Organizational Learning, Its Antecedents and Consequences From the Perspective of Teachers From Public Higher Education Institutions

The general objective of this article is to measure and analyze the correlations that involve organizational learning, its antecedents, and consequences from the performance perspective, based on the perception of professors from public higher education institutions. In terms of objectives, the research method is classified as descriptive. As for the procedures, a survey was carried out, and the approach to the problem is quantitative. Data collection was carried out through a structured questionnaire. The research was based on the perception of 600 professors. The results highlight that the constructs of knowledge acquisition and transformation, organizational learning culture, and affective organizational commitment are significant and positive antecedents that influence learning at an organizational level. Additionally, the correlation between organizational learning and performance is significant and positive. We emphasize the elaboration of the proposed integrated model that considered the significant and positive correlations between organizational learning culture and team cohesion; team cohesion and affective organizational commitment; team cohesion and knowledge acquisition and transformation; and knowledge acquisition and transformation and organizational learning culture; organizational learning culture and affective organizational commitment; knowledge acquisition and transformation and affective organizational commitment. We concluded that the validation of the proposed integrated model is a contribution of research to science and social and administrative practice. However, the research substantiates aspects of the antecedents and consequences of organizational learning with contributions to managers and meets academic and social aspirations. Other variables could be tested, and other groups of respondents could be investigated.