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Abstract
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The purpose of this study is, "Assessing the impact of research on the culture of learning and teachers that teach in primary schools". The population consisted of all teachers working in primary education and second area of the city of Urmia, of which 417 persons (267 Non-executive teachers and 150 executive teacher) using Cochran formula to determine the way they were selected by stratified random. Research data by using a questionnaire which its validity and reliability of content and formal approval by Cronbach's alpha, was estimated 0.92. Research data through descriptive (frequency, percentage, mean and standard deviation) and inferential statistics (T-independent, one-way analysis of variance, and multivariate analysis of variance Friedman), were analyzed. The results showed that the two groups of teachers of research studies with respect to eight components of a culture of learning, there are significant differences except for the five components of a learning culture, and a significant level of 5% error for the three other components (knowledge of learning, knowledge about learning and knowledge assessment) is insignificant. In general, teachers learn the culture of the executive and Non-executive. There are significant differences in the level of 5% error. On the other hand, Friedman test results showed that eight factors influencing learning culture the same priority and three-component (knowledge of how to teach, freedom and responsibility and knowledge of learning) are respectively in the first and third priorities. Also, the executive teachers learn culture based on sex, marital status, years of service, teaching basic discipline, there is no significant difference, but there was no significant difference in the variable degree, that teachers with higher education have more learning culture.
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