Öğretmen Meslekî Öğrenmesini Etkileyen Faktörlerin İncelenmesi: Bir Durum Çalışması

Abstract

The purpose of this research is to uncover the factors that influence teacher professional learning. A total of 32 teachers working in schools located in Karabük province participated in this study, which was designed as a case study under qualitative research designs. Data were gathered via a semi-structured interview form and analysed through content analysis. Results revealed that the factors that influence teacher professional learning were: school principal, colleagues, school climate, physical conditions of schools, socio-economic and socio-cultural characteristics of students, students’ learning aspirations, teachers’ motivation to teach and their learning aspirations, personal factors related to teachers, economic concerns experienced by teachers and their burnout levels, the quality of in-service training, issues concerning legislation, the lack of need analysis and an effective reward mechanism. Results also illustrated that the effects of teacher professional learning on instructional processes were meeting students’ diverse learning needs, managing classroom effectively, using new teaching methods and techniques, integrating technology effectively into teaching process, conducting a higher-quality instruction, achieving higher level of student academic success, and communicating well with students. Results were discussed in line with the existing literature and several suggestions were provided.