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Teachers' Learning Agility as a Predictor of Their Lifelong Learning Tendency

Yıl 2023, Cilt: 11 Sayı: 1st International Positive Schools & Well-Being Congress Special Issue, 61 - 76, 27.09.2023
https://doi.org/10.47215/aji.1298611

Öz

This research aims to determine the effect of teachers' learning agility levels on their lifelong learning tendencies. In order to achieve this goal, the research was carried out on 230 teachers working in several schools in the Beşiktaş district of Istanbul (three primary schools, three secondary schools, three high schools) in the 2022-2023 academic year. The teachers participating in the research were determined by the convenient sampling method. “Learning Agility Scale” and “Lifelong Learning Tendency Scale” were used as data collection tools. The Learning Agility Scale consists of 23 items and four dimensions. The dimensions are mental agility, people agility, change agility, and result agility. The Lifelong Learning Tendency Scale consists of 17 items under the dimensions of willingness to learn and openness to development. The research data were analyzed using arithmetic mean, standard deviation, Pearson correlation analysis, and multiple linear regression analysis. As a result of the analysis, it was concluded that teachers' lifelong learning tendencies and learning agility are at high levels. At the end of the study, it was also concluded that teachers' learning agility levels are significant predictors of their lifelong learning tendencies.

Kaynakça

  • Akpınar, Ş. (2020). Investigation of the relationship between teachers lifelong learning tendencies and well-being and their self-efficacy beliefs: Example of Afyonkarahisar province (Unpublished master thesis). Kocaeli University Institute of Social Sciences, Kocaeli.
  • Al Asmari, A. (2016). Continuous professional development of English language teachers: Perception and practices. Advances in Language and Literary Studies, 7(3), 117-124. http://dx.doi.org/10.7575/aiac.alls.v.7n.3p.117
  • Allen, J. (2016). Conceptualizing learning agility and investigating its nomological network (Unpublished doctoral dissertation). Florida International University, Miami, Florida.
  • Altalhi, H. (2018). The study of measuring the level of organizational agility at Yanbu Colleges and Institutes in Saudi Arabia. Asia Pacific Institute Journal of Advanced Business Social Studies, 4(1), 252-262. http://dx.doi.org/10.25275/apjabssv4i1bus25
  • Arcagök, S., & Şahin, Ç. (2014). Examination of the teachers’ lifelong learning competences levels in terms of some variables. Adıyaman University Journal of Social Sciences, 16, 394-417.
  • Ayaz, C. (2016). The analysis of lifelong learning tendencies of teachers in terms of some variables (Unpublished master thesis). Bartın University Institute of Educational Sciences, Bartın.
  • Bedford, C. L. (2011). The role of learning agility in workplace performance and career advancement (Doctoral dissertation). University of Minnesota Faculty of the Graduate School, U.S.A.
  • Billett, S. (2001). Learning in the workplace: Strategies for effective practice. Allen and Unwin.
  • Burke, W. W., Roloff, K. S., & Mitchinson, A. (2016). Learning agility: A new model and measure. New York, NY: Teachers College, Columbia University.
  • Büyüköztürk, Ş., Çakmak, K., E., Akgün, E., Ö., Karadeniz, Ş., & Demirci, F. (2008). Scientific research methods. Ankara: Pegem Academy.
  • Canaslan, A., & Güçlü, N. (2020). Teacher’s learning agility: Scale development study. Kastamonu Education Journal, 28(5), 2071-2083. http://dx.doi.org/10.24106/kefdergi.746504
  • Candy, P. C. (2002). Lifelong learning and information literacy. In White Paper prepared for UNESCO, the US National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, and The Czech Republic.
  • Choi, J. S., Ha, J. Y., Kim, D. M., & Kang, J. (2020). The effects of child care teachers’ professionalism, learning agility and positive psychological capital on their job satisfaction. The Journal of the Korea Contents Association, 20(3), 116-130.
  • Çetinkaya, B., Gülaçtı, F., Çiftçi, Z., & Kağan, M. (2019). An investigation of teachers' lifelong learning tendencies and their job satisfaction in terms of various variables. Trakya Journal of Education, 9(4), 809-823. http://dx.doi.org/10.24315/tred.529759
  • De Meuse, K. P., Dai, G., & Hallenbeck, G. S. (2010). Learning agility: A construct whose time has come. Consulting Psychology Journal: Practice and Research, 62(2), 119. http://dx.doi.org/10.1037/a0019988
  • DeRue, D. S., Ashford, S. J., & Myers, C. G. (2012). Learning agility: In search of conceptual clarity and theoretical grounding. Industrial and Organizational Psychology, 5(3), 258-279.
  • Eichinger, R. W., & Lombardo, M. M. (2004). Learning agility as a prime indicator of potential. People and Strategy, 27(4), 12.
  • Eksi, H., Özgenel, M., & Aksel Çiftçi, Ç. (2021). The predictive role of innovation management with lifelong learning on individual innovativeness: An examination on teachers. International Journal of Educational Leadership and Management, 9(2), 150-176. http://dx.doi.org/10.17583/ijelm.2021.5928
  • El Mawas, N., & Muntean, C. H. (2018). Supporting lifelong learning through development of 21st century skills. In Proceedings of the 10th Annual International Conference on Education and New Learning Technologies (EDULEARN) (pp. 7343-7350). Palma de Mallorca, Spain: IATED.
  • Erdemli, Ö. (2022). The relationship between the learning agility and the administrative creativity skills of school administrators (Unpublished doctoral thesis). Ankara University Institute of Educational Sciences, Ankara.
  • Evin Gencel, İ. (2013). Prospective teachers’ perceptions towards lifelong learning competencies. Education and Science, 38(170), 237-252.
  • Field, A. (2005). Discovering statistics using SPSS (2nd ed). London: Sage Publications.
  • Fischer, G. (2000). Lifelong learning-more than training. Journal of Interactive Learning Research, 11(3), 265-294.
  • Flaum, J., & Winkler, B. (2015). Improve your ability to learn. Retrieved from https://hbr.or/2015/06/improve-your-ability-to-learn
  • Garzon Artacho, E., Martínez, T. S., Ortega Martin, J. L., Marin, J. A., & Gomez Garcia, G. (2020). Teacher training in lifelong learning-The importance of digital competence in the encouragement of teaching innovation. Sustainability, 12(7), 2852. http://dx.doi.org/10.3390/su12072852
  • Gedik, G. (2019). Examining of lifelong learning trends of classroom teachers (Manisa- sample of Demirci) (Unpublished master thesis). Manisa Celal Bayar University Institute of Social Sciences, Manisa.
  • Gökyer, N. (2019). Lifelong learning tendencies of secondary school teachers. Trakya University Journal of Social Science, 21(1), 145-159. http://dx.doi.org/10.26468/trakyasobed.463102
  • Gravett, L. S., & Caldwell, S. A. (2016). What is Learning Agility? (pp. 1-8). Palgrave Macmillan US.
  • Güleç, İ., Çelik, S., & Demirhan, B. (2012). What is lifelong learning? An evaluation on definition and scope. Sakarya University Journal of Education, 2(3), 34-48.
  • Gür Erdoğan, D., & Arsal, Z. (2016). The development of lifelong learning trends scale (LLLTS). Sakarya University Journal of Education, 6(1), 114-122. http://dx.doi.org/10.19126/suje.32361
  • Howard, D. (2017). Learning agility in education: analysis of pre-service teacher’s learning agility and teaching performance. Tarleton State University, U.S.A.
  • İleri, S. (2017). Religious Culture and Ethics teachers' lifelong learning trends and levels of participation in lifelong learning activities (Bayraklı-Karşıyaka sample) (Unpublished master thesis). Dokuz Eylul University Institute of Social Sciences, İzmir.
  • İzci, E., & Koç, S. (2012). The evaluation of the teacher candidates’ views on the lifelong learning. Adıyaman University Social Sciences Institute Journal, 5(9), 101-114.
  • Kabal, D. (2019). A Study on Lifelong Learning Tendencies and Happiness Levels of Teachers (Kocaeli̇ Sample) (Unpublished doctoral thesis). Sakarya University Institute of Educational Sciences, Sakarya.
  • Kalaitzidis, I., Kalaitzidou, O., & Manolas, E. (2017). Educational research as a tool for teacher lifelong learning. Journal of Regional ve Socio-Economic Issues, 7(1), 23-33.
  • Karaman, B. (2012). Our country national educational system of life-long learning in the context of art educators in the professional development opportunities (Unpublished master thesis) Ondokuz Mayis University Institute of Educational Sciences, Samsun.
  • Kaya, A. (2019). Teacher views regarding learning agility, teacher quality and teacher retention (Unpublished doctoral thesis). Bolu Abant Izzet Baysal University Institute of Educational Sciences, Bolu.
  • Kaya, T. (2022). Investigation of lifelong learning tendencies and epistemological beliefs of social studies teacher candidates (Unpublished master thesis). Afyon Kocatepe University Institute of Social Sciences, Afyon.
  • Kaya, A., & Argon, T. (2021). Study of the views of teachers regarding learning agility depending on individual variables. Journal of Contemporary Administrative Science, 8(1), 249-273.
  • Kaya, A., & Argon, T. (2023). Teachers’ learning agility scale: An adaptation study to Turkish culture. Turkish Studies Education, 18(1), 123-144. https://dx.doi.org/10.7827/TurkishStudies.67147
  • Kılıç, H. (2015). Primary subject teachers' individual innovativeness levels and lifelong learning tendencies (Within Denizli province) (Unpublished master thesis). Pamukkale University Institute of Educational Sciences, Denizli.
  • Kline, R. B. (2018). Principles and practice of structural equation modeling. Guilford Publications.
  • Korkmaz, Ç. (2019). The relationship between primary school teachers' life-long learning tendencies, life and 21st century skill levels (Unpublished master thesis). Afyon Kocatepe University Institute of Social Sciences, Afyon.
  • Kozikoğlu, İ., & Özcanlı, N. (2020). The relationship between teachers' 21st century teaching skills and their engagement to the profession. Cumhuriyet International Journal of Education, 9(1), 270-290. http://dx.doi.org/10.30703/cije.579925
  • Kucia, J. F., & Gravett, L. S. (2014). Leadership in balance: New habits of the mind. New York: Palgrave Macmillan.
  • Laxson, E. N. (2018). Within and between person effects of learning agility: A longitudinal examination of how learning agility ımpacts future career success (Unpublished doctoral dissertation). Colorado State University, Colorado.
  • Lee, J., & Song, J. H. (2022). Developing a conceptual integrated model for the employee's learning agility. Performance Improvement Quarterly, 34(4), 367-394. http://dx.doi.org/10.1002/piq.21352
  • Lim, D. H., Yoo, M. H., Kim, J., & Brickell, S. A. (2017). Learning agility: The nexus between learning organization, transformative learning, and adaptive performance. Adult Education Research Conference, Norman, OK.
  • Limon, I., Kaya, A., & Dilekci, U. (2021). The Relationship between Pre-Service Teachers' Work Values and Lifelong Learning Tendencies. i-Manager's Journal on Educational Psychology, 15(3), 34.
  • Lombardo, M. M., & Eichinger, R. W. (2000). High potentials as high learners. Human Resource Management, 39(4), 321-329.
  • Matsumoto-Royo, K., Ramírez-Montoya, M. S., & Conget, P. (2021). Opportunities to develop lifelong learning tendencies in practice-based teacher education: Getting ready for education 4.0. Future Internet, 13(11), 292. https://doi.org/10.3390/fi13110292
  • Mackiewicz, W. (2002). Lifelong foreign language learning. In European Seminar on Foreign Language Learning Needs in Education Systems ( pp. 5-7).
  • Ministry of National Education [MEB]. (2014). Turkey lifelong learning and strategy document. 2014-2018. Retrieved from http://hbogm.meb.gov.tr/meb_iys_dosyalar/2015_04/20025555_hbostratejibelgesi_2014_2018.pdf
  • Mitchinson, A., & Morris, R. (2014). Learning about learning agility (pp. 1-20). Center for Creative Leadership. Özdemir, A. N. (2020). The effect of agile leadership characteristics of school administrators on organizational commitment: A comparative analysis at educational settings in the UK and Turkey (Unpublished doctoral thesis). Marmara University Institute of Educational Sciences, İstanbul.
  • Öztürk, M. (2021). The effect of learning agility on job performance and job satisfaction and moderating role of personel traits (Unpublished master thesis). Istanbul Bilgi University Graduate Programmes Institute, İstanbul.
  • Santoso, A. M., & Y. Yuzarion (2021). Analysis of learning agility in the performance of achievement teachers in Yogyakarta. Pedagogik: Jurnal Pendidikan, 8(1), 77–122.
  • Schram, E., & Meijning, J. (2023). Agile working and Learning Agility – a match made in heaven, Retrieved from https://www.hfmtalentindex.com/en/news/
  • Sevinç, Ş., & Çelebi, M. (2020). Investigating the relationship between lifelong learning trends and job satisfaction of teachers. OPUS International Journal of Society Researches, 16(29 October Special Issue), 3533-3564. https://doi.org/10.26466/opus.696882
  • Shin, Y. S., & Jun, J. (2019). The hierarchical effects of individual and organizational variables on elementary school teachers’ lifelong learning competence. International Electronic Journal of Elementary Education, 12(2), 205-212. https://doi.org/10.26822/iejee.2019257668
  • Soruklu, E. (2022). Examining the 21st century skills and lifelong learning tendencies of prospective teachers (Unpublished master thesis). Ondokuz Mayıs University Graduate School of Education, Samsun.
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Yıl 2023, Cilt: 11 Sayı: 1st International Positive Schools & Well-Being Congress Special Issue, 61 - 76, 27.09.2023
https://doi.org/10.47215/aji.1298611

Öz

Kaynakça

  • Akpınar, Ş. (2020). Investigation of the relationship between teachers lifelong learning tendencies and well-being and their self-efficacy beliefs: Example of Afyonkarahisar province (Unpublished master thesis). Kocaeli University Institute of Social Sciences, Kocaeli.
  • Al Asmari, A. (2016). Continuous professional development of English language teachers: Perception and practices. Advances in Language and Literary Studies, 7(3), 117-124. http://dx.doi.org/10.7575/aiac.alls.v.7n.3p.117
  • Allen, J. (2016). Conceptualizing learning agility and investigating its nomological network (Unpublished doctoral dissertation). Florida International University, Miami, Florida.
  • Altalhi, H. (2018). The study of measuring the level of organizational agility at Yanbu Colleges and Institutes in Saudi Arabia. Asia Pacific Institute Journal of Advanced Business Social Studies, 4(1), 252-262. http://dx.doi.org/10.25275/apjabssv4i1bus25
  • Arcagök, S., & Şahin, Ç. (2014). Examination of the teachers’ lifelong learning competences levels in terms of some variables. Adıyaman University Journal of Social Sciences, 16, 394-417.
  • Ayaz, C. (2016). The analysis of lifelong learning tendencies of teachers in terms of some variables (Unpublished master thesis). Bartın University Institute of Educational Sciences, Bartın.
  • Bedford, C. L. (2011). The role of learning agility in workplace performance and career advancement (Doctoral dissertation). University of Minnesota Faculty of the Graduate School, U.S.A.
  • Billett, S. (2001). Learning in the workplace: Strategies for effective practice. Allen and Unwin.
  • Burke, W. W., Roloff, K. S., & Mitchinson, A. (2016). Learning agility: A new model and measure. New York, NY: Teachers College, Columbia University.
  • Büyüköztürk, Ş., Çakmak, K., E., Akgün, E., Ö., Karadeniz, Ş., & Demirci, F. (2008). Scientific research methods. Ankara: Pegem Academy.
  • Canaslan, A., & Güçlü, N. (2020). Teacher’s learning agility: Scale development study. Kastamonu Education Journal, 28(5), 2071-2083. http://dx.doi.org/10.24106/kefdergi.746504
  • Candy, P. C. (2002). Lifelong learning and information literacy. In White Paper prepared for UNESCO, the US National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, and The Czech Republic.
  • Choi, J. S., Ha, J. Y., Kim, D. M., & Kang, J. (2020). The effects of child care teachers’ professionalism, learning agility and positive psychological capital on their job satisfaction. The Journal of the Korea Contents Association, 20(3), 116-130.
  • Çetinkaya, B., Gülaçtı, F., Çiftçi, Z., & Kağan, M. (2019). An investigation of teachers' lifelong learning tendencies and their job satisfaction in terms of various variables. Trakya Journal of Education, 9(4), 809-823. http://dx.doi.org/10.24315/tred.529759
  • De Meuse, K. P., Dai, G., & Hallenbeck, G. S. (2010). Learning agility: A construct whose time has come. Consulting Psychology Journal: Practice and Research, 62(2), 119. http://dx.doi.org/10.1037/a0019988
  • DeRue, D. S., Ashford, S. J., & Myers, C. G. (2012). Learning agility: In search of conceptual clarity and theoretical grounding. Industrial and Organizational Psychology, 5(3), 258-279.
  • Eichinger, R. W., & Lombardo, M. M. (2004). Learning agility as a prime indicator of potential. People and Strategy, 27(4), 12.
  • Eksi, H., Özgenel, M., & Aksel Çiftçi, Ç. (2021). The predictive role of innovation management with lifelong learning on individual innovativeness: An examination on teachers. International Journal of Educational Leadership and Management, 9(2), 150-176. http://dx.doi.org/10.17583/ijelm.2021.5928
  • El Mawas, N., & Muntean, C. H. (2018). Supporting lifelong learning through development of 21st century skills. In Proceedings of the 10th Annual International Conference on Education and New Learning Technologies (EDULEARN) (pp. 7343-7350). Palma de Mallorca, Spain: IATED.
  • Erdemli, Ö. (2022). The relationship between the learning agility and the administrative creativity skills of school administrators (Unpublished doctoral thesis). Ankara University Institute of Educational Sciences, Ankara.
  • Evin Gencel, İ. (2013). Prospective teachers’ perceptions towards lifelong learning competencies. Education and Science, 38(170), 237-252.
  • Field, A. (2005). Discovering statistics using SPSS (2nd ed). London: Sage Publications.
  • Fischer, G. (2000). Lifelong learning-more than training. Journal of Interactive Learning Research, 11(3), 265-294.
  • Flaum, J., & Winkler, B. (2015). Improve your ability to learn. Retrieved from https://hbr.or/2015/06/improve-your-ability-to-learn
  • Garzon Artacho, E., Martínez, T. S., Ortega Martin, J. L., Marin, J. A., & Gomez Garcia, G. (2020). Teacher training in lifelong learning-The importance of digital competence in the encouragement of teaching innovation. Sustainability, 12(7), 2852. http://dx.doi.org/10.3390/su12072852
  • Gedik, G. (2019). Examining of lifelong learning trends of classroom teachers (Manisa- sample of Demirci) (Unpublished master thesis). Manisa Celal Bayar University Institute of Social Sciences, Manisa.
  • Gökyer, N. (2019). Lifelong learning tendencies of secondary school teachers. Trakya University Journal of Social Science, 21(1), 145-159. http://dx.doi.org/10.26468/trakyasobed.463102
  • Gravett, L. S., & Caldwell, S. A. (2016). What is Learning Agility? (pp. 1-8). Palgrave Macmillan US.
  • Güleç, İ., Çelik, S., & Demirhan, B. (2012). What is lifelong learning? An evaluation on definition and scope. Sakarya University Journal of Education, 2(3), 34-48.
  • Gür Erdoğan, D., & Arsal, Z. (2016). The development of lifelong learning trends scale (LLLTS). Sakarya University Journal of Education, 6(1), 114-122. http://dx.doi.org/10.19126/suje.32361
  • Howard, D. (2017). Learning agility in education: analysis of pre-service teacher’s learning agility and teaching performance. Tarleton State University, U.S.A.
  • İleri, S. (2017). Religious Culture and Ethics teachers' lifelong learning trends and levels of participation in lifelong learning activities (Bayraklı-Karşıyaka sample) (Unpublished master thesis). Dokuz Eylul University Institute of Social Sciences, İzmir.
  • İzci, E., & Koç, S. (2012). The evaluation of the teacher candidates’ views on the lifelong learning. Adıyaman University Social Sciences Institute Journal, 5(9), 101-114.
  • Kabal, D. (2019). A Study on Lifelong Learning Tendencies and Happiness Levels of Teachers (Kocaeli̇ Sample) (Unpublished doctoral thesis). Sakarya University Institute of Educational Sciences, Sakarya.
  • Kalaitzidis, I., Kalaitzidou, O., & Manolas, E. (2017). Educational research as a tool for teacher lifelong learning. Journal of Regional ve Socio-Economic Issues, 7(1), 23-33.
  • Karaman, B. (2012). Our country national educational system of life-long learning in the context of art educators in the professional development opportunities (Unpublished master thesis) Ondokuz Mayis University Institute of Educational Sciences, Samsun.
  • Kaya, A. (2019). Teacher views regarding learning agility, teacher quality and teacher retention (Unpublished doctoral thesis). Bolu Abant Izzet Baysal University Institute of Educational Sciences, Bolu.
  • Kaya, T. (2022). Investigation of lifelong learning tendencies and epistemological beliefs of social studies teacher candidates (Unpublished master thesis). Afyon Kocatepe University Institute of Social Sciences, Afyon.
  • Kaya, A., & Argon, T. (2021). Study of the views of teachers regarding learning agility depending on individual variables. Journal of Contemporary Administrative Science, 8(1), 249-273.
  • Kaya, A., & Argon, T. (2023). Teachers’ learning agility scale: An adaptation study to Turkish culture. Turkish Studies Education, 18(1), 123-144. https://dx.doi.org/10.7827/TurkishStudies.67147
  • Kılıç, H. (2015). Primary subject teachers' individual innovativeness levels and lifelong learning tendencies (Within Denizli province) (Unpublished master thesis). Pamukkale University Institute of Educational Sciences, Denizli.
  • Kline, R. B. (2018). Principles and practice of structural equation modeling. Guilford Publications.
  • Korkmaz, Ç. (2019). The relationship between primary school teachers' life-long learning tendencies, life and 21st century skill levels (Unpublished master thesis). Afyon Kocatepe University Institute of Social Sciences, Afyon.
  • Kozikoğlu, İ., & Özcanlı, N. (2020). The relationship between teachers' 21st century teaching skills and their engagement to the profession. Cumhuriyet International Journal of Education, 9(1), 270-290. http://dx.doi.org/10.30703/cije.579925
  • Kucia, J. F., & Gravett, L. S. (2014). Leadership in balance: New habits of the mind. New York: Palgrave Macmillan.
  • Laxson, E. N. (2018). Within and between person effects of learning agility: A longitudinal examination of how learning agility ımpacts future career success (Unpublished doctoral dissertation). Colorado State University, Colorado.
  • Lee, J., & Song, J. H. (2022). Developing a conceptual integrated model for the employee's learning agility. Performance Improvement Quarterly, 34(4), 367-394. http://dx.doi.org/10.1002/piq.21352
  • Lim, D. H., Yoo, M. H., Kim, J., & Brickell, S. A. (2017). Learning agility: The nexus between learning organization, transformative learning, and adaptive performance. Adult Education Research Conference, Norman, OK.
  • Limon, I., Kaya, A., & Dilekci, U. (2021). The Relationship between Pre-Service Teachers' Work Values and Lifelong Learning Tendencies. i-Manager's Journal on Educational Psychology, 15(3), 34.
  • Lombardo, M. M., & Eichinger, R. W. (2000). High potentials as high learners. Human Resource Management, 39(4), 321-329.
  • Matsumoto-Royo, K., Ramírez-Montoya, M. S., & Conget, P. (2021). Opportunities to develop lifelong learning tendencies in practice-based teacher education: Getting ready for education 4.0. Future Internet, 13(11), 292. https://doi.org/10.3390/fi13110292
  • Mackiewicz, W. (2002). Lifelong foreign language learning. In European Seminar on Foreign Language Learning Needs in Education Systems ( pp. 5-7).
  • Ministry of National Education [MEB]. (2014). Turkey lifelong learning and strategy document. 2014-2018. Retrieved from http://hbogm.meb.gov.tr/meb_iys_dosyalar/2015_04/20025555_hbostratejibelgesi_2014_2018.pdf
  • Mitchinson, A., & Morris, R. (2014). Learning about learning agility (pp. 1-20). Center for Creative Leadership. Özdemir, A. N. (2020). The effect of agile leadership characteristics of school administrators on organizational commitment: A comparative analysis at educational settings in the UK and Turkey (Unpublished doctoral thesis). Marmara University Institute of Educational Sciences, İstanbul.
  • Öztürk, M. (2021). The effect of learning agility on job performance and job satisfaction and moderating role of personel traits (Unpublished master thesis). Istanbul Bilgi University Graduate Programmes Institute, İstanbul.
  • Santoso, A. M., & Y. Yuzarion (2021). Analysis of learning agility in the performance of achievement teachers in Yogyakarta. Pedagogik: Jurnal Pendidikan, 8(1), 77–122.
  • Schram, E., & Meijning, J. (2023). Agile working and Learning Agility – a match made in heaven, Retrieved from https://www.hfmtalentindex.com/en/news/
  • Sevinç, Ş., & Çelebi, M. (2020). Investigating the relationship between lifelong learning trends and job satisfaction of teachers. OPUS International Journal of Society Researches, 16(29 October Special Issue), 3533-3564. https://doi.org/10.26466/opus.696882
  • Shin, Y. S., & Jun, J. (2019). The hierarchical effects of individual and organizational variables on elementary school teachers’ lifelong learning competence. International Electronic Journal of Elementary Education, 12(2), 205-212. https://doi.org/10.26822/iejee.2019257668
  • Soruklu, E. (2022). Examining the 21st century skills and lifelong learning tendencies of prospective teachers (Unpublished master thesis). Ondokuz Mayıs University Graduate School of Education, Samsun.
  • Swisher, V. V., Hallenbeck, G. S., Orr, J. E., Eichinger, R. W., Lombardo, M. M., & Capretta, C. C. (2013). FYI for learning agility: A must-have resource for high potential development (2nd ed.). Korn/Ferry International.
  • Şahin, K. (2019). Research methods in education. Ankara: Pegem Academy.
  • Tanatar, E., & Alpaydın, Y. (2019). The relationship between teachers ' work values and lifelong learning tendencies. Electronic Turkish Studies, 14(3). https://doi.org/10.29228/TurkishStudies.22598
  • Toprak, M., & Erdoğan, A. (2012). Lifelong learning: Concept, policy, instruments and implementation. Journal of Higher Education and Science, 2(2), 69-91. https://doi.org/10.5961/jhes.2012.036
  • Toyoğlu, A. Ç., & Dogan, S. (2020). Teacher perceptions about lifelong learning culture in schools. Trakya Education Journal, 10(3), 566-581. https://doi.org/10.24315/tred.531136
  • Ulrich, D., & A. Yeung (2019). Agility: The new response to dynamic change. Strategic HR Review, 18(4), 161–167. http://dx.doi.org/10.1108/SHR-04-2019-0032
  • Yalçın İncik, E. (2020). Investigation of the relationship between teachers' lifelong learning tendencies and 21st century teacher skills. Abant Izzet Baysal University Journal of Faculty of Education, 20(2), 1099-1112. https://dx.doi.org/10.17240/aibuefd.2020-638602
  • Yazıcı, Ş. (2020). The pattern of relationship between teachers' learning agility, readiness for change and teacher performance (Unpublished doctoral thesis). Istanbul Sabahattin Zaim University Graduate School of Education, İstanbul.
  • Yazıcı, Ş. & Özgenel, M. (2020). Development of Marmara learning agility scale, validity and reliability study. Journal of History School, 13(44), 365-393. http://dx.doi.org/10.29228/Joh41492
  • Yılmaz, M. (2016). Examination of teachers’ lifelong learning tendencies. Mustafa Kemal University Journal of Social Sciences Institute, 13(35), 253-262.
  • Yilmaz, E., & Kaygin, H. (2018). The relation between lifelong learning tendency and achievement motivation. Journal of Education and Training Studies, 6, 1-7. https://doi.org/10.11114/jets.v6i3a.3141
  • Yim, K. H., & Lee, I. (2021). The effect of achievement motivation on learning agility of nursing students: The mediating effect of self-leadership. The Journal of Korean Academic Society of Nursing Education, 27(1), 80-90. https://doi.org/10.5977/jkasne.2021.27.1.80
  • Yockey, S. D. (2015). Creation and validation of a research-oriented learning agility measure. Western Illinois University, USA.
  • Woonsun, K. (2014). Korean secondary school teachers’ perception and need toward lifelong learning. Procedia-Social and Behavioral Sciences, 116, 3506-3510. https://doi.org/10.1016/j.sbspro.2014.01.793
  • Zümrüt, N. (2020). The effect of collaborative environment on the relation between learning agility and performance (Unpublished master thesis). Istanbul Aydin University Graduate School of Education, İstanbul.
Toplam 75 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Ayça Kaya 0000-0001-7510-7708

Erken Görünüm Tarihi 27 Eylül 2023
Yayımlanma Tarihi 27 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 11 Sayı: 1st International Positive Schools & Well-Being Congress Special Issue

Kaynak Göster

APA Kaya, A. (2023). Teachers’ Learning Agility as a Predictor of Their Lifelong Learning Tendency. Asian Journal of Instruction (E-AJI), 11(1st International Positive Schools & Well-Being Congress Special Issue), 61-76. https://doi.org/10.47215/aji.1298611

ASYA ÖĞRETİM DERGİSİ (E-AJI)

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