Examining the effect of school-based professional development practices on teachers' psychological well-being levels

The aim of the research is to determine the relationship between school-based professional development practices and teachers' psychological well-being levels. The relational screening model, one of the quantitative research methods, was used in the research. The population of the research consists of 4159 teachers working in pre-school, primary school, secondary school and high school schools affiliated with the Ministry of National Education in the center and districts of Edirne province. In the research, 13 scales that were not filled out carefully were removed and 400 scales were examined. The School-Based Professional Development Environment Evaluation Scale developed by Deniz et al. (2017) and the Psychological Well-Being Scale developed by Diener et al. (2009-2010) and adapted into Turkish by Telef (2011; 2013) were used as data collection tools in the study. In the study, a personal information form developed by the researcher was also used to obtain demographic information about the study group. The obtained quantitative data were analyzed in a computer environment with the SPSS program. Confirmatory factor analysis was conducted with the JASP program in order to provide evidence for reliability analysis and construct validity in a sample of 400 people. In the analysis of quantitative data; Scheffe test was applied to detect differences between groups using descriptive statistics, Independent Variables t-test and ANOVA, Post Hoc Multiple Comparison tests for normally distributed variables. Correlation and regression analysis were applied to determine the relationship between teachers' school-based professional development practices and their psychological well-being levels. In the study, no significant difference was found in teachers' perceptions of school-based professional development practices according to age, gender, and years of professional service variables, but it was observed that they differed according to school type. It was concluded that teachers' psychological well-being levels differ depending on the type of school. In addition, the study found that there was a positive and low-level significant relationship between teachers' perceptions of the evaluation of the school-based professional development environment and their psychological well-being levels.