Öğretmenlerin Mesleki Öğrenmesi İle Bazı Bireysel ve Örgütsel Değişkenler Arasındaki İlişkinin İncelenmesi
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The purpose of this study is to investigate the relationships between teacher professional learning and some personal and organizational variables. The sample of this quantitative and relational study consisted of 810 teachers employed in the state primary, secondary and high schools in Kastamonu province in the 2020-2021 academic year. Data analysis was conducted by using mean, standard deviation, t-test, one-way ANOVA, Pearson’s correlation coefficient, hierarchical regression and structural equation modelling. The study revealed that teachers’ professional learning level was high with the highest mean in experiment and the lowest mean in reach out to knowledge base sub-scales. Furthermore, teachers’ perception of enthusiasm, learning climate and self-efficacy were very high and their perceptions of instructional leadership and attitudes about professional development were high. Teachers’ participation in professional learning activities differed significantly according to gender and educational level in reflection sub-scale, branch and school level in experiment sub-scale and seniority in collaboration sub-scale. Significant correlations at moderate level were found between independent variables and teacher professional learning and its subscales. The findings revealed that each organizational and personal variable was a positive significant predictor of teacher professional learning. It was determined that personal and organizational variables exerted significant direct effects as well as organizational variables with significant indirect effects. The most important variable directly influencing teachers’ professional learning was teacher enthusiasm. Also, it was revealed that teachers’ self-efficacy, enthusiasm and attitudes about professional development categorized as personal variables were the mediators through which school principals and learning climate affected teachers’ professional learning.