organizations as dynamic structure which continuously changes, evolves and renews itself. Calvert, Mobley and
Marshall (1994) also defines learning organization as
“living organisms which renew themselves, which aim to enable organization-group consistency and individual’s
accommodation to the changes, which prepare every kind of environment for the learning that supports
necessary individual experiences and which motivate individuals. The shortest definition is that learning
organization is an organization which expands its capacity continuously (Tüz, 1996, p.: 36).
Social and political developments, technological innovations, continual and rapid changes in environment and
developing possibilities of access to information also force educational organizations to change. The number of
researches on educational organizations in Turkey is insufficient. Therefore, it is of great importance to search
organizational learning potential of schools and their needs to become learning organizations.
The aim of this research is to analyze primary school teacher’s perceptions on learning organizations in terms of
different variables. In order to realize this aim, educational practices, supportive leadership, communication and
education technology, information sharing and cooperation dimensions of organizational learning are analyzed in
terms of teachers’ perceptions. In this context, answers were sought to these following questions.
1. Do teachers’ perceptions on learning organizations show a meaningful difference in terms of teachers’ gender,
age and tenure of office?
2. Do teachers’ perceptions on learning organizations show a meaningful difference in terms of school principals’
use of position power?