The Hierarchical Effects of Individual and Organizational Variables on Elementary School Teachers Lifelong Learning Competence

Young-Sun Shin,Jusung Jun

doi:10.26822/iejee.2019257668

Abstract

The purpose of this study was to analyze the hierarchical effects of individual and organizational variables on elementary school teachers’ lifelong learning competence. The participants in this study comprised 1,077 teachers in service in 70 public elementary schools in Seoul, Korea. There are three major findings. First, gender, lifelong learning experience, learning agility, learning motivation, and positive psychological capital among the individual variables had meaningful positive effects on lifelong learning competence. Second, knowledge sharing among the organizational variables had meaningful influence on lifelong learning competence. Finally, interactions between gender and knowledge sharing and between learning motivation and learning organization culture had statistically meaningful effects.

Highlights

The fourth Industrial Revolution, characterized by artificial intelligence, robotics, biotechnology, big data, virtual reality, etc., signals the upheaval of the future world that we and subsequent generations will face
Individual variables are divided into demographic or socio- psychological
In Model 3, the individual variables showed significant positive effects, which was consistent with the results for Model 2

Summary

Introduction

The fourth Industrial Revolution, characterized by artificial intelligence, robotics, biotechnology, big data, virtual reality, etc., signals the upheaval of the future world that we and subsequent generations will face. As the demand for and interest in lifelong learning increased in Canada, Europe, and Turkey, several researchers conducted academic discussions and empirical research on lifelong learning competence from the early 2010s, specifying indicators in such studies and tools as the European Lifelong Learning Indicators project (Hopkins, Cartwright, & Schoof, 2010), the scale of Key Competences for Lifelong Learning (Sahin, Akbasli, & Yelken, 2010), the Composite Learning Index (Canadian Council of Learning, 2010), Teachers’ Lifelong Learning Competencies (Selvi, 2011), and Lifelong Learning Competence Scale (Uzunboylu & Hursen, 2012) These studies suggest that changing schools as organizations is necessary for meeting contemporary demands of societies and that teachers need to have the competence as lifelong learners to adapt to rapid social changes and perform their jobs effectively. Teachers with lifelong learning competence can become sensitive to changes in knowledge societies, both self-directing their own learning to enhance their performance as teachers and developing lifelong learning capabilities in their students (Selvi, 2011)

Objectives

Methods

Results

Conclusion