The Perceived Autonomy of Teachers in Elementary Education

Download

2011-Taneri perceived autonomy.pdf

Date

2011-06-25

Author

Taneri, Pervin Oya

Metadata

Show full item record

Item Usage Stats

236
views

67
downloads

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.

Subject Keywords

Teacher education, Teacher autonomy, Motivation, Job satisfaction, Decision making

URI

https://hdl.handle.net/11511/81825

Collections

Department of Educational Sciences, Conference / Seminar

Suggestions

OpenMETU
Core

The Problems of Novice Classroom Teachers having Regular and Alternative Certificates Taneri, Pervin Oya; Ok, Ahmet (2014-04-01) The purposes of this study are to understand the problems of classroom teachers in their first three years of teaching, and to scrutinize whether these problems differ according to having regular or alternative teacher certification. The sample of this study was 275 Classroom Teachers in the Public Elementary Schools in districts of Ordu, Samsun, and Sinop in the Black Sea region. The data gathered through the questionnaire were subject to descriptive and inferential statistical analysis. Results of the stu...
The effects of an in-service teacher training certificate program on the teaching practices of novice teachers Personn, Jan; Yiğitoğlu, Nur; Department of English Language Teaching (2014-6) Although there have been a number of studies focusing on the contents of In Service Teacher Training (INSET) and the perceptions of teachers attending INSET courses, the objectives in the INSET course guidelines and the possible effects of INSET on classroom teaching seem to be receiving considerably less attention. In an attempt to address this gap in the literature, this study focuses on an INSET course designed by a reputable British university offered at a Turkish university. The study aims to investiga...
The Effects of a professional development program on physics teachers’ classroom practices Oktay, Özlem; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2015) The purpose of the study is to examine the effects of a professional development (PD) program on in-service physics teachers’ classroom practices. Changes in teachers’ practices were investigated in terms of four dimensions: content/skill/ misconception, teaching strategy, material/technology, and assessment. Qualitative research methodology was used in the study, and a case study was combined with action research. Data were collected from seven participating teachers (1 male, 6 female) and their 9th grade ...
The mediating effect of teacher self-efficacy on teaching practice and job satisfaction by using the results of talis 2018 Yıldız, Cansu; Geban, Ömer; Ceylan, Eren; Department of Science Education (2022-6-02) The purpose of this study is to determine the role of teacher self-efficacy as a mediator in the relationship between teaching practice and job satisfaction. To succeed in this aim, the correlational model was used in the current study. The research group of this study includes 1243 Turkish science teachers who participated in the Teaching and Learning International Survey (TALIS) 2018. ‘‘ Teaching Practice Scale ’’, ‘‘Teacher Self-efficacy Scale’’ and ‘‘Job Satisfaction Scale’’ were used to collect data. T...
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...

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.