Abstract
Although researchers have demonstrated a link between teacher autonomy and teacher motivation, job satisfaction, stress (burnout), professionalism, and empowerment, the task of identifying the underlying theoretical dimensions of teacher autonomy has met with varied results. The authors verified the existing 2-factor structure of the Teaching Autonomy Scale (TAS) derived from a previous study (Pearson & Hall, 1993) and analyzed the data with confirmatory factor analysis (LISREL). The results of the replication of the earlier study of the TAS supported the internal consistency reliability of the scores and the original factors of general teaching autonomy and curriculum autonomy.
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