The impact of school- and teacher-related factors on teachers' professional learning

Savas G., DEMİRKASIMOĞLU N.

CAMBRIDGE JOURNAL OF EDUCATION, 2024 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/0305764x.2024.2400944
  • Dergi Adı: CAMBRIDGE JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Periodicals Index Online, ATLA Religion Database, Communication & Mass Media Index, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, PAIS International, Psycinfo, Public Affairs Index
  • Hacettepe Üniversitesi Adresli: Evet

Özet

This study aimed to investigate the effects of school- and teacher-related factors on teachers' professional learning. A quantitative cross-sectional survey design was employed using the data collected from 810 teachers in T & uuml;rkiye. Path analysis was used to examine the structural relationships among variables, including instructional leadership, learning climate, teacher self-efficacy, teacher enthusiasm, teachers' attitudes towards professional development and teacher professional learning. Results validated a mediation model in which instructional leadership had direct and indirect effects on teacher professional learning. Results showed that the instructional leadership practices of school principals foster a positive learning climate that enhances teachers' self-efficacy, enthusiasm, and attitudes, ultimately supporting their professional learning. Drawing on evidence from a non-Western educational context, this study contributes to the international knowledge base by demonstrating the effects of both school- and teacher-related factors on teachers' engagement in professional learning.