The correlation between lifelong tendencies and 21st century skills self efficacy perception of secondary school teachers

The aim of this study is to find out the type of the relationship between the lifelong learning tendencies of teachers working at secondary education institutions and their self-efficacy levels for 21st century skills. In this reseach, quantitive research method and correlational scanning model were implemented. Research population comprises of teachers working at different types of secondary schools in Sakarya and its provinces in 2019-2020 academic year. Its sampling consists of 287 teachers who were selected via random method from the research population. In this research, a form which includes demographic information of people, Lifelong Learning Tendencies Scale developed by Erdoğan and Arsal, (2016), 21st Century Skills Self-Efficacy Preception Scale developed by Anagün, Atalay, Kılıç and Yaşar (2016) were implemented to obtain data. Lifelong Learning Tendencies Scale has two sub-dimensions as willingness to learn and openness to proggress. 21th Century Skills Self-Efficacy Preception Scale has three sub-dimensions as learning and innovation skills, life and career skills and literacy of information, media and technology. The data was/were analysed with SPSS 26.0 packaged software. Parametric tests were utilised in the analysis of data. According to results, it was determined that lifelong learning tendencies and 21st century skills self-efficacy levels of techers are high. In the aspect of variables, while there is a remarkable superiority in lifelong learning tendency in favor of women/female teachers, there isn't a notable difference in 21st century skills perception. Starting from this point of view, it can be stated that women teachers are more prone to lifelong learning and they integrate them to their lives more. However; male and female teachers are similar in the aspect of 21st century skills. No sinificant difference was detected in the aspect of teachers' lifelong learning tendencies, 21st century skills self- efficacy perceptions, their marital status, their participation in training about lifelong learning, their high school types and their branches. In addition, there is no significant difference on the total scores in terms of teachers' lifelong learning tendencies and 21st century skills self-efficacy perceptions, but in terms of learning and innovation skills, which is the 21st century skills sub-dimension, teachers working for between 10-15 and 20 years significant difference was found in favor of teachers. It was found that there is a positive intermediate level of relationship between lifelong learning tendency and 21st century skills. Consequently, it can be concluded that teachers with high level of lifelong learning tendencies will also have high level of 21st century skills self-efficacy perception.