International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2021, Vol. 17(1) 247-261

Learning Agility of School Administrators: An Empirical Investigation

Mustafa Özgenel & Şebnem Yazıcı

pp. 247 - 261   |  DOI:   |  Manu. Number: MANU-2004-07-0001

Published online: February 01, 2021  |   Number of Views: 279  |  Number of Download: 705


In this study, it was aimed to determine whether school administrators' learning agility levels differ according to their gender, seniority, school levels served, educational status, ages and administrative duties (principal and vice-principal). The research was carried out according to the survey model frequently used in quantitative research methods. A total of 428 volunteer administrators composed of 160 school principals and 268 vice-principals participated in the study. The data were collected with the “Marmara Learning Agility Scale” developed by Yazıcı and Özgenel (2020). The collected data were analyzed using t-test and ANOVA tests in the SPSS statistics program. According to the analysis, school administrators' overall level of learning agility is very high. While learning agility levels did not differ significantly according to the gender and school levels of the administrators, the level of learning agility of administrators who have postgraduate education is higher than that of who’s having only a bachelor’s degree. In addition, the learning agility levels of school principals are higher than vice principals. Similarly, administrators with higher seniority and age have higher learning agility than administrators with lesser seniority and age.

Keywords: Agility, Learning, Learning Agility, School Administrators

How to Cite this Article?

APA 6th edition
Ozgenel, M. & Yazici, S. (2021). Learning Agility of School Administrators: An Empirical Investigation . International Journal of Progressive Education, 17(1), 247-261. doi: 10.29329/ijpe.2021.329.16

Ozgenel, M. and Yazici, S. (2021). Learning Agility of School Administrators: An Empirical Investigation . International Journal of Progressive Education, 17(1), pp. 247-261.

Chicago 16th edition
Ozgenel, Mustafa and Sebnem Yazici (2021). "Learning Agility of School Administrators: An Empirical Investigation ". International Journal of Progressive Education 17 (1):247-261. doi:10.29329/ijpe.2021.329.16.

  1. Allen, J. (2016). Conceptualizing learning agility and investigating its nomological network (Doctoral dissertation). Florida International University, Florida. [Google Scholar]
  2. Almeida, J. (2019). The importance of learning agility Retrieved from [Google Scholar]
  3. Anseel, F. (2017). Agile learning strategies for sustainable careers: a review and integrated model of feedback-seeking behavior and reflection. Current Opinion in Environmental Sustainability, 28, 51-57. [Google Scholar]
  4. Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16(3), 315-338. [Google Scholar]
  5. Azionya, C. & Oksiutycz, A. (2019). A teaching model to promote learning agility in a university course. The Independent Journal of Teaching and Learning, 14(1), 6-18. [Google Scholar]
  6. Bedford, C. L. (2011). The role of learning agility in workplace performance and career advancement (Doctoral dissertation). The University of Minnesota. [Google Scholar]
  7. Briggs, S. (2014). Agile based learning: What ıs ıt and how can ıt change education? Retrieved from [Google Scholar]
  8. Carette, B. & Anseel, F. (2012). Epistemic motivation is what gets the learner started. Industrial and Organizational Psychology, 5(3), 306-309. [Google Scholar]
  9. Catenacci-Francois, L. (2018). Learning agility in context: Engineers’ perceptions of psychologically safe climate on performance (Doctoral Dissertation).  Columbia University, New York. [Google Scholar]
  10. Connolly, J. (2001). Assessing the construct validity of a measure of learning agility  (Doctoral dissertation). Florida International University. [Google Scholar]
  11. Corporate Leadership Council. (2005). Realizing the Full Potential of Rising Talent. Washington, DC: Corporate Executive Board. [Google Scholar]
  12. Dai, G., De Meuse, K. P., & Tang, K. Y. (2013). The role of learning agility in executive career success: The results of two field studies. Journal of Managerial Issues, 25(2), 108-131. [Google Scholar]
  13. Day, D. V., Zaccaro, S. J., & Halpin, S. M. (2004). Leader development for transforming organizations: Growing leaders for tomorrow. Mahwah, NJ: Lawrence Erlbaum. [Google Scholar]
  14. De Meuse, K. P. (2017a). Learning agility-beyond the hype: What science has to say. Minneapolis: Wisconsin Management Group. [Google Scholar]
  15. De Meuse, K. P. (2017b). Learning agility: Its evolution as a psychological construct and its empirical relationship to leader success. Consulting Psychology Journal: Practice and Research, 69(4), 267-295. [Google Scholar]
  16. De Meuse, K. P., Dai, G., & Hallenbeck, G. S. (2010). Learning agility: A construct whose time has come. Consulting Psychology Journal: Practice and Research, 62(2), 119.  [Google Scholar]
  17. De Meuse, K. P., Dai, G., Hallenbeck, G., & Tang, K. (2008). Global talent management: Using learning agility to identify high potentials around the world. Los Angeles: Korn/Ferry International [Google Scholar]
  18. De Meuse, K. P., Dai, G., Swisher, V. V., Eichinger, R. W., & Lombardo, M. M. (2012). Leadership development: Exploring, clarifying, and expanding our understanding of learning agility. Industrial and Organizational Psychology, 5(3), 280-286. [Google Scholar]
  19. De Meuse, K. P., Dai, G., Eichinger, R. W., Page, R. C., Clark, L. P., & Zewdie, S. (2011). The development and validation of a self-assessment of learning agility (Technical Report). Minneapolis, MN: Korn/Ferry International. [Google Scholar]
  20. DeRue, D., Ashford, S., & Myers, C. (2012). Learning agility: In search of conceptual clarity and theoretical grounding. Industrial and Organizational Psychology, 5(3), 258-279. [Google Scholar]
  21. Dries, N., Vantilborgh, T., & Pepermans, R. (2012). The role of learning agility and career variety in the identification and development of high potential employees. Personnel Review, 41(3), 340-358. [Google Scholar]
  22. Eichenger, R. W. & Lombardo, M. M. (2004). Learning agility as a prime indicator of potential. Human Resource Planning, 27(4), 12-15. [Google Scholar]
  23. Gales, N. L. & Gallon, R. (2019). Educational agility. In M. Kowalczuk-Walędziak, A.  Korzeniecka-Bondar, W. Danilewicz and G. Lauwers (Ed.), Rethinking teacher education for the 21st Century (pp. 98-110). Berlin: Verlag Barbara Budrich. [Google Scholar]
  24. Goebel, S. (2013). Senior executive learning agility development based on self-discovery: An action research study in executive coaching (Doctoral Dissertation), Georgıa State Unıversıty, Atlanta, Georgia.  [Google Scholar]
  25. Goertz, G., & Mahoney, J. (2012). A tale of two cultures: qualitative and quantitative research in the social sciences. New Jersey: Princeton University Press. [Google Scholar]
  26. Gravett, L. S., & Caldwell, S. A. (2016). Learning agility: The impact on recruitment and retention. Springer.  [Google Scholar]
  27. Hallenbeck, G., & Santana, L. (2019). Great leaders are great learners: How to develop learning-agile high potentials. Center for Creative Leadership. Center for Creative Leadership. Retrieved from  [Google Scholar]
  28. Haring, S., Shankar, J., & Hofkes, K. (2016). The potential of learning agility.  Retrieved from on 01 Feb 2020. [Google Scholar]
  29. Hezlett, S. A., & Kuncel, N. R. (2012). Prioritizing the learning agility research agenda. Industrial and Organizational Psychology, 5(3), 296-301. [Google Scholar]
  30. Horney, N., Pasmore, B. & O’Shea, T. (2010). Leadership agility: A. business imperative for a VUCA world, 33(4): 32-38 [Google Scholar]
  31. Howard, D. (2017). Learning agılity in education: An analysıs of pre-servıce teacher’s learning agility and teaching performance (Doctoral Dissertation). Tarleton State University, Texas. [Google Scholar]
  32. Hunter, J. E., & Schmidt, F. L. (1996). Intelligence and job performance: Economic and social implications. Psychology, Public Policy, and Law, 2(3-4), 447. [Google Scholar]
  33. Jonier, B. & Josephs, S. (2007). Leadership agility. San Francisco, CA: Jossey-Bass. [Google Scholar]
  34. Kondakçı, Y., Zayim, M., & Çalışkan, Ö. (2010). Investigating school administrators’ readiness to change in relation to teaching level of the school, experiences of the administrators, and the size of the school. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 155-176. [Google Scholar]
  35. Korn Ferry (2015). Assessment of leadership potential: Research guide and technical manual. Retrieved from  [Google Scholar]
  36. Korn Ferry (2016). viaEDGE technical manual. Retrieved from [Google Scholar]
  37. Korn Ferry (2018-2019). Korn Ferry Assess – Potential Solution: Leadership potential report research guide and technical manual. Korn Ferry. [Google Scholar]
  38. Lewis, J. L. (2015). Korn Ferry four-dimensional executive assessment. Retrieved from [Google Scholar]
  39. Lombardo, M. M. & Eichinger, R. W. (2000). High potentials as high learners. Human Resource Management, 39, 321-330. [Google Scholar]
  40. McCall, M. W. (2004). Leadership development through experience. Academy of Management Executive, 18(3), 127-130. [Google Scholar]
  41. McCall, M. W., Lombardo, M. M., & Morrisson, A. M. (1988). The lessons of experience. New York: The Free Press. [Google Scholar]
  42. Mcgrath, A. (2018). Learning agility: Harnessing the power of failure. Retrieved from  [Google Scholar]
  43. Mitchinson, A. & Morris, R. (2012). Learning abaut learning agility. Greensboro, N.C: Center for Creative Leadership [Google Scholar]
  44. Özmantar, Z. K. & Çetin Y. E.  (2017). Temel eğitim kurumlarında görev yapan okul müdürlerinin liderlik becerilerinin incelenmesi [Examining the leadership skills of school principals working in basic education institutions]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(37), 261-284. [Google Scholar]
  45. Robinson, C., Fetters, R., Riester, D., & Bracco, A. (2009). The paradox of potential: A suggestion for guiding talent management discussions in organizations. Industrial and Organizational Psychology, Cambridge University Press, 2(4), 413-415.  [Google Scholar]
  46. Sayın, S. D. & Aydın, H. (2018). Öğretmen ve okul yöneticilerinin performans öz değerlendirme sonuçlarının okul kademesi ve mezuniyet değişkeni açısından incelenmesi [Examining the performance self-evaluation results of teachers and school administrators in terms of school level and graduation variable]. Iğdır Üniversitesi Sosyal Bilimler Dergisi, 16, 537-564. [Google Scholar]
  47. Şakar, M. (2016). Okul yöneticilerinin liderlik tarzları ile işe olan yaratıcı katılımları arasındaki ilişkinin incelenmesi [Examining the relationship between school administrators' leadership styles and their creative participation in work] (Yüksek Lisans Tezi- Master Thesis). İstanbul Sabahattin Zaim Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul. [Google Scholar]
  48. The Tallent Strategy Group, (2015). Whos doing what to identify their best? Retrieved from adresinden 01Şubat 2020 tarihinde edinilmiştir.  [Google Scholar]
  49. Turhan, M. ve Yaraş, Z. (2013). Lisansüstü programların öğretmen, yönetici ve denetmenlerin mesleki gelişimine katkısı [Contribution of graduate programs to the professional development of teachers, administrators and supervisors]. Elektronik Sosyal Bilimler Dergisi, 12(43), 200-218. [Google Scholar]
  50. Yazıcı, Ş. (2020). Öğretmenlerin öğrenme çeviklikleri, değişime hazır olma durumları ve performansları arasındaki ilişkiler örüntüsü [The pattern of relationship btween teachers’ learning agility, readiness for change and teacher erformance] (Doktora Tezi- PhD Thesis). İstanbul Sabahattin Zaim Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul. [Google Scholar]
  51. Yazıcı, Ş. & Özgenel, M. (2020). Marmara öğrenme çevikliği ölçeğinin geliştirilmesi, geçerlik ve güvenirlik çalışması [Development of Marmara learning agility scale, validity and reliability study]. Journal of History School, 44, 365-393.  [Google Scholar]
  52. Yukl, G. (2018). Örgütlerde liderlik [Leadership in organizations] (Ş. Çetin ve R. Baltacı, Çev.). İstanbul: Nobel. [Google Scholar]