The Relationship between Organizational Learning and Organizational Intelligence, and Empowerment from Teachersʹʹ point of view

The present study is conducted with the aim of investigating the relationship between organizational learning and organizational intelligence, and empowerment in high schools in Karaj, one of the cities of Iran. The descriptive research methodology is correlational. Statistical population of the present study is consisted of teachers (N=537) According to Morgan Table, the statistical sample size is estimated about 217 teachers. The sampling method was random cluster sampling. three Questionnaires are used to collect data in this research. To gather the data, we used Karl Albrecht’s (2002) in seven aspects of strategic vision, shared fate, appetite for change, heart, alignment and congruence, knowledge deployment, and performance pressure , and empowerment standard questionnaires of (Spreitzer, 1995) and standard organizational learning questionnaire of Templeton. The reliability coefficient of the questionnaires was assessed by Cronbachʹs alpha. After analyzing the data by using Pearson’s correlation coefficient and hierarchical and stepwise multiple regression as well as path analysis, the main hypothesis of the study was confirmed. The coefficients of path analysis revealed that of the two factors affecting empowerment, the variable of organizational intelligence has the most impact on empowerment with the coefficient of 0.498. Structural equation modeling (SEM) showed that dimensions of organizational learning and organizational intelligence explain about 27.5 percent of the variance of teachers’ empowerment. Therefore, approximately the remaining 72.5 percent of it is explained by variables other than independent variables of the study. The results related to specific hypotheses indicated that there is a significant and positive relationship between all the dimensions of organizational learning and organizational intelligence, and empowerment.