Impact of Leadership-Driven Learning Culture on Lifelong LearningSkillsofEducators in Okene Local Government Area of Kogi State

This study investigated the impact of leadership-driven learning cultureonthelifelong learning skills of educators in Okene Local Government Area of Kogi Stateusingadescriptive survey research design. Three research questions and three null hypotheses guidedthestudy. The target population consisted of 1,620 educators across public primary andsecondaryschools in Okene LGA. A sample of 320 educators comprising 189 males and 131femaleswasdrawn through stratified random sampling technique from twelve selected schools. Astructuredfive-point Likert-scale questionnaire titled the Leadership-Driven Learning CultureImpactQuestionnaire (LDLCIQ) was used for data collection. The instrument was validatedbyexpertsin the field and yielded a reliability coefficient of 0.87 via Cronbach's alpha. Data obtainedwereanalyzed using mean and standard deviation to answer the research questions whilechi-squaretest was used to test the hypotheses at 0.05 level of significance. Findings revealedthatleadership-driven learning culture significantly enhanced educator’s self-directed learningskills,significantly strengthened their collaborative professional development, andsignificantlyimproved their reflective practice and adaptability. It was recommended that school leadersshould foster cultures that prioritize continuous professional development; the Kogi StateMinistry of Education should establish structured frameworks embedding lifelonglearningasacore institutional value; and educational administrators should model learning behaviorsthatinspire and sustain educator growth