In a time of fast-paced school reforms, understanding the orientations and attitudes of K-12 teachers towards ongoing professional development is essential. This study aims to understand the nuanced dynamics that shape teacher participation in ongoing lifelong learning. This research can potentially contribute to the body of evidence on teachers’ lifelong learning on both the international and national levels. The study can help educational policymakers, school administrators, and professional development providers address information requiring attention to develop conducive environments for continuous improvement and growth in teachers. Understanding the forces at play will help educational stakeholders harness the advantages of teachers’ lifelong learning and its impact on improving education with subsequent benefits to students’ learning experiences.

The study utilized a mixed-methods approach, gathering qualitative and quantitative data through an online survey administered to approximately 200 Abu Dhabi public school K-12 teachers. The survey addressed a 40-point scale of various categories of lifelong learning motivation, with demographic items to ascertain potential variable correlations such as teaching experience and subject matter specialization.

The background literature review stresses the evolution of the concept of lifelong learning, particularly through UNESCO’s framework, in which attention is given to access to learning for all age groups and learning environments. Empirical research corroborates that constant teacher development is needed to keep pace with technological change and teaching innovation. Despite this, difficulties in time, organization, and other individual motivations dissuade instructors from adopting lifelong learning.

Initial findings indicate that teachers’ motivations are significantly driven by their own lives, schooling, and support networks outside of schools. These dynamics must be understood by education policymakers, school leaders, and professional developers to construct conditions for sustained development.

The significance of this research extends to the professional development of individual teachers; it educates national policy for education to produce a learned and responsive workforce. In addressing teachers’ unique needs in lifelong learning, this research aims to contribute to the UAE’s endeavor towards enhancing the quality of education and enabling a knowledge-based economy.

In this presentation, we will describe the study design, the anticipated outcomes, and the possible impacts of fostering a culture of lifelong learning in an educational setting.

Keywords: Lifelong learning, teacher dispositions, teacher motivations, professional development, teacher education.