Examining the relevance between English teachers' lifelong learning tendencies with vocational qualifications and self-efficacies integrating technology

The aim of this research is to examine the relevance between english teachers' lifelong learning tendencies with vocational qualifications and technology integrating self-efficacies. Descriptive survey method was used in line with the stated research purpose. The sample of the research is composed of 561 English teachers working the Ministery of National Education in schools (private and public) at Turkey. Personal information form, "English Teacher Special Field Competence Scale", " Technology Integrating Self-Efficacy Scale", "Lifelong Learning Tendencies Scale" were applied to teachers. SPSS 24 (Statistical Package for Social Sciences) was used to analyze the data. The quantitative data were analyzed by analysis of variance (ANOVA), t test and regression. It is seen that English teachers 'self-efficacy to integrate technology with their special field competencies are predictors of teachers' lifelong learning tendencies. In addition, it was concluded that teachers' self-efficacy to integrate technology is a mediating variable between special field competencies and lifelong learning tendencies.