Abstract

• This study aimed to investigate the relationship between self-directed learning skills of student teachers in Sagaing University of Education and their lifelong learning tendency. The research design used in the study was correlational research design, one of the quantitative research designs. The participants in the study were first year and fourth year students in Sagaing University of Education. Data were collected by using two instruments, questionnaires for self-directed learning skills and lifelong learning tendency. There were 40 items for self-directed learning skills questionnaire and 27 items for questionnaire towards lifelong learning tendency. The quantitative data were analyzed by using descriptive statistics, independent samples t test to compare differences between gender and year of study, and Pearson product-moment correlation to examine the relationship between self-directed learning skills of student teachers and their lifelong learning tendency. The results revealed that self directed learning skills of student teachers and their lifelong learning tendency were at the high level and they were significantly different in terms of gender. However, there was found no significant differences based on year of study. The findings also showed that there was a moderate positive correlation between self-directed learning skills of student teachers and their lifelong learning tendency. Therefore, it can be said that student teachers had self-directed learning skills and these skills were related to lifelong learning.