Teacher Autonomy: A Phenomenological Study
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https://doi.org/10.5281/zenodo.17127942Keywords:
autonomy , teacher autonomy , professional development , teacher competenceAbstract
This phenomenological research is a qualitative study aiming at exploring the current state of teacher autonomy for the academic year 2023-2024 and providing recommendations for actions to be taken in case autonomy is not recognized. Via purposeful sampling, 16 teachers are included in the research as participants. Semi-structured interview format is used to collect data, which is analysed using Nvivo14 program. The findings of the study indicate that teachers’ perceptions of autonomy may be around a moderate level. It is observed that autonomy is exercised concerning the curriculum and professional development, but restrictions exist in terms of program and school procedures and rules. The most expected behaviour from students is found to be fulfilling tasks and responsibilities and actively participating in class, while the autonomy level of students is considered to be low by the researcher. Teachers foster their professional development through their own experiences, training, and other teachers, as well as educational content on social media. Teachers feel most competent in their subject knowledge and classroom management, and there seems to be no commonly expressed area of inadequacy. In situations where teacher autonomy is not recognized, teachers exhibit behaviours of seeking professional support and collaboration and proving autonomy through strong communication. The most significant implication of the research is the necessity to increase awareness among teachers regarding the impact of autonomy on educational outcomes.
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