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Journal articles on the topic 'Teachers autonomy'

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Published: 4 June 2021
Last updated: 26 July 2025

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1

Parker, Gemma (Nee Richardson). "Teachers' Autonomy." Research in Education 93, no. 1 (2015): 19–33. http://dx.doi.org/10.7227/rie.0008.

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Chinpakdee, Muthita. "Understanding Teacher Autonomy Through EFL Teachers’ Online Teaching Experiences." rEFLections 29, no. 3 (2022): 586–602. http://dx.doi.org/10.61508/refl.v29i3.262102.

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Research on autonomy in foreign language education has largely focused on learner autonomy while relatively little attention has been given to teacher autonomy and the factors that underpin its exercise and development. Similar to learner autonomy, teacher autonomy is a multidimensional construct and the degree to which it can be exercised and maintained varies, depending on context. This qualitative research examines teacher autonomy in the context of emergency online language teaching. Accounts of two teachers’ online teaching experiences were used to (a) explore how EFL teachers exercise an
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ERTÜRK, Ramazan. "The Effect of Teacher Autonomy on Teachers' Professional Dedication." International Journal of Psychology and Educational Studies 10, no. 2 (2023): 494–507. http://dx.doi.org/10.52380/ijpes.2023.10.2.1048.

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The aim of this research is to determine the effect of teacher autonomy on dedication to the teaching profession according to teacher perceptions. The research was designed in the causal relational survey model to determine the relationship between teacher autonomy and dedication to the teaching profession. The study population of the research consisted of 475 teachers working in primary schools in the city center of Bolu, and feedback was obtained from 318 teachers. Teacher Autonomy Scale and Teaching Profession Scale were used as data collection tools in the research. Parametric tests were u
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Ulas, Jale, and Meral Aksu. "Development of Teacher Autonomy Scale for Turkish Teachers." Procedia - Social and Behavioral Sciences 186 (May 2015): 344–49. http://dx.doi.org/10.1016/j.sbspro.2015.04.023.

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Vasile, Cristian. "Autonomy Variation in Teachers." Procedia - Social and Behavioral Sciences 78 (May 2013): 610–14. http://dx.doi.org/10.1016/j.sbspro.2013.04.361.

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Pratte, Richard, and John L. Rury. "Professionalism, Autonomy, and Teachers." Educational Policy 2, no. 1 (1988): 71–89. http://dx.doi.org/10.1177/0895904888002001005.

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Lee, Yechan, Jawon Koo, YeonKyoung Kim, and Hae-Deok Song. "How Teachers’ Autonomy and Achievement Goal Orientation Affect Innovative Teaching Behavior with ICT: The Mediator Role of Teachers’ Digital Literacy." Korean Human Resource Development Strategy Institute 18, no. 2 (2023): 163–97. http://dx.doi.org/10.21329/khrd.2023.18.2.163.

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This study aims to identify the structural relationship among teachers’ autonomy, achievement goal orientation, digital literacy, innovative teaching behavior with ICT. For this purpose, this study collected data from a total of 693 elementary and secondary school teachers in Korea, and analyzed direct and indirect effects between variables by applying a structural equation model. As a result of the study, teacher's autonomy and teachers' achievement goal orientation had a statically significant effect on teachers' digital literacy, but only teacher's autonomy had a positively significant effe
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Paradis, Audrey, Sonja Lutovac, Katri Jokikokko, and Raimo Kaasila. "Towards a relational understanding of teacher autonomy: The role of trust for Canadian and Finnish teachers." Research in Comparative and International Education 14, no. 3 (2019): 394–411. http://dx.doi.org/10.1177/1745499919864252.

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We argue that teacher autonomy should be conceptualised differently from its current form, that confines teacher autonomy to the individual, or to freedom from control. Here, we investigate the role of trust concerning teachers’ perceptions of their own autonomy, embedded in differing contexts and relations. To display contextual variations, we study qualitatively a sample of Canadian and Finnish upper-secondary school mathematics teachers. Our findings reveal that trust plays a decisive role in whether teachers feel autonomous or not, and that trust plays a central role in relationships teach
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Liu, Dingqiao. "Teacher’s Autonomy Support Role in University Psychology Class Teaching Quality." World Journal of Education and Humanities 7, no. 1 (2025): p31. https://doi.org/10.22158/wjeh.v7n1p31.

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This research investigates the relationship between the autonomy support afforded to teachers and class teaching. The profile of respondents includes a diverse group of teachers varying in sex, years of service, and highest educational attainment. Teachers' perceptions of autonomy support were generally positive, particularly in areas such as responsive teaching and providing rationale, although there is room for improvement in minimizing control and pressure. No significant differences were found in the perceived autonomy support based on sex, length of service, or educational attainment. The
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Ju, Mi, and Sang Ock Jang. "The Effect of Early Childhood Teachers’ Autonomy and Play Support Competency on the Play Implementation of the 2019 Revised Nuri Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (2023): 319–34. http://dx.doi.org/10.22251/jlcci.2023.23.12.319.

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Objectives The purpose of this study was to examine the effect of early childhood teachers’ autonomy, play support competency on the play implementation of the in the 2019 Nuri curriculum.
 Methods For data collection, 324 early childhood teachers in Gyeongnam province were surveyed by questionnaires about teachers’ autonomy, play support competency on the play implementation of the in the 2019 Nuri curriculum from 30 May 2022 to 12 Jun. For data analysis, descriptive statistics, Pearson’s correlation , and hierarchical regression analysis were used by SPSS 25.0.
 Results First, earl
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11

Dai, Caihong. "Implementation and Strategies of English Major Teacher Autonomy Development." Frontiers in Science and Engineering 4, no. 7 (2024): 207–13. http://dx.doi.org/10.54691/qf7p7z89.

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Autonomous development is the core of teacher's professional growth, it emphasizes the teacher's subjectivity in professional growth, so that teachers become the master of their own professional development. In the field of English education, the development of teacher autonomy is particularly important, because it is not only related to the personal growth of teachers, but also affects the learning effect of students. This paper will explore in depth the importance, challenges, strategies and practices of the development of English teachers' autonomy, in order to provide useful references for
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Paradis, Audrey, Sonja Lutovac, and Raimo Kaasila. "A CANADIAN TEACHER'S PERCEIVED AUTONOMY AND SELF-CONFIDENCE IN THE MIDST OF AN EDUCATIONAL REFORM." Problems of Education in the 21st Century 66, no. 1 (2015): 42–53. http://dx.doi.org/10.33225/pec/15.66.42.

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Autonomy is essential for teachers’ commitment, satisfaction and retention. However, teacher autonomy is consistently being reduced in the current era of reforms and the sharing of global policies. In this narrative case study, the account of one Canadian teacher (Nora) was examined in relation to how an educational reform influenced her work life in terms of her perceived autonomy and self-confidence. The relation between teacher autonomy and self-confidence was addressed, and the ramifications prompted by the fluctuations in both constructs. The findings suggest that the relationship between
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Vangrieken, Katrien, Ilke Grosemans, Filip Dochy, and Eva Kyndt. "Teacher autonomy and collaboration: A paradox? Conceptualising and measuring teachers' autonomy and collaborative attitude." Teaching and Teacher Education 67 (October 2017): 302–15. http://dx.doi.org/10.1016/j.tate.2017.06.021.

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Kwon, Yunmi, and Jihyun Kim. "The Effects of Early Childhood Teacher's Teaching Creativity, Peer Teacher Cooperation, Director's Coaching Leadership, and Teacher Parent Cooperation on Curriculum Management Autonomy." Korea Parents Education Association 22, no. 2 (2025): 199–227. https://doi.org/10.61400/jpe.2025.22.2.199.

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This study aims to identify the factors that influence early childhood teachers' autonomy in curriculum management. A survey was conducted with 505 teachers working with children aged 3 to 5 in kindergartens and daycare centers. The study used the Curriculum Autonomy Scale, Teaching Creativity Scale, Teacher Cooperation Scale, Director’s Coaching Leadership Scale, and Teacher-Parent Cooperation Scale. Data were analyzed using correlation analysis and stepwise multiple regression. The results showed that curriculum management autonomy had significant correlations with teaching creativity, peer
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Tilga, Henri, Vello Hein, and Andre Koka. "Effects of a Web-Based Intervention for PE Teachers on Students' Perceptions of Teacher Behaviors, Psychological Needs, and Intrinsic Motivation." Perceptual and Motor Skills 126, no. 3 (2019): 559–80. http://dx.doi.org/10.1177/0031512519840150.

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Interventions based on self-determination theory to help teachers support their students' autonomy have measured teachers' autonomy-supportive and controlling behaviors as unidimensional constructs. This study investigated whether a Web-Based Autonomy-Supportive Intervention Program (WB-ASIP) for physical education (PE) teachers would alter their students' perceptions of (a) the teachers' multidimensional autonomy-supportive and controlling behaviors, (b) their own psychological need satisfaction and frustration, and (c) perceived intrinsic motivation. We found that WB-ASIP significantly incre
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Lamkhanter, Fouzia. "Teachers' Attitudes Towards Learners' Autonomy." International Journal of Higher Education Pedagogies 5, no. 3 (2024): 21–37. http://dx.doi.org/10.33422/ijhep.v5i3.502.

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In order to be successful in higher education, a balanced cooperation between teachers and students is crucial; Involving students in evaluating and making decisions about their learning is important to foster their autonomy. The present study seeks to examine learner autonomy from teachers´ perspectives with the aim of helping the latter reflect on their practices and find out ways to help enhance students´ academic performance and accompany them on their journey towards autonomy. It builds on previous research into learner autonomy from students’ perspectives, which revealed a great awarenes
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Amirian, Seyed Mohammad Reza, and Mostafa Azari Noughabi. "An Investigation into Iranian EFL Teachers’ Perception of Learner Autonomy." Journal of Language Teaching and Research 8, no. 4 (2017): 807. http://dx.doi.org/10.17507/jltr.0804.22.

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There has been heated debate over the issue of learner autonomy in the arena of language education for the last three decades. To this effect, the present study intends to examine Iranian teacher's perception of learner autonomy and its desirability and feasibility in Iranian context. The beliefs and reported practices regarding learner autonomy of 123 teachers of English as a foreign language (EFL) were studied via questionnaires (Borg & Al-Busaidi, 2012). The results showed that the majority of teachers had an acceptable level of understanding of learner autonomy, but in their view, no n
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OUSSOU, Said. "Promoting Learner Autonomy." International Journal of Language and Literary Studies 2, no. 2 (2020): 156–67. http://dx.doi.org/10.36892/ijlls.v2i2.278.

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Learner autonomy has been the concern of a number of researchers in English language teaching. The concept has begun life since the 1980s. It has been considered in the Moroccan EFL context among the priorities of education, which English language teachers try to implement in their classes. Studies revealed that there are correlations between learner autonomy and other variables related to learners, which makes autonomy a subject of interest and thus an ability that should be fostered. As such, the present study aims at investigating the extent to which secondary EFL teachers promote autonomy
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Qian, Lina, and Haiquan Huang. "An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy." Chinese Journal of Applied Linguistics 42, no. 1 (2019): 60–78. http://dx.doi.org/10.1515/cjal-2019-0004.

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Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomo
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Aziza Rahimjonova. "Learner Autonomy: EFL Teachers’ View." Pubmedia Jurnal Pendidikan Bahasa Inggris 2, no. 2 (2025): 7. https://doi.org/10.47134/jpbi.v2i2.1444.

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Learner autonomy is a critical concept in language education, emphasizing students' responsibility for their own learning and having with modern educational goals of fostering critical thinking, problem-solving, and lifelong learning. This study explores teachers' perspectives on learner autonomy, examining their understanding, strategies, and challenges in its implementation. The findings underscore the pivotal role of teachers in bridging the gap between theoretical principles and classroom application, ensuring that learner autonomy becomes a sustainable element of language education
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Journal, of Research in Education and Teaching. "EXAMINATION OF TEACHER AUTONOMY CONCEPT AND CONDITIONS ACCORDING TO TEACHER'S OPINIONS." Journal of Research in Education and Teaching 12, no. 2 (2023): 134–47. https://doi.org/10.5281/zenodo.10708108.

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AbstractThe purpose of this research; The aim of this study is to reveal teachers' perceptions of the concept of teacher autonomy and their views on the conditions for increasing teacher autonomy. This research, which was designed with qualitative research method and case study, was supported by 91 teachers from various branches from Bursa province Osmangazi and Yıldırım districts. The participants of the research were selected with easily accessible case sampling. In order to collect the data of the research, a semi-structured interview form was created by the researchers and collected by fac
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Ahmad Fahrudin, Taufik, Dewi Rochsantiningsih, and Endang Setyaningsih. "EFL Teachers’ Perception on Students’ Learner Autonomy: Merdeka Belajar Curriculum Context." International Journal of Educational Research & Social Sciences 5, no. 4 (2024): 714–23. https://doi.org/10.51601/ijersc.v5i4.845.

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Learner autonomy plays a critical role in fostering students' accountability for their learning. Nevertheless, the teacher's contribution remains pivotal in acquainting students with autonomous learning and in advocating methods to enhance learner autonomy. The concepts addressed in the Merdeka Belajar curriculum support learner autonomy. Therefore, Researching how EFL teachers perceive and experience student autonomy in the Merdeka Belajar Curriculum is crucial. The goal of this study is to investigate how EFL teachers perceive the concept of learner autonomy and what strategies they employ t
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İVACIK, Elmas, and Demirel Eda Ercan. "Autonomy Unveiled: Digging Deep into the Interwoven Realms of Teacher and Learner Dynamics of Prospective Teachers of English." International Journal of Education, Technology and Science 5, no. 2 (2025): 185–208. https://doi.org/10.5281/zenodo.15499131.

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<strong>Abstract</strong> The primary objective of this study is to conduct an in-depth analysis and comparison of learner and teacher autonomy concepts among prospective teachers of English (PTEs). The study intends to uncover the diverse viewpoints, attitudes, and practices surrounding autonomy in the context of EFL instruction by employing a mixed-methods approach that combines quantitative data from autonomy scales and qualitative insights from semi-structured interviews. The study intends to provide useful insights into the elements that influence both learner and teacher autonomy, with t
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Yuzulia, Irza, and Fazri Nur Yusuf. "EFL Teachers’ Perspectives on Learner Autonomy." Academic Journal Perspective : Education, Language, and Literature 7, no. 1 (2019): 51. http://dx.doi.org/10.33603/perspective.v7i1.2107.

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Teachers have a central role in fostering learner autonomy and their views regarding LA are essential. They should maintain the learning environment and activities to support LA. This research aimed to find out teachers’ attitudes towards their roles and learning practices to support LA. A questionnaire was administered to 19 teachers who are studying for a Masters degree at UPI. It is found that teachers rated their responsibilities in choosing classroom activities and evaluating students’ progress at the highest point. However, they viewed students’ decision making abilities in choosin
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Farjami, Hadi, and Ehsan Kazemi. "Relationship between Teacher Autonomy and Teacher’s Sense of Self -Efficacy." Global Journal of Foreign Language Teaching 8, no. 1 (2018): 01–10. http://dx.doi.org/10.18844/gjflt.v8i1.3089.

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The present study is an attempt to investigate the relationship between teacher autonomy and teacher’s sense of self-efficacy. To carry out this study, 100 EFL teachers (male and female) who taught in English institutes participated voluntarily. The researchers employed a couple of self-reported questionnaires, teacher autonomy scale (TAS) and Teachers’ Sense of Efficacy Scale which measures the individual sense of self efficacy. The two questionnaires were administered to 100 teachers. After gathering the raw data from the questionnaires, the SPSS software was employed to have some statistica
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Felayabi, Hasbie, Pupung Purnawarman, and Didi Sukyadi. "Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism." Mimbar Sekolah Dasar 9, no. 1 (2022): 209–30. http://dx.doi.org/10.53400/mimbar-sd.v9i1.44130.

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Teachers’ autonomy allows teachers to be in charge of their teaching, from preparing syllabuses, teaching materials, and evaluation. For elementary school teachers, this autonomy is essential since this level of education is fundamental to the lifelong learning process. Teachers’ autonomy can also be a form of professional action that leads to professional development. Hence, this study aims at identifying teachers’ perceptions about teachers’ autonomy, finding out what they have implemented in promoting teachers’ autonomy, and acknowledging their awareness of the importance of teachers’ auton
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Maru, Mister Gidion, Chris Ceasar Pikirang, and Ceisy N. Wuntu. "Teachers’ perspectives towards learning autonomy: a survey on English teachers." Leksika: Jurnal Bahasa, Sastra dan Pengajarannya 15, no. 2 (2021): 90. http://dx.doi.org/10.30595/lks.v15i2.10982.

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This study investigates teachers’ perspective toward autonomous learning in the context of English language learning in the current era. As a mixed research method then analyzing the collected data, it exposed that teachers’ perceptions on learning autonomy is low due to many of whom believed that their learners are still reluctant to take control of their study. It further indicated that, during thisCovid-19 pandemic, a learning autonomy may not be applicable in all context particularly within which school’s facility such as computer library and book library are limited or even not provided.
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Yıldırım, Engin, and Zeynep Ayvaz Tuncel. "Does Curriculum Autonomy Support Student Autonomy? A R-Based Analysis." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 15, no. 1 (2025): 29–50. https://doi.org/10.31704/ijocis.1661073.

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The purpose of this study is to examine the relationship between middle school teachers' curriculum autonomy and their support for learner autonomy. A correlational survey design was used in the study. Data were collected through the Curriculum Autonomy Scale and the Supporting Learner Autonomy Scale. The sample of the study consisted of a total of 420 teachers working in middle schools in the central districts of a province in the Aegean region. Spearman's rho correlation tests and Quantile Regression analysis were used to analyze the sub-problems of the study. Based on the research data, it
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ALI, DINCER. "LANGUAGE TEACHER AUTONOMY IN TURKISH EFL CONTEXT: RELATIONS WITH TEACHERS' AUTONOMY AND JOB SATISFACTION LEVELS." i-manager’s Journal on English Language Teaching 9, no. 2 (2019): 11. http://dx.doi.org/10.26634/jelt.9.2.15470.

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Lee, Eunji, and Jihyun Kim. "A Study on the Teacher-Related Predictors about the Early Childhood Teacher’s Autonomy in the Implementation of Early Childhood Curriculum." Korean Journal of Child Studies 43, no. 3 (2022): 263–74. http://dx.doi.org/10.5723/kjcs.2022.43.3.263.

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Objectives: This study aimed to identify the level of autonomy early childhood teachers have in implementing the curriculum. Furthermore, the study aimed to find variables that predict early childhood teachers’ autonomy in curriculum implementation. These include “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.”Methods: This study was conducted on 375 early childhood teachers. The teachers responded to questionnaires on “their autonomy in the implementation of early childhood curriculum,” “play sensitivity,” “organizational health,” and “profession
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Moslehi, Parvinsadat, and Hadi Salehi. "Relationship between Reflective Teaching and Teacher Autonomy among Iranian EFL Experienced and Novice Teachers." Journal of Practical Studies in Education 2, no. 5 (2021): 1–10. http://dx.doi.org/10.46809/jpse.v2i5.28.

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The present study was an attempt to examine the relationship between reflective teaching and teacher autonomy among Iranian EFL experienced and novice teachers. The study was conducted with a sample of 100 EFL teachers that were selected by convenience sampling from language institutes in Isfahan, Iran. In order to neutralize the role of gender, as an intervening variable, an equal number of male and female participants were invited to take part in the study. Out of participants, 50 of them were experienced and 50 were novice teachers (those teachers who had fewer than five years and more than
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Begum, Jahanara. "LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES." International Journal of Language Education 1, no. 1 (2019): 12. http://dx.doi.org/10.26858/ijole.v1i1.6397.

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Abstract:&#x0D; In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigated the ways and means of classroom practices of teach
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Cakici, Dilek. "An Investigation of Learner Autonomy in Turkish EFL Context." International Journal of Higher Education 6, no. 2 (2017): 89. http://dx.doi.org/10.5430/ijhe.v6n2p89.

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This study investigated the teachers’ perceptions as to what extent learners should be involved in decision making processes concerning the general aspects of learner autonomy. The primary aim of the research was to find out learning autonomy perceptions of Turkish prospective teachers of English. It is also aimed to explore the effect of gender on the views held by prospective English as a foreign language (EFL) teachers. To this end, a total of 88 senior students (54 females, 34 males) in the Department of English Language Teaching (ELT) at Ondokuz Mayıs University participated in this study
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Gnawali, Yagya Prasad. "Mathematics Teacher’s Autonomy in Students' Performance." Ganeshman Darpan 8, no. 1 (2023): 57–71. http://dx.doi.org/10.3126/gd.v8i1.57332.

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This study aims to investigate the perceptions of mathematics teachers’ autonomy in students’ performance. I applied quantitative research design, and positivist paradigm. In Kathmandu district's 40 public secondary schools, 80 respondents in the basic level teachers, 40 male and 40 females-were randomly selected for the sample. Data collection was carried out using a self-created questionnaire that had 50 statements and five Likert-type response alternatives. The self-developed questionnaire's validity was verified by the opinions of experts, and reliability was established Cronbach's alpha,
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Wright, Kim B., Samantha M. Shields, Katie Black, Manjari Banerjee, and Hersh C. Waxman. "Teacher perceptions of influence, autonomy, and satisfaction in the early Race to the Top era." education policy analysis archives 26 (May 14, 2018): 62. http://dx.doi.org/10.14507/epaa.26.3449.

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In the present study, hierarchical linear modeling with random intercept models was used to estimate the impact school and teacher-level factors had on K-12 teachers’ perceptions of school influence, curricular and pedagogical autonomy, and job satisfaction in the early years of the Race to the Top Era. The main predictors investigated were whether students’ standardized test scores were used as a component of either a teacher’s formal teacher evaluation or compensation, as well as whether teachers worked in a Race to the Top state. Additional school- and teacher-level predictors included perc
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Kolho, Piia, Anu Raappana, Sanna Joensuu-Salo, and Timo Pihkala. "Teacher's Agency and the Cooperation With Entrepreneurs in Entrepreneurship Education." International Journal for Research in Vocational Education and Training 10, no. 3 (2023): 318–39. http://dx.doi.org/10.13152/ijrvet.10.3.2.

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Purpose: Vocational education and training (VET) in Finland takes place more and more at workplaces. Hence, the teachers' cooperation with companies has become important. Little research has been done on the teacher's activities in business cooperation and the factors affecting business cooperation. The teacher's decisions and choices are made possible through the teacher's autonomy and agency. The teacher's agency is understood as a capacity to utilise autonomy. In this study, the teacher's agency is reflected in their activity in developing entrepreneurial learning environments and activity
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Lalic-Vucetic, Natasa, Ivana Djeric, and Rajka Djevic. "Students' autonomy and teacher's interpersonal style in self-determination theory." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 349–66. http://dx.doi.org/10.2298/zipi0902349l.

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Starting from psychological needs that are considered basic within self-determination theory (autonomy, competence and relatedness), the importance of encouraging students' autonomy in school context is particularly emphasised. Appreciation of students' autonomy has a stimulating effect on school achievement, conceptual understanding, creativity development, strengthening of self-esteem, and students adapt better to school system and demonstrate a larger degree of internalisation of school rules and intrinsic motivation. Teachers' behavioural style largely determines the degree of students' au
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Chen, Xiaoni, and Ruimin Zou. "On English Teachers’ Beliefs about Learner Autonomy." International Journal of Education and Humanities 4, no. 1 (2022): 76–82. http://dx.doi.org/10.54097/ijeh.v4i1.1320.

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More and more scholars attach importance to learner autonomy in the field of foreign language teaching. Since students’ autonomy is closely related to teachers’ beliefs about learner autonomy, they have been studied by most scholars. However, there are relatively few studies on primary school English teachers’ beliefs about learner autonomy. In order to fill this gap, this study mainly studied six primary school English teachers’ beliefs about learner autonomy in Huidong County through interview. It was found that teachers’ understanding of learner autonomy was relatively clear.
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Alamoudi, Khadija. "The Relationship between Perceived Autonomy and Work Burnout amongst EFL Teachers." International Journal of Research in Education and Science 9, no. 2 (2023): 389–406. http://dx.doi.org/10.46328/ijres.3053.

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This research investigates the level of work autonomy and work burnout perceived by EFL teachers. It also examines the relationship between autonomy and burnout in the context of EFL teaching. The study participants were 158 EFL teachers from four Saudi universities. To measure teachers’ perceived autonomy and work burnout, two questionnaires were administered to the teachers. The results indicate that EFL teachers’ perceived method autonomy is high, while both scheduling and criteria autonomy are medium. In addition, EFL teachers’ emotional exhaustion and depersonalization are found to be low
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Nupus, Hayatun, Manalullaili Manalullaili, and Winny Agustia Riznanda. "Teachers’ Beliefs in Learners’ Autonomy in English Language Learning: A Case Study at MA Masdarul Ulum." Ta'dib: Jurnal Pendidikan Islam 26, no. 1 (2022): 55–67. http://dx.doi.org/10.19109/td.v26i1.11190.

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This study was aimed at finding out teacher’s beliefs concerning learners’ autonomy in MA Masdarul Ulum. Qualitative research with case study study was applied by with two teachers of English of MA Masdarul Ulum as the participants. Observation and one-on-one interviews by using open-ended questions were administered to collect the data on teacher’s beliefs concerning learners’ autonomy in MA Masdarul Ulum. This study revealed the following: 1) Learner autonomy as the ability to understand and accepts responsibility for their own learning, 2) Teacher’s roles in developing learners’ autonomy we
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Yuzulia, Irza. "EFL Teachers’ Perceptions and Strategies in Implementing Learner Autonomy." Linguists : Journal Of Linguistics and Language Teaching 6, no. 1 (2020): 36. http://dx.doi.org/10.29300/ling.v6i1.2744.

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Learner autonomy is essential in order to make the students become responsible for their own learning. However, it does not mean that the students are fully independent of their own learning. The teacher’s roles and presence are important to introduce the students to the concept of autonomous learning as well as to promote strategies to foster learner autonomy. This study aims to find out the teachers’ perceptions of the concept of learner autonomy and to find out the strategies used by the experienced and the novice English teacher to implement learner autonomy. This qualitative study was con
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Helgøy, Ingrid, and Anne Homme. "Towards a New Professionalism in School? A Comparative Study of Teacher Autonomy in Norway and Sweden." European Educational Research Journal 6, no. 3 (2007): 232–49. http://dx.doi.org/10.2304/eerj.2007.6.3.232.

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Local autonomy is one of the recent trends in reforms of compulsory education. However, several parallel trends such as individual accountability, performance and visibility challenge professional autonomy. The aim of this article is to explore how accountability and transparency reforms affect teacher autonomy in Norway and Sweden. The authors argue that both individual teacher autonomy at the local workplace and autonomy at the national level embracing teachers as a collective group are important in analysing teachers' professional autonomy. In comparing teachers' professional autonomy they
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Lee, You Jin, and Kyung Sook Kim. "Effects of early childhood teachers’ curriculum implementation autonomy on practice of respecting young children’s rights: Mediated by teacher-child interaction." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 24 (2024): 107–22. https://doi.org/10.22251/jlcci.2024.24.24.107.

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Objectives The purpose of this study is to reveal the mediating effect of teacher-child interaction on the effect of early childhood teachers' curriculum implementation autonomy on the practice of respecting young children’s rights. Methods The subjects of this study were 266 early childhood teachers working at early childhood education programs located in G city. For this study, early childhood teachers' curriculum implementation autonomy, teacher-child interaction, and practice of respecting young children’s rights scales were used. The collected data was analyzed using SPSS WIN 25.0 and PRO
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Alzeebaree, Yaseen, and Mehmet Yavuz. "Learner Autonomy: Iraqi EFL Teachers’ Beliefs." European Scientific Journal, ESJ 12, no. 31 (2016): 59. http://dx.doi.org/10.19044/esj.2016.v12n31p59.

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Today students need to take responsibility for their own learning and be autonomous more than thirty years ago. Learner autonomy, which makes the learners more effective, has been given attention in the language learning process over the last three decades. The goal of this study is to explore Iraqi English teachers’ beliefs about learner autonomy. The participants of the study consist of 116 EFL teachers (87 males and 29 females) from different academic (Diploma, Bachelor, Master and PhD) and teaching (intermediate, secondary and university) levels. A questionnaire developed by Borg &amp; AlB
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Skott, Jeppe. "The Forced Autonomy of Mathematics Teachers." Educational Studies in Mathematics 55, no. 1-3 (2004): 227–57. http://dx.doi.org/10.1023/b:educ.0000017670.35680.88.

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Marzuki, Marzuki, Inda Indrawati, and Ismail Yunus H. "Teachers’ Challenges in Promoting Learner Autonomy." Pioneer: Journal of Language and Literature 15, no. 1 (2023): 119. http://dx.doi.org/10.36841/pioneer.v15i1.2853.

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: The concept of learner autonomy has garnered significant attention from scholars, educators, policy makers, and researchers across various countries. However, In Indonesia, the body of research dedicated to learner autonomy is still growing, with specific attention needed to identify potential obstacles that might deter its promotion. This study, therefore, aims to delve into the socio-cultural challenges encountered by secondary school teachers when fostering learner autonomy.This investigation is crucial, as socio-cultural influences appear to be a significant barrier for English as a Fore
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Stevani, Margaret, and Fiber Yun Almanda Ginting. "English Teachers’ Perspectives of Learner Autonomy in Online Reading Comprehension in Times of the COVID-19 Pandemic." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 5, no. 2 (2022): 166. http://dx.doi.org/10.33578/jtlee.v5i2.7934.

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The objectives of this research were focused on English teachers’ perspectives on learner autonomy and to what extent do English teachers feel their learners are autonomous in online reading comprehension in times of the COVID-19 pandemic. These research questions were answered by using observation, interview, and Likert-scale questionnaire in the form of qualitative method. The sample of this study was 26 English teachers in 4 elementary schools and 5 junior high schools in North Sumatra, Indonesia. The results of the study showed some points on learner autonomy, such as: (1) the importance o
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Han, Ligang. "On the Relationship Between Teacher Autonomy and Learner Autonomy." International Education Studies 13, no. 6 (2020): 153. http://dx.doi.org/10.5539/ies.v13n6p153.

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With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between tea
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Diao, Li Jing. "On Relationship between Teacher Autonomy and Learner Autonomy." Applied Mechanics and Materials 411-414 (September 2013): 2781–85. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2781.

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In the process of the development of learner autonomy, teachers play a very important role, even determining to some extent whether learner autonomy can be realized. However, there is a lack of strong finks in theories concerning the relationships of learner autonomy, language proficiency, and teacher autonomy. This article explores the relationships between teacher autonomy and learner autonomy in terms of autonomy theory and teaching application and formulates the opinions that teacher autonomy does have positive effects on learner autonomy to some extent and learners with autonomous learnin
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Laxmi, Sadashiv Kadambande, and Ganpat Nirbhavne Suvarna. "Teacher Autonomy and Accountability." Educational Resurgence Journal 5, no. 1 (2022): 34 49. https://doi.org/10.5281/zenodo.6908065.

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By now, you are familiar that the National Curriculum Framework (NCF, 2005), and the Right of Children to Free and Compulsory Education Act (RTE, 2009), have brought about a paradigm shift in school education. These developments focus on our commitment to universalizing elementary and secondary education with the inclusion of all children in regular schools by adopting the constructivist pedagogy. To achieve these goals, teachers must be skilled, innovative, and adaptable to the requirement of every student. Imagine a classroom full of 20-30 students, each with a distinct learning style and di
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