THE EXAMINATION OF THE RELATIONSHIP BETWEEN TEACHERS’ COMMITMENT TO THE CURRICULUM AND TEACHER AUTONOMY BEHAVIORS

The aim of the present study was to reveal the relationship between teachers’ commitment to the curriculum and teacher autonomy. The study was conducted during the fall term of the 2020-2021 academic year by means of google forms administered to 956 students on social platforms. The data collection instruments utilized in the study were the Teacher Autonomy Scale and the Curriculum Commitment Scale. To analyze the data, descriptive analyses, correlation analysis, and MANOVA were conducted. The results of the study revealed that teachers were commited to the curriculum and displayed behaviors of autonomy. It was revealed that there was a moderate degree of correlation between teacher autonomy and commitment to the curriculum. A low level of positive relationship was identified between teachers’ commitment to the curriculum and their levels of autonomy in the curriculum, professional development, and professional communication.

Teachers are Deprofessionalized when Control of the Curriculum is Taken away from them: Discuss in Relation to High School Teachers in China

In this paper, the writer will use a literature analysis approach to explore the issue of teacher autonomy and professionalism in both centralized and decentralized curriculum models. Through literature analysis, the paper argues that centralized and decentralized curricula each have their own positive and negative effects on teachers' autonomy and professional development. Under the current curriculum model in China, teachers' autonomy and professionalism in curriculum development are both enhanced and limited to some extent. Based on the analysis of the literature, this paper will propose recommendations for enhancing Chinese high school teachers' autonomy and professionalism in curriculum development.

How Can We Improve Teacher’s Work Engagement? Based on Chinese Experiences

Drawing on Self-Determination Theory, the current study analysed the relationship between teachers’ perceived autonomy support and work engagement while it also explored the mediating effect of basic psychological need satisfaction and intrinsic motivation. The study investigated 520 elementary teachers in Beijing, and we found the following: (1) teachers in different groups reported diverse senses of perceived autonomy support, in that teachers with less teaching experience as well as those with a master’s degree have a higher score regarding the perceptions of teacher autonomy; and (2) teacher autonomy can affect work engagement not only in terms of the satisfaction of basic psychological needs but also by the chain of satisfaction of basic psychological needs and intrinsic motivation. Teachers with more autonomy support will have higher basic psychological need satisfaction and stronger teaching motivation, which will further enhance their work engagement.

Caught In-Between: The Impact of Different Forms of Mandated National Assessment for Qualifications on Teacher Decision-Making in Year 12 History in New Zealand, 1986-2005

<p>This case study takes an historical perspective to explore the curriculum decision-making of History teachers in New Zealand. It is argued that between 1986 and 2005, Year 12 History teachers were caught in-between curriculum reform on one hand, which encouraged teacher autonomy, and on the other hand, assessment reform which reduced teacher autonomy. While teachers in this study utilised the autonomy provided by internal assessment to develop engaging class and assessment activities, they largely avoided topics in Māori, Pasifika and Women’s history which were promoted through the syllabus. Factors which contributed to teachers' decisions concerning curriculum topics included teachers' perceptions of the nature of disciplinary History, personal interest and resource availability. The primary focus on this thesis is an assessment of the impact of changes to national assessment for qualifications on Year 12 History programmes. It argues that mandated assessment for qualifications is the single-most determining factor on classroom practice. It is also argued that the assessment style which emerged for Year 12 History through the National Certificate of Educational Achievement disconnected History assessment from the intentions of its written curriculum which emphasised disciplinary History's underlying and interconnected process of gathering, analysing and presenting historical information. In some cases, the NCEA hindered rather than enhanced the development of a school-based curriculum at this level.</p>

Caught In-Between: The Impact of Different Forms of Mandated National Assessment for Qualifications on Teacher Decision-Making in Year 12 History in New Zealand, 1986-2005

<p>This case study takes an historical perspective to explore the curriculum decision-making of History teachers in New Zealand. It is argued that between 1986 and 2005, Year 12 History teachers were caught in-between curriculum reform on one hand, which encouraged teacher autonomy, and on the other hand, assessment reform which reduced teacher autonomy. While teachers in this study utilised the autonomy provided by internal assessment to develop engaging class and assessment activities, they largely avoided topics in Māori, Pasifika and Women’s history which were promoted through the syllabus. Factors which contributed to teachers' decisions concerning curriculum topics included teachers' perceptions of the nature of disciplinary History, personal interest and resource availability. The primary focus on this thesis is an assessment of the impact of changes to national assessment for qualifications on Year 12 History programmes. It argues that mandated assessment for qualifications is the single-most determining factor on classroom practice. It is also argued that the assessment style which emerged for Year 12 History through the National Certificate of Educational Achievement disconnected History assessment from the intentions of its written curriculum which emphasised disciplinary History's underlying and interconnected process of gathering, analysing and presenting historical information. In some cases, the NCEA hindered rather than enhanced the development of a school-based curriculum at this level.</p>

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

One 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.

The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention

Based on the framework of self-determination theory (SDT), this two-wave longitudinal empirical investigation examined the actual practicality of certain strategies that have been theoretically acknowledged as having potential positive effect on English as a foreign language (EFL) learner’s autonomy. Strategies targeting learners’ self-determined learning in the classroom in terms of satisfying learner basic psychological needs (BPNs) of autonomy, competence, and relatedness as well as SDT key concepts, such as learner sense of choice, intrinsic motivation, control over learning, goals and needs, and metacognitive skills, were implemented in a treatment group for 12weeks. A classroom observation was used to evaluate teachers’ autonomy-supportive teaching and a student self-report measure, and an observation were used to assess learners’ autonomy. The findings derived out from analyses of variance, covariance and a hierarchical regression revealed that the experimental intervention led to statistically significant increased EFL autonomy for learners in the experimental group. Learner perceived choice, autonomy support, competence, and intrinsic motivation mediated the relationship between teacher autonomy-supportive teaching and learner autonomy; with perceived choice being the strongest predictor of learner autonomy. These findings acknowledge the vital role of teacher autonomy-supportive teaching in promoting EFL learner autonomy and recommend that, beside satisfying their BPNs, students should always be granted a larger space of freedom of choice, more control over learning, and more involvement in decision-making process.