Teacher Performance and Professional Development as Predictors of School Effectiveness
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| Title: | Teacher Performance and Professional Development as Predictors of School Effectiveness |
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| Language: | English |
| Authors: | Mustafa Özgenel, Ersin Yagan, Fatih Baydar |
| Source: | Athens Journal of Education. 2026 13(1):169-184. |
| Availability: | Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Effectiveness, Job Performance, Faculty Development, Predictor Variables, School Effectiveness, Public School Teachers, Foreign Countries, Effect Size |
| Geographic Terms: | Turkey (Istanbul) |
| ISSN: | 2407-9898 2241-7958 |
| Abstract: | With the rapid changes in information societies and the mission of raising individuals who will adapt to this change, the concept of school effectiveness has come to the fore recently. This study aims to examine the extent to which the performance and professional development of teachers, who play the most important role in achieving school goals, influence school effectiveness. The predictive survey model, a subtype of the relational survey model, which is one of the quantitative research methods, was used within the scope of the research. The data were collected from 392 teachers working in public schools in Istanbul. As a result of the research, it was determined that there was a positive and significant relationship between teachers' perceptions of school effectiveness and their performance and professional development. The professional development of teachers positively affects their performance and school effectiveness. For this reason, policymakers need to carry out studies on the professional development of teachers in a much more comprehensive and planned manner to increase the effectiveness of schools. It should also be considered that the effect of in-service training should be measured with concrete measurement tools. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496299 |
| Database: | ERIC |
| Abstract: | With the rapid changes in information societies and the mission of raising individuals who will adapt to this change, the concept of school effectiveness has come to the fore recently. This study aims to examine the extent to which the performance and professional development of teachers, who play the most important role in achieving school goals, influence school effectiveness. The predictive survey model, a subtype of the relational survey model, which is one of the quantitative research methods, was used within the scope of the research. The data were collected from 392 teachers working in public schools in Istanbul. As a result of the research, it was determined that there was a positive and significant relationship between teachers' perceptions of school effectiveness and their performance and professional development. The professional development of teachers positively affects their performance and school effectiveness. For this reason, policymakers need to carry out studies on the professional development of teachers in a much more comprehensive and planned manner to increase the effectiveness of schools. It should also be considered that the effect of in-service training should be measured with concrete measurement tools. |
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| ISSN: | 2407-9898 2241-7958 |
