This paper analyses culture and organisation of modern school through the prism of organizational learning as aggregate factor. Using a pedagogical perspective of organizational learning, this new paradigm in theory of pedagogy is reviewed. It is a key concept in organisational theory, basing itself on the ideas of behavioral theoreticists of organisation and led by the works of Harvard professor Chris Argyris. According to behavioral theory of organisation, organizational learning is the transformation of individual knowledge and skills into organisational knowledge through learning culture, organisational fluidity and processes of collective cognition. Theoretical part discusses components and empowering factors of organizational learning in theory, while relying on structural-hierarchical approach. An attempt to pedagogically ground the phenomenon is made. Empirical part attempts to connect the dots 4 between the growing difference of theory and praxis and determine in what kind of relation are different components of the phenomenon. Using contemporary and relevant sources, a theoretical workflow of all key components mentioned in the literature was made and it is further analysed with descriptive statistics, t-test and Pearson correlation to determine the relationship of received components, and possible differences based upon sociodemographic variables.