PERSONALITY AS A PATHWAY TO AUTONOMY: A SCOPING REVIEW

Abstract

In the contemporary education landscape, the intersection of personality and autonomy among teachers has become a focal point of interest and inquiry. As educators navigate the complex terrain of school environments, understanding the role of personality in shaping their autonomy is crucial for enhancing teaching practices and fostering professional development. This review explores the complex pathway linking personality to professional autonomy enactment to inform impactful policy and practice enhancements. Numerous studies have identified obstacles arising from instructor attitudes, uncertainties, and relational tensions around autonomy. However, the processes linking personality traits to promoting autonomy instruction remain unexplored. This scoping review addresses this gap by employing an advanced searching technique on the Scopus database, including studies published until 2023. The inclusion criteria encompassed empirical studies, theoretical frameworks, and systematic reviews that explored the relationship between personality traits and autonomy. Consequently, we unravel the multifaceted relationship between personality and teacher autonomy, delineating the challenges faced by educators, exploring applicable theories, and investigating the nuanced influence of personality traits. By presenting a comprehensive overview of these aspects, this study seeks to contribute valuable insights that can inform educational strategies, empower teachers, and guide future research endeavours in understanding the intricate dynamics of personality as a pathway to autonomy in the teaching profession. In addition, this study seeks to lay the foundation for further research, guiding future investigations and developing targeted interventions to enhance autonomy and individual agency.