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The aim of this study was to reveal the relationship and effect of learning school with organisational commitment behaviours, examined as a psychological concept. In the research model, sequential explanatory design from mixed-method research designs was preferred. In the quantitative aspect of the study, teachers working at primary schools in Istanbul were selected as the population and 1387 teachers, determined by the cluster sampling method from the random sampling method, constituted the research sample. In the qualitative dimension of the study, the phenomenology research design was applied. A total of twenty teachers participated in the quantitative dimension and working at schools were determined as the study group, determined by the purposive sampling technique. Within the framework of the research problems, the one-way analysis of variance (ANOVA) was applied to determine whether there was a significant relationship between descriptive statistics values, teachers' age and length of service, and learning school and organisational commitment scales and their sub-dimensions. Additionally, Pearson Product-Moment Correlation was used to investigate the relationships between teachers' perceptions of the learning school and their organisational commitment, and the simple linear regression analysis was used to investigate the results of the perceptions of the learning school in predicting their organisational commitment. According to the research results, it was seen that there was a significant difference in the learning school and organisational perception levels of the teachers according to the variables of age and length of service, a positive correlation was determined, and the learning school predicted the organisational commitment behaviour at a significant level. The teachers' opinions on organisational commitment in the dimensions of learning school transforming around five disciplines and its effects on commitment were determined during the qualitative research process.
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