The purpose of this study was to examine how the factors of learning organization and the level of organizational learning affected organizational effectiveness indicated by job satisfaction and job performance of teachers in secondary schools. In Seoul and Gyeonggi province, 867 teacher in 70 middle school and high school were surveyed. For the analysis of the survey data, a hierarchical linear model was applied. All the factors of learning organization, including teamwork, cooperation, knowledge transfer, innovative culture, object/vision clarifying, sympathy building, shared leadership and teacher participation, had a statistically significant positive effect on the job satisfaction of the teachers even after the background characteristics of the schools were under control. Object/vision clarifying and sympathy building had a significant positive impact on teachers' job performance. When not only the background characteristics of the schools but also of the teachers were under control, their job satisfaction was affected statistically significantly by teamwork, cooperation and innovative culture. And job performance was affected statistically significantly by object, vision clarifying and sympathy building. Among the background characteristics of the schools and teachers, organizational effectiveness was significantly affected by school grade, relations with local community, position of the teachers(job satisfaction and job performance), school location, and teaching experience (job performance). In other words, job satisfaction and job performance were higher for middle schools than high schools, for schools that utilized more of local facilities and human resources, and for teachers in higher positions. Job performance was higher for schools in large urban communities than those in rural regions, and it increased along with one's teaching experiences.