Examining the relationship between teachers' professional values and lifelong learning tendencies

Teachers, one of the most important elements of the education system, have an important role in the acquisition of knowledge and skills and in the transfer of social values. In this respect, the attitudes and behaviors of teachers while performing their profession gain importance. It is the professional values that guide teachers' attitudes and behaviors. In the conducted studies, the professional values of the teachers were revealed in the studies conducted and in many of them the personal and professional development of the teachers was stated as a professional value. In this context, the aim of this study is to examine the relationship between teachers' professional values and lifelong learning tendencies. In this research, descriptive and relational survey model, one of the quantitative research models, was used. The scope of the study consists of 2756 classroom teachers working in primary schools in central districts of Diyarbakır (Bağlar, Kayapınar, Sur, Yenişehir) in the 2018-2019 academic year. The sample of the study consists of 991 classroom teachers selected from 2756 classroom teachers using simple random sampling method. The research data collected from "Teachers' Professional Values Scale" developed by the researcher; The "Teachers' Lifelong Learning Scale" which was revised for this study and the personal information form in which the demographic data of teachers. Descriptive statistics, parametric and non-paratmetric tests were used to analyze the data. According to the results of the research, it was determined that the teachers' opinions on professional values were at the level of "always". No significant difference observed in the opinions of teachers on professional values according to the variables of education level and taking a course on values education. However, according to the gender variable, teachers' opinions on professional values in the "Professional Responsibility and Commitment" sub-dimension; According to the professional seniority variable in the "Learning-Teaching Environment" and "Approach to the Student" sub-dimensions and in general of the scale; According to the variable of the higher education institution graduated from the university, it was determined that it differs in the "Professional Ethics" sub-dimension. Teachers 'opinions about the items "I give importance to the comfortable expression of students' feelings and thoughts" and "I encourage students to express their opinions freely in the learning-teaching process" are at a higher level compared to the other items; It was determined that their opinions regarding the item "I try to improve myself professionally (receiving in-service training, seminar and conference attendance, etc.)" were at a lower level compared to the other items. In the study, it was determined that teachers' lifelong learning tendencies are at the level of "totally agree". No significant difference was observed in the lifelong learning tendencies of teachers according to the variables of gender, the higher education institution graduated from and taking a course related to values education. According to the education level variable in the lifelong learning tendencies of teachers, in the "Integration with Education" sub-dimension; According to the professional seniority variable, a significant difference was found in the "Integration with Education" sub-dimension and in the overall scale. The opinions of the teachers regarding the items "I believe that I have to learn more in order to keep up with the constantly renewed world of knowledge" and "Teachers have important duties in gaining awareness of lifelong learning in social life" are at a higher level compared to other items; It was determined that their opinions regarding the item "The education opportunity that distance education provides to individuals who cannot go to university for various reasons has an important place in lifelong learning practices" is at a lower level compared to other items. In addition, it was found that there is a high level, positive and significant relationship between teachers' professional values and lifelong learning tendencies. Keywords: Values. professional value, teachers' professional values, lifelong learning, classroom teacher