Investigation of Primary School Teachers' Lifelong Learning Dispositions and Technological Competencies

Abstract

It is thought that it is significant to investigate to what extent teachers have educational technology competencies, to what extent they can improve themselves and to what extent they have lifelong learning skills. In this context, lifelong learning dispositions and technological competencies of primary school teachers were examined in this study with a comparative and relational approach in terms of some variables. The study, in which quantitative research methods were employed, was conducted on 270 primary school teachers working in different cities in Kazakhstan. Lifelong learning dispositions and technological competence perception scales were used to collect the research data. According to the findings of the study, lifelong learning dispositions and technological competencies of primary school teachers were found to be at medium level. Lifelong learning dispositions and technological competencies of primary school teachers differ significantly according to gender and age variables. Finally, a significant and positive relationship was found between lifelong learning dispositions and technological competencies of primary school teachers.