Identifying Factors Affecting the Establishment of Research-oriented Learning Organization in Education (Case Study: Kermanshah Department of Education)

This article aims to identify "factors affecting the establishment of research-oriented learning organization in education (specifically education department in Kermanshah province)" by using a mixed method and combining qualitative (data base) and quantitative (survey) methods. The socio-statistical research consists of two qualitative-quantitative parts; In the qualitative part, the sample size of the research was 20 people; 20 interviews were conducted with the managers and employees of the education department as well as with science experts using the method of "theoretical sampling". In terms of the quantitative method, using the Cochran formula, 384 people including the education teachers of Kermanshah province at both levels of primary (including first to sixth grades) and secondary (including seventh to twelfth grades) were considered randomly.The information collected from the interviews was analyzed using the foundational data research method (Grounded Theory) and the information obtained from the questionnaire were analyzed using confirmatory factor analysis tests and structural equation modeling. in this research in order to measure the validity of the questionnaire, both content validity (using face validity method) as well as construct validity were used. Also, Cronbach's alpha coefficient was used to check the reliability.The findings have shown that the "research-oriented learning organization" is a dynamic and changing entity that has "individual and organizational" causal factors (including personality traits, beliefs and needs of educators and learners, job motivations and organizational planning), background factors based on "fundamental modernization and evolution" (including evolution in the education system, organizational evolution and individual one), "intra-organizational" intervening factors (including organizational facilities and capacities, organizational structure, management and organizational culture)  are effective on the establishment of this phenomenon in education. Based on the respondants’ viewpoints, individual factors (with an average of 4.11), evolutions in the education system (with an average of 3.67) and organizational structure (with an average of 3.16) had the greatest effect in comparison to other identified factors.