The Relationship between Teachers' Professional Learning, School Culture, and Teachers’ Demographic Characteristics

Year 2023, Volume: 8 Issue: 3, 682 - 696, 13.07.2023

Nilay Kınay Kuru Erkan Tabancalı

https://doi.org/10.24331/ijere.1282840

Abstract

Abstract
The professional development of teachers, which has been identified to have a significant impact on student achievement, is a frequently discussed topic, but the factors that influence teachers' professional learning remain unclear. Clarifying the aspects that affect teachers' professional learning can help support professional learning in schools. Understanding the relationship between school culture and teachers' professional learning, as well as other factors that may affect teachers' professional learning, can assist to the development of strategies aimed at improving teacher qualifications, which is one of the most important components of education systems, and consequently increasing student achievement.
This research was carried out to examine the relationship between teachers' professional learning and school culture. The research was carried out with 361 teachers working in official primary, secondary, and high schools in Bakırköy district of Istanbul province in the 2022-2023 academic year. The research is descriptive and designed as a quantitative study based on the relational survey model. The data of the study were collected with the "Teacher Professional Learning Scale" and the "School Culture Scale". The data were collected face to face and online. Statistical programs such as SPSS v26.0, normality test (Kolomogorov Smirnov), descriptive statistics (frequency analysis, descriptive statistics), independent group comparison (independent sample t-test, One Way ANOVA), Pearson Correlation Analysis, and multivariate regression analysis were used for the analysis of the data obtained.
In the study, it was found that teachers have a high score of professional learning and there is a very strong positive correlation between the score of professional learning and the score of school culture. It was also found that teacher collaboration and goal integrity, as dimensions of school culture, have a positive effect on professional learning, while collaborative leadership has a negative effect. Based on the findings of the research, some recommendations have been presented for practitioners and policy makers.

Keywords

Teacher professional learning, school culture, teacher professional development

References

• Goe, L., & Stickler, L.M. (2008). Teacher quality and student ahievement: Making the most of recent research. National Comprehensive Center for Teacher Quality. https://files.eric.ed.gov/fulltext/ED520769.pdf