Examining the relationship between teachers' lifestyle learning tendencies and organizational sustainability

In the world we live in, information has taken on a very important position. Organizational structures consisting of individuals and individuals; day by day, it needed more information and started to demand more information. As a result, the importance given to learning activities and the studies carried out in this direction gained momentum. These studies reveal that learning cannot be limited to time and space, and that people of all ages need learning. In addition, in the studies on organizations, it has been expressed with the concept of organizational sustainability that organizations have economic, social and environmental missions, and that the continuation of these three pillars in harmony contributes to a sustainable structure of organizations. These two concepts, which have become important concepts of the 21st century, continue their development. In this study, it was tried to determine the level of teachers' having lifelong learning skills and the organizational sustainability levels of the institutions they work with and the relationship between these two. In the study, which was designed with the relational screening method, all of the teachers still working in Kocaeli were determined as the universe, and scale applications were carried out to a sample group of 376 people selected by convenient sampling method after obtaining the research permissions. The Lifelong Learning Tendency Scale prepared by Yaman (2014) and the Organizational Sustainability Scale prepared by Sezen Gültekin (2019) were used as data collection tools. The data obtained from the scales were classified according to sociodemographic variables and explained in the form of frequency tables. In accordance with the type of variables and normality assumption results, independent two-sample T-test, ANOVA analysis, Kruskal Wallis-H test, and appropriate post-hoc analyzes were performed to determine the direction of the differences. In line with the main purpose of the study, Pearson correlation analysis was applied to determine the relationship between scale scores. Within the scope of the research, it was determined that the lifelong learning tendencies of the teachers were very high, and there was no significant difference in terms of gender, professional seniority, the most recent education level and currently continuing an education program; It is revealed that teachers in the 20-29 age group and teachers working in kindergarten have a higher tendency to learn than other groups. The organizational sustainability levels of the institutions where the teachers work were found to be high. It has been determined that the variables of age, gender, professional seniority, last graduated education level, currently continuing an education program, and the number of education received in a year do not cause a statistically significant difference in the organizational sustainability scale and in all of the sub-dimensions of the scale. From the point of view of the school level variable, it is seen that the organizational sustainability of primary schools is higher. It has also been determined that the lifelong learning tendencies of the teachers and the organizational sustainability level of the schools are in a low level relationship in the same direction.