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Exploring Teacher Autonomy Through Teachers’ Perspectives: A Qualitative Case Study

Year 2023, Volume: 7 Issue: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic, 537 - 556, 25.10.2023

Yılmaz İlker Yorulmaz İbrahim Çolak

https://doi.org/10.54535/rep.1360698

Abstract

This study aims to explore teacher autonomy from the perspective of teachers. The study has been designed as a case study and carried out using qualitative research approach. The participants consist of 10 teachers in elementary, lower secondary, and upper secondary schools in Milas county of Muğla province in Turkey. The study employed a maximum variation sampling technique to select study participants. Data were collected using a semi-structured interview form developed by the authors. Content analysis technique was utilised in the analysis of the data. The results reveal that teachers have autonomy in teaching process and in professional communication with students and parents, but they lack autonomy in curriculum design, professional development, and professional communication with administrators. Teachers' autonomy is hindered by the centralised curriculum, centralised educational policy, and school administration. Enhancing teacher autonomy requires a flexible curriculum, an autonomy supportive environment, participatory decision-making processes, the empowerment of school administrators, and professional development opportunities for teachers. The results also reveal that increasing teacher autonomy will not only enhance teachers' self-confidence, performance, motivation, and sense of responsibility but also support students' achievements and their learner autonomy.

Keywords

Autonomy Teacher autonomy Teacher Turkish teachers

Ethical Statement

Ethics committee approval was obtained from Muğla Sıtkı Koçman University (Date 05 March 2022, No:36)

References

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Year 2023, Volume: 7 Issue: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic, 537 - 556, 25.10.2023

Yılmaz İlker Yorulmaz İbrahim Çolak

https://doi.org/10.54535/rep.1360698

Abstract

References

  • Ayral, M., Özdemir, N., Türedi, A., Yılmaz-Fındık, L., Büyükgöze, H., Demirezen, S., Özarslan, H., & Tahirbegi, Y. (2014). Öğretmen özerkliği ile öğrenci başarısı arasındaki ilişki: PISA örneği [The relationship between teacher autonomy and student achievement: PISA sample]. Eğitim Bilimleri Araştırmaları Dergisi [Journal of Educational Sciences Research], 4(Special Edition 1), 207-218. http://dx.doi.org/10.12973/jesr.2014.4os12a
  • Buyruk, H., & Akbaş, A. (2021). An analysis on the relationship between teachers’ occupational professionalism and their autonomy. Education and Science, 46(208), 431-451. http://dx.doi.org/10.15390/EB.2021.9996
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Sage.
  • Çolak, İ., & Altınkurt, Y. (2017). Okul iklimi ile öğretmenlerin özerklik davranışları arasındaki ilişki [The relationship between school climate and teacher autonomy behaviors]. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice], 23(1), 33-71. http://dx.doi.org/10.14527/kuey.2017.002
  • Çolak, İ., Altınkurt, Y., & Yılmaz, K. (2017). Öğretmenlerin özerklik davranışları ile iş doyumları arasındaki ilişki [The relationship between teachers' autonomy behaviors and job satisfaction]. Karadeniz Sosyal Bilimler Dergisi [The Black Sea Journal of Social Sciences], 9(2), 189-208. https://dergipark.org.tr/tr/pub/ksbd/issue/34220/383408
  • Çolak, İ., Yorulmaz, Y. İ., & Altınkurt, Y. (2022). The mediating role of teachers’ critical thinking dispositions in the relationship between their organisational power distance perceptions and autonomy behaviors. E-International Journal of Educational Research, 13(2), 90-107. https://doi.org/10.19160/e-ijer.1076433
  • Çolak, İ., Yorulmaz, Y. İ., Sever, Y., & Altınkurt, Y. (2023). Öğretmenlerin örgütsel güvenleri ile özerklikleri arasındaki ilişkide örgütsel güç mesafesi algısının aracı rolü [The mediating role of organizational power distance perception in the relationship between teachers’ organizational trust and teacher autonomy]. Manas Sosyal Araştırmalar Dergisi [MANAS Journal of Social Studies], 12(2), 488-501.https://doi.org/10.33206/mjss.1210467
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  • Demirkasımoğlu, N. (2010). Defining “teacher professionalism” from different perspectives. Procedia Social and Behavioral Sciences, 9, 2047-2051. https://doi.org/10.1016/j.sbspro.2010.12.444
  • Ertürk, R. (2023). The effect of teacher autonomy on teachers' professional dedication. International Journal of Psychology and Educational Studies, 10(2), 494-507. https://doi.org/10.52380/ijpes.2023.10.2.1048
  • Eurydice. (2008). Levels of autonomy and responsibilities of teachers in Europe. https://doi.org/10.2766/35479
  • Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20-38. http://dx.doi.org/10.1111/j.1467-8527.2007.00392.x
  • Evetts, J. (2009). The management of professionalism: A contemporary paradox. In S. Gewirtz, P. Mahony, I. Hextall & A. Cribb (Eds.), Changing teacher professionalism (pp. 19-30). Routledge.
  • Evetts, J. (2011). A new professionalism? Challenges and opportunities. Current Sociology, 59(4), 406-422. https://doi.org/10.1177/0011392111402585
  • Fradkin-Hayslip, A. (2021). Teacher autonomy, motivation, and job satisfaction: Perceptions of elementary school teachers according to self-determination theory. Elementary Education Online, 20(2), 198-205. https://doi.org/10.17051/ilkonline.2021.02.25
  • Friedman, I. A. (1999). Teacher-perceived work autonomy: The concept and its measurement. Educational and Psychological Measurement, 59(1), 58–76. https://doi.org/10.1177/0013164499591005
  • Garvin, N. M. (2007). Teacher autonomy: distinguishing perceptions by school cultural characteristics (Doctoral dissertation). Available from ProQuest Dissertations and Theses database (UMI No. AAI3255863).
  • Gwaltney, K. D. (2012). Teacher autonomy in the United States: Establishing a standard definition, validation of a nationally representative construct and an investigation of policy affected teacher groups (Doctoral dissertation). Available from ProQuest Dissertations and Theses database (UMI No. 3537897).
  • Haapaniemi, J., Venäläinen, S., Malin, A., & Palojoki, P. (2021). Teacher autonomy and collaboration as part of integrative teaching - Reflections on the curriculum approach in Finland. Journal of Curriculum Studies, 53(4), 546-562. https://doi.org/10.1080/00220272.2020.1759145
  • Helgøy, I., & Homme, A. (2007). Towards a new professionalism in school? A comparative study of teacher autonomy in Norway and Sweden. European Educational Research Journal, 6(3), 232-249. https://doi.org/10.2304/eerj.2007.6.3.232
  • Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Sage.
  • Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind, intercultural cooperation and its importance for survival. McGraw-Hill.
  • Ingersoll, R. M. (2007). Short on power long on responsibility. Educational Leadership, 65(1), 20-25. https://repository.upenn.edu/handle/20.500.14332/34871
  • Ingersoll, R., Alsalam, N., Quinn, P., & Bobbitt, S. (1997). Teacher professionalization and teacher commitment: A multilevel analysis. National Center for Education Statistics. https://repository.upenn.edu/gse_pubs/548
  • Kılınç, A. Ç., Bozkurt, E., & İlhan, H. (2018). Öğretmen özerkliğine ilişkin öğretmen görüşlerinin incelenmesi [Examining teachers’ opinions on teacher authonomy]. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama [Journal of Education and Humanities], 9(18), 77-98. https://dergipark.org.tr/tr/pub/eibd/issue/43929/540868
  • Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-182. http://dx.doi.org/10.1016/0346-251X(95)00006-6
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed). Sage.
  • OECD (2010). PISA 2009 results: What makes a school successful? Resources, policies and practices, Volume IV. OECD Publishing. http://dx.doi.org/10.1787/9789264091559-en
  • OECD (2014). Lessons from PISA for Korea, strong performers and successful reformers in education. OECD Publishing. https://doi.org/10.1787/9789264190672-en
  • OECD (2015). OECD, PISA 2015 Database, Table II.4.5. http://dx.doi.org/10.1787/888933435854
  • OECD (2016). Supporting teacher professionalism: Insights from TALIS 2013. OECD Publishing. http://dx.doi.org/10.1787/9789264248601-en
  • OECD (2020a). A teachers' guide to TALIS 2018. OECD Publishing. https://www.oecd.org/education/talis/TALIS-Teachers-Guide-to-TALIS-2018-Vol-II_ENG.pdf
  • OECD. (2020b). Education policy outlook: Turkey. https://www.oecd.org/education/policy-outlook/country-profile-Turkey-2020.pdf
  • Özaslan, G. (2015). Teachers’ perceptions of the level of their professional autonomy. Journal of Qualitative Research in Education, 3(2), 25-39. https://doi.org/10.14689/issn.2148-2624.1.3c2s2m
  • Özten, İ. (2023). Okul müdürlerinin karanlık liderlik davranışları ile öğretmenlerin örgütsel güç mesafesi algıları arasındaki ilişki [The relationship between the dark leadership behaviours of school principals and organizational power distance perception of teachers] (Thesis No. 790170) [Doctoral dissertation, Muğla Sıtkı Koçman University, Turkey]. YÖK National Thesis Database. https://tez.yok.gov.tr/UlusalTezMerkezi/
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Details

Primary Language English
Subjects Teacher Education and Professional Development of Educators, Education Policy
Journal Section Articles
Authors

Yılmaz İlker Yorulmaz 0000-0003-0934-3942

İbrahim Çolak 0000-0002-7914-3447

Early Pub Date October 23, 2023
Publication Date October 25, 2023
Published in Issue Year 2023 Volume: 7 Issue: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic

Cite

APA Yorulmaz, Y. İ., & Çolak, İ. (2023). Exploring Teacher Autonomy Through Teachers’ Perspectives: A Qualitative Case Study. Research on Education and Psychology, 7(Special Issue 2), 537-556. https://doi.org/10.54535/rep.1360698
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