SUMMARY
Teachers participate in-service trainings in order to contribute their vocational development after completing graduate education and appointed as a teacher. The positive attitudes of teachers about participating in-service trainings increase the expectations about the teaching activities in their classrooms. In addition, The participation levels of teachers and the quality of in-service training activities may have a significant role on boosting teacher’s attitudes on attendance to in-service trainings. Based on this principle aim, in this research, the answers to these questions of teachers’ working in pre-primary, primary, secondary and high schools in Amasya, Tokat, Samsun and Çorum cities were sought in this study: what are the attitudes of the teachers in participating the in-service trainings? Do the attitudes of the teachers differ significantly based on the factors of gender, professional experience, the city where they work, or their branch? And is there any interconnection between the attitude scores of the teachers participating in the in-service trainings and their ages and years of seniority? 4) What are the expectations of the teachers about improving the effectiveness of the in-service trainings? Since this research tries to define the existing situation, the descriptive survey model was used in this research. N=37.028 teachers are the population of this research. In the research, which used a stratified cluster sampling method, n=961 teachers’ data were collected. The data of the research were collected by using the “Attitude Scale on In-Service Training (ASIST)”, which was in likert-form, and developed by Çelen, Kösterelioglu and Akin Kösterelioglu (2016). According to the findings, a statistically significant difference could not be found among the attitude scores of the teachers who work in four different provinces regarding participation in in-service training activities in terms of the gender, marital status and the number of the children they have. In the attitude scores of teachers, a significant difference was seen only in branch variable in favour of pre-primary teachers. Furthermore, whether the subject of the training to be given meets the needs of the education and trainings in the school, whether the in-service trainings address the teachers’ vocational and social interests; and the time they are organised and by whom they are given can be defined factors which can affect the participation levels of teachers and indirectly the attitudes regarding them. ÖzetÖgretmenler egitim fakültelerinde hizmet öncesi ögrenimini tamamladiktan ve ögretmen olarak atandiktan sonra mesleki gelisimlerine katki saglamak için hizmet içi egitim programlarina katilirlar. Ögretmenlerin hizmet içi egitimlere katilmak konusunda olumlu bir tutuma sahip olmalari onlarin siniflarindaki ögretim faaliyetlerinden beklenen etkiyi arttirir. Bunun yani sira düzenlenen hizmet içi egitim etkinliklerinin niteligi ve ögretmenlerin katilim düzeyi, zamanla hizmet içi egitimlere katilma konusunda tutumlarinin gelismesinde etkili olabilmektedir. Bu nedenle bu arastirmada Amasya, Tokat, Samsun ve Çorum illerinde, okul öncesi, ilkokul, ortaokul ve liselerde görev yapan ögretmenlerin; hizmet içi egitime katilmaya iliskin tutumlari nasildir? Hizmet içi egitime iliskin tutum puanlari, cinsiyet, ögretmenlik hizmet yili, ögretmenlik yaptigi sehir, brans gibi degiskenler açisindan manidar farklilik göstermekte midir? ve hizmet içi egitimlerin etkililiginin artmasina iliskin beklentileri nelerdir? sorularina yanit aranmistir. Var olan durumu saptamak amaçlandigindan arastirma, tarama modelinde nicel bir arastirmadir. Arastirmanin evreninde N=37.028 ögretmen yer almaktadir. Tabakali küme örnekleme yöntemiyle seçilen örneklem üzerinde yürütülen arastirmada n=961 ögretmenden veri toplanmistir. Arastirmada veriler, Çelen, Kösterelioglu ve Akin Kösterelioglu (2016) tarafindan gelistirilen ölçek ile toplanmistir. Verilerin analizinden elde edilen sonuçlara göre; ögretmenlerin hizmet içi egitim programlarina katilma konusunda; Tokat, Çorum, Amasya ve Samsun illerinde görev yapma, cinsiyet, mesleki kidem, medeni durum ve çocuk sahibi olma degiskenleri açisindan anlamli fark elde edilmemistir. Ögretmenlerin tutum puanlarinda sadece okul öncesi ögretmenler lehine olmak üzere brans degiskeninde manidar fark saptanmistir. Ayrica hizmet içi egitime katilma konusunda egitimlerin ögretmenlerin ihtiyaçlarina uygun olmasi, egitimin ilgilerini çekmesi, egitimin yapilacagi zamanin uygunlugu ve kim tarafindan verilecek olmasi ögretmenlerin katilim düzeylerini arttiracak ve dolayli olarak olumlu tutum gelistirmelerine etki edebilecek unsurlar olarak siralanmaktadir.