The Examination of Teachers' Professional Autonomy

Abstract

The purpose of this research is to determine the views and opinions of teachers regarding professional autonomy. This study is a qualitative research and it is conducted as a phenomenological study. Data was collected through face-to-face interviews using a semi-structured interview. The study group consists of 40 teachers who work in schools affiliated with the Ministry of National Education in Sivas province during the 2020-2021 academic year. Maximum diversity sampling was preferred in the research, and the collected data were analyzed through content analysis. Participants interpreted the concept of teacher autonomy as the ability to act independently and have authority at every stage of education. Most participants stated that they did not feel autonomous in the dimensions of "Curriculum Development," "Curriculum Implementation," and "Assessment and Evaluation," while they felt autonomous in the dimensions of "Classroom Management" and "Lesson Material Preparation." Participants believe that autonomous teaching would support students in acquiring independent learning skills, enable adjustments to be made based on students' readiness in the instructional process, and enhance effectiveness in problem-solving by participating in decision-making processes. The majority of participants stated that many "school administrations" restrict teacher autonomy and that "unions" do not have supportive efforts for teacher autonomy.