Exploring the Relationship between Teachers’ Lifelong Learning Tendencies and Research Literacy Leves

Yıl 2023, , 1269 - 1288, 26.12.2023

Burcu Karafil

https://doi.org/10.33711/yyuefd.1353489

Öz

This study aims to examine the relationship between lifelong learning tendencies and research literacy levels of teachers working in Türkiye. The sample of the study, which was designed as correlational research model, consisted of 455 teachers selected by convenience sampling. The “Teachers’ Research Literacy Skills Scale”, and “Lifelong Learning Tendency Scale” were used to collect the data. In the analysis of the data, descriptive statistics such as arithmetic mean, standard deviation, minimum and maximum were used to determine the teachers’ research literacy and lifelong learning tendency levels. Pearson correlation analysis was conducted to determine the relationship between teachers’ research literacy and lifelong learning tendencies. Simple linear regression analysis was used to determine to what extent teachers’ research literacy predicted their lifelong learning tendencies. The findings showed that teachers’ research literacy levels were at high level and their lifelong learning tendency levels were at very high level. It was determined that the research literacy and lifelong learning tendency levels of the teachers did not differ significantly in terms of gender variable while they differed significantly in terms of education level variable. There was a positive, significant, and moderate level relationship between teachers’ research literacy and lifelong learning tendencies.

Anahtar Kelimeler

Lifelong learning, research literacy, teachers

Öğretmenlerin Yaşam boyu Öğrenme Eğilimleri ile Araştırma Okuryazarlığı Düzeyleri Arasındaki İlişkinin İncelenmesi

Öz

Bu çalışmanın amacı, Türkiye’de çalışan öğretmenlerin yaşam boyu öğrenme eğilimleri ile araştırma okuryazarlığı düzeyleri arasındaki ilişkiyi incelemektir. İlişkisel tarama modeli olarak tasarlanan çalışmanın örneklemini, uygun örneklem yöntemiyle seçilen 455 öğretmen oluşturmuştur. Verilerin toplanmasında “Öğretmenlerin Araştırma Okuryazarlığı Becerileri Ölçeği” ve “Yaşam Boyu Öğrenme Eğilimi Ölçeği” kullanılmıştır. Verilerin analizinde, öğretmenlerin araştırma okuryazarlığı ve yaşam boyu öğrenme eğilimi düzeylerini belirlemek için aritmetik ortalama, standart sapma, minimum ve maksimum gibi tanımlayıcı istatistikler kullanılmıştır. Öğretmenlerin araştırma okuryazarlığı ile yaşam boyu öğrenme eğilimleri arasındaki ilişkiyi belirlemek için Pearson korelasyon analizi yapılmıştır. Öğretmenlerin araştırma okuryazarlıklarının yaşam boyu öğrenme eğilimlerini ne ölçüde yordadığını belirlemek için basit doğrusal regresyon analizi kullanılmıştır. Bulgular, öğretmenlerin araştırma okuryazarlığı düzeylerinin yüksek, yaşam boyu öğrenme eğilimi düzeylerinin ise çok yüksek olduğunu göstermiştir. Araştırma sonucunda, öğretmenlerin araştırma okuryazarlığı ve yaşam boyu öğrenme eğilim düzeylerinin cinsiyet değişkenine göre anlamlı bir fark göstermediği, ancak eğitim düzeyi değişkenine göre anlamlı bir farklılık gösterdiği belirlenmiştir. Öğretmenlerin araştırma okuryazarlığı ile yaşam boyu öğrenme eğilimleri arasında pozitif, anlamlı ve orta düzeyde bir ilişki bulunmuştur.

Anahtar Kelimeler

Yaşam boyu öğrenme, araştırma okuryazarlığı, öğretmenler

Kaynakça

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