The Effect of Teachers' Gender, Seniority, Internet Use Skills and Motivation for Web-Based Professional Development on In-Service Training Achievements

The aim of this study is to determine the effect of teachers' gender, seniority, internet use skills and motivation for web-based professional development on their success in in-service training. In the study, quantitative correlational research model was used. Within the scope of the study, in-service training on active learning was given to teachers working in Sakarya via a web-based system. Then, a test was applied to reveal the success of teachers in in-service training at the end of the training. At the end of the study, it was seen that low senior teachers got higher scores in academic achievement test. In addition, there was a low and positive relationship between motivation dimensions for web-based professional development and academic achievement points. Moreover, gender variable was a significant predictor of teachers' academic achievement. Female teachers were more successful. In addition, the academic achievement of teachers increased as the seniority of teachers increased. It is also revealed teachers who are good at internet usage were found to have higher academic achievement. It was found that teachers who had high personal interest and practical development motivation and teachers who had low external expectations had higher academic achievement