LANGUAGE TEACHER AUTONOMY IN TURKISH EFL CONTEXT: RELATIONS WITH TEACHERS' AUTONOMY AND JOB SATISFACTION LEVELS

2019 ◽  
Vol 9 (2) ◽  
pp. 11
Author(s):  
DINCER ALI ◽  
Keyword(s):  
Job Satisfaction ◽  
Teacher Autonomy ◽  
Language Teacher ◽  
Efl Context

scholarly journals Collective teacher culture: exploring an elusive construct and its relations with teacher autonomy, belonging, and job satisfaction

2021 ◽  
Author(s):  
Einar M. Skaalvik ◽  
Sidsel Skaalvik
Keyword(s):  
Job Satisfaction ◽  
Second Order ◽  
Teacher Autonomy ◽  
Collective Teacher Efficacy ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
First Order ◽  
Teachers Experiences ◽  
Confirmatory Factor ◽  
Sem Analyses

AbstractOne purpose of this study was to analyze relations between four possible indicators of a collective teacher culture by means of confirmatory factor analyses. The indicators were termed “shared goals values”, “value consonance”, “collective teacher efficacy”, and “supportive colleagues”. A second purpose was to explore relations between collective teacher culture and teachers’ experiences of autonomy, belonging, and job satisfaction. Participants were 760 Norwegian teachers in elementary school and middle school. The data were analyzed by means of confirmatory factor analyses and SEM analyses. The correlations between the four indicators of a collective culture ranged from .44 to .63 and both a model with first order factors and a model with a second order collective culture variable had good fit to the data. The analysis showed that a second order collective teacher culture variable was strongly and positively associated with the teachers’ experiences of autonomy, belonging, and job satisfaction.

Retention: The vital role of teacher autonomy

SecEd ◽  
2020 ◽  
Vol 2020 (2) ◽  
pp. 26-27 ◽  
Author(s):  
Michelle Barker
Keyword(s):  
Job Satisfaction ◽  
Vital Role ◽  
Teacher Autonomy ◽  
Retention Rates ◽  
Strong Link ◽  
Research Findings ◽  
New Research

Evidence is emerging showing the strong link between teacher autonomy, job satisfaction and retention rates in schools. Michelle Barker considers four new research findings

scholarly journals The Connotations of Language Teacher Autonomy

2017 ◽  
Vol 10 (10) ◽  
pp. 134
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Education Teacher ◽  
Working Definition

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on teacher autonomy in language teaching and learning, the focus of the present paper is to clarify the connotations of language teacher autonomy and a working definition is made.

scholarly journals Autonomy development and the classroom: reviewing a course syllabus

2008 ◽  
Vol 24 (spe) ◽  
pp. 551-576 ◽  
Author(s):  
Terezinha Maria Sprenger ◽  
Maria Paula Salvador Wadt
Keyword(s):  
Critical Pedagogy ◽  
Teacher Autonomy ◽  
Language Teacher ◽  
Teacher Narratives ◽  
Autonomy Development ◽  
Course Planning ◽  
Main Factors ◽  
Development Of Language ◽  
Made In ◽  
Course Syllabus

In this paper we describe the process of updating a course syllabus designed to foster the development of language teacher autonomy for course planning and materials preparation. Three main factors were taken into account: participants' reactions and evaluations concerning the first version of the course, the new context, and the developments in the literature related to learner and teacher autonomy. We draw on literature concerning learner and teacher autonomy (Little 2000; Lamb 2000; Benson 1997a, 1997b, 2001; Dam 1995; Aoki 2002), on Critical Pedagogy (Freire 1970, 1973, 1980, 1996) and on studies that deal with learner and teacher narratives (Benson et al. 2003; Benson 2005; Murphey et al. 2005; Karlsson & Kjisik 2007; Liberalli et al. 2003; Telles 2002, 2004). We conclude by raising some questions concerning the theoretical and practical decisions made in the second version of the course and their implications.

Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion

2014 ◽  
Vol 114 (1) ◽  
pp. 68-77 ◽  
Author(s):  
Einar M. Skaalvik ◽  
Sidsel Skaalvik
Keyword(s):  
Job Satisfaction ◽  
Emotional Exhaustion ◽  
Self Efficacy ◽  
Maslach Burnout Inventory ◽  
Teacher Job Satisfaction ◽  
Teacher Autonomy ◽  
Satisfaction Scale ◽  
Utrecht Work Engagement Scale ◽  
Emotional Outcomes ◽  
Teacher Self Efficacy

When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age=45.0 yr., SD=11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations.

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