The perfection of primary school teacher about organization learning

This study has been performed in respect of teachers? perceptions working in elementary schools dependent on Ministry of National Education with a view to determine in what degree organizational learning takes shape in elementary schools. The opinions of 325 teachers working in elementary schools have been received. Research is in the scanning model. Organizational learning data have been collected by using, "Dimensions of the Learning Organization Questionnaire - DLOQ" , a questionnaire that is generally accepted in the field and used for measuring in what degree learning occurs in organizations, improved by Karen E. Watkins and Victoria J. Marsick and adopted to Turkish by Sezik (2005).At the end of the research, from the point of meaningful differences between elementary school teachers? views, it has been identified that classroom teachers working in elementary schools have more positive perception than branch teachers in respect of organizational learning in the scale of continuous learning, settled systems, system relations and leadership proof according to approximate points of dimensions.According to elementary school teachers? sexuality, schoolmasters have more positive view than schoolmistress in respect of financial performance and information performance.According to service life, the teachers who have 21 years and more service life, have been defined that they have more positive view in respect of continuous learning, dialog and inquiry, system relation, leadership proof and information performance.According to their educational backgrounds, the teachers who have associate degree, have been defined that they have more positive perception than other teachers in respect of leadership proof.In the analysis performed to their ages, it?s seen that averages of dimensions are also increasing when ages are increasing. Consequently, it has been seen that there are differences between the people at the age of 20-30 and 41 or more in respect of continuous learning, dialog and inquiry, settled systems, system relations, financial performance and information performance.KEY WORDS: Learning Organization, Learning School.