Determining the relationship between the attitudes of private teaching institution teachers towards lifelong learning and their competence

2020 ◽  
Vol 12 (1) ◽  
pp. 1-16
Author(s):  
Ferdi Tenekeci ◽  
Huseyin Uzunboylu
Keyword(s):  
Lifelong Learning ◽  
Sampling Method ◽  
Learning Approach ◽  
Full Time ◽  
Teaching Institution ◽  
Northern Cyprus ◽  
Private Teaching ◽  
Learning Competencies ◽  
The Relationship ◽  
Academic Year

This research has been conducted to determine the relationship between the attitudes of teachers working in private teaching institutions, preparing students for university exams, and their lifelong learning competencies. In this study correlational survey model has been used. The research universe consists of 286 teachers working in 21 officially registered private teaching institutions in Northern Cyprus in the 2018-2019 academic year. The sample of the study is composed of 185 private teaching institution teachers selected by random sampling method. In the study, attitudes to lifelong learning and lifelong learning adequacy scales were used. As a result of the research, it can be said that teachers working in the private teaching institution have high attitudes towards lifelong learning and good lifelong learning competencies. As the attitudes of teachers regarding the lifelong learning approach increase, their lifelong learning competencies also increase. The attitudes of female and male teachers to the lifelong learning approach, whether full-time or not, and lifelong learning competencies are at the same level. Teachers taking courses in the past year have a higher attitude towards the lifelong learning approach. Keywords: teachers, lifelong learning, Northern Cyprus, private teaching

scholarly journals The Relation between the Lifelong Learning Competencies and Occupational Motivation Levels of the Teachers Who Received Postgraduate Education

2019 ◽  
Vol 5 (1) ◽  
pp. 54
Author(s):  
Bülent Özden ◽  
Aslıhan Alyıldız Uğurlu ◽  
Elif Sarıcan
Keyword(s):  
Lifelong Learning ◽  
Sampling Method ◽  
Postgraduate Education ◽  
Simple Random Sampling ◽  
Research Model ◽  
Correlational Research ◽  
Key Competencies ◽  
Motivation Level ◽  
Learning Competencies ◽  
The Relationship

The aim of this study is to determine the relationship between lifelong learning competencies and occupational motivation level of the teachers who completed postgraduate education. The research was designed in accordance with the correlational research model. A total of 52 teachers (41 female and 11 male) attending Marmara University’s Institute of Educational Sciences in different disciplines were selected using the simple random sampling method. Their average of age is 25. The data of the study were collected through Lifelong Learning Key Competencies Scale and Occupational Motivation Scale. Results showed that the lifelong learning competencies of the teachers who received postgraduate education are sufficient or very sufficient. Results also showed that the level of occupational motivation of the teachers with postgraduate education is high.

scholarly journals Students’ Individual and Social Behaviors with Physical Education Teachers’ Personality

2015 ◽  
Vol 9 (1) ◽  
pp. 154 ◽  
Author(s):  
Azizollah Arbabisarjou ◽  
Mehdi Sadeghian Sourki ◽  
Seyedeh Elaham Hashemi Bonjar
Keyword(s):  
Physical Education ◽  
Sampling Method ◽  
Social Behaviors ◽  
Sample Volume ◽  
Physical Education Teachers ◽  
Statistical Population ◽  
Teachers And Students ◽  
Collection Data ◽  
The Relationship ◽  
Academic Year

<p class="apa">The main objective for this survey is to assess the relationship between physical education teachers’ personality and students’ individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were selected by stratified sampling method proportionate to the sample volume. The research method was descriptive-correlative type. The collection data instruments were the five-factor questionnaire of McCrae and Costa (2013) and a questionnaire about beliefs, individual and social behaviors tailored by the researcher. The reliability of two questionnaires in a pilot study was 0.89 and 0.83 respectively. Both questionnaires had conceptual and construct validity. The findings of the study indicated that there was a relationship between personality aspects of physical education teachers and students’ beliefs, individual and social behaviors. Since paying attention to the personality of physical education teachers could help improve the students’ beliefs and individual behaviors.</p>

Workforce Improvement and Lifelong Learning

1995 ◽  
Vol 9 (4) ◽  
pp. 241-247
Author(s):  
Richard L. Ferguson
Keyword(s):  
Lifelong Learning ◽  
Adult Life ◽  
Full Time ◽  
Common Language ◽  
New Model ◽  
Job Level ◽  
Work Keys ◽  
The Us ◽  
Traditional Paradigm ◽  
The Relationship

The author stresses the importance to the future of the US workforce of the recognition that the traditional notion of education (‘that education and adult life, especially work, are consecutive rather than concurrent’) is inappropriate to contemporary workforce preparation and skills needs. He contrasts the characteristics of the traditional paradigm with those which need to be adopted in a new model of the relationship between education and work. Against this background, Dr Ferguson describes the development and application of the Work Keys System which aims to provide a common language for education and business to participate in preparing people for the transition from full-time education to employment and from one job or job level to another.

scholarly journals A Thematic Analysis of Theses Made in the Field of Lifelong Learning with Pre-Service Teachers (2009-2020)

2020 ◽  
Vol 10 (2) ◽  
pp. 42-61
Author(s):  
Murtaza AYKAÇ ◽  
Davut KÖĞCE ◽  
Perihan KORKUT
Keyword(s):  
Lifelong Learning ◽  
Sampling Method ◽  
Educational Status ◽  
Grade Levels ◽  
Significant Difference ◽  
Thesis Problem ◽  
Learning Competencies ◽  
Learning Competence ◽  
Document Review ◽  
Made In

This study was conducted to examine the postgraduate theses made in the field of lifelong learning with pre-service teachers between 2009 and 2020 in terms of their thesis problem, research topic, conclusions and recommendations. The 23 postgraduate theses constituting the study sample were determined by means of criterion sampling method from the Higher Education Council’s thesis database. These theses were used as data collection tools and the study was designed as a qualitative study using the document review method. The data was analyzed using content analysis. The study revealed that a significant part of the theses consisted of subjects aimed at revealing the perceptions of lifelong learning tendencies-competencies and the relationships between lifelong learning and different variables. In addition, the postgraduate theses predominantly looked at the level of lifelong learning tendencies of the pre-service teachers and whether lifelong learning competencies-tendencies differed by gender, grade levels, departments, educational status of parents, academic achievement and socio-economic levels. As a result, it was revealed that the pre-service teachers' lifelong learning tendencies were high in most of the theses and that there was a significant difference in terms of lifelong learning competence by gender. Some suggestions were made based on these results.

scholarly journals Examining the Relationship between Organizational Commitment and Organizational Silence of Teachers

2020 ◽  
Vol 71 ◽  
pp. 25-40
Author(s):  
Devrim BAYRAMOGLU ◽  
Canan A. CETINKANAT
Keyword(s):  
Organizational Commitment ◽  
Negative Relationship ◽  
Cronbach’S Alpha ◽  
National Education ◽  
Cronbach's Alpha ◽  
Organizational Silence ◽  
Northern Cyprus ◽  
Significant Negative Relationship ◽  
The Relationship ◽  
Academic Year

The objective of this study was to examine the relationship between organizational commitment and organizational silence of teachers. While there is a lot of work regarding the relationship between organizational commitment and organizational silence, it has been observed that there are few studies on teachers. At this point, the study was considered significant and it was thought that it should be performed. In order to accomplish the purpose of the study, a survey was conducted to the teachers. According to the results of reliability analysis of organizational commitment scale which was used in the research, while Cronbach’s alpha coefficients is 0.745, Cronbach’s alpha coefficients of the organizational silence questionnaire is 0.89.The population of the research consisted of teachers who were affiliated with the Ministry of National Education and Culture and who were working in the elementary schools in Northern Cyprus, in the 2018-2019 academic year. The sample consisted of teachers from 28 different schools in the Guzelyurt, Kyrenia, and Nicosia regions. In this quantitative study, a total of 387 teachers, who were enrolled as participants, took organizational commitment and organizational silence scales. As a result of the analyses, it has been found that there is a significant negative relationship between the two.

scholarly journals The Mediating Role of Self-Directed Learning Readiness in the Relationship Between Teaching-Learning Conceptions and Lifelong Learning Tendencies

2021 ◽  
Vol 46 (6) ◽  
pp. 54-77
Author(s):  
Kasım Karataş ◽  
◽  
Cihad Şentürk ◽  
Aziz Teke ◽  
◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Structural Equation ◽  
Learning Approach ◽  
Constructivist Teaching ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Directed Learning ◽  
Teaching Learning ◽  
The Relationship

In this study, the mediating role of readiness for self-directed learning in the relationship between pre-service teachers’ teaching-learning approach and lifelong learning skills was examined. The study group consisted of 800 pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full mediating role. However, there was no significant relationship between traditional teaching-learning approach and lifelong learning tendencies and readiness for self-directed learning. As a result, the type of learning-teaching approach affects readiness for self-directed learning and therefore lifelong learning tendencies.

scholarly journals The Relationship between Teachers’ Organizational Commitment, Job Satisfaction and Whistleblowing

2019 ◽  
Vol 11 (21) ◽  
pp. 5995
Author(s):  
Mehmet Emin Önder ◽  
Umut Akçıl ◽  
Necati Cemaloğlu
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Significant Relationship ◽  
Sampling Method ◽  
Simple Random Sampling ◽  
Moderate Level ◽  
Educational Institutions ◽  
Satisfaction Scale ◽  
The Relationship ◽  
Academic Year

The aim of this study was to assess the relationship between teachers’ organizational commitment, job satisfaction and whistleblowing behaviors and to evaluate their contribution to sustainability in education. The study consisted of a total of 4108 teachers who worked at primary and secondary schools during the 2018–2019 academic year in the Çankaya district of the Ankara province. The sample comprised of 601 teachers who were selected through a simple random sampling method. The organizational Commitment Scale (OCS), the Job Satisfaction Scale (JSS) and the Whistleblowing Scale were used as the data collection tools in the study. For the analysis of the data, SPSS 18.0 and LISREL 8.80 statistical package programs were used. Descriptive statistics on variables were performed on SPSS program and the testing of the model in which the effects of job satisfaction on whistleblowing and organizational commitment on job satisfaction were studied was carried out using path analysis technic in LISREL 8.80 program. According to the results of the study, there was a moderate level of positive and significant relationship between organizational commitment and job satisfaction. There was also a moderate level of positive and significant relationship between organizational commitment and whistleblowing behaviour. A low level of negative significant relationship was found between job satisfaction and whistleblowing. As the teachers’ organizational commitment increased, their job satisfaction and whistleblowing behaviours also increased. However, as their job satisfaction levels increased, their whistleblowing behaviours decreased. In this regard, it can be concluded that sustainability in educational institutions can be ensured by increasing the level of organizational commitment.

scholarly journals Examining the relationship between university students’ lifelong learning tendencies and their self-efficacy perceptionsÜniversite öğrencilerinin yaşam boyu öğrenme eğilimleri ile özyeterlik algıları arasındaki ilişkinin belirlenmesi

2017 ◽  
Vol 14 (1) ◽  
pp. 355 ◽  
Author(s):  
Aşkın Karaduman ◽  
Sinem Tarhan
Keyword(s):  
University Students ◽  
Lifelong Learning ◽  
Self Efficacy ◽  
Leisure Time ◽  
Demographic Variables ◽  
Significant Difference ◽  
Watching Tv ◽  
The Relationship ◽  
General Self Efficacy ◽  
Academic Year

The purpose of this study was to determine the relationship between lifelong learning tendencies and self-efficacy perceptions of university students using their demographic characteristics (gender, grade, faculty, income and leisure time activities). The study was designed as a relational survey model. The study group was consisted of 470 students (1st and 4th grade) studying at different faculties of Bartın University during 2014-2015 academic year. “Scale for Determining Lifelong Learning Tendencies” (Coşkun, 2009) and “General Self-Efficacy Scale” (Jerusalem and Schwarzer, 1979) scales were used as data collection tools. According to results, students’ lifelong learning tendencies were high. When lifelong learning tendencies were examined in terms of the demographic variables of the study, significant differences were found in gender, father’s occupation and reading books and watching TV activities which are among leisure time activities. This significant difference was in favour of girls; those whose father was accountant, and those who read books and do not watch television. The results of the study also revealed that university students’ self-efficacy perceptions were high. When self-efficacy perceptions was examined in terms of the demographic variables of the study, significance was found in gender, faculty, going to cinema and not reading book, which are among leisure time activities. This significant difference was in favour of boys; those who studied in the School of Physical Education and Sport; and those who go to cinema and do not read book. A significant positive relationship was found between university students’ lifelong learning tendencies and their self-efficacy perceptions. ÖzetBu çalışmanın temel amacı, üniversite öğrencilerinin demografik özellikleri (cinsiyet, sınıf, fakülte/yüksekokul, gelir düzeyi ve serbest zaman etkinlikleri)  doğrultusunda yaşam boyu öğrenme eğilimleri ile özyeterlik algıları arasındaki ilişkiyi belirlemektir. Araştırma ilişkisel bir tarama modelidir. Araştırmanın çalışma grubunu 2014-2015 akademik yılında Bartın Üniversitesi'nin farklı fakültelerinde/ yüksekokulunda lisans programlarına devam eden 1. ve 4. sınıf öğrencilerinden toplam 470 katılımcı oluşturmaktadır. Araştırmada veri toplama aracı olarak Yaşam Boyu Öğrenme Eğilimlerini Belirme Ölçeği (Coşkun, 2009) ile Genellenmiş Öz-yetkinlik Beklentisi Ölçeği (Jerusalem ve Schwarzer, 1979) kullanılmıştır. Araştırma sonuçlarına göre üniversite öğrencilerinin yaşam boyu öğrenme eğilimleri yüksek düzeydedir. Yaşam boyu öğrenme eğilimi araştırmanın demografik değişkenleri açısından incelendiğinde cinsiyet, baba mesleği ve serbest zaman etkinlikleri içerisinde yer alan kitap okuma ve televizyon izleme etkinliklerinde anlamlı bir farklılık bulunmuştur. Bu anlamlı farklılığın kızların, babası muhasebeci olanların, kitap okuyan ve televizyon izlemeyen üniversite öğrencileri lehine olduğu görülmüştür.Araştırma sonuçlarına göre üniversite öğrencilerinin özyeterlik algılarının da yüksek düzeyde olduğu tespit edilmiştir. Özyeterlik algıları araştırmanın demografik değişkenleri açısından incelendiğinde cinsiyet, fakülte/yüksekokul ve serbest zaman etkinlikleri içerisinde yer alan kitap okumama ve sinemaya gitme etkinliklerinde anlamlı bir farklılık bulunmuştur.  Anlamlı farklılığın erkeklerin,  Beden Eğitimi ve Spor Yüksekokulu öğrencilerinin, kitap okumayan ve sinemaya giden üniversite öğrencilerinin lehine olduğu görülmüştür.  Üniversite öğrencilerinin yaşam boyu öğrenme eğilimleri ile özyeterlik algıları arasında pozitif yönde anlamlı bir ilişkinin olduğu tespit edilmiştir.  

scholarly journals The relationship between Fear of COVID-19 and Loneliness among Yemeni students in China

2022 ◽  
pp. 115-132
Author(s):  
Aamer Aldbyani
Keyword(s):  
Random Sampling ◽  
Sampling Method ◽  
Positive Relationship ◽  
Simple Random Sampling ◽  
Research Community ◽  
Female Students ◽  
Male And Female ◽  
Descriptive Approach ◽  
The Relationship ◽  
Academic Year

The current research aims to identify the level of fear of Covid-19 and loneliness among Yemeni students in China, and to determine the relationship between them and whether there are differences in the responses of the research sample according to gender. The research adopted the descriptive approach, and the questionnaire was used as a tool for collecting data from the research sample. The research community consisted of Yemeni students in China who were enrolled in the 2021 academic year, the sample is (301) male and female students who were selected using a simple random sampling method. The results showed that the level of fear of Covid-19 and the degree of loneliness were high. There is a positive relationship between fear of COVID-19 and loneliness. There are differences in fear of Covid-19 according to the gender variable in favor of males, and differences in loneliness in favor of females.

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