Abstract
The purpose of the research is not only to determine the level of perception of lifelong learning key competencies of administrators, teachers, and master trainers working for public education centers but also to find out whether or not this perception level of the sample reveals significant differences in terms of gender, profession, age, and years of experience. The research population included administrators (principals, chief deputy principals, deputy principals), teachers, and master trainers working for the public education centers in the province of Ankara during the 2015–2016 academic year. The research sample was comprised of 39 administrators, 124 teachers, and 172 master trainers, a total of 335 participants. The data were collected using the “key competences for lifelong learning scale” developed by Şahin et al. (Educational Research and Review, 5(10), 545–556, 2010). A cross-sectional survey design was implemented in conducting the study. The data collected were analyzed through descriptive and parametric tests (one-way ANOVA and independent t-test). According to results, regarding gender, there are significant differences between females and males with respect to levels of the dimensions of communication in the native language, communication in a foreign language(s), and as for digital competences. Considering the profession variable, there are significant differences between teachers and administrators and administrators and master trainers with respect to the dimensions of communication in native language, mathematical and basic competence in science and technology, and also in terms of digital competence. Age and years of experience are also important variables for the significant difference with respect to the dimension of communication in a foreign language(s).
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Akbaşlı, S., Durnalı, M. (2018). The Perception of Administrators, Teachers, and Master Trainers Working for Public Education Centers Regarding Key Competencies of Lifelong Learning. In: Erçetin, Ş. (eds) Chaos, Complexity and Leadership 2016. ICCLS 2016. Springer Proceedings in Complexity. Springer, Cham. https://doi.org/10.1007/978-3-319-64554-4_35
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