ORGANIZATIONAL SUPPORT AND TEACHER PROFESSIONAL DEVELOPMENT IN LOCAL APPLICATION-ORIENTED UNIVERSITIES: A THEORETICAL PERSPECTIVE

Abstract

Teacher professional development has become a critical issue in higher education in the context of increasing demands for teaching quality, research productivity, and innovation. While previous studies have primarily focused on individual factors influencing teacher development, the role of organizational support has received comparatively less attention. This study adopts a semi-systematic literature review approach to examine the relationship between organizational support and teacher professional development in local application-oriented universities. Drawing on organizational support theory and recent empirical research, the study analyzes how institutional support mechanisms—including leadership support, policy frameworks, professional development opportunities, and organizational culture—contribute to enhancing teacher motivation, work engagement, and professional competence. The findings suggest that perceived organizational support plays a significant role in facilitating sustainable teacher development. The study also highlights the importance of establishing comprehensive institutional support systems, particularly in application-oriented universities where practice-based teaching and industry collaboration are emphasized. These findings provide theoretical and practical implications for improving educational management and supporting teacher development in higher education.