Abstract:

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.

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