Examining the relationship between sustainable leadership and life long learning culture in schools according to teachers' opinions

In this research, it is aimed to examine the relationship between school administrators' sustainable leadership levels and lifelong learning culture in schools according to the opinions of teachers. The sample of the study consists of a total of 401 teachers selected through accessible sampling among the teachers working in Sakarya in the 2020-2021 academic year. In the data collection process of the study, the Sustainable Leadership Scale was used to determine the sustainable leadership levels of the teachers and the Lifelong Learning Culture Scale in Schools was used to determine the lifelong learning culture levels in schools. The data were transferred to IBM SPSS Statistics 23 and IBM SPSS AMOS 23 programs. While evaluating the data of the study, frequency distribution (number, percentage) was used for categorical variables and descriptive statistics (mean, standard deviation) were used for numerical variables. Whether there was a difference between the two groups was examined by independent sample t test and whether there was a difference between more than two groups was examined by one-way analysis of variance (One Way ANOVA). As a result of the "one-way analysis of variance" (ANOVA), firstly homogeneity of variance with the Levene test and then with the "multiple comparison test" (Bonferroni or Tamhane's T2) from which group or groups the difference originated was checked. The Bonferroni test was used to examined the difference between the groups in the variables providing homogeneity of variance, and the Tamhane T2 test was used to examined the differences between the groups in the variables that do not provide the variance homogeneity. Path analysis was used for model testing and pearson correlation analysis was used to examine the relationship between scales. Sustainable leadership and lifelong learning culture levels of teachers in schools were examined in terms of variables such as gender, age, education level, seniority, how many years they have been working, branch, school type and union membership. While there is no statistically significant difference in terms of sustainable leadership scale score between gender, age, education level, seniority, working year at the school, school type and union membership status, there is a statistically significant difference between branches in terms of sustainable leadership scale score. Accordingly, the sustainable leadership scale score of those whose branch is verbal is higher than those whose branch is numerical. There is no statistically significant difference in terms of lifelong learning culture scale and sub-dimension scores at schools between educational status, seniority, working years at the school and union membership status. In terms of relations, there is a statistically significant positive and modarate relationship between the sustainable leadership scale and the lifelong learning culture scale in schools. In addition, in the relationship tested hypothetically, sustainable leadership positively affects the culture of lifelong learning.