Teachers’ Autonomy in Today's Educational Climate: Current Perceptions From an Acceptable Instrument

Strong, Luman E. G.; Yoshida, Roland K.

doi:10.1080/00131946.2014.880922

Cited by 45 publications

(34 citation statements)

References 23 publications

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“…Irrespectively, the general autonomy of the teachers implies that the primary school teachers may bring to bear creativity and critical thinking skills which are essential elements in the classroom (Pearson & Moomaw, 2006). The findings of this study contradict that of Strong and Yoshida (2014) that there is an apparent high level of autonomy for teachers within their individual classrooms.…”

Section: Another Teacher Mentionedcontrasting

confidence: 99%

“…Moreover, Paradis, Lutovac, and Kaasila (2015) suggest that in order to enhance teachers' well-being and a sense of professionalism, there is the need to study the perceived autonomy of the teachers. Critically, Strong and Yoshida (2014) posit that literature on teacher autonomy started to emerge only recently. It appears there is a paucity of information with regard to teacher autonomy, especially in Africa (Junten, 2017).…”

Section: Statement Of the Problemmentioning

confidence: 99%

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Freedom to Choose within Limits: Teacher Autonomy from the Perspectives of Basic School Teachers in Ghana

George¹,

Kwakye²,

Amuah³

2019

EUROPEAN J ED MANAGE

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The study examined the level of autonomy among basic school teachers in the Central Region of Ghana and the effect of teacher demographic characteristics on the level of teacher autonomy. The explanatory sequential design was adopted. Using the systematic sampling technique, a total of 315 basic school teachers were sampled for the quantitative phase of the study whilst 12 teachers were sampled for the qualitative phase through the purposive sampling technique. Eighteen (18) Likert-scale items were adapted from Pearson and Hall and used for the quantitative phase. A semi-structured interview guide was designed to collect data to further elaborate on the study's key findings. Both descriptive and inferential statistics were used to analyse the quantitative data whilst the interview was analysed thematically. The study revealed that teachers in the Central Region of Ghana hold positive perceptions about their autonomy with the level of autonomy being moderate. It further established that teacher autonomy is affected by gender positively whilst age and teaching experience affects their level of autonomy negatively. Based on the findings, it is recommended that the Ghana Education Service (GES) and school heads should organize in-service programmes aimed at informing basic school teachers on the extent of autonomy that they have in the process of implementing the curriculum.

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Section: Another Teacher Mentionedcontrasting

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Freedom to Choose within Limits: Teacher Autonomy from the Perspectives of Basic School Teachers in Ghana

George¹,

Kwakye²,

Amuah³

2019

EUROPEAN J ED MANAGE

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“…Strict practices in Turkey regarding the curriculum were mentioned in the previous chapters, which this finding is consistent with. In general, teachers stated that they did not have a say in issues related to the school budget (Strong & Yoshida, 2014). Similarly, Turkish teachers did not consider the process related to school budget as their area of autonomy.…”

Section: Discussionmentioning

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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“…Memiliki otonomi yang lebih berarti guru memiliki tanggung jawab yang lebih besar pula. Bentuk otonomi yang paling tinggi bagi guru adalah pengendalian atas metode pembelajaran di kelas (LaCoe dalam Strong & Yoshida, 2014).…”

Section: Pembahasanunclassified

Motivasi Kerja Guru Dan Fasilitas Pembelajaran Dalam Kinerja Mengajar Guru

Mugiasih¹

2019

Jurnal Administrasi Pendidikan

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Teacher performance is the ability of the teacher in planning, implementing, and evaluating and evaluating the process and results of student learning. The reality in the field that teachers have not been optimal in preparing RPP, choosing and using interesting and varied learning methods and media. This is allegedly due to the lack of motivation of the teacher's work and the use of learning facilities. The formulation of the problem in this study is whether there is a positive influence on the teacher's work motivation and learning facilities on the teaching performance of teachers in public elementary schools in Manado City. The method used is descriptive, quantitative approach, and data collection techniques are questionnaires. The results of the study show that work motivation contributes quite strongly, while learning facilities contribute very low to teacher's teaching performance. Simultaneously both of them have a significant and significant positive effect on teacher teaching performance.

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Teachers’ Autonomy in Today's Educational Climate: Current Perceptions From an Acceptable Instrument

Cited by 45 publications

References 23 publications

Freedom to Choose within Limits: Teacher Autonomy from the Perspectives of Basic School Teachers in Ghana

Freedom to Choose within Limits: Teacher Autonomy from the Perspectives of Basic School Teachers in Ghana

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

Motivasi Kerja Guru Dan Fasilitas Pembelajaran Dalam Kinerja Mengajar Guru

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