The Effect of Teacher Autonomy on Teachers' Professional Dedication

Abstract

The aim of this research is to determine the effect of teacher autonomy on dedication to the teaching profession according to teacher perceptions. The research was designed in the causal relational survey model to determine the relationship between teacher autonomy and dedication to the teaching profession. The study population of the research consisted of 475 teachers working in primary schools in the city center of Bolu, and feedback was obtained from 318 teachers. Teacher Autonomy Scale and Teaching Profession Scale were used as data collection tools in the research. Parametric tests were used in my research because the data showed a normal distribution. According to the results of the research, although it is a positive result that teachers' autonomy is at a high level in the dimensions of scale total, teaching process, and professional communication autonomy, it is a remarkable result that it is at a medium level in the dimensions of curriculum autonomy and professional development autonomy. Teachers' perceptions of dedication to the profession are high in all dimensions, including commitment to the profession, devotion to students, and self-sacrificing work on the total scale. In general, there is a positive, moderate, and high level significant relationship between the whole and dimensions of the teacher autonomy scale and the scale of dedication to the teaching profession. Teacher autonomy is a significant predictor of commitment to the teaching profession. Teacher autonomy scale sub-dimensions: the scale of dedication to the teaching profession significantly predicts the dimensions of commitment to the profession, dedication to students, and selfless work.