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Investigating the relationship between teachers’ teaching beliefs and their affinity for lifelong learning: The mediating role of change tendencies

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Abstract

In today’s era of rapid change, lifelong learning is one of the most important ways for individuals to keep up with social, cultural, economic and technological developments. This applies especially to the teaching profession, which shapes the future of societies by teaching students how to construct knowledge. The aim of the study presented here was to investigate the mediating role of change tendencies in the relationship between teachers’ teaching beliefs and their affinity for lifelong learning. Using three existing questionnaires (the “Teaching Beliefs Scale”, the “Effective Lifelong Learning Inventory”, and the “Change Tendencies Scale”), the research team collected responses from 288 teachers (147 female, 141 male) serving in public secondary schools in the province of Karaman, Turkey. In their analysis of the data, the researchers found a significant negative relationship between teachers’ traditional (teacher-centred) teaching belief, change tendencies and lifelong learning affinity; whereas the relationship between a constructivist (student-centred) teaching belief, change tendencies and lifelong learning affinity turned out to be significantly positive. The results seem to indicate that change tendencies fully mediate the relationship between teaching beliefs and lifelong learning affinity. Based on these results, the authors conclude that teachers’ potential openness to change – and their affinity for lifelong learning – are greater when their teaching is guided by a student-centred approach than when they adhere to a teacher-centred perspective.

Résumé

Un examen du rapport entre les croyances professionnelles des enseignants et leur inclination pour l’apprentissage tout au long de la vie : le rôle médiateur des tendances au changement – À notre époque marquée par des mutations rapides, l’apprentissage tout au long de la vie est l’un des principaux moyens permettant aux individus de rester au fait des évolutions sociales, culturelles, économiques et technologiques, ce qui vaut particulièrement pour le métier d’enseignant qui façonne le futur des sociétés en inculquant aux élèves comment construire du savoir. L’étude présentée ici avait pour objectif de se pencher sur le rôle médiateur des tendances du changement dans le rapport entre les croyances professionnelles des enseignants et leur inclination pour l’apprentissage tout au long de la vie. En s’appuyant sur trois questionnaires existants (« Teaching Beliefs Scale », « Effective Lifelong Learning Inventory » et « Change Tendencies Scale ») l’équipe de recherche a recueilli les réponses de 288 enseignants (147 femmes, 141 hommes) travaillant dans des établissements publics d’enseignement secondaires situés dans la province de Karaman en Turquie. L’analyse des données a permis aux chercheurs de constater un rapport négatif entre les croyances professionnelles traditionnelles des enseignants (axées sur l’enseignant), les tendances au changement et l’inclination pour l’apprentissage tout au long de la vie alors que le rapport entre une croyance professionnelle constructiviste (axée sur l’élève), les tendances au changement et l’inclination pour l’apprentissage tout au long de la vie s’est révélé être considérablement positif. Les résultats semblent indiquer que les tendances au changement servent pleinement de médiatrices entre les croyances en matière d’enseignement et l’inclination pour l’apprentissage tout au long de la vie. En se basant sur ces résultats, les auteurs concluent que l’ouverture potentielle au changement des enseignants – de même que leur inclination pour l’apprentissage tout au long de la vie – est meilleure quand ils adoptent une approche pédagogique axée sur l’élève que quand ils souscrivent à une démarche axée sur l’enseignant.

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Notes

  1. Children in Turkey enter primary school (Grades 1–4) when they are six years old. At age 10, they progress to lower secondary (or “middle”) school (Grades 5–8), and go on to upper secondary (or “high”) school (Grades 9–12) or vocational school. Education is free in public schools and compulsory up to the age of 18.

  2. An “Associate’s degree”, obtained after two years at university, is a teaching qualification still held by some older teachers but no longer offered in Turkey today. The current minimum qualification required for being employed as a teacher at a state school is to graduate from a university faculty of education after four years and pass a national teaching examination.

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Acknowledgements

This article is an extended version of a paper (“Teaching–learning conceptions and effective lifelong learning in teachers: The mediating role of change tendencies/Öğretmenlerde öğretme-öğrenme anlayışları ve etkili yaşam boyu öğrenme: Değişim eğilimlerinin aracı rolü”) presented at the 27th International Congress on Educational Sciences (18–22 April 2018) in Antalya, Turkey.

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  1. Faculty of Education, Karamanoğlu Mehmetbey University, Karaman, Turkey

    Cihad Şentürk

  2. Faculty of Education, Niğde Ömer Halisdemir University, Niğde, Turkey

    Gökhan Baş

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Şentürk, C., Baş, G. Investigating the relationship between teachers’ teaching beliefs and their affinity for lifelong learning: The mediating role of change tendencies. Int Rev Educ 67, 659–686 (2021). https://doi.org/10.1007/s11159-021-09917-7

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