<![CDATA[This study aims to describe professional teachers' perceptions of organizational learning and learning culture as strategies for developing professionalism in elementary schools. This study used a qualitative approach with a phenomenological design. The main participants consisted of two teachers who graduated from the In-Service Teacher Professional Program and worked at SD Negeri 1 Baledono, Purworejo. Participants were selected purposively because they had teacher certification, had at least five years of teaching experience, and were active in collaboration and self-development at school. Data were obtained through in-depth semi-structured interviews, with the principal and students as sources of triangulation. Data were analyzed using thematic analysis. The results showed that teacher professionalism is formed through three dimensions: knowledge, skills, and attitudes. Professional knowledge develops from teaching experience and interactions with students. Professional skills grow through collaboration, reflection, learning innovation, utilization of technology, and professional networks. Professional attitudes are evident in openness, adaptability, commitment to quality, a spirit of sharing, and trust among teachers. The implications of this study emphasize the need to strengthen spaces for collaboration, joint reflection, mentoring between teachers, learning communities, and support from school principals for more sustainable teacher professional development.]]>
