Examination of the relationship between school managers' life long learning tendencies and individual innovation levels

In this study, it was aimed to research the LifeLong Learning dispositions and individual innovativeness levels of school management according to different variables (gender, managerial experience, age, educational status), and to determine the relationship between lifelong learning dispositions and individual innovativeness levels. The research was carried out with the relational survey model, one of the quantitative methods. The universe of the research consists of 1308 school administrators working in public schools in Sakarya ,and studying in 2022-2023 academic year. The sample includes 302 school administrators who are voluntary and randomly selected from the universe. While collecting the research data, the "Personal Information Form" developed by the researcher in order to reach different demographic information of the participants, the "Lifelong Learning Scale" developed by Erdoğan and Arsal (2016), which is widely used in the literature, and the "Lifelong Learning Scale" of Kılıçer and Odabaşı (2010). The "Individual Innovation Scale", which was adapted into Turkish, was used. During the analysis of the data, SPSS 24.0 package program was used for the research. In the analysis of the sub-problems of the research, descriptive statistics are used to calculate the scores of the school management from the scales.Kolmogrov-Smirnov and Shapiro-Wilk normality tests and Mann-Whitney U and Kruskal-Wallis tests were used in the comparison analysis, and Spearmansira differences correlation coefficient was examined in the correlation analysis. According to the results of the research data, it was seen that the LifeLong Learning tendencies and individual innovativeness levels of school administrators were high. It has been determined that there is a positive and moderately significant relationship between school administrators' lifelong learning tendencies and individual innovativeness levels. It was concluded that school administrators' lifelong learning tendencies and individual innovativeness levels did not show a significant difference according to gender and managerial experience. It was concluded that the lifelong learning dispositions of school administrators did not show a significant difference according to the age variable, but showed a significant difference in favor of the 33-43 age range according to the level of individual innovativeness. It was found that while the lifelong learning tendencies of school administrators differed significantly in favor of studying at the undergraduate level according to the variable of educational status, there was no significant difference in the level of individual innovativeness.It was concluded that while the lifelong learning dispositions of school administrators differed significantly in favor of studying at the undergraduate level according to the variable of educational status, there was no significant difference in the level of individual innovativeness. According to the results of the research, it can be said that when lifelong learning dispositions increase for school administrators, their individual innovativeness levels will also increase.