Investigating of life long learning tendencies of secondary school teachers

The purpose of the study is to reveal the life long learning tendencies of secondary school teachers based on teachers' views. The research is a descriptive study in the form of descriptive survey model and is conducted by using quantitative research methods. The universe of the research consists of 221 teachers who work in secondary education institutions in Ereğli, district of Zonguldak province, in 2016-2017 academic year. The research was carried out through the universe and therefore no attempt was made to sample it. In the study, "Life Long Learning Tendencies" scalewas used to collect data developed by Coşkun (2009). The structure of this scale has already been tested, and its validity and reliability have been found (Cronbach alpha, 0.91).In this study, Cronbach Alpha reliability coefficients of all of the scale and its sub-dimensions were calculated. The results obtained (Cronbach alpha, 0.90) revealed that the scale is valid and reliable.Since there are two independent categories to determine whether the scores of teachers' lifelong learning tendencies and sub-dimensions differ significantly from gender, desire to do M.Sc.,desire to participate in studies such aspersonal and professional development courses, seminars and symposiums,Mann Whitney U-Test was used for non-parametric tests.The Kruskal Wallis H-test was used as non-parametric tests because there were three independent and more independent categories to determine whether teachers' scores on life-long learning tendencies and sub-dimensions differed significantly with respect to age, occupational status, graduation status. As a result of a significant difference after the comparisons, the difference source was determined by using the Mann Whitney U Test. Findings obtained from the research are as follows; • Secondary school teachers' lifelong learning tendencies were high. • Secondary school teachers' lifelong learning tendencies were high on the motivation sub-dimension. The average of perseverance, lack of learning and lack of curiosity subscales was also low in teachers' lifelong learning tendencies. • There was no significant difference in the lifelong learning tendenciesof secondary school teachers according to variables such as gender, field of study, occupational seniority, higher educatioererewn institutions they graduate, types of school they work in, and desire to participate in personal and professional development, courses, seminars and symposiums. However, there was a significant difference in the demand for graduate education.