THE RELATIONSHIP BETWEEN HIGH SCHOOL TEACHERS’ LIFE-LONG LEARNING TENDENCIES AND THEIR EDUCATIONAL INTERNET USE SELF-EFFICACY BELIEFS

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The main objective of this study was to examine high school teachers’ self-efficacy beliefs about educational internet use (EIU), their life-long learning tendencies (LLL) and the relation between these two variables. The participants of the study, in which survey model was employed, were the Anatolian High School teachers who took part in the in-service seminars organized by the Ministry of National Education about learning-teaching theories and approaches, and instructional technologies and material design. 158 high school teachers voluntarily participated in the study. The data of the study were collected through “Life- Long Learning Tendency Scale” and “Educational Internet Use Self-efficacy Scale” on March-April 2016. Arithmetic mean, standard deviation, correlation, t-test and variance analysis techniques were used in the analysis of the data. The results of the study indicated that teachers’ life-long learning tendencies were high and their self-efficacy beliefs about educational internet use were at a sufficient level. Moreover, it was revealed that there was a positive moderate-level relationship between the two variables. Besides, teachers’ life-long learning tendencies were higher in favor of female teachers. Teachers’ life-long learning tendencies did not differ by branch and experience. Similarly, the self-efficacy beliefs about educational internet use did not differ by gender, branch, and experience.

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Life , long learning , educational internet use , teacher , teacher education

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi