Communication and Organizational Learning in Teachers of Public Educational Institutions

Abstract

The study focuses on analysing internal communication and organizational
learning as current constructs in regular basic education in public educational
institutions, establishing the correlation of variables and explaining the level of
significance of these interactions in some of their most relevant dimensions. A
quantitative approach and correlational design were used for the methodology. The
sampling was probabilistic, composed of 172 regular elementary school teachers.
The data collection technique was the survey. Spearman's Rho statistic was used to
process the information. The conclusion of the study showed that there is a
significant inverse relationship between internal communication and
organizational learning in the teaching staff, explaining that while internal
communication obtained 74.4% of satisfactory mastery, organizational learning
reached 7.6% at the high level, which reveals the need and urgency for teachers
and managers to innovate strategies to achieve organizational learning, taking as a
starting point the high levels of internal communication experienced by the
teaching staff in the educational institutions investigated.