ABSTRACT

The aim of this study is to determine the relationship between school-based professional development practices and teachers' psychological well-being levels. Relational survey model, one of the quantitative research methods, was used in the study. Within the scope of the study, "Personal Information Form", "School-Based Professional Development Environment Evaluation Scale", "Psychological Well-Being Scale" were applied to 400 teachers working in Kindergartens, Primary Schools, Secondary Schools and High Schools affiliated to the Ministry of National Education in the centre and districts of Edirne province in the 2022-2023 academic year. In the study, no significant difference was found in teachers' perceptions of school-based professional development practices according to the variables of age, gender, years of professional service, but it was seen that it differed according to school type. It was concluded that teachers' psychological well-being levels also differed according to school type. In addition, it was determined that there was a positive and low level significant relationship between teachers' perceptions of evaluation of school-based professional development environment and their psychological well-being levels.