Teacher Autonomy from the Perspective of Middle School Teachers

Year 2024, Volume: 12 Issue: 2, 59 - 78, 31.12.2024

Feryad Doğuş , Sanem Tabak

https://doi.org/10.47215/aji.1559266

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.

Keywords

Factors affecting teacher autonomy, middle school teachers, teacher autonomy

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