Özet:

Professional development experiences of the teacher is one of the factors affecting their professional performance. While researches reveal the relationship between teacher qualifications and student academic success (Barnett, 2003; Levin, 2003), the need for attempts to improve teacher qualification in practice increases. These initiative based on teacher supervision which begins with determining the situation in schools. To provide professional development of teachers, it is prior to determine the case of professional development of teachers. The purpose of this research is to determine teachers' views on professional development. The research was designed in case study, one of the qualitative research methods. The study group consists of 8 teachers working in two public secondary schools in Aydin province Efeler district. Research data were obtained in 2017-2018 academic year spring semester through semi-structured interviews and analyzed by content analysis. As a result, in the early stages of their professional life, teachers encounter many difficulties. It has been determined that teachers have an output-oriented approach for professional development. Teachers mostly attended local in-service training seminars and there are several problems related to them. Although motivation is one of the most important elements for professional development, the motivation of teachers is very low and it is focused on sustaining the profession. The factors that hinder their professional development are based on a series of managerial problems. Teachers need needs-based professional development experiences. For this, both the school administrators and the Ministry of Education have to make some arrangements. Organizational support should be provided based on teacher motivation and needs. Researchers can study on administrative support and motivation of teachers in professional development.

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