Teacher power: the exercise of professional autonomy in an era of strict accountability

Webb, P. Taylor

doi:10.1080/13664530200200156

Cited by 51 publications

(32 citation statements)

References 6 publications

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“…Örgütsel özerklik, okulun öğretim programı ve bütçenin kullanımı gibi konularda söz sahibi olması olarak tanımlanmaktadır (Rudolph, 2006). Öğretmenlerin mesleki özerkliği ile yakından ilişkili bir kavram mesleki profesyonelliktir (Demirkasımoğlu, 2010;Ingersoll, 2007;Webb, 2002). Özerklik, hem bilgi ve deneyimlere dayanarak kişisel kararlar vermeyi hem de mesleki etik ve uygulamaları sürekli değerlendirmeyi gerektirdiğinden, bazı çalışmalarda mesleki profesyonelliğin de bir boyutu olarak ele alınmaktadır (Montgomery ve Prawitz, 2011).…”

Section: öğRetmen öZerkliğiunclassified

“…Çağdaş bakış açısına göre tek başına hareket etmek özerk olmak anlamına gelmemektedir. Bu bakış açısına göre özerk öğretmenler, meslektaşlarıyla, yöneticilerle ve öğrencilerle işbirliği sonucunda mesleki yeterliklerine dayalı olarak karar verir ve bu kararların sonuçlarından da sorumlu tutulurlar (Ramos, 2006;Webb, 2002).…”

Section: öğRetmen öZerkliğiunclassified

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The Relationship between School Climate and Teacher Autonomy Behaviors

Çolak¹,

Altınkurt²

2017

Educational Administration: Theory and Practice

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ÖzBu araştırmada, okul iklimi ile öğretmenlerin özerklik davranışları arasındaki ilişkinin belirlenmesi amaçlanmıştır. Araştırmanın evrenini, 2015-2016 eğitim öğretim yılında Muğla il merkezi ve ilçelerindeki kamu ve özel, okul öncesi eğitim kurumları, ilkokul, ortaokul ve liselerinde görev yapan öğretmenler oluşturmaktadır. Araştırma tarama modelinde desenlenmiştir. Araştırmanın örneklemini, oransız küme örnekleme tekniğine göre seçilen 434 öğretmen oluşturmuştur. Araştırmada veri toplama aracı olarak Öğretmen Özerkliği Ölçeği ve Örgütsel İklim Ölçeği kullanılmıştır. Öğretmen Özerkliği Ölçeği, bu araştırma kapsamında geliştirilmiştir. Verilerin çözümlenmesinde betimsel istatistikler, t-testi, ANOVA ve çoklu regreyon analizi kullanılmıştır. Araştırma sonuçlarına göre, okul iklimi açısından okul müdürleri en çok destekleyici, öğretmenler ise en çok işbirlikçi davranışlar sergilemektedir. Öğretmenlerin genel özerklik davranışları orta düzeyin üzerindedir. Öğretmenler, özerklik boyutları arasında en çok öğretme süreci; en az mesleki gelişim özerkliği davranışları sergilemektedir. Okul iklimi boyutları, öğretmenlerin genel özerklik davranışlarının %8'ini açıklamaktadır. Destekleyici ve emredici müdür davranışı, öğretmenlerin genel özerklik davranışlarının anlamlı yordayıcılarıdır.Anahtar sözcükler: Özerklik, öğretmen özerkliği ölçeği, okul iklimi, öğretmen AbstractIn this study, it was aimed to find out the relationship between the school climate and teacher autonomy. The research population consisted of private and public school teachers at preschool, primary, lower secondary and upper secondary schools in the centre and the districts of Mugla. The study was designed in survey model. The sample of the study consisted of 434 teachers selected by using disproportionate cluster sampling technique. The Teacher Autonomy Scale and the Organizational Climate Scale were used as data collection tools. Teacher Autonomy Scale was developed within the scope of the present study. Descriptive statistics, t-test, ANOVA, and the multivariate regression analysis were used to analyze the data. According to the results of the research, while the principals display supportive behaviours the most; the teachers display collegial behaviours the most. The findings also reveal that teachers display above average autonomy. Out of all the autonomy dimensions, teachers display teaching autonomy the most, professional development autonomy the least. The dimensions of the school climate explain 8% of general teacher autonomy. Supportive and directive principal behaviours are the significant predictors of the general teacher autonomy.

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Section: öğRetmen öZerkliğiunclassified

The Relationship between School Climate and Teacher Autonomy Behaviors

Çolak¹,

Altınkurt²

2017

Educational Administration: Theory and Practice

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“…Unfortunately, there are still some teachers who do not have enough knowledge of different theories and choices about teacher's power (Webb, 2002). These teachers are interested to follow the traditional and dictatorial teacher's power and impose their ideas on students.…”

Section: Discussionmentioning

confidence: 99%

Students’ Perceptions of Teachers’ Power in High School, University, and English Language Institute

Aidinlou

Amineh

2016

IJEL

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“…While Friedman (1999) defined teacher autonomy as the planning and development of education, participation in the administrative processes and professional development, researchers such as Moomaw (2005), Webb (2002), Ingersol (2007 suggested that the concept also comprised the organization and governance of school structure and the classroom, disciplinary transactions, determination of curriculum, academic standards, personal rights, financial policy, opportunities with regards to the professional development of teachers and participation in the general decisions to be given regarding the school.…”

Section: Discussionmentioning

confidence: 99%

“…Teacher autonomy comprises issues such as (2005,2); (1) School structure and class organization-regulation, (2) Disciplinary transactions, (3) Content of education (curriculum), (4) Academic standards, (5) Personal rights and (6) Cost policy (financial decisions). Similarly, Webb (2002) and Ingersoll (2007) perceive teacher autonomy as teachers' possession of a particular area of authority and freedom regarding any kind of issues related to their profession, which they consider as a requirement deriving from the professional features of the occupation of teaching. A common ground for both the narrow and broad perspective related to teacher autonomy is that; teacher autonomy is effected not only by professional development, but also the quality of educational activities.…”

Section: Teacher Autonomymentioning

confidence: 99%

Türkiye Ve Azerbaycan Eğitim Sistemlerinde Öğretmen Özerkliğine İlişkin Okul Yöneticileri Ve Öğretmen Görüşleri

Uğurlu¹,

Qahramanova²

2016

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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The main objective of this study is to shed light on the administrators' and teachers' perceptions of teacher autonomy in Azerbaijani and Turkish educational system. In the study, the meaning of teacher autonomy, areas where teachers are able to act in an autonomous manner and the obstacles related to teacher autonomy were comparatively studied. Qualitative research model was used in this study. Data was collected by means of the interviews conducted between 2014 -2015 academic years in Baku, Azerbaijan and Sinop, Turkey. The sampling of the research was selected by means of easy access case sampling method. A total of 40 participants including 15 class teachers and 5 administrators from the state schools in Baku Azerbaijan and 15 class teachers and 5 administrators from Sinop, Turkey state schools provided support for the research. According to the findings analysed by the descriptive and content analysis, teachers and administrators in Azerbaijan and Turkey have defined the concept of teacher autonomy in terms of the teachers' duties and responsibilities during the in-class educational activities and the factors related to in-class educational activities are in low levels. Key Words: Teacher autonomy, school administrator, curriculum, decision, Turkey, Azarbaıjan. TÜRKİYE VE AZERBAYCAN EĞİTİM SİSTEMLERİNDE

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Teacher power: the exercise of professional autonomy in an era of strict accountability

Cited by 51 publications

References 6 publications

The Relationship between School Climate and Teacher Autonomy Behaviors

The Relationship between School Climate and Teacher Autonomy Behaviors

Students’ Perceptions of Teachers’ Power in High School, University, and English Language Institute

Türkiye Ve Azerbaycan Eğitim Sistemlerinde Öğretmen Özerkliğine İlişkin Okul Yöneticileri Ve Öğretmen Görüşleri

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