The Impact of Lifelong Learning Skills of Teachers on Job Satisfaction
Abstract
This study examines the impact of teachers' lifelong learning tendencies across various fields on job satisfaction. Lifelong learning and job satisfaction are fundamental components of professional growth for teachers. Therefore, the study investigates the current status of these constructs through data obtained using validated scales. A cross-sectional survey model, a quantitative research method, was employed. Data were collected via a participant demographics form (gender, age, seniority, region, title, education), the Job Satisfaction Scale (JSS), and the Lifelong Learning Scale (LLS). These instruments were administered to 513 randomly selected teachers across Turkey. Statistical analyses were conducted using MANOVA and Multiple Linear Regression techniques. The findings indicated that teachers' job satisfaction and lifelong learning levels varied significantly based on demographic factors. Moreover, lifelong learning was found to be a statistically significant predictor of job satisfaction. The study discusses these results in light of existing literature and emphasizes the critical role of lifelong learning in enhancing professional satisfaction among teachers. The findings highlight the need to promote lifelong learning competencies to foster motivation and effectiveness in educational settings. By addressing variables often neglected in prior studies, such as job title and region of employment, this research contributes to filling a gap in the literature and offers a novel perspective on teacher training and educational development.
Keywords
Job satisfaction, lifelong learning, teacher development, teachers.
Ethical Statement
A certificate of conformity was received from the Siirt University Ethics Committee.
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