Graduate Research Papers

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Open Access Graduate Research Paper

Keywords

Teaching, Freedom of; Teacher-principal relationships

Abstract

This paper reviews conceptual and empirical research on teacher autonomy in the context of school reform across countries. Research shows that teacher autonomy can be conceptualized as a personal sense of freedom from interference or in terms of teachers' exercise of control in four different school domains: Teaching and assessment, curriculum development, school functioning, and professional development. Research also confirms that teachers' autonomy for decision making is shaped by a number of personal and contextual factors, and that teachers' directed professional development experiences may enhance their autonomy. This review clarifies the meaning of teacher autonomy and other related terms, and provides an initial framework for the analysis of teacher autonomy in professional development experiences.

Year of Submission

2006

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

John E. Henning

Comments

If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit an email request to scholarworks@uni.edu. Include your name and clearly identify the thesis by full title and author as shown on the work.

Date Original

2006

Object Description

1 PDF file (119 leaves)

Language

en

File Format

application/pdf

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Education Commons

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