Teachers' Learning Agility as a Predictor of Their Lifelong Learning Tendency

Abstract

This research aims to determine the effect of teachers' learning agility levels on their lifelong learning tendencies. In order to achieve this goal, the research was carried out on 230 teachers working in several schools in the Beşiktaş district of Istanbul (three primary schools, three secondary schools, three high schools) in the 2022-2023 academic year. The teachers participating in the research were determined by the convenient sampling method. “Learning Agility Scale” and “Lifelong Learning Tendency Scale” were used as data collection tools. The Learning Agility Scale consists of 23 items and four dimensions. The dimensions are mental agility, people agility, change agility, and result agility. The Lifelong Learning Tendency Scale consists of 17 items under the dimensions of willingness to learn and openness to development. The research data were analyzed using arithmetic mean, standard deviation, Pearson correlation analysis, and multiple linear regression analysis. As a result of the analysis, it was concluded that teachers' lifelong learning tendencies and learning agility are at high levels. At the end of the study, it was also concluded that teachers' learning agility levels are significant predictors of their lifelong learning tendencies.

Keywords

• Openness to development
• learning agility
• willingness to learn

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