Teachers' characteristics influencing their individual and collective learning preferences

Abstract

This study aimed at finding out the level of teachers' individual and collective learning and analysing the influence of their personal, organizational and professional characteristics on these learning types. We collected data representing teachers' learning behaviours and their personal (gender, total experience, current school experience, school level, school size and school SES) and organizational-professional characteristics (self-efficacy, aspiration, recognition, positive climate, student oriented practices, task oriented practices and symbols-values). A total of 340 teachers working in primary, lower secondary and secondary schools located in Aksaray province of Turkey, comprised the sample. We analysed data using descriptive statistics, exploratory factor analysis, two-step clustering analysis and binary logistic regression.