Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns

Abstract

This study aimed to investigate teacher autonomy and occupational professionalism as predictors of teachers’ curriculum adaptation patterns. The study group of the present correlational study was composed of 153 teachers. For data analysis, t-test, ANOVA, correlation analysis, and regression analysis were performed. Results showed that the models established for predicting teachers’ use of adaptation patterns by teacher autonomy and occupational professionalism were found to be significant, except for omitting. The highest variance was obtained in the model for predicting the frequency of extensions. In this model, teachers’ autonomy and occupational professionalism significantly explained teachers’ use of the extending pattern, and occupational professionalism was a significant predictor. It can be suggested that autonomy and professionalism should be considered as teacher characteristics that are indispensable components of curriculum adaptation patterns and that the number of similar studies exploring the interaction and relationships between teachers and curriculum should be increased.