The Perceptions of EFL instructors and administrators on teacher autonomy: a case study

Download
index.pdf
2017
Yıldırım, Tuğba
Show full item record
315
views
168
downloads
This case study aimed to explore the perceptions of EFL instructors and administrators working at tertiary level in regard to the concept of “teacher autonomy” and to investigate to what extent the instructors were perceived to possess autonomy in their work context and desired autonomy over six domains, namely curriculum, instruction, assessment, professional development, classroom management, and institutional operations. The study also sought administrators’ views on what the extent of teacher autonomy should be in each domain. For this purpose, an English preparatory program of a state university was chosen as the case and fifty Turkish EFL instructors and five administrators who worked at the program participated in the study. Data were gathered through questionnaires and semi-structured individual interviews. The results suggested that EFL instructors perceived to possess a low level of autonomy in general, but nevertheless, they desired to have a higher degree of autonomy in all domains. In addition, administrators’ views on the extent of teacher autonomy differed across the six domains. Whereas they believed that the instructors should have autonomy over professional development and classroom management, they did not support the idea of giving teachers autonomy over assessment and institutional operations. Moreover, the findings revealed that both instructors and administrators held the opinion that teacher autonomy is vital for teachers and an effective instruction. By identifying some constraints on teacher autonomy, the participants also offered some suggestions to help to promote it. Thus, the study has important implications for EFL instructors, administrators, and teacher educators.
English language, English teachers, Teachers, Teaching, Teachers
http://etd.lib.metu.edu.tr/upload/12621042/index.pdf
https://hdl.handle.net/11511/26572
Graduate School of Social Sciences, Thesis

Suggestions

The perceptions of pre-service EFL teachers on their professional identity formation throughout practice teaching
Taşdemir, Hanife; Seferoğlu, Gölge; Department of English Language Teaching (2016)
This qualitative case study aims at exploring the pre-service EFL teachers’ opinions on the essentials of teacher professional identity, their own professional identity development throughout practice teaching, and the effects of practice teaching and reflection on their understanding of their professional identity. Thirty-one pre-service EFL teachers, enrolled to the second course of the practicum component FLE 404 Practice Teaching, participated in the study. Data were gathered through pre-practice teachi...
The Perceptions of pre-service ELT teachers on different modes of peer feedback and its relation to teacher efficacy /
İnce, Burtay Hatice; Aksu, Meral; Department of Curriculum and Instruction (2016)
The purpose of this study was to find out the perceptions of pre-service ELT teachers on different modes of feedback (i.e. written and oral peer feedback) and its relation to teacher efficacy. For this reason, a mixed-method design was used in order to answer different research questions. EFL Teacher Efficacy Scale (ETES) was used in order to find out efficacy levels of pre-service teachers before and after they were given different modes of peer feedback. E-journals and semi-structure group interviews were...
An Exploratory case study of pre-service EFL teachers' sense of efficacy beliefs and perceptions of mentoring practices during practice teaching
Rakıcıoğlu Söylemez, Anıl Ş; Eröz Tuğa, Betil; Department of English Language Teaching (2012)
Although practice teaching is a central component of teacher education, there are still a number of organizational and practical problems encountered which have attracted considerable research. For instance, the nature of the relationship among pre-service and cooperating teachers; how this relationship plays a role in shaping pre-service teachers’ learning to teach during practice teaching are issues we still know little about (Borg, 2011). In order to understand the interwoven relationship between experie...
An Investigation into Turkish english language teachers’ perceived professional development needs, practices and challenges
Korkmazgil, Sibel; Seferoğlu, Gölge; Department of English Language Teaching (2015)
This phenomenological research study seeks to explore English language teachers’ professional development needs, practices and challenges that they experience in their professional growth. Data were collected from 41 English language teachers working at public schools in 14 different cities in Turkey through semi-structured interviews conducted in 2012. The findings suggested that highest level of needs were indicated with regard to developing teachers’ English language proficiency and speaking skills, impr...
The relationship between english instructors’ negotiation strategies and personality traits
Gürsel, Gülistan; Yemenici, Alev; Department of English Language Teaching (2009)
This study aimed at investigating the relationship between English instructors’ negotiation strategies to handle conflicts in the FLE classroom and personality traits. Two scales which consist of a demographic inventory, two questionnaires and a semi structured interview were developed by the researcher. The first scale consists of “Rahim Organizational Conflict Inventory II (ROCI II)” and “Eyesenck Personality Inventory (EPI). The results of these questionnaires were analyzed by SPSS 15.0. This data gather...
Citation Formats
T. Yıldırım, “The Perceptions of EFL instructors and administrators on teacher autonomy: a case study,” M.S. - Master of Science, Middle East Technical University, 2017.
METU IIS - Integrated Information Service open@metu.edu.tr