The rapidly evolving educational landscape necessitates that primary school teachers continually enhance their professional skills to meet the demands of modern teaching. This study explores the influence of Self-Directed Learning (SDL) on Lifelong Learning (LLL) among primary school teachers in Selangor, Malaysia. Utilizing a quantitative research design, data were collected from 400 teachers using validated questionnaires, including the Self-Rating Scale for SDL and the Lifelong Learning Competence Scale. The study examines the relationship between SDL and LLL, highlighting the critical role of school leadership in fostering a culture of continuous learning. The results indicate that teachers with high levels of SDL are more engaged in lifelong learning activities, which is essential for adapting to curricular changes and technological advancements. Furthermore, the study finds that supportive leadership practices significantly enhance SDL, which in turn positively influences LLL among teachers. Gender differences were also noted, with female teachers reporting slightly higher engagement in LLL compared to their male counterparts. The findings underscore the importance of promoting SDL through effective school leadership to enhance the professional development of teachers. This study provides valuable insights for policymakers and educational administrators to design strategies that support teachers' lifelong learning, ensuring that they remain competent and confident in their roles as educators.
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(Hassan et al., 2024)
Hassan, S. S. S., Razak, A. Z. A., & Kenayathulla, H. B. (2024). Influence of Self-Directed Learning (SDL) on Lifelong Learning (LLL) of Primary School Teachers in Selangor. International Journal of Academic Research in Business and Social Sciences, 14(8), 2725–2733.
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