Examining Types and Duration of Teachers’ Professional Development Activities and Their Relationship with Job Satisfaction

Abstract Introduction: The aim of the study was to describe teachers’ views on professional development activities, frequency participation such activities and effectiveness these (PD) activities. What’s more, it aimed analyse relationship between PD that teachers participated their job satisfaction (JS). Methods: sample comprised 357 teachers. In order seek answers research questions, correlational models were used in addition survey. data collected through implementation two different instruments. These Participation Activities Questionnaire (survey) Job Satisfaction (JS) Scale. instruments developed within scope study. Results: findings could be summarized as follows: peer coaching-based number individualized self-directed at a lower level; however, restated they experienced positive effects higher or moderate levels from teaching practices. Within existing hypothesis tested would increase supported. It seen there by satisfaction. Discussion: noticed more than one third participant did not perform based coaching observations, but accessed virtual platforms watched videos related feed lecturing techniques for PD. TALIS done OECD countries, noted almost half Limitations: Data is limited with perceptions. Research Conclusions: found out very few attended educational congresses present activities/scientific studies. Therefore, might recommended improve skills terms scientific studies, encouraged studies conferences.