The relationship between the lifelong learning tendencies of preschool teachers and their professional satisfaction levels (Düzce province sample)

This study aims to reveal the lifelong learning tendencies and professional satisfaction levels of preschool teachers and the relationship between the two variables. The population of the research consists of preschool teachers working in official independent kindergartens and official nursery schools in Düzce province. The sample of the study consists of 225 teachers selected among 396 preschool teachers who were determined according to the rule of impartiality through simple random sampling. In this context, three different research designs were used in the study. The "descriptive screening model" was used to determine the lifelong learning dispositions and professional satisfaction levels of the participants, the "causal comparison" model was used for comparisons in the context of demographic variables in determining the lifelong learning dispositions and professional satisfaction levels of the participants, and the "relational screening" model was used to reveal the relationship between two variables. The data collection tool used in the study consists of three parts. The first part includes the personal information form created by the researcher. In the related section, there are questions about the gender, education level, seniority, marital status and in-service training status of the preschool teachers participating in the study. The second section includes the "Lifelong Learning Tendency Scale" developed by Gür-Erdoğan and Arsal (2016), which was used to determine the lifelong learning tendency levels of the participants, and the last section includes the 20-item "Professional Satisfaction Scale" developed by Kuzgun, Aydemir Sevim, and Hamamcı (1999), which aims to determine their professional satisfaction levels. Statistical Package for the Social Sciences 25 programme was used in data analysis. According to the results of the research, it was determined that the lifelong learning tendencies of the teachers participating in the research were quite high / positive, but their professional satisfaction levels were low. At the same time, it was concluded that there was no statistically significant relationship between the general sub-dimensions of the lifelong learning disposition scale and the professional satisfaction scale and its sub-dimensions.