INVESTIGATING THE RELATIONSHIP BETWEEN NOVICE TEACHER COMMITMENT AND INVOLVEMENT IN PROFESSIONAL DEVELOPMENT

Date

2023-9

Author

Turgut, Zeynep

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The goal of this study was to examine the differences in teacher commitment across several groups of novice teachers and to investigate to what extent the different dimensions of teacher commitment can be predicted based on their level of involvement in professional development activities. The study employed a quantitative research design that incorporated causal-comparative and correlation procedures. The data were collected from a sample of 218 novice teachers, who were chosen via two-stage cluster random sampling. The process of data collecting involved the utilization of both the Teacher Commitment Scale and the Professional Development Activities Scale. According to the findings of the independent sample t-tests, there was no statistically significant gender difference. Conversely, a significant difference was found in favor of teachers who possessed graduate degree experience and those who had acquired their degrees from education faculties. The one-way analysis of variance findings did not reveal any statistically significant differences in relation to the school-level. The results of a simple linear regression analysis demonstrated that the professional development involvement of novice teachers significantly and positively predicts their commitment to work-related activities and students. However, the analysis uncovered a significant negative relationship between commitment to profession and involvement in professional development activities.

Subject Keywords

Novice teachers, Teacher commitment, Teacher professional development

URI

https://hdl.handle.net/11511/105387

Collections

Graduate School of Social Sciences, Thesis