The effect of in-service training on primary school teachers' attitudes towards professional development and learning

The aim of this study is to determine the effect of classroom teachers' perceptions of in-service education on their professional development and attitudes towards learning. In-service training is an activity carried out to improve the knowledge, skills and abilities of teachers in accordance with their fields. This research was conducted with the participation of classroom teachers located in the Ceylanpinar district of Sanliurfa to investigate the effect of in-service education provided to teachers on classroom teachers' attitudes towards professional development and learning. The relational screening model was used in the research. The relational screening model was used in the research. The universe of the research consists of 329 classroom teachers working in official primary schools in Ceylanpinar district of Sanliurfa province in the 2021-2022 academic year. 252 teachers from 41 primary schools participated in the research. In the research, "Assessment of In-Service Education Questionnaire", "Attitude Scale towards Professional Development" and "Attitude Scale Towards Learning" were used as data collection tools. As a result of the research, classroom teachers' perceptions of in-service education are at a "medium" level, their attitudes towards professional development and their attitudes towards all dimensions of learning are at a "high" level. According to different variables, it was concluded that classroom teachers' in-service education did not differ significantly according to gender, marital status and age variables. It has been concluded that there is a significant difference in the direction of female teachers according to the gender variable in all sub-dimensions of classroom teachers' attitudes towards professional development and learning, except for the "effort to learn", there is no significant difference according to the marital status and age variable. It has been concluded that there is a significant difference in the direction of female teachers according to the gender variable in all sub-dimensions of classroom teachers' attitudes towards professional development and learning, except for the "effort to learn", there is no significant difference according to the marital status and age variable. It was concluded that there is a Decently significant relationship between classroom teachers' perceptions of in-service education and their attitudes towards professional development and learning in a positive direction. According to the research findings, there is a Decently significant relationship between classroom teachers' attitudes towards professional development and their attitudes towards learning in a positive direction. In addition, it has been concluded that in-service education significantly predicts classroom teachers' attitudes towards professional development and learning.