Professional self-efficacy beliefs of school administrators in the context of lifelong learning tendencies

Lifelong learning is a process of refering to the continuous development of individuals' knowledge and skills and of a critical importance for professional development. This process positively influences individuals' beliefs about professional self-efficacy by enhancing their competencies. Professional self-efficacy refers to an individual's belief in their ability to successfully perform their duties. Individuals who are open to learning tend to have stronger feelings of competence; and educators' efforts to follow current knowledge and technologies support their professional effectiveness by strengthening their confidence. The advancement of the education system and the improvement of resources in Türkiye highlights the significance of continuous education. This study aims to examine the relationship between school administrators' lifelong learning tendencies and their professional self-efficacy. Conducted through an explanatory sequential design, the quantitative data were collected using the Lifelong Learning Tendencies Scale and the School Principals' Self-Efficacy Scale, while the qualitative data were obtained through a semi-structured interview form. Quantitative analyses were carried out by using SPSS 22, and the qualitative data were analyzed through descriptive analysis. According to the quantitative findings, administrators have positive perceptions in terms of professional self-efficacy and motivation, whereas they display moderate tendencies in deprivation and curiosity dimensions. Female administrators scored higher than males in motivation; and deputy principals scored higher than school principals in most dimensions. The variables of experience and age showed significant differences in learning tendency, curiosity, and motivation levels. In addition, a negative and significant relationship was found between lifelong learning tendencies and professional self-efficacy. The qualitative findings show that learning is critical for professional development, decision-making, and ethical leadership. In this regard, continuous professional development programs should be designed to support school administrators' learning tendencies.