Open Access Graduate Research Paper
Teaching, Freedom of; Teacher-principal relationships
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
Master of Arts in Education
Department of Curriculum and Instruction
John E. Henning
1 PDF file (119 leaves)
©2006 Jaime A. Usma-Wilches
Usma-Wilches, Jaime A., "Teacher autonomy : a review of the research literature" (2006). Graduate Research Papers. 1634.