Learning obstacles encountered by teachers in the lifelong learning process

This research aims to examine the learning obstacles that teachers encounter in the lifelong learning process. In the research, a convergent parallel mixed method design, which is one of the mixed methods in which qualitative and quantitative data are collected simultaneously and analysed separately, was used. The sample of the quantitative dimension consists of 400 teachers working in Batman province and its districts. In the qualitative dimension, the study group was determined by maximum variety sampling, one of the purposeful sampling methods. Thus, the study group of the research consisted of 40 teachers, 10 from each of the kindergarten, primary school, secondary school and high school levels. The "Learning Obstacles Scale Encountered by Teachers in the Lifelong Learning Process" was used as the data collection tool in the quantitative dimension of the research, and a semi-structured interview form was used in the qualitative dimension. In the study, computer package program was preferred in the analysis of quantitative data, and content analysis was preferred in the analysis of qualitative data. As a result of the quantitative analysis of the study, it was determined that teachers have many learning obstacles in different dimensions. In addition, it was determined that these obstacles experienced by teachers have a significant difference according to the variables of gender, marital status, education level, and age; and that there is no significant difference according to seniority and education status. In the qualitative dimension of the study, the lack of time management in the individual obstacle dimension, the increasing responsibility in the familial obstacles dimension, and the dysfunctionality of the training in the institutional obstacles dimension were emphasized. Participants stated that they received student psychology and technology-based training and stated that they experienced problems in adapting to innovations, health and economic issues due to excessive workload. Keywords: Learning, Lifelong learning, Learning obstacles