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Participants were secondary school mathematics teachers working in Turkey’s Ministry of National Education. The Key Competencies Scale in Lifelong Learning (Şahin, Akbaşlı & Yanpar Yelken, 2010) was analyzed with independent samples t-test, one-way ANOVA, and Tukey tests. Findings show generally high lifelong learning competency levels with no gender-, graduation-, or region-based differences, while professional satisfaction and development activity frequency show significant effects.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-investigation-of-mathematics-teachers-perceptions-of-lifelong-learning-competencies/602818/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-investigation-of-mathematics-teachers-perceptions-of-lifelong-learning-competencies/602818.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the research?","Question",{"text":112,"@type":113},"The study aims to examine mathematics teachers’ perceptions of lifelong learning competencies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which scale and statistical methods were used?",{"text":117,"@type":113},"The Key Competencies Scale in Lifelong Learning (2010) was used, with independent samples t-test, one-way ANOVA, and Tukey tests to compare mean scores.",{"name":119,"@type":110,"acceptedAnswer":120},"What variables were found to affect lifelong learning competency perceptions?",{"text":121,"@type":113},"No significant differences were found across gender, graduation-related variables, working region, or professional seniority, but significant differences appeared based on professional satisfaction status and the frequency of activities for personal and professional development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602818,1792160669,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Investigation of Mathematics Teachers' Perceptions of Lifelong Learning Competencies  \nMurtaza AYKAÇ1  \nNiğde Ömer Halisdemir University, Niğde, Turkey  \nDavut KÖĞCE2  \nNiğde Ömer Halisdemir University, Niğde, Turkey  \nBuket ASLANDAĞ3  \nNiğde Ömer Halisdemir University, Niğde, Turkey  \nAbstract  \nThe purpose of this study is to examine the mathematics teachers' perceptions of lifelong learning competencies. The study group of the research consisted of secondary school mathematics teachers working in the Ministry of National Education. This study was carried out to examine the perceptions of secondary school mathematics teachers on lifelong learning competencies depending on some variables and a correlational survey model within the scope of the descriptive method was used. In the research, \"Key Competencies Scale in Lifelong Learning\" developed by Şahin, Akbaşlı and Yanpar Yelken (2010) was used. Independent samples t-test, one-way analysis of variance and Tukey test were used to compare the mean scores obtained from the scale by variables. The results obtained from the research indicated that the secondary school mathematics teachers participated in the research have high level of life-long learning competencies. There was found to be no significant difference between the scores of life-long learning competencies as regards their genders, the high schools they graduated from, the faculty they graduated from, the geographical region where they have been working and professional seniority. However, significant differences were found in participants’ scores of lifelong learning competencies related to their professional satisfaction status and the frequency of the activities they participate for personal and professional development.  \nKeywords: Lifelong Learning, Mathematics Teachers, Perception of Lifelong Learning  \nDOI: 10.29329/epasr.2020.270 .6  \n1Assist. Prof. Dr., Niğde Ömer Halisdemir University, Faculty of Education, Department of Preschool Education, Niğde, Turkey. ORCID: 0000-0001-7204-0835  \n[Correspondence](Correspondence: murtazaaykac@gmail.com)[: murtazaaykac@gmail.com](Correspondence: murtazaaykac@gmail.com)  \n2 Assoc. Prof. Dr., Niğde Ömer Halisdemir University, Faculty of Education, Department of Elemantary Mathematics Education, Niğde, Turkey, ORCID: 0000-0002-3475-2740, [Email: kogced@gmail.com](Email: kogced@gmail.com)  \n3 Assist. Prof. Dr., Niğde Ömer Halisdemir University, Faculty of Education, Education Programs and Teaching, Niğde, Turkey. ORCID: 0000-0002-2935-2320, [Email: buket.aslandag@gmail.com](Email: buket.aslandag@gmail.com)  \nIntroduction  \nIn today's information age, it is challenging for individuals to continue their professions and daily lives with only the information they learn at school. That's because, with the rapid development and spread of knowledge, if individuals cannot update their knowledge about their profession, they will not always be able to solve the problems they encounter in daily life with their current knowledge. Therefore, as a result of this need in today's society, the general view of the society and individuals, in particular, has changed. So, in today's society, individuals have to constantly improve themselves in order to meet the requirements of the profession, regardless of their profession. Ensuring continuity of education to be given to individuals for this development is important for social progress. Therefore, lifelong education has gained importance in order for education to reach everyone regardless of the individual's age and to raise more qualified individuals.  \nLifelong education has become a concept of solution point to meet the new needs of developing technology in human life. That's because education provided in schools is far from meeting the needs of individuals in solving their real life problems (Bağcı, 2011) . MEB (2014) defines lifelong learning as all kinds of learning activities that an individual participates throughout their life in ord","cbCaijol0aDazmeE","https://ap.wps.com/l/cbCaijol0aDazmeE","pdf",273907,18,"English","# Abstract\n# Keywords\n# Introduction\n## Background and definitions of lifelong learning\n## Context for lifelong learning in society","[{\"question\":\"What is the purpose of the research?\",\"answer\":\"The study aims to examine mathematics teachers’ perceptions of lifelong learning competencies.\"},{\"question\":\"Which scale and statistical methods were used?\",\"answer\":\"The Key Competencies Scale in Lifelong Learning (2010) was used, with independent samples t-test, one-way ANOVA, and Tukey tests to compare mean scores.\"},{\"question\":\"What variables were found to affect lifelong learning competency perceptions?\",\"answer\":\"No significant differences were found across gender, graduation-related variables, working region, or professional seniority, but significant differences appeared based on professional satisfaction status and the frequency of activities for personal and professional development.\"}]","The Investigation of Mathematics Teachers' Perceptions of Lifelong Learning Competencies | PDF",1792095291,45]