Teachers’ Perceptions of the Level of their Professional Autonomy

Abstract

The aim of this study is to gain an understanding about teachers’ common perception of their level of professional autonomy and of its consequences. For this purpose, this qualitative phenomenological study consisted of ten participants who varied in terms of school type, teaching field and gender and served as teachers in the schools of Konya Provincial Directorate of National Education. Results shed light onto the participants’ common meaning about teacher autonomy and its consequences. In the eyes of participants, a teacher’s autonomy is a state of being free from interventions that limit their professional preferences in some dimensions of their area of expertise. Participants need this sort of professional autonomy in order to help their students reach the acquisitions defined by the ministry of national education. In this context, what participants consider necessary are as follows: (a) being able to use the learning materials of their choice, (b) being able to apply disciplinary sanctions of their choice, (c) being able to make their students repeat a course or a grade level when it is necessary. According to participants shared perception, teachers’ lack of sufficient professional autonomy produces two adverse outcomes: (a) teachers fail to be beneficial to their students as needed, and (b) the teaching profession loses its prestige.