The relationship between learning organization and organizational image

The aim of this study is to examine the relationship between teachers' perceptions of learning organizations and their perceptions of organizational image. In today's educational context, schools increasingly need learning organization characteristics that support knowledge production and sharing, are open to innovative practices, and prioritize continuous development in order to adapt to changing conditions. Learning organizations play an important role in enhancing organizational effectiveness by encouraging employees to learn from experience, develop a shared vision, and adapt to change. Organizational image, on the other hand, refers to how an institution is perceived by its stakeholders and encompasses key dimensions such as trust, ethical stance, visibility, and prestige. In this context, it is considered that the strength of learning organization structures may be reflected in the institution's image in the external environment. This research was conducted using a quantitative research design and was based on data collected from teachers working in different types of schools. Data were gathered using the Learning Organization Perceptions Scale developed by Çetin and Baydar (2021) and the Organizational Image Scale developed by Şahin (2014). The Cronbach's alpha coefficients of the scales ranged between 0.88 and 0.96, indicating that the measurement tools have high reliability. Data analysis was carried out using IBM SPSS 27 software. Descriptive statistics, independent samples t-tests, one-way ANOVA, Tukey HSD tests, Pearson correlation analysis, and simple linear regression analysis were employed. Skewness and kurtosis values confirmed that the data were suitable for parametric tests. According to the findings of the study, teachers' perceptions of learning organizations and organizational image were generally at a high level. It was determined that teachers' perceptions of learning organizations and organizational image did not show statistically significant differences according to gender, professional seniority, type of school, or educational level. However, a positive, moderate, and statistically significant relationship was found between learning organization perceptions and organizational image perceptions. The results of the regression analysis revealed that learning organization perception is a statistically significant predictor of organizational image perception. In conclusion, this study indicates that learning organization practices in schools are related to organizational image and provides findings that may be considered by school administrators in institutional development and stakeholder management processes.