Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 9 1 2016 06 21 The Relationship between Learning Schools Components Teachers Job Innovation and Quality of Educational Activities The Relationship between Learning Schools Components Teachers Job Innovation and Quality of Educational Activities 9 30 98428 FA Sirous Ghanbari Faculty member of Bu Ali Sina University of Hamadan 0000-0002-2541-693x Journal Article 2015 08 04 The purpose of this research was to investigate the relationship between dimensions of learning schools with teachers’ job innovation and quality of educational activities. The research method is descriptive - correlational. Statistical population included all teachers of elementary schools in Hamedan province comprised of 6346 people, and the sample size of 362 subjects was determined based on the Cochran formula. The sampling method used was proportional stratified random sampling. Data collected using three questionnaires including Park’s learning schools (2006), Ettlie & O’Keefe’s innovation (1982) and Sanjari et al’s quality improvement of schools (1385). For appointment reliability, used Cronbach's Alpha coefficient, and estimated .92, .78 and .89 respectively. Results showed that level of learning schools components, teachers’ job innovation, and quality of educational activities was above the average one. In addition, there is a significant positive correlation between learning schools components with teachers’ job innovation, and quality of educational activities. The results of regression analysis indicated that the dimension of personal mastery is effective in prediction teachers’ job innovation; and components of personal mastery, mental models, shared vision, and team learning have the highest impact on predicting the quality of educational activities. The purpose of this research was to investigate the relationship between dimensions of learning schools with teachers’ job innovation and quality of educational activities. The research method is descriptive - correlational. Statistical population included all teachers of elementary schools in Hamedan province comprised of 6346 people, and the sample size of 362 subjects was determined based on the Cochran formula. The sampling method used was proportional stratified random sampling. Data collected using three questionnaires including Park’s learning schools (2006), Ettlie & O’Keefe’s innovation (1982) and Sanjari et al’s quality improvement of schools (1385). For appointment reliability, used Cronbach's Alpha coefficient, and estimated .92, .78 and .89 respectively. Results showed that level of learning schools components, teachers’ job innovation, and quality of educational activities was above the average one. In addition, there is a significant positive correlation between learning schools components with teachers’ job innovation, and quality of educational activities. The results of regression analysis indicated that the dimension of personal mastery is effective in prediction teachers’ job innovation; and components of personal mastery, mental models, shared vision, and team learning have the highest impact on predicting the quality of educational activities. https://mpes.sbu.ac.ir/article_98428_ceb9256a008d5eeb5ef5be7b484b0480.pdf