The effect of professional development models training on teachers' attitudes and tendencies towards professional development

The professional development of teachers holds critical importance for the effective and high-quality functioning of the education system. Professional development is a continuous learning process that enables teachers to stay updated with current information, improve teaching methods, and guide their students more effectively. Various models designed for the professional development of teachers exist. Although these models may vary from country to country, they generally involve seminars, training programs, collaboration teams within schools, action research, portfolios, and mentorship. In recent years, the professional development models used by countries that excel in international exams such as PISA and TIMSS have garnered attention. Investigating and assessing the applicability of these successful models in our country is crucial. The dissatisfaction of teachers with professional development activities and the failure of conducted initiatives to meet teachers' needs in our country make such research even more necessary. Therefore, the main purpose of this research is to determine the effect of professional development models training carried out with teachers on teachers' attitudes towards professional development and their tendencies towards professional development models. To achieve this goal, the research is designed as a single-group pre-test post-test experimental model. 30 teachers from different branches and levels working in private educational institutions from a district in the Marmara region of Türkiye participated in the research. The quantitative data collection tools used in the research included the 'professional development attitude scale' developed by Çetin (2018) and the 'professional development model tendency scale' developed by the researcher. Qualitative data were also collected to support the experimental dimension of the research. Activity files prepared by the researcher, short surveys, and semi-structured interview questions were used as qualitative data collection tools. Professional Development Models Training was provided to the teachers in the experimental group during the research. The quantitative data obtained from the research were analyzed using the SPSS 28.0 statistical package program, and qualitative data were analyzed using content analysis methods. According to the research findings, the training based on professional development models increased teachers' perception of enjoying professional development and, at the same time, resulted in an increase in the desire of teachers to engage in observation-focused professional activities and collaborative activities with colleagues. The obtained data indicate an overall increase in teachers' tendencies toward professional development models. In qualitative findings, it emerged that teachers have a higher inclination towards collaborative professional development models. Keywords: Professional Development, Professional Development Models, Observation, Teacher Professional Collaboration