Comparison of lifelong learning mindset, learning habits, and selfdirected learning among elementary school teachers with different backgrounds

Abstract

Fostering teachers as lifelong learners requires a deep understanding of key mobilizing factors towards lifelong learning, with emphasis on lifelong learning mindset, learning habits, and self-directed learning. The objectives of this research are to analyze and compare the lifelong learning mindset, learning habits, and self-directed learning among elementary school teachers with different backgrounds, including gender, work experience, school size, and school affiliation. The population of the study consists of elementary school teachers. The sample includes 943 teachers selected using a stratified random sampling technique. Research instruments include a 5-level Likert scale questionnaire. The findings reveal that the means of lifelong learning mindset, learning habits, and self-directed learning range between 4.28 and 4.57, indicating relatively high levels. There were no significant differences in lifelong learning mindset among teachers based on gender, work experience, school affiliation, and school size. However, teachers with 1–5 years of work experience (4.42) exhibited higher learning habits (4.29) than those with 11 years or more, and the means of learning habits, and self-directed learning among teachers from different school affiliations were significantly different.