Investigation of teachers' lifelong learning tendencies and cultural capital in terms of some variables

The aim of this study is to determine the lifelong learning tendencies and cultural capital competencies of teachers. In this study, teachers' lifelong learning tendencies and cultural capital competencies were examined in terms of variables such as gender, age, seniority, education level, opinion about the profession, frequency of reading books, parental education status and monthly total income level. The sample of the study, which is a relational survey model, was composed of 419 primary school teachers working in the central districts of Adana (Çukurova, Seyhan, Yüreğir, Sarıçam) in the 2018-2019 academic year. In this research, data were collected by using "Lifelong Learning Tendency Scale", "Cultural Capital Scale" and personal information form prepared by the researcher. Data were analyzed by using descriptive statistics, Mann Whitney-U test, Kruskal Wallis test and Correlation. As a result of the research, it was observed that the lifelong learning tendencies of the teachers had a tendency to be lifelong learning within the "partially fits" range, which means that there is a significant difference according to gender, age, professional opinion, frequency of reading, mother education level, number of siblings and total monthly income, while no significant difference has been found according to seniority, graduation status and father education level. Teachers' cultural capital competence was found to be high. It was determined that the cultural capital adequacy of the teachers significantly affected by the variables of seniority, reading frequency, mother education level and father education level but did not show significant difference according to gender, age, graduation status, profession opinion, number of siblings and monthly total income level. There is a moderate (r = .383) significant relationship between teachers' lifelong learning tendencies and cultural capital adequacy. In the light of the findings, lifelong learning and cultural capital found to be two interacting qualities and while the lifelong learning tendency increase, the cultural capital also increase. Teachers' lifelong learning tendencies and the high level of their cultural capital will contribute to their high qualifications in the students they train through "transference". Key words: Cultural capital competencies, primary school teacher, lifelong learning