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270-284.  \nValidation of Senge’s Learning Organization Model with Teachers of Vocational High Schools at the Seoul Megalopolis  \nJoo Ho Park  \nMinistry of Education, Science, & Technology,  \nKorea  \nThis study measured and applied Senge’s (1990) fifth discipline model of learning organizations in a culturally distinct population, namely teachers in 17 vocational high schools located in the Seoul megalopolis. The participants were 976 full-time vocational and academic teachers in public trade/industry-technical and business high schools in the Seoul megalopolis. Exploratory factor analysis was used to examine responses from Korean vocational high school teachers to questionnaire items designed to test the theoretical constructs and indices of Senge’s learning organization model to establish a measurement model. The hypothesized model was tested using confirmatory factor analysis. Strong evidence was provided for the construct validity of the measurement model (i.e., instrument) to measure the learning organization concept in school contexts. The results also support the notion that the theory of learning organization and related concepts, initially developed against the background of Western culture, can apply to a South Korean school context, reflecting Asian culture.  \nKey words: learning organization, measurement, cross-cultural application, vocational high schools  \nSince the early 1990s, the term‘learning organization’“has become one of the new buzzwords in the management, psychology, and human resource development literature”(Garavan, 1997, p. 18) . In fact, the notion of the learning organization has become an accepted organizational development or change strategy in business and industry. Increasingly, the learning organization concept is being applied in public or non-profit institutions such as schools, hospitals, and the military in the context of defining values, organizational structure, and prescriptive strategies (Fenwick, 1996; Marsick & Watkins, 1999). The inevitability of change  \nJoo Ho Park, Korean Ministry of Education, Science, & Technology, Korea.  \nCorresponding concerning this article should be addressed to Korean Ministry of Education, Science, & Technology, 77-6 Sejong-no, Jongno-gu, Seoul 110-760, Korea. E-mail: jhpark44 @[mest.go.kr](mest.go.kr)  \ncaused by advances in information technology, worker diversity, and non-traditional family composition calls for new ways of re-culturing and restructuring schools to be effective and adaptable in rapidly changing environments (Diggins, 1997) .  \nIncreasingly, attention has been given to understanding school change through the notion of learning organization in both theory and practice (Hajnal, Walker, & Sackney, 1998) . Two primary strategies have emerged for applying the learning organization concept in school settings to target school change; as a school reform strategy (Duffy, 1997; Fullan, 1995; Weller & Weller, 1997) and as professional development for teachers (Dilworth & Imig, 1995; Lashway, 1998; Redding & Kamm, 1999; Waddock, 1994; Zederayko & Ward, 1999) .  \nDespite a growing need, few systematic empirical investigations have examined the constructs of the learning  \nValidation of the Learning Organization  \norganization concept in schools (Griego & Gerory, 1999; Silins, Zarins, & Mulford, 1998) . When the proposition that schools should become learning organizations is addressed without confirmation or identification of a concrete construct or variables defining the construct, school efforts to become learning organizations exist in name only (Zederayko, 2000) . In the same vein, Moilanen (2001) argued that the discussion on learning organizations has been extensive and diversified over the past many years, whereas efforts to diagnose and measure this concept have been rare.  \nMore research is essential to empirically confirm and assess the existi","cbCaib0nLDXQojOS","https://ap.wps.com/l/cbCaib0nLDXQojOS","pdf",189619,15,"English","# Introduction\n## Learning organization concept in school change\n# Research Methods\n## Participants and questionnaire-based measurement\n## Exploratory and confirmatory factor analysis\n# Results and Implications\n## Construct validity and applicability in Korean vocational schools","[{\"question\":\"What model does the study validate and in what setting?\",\"answer\":\"It measures and tests Senge’s (1990) fifth discipline model of learning organizations using teachers from 17 vocational high schools in the Seoul megalopolis.\"},{\"question\":\"How is the measurement model established and evaluated?\",\"answer\":\"Exploratory factor analysis is used to examine responses and form a measurement model, and confirmatory factor analysis tests the hypothesized model.\"},{\"question\":\"What do the results suggest about cross-cultural use of the learning organization concept?\",\"answer\":\"The evidence supports construct validity of the measurement model and indicates that learning organization theory developed in a Western context can apply in South Korean school contexts reflecting Asian culture.\"}]","Validation of Senge’s Learning Organization Model with Teachers of Vocational High Schools at the Seoul Megalopolis | PDF",1792074179,38]