The aim of this study is to examine the lifelong learning tendencies of English teachers, their professional competencies, and their self-efficacy in integrating technology. For this purpose, a descriptive survey model was used in this study. The participants of the research consist of 561 English teachers working in institutions (private and state) affiliated to the Ministry of National Education selected from every geographical region of Turkey. Participants work in primary, secondary, and secondary education institutions. Non-random stratified purposive sampling method was used in the sample selection of this study. Personal Information Form and 3 different scales were used for the data collection process of the research. Analysis of the data was performed by one-way analysis of variance (ANOVA), t-test, and simple linear regression analysis. As a result of this research, it was seen that there is a positive correlation between English teachers’ technology ıntegrating self-efficacy, professional competency, and lifelong learning tendencies. It was determined that teachers’ self-efficacy in integrating technology and professional competencies are predictors of their lifelong learning tendencies. In addition, it was observed that there was a significant difference in English teachers’ self-efficacy in integrating technology, lifelong learning tendencies, and professional competencies according to gender. English teachers’ professional competencies differ according to the type of institution, while their self-efficacy in integrating technology differs according to the type of institution and age. It is thought that the results of this study will contribute to raising awareness about the impact of teachers’ self-efficacy and professional development on technology integration on issues surrounding their lifelong learning tendencies. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
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