Investigating the moderating role of psychological contracts in the relationship between organizational learning and teacher teaching effectiveness

The present study examines the moderating role of psychological contracts in the relationship between organizational learning and teacher teaching effectiveness. According to the purpose of this applied research, the research method is descriptive and correlational. The statistical population of this study consisted of all teachers in Kohnuj city with 1500 people. To determine the sample size using Cochran formula, 306 persons were selected using simple stratified random sampling (100 males and 206 females). Data collection tools included three organizational learning questionnaires Nieff (2001), a questionnaire on the effectiveness of teaching by Chu and Booley teachers (2007) and the Moradi et al. (2013) psychological contract questionnaire. The reliability of each questionnaire was calculated using Cronbach's alpha for organizational learning questionnaire 0.92, psychological contract questionnaire 0.87 and for effectiveness questionnaire 0.92. For data analysis, SPSS for descriptive statistics and hypothesis testing and AMOS for structural equations were used. The results showed that there is a meaningful relationship between organizational learning and the effectiveness of teachers' teaching due to the moderating role of psychological contracts. But other findings of the study indicated that there was no significant relationship between strategic vision, collective learning, systematic thinking, and competency development with the effectiveness of elementary teachers teaching in Kohanju. Organizations' managers, according to the organization's individual attention, provide human learning opportunities for employees to work effectively and effectively for work.