PEN Academic Publishing-   |  ISSN: 1308 - 9501

Original article | International Journal of Educational Researchers 2010, Vol. 1(2) 14-21

Investigating Factors Affecting Teachers’ Professional Learning

Volkan İNCEÇAY & Ayşen BAKİOĞLU

pp. 14 - 21   |  Manu. Number: ijers.2010.006

Published online: July 01, 2010  |   Number of Views: 143  |  Number of Download: 498


Abstract

This study both aimed to present what factors effecting teachers’ professional learning were and investigate these factors. How these factors effected teachers’ professional learning were perceived by teachers and according to which independent and dependent variables they vary were researched. A total of 482 state primary school teachers working in Istanbul province; Kadikoy and Umraniye regions, in the 2006-2007 academic year participated in this study. It has been determined that there were variations in teachers themselves and school culture sub- dimensions according to having in-service training; in school management sub- dimension according to the reason of preferring the profession; in education policy makers and school management sub- dimensions related to class size; and school culture dimension in connection with school size. It was also found out that the factors do differentiate according to gender, having in-service training, teachers’ career phases and class size. Some recommendations were made in relation to the findings. 

Keywords: Teacher, Professional Development, Education Management, In-Service Education.


How to Cite this Article?

APA 6th edition
INCECAY, V. & BAKIOGLU, A. (2010). Investigating Factors Affecting Teachers’ Professional Learning. International Journal of Educational Researchers , 1(2), 14-21.

Harvard
INCECAY, V. and BAKIOGLU, A. (2010). Investigating Factors Affecting Teachers’ Professional Learning. International Journal of Educational Researchers , 1(2), pp. 14-21.

Chicago 16th edition
INCECAY, Volkan and Aysen BAKIOGLU (2010). "Investigating Factors Affecting Teachers’ Professional Learning". International Journal of Educational Researchers 1 (2):14-21.

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