Examination of teachers' vocational learning levels and life long learning tendencies

In this study, it was aimed to examine the professional learning levels and lifelong learning tendencies of teachers working in schools affiliated to the Ministry of National Education in Batman province in 2021-2022. The universe of our study, which we conducted with the general scanning model, consists of 511 teachers, 255 women and 256 men, affiliated to the Ministry of National Education in Batman province. In the examination of teachers' professional learning levels and lifelong learning tendencies, the "Personal Information Form", which was formed according to the variables of gender, age, professional experience, branch, administrative duty, school level, graduation status, marital status, was used. In addition, it was developed by Liu, Hallinger and Feng (2016), and its Turkish adaptation was made by Gümüş, Apaydın and Bellibaş (2018); The Teacher Professional Learning Scale and the Lifelong Learning Tendency Scale developed by Diker Coşkun (2009) were used. The data of the research were analyzed in SPSS 22.0 statistical program. In addition, the t-test was used in the comparison of two independent groups, and the one-way ANOVA test was used in the comparison of more than two independent groups, and the LSD test, which is a complementary post-hoc analysis, was used to determine the source of the difference. Pearson correlation analysis was used to find the relationship between the dependent variables of the study. According to the findings obtained in the study, there were no significant differences in terms of age, gender, professional experience, administrative duty, school level, marital status in the context of teacher professional learning, while significant differences were observed in the variables of branch and graduation status. In addition, in the context of teachers' lifelong learning tendencies, there were no significant differences according to age, administrative duty, school level, graduation status, marital status variables, but significant differences were reached according to gender, professional experience and branch variables. As a result, it has been observed that there is a low-level positive and significant relationship between teachers' professional learning levels and lifelong learning tendencies.