Çukurova Üniversitesi Eğitim Fakültesi Dergisi 1302-9967 2149-116X Çukurova Üniversitesi 10.14812/cuefd.1619386 Education Management Teacher Education and Professional Development of Educators Eğitim Yönetimi Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi An Examination of the Predictors of Teachers’ Professional Learning: The Role of Demographic Variables, Academic Optimism and Distributed Leadership Öğretmenlerin Mesleki Öğrenmelerinin Yordayıcılarının İncelenmesi: Demografik Değişkenler, Akademik İyimserlik ve Dağıtılmış Liderliğin Rolü https://orcid.org/0000-0002-2346-6650 Dinç Berrenur HACETTEPE ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, EĞİTİM YÖNETİMİ (BÜTÜNLEŞİK DR) https://orcid.org/0000-0002-0450-0892 Hacımustafaoğlu Demet HACETTEPE ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, EĞİTİM YÖNETİMİ (DR) https://orcid.org/0000-0002-4976-5544 Ersan Albayrak Elanur HACETTEPE ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, EĞİTİM YÖNETİMİ (DR) https://orcid.org/0000-0002-1166-6831 Özdemir Murat HACETTEPE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, EĞİTİM BİLİMLERİ BÖLÜMÜ, EĞİTİM YÖNETİMİ ANABİLİM DALI 04 30 2026 55 1 42 74 01 13 2025 03 03 2026 Copyright © 2000, Çukurova Üniversitesi Eğitim Fakültesi Dergisi 2000 Çukurova Üniversitesi Eğitim Fakültesi Dergisi

This study examines how teachers’ professional learning in schools is related to various variables. Specifically, it questions the extent to which teachers’ demographic variables, school academic optimism, and distributed leadership sequentially explain their professional learning. The sample of the study consists of 586 teachers working in public middle schools in the central districts of Ankara during the 2023-2024 academic year. The data were collected using the Distributed Leadership Inventory, the School Academic Optimism Scale, and the Teacher Professional Learning Scale. The data collected were analyzed using descriptive statistics, confirmatory factor analysis (CFA), Pearson correlation, and hierarchical regression methods. Significant correlations were found among the variables. Hierarchical regression analysis revealed that teachers' educational status and gender did not have a significant effect on predicting their professional learning; however, years of experience were found to have a significant effect. Results revealed that teachers' demographic characteristics did not have a significant effect on teacher professional learning. Nevertheless, when school academic optimism and distributed leadership variables were added to the demographic variables, they were found to predict teachers' professional learning in a sequential manner. These results might contribute to the body of research on teachers’ professional learning and provide implications for policymakers, practitioners, and researchers.

Bu çalışma, okullarda öğretmenlerin mesleki öğrenmelerinin çeşitli değişkenlerle olan ilişkisini incelemektedir. Özellikle, öğretmenlerin demografik değişkenlerinin, okul akademik iyimserliğinin ve dağıtılmış liderliğin, mesleki öğrenmelerini ardışık olarak hangi düzeyde açıkladığını sorgulamaktadır. Araştırmanın örneklemi, 2023-2024 eğitim öğretim yılında Ankara ili merkez ilçelerindeki resmi ortaokullarda görevli 586 öğretmenden oluşmaktadır. Veriler, Dağıtılmış Liderlik Envanteri, Okul Akademik İyimserliği Ölçeği ve Öğretmen Mesleki Öğrenmesi Ölçeği kullanılarak toplanmıştır. Toplanan veriler betimsel istatistikler, doğrulayıcı faktör analizi (DFA), Pearson korelasyon ve hiyerarşik regresyon yöntemleri ile analiz edilmiştir. Analiz sonucunda değişkenler arasında anlamlı korelatif ilişkiler tespit edilmiştir. Hiyerarşik regresyon analizi, öğretmenlerin eğitim durumları ve cinsiyetlerinin mesleki öğrenmelerini yordamada anlamlı bir etkiye sahip olmadığını; ancak deneyim yıllarının anlamlı bir etkiye sahip olduğunu ortaya koymuştur. Araştırma neticesinde, öğretmenlerin demografik özelliklerinin öğretmen mesleki öğrenmesi üzerinde etkili olmadığı görülmüştür. Bununla birlikte, okul akademik iyimserliği ve dağıtılmış liderlik değişkenleri demografik değişkenlere eklendiğinde, öğretmenlerin mesleki öğrenmelerini ardışık bir biçimde yordadıkları bulunmuştur. Bu sonuçlar, öğretmenlerin mesleki öğrenmeleri konusundaki araştırma literatürüne katkı sağlayabilir ve politika yapıcılar, uygulayıcılar ile araştırmacılar için çıkarımlar sunabilir.

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