The regression models for lifelong learning competencies for teacher trainers

Abstract

Contemporary youth require novel talents and fluencies due to the profound changes that are taking place in society. From school education to professional development and lifelong learning, everyone needs to have twenty-first-century skills to cope with these changes and the new normal. Lifelong learning should be the guiding idea for the future revitalization of the teaching profession. The development of lifelong learning competencies will enable teachers to help their students become lifelong learners. Teacher education is undoubtedly the most important component for teachers who seek to gain lifelong learning competencies. The study of teacher education is essential for investigating the factors that affect lifelong learning competencies among teacher trainers. The main aim of this study is investigating whether perception of lifelong learning and learning strategies could explain teacher trainers’ lifelong learning competencies and to examine whether their professional and personal factors could influence this. For this study, a correlation research design was chosen. The research sample was made up of 232 teacher trainers from various education degree colleges in Myanmar using random sampling method. Multiple linear regression analysis was performed to formulate the regression models for lifelong learning competencies of teacher trainers, and analysis of variance was also utilized to create comparison between the outcome models. The results indicated that the including region, teaching experience, perception of lifelong learning, and learning strategies may be the best regression model for predicting lifelong learning competencies in teacher trainers. This research may also be useful for establishing practical policy to implement the lifelong learning competencies within the formal and non-formal education sectors.