Teacher Autonomy from the Perspective of Middle School Teachers
Year: 2024
Type: article
Abstract: This study aims to examine middle school teachers' perceptions of teacher autonomy in depth. The study was conducted using a phenomenological design, a qualitative research method. The study participants were 17 middle school teachers working in public schools in three provinces located in northern Turkey. Data were obtained through semi-structured interviews. The results showed that teachers defined the concept of autonomy in the context of autonomy in the educational process, professional development, professional respectability, and freedom of expression. Teachers emphasized that autonomous teachers have characteristics such as pedagogical freedom and creativity, using technology, student orientation, critical and analytical thinking, independence and self-confidence, content knowledge and research ability, social and communication skills, leadership, and problem-solving. Finally, the factors affecting teachers' autonomy were analyzed. In this context, it was concluded that social and environmental factors, personal and professional characteristics, and institutional and system factors are among the factors that affect teacher autonomy.
DOI: 10.47215/aji.1559266
Authors: Feryad Doğuş, Sanem Tabak
Institutions: Mi̇lli̇ Eği̇ti̇m Bakanliği, Ordu University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4405540072