Teachers’ Professional Development Needs and the Systems That Meet Them
Author(s)
Mahmut Sağır
Affiliation(s)
Department of Educational Sciences, Faculty of Education, Kahramanmaras Sutcu Imam University, Kahramanmaras, Turkey.
Department of Educational Sciences, Faculty of Education, Kahramanmaras Sutcu Imam University, Kahramanmaras, Turkey.
ABSTRACT
The purpose of this study was to identify professional development needs of primary and secondary school teachers and to present their views on the systems that meet those needs. The research model utilized in the study was the mixed model type. Findings related to identification of teachers’ professional development needs were collected through quantitative methods whereas findings related to systems that meet those needs were collected qualitatively. The study utilized survey model since it identified teachers’ professional development needs and investigated the systems that meet those needs. The part of the study related to identification of teachers’ professional development needs was quantitative and the section that investigated the systems that met professional development needs was qualitative. Data regarding the quantitative part of the study was collected with a data collection tool composed of 34 items prepared by the researcher and the data regarding the qualitative part of the study was collected, a 5-item data collection tool prepared by the researcher. Working group was composed of a total of 207 teachers selected via “simple random sampling” from the universe. Results showed that teachers needed development in the following areas mostly: “extracurricular and classroom activities”, “instructional programs and evaluation”, “teacher-student relationships” and “organization of instructional environments”. Teacher stated that they met their professional development needs in the following order from the most to least: through own individual studies, social learning among colleagues, in-service training, school administration and educational inspection.
The purpose of this study was to identify professional development needs of primary and secondary school teachers and to present their views on the systems that meet those needs. The research model utilized in the study was the mixed model type. Findings related to identification of teachers’ professional development needs were collected through quantitative methods whereas findings related to systems that meet those needs were collected qualitatively. The study utilized survey model since it identified teachers’ professional development needs and investigated the systems that meet those needs. The part of the study related to identification of teachers’ professional development needs was quantitative and the section that investigated the systems that met professional development needs was qualitative. Data regarding the quantitative part of the study was collected with a data collection tool composed of 34 items prepared by the researcher and the data regarding the qualitative part of the study was collected, a 5-item data collection tool prepared by the researcher. Working group was composed of a total of 207 teachers selected via “simple random sampling” from the universe. Results showed that teachers needed development in the following areas mostly: “extracurricular and classroom activities”, “instructional programs and evaluation”, “teacher-student relationships” and “organization of instructional environments”. Teacher stated that they met their professional development needs in the following order from the most to least: through own individual studies, social learning among colleagues, in-service training, school administration and educational inspection.
Cite this paper
Sağır, M. (2014) Teachers’ Professional Development Needs and the Systems That Meet Them. Creative Education, 5, 1497-1511. doi: 10.4236/ce.2014.516167.
Sağır, M. (2014) Teachers’ Professional Development Needs and the Systems That Meet Them. Creative Education, 5, 1497-1511. doi: 10.4236/ce.2014.516167.
References
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http://dx.doi.org/10.1086/261890 [23] Ersan, N. (1992). In-Service Training in Teacher Education and Practice in England. Unpublished Research Report, Ankaral: Gazi University Faculty of Vocational Education. [24] Eryllmaz, B. (1995). Public Administration. ?zmir: Akademi Bookstore. [25] Ganis, F. (2009). “Social Learning” Buzz Masks Deeper Dimensions. Washington DC: Gilfus Education Group. [26] GökÇe, F. (2004). Panel of Assessment of National Education Inspection System in the Process of Access to European Union. Ankara: Minpa Printing Press. [27] Gözübüyük, S. (1998). Administrative Law. Ankara: Turhan Bookstore. [28] Gül, M. (2001). Instructional Leadership of Primary School Inspectors. Unpublished Master Thesis, Bursa: Orhangazi University Institute of Social Sciences. [29] Gümüseli, A. ?. (1996). Instructional Leadership Behaviors of Primary School Principals in ?stanbul Province. Unpublished Research, Istanbul: Ylldlz Teknik University Faculty of Arts and Sciences. [30] Gürsun, Y. (2007). Investigation of the Relationship between Primary School Principals’ Instructional Leadership Roles as Perceived by Teachers and Their Communication Styles. Unpublished Master Thesis, ?stanbul: Yeditepe University Institute of Social Sciences. [31] Hobson, B. A. (1990). Teacher Perception of Evaluation as an Agent for Teacher Growth and Empowerment of Instruction. Dissertation Abstracts International. [32] Hodgetts, R. M. (1999). Management Theory, Process and Practice. (Translated by C. Çetin and E. C. Mutlu). Istanbul: Beta Printing Distribution Inc. [33] Hallinger, P., & Joseph, F. M. (1985). Assessing Instructional Management Behaviors of Principals. The Elementary School Journal. Chicago, IL: The University of Chicago Press. [34] Hoy, W. K., & Miskel, C. G. (2010). Management Theory, Research and Practice. Ankara: Nobel Printing Distribution. [35] Hutcheson, G., & Sofronlou, N. (1999). The Multivariate Social Scientist. Introductory Statistics Using Generalized Linear Models. Thousand Oaks, CA: Sage Publications. [36] Î nceler, S. (2005). Instructional Leadership Behaviors of Primary School Administrators towards Teachers’ Professional Development. Unpublished Master Thesis, Bolu: Abant ?zzet Baysal University Institute of Social Sciences.? [37] Kaya, Y. K. (1986) Educational Administration. Ankara: Bilim Publications. [38] KlllÇ, M. (1999). Primary School Inspectors’ Levels of Realization regarding Their Guidance and Examination-Investigation Functions. Unpublished Master Thesis, Bolu: Abant ?zzet Baysal University Institute of Social Sciences. [39] Lester, P. E., & Bishop, L. K. (2000). Handbooks of Test and Measurement in Education and Social Sciences. Maryland: London, Scarecrow Press. [40] Malone, Y. (2002). Social Cognitive Theory and Choice Theory. Compatibility Analysis. International Journal of Therapy, 22, 10-13. [41] özer, B. (2004). In-Service Trainings of Teachers in Turkey at the Beginning of the 2000s. Journal of In-Service Education. 30, 89-100. [42] özyürek, L. (1981). Effectiveness of In-Service Training for Teachers. Ankara: Aü Faculty of Education Publications. [43] Patterson, F. W. (1990). A Study of the Perceptions of Teachers, Principals and Supervisors about the Ideal Practice of Instructional Supervision in the Public Schools of Tennessee. Dissertation Abstracts International. [44] Pilatou, V., & Stavridou, H. (2008). A Case Study on Primary School Students’ Idea Evolution about Simple Circuit and Parallel Connection. International Journal of Learning, 15, 143-149. [45] Polat, E. (1997). Primary School Teachers’ Perceptions and Expectations Regarding School Principals’ Instructional Leadership Roles. Unpublished Master Thesis, ?zmir: Dokuz Eylül University Institute of Social Sciences. [46] Richardson, S. C. (1998). Actual and Ideal Role Perceptions of Instructional Supervisors in the Public School of Virginia. Dissertation Abstracts International. [47] Sagr, M. (2005). Perceptions of Teachers, Principals and Supervisors on Supervisors’ Role of Supervision in Primary Educational Teachers’ Training at Work. Unpublished Master Thesis, Bolu: Abant ?zzet Baysal University.? [48] Saglr, M., & Memisoglu, S. P. (2013). Levels of Encountering Problems for Primary School Administrators in Their Education Leadership Roles and The Problems Encountered. KSU Journal of Social Sciences 2, 39-56. [49] Saglr, M., & Memisoglu, S. P. (2013). The Perceptions of Administrators and Teachers on Elemantary School Administrators’ Educational Leadership Roles. Journal of Research in Education and Teaching, 2, 1-12. [50] Sarl, K. (1987). Sufficiency of Guidance Provided by Primary School Teachers by Çorum Province Primary School Inspectors. Unpublished Master Thesis, Ankara: Hacettepe University Institute of Social Sciences. [51] SeÇkin, N. (1991). Role of Inspectors in Developing the Quality in Education and New Quests in Inspection. 1st Symposium of Quests for Quality Development in Education. Istanbul: College of Culture Management. [52] Senemoglu, N. (2004). Development, Learning and Teaching: From Theory to Practice. Ankara: Gazi Bookstore. [53] Serin, M. K., & BuluÇ, B. (2012). The Relationship between Leadership and Organizational Commitment in Primary Schools. Educational Administrations: Theory and Practice, 18, 435-459. [54] Solomonidou, C., & Kolokotronis, D. (2008). The Role of Constructivist Educational Software on Students’ Learning Regarding Mechanical Interaction. Education and Information Technologies, 13, 185-219.
http://dx.doi.org/10.1007/s10639-008-9058-8 [55] Süzeroglu, M. A. (2006). Assessment of Primary School Principals’ Instructional Leadership Behavior. Unpublished Master Thesis, Konya: SelÇuk University Institute of Social Sciences. [56] Taymaz A. H. (1993). Inspection. Ankara: Kadloglu Printing Press. [57] Taymaz, A. H. (1992). In-Service Training. Ankara: Pegem Publications. [58] Taymaz, A. H. (1997). Inspection in the System of Education. Ankara: TAKAV Printing Press. [59] Tortop, N. (1994). Personnel Management. Ankara: Yargl Publications. [60] Vriend, N. J. (2000). An Illustration of the Essential Differences between Individual and Social Learning and Its Consequences for Computational Analyses. Journal of Economic Dynamics and Control, 24, 1-19.
http://dx.doi.org/10.1016/S0165-1889(98)00068-2 [61] Yüksel, Î. (2001). Role of Primary School Inspectors in Continuous Development of Teachers. Unpublished Master Thesis, Bolu: Abant ?zzet Baysal University Institute of Social Sciences.?
[1] Aksoy, E. (2006). Instructional Leadership Roles of Primary School Administrators. Master Thesis, Çanakkale: Çanakkale Onsekiz Mart University. [2] ArmutÇuoglu, G. (1992). Required Qualities in Teachers Assigned to Teach in In-Service Training Activities. Journal of Education, 1, 86-117. [3] Aslan, M. (2009). Teacher Views Regarding Primary School Administrators’ Instructional Leadership Roles in Implementing the New Primary School Curriculum. Master Thesis, Ankara: Gazi University. [4] Aslan, B. (1999). Inspection and Evaluation. In E. ToprakÇl, Ed., Administation Candidates Training Program. Malatya: ?nönü University Publications. [5] Aydln, A. (2010). Educational Psychology. Ankara: Pegem Academy. [6] Aydln, M. (1993). Modern Educational Inspection. Ankara: Pegem Publications. [7] AytaÇ, T. (2000). School-Centered Management. Ankara: Nobel Publication and Distribution [8] Bandura, A. (1971). Psychological Modelling: Conflicting Theories. Chicago: Aldine-Atherton Inc. [9] Basaran, I. E. (1996). Educational Administration. Ankara: Yarglc? Printing Press. [10] BayrakÇl, M. (2007). Social Learning Theory and Its Educational Applications. Journal of Sakarya University Education Fakulty, 198-2010.? [11] BayrakÇl, M. (2009). In-Service Training in Japan and Turkey: A Comparative Analysis of Institutions and Practices. Australian Journal of Teacher Education, 34, 9-22.? [12] Bennet, N., & Anderson, L. (2003). Challenging the Conventions. In N. Bennet, & L. Anderson (Eds.), Rethinking Educational Leadership (pp. 1). London: SAGE Publication Ltd. [13] Bozkurt, E. (1995). Assessment of Lesson Inspection in Primary Schools. Unpublished Master Thesis, Ankara: Ankara University Institute of Social Sciences. [14] Bursalloglu, Z. (1994). New Structures and Behaviors in School Administration. Ankara: Pegem Publications. [15] Büyükaslan, M. A. (1998). Primary School Teachers’ Perceptions and Expectations Regarding Primary School Inspectors’ Lesson Inspections. Unpublished Master Thesis, Kocaeli: Kocaeli University Institute of Social Sciences. [16] Büyüköztürk, S. (2007). Data Analysis Book for Social Sciences. Ankara: Pegem Publication. [17] Can, H., Akgün, A., & Kavuncu, S. (1995). Personnel Management. Ankara: Siyasal Bookstore. [18] Cengiz, C. (1998). Ministry of Education, Education of Ministry Inspectors. Ankara: Pegem Publications. [19] Chunn, G. F. (1986). Perceptions of Teachers and Principals Concerning Behaviors and Attitudes that Contribute to an Effective Supervisory Cycle. Dissertation Abstracts International, 1861, 46(09). [20] Dagll, R. Ç. ( 2003). System of Inspection. In A. Basaran, & E. Bozkurt (Eds.), Problems of Structuring in Turkish National Education Inspection System (pp. 25-31). Ankara: M?NPA Publishing Press. [21] Ecevit, H. (1996). Primary School Inspectors’ Effectiveness and Levels of Realization in Terms of Guidance and On-the-Job Training Activities in Primary Schools. Unpublished Master Thesis, Ankaral: Gazi University Institute of Social Sciences. [22] Ellison, G., & Fudenberg, D. (1993). Rules of Thumb for Social Learning. Journal of Political Economy, 101, 612-643.
http://dx.doi.org/10.1086/261890 [23] Ersan, N. (1992). In-Service Training in Teacher Education and Practice in England. Unpublished Research Report, Ankaral: Gazi University Faculty of Vocational Education. [24] Eryllmaz, B. (1995). Public Administration. ?zmir: Akademi Bookstore. [25] Ganis, F. (2009). “Social Learning” Buzz Masks Deeper Dimensions. Washington DC: Gilfus Education Group. [26] GökÇe, F. (2004). Panel of Assessment of National Education Inspection System in the Process of Access to European Union. Ankara: Minpa Printing Press. [27] Gözübüyük, S. (1998). Administrative Law. Ankara: Turhan Bookstore. [28] Gül, M. (2001). Instructional Leadership of Primary School Inspectors. Unpublished Master Thesis, Bursa: Orhangazi University Institute of Social Sciences. [29] Gümüseli, A. ?. (1996). Instructional Leadership Behaviors of Primary School Principals in ?stanbul Province. Unpublished Research, Istanbul: Ylldlz Teknik University Faculty of Arts and Sciences. [30] Gürsun, Y. (2007). Investigation of the Relationship between Primary School Principals’ Instructional Leadership Roles as Perceived by Teachers and Their Communication Styles. Unpublished Master Thesis, ?stanbul: Yeditepe University Institute of Social Sciences. [31] Hobson, B. A. (1990). Teacher Perception of Evaluation as an Agent for Teacher Growth and Empowerment of Instruction. Dissertation Abstracts International. [32] Hodgetts, R. M. (1999). Management Theory, Process and Practice. (Translated by C. Çetin and E. C. Mutlu). Istanbul: Beta Printing Distribution Inc. [33] Hallinger, P., & Joseph, F. M. (1985). Assessing Instructional Management Behaviors of Principals. The Elementary School Journal. Chicago, IL: The University of Chicago Press. [34] Hoy, W. K., & Miskel, C. G. (2010). Management Theory, Research and Practice. Ankara: Nobel Printing Distribution. [35] Hutcheson, G., & Sofronlou, N. (1999). The Multivariate Social Scientist. Introductory Statistics Using Generalized Linear Models. Thousand Oaks, CA: Sage Publications. [36] Î nceler, S. (2005). Instructional Leadership Behaviors of Primary School Administrators towards Teachers’ Professional Development. Unpublished Master Thesis, Bolu: Abant ?zzet Baysal University Institute of Social Sciences.? [37] Kaya, Y. K. (1986) Educational Administration. Ankara: Bilim Publications. [38] KlllÇ, M. (1999). Primary School Inspectors’ Levels of Realization regarding Their Guidance and Examination-Investigation Functions. Unpublished Master Thesis, Bolu: Abant ?zzet Baysal University Institute of Social Sciences. [39] Lester, P. E., & Bishop, L. K. (2000). Handbooks of Test and Measurement in Education and Social Sciences. Maryland: London, Scarecrow Press. [40] Malone, Y. (2002). Social Cognitive Theory and Choice Theory. Compatibility Analysis. International Journal of Therapy, 22, 10-13. [41] özer, B. (2004). In-Service Trainings of Teachers in Turkey at the Beginning of the 2000s. Journal of In-Service Education. 30, 89-100. [42] özyürek, L. (1981). Effectiveness of In-Service Training for Teachers. Ankara: Aü Faculty of Education Publications. [43] Patterson, F. W. (1990). A Study of the Perceptions of Teachers, Principals and Supervisors about the Ideal Practice of Instructional Supervision in the Public Schools of Tennessee. Dissertation Abstracts International. [44] Pilatou, V., & Stavridou, H. (2008). A Case Study on Primary School Students’ Idea Evolution about Simple Circuit and Parallel Connection. International Journal of Learning, 15, 143-149. [45] Polat, E. (1997). Primary School Teachers’ Perceptions and Expectations Regarding School Principals’ Instructional Leadership Roles. Unpublished Master Thesis, ?zmir: Dokuz Eylül University Institute of Social Sciences. [46] Richardson, S. C. (1998). Actual and Ideal Role Perceptions of Instructional Supervisors in the Public School of Virginia. Dissertation Abstracts International. [47] Sagr, M. (2005). Perceptions of Teachers, Principals and Supervisors on Supervisors’ Role of Supervision in Primary Educational Teachers’ Training at Work. Unpublished Master Thesis, Bolu: Abant ?zzet Baysal University.? [48] Saglr, M., & Memisoglu, S. P. (2013). Levels of Encountering Problems for Primary School Administrators in Their Education Leadership Roles and The Problems Encountered. KSU Journal of Social Sciences 2, 39-56. [49] Saglr, M., & Memisoglu, S. P. (2013). The Perceptions of Administrators and Teachers on Elemantary School Administrators’ Educational Leadership Roles. Journal of Research in Education and Teaching, 2, 1-12. [50] Sarl, K. (1987). Sufficiency of Guidance Provided by Primary School Teachers by Çorum Province Primary School Inspectors. Unpublished Master Thesis, Ankara: Hacettepe University Institute of Social Sciences. [51] SeÇkin, N. (1991). Role of Inspectors in Developing the Quality in Education and New Quests in Inspection. 1st Symposium of Quests for Quality Development in Education. Istanbul: College of Culture Management. [52] Senemoglu, N. (2004). Development, Learning and Teaching: From Theory to Practice. Ankara: Gazi Bookstore. [53] Serin, M. K., & BuluÇ, B. (2012). The Relationship between Leadership and Organizational Commitment in Primary Schools. Educational Administrations: Theory and Practice, 18, 435-459. [54] Solomonidou, C., & Kolokotronis, D. (2008). The Role of Constructivist Educational Software on Students’ Learning Regarding Mechanical Interaction. Education and Information Technologies, 13, 185-219.
http://dx.doi.org/10.1007/s10639-008-9058-8 [55] Süzeroglu, M. A. (2006). Assessment of Primary School Principals’ Instructional Leadership Behavior. Unpublished Master Thesis, Konya: SelÇuk University Institute of Social Sciences. [56] Taymaz A. H. (1993). Inspection. Ankara: Kadloglu Printing Press. [57] Taymaz, A. H. (1992). In-Service Training. Ankara: Pegem Publications. [58] Taymaz, A. H. (1997). Inspection in the System of Education. Ankara: TAKAV Printing Press. [59] Tortop, N. (1994). Personnel Management. Ankara: Yargl Publications. [60] Vriend, N. J. (2000). An Illustration of the Essential Differences between Individual and Social Learning and Its Consequences for Computational Analyses. Journal of Economic Dynamics and Control, 24, 1-19.
http://dx.doi.org/10.1016/S0165-1889(98)00068-2 [61] Yüksel, Î. (2001). Role of Primary School Inspectors in Continuous Development of Teachers. Unpublished Master Thesis, Bolu: Abant ?zzet Baysal University Institute of Social Sciences.?