Investigating of life long learning tendency of teachers (The example of Diyarbakir)

The aim of this study is to investigate techears' tendencies on life long learning. In the study, survey model which is one of the descriptive research methods has been used. The population of the study have formed Anatolian High School teachears work at the schools in the districts of the central province of Diyarbakır. As part of the research 293 teachers have been reached and these teachers have composed the sample of the research. The data of research was obtained through "Life Long Learning Tendencies Scale" developed by the researcher. At the end of the pre-application that performed to determine the reliability of the developed scale reliability Cronbach Alfa co-efficient has been found 0,914. SPSS software was used for analyzing the collected data. According to the collected data from teachears' life long learning tendencies scale; freguency, percentage, mean and standard deviation were determined. To compare the difference among independent variables according to the data's homogeneity or not "t- test", "Mann Whitney U test" and "Kruskall Wallis H test" were used. In the data analysis, the significance level has been adopted as 0,05. The following results have been reached about the research: • The teachers have a high of level life long learning tendency. • The gender doesn't effect the teachers' life long learning tendencies. • There is a significant difference between the teachears' life long learning tendencies and educational levels. Life long learning tendencies of teachers who have a master's degree are higher than the ones of teachers who have a undergraduate degree. • The teachers' life long learning tendencies don't differ according to their higher education institutions that they graduated. • The teachears' life long learning tendencies differ depending on their fields. Life long learning tendencies of the teachears whose field is Fine Art are higher than the other groups. • The teachers' life long learning tendencies differ depending to their seniority. Life long learning tendencies of the teachears whose seniority is 6-10 years are higher than the other groups. Key Words : life long learning, adult education, learning to learn, teacher