Impact of Teaching Experience on Self-Directed Learning Culture

Abstract

This paper explores the survey responses of 129 adult students to investigate the differences in years of teaching experience between respondents identified as having a strong self-directed learning culture and respondents identified as having a weak self-directed learning culture. 36 respondents from this sample were grouped as having a strong self-directed learning culture and compared against another group of 36 classified as having a weak self-directed learning culture. Both quantitative and qualitative analyses were conducted on the survey results which comprised of 25 agreement-scale statements and two open-ended questions. The findings showed that there was a mean difference in teaching experience of five years between the two groups. The longer teaching experience noted in the group of respondents with a strong self-directed learning culture was attributed to the sense of being settled into the job and the perception of a supportive workplace that fostered self-directed learning. In addition, these respondents were largely with the opinion that they already had a nature of self-directed learning. This paper arrives at the conclusion that the perception of a supportive work environment occurred after spending an extended time in the job, which then enabled individuals with an existing self-directed learning nature to capitalise on their capabilities and passion to enhance their competencies. The findings stated and the conclusion are corroborated by existing literature, and further research opportunities have been identified by exposing the limitations of this study.