Evaluation of Teachers' Lifelong Learning Attitudes in terms of Self- Efficacy Towards the Standards of Educational Technology

Abstract

In this study, it was aimed to reveal the relationships between teachers' lifelong learning (LL) attitudes and self-efficacy towards the standards of educational technology. Participants of the study consisted of 212 teachers working in the province of Bartin in the fall semester of 2016-2017. The data of the study were obtained from the LL attitude scale, from the self-efficacy scale for educational technology standards and from the personal information form. According to the findings of the research, the teachers' LL attitudes were not significantly different according to gender, but they showed a statistically significant difference in terms of self-efficacy towards educational technology standards. teachers’ LL attitudes differed significantly according to in-service training status. Teachers' LL attitudes and self-efficacy towards educational technology standards did not show statistically significant differences according to the school type. Teachers' LL attitudes and selfefficacy towards educational technology standards show a statistically significant difference with respect to daily internet use. It was determined that there was a meaningful relationship between the teachers' lifelong learning attitudes and the selfefficacy levels for the standards of educational technology at the moderate level.