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A quantitative survey model was employed with a stratified sample of 955 teachers working in kindergartens, primary, secondary, and high schools in Eskişehir, Turkey, during 2020–2021. Two distance-education program evaluation instruments were administered and SPSS was used for analysis. Results show 54.6% satisfaction and generally positive teacher views.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-examination-of-in-service-training-programs-via-distance-education-in-turkey-according-to-teachers-opinions/592005/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-examination-of-in-service-training-programs-via-distance-education-in-turkey-according-to-teachers-opinions/592005.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study determines teachers’ satisfaction with in-service training programs organized through distance education and analyzes their opinions about the program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and who participated?",{"text":117,"@type":113},"A quantitative survey model was used. 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In this research, the survey model, one of the quantitative research methods, was used. The sample of this study consisted of 955 teachers working in kindergartens, primary schools, secondary schools and high schools affiliated with the Ministry of National Education in Eskişehir province, in Turkey, in the 2020-2021 academic year. Stratified sampling was used in sample selection. In the study, Satisfaction Questionnaire for In-Service Training Programs Implemented by the Ministry of Education through Distance Education, In-Service Program Evaluation Questionnaire Implemented by the Ministry of National Education Through Distance Education were used. 921 scales and surveys collected for data analysis were evaluated. Statistical Package for the Social Sciences (SPSS) analysis program was used to analyze the data. The analysis results were tabulated and the data obtained were interpreted with numbers (N) and percentages (%) . Descriptive analyzes were used in the research. It has been concluded that the 54.6 percent of the teachers are satisfied with the in-service training courses implemented through distance education so far. In addition, it has been revealed that teachers' opinions about in-service activities organized by the Ministry of National Education through distance education are positive.  \nKeywords: learning management system, distance learning, in-service training through distance education, teacher training, in-service training satisfaction  \nINTRODUCTION  \nThe concept of distance education is not a concept that has emerged in recent years. While distance education was carried out in the past with tools such as letters, radio, books, newspapers, today, distance education activities are carried out with various tools such as television, computer, tablet, mobile phone through the opportunities provided by technology (Kurnaz and Arı, 2024, p. 99) . There are various definitions ofthe concept of distance education which the technology is a critical element. According to Bates (2005) distance education, is less a philosophy and more a method of education. Students can study in their own time, at the place of their choice (home, work or learning centre), and without face-to-face contact with a teacher. Students can study at their own time, wherever they prefer, and without meeting a teacher face to face. For example, they can study and learn something new with a technology tool at home, at work, at school, in a library or in a study center. Here, technology is a critical element of distance education. The use of tools such as satellite, video, audio, graphics, computer and multimedia technology is important in distance education. In this education system, the use of electronic tools or written materials and similar materials is the basic approach to reach students. In this context, competencies related to the teaching profession are undergoing a  \nCitation: Coşkun, İ ., & Demirci, C. (2024) . The examination of in-service training programs via distance education in Turkey according to teachers' opinions. Anatolian Journal of Education, 9(2), 181-196.  \n[https://doi.org/10.29333/aje.2024.9215a](https://doi.org/10.29333/aje.2024.9215a)  \nmajor transformation with developing technology. It becomes necessary to benefit from the opportunities offered by rapidly changing technologies in improving the professional standards of teachers. In this process, fast and flexible applicable programs that will contribute t","cbCaikHzM6Y9qQ8b","https://ap.wps.com/l/cbCaikHzM6Y9qQ8b","pdf",398493,16,"English","# Introduction\n## Distance education background\n## Teacher education and need for in-service training\n## Distance in-service training as an educational system","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study determines teachers’ satisfaction with in-service training programs organized through distance education and analyzes their opinions about the program.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"A quantitative survey model was used. The sample included 955 teachers working in schools under Turkey’s Ministry of National Education in Eskişehir during the 2020–2021 academic year.\"},{\"question\":\"What do the results indicate about teacher satisfaction?\",\"answer\":\"The findings show that 54.6% of teachers are satisfied with distance-education in-service training courses so far, and teachers’ opinions about these activities are generally positive.\"}]","The Examination of In-Service Training Programs via Distance Education in Turkey according to Teachers' Opinions | PDF",1792073661]