Teacher Autonomy Research Articles

A Reaction Paper: Task-based Language Teaching in a Local EFL Context

This reaction paper provided a detailed summary and reflection on the implementation of Task-Based Language Teaching (TBLT) in a local EFL context based on Liu and Ren s (2021) research. It highlighted various aspects, including the understanding of TBLT among Chinese university teachers, obstacles faced in adopting TBLT, roles of teachers and students, curriculum design, difficulties in implementation, and implications for improving TBLT in the Chinese EFL setting. The paper began with an introduction to TBLT and the methodology used in the research, which involved semi-structured interviews to understand teachers perspectives on TBLT. The findings were divided into sections focusing on teachers and students roles, implementation of TBLT, difficulties faced, and implications for improvement. The reflection delved into the criteria for TBLT tasks, emphasizing the need for tasks to focus on meaning while integrating form and meaning effectively. It discussed the challenges teachers faced in designing tasks and assessing students performance within the TBLT framework. The reflection also touched on the need for ongoing professional development and autonomy for teachers in curriculum design and assessment. The conclusion acknowledges the potential of TBLT to enhance language learning but calls for ongoing support and training for teachers, alongside institutional backing in curriculum development and assessment strategies. This paper underscores the significance of adapting TBLT to fit the local educational settings and suggests directions for future research and practice in the context of Chinese EFL education.

Applying relational autonomy in US special education: Educators’ role in supporting parents’ decisions for deaf or hard-of-hearing children

ABSTRACT The concept of relational autonomy is widely applied in bioethics research to elucidate how patients’ abilities in agentively making medical decisions are constrained within a complex structural system and set of relations; thus, rather than being individualistic in nature, autonomy is relationally and interdependently situated. While this perspective is thought-provoking, it is seldom explored in settings outside of healthcare. An equally critical site of decision-making processes is found in special education, where parents of children with disabilities must contend with information from both teachers and physicians to make choices that best support their child’s learning and development. Families of deaf or hard-of-hearing (D/HH) children in particular are uniquely positioned to encounter decisions that intersect educational, medical, and sociocultural levels – that is, in the earliest years of a D/HH child’s life, parents must make decisions about the child’s medical care and whether they will receive hearing technology or treatments, which in turn shapes the inherently cultural decision of linguistic choice, which in turn shapes educational decisions about the type of schooling environment for the child. This study broadly asks: In the field of special education, how do parents make decisions for their D/HH child? Data is drawn from semi-structured, ethnographic interviews with 16 educators of the deaf or hard-of-hearing (EODs) across public, private, and state levels in California. IMPACT STATEMENT The findings can help contribute academic research into conversation with social justice-oriented work to improve language and educational access for D/HH children.

Students’ Perception of Using YouTube to Learn English: A Case Study at Van Lang University

The research is set to examine students’ perspectives on using YouTube for English language learning and its impact on their motivation and autonomy in education. A mixed-methods approach was employed, which surveyed 333 English-major students at Van Lang University using a 24-item multiple-choice questionnaire based on the Technology Acceptance Model (TAM). The questionnaire was based on the TAM model, which includes three factors: Perceived Usefulness, Perceived Ease of Use, and Intention of Use. Additionally, semi-structured interviews were conducted with ten students to delve deeper into their individual experiences and perspectives, focusing on the themes of skill development, motivation, and autonomy. Data revealed that students generally find YouTube an effective tool to motivate them to learn English and give them control over their learning. Also, apart from listening, students are found to have their speaking skills enhanced to some extent. This research recommends that English teachers adapt and adjust the use of YouTube for both in-class assignments and homework. Therefore, teachers may encourage their students' motivation and autonomy, eventually resulting in more effective and enjoyable language learning.

Exploring Multifaceted Expectations from Teachers: An Analysis From Guardians’ and Students’ Perspective

The teachers' role extends beyond academics, including sharing knowledge and imparting moral values and ethics to students. However, guardians and students have multi-dimensional expectations from their teachers, encompassing several facts and figures. Considering the context, this study investigates those multifaceted expectations aiming to bridge the gap and propose measures for enhancing the teachers' ability to meet the expectations of guardians and students. This study has collected data through a structured questionnaire survey. The sample population of this study includes guardians, students, and teachers from primary to tertiary education levels. A total of 384 samples were selected from unknown populations. A descriptive statistical technique (percentage analysis) was applied to identify patterns and trends in the quantitative data. This study finds that the expectations of guardians and students emphasize the teacher’s role as a good human being, guide, and role model. Skills for motivation, thirst for knowledge, empathy, and communication are considered the necessary qualities for an ideal teacher. Moreover, respondents argue that effective teacher-student relationships depend on fairness, openness, accessibility, and compassion. They emphasize enhancing teachers' humility, neutrality, clear communication, and ability to realize the expectations of students. The study recommends measures that may help teachers meet the intricate expectations of guardians and students, such as providing training, opportunities for higher education, ensuring academic support, teacher autonomy and flexibility, and depoliticizing educational institutions. It concludes that enhanced support and teacher training are vital in meeting the complex expectations of guardians and students. The findings of this study contribute to the enhancement of teaching-learning practices and the delivery of quality education

ANALYSIS EXPLORING THE INFLUENCE OF TEACHER-PERCEIVED SUSTAINABLE LEADERSHIP AND ENHANCEMENT STRATEGIES ON CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN CHINESE VOCATIONAL COLLEGES: A GROUNDED THEORY APPROACH

The purpose of this study, which is set against the backdrop of teachers' perceived sustainable leadership, is to investigate the key factors that determine the professional development and potential improvement strategies of Chinese vocational college teachers. ten vocational college teachers in Shandong Province, China, were selected for semi-structured interviews using a purposive sampling method, and the interview texts were coded and analysed using the grounded theory. The findings indicated that the continuous professional development of vocational college teachers is significantly influenced by multiple factors, which include teachers’ perception of their professional development, schools’ policies and systems, the fairness of allocating resources and the organisation’s cultural environment. As a result, the professional growth and autonomy of vocational college teachers can be substantially enhanced by establishing a robust institutional guarantee system, fostering a supportive and inclusive organisational culture, and advocating for the implementation of personalised development plans.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0110/a.php" alt="Hit counter" /></p>

중등학교에서의 학생자치 경험에 대한 내러티브 연구

This study concentrates on students’ narratives regarding their autonomous experiences. Their voices will dynamically reveal the characteristics of student autonomy and its practical limitations. The objective of this study is to vividly share the viewpoints and opinions of students who had directly participated in autonomous activities. To achieve this objective, research participants with ample experience in autonomous activities were chosen. A semi-structured in-depth interview was conducted on two research participants with whom the researcher had formed a rapport, and the content was thoroughly described and interpreted. The results are shown below. First, students’ autonomous activities are led by a small number of the student council executives. Second, teachers’ ‘opportunism’ becomes the worst obstacle in autonomous activities of students. It is not teachers’ indifference but their non-cooperative and conservative attitudes that have a negative influence on autonomous activities. Third, students’ autonomous activities cannot extend to activities that ‘transform’ the school structure. Fourth, students voluntarily show efforts to expand their autonomous activities. To overcome practical limitations in schools, they seek solidarity forces who support their opinions. The representative body of such a solidarity force was the ‘parent association’. The results of this research deduced the following implications for future student autonomous activities. First, it is necessary to reduce the gap in students’ experiences in autonomous activities. Second, teachers in charge of student councils must enhance their understanding of educational autonomy and democracy. Third, these teachers must be provided with an environment where they can be fully immersed in autonomous learning activities of students. Fourth, voluntary participation of the student council executives must be ensured in the school council.

What it Takes to Be an Advocate: Teachers’ Perceptions of Their Strengths and Challenges

ABSTRACT Policies in education increasingly face ideological conflicts, with political operatives influencing radical legislative directions. While it may be more important than ever for teachers to make their voices heard, how teachers perceive themselves as advocates is unclear. This study, employing self-determination theory, analyzes teachers’ perceptions of advocacy, strengths, and challenges through quantitative and qualitative survey responses. Existing literature identifies crucial skills, knowledge, and dispositions for effective advocacy. Yet, teachers encounter obstacles such as a lack of support, fear of reprisal, and limited knowledge about advocacy at broader levels. Overcoming these challenges is crucial for fostering teacher autonomy, relatedness, and competence. The study offers insights into dismantling these barriers to empower teachers as effective advocates.

Implementation and Strategies of English Major Teacher Autonomy Development

Implementation and Strategies of English Major Teacher Autonomy Development

Choosing to learn: The importance of student autonomy in higher education.

Despite strong evidence that autonomy enhances motivation and achievement, few interventions for promoting student autonomy in higher education have been developed and empirically tested. Here, we demonstrate how two autonomy-supportive policies effectively increase classroom attendance and subject mastery. First, in a randomized controlled field study, we explored the effect of allowing students to choose whether to make their attendance mandatory (i.e., a component of their course grades). We found that nearly all students used the opportunity as a pre-commitment device and were subsequently more likely to attend class than were students whose attendance had been mandated. Second, in a multi-year cohort study, we explored the effect of allowing students to opt out of a challenging, high-effort assessment stream, finding that students given greater autonomy invested more effort into their assignments and attained greater proficiency with the material. We discuss other opportunities for applying choice architecture to improve learning, motivation, and well-being in higher education.

A recent systematic review of tailoring teacher autonomy through personality insights

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.

A moderated mediation model of the relationship between Indian elementary school teachers' autonomy and perceived ease of ICT use

AbstractIn the 21st century, Information and Communication Technology (ICT) is a critical component of innovative teaching and learning. This study looked at the impact of teachers' autonomy on their perceived ease of using ICT and the intricate relationship between the two, involving their self‐efficacy, job satisfaction, and perceived incentives to change. Using a descriptive survey approach, 311 (134 female) Indian elementary school teachers participated in the study and provided self‐reported data. A structural equation model was employed to test the mediating roles of self‐efficacy and job satisfaction, and the moderation of perceived incentives. The results affirmed that teacher autonomy had a direct and moderately positive effect on their perceived ease of ICT use. Self‐efficacy and job satisfaction significantly and partially mediated the indirect relationships between autonomy and ease of ICT use. In the three relationship paths the perceived incentive to change had a significantly positive moderation to catalyze the relationships. Considering Indian elementary school teachers' glaring lack of autonomy, this paper suggests a policy shift involving greater teacher autonomy and the use of incentives for improved efficacy, job satisfaction, and ICT use. The relationship matrix will serve as a reference for researchers and practitioners to gain a deeper understanding of the role of teacher autonomy in addressing the global issue of limited adoption and integration of ICT by school teachers.

More we or more me? How collaboration and autonomy connect with school climate, team innovativeness and school satisfaction among Korea’s teachers

ABSTRACT Prior large-scale research on teacher collaboration and autonomy has failed to distinguish effects within and between schools or among elementary and middle school teachers. This lack of research has implications for professional development in countries like Korea, where national policies have increasingly favoured teacher collaboration. We therefore employed multilevel structural equation modelling to analyse Teaching and Learning International Survey 2018 responses from 5,601 Korean elementary and middle school teachers. Our findings revealed significant direct and indirect effects among the variables of teachers’ perceptions of teacher collaboration, teacher autonomy, school climate, team innovativeness and school satisfaction. At the teacher level, the main differences between elementary school and middle school teachers related to classroom autonomy and team innovativeness. Collaboration and autonomy significantly predicted school satisfaction among elementary school teachers but not middle school teachers. There were also key differences in effects from teacher collaboration and classroom autonomy at the teacher and school levels. The most notable finding was that school climate mediated the relationship between classroom autonomy and school satisfaction at the teacher level. As these factors relate to the uptake and implementation of professional development, we provide key recommendations for local and national policy-makers hoping to optimise learning opportunities for teachers.

Cardiac arrest in school: the role of teachers as BLS-D providers

The implementation of BLS-D training courses in the school setting aims to increase the number of future citizens competent in the recognition and treatment of out-of-hospital cardiac arrest to increase overall survival. It is important to make teachers and students aware of their social responsibilities, consolidating collaboration with healthcare professionals. The present study investigates, through a cross-sectional cognitive survey, the perception of the importance of knowledge and diffusion of basic BLS manoeuvres and early defibrillation in the treatment of cardiac arrest. An anonymous questionnaire was sent to secondary school teachers, divided into 14 questions: 12 items in closed form according to the Delphi method and the 5-point Likert rating scale, and the last two with different response methods. The total number of teachers who participated in the survey was 120. The majority of respondents believe that it is essential to know and transmit notions related to BLS-D to students, without the need to have an official certification as an instructor. Most of the teachers consider useful to have specific information on the placement and use of the defibrillator, to set reminder systems on life-saving manoeuvres and to share protocols on the management of cardiac arrest. The introduction of BLS-D training at school determines a constant increase in competent students and therefore the birth of a network of people educated in the management of out-of-hospital cardiac arrest. The teaching skills of teachers also allow them to identify the best strategies to make the learning method clear and valid for students. The autonomy of teachers in fulfilling the role of instructors is still poorly consolidated and shared, thus requiring the support of healthcare professionals.

The impact of teacher autonomy support on students’ assessment literacy: The chain mediating effects of self-efficacy and critical reflection

In the realm of classroom assessment, the shift towards “assessment as learning” underscores the pivotal role of students in developing assessment literacy. This study aims to bridge the gap in the literature by examining the understudied area of students' assessment literacy. The author introduces a novel chain mediation effect structure model to investigate the interactions between teacher autonomy support, self-efficacy, critical reflection, and students' assessment literacy. The sample comprises 704 high school students from central China, with an even gender distribution (321 boys and 383 girls), which provides a robust dataset for analysis. By utilizing the Student Evaluative Scale, Critical Reflection Scale, and Self-Efficacy Scale, the study reveals a significant and positive correlation between teacher autonomy support and the level of assessment literacy among students. Furthermore, the findings indicate that self-efficacy and critical reflection act as mediators in the relationship between teacher autonomy support and students' assessment literacy. This suggests that educators who foster an environment of autonomy, empowering students to take ownership of their learning, can significantly enhance students' belief in their own abilities (self-efficacy) and their capacity for reflective thinking, thereby improving students’ assessment literacy. The study concludes with concrete suggestions for classroom practice and identifies avenues for future research to further refine our understanding of the complex interplay between teacher support, student self-efficacy, critical reflection, and assessment literacy.

교육감의 권한에 관한 민주적 통제장치 방안에 관한 소고

The purpose of this study is to provide a basic foundation for realizing theactualization of educational autonomy through the maturation of local educational autonomy inKorea. This study seeks to strengthen the education policy of the superintendent electedthrough a direct election system and seeks for democratic control measures regarding the legalmeaning of direct election system for the superintendent, Board of Education, andrepresentativeness and the authority of the superintendent, to prevent clashes and conflicts from occurring when the superintendent's views on education policy or ideology are differentfrom those of the Minister of Education and the heads of local governments. Democraticcontrol measures include reviving an independent Board of Education and revitalizing theresident recall system through electronic voting using blockchain. As the Board of Educationwas integrated into the standing committee of the local council, the members of the Board ofEducation are formed from it, and due to the absence of qualification standards such ascertain educational and educational administration experience, it is difficult for them to fulfilltheir role as a check on the superintendent, which violates the constitutional principle ofprofessionalism in education. Therefore, I believe that the current government shouldre-institutionalize the constitutional independent Board of Education system.

개정 누리과정 실행 및 실천 연구에 대한 내용 탐구

The purpose of this study is to explore research on the implementation and practice of the 2019 revised Nuri Curriculum and investigate ways to implement the curriculum based on the results of this study. For this purpose, the contents of 55 studies related to the implementation and practice of the 2019 revised Nuri Curriculum studied between 2019 and 2023 were analyzed. As a result, three content characteristics of the revised Nuri Curriculum implementation and practice research emerged. Firstly, it is implemented in a direction centered on children and play, supporting children's initiative, and pursuing teacher autonomy. Based on these research results, it was suggested that there is a need to pursue a direction for the future curriculum implementation to include understanding curriculum performance through educational practice, understanding and supporting children's learning, and providing an educational environment in which teachers' autonomy can be expressed thoroughly.

Teacher Autonomy, Creative Self-efficacy, and Innovative Behavior: Perspectives from Chinese University EFL Teachers

Teachers’ innovative behavior contributes to students’ academic achievements, school innovation, and even the quality of education. This study aims to investigate the correlations between teacher autonomy, creative self-efficacy, and innovative behavior from the perspectives of Chinese university EFL teachers. The significance of the current study lies in exploring how different motivational mechanisms influence teachers’ innovative behavior, providing references for improving their teaching effectiveness and professional development. The main research question that guided this study was: What are the interrelationships between teacher autonomy, creative self-efficacy, and innovative behavior among EFL teachers? This study recruited 297 Chinese university EFL teachers as the sample, inviting them to fill in a self-reported questionnaire to assess teacher autonomy, creative self-efficacy, and innovative behavior. Results showed that teacher autonomy positively predicted teachers’ creative self-efficacy and innovative behavior; creative self-efficacy partially mediated the relationship between teacher autonomy and innovative behavior. The findings suggest that education administrators should offer teachers autonomous support and tailored training programs to inspire their innovation. Additionally, teachers may work collaboratively with their colleagues and obtain peer support to execute innovative practices, which facilitates both students’ innovative performance and teachers’ professional development. Finally, as innovative behavior is complex and dynamic, future research may add other organizational and individual factors while considering cultural differences and institutional systems to explore teachers’ innovative behavior.

Language learning strategy use and levels of autonomy in online and traditional education

The goal of this study is to investigate the level of learning strategy use and autonomy in online and traditional education. The study included 155 preparatory school students from the state university. The data were collected using Oxford's (1990) Language Learning Strategy (LLS) and a learner autonomy questionnaire (Zhang & Li, 2004). SPSS22 was used to analyse the data. The findings revealed that autonomy level was high in traditional education, but moderate throughout the online education. Furthermore, the results of the LLS questionnaires revealed that students employed a moderate number of language learning strategies in both traditional and online education. Furthermore, the results of the LLS questionnaires revealed that students employed a moderate number of language learning strategies in online and traditional education. Finally, the correlation analysis utilized to determine the association between learner autonomy and LLS use revealed a positive and linear relationship between the two variables.

Perceived teacher autonomy support and grit as predictors of ideal L2 self among Chinese EFL learners

Although some research attention has been given to second language (L2) affective and emotion constructs recently, this research agenda is still in its infancy. In an attempt to shed more light on this area, the present researchers tested a structural model of ideal L2 self in which perceived teacher autonomy support and L2 grit served as predictors. For this purpose, 346 Chinese English as a foreign language (EFL) learners were requested to participate in an electronic survey. The collected data were analyzed using structural equation modelling (SEM). The construct validity of the used scales was verified by performing confirmatory factor analysis. The SEM results indicated that although both perceived teacher autonomy support and L2 grit significantly predicted the ideal L2 self, the former was a more powerful predictor in the final fit model. Additionally, it was revealed that perceived autonomy support had a slight effect on EFL learners’ grit levels. The outcomes of this study can have implications for research and practice.

FORMATION OF EDUCATIONAL AUTONOMY OF STUDENTS OF ECONOMIC SPECIALITIES BY MEANS OF DIGITAL TECHNOLOGIES

The article is devoted to the problem of studying the peculiarities of the formation of educational autonomy of students of economic specialties by means of digital technologies. The purpose of the article is to identify the psychological and pedagogical features of the formation of educational autonomy of students of economic specialties by means of digital technologies. The tasks of the article are as follows: to characterize the theoretical foundations of the essence of educational autonomy as a pedagogical category; to determine the peculiarities of the formation of students’ learning autonomy skills; to prove the importance of the formation of educational autonomy among students of economic specialties; to determine the possibilities of digital technologies in the formation of educational autonomy among students of economic specialties. To achieve the goal, the following methods were used: literary analysis, generalization, comparison, systematization, etc. The article contains the following research results. A critical analysis of approaches to defining the essence of the concept of “learner autonomy” by various researchers was carried out. It was established that the concept of “pupil / student autonomy” was introduced in the early 1980s by Henri Holec, who defined this category as “the student’s ability to take responsibility for their own learning.” A theoretical study of the views of various researchers proved that the formation of students’ educational autonomy is mainly related to the process of mutual influence of motivation for educational activities and the success of completing educational tasks: motivation for learning is always characterized by the extent to which a student knows how to learn independently, demonstrating interest in learning, and, in turn, successful learning is impossible without motivation supported by the competence of self-regulated learning. In other words, learning autonomy is the student’s ability to be self-motivated and responsible for their own learning. It was found that one of the key aspects that should be taken into account when determining the independence of learning is whether we consider it as a means of achieving a goal (studying a certain educational module, subject, science) or as an end in itself (forming people as independent learners). These two options are not mutually exclusive, as they can both be part of our views on learning as a whole. Four main advantages of forming students’ learning autonomy have been identified: motivation (students strive to achieve their educational goals, but for this to happen, teachers must first help students set realistic learning goals); flexibility (an autonomous approach to learning is more flexible for both students and teachers, who can take on more of a coaching role, while students take the driver’s seat); lasting impact (learning to learn is an underrated skill, when students are in charge of their own learning, they learn what techniques and strategies work best for them); increasing involvement (using the autonomy of students, the teacher relies on their ability to solve problems, study the educational material and form their own opinion). The skills that students should develop in the process of autonomous learning are substantiated: setting goals; assessment of progress; time management; and self-motivation. Conclusions. The importance of the formation of academic autonomy of students of economics specialities has been proven, as independent thinking presents concepts, models and theories that students will use to solve real-world problems, honing their cognitive skills. The following advantages of using digital technologies in the direction of the formation of educational autonomy of students of economic specialties are outlined: making knowledge accessible; making knowledge understandable; providing flexibility and variability of training; and ensuring students’ interaction with the digital environment.