Özet:

The main purpose of this study is to determine the attitudes of teachers working in secondary education institutions towards professional development activities and to determine their opinions regarding the efficiency of professional development activities and their training needs. Since the research was carried out to determine the current situation, descriptive method was used in the survey model. The study group consisted of 251 teachers who were working in secondary schools and volunteered to participate in the research. The quantitative data of the study were obtained by the attitude scale for in-service training and the qualitative data were obtained by open-ended questionnaire. The data related to the demographic information of the teachers who formed the study group were analyzed with descriptive statistics, percentage and frequency. In the analysis of the data obtained from the attitude scale, t-test and one-way variance analysis were used for the independent samples, and content analysis was used to analyze the qualitative data obtained by the open-ended questionnaire. At the end of the research, the following findings were reached; There is no significant difference between the attitudes of teachers towards professional development activities according to gender, seniority, attending school and participation in professional development activities. 58.8% of the teachers who expressed their opinions regarding the efficiency of professional development activities found these activities to be efficient and 41.2% to inefficient. Teachers consider the professional development activities as inefficient because they consider the educators who are involved in the activities as unqualified, content and learning-teaching processes as theory-based and far from application. While 67.33% of the teachers in the study group felt the need for professional development, 32.67% considered themselves to be sufficient and thought that there was no need for training.

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