Examination of biology teachers' lifelong learning tendencies and self-efficacy beliefs

The purpose of this study is to determine the lifelong learning tendencies and selfefficacy beliefs of biology teachers. For this purpose, the biology teachers working in the central district of Diyarbakır are based on gender, age range, graduated faculty, educational status, professional seniority, the school where they work, the institution where they work, the education level of the parents, is there a publication followed by biology teaches, whether they would choose the same profession again if they had second chance. It has been tried to determine lifelong learning tendencies and self-efficacy beliefs according to variables such as would they choose a profession, if they you read books regularly, if they follow educational activities in and out of the field. The model of the research is the descriptive survey model, which is one of the quantitative research models. For this purpose, a form consisting of 3 parts hasused to determine the lifelong learning tendencies scale and self-efficacy beliefs scale of biology teachers. The form hasapplied to 162 biology teachers working in the central districts of Diyarbakır and analyzed by descriptive analysis method As a result of the research, it has been determined that biology teachers' lifelong learning tendencies and self-efficacy beliefs are high and there is a positive and moderately significant relationship between lifelong learning tendencies and self-efficacy beliefs. Key Words:Biology Teachers, Learning, Lifelong learning, Social Learning theory, SelfEfficay