Examining the Relationships Between English Teachers’ Lifelong Learning Tendencies with Professional Competencies and Technology Integrating Self-Efficacy

Abstract

The aim of this study is to examine the lifelong learning tendencies of English teachers, their professional competencies, and their self-efficacy in integrating technology. For this purpose, a descriptive survey model was used in this study. The participants of the research consist of 561 English teachers working in institutions (private and state) affiliated to the Ministry of National Education selected from every geographical region of Turkey. Participants work in primary, secondary, and secondary education institutions. Non-random stratified purposive sampling method was used in the sample selection of this study. Personal Information Form and 3 different scales were used for the data collection process of the research. Analysis of the data was performed by one-way analysis of variance (ANOVA), t-test, and simple linear regression analysis. As a result of this research, it was seen that there is a positive correlation between English teachers’ technology ıntegrating self-efficacy, professional competency, and lifelong learning tendencies. It was determined that teachers’ self-efficacy in integrating technology and professional competencies are predictors of their lifelong learning tendencies. In addition, it was observed that there was a significant difference in English teachers’ self-efficacy in integrating technology, lifelong learning tendencies, and professional competencies according to gender. English teachers’ professional competencies differ according to the type of institution, while their self-efficacy in integrating technology differs according to the type of institution and age. It is thought that the results of this study will contribute to raising awareness about the impact of teachers’ self-efficacy and professional development on technology integration on issues surrounding their lifelong learning tendencies.

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

“…However, there is a significant difference between in-service teachers' digital competence, digital tools use, and ICT integration based on their age. The previous study also confirmed the same results [52,53]. Teachers aged 31-35 years have…”

“…Additionally, some studies suggested there is no difference between teachers’ age, gender, teaching experience, and self-efficacy during ICT integration [ 7 , 51 ]. However, some researchers verified the opposite result [ 52 , 53 ].…”

Lifelong Learning in the Educational Setting: A Systematic Literature Review

“…We also found that researchers described lifelong learning abilities using terms such as “lifelong learning skills,” “lifelong learning competencies,” and “lifelong learning tendencies.” Some studies also investigated the impacts of demographic data to address their research problems (e.g., Buza et al, 2010 ; Nacaroglu et al, 2021 ; Sen & Durak, 2022 ; Shin & Jun, 2019 ).…”

Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success

“…Various variables have been studied with regards to teachers' self-efficacy about technology integration, with the most common ones relate to demographics and experience, as a recent literature review suggests (Corry & Stella, 2018). Gender has shown mixed results, with some evidence suggesting for the advantage of men over women and of younger over older teachers (e.g., Šabić et al, 2022a), and some indicating no such associations (Şen & Yildiz Durak, 2022;e.g., Tweed, 2013). Experience-related variables have also shown mixed results; for example, experience of teaching with technology was sometimes found to be positively associated with selfefficacy (e.g., Baroudi & Shaya, 2022;Dolighan & Owen, 2021) and sometimes no associations were found (e.g., Tweed, 2013).…”