Lifelong learning tendencies of instructor: A mixed method research

The aim of this research is to reveal the tendencies of the instructor working in higher education institutions towards lifelong learning. It can be stated that this research is important in terms of creating a society consisting of qualified individuals required by the information society and globalization, researching the awareness levels of the instructors about lifelong learning concepts, and introducing the principles of these concepts. In addition, it is thought that the research will contribute to both educational administration and lifelong learning literature. The research was conducted with a mixed research design in which quantitative and qualitative methods were used together. In the quantitative research dimension, the scanning method was used. This process is in the form of online and hand-to-hand questionnaire distribution. After the data were collected, they were analyzed with the SPSS program and placed in the findings with tables. Another data collection process in the research was carried out qualitatively with semi-structured interview forms. Regarding the quantitative dimension of the research, the study universe of the research; It consists of 1880 faculty members working at a State University in the Aegean Region in the 2022-2023 academic year. In the study, it was tried to reach all the instructor in the study universe, the invalid survey forms, which were returned to the distributed 1880 survey forms and evaluated as excessive and contrary, were removed and the data of 300 instructor in the universe were recorded as statistical analysis values. In the qualitative dimension of the research, the phenomenology design was used. The qualitative study group consisted of 10 instructors working at a state university in the Aegean Region. The maximum diversity method was used to determine the participants. In the quantitative part of the study, the demographic information form and the Lifelong Learning Tendency Scale for the lifelong learning tendencies of the instructors were collected. In the study, a semi-structured interview form applied in the qualitative data collection part was used. The findings of the research were presented in line with the sub-problems determined. According to the research findings, it is seen that the lifelong learning tendencies of the instructor are at a high level. While it was seen that the gender variable among demographic variables created a significant difference in lifelong learning tendencies, no statistically significant difference was found in other demographic variables. In the qualitative findings of the research, 10 themes such as lifelong learning concept, lifelong learner, self-renewal, and development, keeping development active, learning as a lifestyle, interest and curiosity in new learning, curiosity in instructor, contribution of higher education, what the university should do and what the instructors should do determined. 374 categories and codes were created under these themes, and these are shown in figures. According to the results of the research, the lifelong learning tendencies of the instructor are at a high level. The sub-dimensions of the concept such as motivation, persistence, regulation of learning and curiosity were similarly high. Lifelong learning tendencies were examined according to demographic characteristics, and it was found that gender caused a significant difference. Other demographic variables such as age, marital status, educational status, field of work, title, seniority, managerial experience, whether to participate in a lifelong education or not, did not make a significant difference in the lifelong learning tendencies of the lifelong learning education instructors. It has been revealed that the data obtained in the quantitative dimension and the data obtained in the qualitative dimension are consistent with each other. The relevant results show that the concept of lifelong learning has a multidimensional and broad meaning. According to the results of the research, education and sharing of female lecturers can be supported in subjects such as housework, kitchen work, child development, which will reduce their responsibilities and burdens more in their social lives besides their academic life, university administrations can focus on creating environments that foster the intrinsic motivation of the lecturers and their love of learning. Suggestions have been made that this study can be carried out with different methods with different employees and students in different educational institutions. KEY WORDS: Higher education, Instructor, Lifelong learning tendencies, Lifelong learning, Mixed method research.