Organizational silence, which is considered to be one of the concepts that obstruct the process of reaching organization’s goals, is defined as an obstacle and considered as one of the vital obstacles to the worker's feedback. In this study, it was aimed to examine the organizational silence levels of the teachers at primary school level based on their own opinions. In the study, organizational silence was handled with sub-dimensions and the relationship between dimensions and demographic variables was examined. When the dimensions of the teachers' silence scale were examined, only the associative dimension (X̄=4.40) representing silence for the benefit of the organization was found above the average and highest score. In addition to that Teachers' Organizational Silence Scale scores did not show any significant difference according to gender. The results of the analysis showed that teachers' opinions were significant in terms of the duration of study at school and that relational dimension views of teachers with 10 years of schooling and over were more positive than those of teachers with 0-5 years study time at school. In addition, it was determined that there were significant differences in terms of seniority in the opinions of teachers, 16 and the acceptance dimension views of the teachers who had years of seniority were found to be more positive than the acceptance dimension views of teachers with 0-5 years of seniority.