The Relationship Between Teachers' Lifelong Learning Tendencies and Their Curriculum Fidelity Levels

Abstract

The objective of this research aimed to establish a connection between the inclination towards lifelong learning and the degree of adherence to the curriculum among educators in primary and secondary educational institutions. In the 2021-2022 academic year, data for this screening model investigation were collected from 281 teachers employed in the central Karesi and Altıeylül districts of Balıkesir. The data were acquired using the 'Lifelong Learning Tendencies Scale,' designed by Diker Coşkun (2009), and the 'Curriculum Fidelity Scale,' developed by Burul (2018). The data analysis employed descriptive statistics, Two-Way MANOVA, Pearson Correlation Analysis, and Regression Analysis.According to the results, it was detected that there were moderate lifelong learning tendencies and high degree of fidelity to the curriculum. Regarding the second discovery, it was established that school type and years of professional experience significantly influenced the differences observed in teachers' lifelong learning tendencies and their adherence to the curriculum levels. Furthermore, a statistically significant but modest correlation was identified between teachers' lifelong learning tendencies and their levels of curriculum fidelity.