The effect of in-service training programs on the professional development of teachers: The case of Trabzon province

Education is one of the most fundamental factors in the development and advancement of societies. The quality of a society's education system is closely linked to the competence of its teachers. Enhancing teacher quality by equipping them with knowledge and skills relevant to the modern age contributes significantly to national progress. This development begins with strong university-level education. However, after entering the profession, teachers are expected to adapt to changes in education, technology, and society, and to continuously renew their knowledge and skills. Teachers can manage this development process in two main ways. The first involves lifelong learning, where teachers identify their own needs through self-awareness and self-regulation and improve accordingly. This approach supports sustainable, self-directed professional growth. The second method involves institutional efforts to ensure teachers' ongoing development. In Turkey, in-service training activities are conducted by the Ministry of National Education through provincial, district, and school directorates. These programs aim to improve teachers' knowledge, skills, attitudes, and motivation based on their needs. This study aims to examine the role and impact of in-service training programs on the professional development of teachers working in Trabzon. It focuses on teachers' participation in these programs and the extent to which the trainings contribute to their professional competencies. A mixed-methods approach was employed, following an explanatory sequential design. In the quantitative phase, 373 teachers completed the "In-Service Training Activities Evaluation Scale" developed by the Ministry of National Education. The data were analyzed using descriptive techniques via the SPSS program. In the qualitative phase, semi-structured interviews were conducted with 12 teachers from various districts in Trabzon, representing different ages, subject areas, and professional experiences. Quantitative findings indicated that teachers generally viewed in-service trainings as beneficial. Qualitative data revealed that the trainings positively influenced teachers' knowledge, skills, motivation, classroom practices, and even student outcomes. However, several challenges were identified. Teachers in remote districts reported difficulties related to transportation and scheduling. Trainings held after school hours or at the end of the workday were often seen as less effective. Teachers also mentioned issues such as insufficient institutional support and mismatched content. Interview feedback was used to propose recommendations for improving the planning, content, and implementation of in-service training programs.