In this study, it was tried to determine to what degree the learning organization predicted organizational com- mitment according to primary school teachers' perceptions. Descriptive survey model was used in this study and U29 teachers were chosen among 2387 teachers who worked i η primary schools i η Van in 2010-201 1 educa- tion years and were included in the sample. Regression analysis was applied in the data analysis of the study. Durbin-Watson test was used to determine whether there is autocorrelation in the model. It was found that there was a significant relationship between organizational commitment dimensions and the dimensions of learning organization perception scale. Maximum three dimensions of the learning organization scale were included in the model. These were shared vision, team learning, and personal mastery. When shared vision and team learning are the predictors of compliance dimension, they explain 18% of compliance commitment. When shared vision, team learning and personal mastery are predictors of identification dimension, they expiai η 36% of identification commitment. When team learning and shared vision were the predictors of internalization di- mension, they explain 25% of internalization commitment. It was seen that there was a low negative relationship between the dimensions of the learning organization and compliance dimension of organizational commitment; however, there was a positive but low relationship between identification and internalization dimensions.
Learning Organization, Organizational Commitment, Teacher, Elementary Education.
Learning organization stands out as one of the con- cepts, which have been emphasized and discussed in accordance with the changes undergoing in re- cent years in the field of management. Learning organization is an organization that continuously encourages, maintains employee development, provides opportunities to learn and develop, and considers learning as an investment, which aims to increase the success and capacity of the organiza- tion (Celep, 2004). Learning organizations, as the places where employees try to achieve their aims through full commitment (Hoy & Miskel, 2010) differ from other organizations with their quality of learning (Yücel, 2007). The purpose of learning organization as a management mentality is to build a structure that can learn and manage by itself (Tur- an, Karadag, & Bekta§, 20011). Therefore, learning organization has a quality that can learn from its mistakes and experiences and consider research and learning as the dynamo of transformation and development (Balci, 2000).
According to Senge (1993), learning organization has five main characteristics such as systems think- ing, personal mastery, mental models, shared vision and team learning, which are vitally significant for each other. The fact that organizations' transform- ing into a learning organization primarily starts with their employees' learning (Özalp, Uzun, & Yel- kikalan, 1998; Yalçin & Ay, 2011). In this context, organizational learning takes the greatest support from organizational commitment levels of employ- ees who have the intellectual power in enabling the transformation of individual knowledge into orga- nizational knowledge (Akpinar, 2007).
Organizational commitment, which explains the psychological relationship of the employee with the organization, is discussed in different concepts by the researchers. In this study, organizational com- mitment model was used, which O' Reilly III and Chatman (1986) examined the organizational com- mitment in three dimensions such as compliance, identification and internalization.
Although researchers have different approaches to- wards organizational commitment, O'Reilly III and Chatmans (1986) compliance commitment, Allen and Meyers (1990) continuity commitment, Mowday, Koberg, and McArthur's (1984) behavioural commit- ment and Katz and Khans (1977) affective commit- ment show similarities in terms of employees decla- ration of commitment to the organization for his/her benefits. …