Abstract:

This research was conducted with the aim of studying teachers' lifelong learning trends and professional satisfaction gender, age, civic status, perceived income level, branch, vocational status, desire to undergraduate education, graduation, degree in which they work, staff status changes and the relationship between them.  The sample of the study consists of 328 teachers working in pre-school, primary, secondary and high school (187 women and 141 men). The research findings have been used for the scale of lifelong learning trends, the professional scale and the personal information form to obtain. The study finds that teachers’ lifelong learning tendencies vary significantly according to the gender variable of all subdimensions, and that the average of women in all subdimensions is higher than the average of men. There is a significant difference between the level of income that teachers perceive and the level of incomes they perceive that they are unable to regulate lifelong learning, which is the low dimension of lifelong learning. Teachers' lifelong learning tendencies have a meaningful level of relationship between the low dimensions of motivation, excitement and lack of curiosity and the desire to undergraduate education. There was no meaningful relationship between the other subdimensional incapacity to organize lifelong learning and the variable of vocational satisfaction and the desire to undergraduate education. There is a significant difference between the swing that is the low dimension of the lifelong learning tendency of teachers and the graduation status variable. The professional satisfaction of teachers also varies significantly depending on the gender variable.

Keywords: