References
- Acker, G. M. (2004). The effect of organizational conditions (role conflict, role ambiguity, opportunities for professional development, and social support) on job satisfaction and intention to leave among social workers in mental health care. Community Mental Health Journal, 40(1), 65-73.
- Akçay-Kızılkaya, H. (2012). A Research on the Examination of the Teachers’ Professional Development in Terms of Their Attitudes about Professional Development and Job Satisfaction (Unpublished thesis). Turkey: Kırıkkale University.
- Ayvcıl, H. S., Bakırcı, H., & Yildiz, M. (2014). Science and technology teachers views and expectation about in-service training practices, Amasya Journal of Education, 3(2), 357-383.
- Bell, A., & Mladenovic, R. (2008). The benefits of peer observation of teaching for tutor development. Higher Education, 55(6), 735-752.
- Bennet, S. M. (2006). Exploring the Relationship between Continuing Professional Education and Job Satisfaction for Information Technology Professionals in Higher Education (Unpublished thesis). Denton: University of North Texas.
- Bozak, A., & Demirtaş, H. (2017). Applicability and effectiveness of colleague guidance as an alternative professional development method. e-International Journal of Educational Research, 8(2), 16-40.
- Bruns, B., Costa, L., & Cunha, N. (2018). Through the looking glass: Can classroom observation and coaching improve teacher performance in Brazil? Economics and Review, 64, 214-250. https://doi.org/10.1016/j.econedurev.2018.03.003
- Calvert, L. (2016). The power of teacher agency: Why we must transform professional learning so that it really supports educator learning. The Learning Forward Journal, 37(2), 51-56.
- Can, E. (2019). Professional development of teachers: Barriers and suggestions. Journal of Qualitative Research in Education, 7(4), 1618-1650.
- Chen, T. Y., Chang, P. L., & Yeh, C. W. (2004). An investigation of career development programs, job satisfaction, professional development and productivity: The case of Taiwan. Human Resource Development International, 7(4), 441-463. https://doi.org/10.1080/1367886042000246049
- Cilliers, J. Fleisch, B., Prinsloo, C., & Taylor, S. (2019). How to improve teaching practice? An experimental comparison of centralized training and in-classroom coaching. Journal of Human Resources 53(2). https://doi.org/10.3368/jhr.55.3.0618-9538r1
- Drage, K. (2010). Professional development: Implications for Illinois career technical education teachers. Journal of Career and Technical Education. 25(2), 27-37.
- Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). PA: McGraw-Hill.
- Geršicová, Z., & Barnová, S. (2018). Personal and social training as a part of class teachers’ lifelong learning, Acta Educationis Generalis, 8(2), 24-39. https://doi.org/10.2478/atd-2018-0009
- Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
- Hall, L. (2007). Inspiration, Implementation, and Impact: Examining Teacher Professional Development in Successful School Districts (Unpublished thesis). Los Angeles: University of California.
- Hammersley-Fletcher, L., & Orsmond, P. (2005). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30(2), 213-224.
- Hatip, F. (2006). The Role of Inter-Teacher Observation Studies in Teacher Development (Unpublished thesis). Istanbul: Yıldız Teknik University İstanbul.
- Inyoung, K., & Loadman, W. E. (1994). Predicting teacher job satisfaction. Technical Report. Retrieved from https://files.eric.ed.gov/fulltext/ED383707.pdf
- Jungst, S., Licklider, B., & Wiersema, J. (2003). Providing support for faculty who wish to shift to a learning-centered paradigm in their higher education classrooms. The Journal of Scholarship of Teaching and Learning, 3, 69-81.
- Jacobs, J., Boardman, A., Potvin, A., & Wang, C. (2018). Understanding teacher resistance to instructional coaching. Professional Development in Education, 44(5), 690-703. https://doi.org/10.1080/19415257.2017.1388270.
- Kacan, G. (2004). The inclination of professional improvement of teachers. Osmangazi University Journal of Social Sciences, 5(1), 57-66.
- Karataş, E., Yılmaz, A., Karataş, S., & Banyard, P. (2022). Academics’ intentions to use open educational resources (OERs) in professional development. Acta Educationis Generalis, 12(3), 27-46. https://doi.org/10.2478/atd-2022-0022
- Kesen, İ., & Öztürk, M. (2019). Effective Teacher Professional Development, Activity-Based Teacher Training Approach. İstanbul: Seta Publication.
- Kozikoğlu, İ., & Bekler, Ö. (2019). Determining teachers' opinions about professional values. Journal of Values Education,17(38), 171-206.
- Lofthouse, R., & Hall, E. (2014). Developing practices in teachers’ professional dialogue in England: Using coaching dimensions as an epistemic tool. Professional Development in Education, 40,758-778. https://doi.org/10.1080/19415257.2014.886283
- Lomas, L., & Nicholls, G. (2005). Enhancing teaching quality through peer review of teaching. Quality in Higher Education, 11(2), 137-149.
- Meagher, T. (2011). An investigation of the relationship of teacher professional development, teacher job satisfaction and teacher work conditions (Unpublished thesis). Chicago: Loyola University.
- Ministry of National Education of Turkey. (2019). Operation Report 2018. Retrieved from: http://sgb.meb.gov.tr/meb_iys_dosyalar/2019_03/01175437_MillY_EYitim_BakanlYY_2018_YYlY_Ydare_Faaliyet_Raporu_YayYn2.pdf
- Noga, H. (2016). Professional development of instructional technology and technical education teachers, Acta Technologica Dubnicae, 6(2), 96-104. https://doi.org/10.1515/atd-2016-0015
- Organization for Economic Co-operation and Development. (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning, TALIS. Paris: OECD Publishing. https://dx.doi.org/10.1787/9789264196261-en
- Organization for Economic Co-operation and Development (OECD). (2016). Supporting teacher professionalism: Insights from TALIS 2013. Paris: OECD Publishing. https://dx.doi.org/10.1787/9789264248601-en
- Organization for Economic Co-operation and Development (OECD). (2019). TALIS 2018 results (Volume I): Teachers and School Leaders as Lifelong Learners. Paris: OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
- Özen, H., Kılıçoğlu, G., & Kılıçoğlu, D. Y. (2019). Pre-service teachers’ views on pre-service teacher training program: A qualitative research. Marmara University Journal of Educational Sciences. 49, 99-120. https://doi.org/10.15285/maruaebd.385433
- Reese, S. (2010). Bringing effective professional development to educators. Connecting Education and Careers, 85(6), 38-43.
- Rowden, R. W. (2002). The relationship between workplace learning and job satisfaction in U.S. small to midsize business. Human Resource Development Quarterly, 13(4), 395-407. https://doi.org/10.1002/hrdq.1041
- Song, K., Hur, E. J., & Kwon, B. Y. (2018). Does high-quality professional development make a difference? Evidence from TIMSS. Compare: A Journal of Comparative and International Education. 48(6), 954-972. https://doi.org/10.1080/03057925.2017.1373330
- Şen, Ö. (2008). Comparing peer and self-observation conducted by university preparatory school EFL teachers (Unpublished thesis). Ankara: Bilkent University.
- Turkish Education Association. (2019). TALIS 2018 Results and Evaluations on Turkey. Retrieved from https://tedmem.org/download/talis-2018-sonuclari-turkiye-uzerinedegerlendirmeler
- Toprak, E., & Taşğın, Ö. (2017). Investigation of the reasons why teachers do not make graduate education. International Journal of Society Researches. 7(13), 599-615. https://doi.org/10.26466/opus.370680
- Tyagi, R. S. (2010). School-based instructional supervision and the effective professional development of teachers. Compare: A Journal of Comparative and International Education. 40(1), 111-125. https://doi.org/10.1080/03057920902909485
- Wang, J., & Wang, X. (2012). Structural equation modeling: Applications using Mplus. West Sussex, England: John & Sons Publication.
- Whitehead, R. J. (2006). The Relationship between Urban and Suburban Teachers’ Perceptions of Participation in Professional Development Activities and Job Satisfaction (Unpublished thesis). Detroit, MI: Wayne State University.
- Zepeda, S. J., Parylo, O., & Ilgan, A. (2013). Teacher peer coaching in American and Turkish schools. International Journal of Mentoring and Coaching in Education, 2(1), 64-82. https://doi.org/10.1108/20466851311323096