The analysis of life long learning tendencies of teachers in terms of some veriables

The aim of this research is to analyse the life-long learning tendencies of teachers in terms of some variables. Screening model has been used in the research. The population of the research consists of the pre-school, elementary, secondary, and high school teachers in Mardin city centre, while the sample comprises of 1483 teachers who have worked in Mardin city centre in the 2015-2016 years of education. The data for the research have been obtained from the personal details forum which has been developed by the researcher and from the "Scale for Life-Long Learning Tendencies", which has been developed by Diker Coşkun (2009). SPSS-22.0 packaged software has been used for the data obtained to be analysed. Descriptive statistics have been used so as to determine the scores of teachers' tendencies related to life-long learning; and to find out if these scores present meaningful differences in accordance with variables has been used Mann Whitney U test in two independent categories, and Kruskal Wallis H test in three or more ones, for the groups did not present normal distribution. Following the comparisons has been figured out the source of the difference by using Mann Whitney U test as a result of attaining a meaningful difference. The following results have been attained: - Life-long learning tendencies of the teachers are of high level. -Motivation, persistence, deprivation in organising learning and curiosity are of low level while life-long learning tendencies are of high stages. -In terms of gender variable, there is no meaningful difference with teachers' life- long learning tendencies. - There is meaning meaningful difference with life-long learning tendencies of teachers' considering their branches. According to research findings, the teachers of English, geography, art, pre-school and social studies show higher life-long learning tendencies compared to other branches while German exclusively; Arabic, biology, technology and design, physical education, chemistry, music, physics, education of religion and ethics teachers show lower life-long learning tendencies compared to all the other branches. -Considering teachers' professional seniority variable, there is no meaningful difference in their life-long learning tendencies. - Considering the school worked for variable, there is meaningful difference in life- long learning tendencies of teachers. Research findings show that high-school teachers attain lower scores of life-long learning tendencies compared to pre-school, elementary and secondary school teachers. - There is meaningful difference in life-long learning tendencies of teachers considering their wishes for taking master degree, taking part in courses, seminars and symposiums related to their individual and professional development. - While there is no meaningful difference in life-long learning tendencies of teachers considering their motivation, deprivation in organising learning, lack of curiosity in terms of gender or professional seniority; there is substantive difference in their life-long learning tendencies considering branches, school worked for; wish for doing master degree, taking part in individual and professional development courses, seminars and symposiums. Besides, there is no meaningful gender-related difference considering persistence, while there is, including professional seniority, meaningful difference regarding all other variables. Key Words Life-long learning, life-long learning tendencies, motivation, persistence, organising learning, curiosity, teacher.