The Relationship Between Bureaucratic Characteristics of Public Schools and Teacher Autonomy
Abstract
This study examines the relationship between bureaucratic characteristics of public schools and teacher autonomy behaviors according to teachers. The population of this study, which was designed in the relational survey model, one of the quantitative research methods, consists of 4106 permanent and contracted teachers working in 268 schools consisting of official kindergartens, primary schools, middle schools and high schools in Edirne and its districts in the 2022-2023 academic year. The sample of the study consists of 351 teachers determined by stratified sampling method according to the school levels they work in. As a result of the research, there was a significant relationship between authority hierarchy sub-dimension and professional development autonomy, professional communication autonomy and teacher autonomy; between rules/regulations sub-dimension and professional development autonomy; between objectivity sub-dimension and professional development autonomy, professional communication autonomy and teacher autonomy; between procedural features and professional development autonomy, professional communication autonomy and teacher autonomy; between bureaucratic characteristics and professional development autonomy, professional communication autonomy and teacher autonomy.
Keywords
References
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