Examination of the Relationship Between Digital Literacy and Lifelong Learning Tendencies of Primary School Teachers

Abstract

This research aims to examine the relationship between primary school teachers' digital literacy and lifelong learning tendencies. The research sample consists of 153 primary school teachers who were determined via convenience sampling among purposive sampling methods and voluntarily participated in the study. The participants were serving in the province of Ordu, Turkey. Data collection tools used in the study were Personal Information Form, Digital Literacy Scale, and Lifelong Learning Tendency Scale (LLTS). In the analysis of the collected data, Kolmogorov Smirnov and Shapiro Wilk tests, unrelated samples t-test, one-way analysis of variance (ANOVA), Tukey and Games Howell test, Kruskal Wallis, and Pearson Product-Moment Correlation Analysis were used. Research findings demonstrated that the digital literacy of primary school teachers is at the "good" level and lifelong learning tendencies at the "strongly agree" level. Primary school teachers' digital literacy does not differ by the variables of gender and educational status; yet differs significantly by age, seniority, and in-service training. Lifelong learning tendencies differ significantly in favor of women by gender; do not differ according to age, seniority, education level, and in-service training. In addition, a moderately positive correlation was found between the digital literacy and lifelong learning tendencies of primary school teachers.