos organizational creativity Elementary Education
Online 8 (2) 476-484
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1414
Copyright of Educational Sciences Theory amp Practice is the property of EDAM- Education Consultancy
Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holders express written permission However users may print download or email articles for
individual use
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1314
E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E
Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve
kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-
lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler
Ensttuumlsuuml Ankara
Ves H (2010) Organzatonal learnng n the hgher educa-
ton nsttutons A case study of agrcultural and natural re-
courses campus of Unversty of Tehran Internat983145onal Onl983145ne Journal of Educat983145onal Sc983145ences 2 (1) 21-36
Vroom P V (1992) Role conct commtment and copng
and scholarly productvty and satsfacton of socal work aca-
demcs (PhD) D983145ssertat983145on Abstracts Internat983145onal 52 (7)
2433-2434-A
Wallace J E (1995) Organzatonal and professonal Commt-
ment n professonal and nonprofessonal organzatons Adm983145-
n983145strat983145ve Sc983145ence Quarterly 40 (1-4) 228-255
Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng
organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for
the Learnng Organzaton
Weber J (1997) Leadng the nstructonal program In S C
Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-
lenge (3rd ed pp 253-278) Unversty of Oregon
Wener Y (1982) Commtment n organzatons A normatve
vew Academy of Management Rev983145ew 7 (3) 418-428
Yener L (1997) Learn983145ng organ983145zat983145ons Yayımlanmamış yuumlk-
sek lsans tez Marmara Uumlnverstes Sosyal Blmler Ensttuuml-
suuml İstanbul
Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-
sel adalet 983145l983145şk983145s983145 Yayımlanmamış doktora tez Ankara Uumlnver-
stes Sosyal Blmler Ensttuumlsuuml Ankara
Yılmaz E (2009) Examining organizational commitment of
primary school teachers regarding to their job satisfaction and
their schoolrsquos organizational creativity Elementary Education
Online 8 (2) 476-484
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1414
Copyright of Educational Sciences Theory amp Practice is the property of EDAM- Education Consultancy
Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holders express written permission However users may print download or email articles for
individual use
8172019 Bugetul de Venituri Si Cheltuieli2011
httpslidepdfcomreaderfullbugetul-de-venituri-si-cheltuieli2011 1414
Copyright of Educational Sciences Theory amp Practice is the property of EDAM- Education Consultancy
Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holders express written permission However users may print download or email articles for
individual use