International Online Journal of Educational Sciences, 2014, 6 (1), 8-20 © 2014 International Online Journal of Educational Sciences (IOJES) is a publication of Educational Researches and Publications Association (ERPA) www.iojes.net International Online Journal of Educational Sciences ISSN: 1309-2707 Relationship between Learning Organization and Job Satisfaction of Primary School Teachers* Mustafa Erdem 1 , Abdurrahman İlğan 2 and Halil İbrahim Uçar 3 1 Yüzüncü Yıl University Faculty of Education Department of Education Sciences, Van, Turkey; 2 Düzce University, Faculty of Education, Department of Education Sciences, Düzce, Turkey; 3 Diyarbakır Provincial Education, Department Head of Education Inspectors, Diyarbakır, Turkey ARTICLE INFO ABSTRACT Article History: Received 03.10.2013 Received in revised form 18.12.2013 Accepted 24.12.2013 Available online 21.04.2014 Problem Statement: The idea of learning organization in the context of management theory was developed by Argyris and Schön and made popular by Senge. Literature suggests that learning organization has a significantly positive effect on job satisfaction of employees. Purpose of Study: The major purpose of this study was to examine the relations of learning organization level perceived by primary school teachers to job satisfaction. Methods: The quantitative survey research method was used to investigate the relationship between learning organization and job satisfaction. The model of the research is a descriptive correlation survey design. Targeted population of the research were 2387 primary school teachers working in the city center of Van province, eastern part of Turkey, in academic year 2011-2012. 450 primary school teachers were selected as cluster sampling. Findings and Results: Average mean for Job satisfaction of teachers was at satisfied level. There were no statically significant differences in terms of gender and subject matter of teachers at the level of dimensions of learning organization and job satisfaction of teachers. There were statistically significant differences at the two dimensions of learning organization, shared vision and team learning in terms of service period of teachers; whereas there was no statistically significant difference at the rest of the dimensions of learning organization, personal mastery, mental models, and system thinking. ‘Shared vision’ and ‘team learning’ as dimensions of learning organization accounted for 36.3 % of the total variance in job satisfaction of teachers. It is suggested that to increase teachers’ job satisfaction level, as important factor for teachers’ performance, perceived learning organization of teacher should be increased. Keywords: Learning organization, job satisfaction, prediction, primary school teachers. © 2014 IOJES. All rights reserved Keywords: 1 Learning organization, job satisfaction, primary school teachers, Turkey Introduction Learning Organization The idea of learning organization in the context of management theory was developed by Argyris and Schön (1978) and made popular by Senge (1990; as cited in Coppieters , 2005). The concept of the learning organization evolved out of the research from organizational learning and became popular in the early 1990s. Senge (1990) defined organizations as learning where people continually explain their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to learn together (p.3). Learning * Preliminary result of this paper presented at the 3 rd International Conference “Education in Pakistan: Practices & Practices Challanges 1 Corresponding author’s address: Department of Educational Sciences, Faculty of Education, Düzce University, Turkey. Telephone: +90 380 542 13 55 / 2431 Fax: +90 380 542 13 66 e-mail: abdurrahmanilgan@gmail.com DOI: http://dx.doi.org/10.15345/iojes.2014.01.002