Examining the relationship between teachers' informal communication skills and lifelong learning dispositions

Abstract

In this study, the relationship between teachers' informal communication skills and lifelong learning tendencies was investigated. The universe of the research is made up of teachers working in istanbul province. His sample consisted of 227 teachers who were selected by unelected method and worked at preschool, elementary, secondary and high school levels in Pendik, Sultangazi, Arnavutköy, Kartal, Tuzla districts of Istanbul province. In this study, which was carried out with relational scanning method from quantitative research models, the "informal communication scale" developed by Ugurlu (2014) and the "lifetime learning trends scale" developed by Gür Erdogan and Arsal (2016) were used as data collection tools. While the differentiation status of the data obtained in the study according to gender, marital status and lifelong education status was examined with Mann-Whitney U, the differentiation status according to age level, education status, level of teaching and duration worked as a teacher was examined by Kruskall-Wallis test. Sprearman Rho correlation was used to determine the relationship between informal communication skills and lifelong learning tendencies.

According to the findings of the study, teachers are willing to participate in lifelong learning. For the informal communication level of the teachers, a result has been determined in favor of the undergraduate level of graduates from the undergraduate and graduate education level. It has been concluded that as teachers' informal communication skills increase, their lifelong learning tendencies increase. With teachers from 7 different regions in Turkey, it can be examined whether these two variables differ according to where they live.