Teaching Autonomy: Does Spanish Education System Achieve the Desired Effect?

Abstract

espanolA pesar de que el curriculo espanol para la educacion primaria establece asignaturas troncales y especificas para promover la autonomia docente, la gestion curricular esta logrando el efecto contrario segun el profesorado. El objetivo de este estudio es comparar estadisticamente la autonomia de maestras y maestros que imparten asignaturas troncales y de quienes ensenan solo asignaturas especificas. El metodo comprende un diseno cuantitativo no experimental, estableciendo una muestra aleatoria estratificada que tiene representatividad nacional. Los resultados demuestran que el profesorado que solo imparte asignaturas especificas percibe mayor satisfaccion hacia la actividad pedagogica que el otro grupo. En conclusion, es razonable poner bajo escrutinio el curriculo espanol porque su efectividad para fomentar la autonomia docente queda cuestionada. EnglishDespite the Spanish curriculum for primary education establishes compulsory and elective subjects in order to promote teacher autonomy; curricular management is achieving the opposite of the desired effect according to teachers. This study aims statistically comparing the autonomy of educators who teach compulsory subjects and who only impart elective subjects. The method comprises a nonexperimental quantitative research design, establishing a random cluster sampling that has statistical representativeness from national standpoint. Results demonstrate that teachers who only impart elective subjects perceive a greater enjoyment toward pedagogical activity than the other group. In conclusion, it is reasonable to put the Spanish curriculum under scrutiny because its effectiveness for fostering the teacher autonomy is questioned.