Exploring Teacher Autonomy Through Teachers’ Perspectives: A Qualitative Case Study

Abstract

This study aims to explore teacher autonomy from the perspective of teachers. The study has been designed as a case study and carried out using qualitative research approach. The participants consist of 10 teachers in elementary, lower secondary, and upper secondary schools in Milas county of Muğla province in Turkey. The study employed a maximum variation sampling technique to select study participants. Data were collected using a semi-structured interview form developed by the authors. Content analysis technique was utilised in the analysis of the data. The results reveal that teachers have autonomy in teaching process and in professional communication with students and parents, but they lack autonomy in curriculum design, professional development, and professional communication with administrators. Teachers' autonomy is hindered by the centralised curriculum, centralised educational policy, and school administration. Enhancing teacher autonomy requires a flexible curriculum, an autonomy supportive environment, participatory decision-making processes, the empowerment of school administrators, and professional development opportunities for teachers. The results also reveal that increasing teacher autonomy will not only enhance teachers' self-confidence, performance, motivation, and sense of responsibility but also support students' achievements and their learner autonomy.