Sampling teachers' evaluation of professional development seminars

The one of the important factor which affects the progress in education was the educated teachers whose education was planned professional training programs including professional qualifications. Today, it is seen that professional programs are far away from effectiveness. The aim of this research was to reveal the opinions of teachers and administrators who worked primary and secondary level in schools about the pre and post seminars at the beginning and at the end of academic years. Also the other aim of the research was to enlighten R&D practices. The universe of this research was the primary and secondary schools in Istanbul. The sample of the research was elementary and middle schools in Bahcelievler. The research method was done with mixed method. The qualitative part was done to evaluate the professional training and to produce questionnaire for survey analysis in quantitative part of the research. The structured interview which was prepared by the researchers was applied to 65 participants. The results of interview were analyzed by content analysis technique. Quantitatively, the data obtained from questionnaire which was "Evaluating Professional Development Seminar Instrument" and it was prepared by the researchers having 0.95 reliability. The questionnaire was applied to 459 participants and analyzed by using values of frequency and percent, mean, t-test, and one-way ANOVA. The result of the research was evaluated in 8 dimensions. In the dimension of relevance, there was more significant difference in favor of teachers working 20 year or more, according to service years variable and it was found that seminars were "not relevant programs." In the dimension of appropriateness of the content, it was seen that content of the seminars was "inadequate and repeating of known-subjects." There was more significant difference in the favor of teachers above 51 years old and principals for the appropriateness of duration dimension and it was seen that duration of the seminars was "inefficient and waste of time. There was more significant difference in the favor of single teachers for the appropriateness of instructor's dimension. In the appropriateness of methods and techniques dimension, more significant difference in the favor of male teacher was found and it was seen that methods and techniques were "boring, one-sided and based on the theory." More significant difference in the favor of male, single teachers and principals was found for the appropriateness of environment and technical background dimension and it was seen that working environment is far from technology. It was identified that seminars are not suitable for needs of teachers for appropriateness of need dimension. More significant difference in the favor of teachers above 51 years old, teachers who have master degree and principals was found for the relevancy of results dimension and it was found that seminars' results are "far from practice and formality." Keywords: Professional Training, Professional Development, Seminar, Inservice Training, Teacher Qualification