The aim of this study is to determine the extent to which the need of professional development, participating in professional development activities (conference, seminar, certification program etc.) and the effect levels of these activities, time allocated for professional development and the number of days teachers participate in compulsory professional development activities classify correctly. Korea showing a high level of success, Denmark showing a moderate level of success and Turkey showing a low level of success in PISA. With this aspect, the study has a relational characteristic. The data of the study were gained by compiling TALIS 2008 teacher survey. To solve the problem of the study determined within the scope of the study, accuracy levels of variables emphasized above in classifying countries were determined through discriminant analysis method. According to findings, independent variable contributing to accurate classification of countries most is "the need of professional development" (.81). It is followed by "time allocated for professional development" (.47), "the effect level of professional development activities" (-.26), "participating in professional development activities" (.24) and "the number of days teachers participate in compulsory professional development activities" (.20) respectively. The percentage of accurate classification of discriminant function is 67.8 %. Based on the results, it can be suggested that Turkey should concentrate on the professional development activities embedded in the working day and should realize the professional development activities making teachers active and feel the need of development to be volunteer for participating in.