دور المنظمة دائمة التعلم في تحقيق الالتزام الوجداني لأعضاء هيئة التدريس في جامعة الملك سعود بالمملكة العربية السعودية

Abstract EN

The aim of the study is to determine the role of learning organization in achieving affective commitment, through a sample of (362) faculty members and their assistants in King Saud University (professor, associate professor, assistant professor, assistant lecturer, lecturer)).

The number of recovered and correct questionnaires was (225) with a response rate of (60% ).

The results revealed that there are statistically significant differences between sample attitudes towards two dimensions of learning organization, namely: (encouraging discussion and dialogue, and strategic leadership supporting learning) according to work nature and about one dimension (creating continuous learning opportunities) according to the type of faculty, and there were no statistically significant differences between the respondents' attitudes towards affective commitment according to both nature of work and type of college.

The study also found that there is a positive statistically significant correlation between four dimensions of learning organization, which are: (empowering people towards a common vision, establishing systems for sharing knowledge and learning, connecting the organization to its external environment, strategic leadership supporting learning) and affective commitment, as well as having a significant effect on three dimensions of learning organization (create systems for sharing knowledge and learning, connecting the university to external environment, empowering people towards a common vision) in affective commitment.

Based on these results, a certain of recommendations were suggested.