Transfer of school-based practices for professional development of teachers between a private school and a public school through external benchmarking

The main purpose of this research is to determine a model for conducting teachers' professional development with a school-based approach through external benchmarking between a private school and a public school and to reveal how it can be transferred to a public school. As a result of implementing the school-based professional development (SBPD) model, which was adapted and transferred to a public school through external comparison, the changes in teachers' experiences with the model, their motivations, and their motivations to apply what they learned within the scope of professional development studies are examined. The research was conducted as interpretive action research. The first phase of the research, conducted in four stages, is the needs analysis; the second phase is the external benchmarking, and the third and fourth phases are the interpretive action research. The research was conducted in the 2021-2022 academic year at a private school in the Çukurova district of Adana and a public school in the Seyhan district. While the criterion sampling method was used to determine the private school included in the study group, typical case sampling and criterion sampling were used sequentially to determine the public school. The study group of the public school consisted of 55 teachers, while the study group of the private school consisted of 10 teachers and two institution administrators. The qualitative data of the research were obtained through interview and observation forms prepared by the researcher for use in the four stages of the research. Quantitative data were collected using a scale to examine teachers' motivation to apply what they learned in professional development activities. The qualitative data obtained in the research were analyzed with content analysis in four different stages: before the viii external comparison of the SBPD model, external comparison of the SBPD model, transferring and implementing the SBPD model, and after the transfer of the SBPD model. In the research, the deductive content analysis approach was applied from the content analysis approaches. After the implementation of the SBPD activity program, a dependent (related) group t-test was used to examine whether there was a difference in the motivation of public-school teachers to apply what they learned in professional development activities in their classrooms. As a result of the research, the professional development needs of teachers in public schools and the physical and technical capacity of public schools have emerged as the key factors guiding external benchmarking studies. Apart from these two fundamental factors, there has been no other factor necessitating the differentiation of the SBPD model transferred through external benchmarking due to deficiencies or inadequacies. Other factors necessitating the adaptation of the SBPD model have been shaped around the work ethic, professional motivation, and school climate of teachers in public schools. In external comparison studies conducted on teachers' professional development, it has been concluded that the comparison of the teacher profile in schools should be prioritized over the schools' equipment or administrative processes. As a result of the SBPD activities in the public school, the key factor that increased teachers' motivation to apply what they learned in professional development activities was the sensitivity shown to teachers' needs and working conditions. It has been understood that the key factors ensuring the feasibility and sustainability of SBPD activities are the collaboration among teachers, the leadership of school administrators, and the continuous guidance provided by the coordinator. As a result of the SBPD model implemented in public school, teachers have started to find professional development activities more beneficial and believe that professional development efforts can be easily applied to school processes. Despite believing that they could apply what they learned from professional development activities, there was no significant change in teachers' beliefs about their ability to successfully implement these practices, depending on the SBPD application. Therefore, it has been concluded that the SBPD model needs to be strengthened in terms of improving teachers' self-efficacy. In the design of SBPD activities, it has been understood that the analysis of teachers' needs, as well as their selfefficacy, should be conducted, and professional development activities should be directed accordingly. As a result of the research, it has been revealed that the SBPD model implemented in public schools has an effective approach in providing teachers' ix professional development on a voluntary basis and focused on "practice". Based on the results of the research, suggestions are presented about the processes and studies regarding the development and implementation of an SBPD model that is sensitive to school and teacher needs.