Özet:

The purpose of this research is to determine how high school managers, according to their own opinions and teachers’ opinions, use teachers’ development approaches. The universe of work done using the visual scan model is made up of a total of 1602 teachers in 55 high schools located in the center of the Elazığ province in the 2016-2017 educational year. At the time of taking the sample, the different situations have been identified and the maximum variety of sample technique has been used in order to choose from schools in regions with different socio-economic characteristics. The measurement tool was then distributed to 308 teachers working in 10 schools, which were identified by random sampling method from these layers. 223 of the measurements collected were taken to evaluation. The teacher development measurement tool prepared for managers was given to 145 managers who work in these schools but 104 measurement tools were taken into consideration because they were traced, assigned or unwanted. According to the managers’ own opinion, the sub-dimensions of continuous professional development are on a periodic level, the sub-dimensions of teachers’ professional development and development activities, and the sub-dimensions of the scale are often on a time level, and the sub-dimensions of teachers’ school conformity, safe environment and team building are on a periodic level. According to the views of high school teachers, school managers have found that the sub-dimensional matters of teachers’ professional development are on a periodic level, the sub-dimensional matters of teachers’ adaptation to the school environment, the sub-dimensional matters of teachers’ development activities, and the sub-dimensional matters of the whole scale, and the sub-dimensional matters of teachers are on a periodic level.

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