Knowledge sharing among secondary education teachers in light of the dimensions of the learning organization

Document Type : Original Article

Author

Assistant Professor of Foundations of Education, Faculty of Education in Daqahleia, Al-Azhar University.

Abstract

The study aims to identify the theoretical foundations of knowledge sharing and the learning organization, and to identify the degree of availability of knowledge sharing among secondary school teachers in light of the dimensions of the learning organization, from their point of view. And the statistically significant differences in the estimates of the sample members.
It used the descriptive survey method, and a questionnaire consisting of (78) statements, distributed over four axes: knowledge sharing with teachers (16 statements), knowledge sharing with school administration (20) statements, knowledge sharing with students (25) statements, and knowledge sharing. With the local community (17) statements and were applied to a sample of (72) male and female teachers.
The study produced results including: The arrangement of the axes is as follows: The third axis (participation between teachers and students) and its total is (4.2428), in first place. The first axis (participation between teachers) is in second place and its total is (4.1266). The second axis (participation between teachers) And school administration) is ranked third and its total is (3.9169), the fourth axis (participation between teachers and the local community) is ranked fourth and its total is (3.7815), and that there are statistically significant differences between the responses of the sample members on the scale as a whole, as well as on the sub-axes according to the gender variable. And also, with regard to the experience variable. There are also no statistically significant differences between the responses of the sample members on the scale as a whole, as well as on the sub-axes according to the type of education variable, as well as with regard to the job variable.

Keywords

References

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