The Perceived Autonomy of Teachers in Elementary Education

2011-06-25
The main aims of the paper are to examine the perceptions of elementary school teachers about teacher autonomy and to discover whether these perceptions differ in relation to variables such as the teachers’ gender and age, teaching practice, branch, and city in which they work. The professional achievements and classroom behaviors of teachers are influenced by their perception of autonomy. The teachers face some constraints posed by school administration, colleagues, and supervisors during their instruction. They can deal with limitations on autonomy via risk-taking, inquiry, insistence, self-rule, and having responsibility to decide among selected goals, materials, methods, assessment, and scheduling.

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Citation Formats
P. O. Taneri, “The Perceived Autonomy of Teachers in Elementary Education,” 2011, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/81825.