Examination of the Relationship between School Administrators’ Lifelong Learning Tendencies and Individual Innovativeness Levels

Yıl 2024, Cilt: 12 Sayı: 1, 33 - 47, 30.06.2024

Salih Sarışık , Zeynep Demirtaş

https://doi.org/10.47215/aji.1353036

Öz

This study aims to investigate school administrators’ tendencies towards lifelong learning and their individual innovativeness levels by using different variables, as well as to determine the relationship between these tendencies and levels. The research was conducted using a correlational survey model, one of the quantitative methods. The universe of this study consisted of 1308 school administrators working in Sakarya province. The sample includes 302 school administrators who were randomly selected from this universe and volunteered to participate. Data collection involved the use of a “Personal Information Form”, the “Lifelong Learning Tendencies Scale”, and the “Individual Innovativeness Scale”. Data analyses were conducted using the SPSS 24.0 software package. Descriptive statistics were used to calculate the scores obtained by school administrators from the scales to analyze the sub-problems of the research. The Kolmogorov-Smirnov and Shapiro-Wilk normality tests, along with the Mann-Whitney U and Kruskal-Wallis H tests, were used for comparison analyses, whereas the Spearman rank-order correlation coefficient was examined for the relationship analysis. Given the results achieved research results, a positive and moderately significant relationship was found between school administrators’ lifelong learning tendencies and their individual innovativeness levels. It was concluded that there is no significant difference in school administrators’ lifelong learning tendencies and individual innovativeness levels by gender and administrative experience variables. However, it was found that school administrators’ lifelong learning tendencies show a significant difference in favor of those pursuing postgraduate education by the education level variable, whereas their individual innovativeness levels do not show a significant difference.

Anahtar Kelimeler

Individual innovativeness, lifelong learning, school administrators

Kaynakça

• Akpan, C. P. (2016). Innovative practices in school administration. International Journal of Educational Administration, Planning and Research (IJEAPR), 8(1), 45-53.
• Arslan, F. (2019). An investigation of the relationship between life long learning levels and self directed learning levels of teachers: Mixed method (Unpublished master thesis). Sakarya University, Sakarya.
• Ayaz, C., & Ünal, F. (2016). The analysis of lifelong learning tendencies of teachers in terms of some variables. Journal of International Social Research, 9(44), 847-856. https://doi.org/10.17719/jisr.20164420154
• Başaran, S. D., & Keleş, S. (2015). Who is innovative? Examination of teachers’ innovativeness level. Hacettepe University Journal of Education, 30(4), 106-118.
• Beşkaya, M. Y. (2017). Investigation of the level of individual innovativeness lifelong learning trends training managers (Unpublished master thesis). Bartın University, Bartın.
• Biricik, Y. S., Karababa, B., & Sivrikaya, M. H. (2022). Examination of individual innovation levels and lifelong learning tendencies of students of the Faculty of Sports Sciences. Akdeniz Spor Bilimleri Dergisi, 5(Special Issue 1), 276-294. https://doi.org/10.38021/asbid.1201754
• Bozkan, E. (2018). The relationship between factors affecting teachers’ lifelong learning and their attitudes towards mobile learning (Unpublished master thesis). Sakarya University, Sakarya.
• Büyüköztürk, Ş. (2015). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences]. Ankara: Pegem Academy.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2015). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Nobel Publications.
• Carla, V. (2018). Professional development of public secondary school administrators: Basis for lifelong learning framework. In 4th International Research Conference on Higher Education, KnE Social Sciences, (pp. 149–176). https://doi.org/10.18502/kss.v3i6.2379
• Çetin, D. (2017). Investigation of the relationship between school administrators’ technostress perceptions and their individual innovative features (Edirne case) (Unpublished master thesis). Trakya University, Edirne.
• Çetinkaya, B., Gülaçtı, F., Çiftçi, Z., & Kağan, M. (2019). An investigation of teachers' lifelong learning tendencies and their job satisfaction in terms of various variables. Trakya Eğitim Dergisi, 9(4), 809-823. https://doi.org/10.24315/tred.529759
• Gedik, G. (2019). Examining of lifelong learning trends of classroom teachers (Manisa-sample of Demirci) (Unpublished master thesis). Manisa Celal Bayar University, Manisa.
• Gibson, J., & Deem, J. (2016). Leadership lessons from the past: Examining the work of Mary Parker Follett and Lillian Gilbreth. International Leadership Journal, 8(1), 3-26.
• Gür Erdoğan, D., & Arsal, Z. (2016). The development of lifelong learning trends scale (LLLTS). Sakarya University Journal of Education, 6(1), 114-122.
• Gür Erdoğan, D., & Ayanoğlu, Ç. (2021). The examination of relationship between lifelong learning trends of school administrators and teachers, and their innovative and entrepreneurial behavior levels. International Journal of Progressive Education, 17(2), 331-351.
• Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate data analysis (pp. 69-72). New Jersey: Hoboken.
• Hurt, H.T., Joseph, K., & Cook, C.D. (1977). Scales for the measurement innovativeness. Human Communication Research, 4(1), 58-65. https://doi.org/10.1111/j.1468-2958.1977.tb00597.x
• Kajs, L. T., Decman, J. M., Cox, C., Willman, E., & Alaniz, R. (2002). Addressing mentor-principals’ lifelong learning needs in the preparation of principal candidates. In P. George & F. Lunenburg (Eds.), The changing world of school administration. Boston: Scarecrow Press.
• Karasar, N. (2017). Bilimsel araştırma yöntemi: Kavramlar ilkeler teknikler [Scientific research method: Concepts, principles, techniques]. Ankara: Nobel Publications.
• Kaya, K. (2018). The relationship between teachers’ scientific epistemological beliefs and lifelong learning skills (Unpublished master thesis). Yüzüncü Yıl University, Van.
• Keskin, F. N. (2021). Investigation of the individual innovativeness levels of science teachers (Unpublished master thesis). Kastamonu University, Kastamonu.
• Kılıç, H. (2015). Primary subject teachers’ individual innovativeness levels and lifelong learning tendencies (Within Denizli province) (Unpublished master thesis). Pamukkale University, Denizli.
• Kılıç, H., & Ayvaz Tuncel, Z. (2015). Primary subject teachers’ individual innovativeness levels and lifelong learning tendencies. International Journal of Curriculum and Instructional Studies, 4(7), 25-37.
• Kılıçer, K. (2011). Individual innovativeness profiles of prospective teachers in computer education and instructional technology (Unpublished doctoral thesis). Anadolu University, Eskişehir.
• Kılıçer, K., & Odabaşı, H. F. (2010). Individual innovativeness scale (is): the study of adaptation to turkish, validity and reliability. Hacettepe University Journal of Education, 38, 150-164.
• Lunenburg, F. C. (2002). Improving Student Achievement: Some Structural Incompatibilities, (Ed. P. George & F. Lunenburg), The Changing World of School Administration. (pp. 5-27). Lanham, Maryland: The Scarecrow Press, Inc.
• Mülhim, M. A. (2018). Examination of individual innovation levels and lifelong learning trends of students with physical education and sports high school students: Bartın University example (Unpublished Master Thesis). Bartın University, Bartın.
• Öztürk Yurtseven, G., & Aldan Karademir, Ç. (2017). Individual innovativeness levels and lifelong learning tendencies of preservice teachers in pedagogical formation training certificate program. Eğitim Bilimleri Araştırmaları Dergisi, 7(2), 189-206.
• Rad, H. F., Shahi, S., & Fazeli, A. (2021). The role of transformational leadership and knowledge management in organizational innovation of schools. Education and Self Development, 16(1), 40-53. https://doi.org/10.26907/esd16.1.05
• Reeves, P., & Berry, J. E. (2008). Preparing, developing, and credentialing K-12 school leaders: Continuous learning for professional roles. International Journal of Educational Leadership Preparation, 3(3), 1-9.
• Sarı, E. (2019). Relation between the goals of social networks usage of school administrators and their individual innovativeness levels (Unpublished master thesis). Sakarya University, Sakarya.
• Sevinç, Ş., & Çelebi, M. (2020). Investigating the relationship between lifelong learning trends and job satisfaction of teachers. OPUS International Journal of Society Researches, 16(29 Ekim Özel Sayısı), 3533-3564. https://doi.org/10.26466/opus.696882
• Taş, B. (2020). The relationship between teachers’ idealist levels and lifelong learning tendencies (Unpublished master thesis). Kahramanmaraş Sütçü İmam University, Kahramanmaraş.
• Urhan, N. (2020). Lifelong learning: Comparison between the European Union and Turkey. Journal of Labour Relations, 1, 18-45.
• Yaman, F., & Yazar, T. (2015). Investigating of life long learning tendency of teachers (The example of Diyarbakır). Kastamonu Eğitim Dergisi, 23(4), 1553-1566.
• Yenice, N., & Tunç, G. A. (2019). An investigation of pre-service teachers’ lifelong learning tendencies and their individual innovativeness levels. Kastamonu Eğitim Dergisi, 27(2), 753-765.
• Yılmaz, O. (2019). Relationships among teachers’ ICT integration approaches, self-efficacy towards technology integration and personal innovativeness features (Unpublished master thesis). Necmettin Erbakan University, Konya.
• Yılmaz, R., & Beşkaya, Y. M. (2018). Investigation of lifelong learning trends and individual innovativeness level of education administrators. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 51(1), 159-181. https://doi.org/10.30964/auebfd.406246
• Yüksel, B. S. (2019). Class teachers’ usage levels of educational technologies in terms of individual innovation features (Unpublished master thesis). Aydın Adnan Menderes University, Aydın.
• Yüksel, R. (2020). Investigation of science teachers' individual innovativeness level, lifelong learning tendencies and STEM applications self-efficacy perceptions and their relationships (Unpublished master thesis). Gazi University, Ankara.