In this research, the relationship between the teachers' lifelong learning competences and their reading motivation was examined. The study sample consisted of 326 teachers working in the district of Sapanca in the province of Sakarya. The research data was collected through The Scale of Key Competences for Lifelong Learning developed by Şahin, Akbaşlı, ve Yelken Yanpar (2010) and through Adult Reading Motivation Inventory developed by Schutte ve Malouff (2007) and adapted to Turkish by Yıldız, Yıldırım, Ateş ve Çetinkaya (2013). As a result of the research, it was determined that teachers' lifelong learning competence perceptions and their reading motivation were high. The obtained findings revealed that the gender, age, service duration, branch and school type demographics of the teachers are not an effective variable on their lifelong learning competence levels. On the other hand, it was detected that the level of education affects teachers' lifelong learning competence levels significantly. It was found that the teachers who have a graduate degree have higher lifelong learning competences compared to the undergraduate teachers. It was ascertained that teachers' motivation towards reading differs significantly by their gender but did not differ according to age, educational status, duration of service, branch and school type variables. In addition, it was concluded that there was a moderate positive relationship between the lifelong learning competence and reading motivation. Lastly, 22% of the total variance related to teachers' lifelong learning competences was explained with their reading motivation.
Ayanoglu, C., & Guler, N. (2021). A study on the teachers’ lifelong learning competences and their reading motivation: Sapanca sample. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 4, pp. 1–15). USF M3 Publishing. https://www.doi.org/10.5038/9781955833042
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