Primary school teachers' perceptions of their schools as learning organization

The purpose of this study is to examine the learning organization experiences of primary school teachers in their respective schools, based on the learning organization model proposed by Peter Senge. In this study, conducted using a qualitative research method, a case study and phenomenological design were employed, and data were collected through semi-structured interviews. In the research, data were collected from primary school teachers selected through criterion sampling and snowball sampling methods, and the data were evaluated using descriptive and content analysis. The findings revealed that teachers perceive educational opportunities for their professional development as insufficient and experience time constraints due to excessive workloads and administrative tasks. While efforts to establish common goals exist in schools, the vision is not always fully embraced, and collaboration remains inadequate in some cases. Some teachers feel they can freely express their opinions at school; however, they encounter issues such as differences of opinion and colleagues' resistance to innovation. In the team learning process, a tendency toward individual action and the lack of a well-developed collaborative culture limit knowledge sharing among teachers. Although a culture of harmony is observed in schools, unfair task assignments and communication problems negatively affect teacher motivation and hinder the adoption of systems thinking. Accordingly, it is recommended that professional development opportunities for teachers be enhanced, a fair management approach be adopted, teamwork be strengthened, intra-school communication be improved, and incentive and motivation mechanisms for teachers be implemented. These findings provide significant insights for educational administrators and policymakers to foster a learning organization culture in primary schools. Keywords: Learning Organization, Learning School, Organizational Learning