4 Presentation
5.2 The relationship between CPD and demographic variables
5.2.1 The reasons for taking part in CPD
Table 14. Comparison of reasons for taking part in CPD according to the type of organization and gender
Table 14. Comparison of reasons for taking part in CPD according to the type of organization and gender
Variables Groups N Mean Std. Dev. t p
Type of organization
Private 160 3.232 0.448
3.188 0.002 Public 122 3.051 0.506
Gender Male 56 3.013 0.497
−2.453 0.015 Female 226 3.188 0.473
Table 14 shows that a statistically significant difference was observed according to the variables of school type (p = 0.002 < α = 0.05) and gender (p = 0.015 < α = 0.05) in the teachers’ replies to the question “How important are these reasons for you to take part in CPD practices?” When the difference in the type of school was analysed, the mean score of the replies from teachers employed in private schools ( = 3.232) was higher compared to those of the teachers employed in public schools ( = 3.051). When the gender difference is examined, the mean of the
replies from the female ( = 3.188) teachers was higher compared to the male teachers ( = 3.013).
Table 15. Comparison of reasons for taking part in CPD according to years of professional experience and higher education
Table 15. Comparison of reasons for taking part in CPD according to years of professional experience and higher education
Variables Groups N Mean Std. Dev F P
Years of professional experience
1–5 92 3.268 0.497
4.394 0.013
5–10 98 3.067 0.482
More than 10 92 3.130 0.448
Higher education
BA 150 3.131 0.479
0.343 0.710
MA or MS 113 3.180 0.471
PhD 19 3.165 0.581
The results in Table 15 indicate that a statistically significant difference was observed according to the variable of professional experience (p = 0.013 < α = 0.05) between the replies of the participating teachers to the question “How important are these reasons for you to take part in CPD practices?” However, there was not a statistically significant difference observed according to the instructors’ level of higher education (p = 0.710 > α = 0.05). When the difference in professional experience is examined, the results reveal that the replies of the teachers to the question “How important were these reasons for you to take part in CPD practices?” instructors with 1–5 years’ experience had the highest mean scores ( = 3.268) whereas those with 5–10 years’ experience had the lowest mean scores ( = 3.067).
5.2.2 The types of CPD
Table 16. Comparison of the types of CPD according to type of organization and genderTable 16.Comparison of the types of CPD according to type of organization and gender
Variable Groups N Mean Std. Dev. t p
Type of organization Private 160 2.469 0.541
−0.602 0.548
Public 122 2.505 0.441
Gender Male 56 2.423 0.549
−1.024 0.307
Female 226 2.500 0.487
As it can be seen from Table 16, there was no statistically significant difference observed according to the type of organization (p = 0.548 > α = 0.05) and gender (p = 0.307 > α = 0.05) between the replies to the question “Which of the following types or methods of CPD activities have you experienced recently?
Table 17. Comparison of the types of CPD undertaken according to years of professional experience and level of education
Table 17. Comparison of the types of CPD undertaken according to years of professional experience and level of education
Variable Groups N Mean Std. Dev. F p
Years of professional experience
1–5 92 2.415 0.498
1.325 0.268
5–10 98 2.523 0.529
More than 10 92 2.512 0.464
Education level
BA 150 2.462 0.502
1.682 0.188
MA or MS 113 2.481 0.472
PhD 19 2.684 0.612
Similarly, there was no statistically significant difference observed according to the variables of professional experience (p = 0.268 > α = 0.05) and level of education (p = 0.188 > α = 0.05) between the replies to the question “Which of the following types or methods of CPD activities have you experienced recently?” in Table 17.
5.2.3 Acquiring new knowledge and skills
Table 18. Comparison of the ways in which instructors acquire new knowledge and skills according to type of organization and gender
Table 18. Comparison of the ways in which instructors acquire new knowledge and skills according to type of organization and gender
Variable Groups N Mean Std. Dev. t p
Type of organization
Private 160 3.904 0.391
2.689 0.008
Public 122 3.776 0.404
Gender
Male 56 3.688 0.419
−3.416 0.001
Female 226 3.888 0.387
As a result of the analysis, a statistically significant difference was observed according to the type of organization (p = 0.008 < α = 0.05) and gender (p = 0.001
< α = 0.05) between the replies to the statement “From the following statements, please rate how you generally acquire new knowledge and skills.” When the difference in the type of organization was examined, the mean score of replies from the teachers employed in private schools ( = 3.904) was higher compared to those of the teachers employed in public schools ( = 3.776). When the gender difference was examined, the mean of replies from female teachers ( = 3.888) was higher compared to those of male teachers ( = 3.688).
Table 19. Instructors’ acquisition of new knowledge and skills according to years of professional experience and level of education
Table 19.Instructors’ acquisition of new knowledge and skills according to years of professional experience and level of education
Variable Groups N Mean Std. Dev. F p
Years of professional experience
1–5 92 3.844 0.442
0.994 0.372 5–10 98 3.811 0.403
More than 10 92 3.893 0.352
Level of education
BA 150 3.794 0.411
2.989 0.052 MA or MS 113 3.909 0.381
PhD 19 3.921 0.394
As stated in Table 19, no statistically significant difference was observed according to the variables of professional experience (p = 0.372 > α = 0.05) and the level of education between the replies to the question “From the following statements, please rate how you generally acquire new knowledge and skills.”
5.2.4 Using new knowledge and skills
Table 20. Ways in which instructors use new knowledge and skills according to type of work and gender
Table 20.Ways in which instructors use new knowledge and skills according to type of work and gender
Variable Groups N Mean Std. Dev. t p
Type of work Private 160 3.405 0.423
1.779 0.076
Public 122 3.316 0.402
Gender Male 56 3.354 0.485
−0.263 0.793
Female 226 3.370 0.398
As a result of the analysis, it was found that there was no statistically significant difference observed according to the type of school (p = 0.076 > α = 0.05) and gender (p = 0.793 > α = 0.05) between the replies to the question “From the following statements, please rate how you would use new knowledge and skills you have acquired by participating in CPD activities.”
Table 21. Ways in which instructors use new knowledge and skills according to years of professional experience and level of education
Table 21.Ways in which instructors use new knowledge and skills according to years of professional experience and level of education
Variable Groups N Mean Std. Dev. F p
Years of professional experience
1–5 92 3.396 0.393
0.442 0.643
5–10 98 3.339 0.479
More than 10 92 3.367 0.365
Level of education
BA 150 3.383 0.433
0.703 0.496
MA or MS 113 3.363 0.401
PhD 19 3.263 0.371
As a result of the analysis, no statistically significant difference was observed according to the variables of professional experience (p = 0.643 > α = 0.05) and education level (p = 0.496 > α = 0.05) between the replies to the item “using new knowledge and skills according to years of professional experience and education level CPD activities.”
5.2.5 The effectiveness of CPD
Table 22. Comparison of the effectiveness of CPD according to type of organization and gender Table 22. Comparison of the effectiveness of CPD according to type of organization and gender
Variables Groups N Mean Std. Dev. t p
Type of organization
Private 160 2.226 0.443
1.696 0.074
Public 122 2.139 0.401
Gender Male 56 2.076 0.435
−2.222 0.027
Female 226 2.217 0.422
It can be seen in Table 22 that there were no statistically significant differences according to the type of organization (p = 0.074 > α = 0.05) between the replies to the question “Please rate the outcomes gained as a result of your participating
in CPD activities,” but there is a statistically significant difference according to the gender variable (p = 0.027 < α = 0.05).
For gender difference, the mean of replies given by the female teachers ( = 2.217) to the question is higher compared to those of the male teachers ( = 2.076).
Table 23. Comparison of the effectiveness of CPD according to years of professional experience and level of education
Table 23.Comparison of the effectiveness of CPD according to years of professional experience and level of education
Variables Groups N Mean Std. Dev. f p
Years of professional experience
1–5 92 2.206 0.449
0.353 0.703
5–10 98 2.201 0.443
More than 10 92 2.158 0.388
Level of education
BA 150 2.152 0.405
2.622 0.074
MA or MS 113 2.204 0.447
PhD 19 2.383 0.439
It can be seen in Table 23 that no statistically significant difference was observed according to the variables of professional experience (p = 0.703 > α = 0.05) and level of education (p = 0.074 > α = 0.05) between the replies to the question “Please rate the outcomes gained as a result of your participating in CPD activities.”
5.3 Analysis of the qualitative data -I