The impact of school- and teacher-related factors on teachers' professional learning

Abstract

This study aimed to investigate the effects of school- and teacher-related factors on teachers' professional learning. A quantitative cross-sectional survey design was employed using the data collected from 810 teachers in T & uuml;rkiye. Path analysis was used to examine the structural relationships among variables, including instructional leadership, learning climate, teacher self-efficacy, teacher enthusiasm, teachers' attitudes towards professional development and teacher professional learning. Results validated a mediation model in which instructional leadership had direct and indirect effects on teacher professional learning. Results showed that the instructional leadership practices of school principals foster a positive learning climate that enhances teachers' self-efficacy, enthusiasm, and attitudes, ultimately supporting their professional learning. Drawing on evidence from a non-Western educational context, this study contributes to the international knowledge base by demonstrating the effects of both school- and teacher-related factors on teachers' engagement in professional learning.