The relationship between virtuous leadership with organizational learning: Explaining of mediating role of teachers’ job autonomy

The purpose of this study was to identify the impact of virtuous leadership on teachers’ organizational learning with the mediation of job autonomy in the academic year 1395-96. The research method was descriptive - correlation and based on structural equations model. Statistical population included all elementary school teachers at the Hamadan province and population size was 8567 people and sample size was 368 subjects and determined based on the Cochran formula. Three questionnaires were used in order to collect data with two items including:virtuous leadership, job autonomy and organizational learning. For appointment of the questionnaires validity used of the Confirmatory Factor Analysis, and to assess the reliability used by Cronbach's Alpha coefficient, was estimated 0/93, 0/84, and 0/85 respectively. After collecting the data analyzed by SPSS and LISREL.The findings showed that: Direct effect virtuous leadership on job autonomy and organizational learning is positive and significant. In addition, the indirect effect virtuous leadership on teachers’ organizational learning and with intermediary job autonomy is positive and significant. It is inferred from the results that school administrators' applying virtuous leadership style, and giving job autonomy lead to promotion of organizational learning of the teachers.