期刊名称：International Journal of Social Sciences and Education
印刷版ISSN：2227-393X
电子版ISSN：2223-4934
出版年度：2015
卷号：5
期号：4
出版社：Federal College of Education
摘要：This study aims to investigate the level of teachers' professional development based on their understanding of organizational climate of public and gifted high schools. This research based on methodology and data collection procedure was descriptive-correlational. The population consists of 400 teachers fro m usual high schools and 96 teachers fro m gifted high schools in the academic year 2013- 2014. The samples of each school were selected 196 and 76, respectively. Finally, 246 teachers (184 and 62) were answered the questionnaire appropriately. Questionnaire validity is assessed through the validity of the content and components. Questionnaire reliability is also assessed through Cronbach's Alfa and 0.84 for an organizational climate questionnaire and 0.94 for professional development questionnaire were acquired. As indicated by the results of the stud y, there was a significant relationship between teachers' professional development and organizational climate. Al so, in public schools, all aspects of climate, including teacher's engagement behavior, teachers' intimate behavior, principals' supportive behavior, and principals' directive behavior were predicting the teachers' professional development. Teachers' engaged and intimate behaviors totally explained the %40 and principals' directive and supportive behaviors explained the %25 of variance of teachers' professional development. In gifted schools, only two dimensions, including teachers' intimate behavior and principals' supportive behavior were predicted of teachers' professional development and explained %17 and % 25 of variance of teacher's professional development, respectively
关键词：Organizational Climate Dimensions; Teachers' Professional Development; Public High ; Schools; Gifted High Schools
