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One of the ways for teachers to improve classroom activities and student achievement is to receive in-service training (IST). This study examines theses that deal with the effects of IST on teachers‘ achievement by means of meta-analysis. A total of five theses, chosen through screening conducted by specified criteria, were included in this meta-analysis. The effect sizes, obtained from these presented theses, were combined, a common effect size belonging to the efficiency of IST courses (Hedge’s g =3.819) was calculated and the organized IST courses were determined to be highly effective within the thesis. It was revealed that there were not enough studies conducted in Turkey that measure the empirical effectiveness of IST and exploring the effectiveness of IST courses was demonstrated to be a virgin area for researchers.
Balta et al. (Wed,) studied this question.