Examination of the Relationship Between Teachers' Epistemological Beliefs on Learning and Life Long Learning Tendencies

Abstract

This study was conducted to determine whether the relationship between epistemological beliefs about learning and lifelong learning tendencies of teachers working in Akyazı district of Sakarya province in the 2020-2021 academic year shows a statistically significant difference in terms of gender, seniority and type of school. The "Lifelong Learning Tendency Scale" was used to determine teachers' lifelong learning tendencies, and the "Epistemological Belief Scale for Learning" was used to determine their epistemological beliefs about learning. Quantity amount of method was used in the study, and easy accessibility sample type was chosen for the sample group. Since the data did not show a normal distribution, Mann Whitney U was used for bivariate questions from non-parametric tests, Kruskall-Wallis for questions with more than two variables, and Spearman Correlation Test to determine the relationship between scales. According to the results, it was determined that teachers' perceptions of their epistemological beliefs towards learning were moderate, and the aver rage of their perceptions of lifelong learning tendencies was high. According to Spearman Correlation Analysis, it was seen that there was no statistical relationship between teachers' epistemological beliefs about learning and their lifelong learning tendencies.