A recent systematic review of tailoring teacher autonomy through personality insights

Abstract

Providing teachers autonomy that aligns with their personalities can foster a greater sense of ownership and commitment to their work, increasing student engagement and academic achievement. The relationship between teacher personality and professional autonomy in education is crucial for pedagogical effectiveness, job satisfaction, and student outcomes. Nonetheless, a gap persists in the current literature, underscoring a lack of thorough understanding of how personality influences educators' autonomy experiences. This systematic review tackles the need for a comprehensive understanding of various aspects of teacher autonomy and teacher personality insights. The primary objective of this systematic review is to explore and assess the literature on teacher autonomy through personality insights. Note that the flow of the study is based on the PRISMA framework. By analyzing a comprehensive selection using advanced searching approaches on Scopus and Web of Science (WoS) databases (n = 30), the final primary data was examined using mixed methods from the recent articles in the year of 2023. Expert scholars decided to develop four themes, which are [1] Autonomy Support and Academic Performance, [2] Teacher Well-being and Turnover, [3] Motivation and Teaching Style, and [4] Cross-cultural Perspectives on Autonomy. Therefore, future studies ought to investigate how different personalities affect teacher satisfaction, classroom dynamics, and student learning results to improve professional development and provide useful insights for educational policymakers and practitioners.