Examining the relationship between organizational learning of schools and motivation levels of teachers

This research was carried out to determine the relationship between organizational learning in schools and the motivation levels of teachers. The research aimingto determine the relationship between teachers perceptions of organizational learning and motivation levels is in relational survey model. The population of the research consists of teachers working in primary, secondary and high schools in Uşak in the 2019-2020 academic year. 374 teachers in Uşak constitute the sample of the research. Appropriate sampling method was used in the research. The data were collected with "Organizational Learning Scale" and "Teacher Motivation Scale" Skewness and kurtosis coefficients of research variables were examined to determine which kind of analysis should be done to the data. Since the data were normaly distrubuted, t-Test, One Way Analysis of Variance (ANOVA), Pearson Product-Moment Correlation and multiple regression analysis werw used in the study. According to the results of the research, teachers perceive high level of organizational learning in schools. While teachers perceptions of organizational learning do not differ according to gender, it is seen that they differ to seniority of 21 years or more think that organizational learning is lower. Teachers organizational learning perceptions do not differ according to working time and gradwation status in the same school. But teachers perceptions of organizational learning differ acording to the number of teachers in the school. Teachers who hawe 31 or more collegues in schools think that organizational learning is higter in schools. There is a difference between teachers pereptions of organizational learning according to school level variable. Teachers who work in primary schools find higher levels of organizational learning than teachers in secondary and high schools. Teachers have a high level of motivation. Teachers motivations differ according to gender. Female teachers hawe higher motivation levels than male teachers. Again, as the seniority of teachers increased, their motivation level of the teachers who have more working time in the same school is also high. It is understood that the motivation levels of the teachers do not differ according to the number of teachers and graduation variables in the school. It is seen that the teachers working in primary schools hawe higher motivation towards other school levels than the school level. A significant moderate relationship was found between teachers perceptions of organizational learning to analyze information, search for information, storing and remembering and motivation levels. Key Words: Organizational Learning, Motivation, Learning.