The role of teachers' organizational learning in the desire to change teachers by mediating their professional development

The aim of the research was to investigate the role of teachers' organizational learning in teachers' willingness to change by mediating their professional development. The research population was all primary school teachers in Kurdistan province. , which was selected from this population by proportional stratified random sampling and based on Cochran's formula, a sample size of 364 teachers. The quantitative research method is correlation studies and covariance-based structural equation modeling approach. To collect data from the organizational learning questionnaires of Garcia Morales and colleagues (2006); Nova's (2008) professional development and Dunham et al.'s (1989) willingness to change were used. The reliability and validity of the questionnaires were checked with Cronbach's alpha techniques and confirmatory factor analysis. In order to analyze the data, structural equation modeling was used by Lisrel software. The results showed that teachers' organizational learning and their professional development have a direct positive effect on teachers' willingness to change at the 0.05 level; Teachers' organizational learning through their professional development has a positive indirect effect on teachers' willingness to change at the 0.05 level; Also, teachers' organizational learning and their professional development are able to explain 0.23 of the variance of teachers' tendency to change. Organizational learning of teachers creates a suitable environment for the desire to change teachers and provides the environment for accepting new thinking and using new ways, which causes the professional growth of teachers.