Teachers’ Epistemological Beliefs and Lifelong Learning Tendencies: A Correlational Study

Abstract

The aim of this research is to examine the correlation between teachers’ epistemological beliefs and lifelong learning tendencies. The research was carried out according to the quantitative method and was designed in the correlational survey model. The sample of the study consisted of 284 teachers teaching in a district of Bursa in the spring term of the 2020-2021 academic year and selected according to the simple random sampling method, one of the probability sampling types. Data were obtained with the “Epistemological Belief Scale” and the “Lifelong Learning Tendency Scale”. The data were analyzed with the SPSS v.22 software package. During the analysis process, the descriptive statistical values of the data were examined; Pearson correlation and multiple linear regression analyses were performed. It has been determined that the highest mean score of the teachers in the sub-dimensions of epistemological beliefs is in Belief that Learning Depends on Effort, and that their highest mean score in the sub-dimensions of lifelong learning tendencies is in Openness to Improvement. A moderate and positive significant correlation has been found between “Belief that Learning Depends on Effort”, one of the sub-dimensions of epistemological beliefs, and both the “Willingness to Learn” and “Openness to Improvement” sub-dimensions of lifelong learning tendencies, at the highest level. Thus, it is suggested that teachers should be supported to improve their epistemological beliefs and, accordingly, to improve themselves more through lifelong learning.