Author/Authors :
YILMAZ, Muamber Bartın Üniversitesi - Eğitim Fakültesi - İlköğretim Bölümü, Sınıf Eğitimi Anabilim Dalı, Turkey
Abstract :
Lifelong learning can be expressed as an individual’s being in continuouslearning tendency during his/her life. When teachers are considered as people shaping community life, it is important for them to have lifelong learning competences. In this context, aim of the research was studying teachers’ lifelong learning tendency. While population of the research included teachers working at schools under the authority of Ministry of Education in 2014-2015 academic year, the sample consisted of 73 teachers selected randomly via unbiased cluster sampling method. This study which is based on quantitative approach is a descriptive study. In the study were “Personal Information Form” and “Lifelong Learning Tendency Scale” developed by Yaman (2014) applied as data collection tools. Reliability of the scale was assured, and Cronbach’s Alpha coefficient was found as 0.94. Independent samples T-test and One-Way Anova - among statistical techniques - were applied in the research. As a result of data analysis, it was found out that while teachers’ lifelong learning tendency did not differ statistically in terms of gender, educational background, faculty of graduation and type of school being worked, it was statistically different in terms of professional seniority. Scheffe Test was used to determine the groups in which this difference appeared. According to the result of Scheffe Test, it was understood that there was a significant difference between teachers whose professional seniority was 11-15 years and the ones whose was more than 20 years in favor of the latter. It was determined have high generally teachers’ lifelong learning tendency.
