Curricular Autonomy Research Articles

Internal structure validation of a teacher autonomy scale through confirmatory factor analysis

Purpose: Teacher autonomy is defined as the freedom of teachers to organize the learning and teaching process at school. The teaching autonomy scale measures teacher autonomy (Pearson & Hall, 1993). This study was conducted to identify whether the measuring instrument of teacher autonomy meets the validity and reliability requirements of a measuring instrument. Method: The number of respondents in this study was obtained using a proportional sampling technique involving 170 respondents. The teacher autonomy measuring instrument produced from this study consists of 17 items that measure two dimensions; curriculum autonomy and general teaching autonomy. The quantitative data analysis techniques used were content-based validity tests through CVR and readability tests, validity evidence based on internal structure through CFA, and reliability tests based on homogeneity (internal consistency) through CR and AVE. Result: Shows CVR value with a minimum value of 0.78; loading factor ≥ 0.4, except for item 7 and item 8, as well as fit model fit with RMSEA = 0,077; RMR = 0,030; GFI = 0,847; CFI = 0,858; TLI = 0,797; NFI = 0,805; and p-value < 0.05. reliability test through CR value (0.944) > 0.7 and AVE (0.544) > 0.4. Conclusion: The adaptation of the teacher autonomy measurement tool for female junior high school teachers met good validity and reliability values.

The interplay between teaching for social justice beliefs and intergroup contact experiences in teachers’ responses to new curricular autonomy

ABSTRACT This study explores how South Korean teachers’ beliefs about social justice teaching intersect with their intergroup contact experiences when teaching migrant students under expanded curriculum autonomy. A comparative qualitative case study approach was used, drawing on interviews, classroom observations, and stimulated recalls. The findings reveal three models of social justice teaching – functional, critical, and liberal – as manifest in each teacher’s practice. The discussion highlights two key aspects: First, regarding contact experiences, teachers’ experience of being minoritized in intergroup contact has a more pronounced effect on their prejudice reduction than the density or frequency of contact per se; and indirect contact with outgroup members can be as effective as direct contact in reducing stereotypes. Second, concerning teacher beliefs and policy implementation, teachers’ beliefs significantly shape their interactions with minoritized students; and increased curriculum autonomy does not necessarily lead to critical social justice teaching. Implications for teacher education are discussed.

Pesantren Parenting as A Solution To Students' Moral Degradation (A Systematic Literature Review)

Education is actually not only a place for transferring knowledge, but also instilling positive personality values. So that education becomes a solution in answering the problem of moral degradation and various cases related to the morals of students. Pesantren (Islamic Boarding School) as the oldest educational institution in Indonesia has curriculum autonomy and the implementation of education is not only centered on knowledge, but also prioritizes the religious values and morals of students. This study aims to determine the effect of boarding schools as a solution to the problem of moral degradation. This study uses the Systematic Literature Review (SLR) method, with the research data in the form of 25 studies related to the role of Islamic boarding school parenting on the formation of morals for students. There are various methods of parenting applied by Islamic Boarding Schools, namely authoritarian parenting, democratic parenting, or a combination of both. The parenting provided starts from the transfer of knowledge, habituation of daily worship, personal advice, and the role of guardians as role models for students. The results of the analysis of the research data indicate that all studies are effective in shaping the positive character of students so that this parenting style can be a solution to the problem of students' moral degradation.

2022 개정 교육과정 ‘학교자율시간’ 실행 경험 탐색

Objectives ‘School-designed autonomous time’, newly introduced in the 2022 revised curriculum, is a note-worthy change in relation to curriculum autonomy and decentralization as it grants schools the authority to develop subjects at a school-level. This study aimed at expanding the autonomy and authority of regions and schools, seeking concrete implementation strategies for school-designed autonomous time, which is newly introduced in the 2022 revised elementary and middle school curriculum.
 Methods This study was conducted using a qualitative case study method: in-depth interviews with teachers, participatory observations of open lessons and teacher meetings, and artifacts related to school autonomy (e.g., school curriculum documents, research paper, teacher meeting materials).
 Results This study explores the main points of school-designed autonomous time described in the 2021 draft and final version of the 2022 revised curriculum. School-autonomous time is valuable as it is an experimental attempt in a region accepted as a national policy, expansion of school-based curriculum development, and posibilities of teachers’ curriculum.
 Conclusions The specific plan and future tasks of school-designed autonomous time in the 2022 revised curricu-lum were explored.

Implementasi Kurikulum Merdeka dalam Meningkatkan Mutu Pembelajaran IPS

This research aims to discover the independent social studies curriculum at SMP 01 South Bengkulu. The autonomous curriculum and how this curriculum helps them improve their learning is the main reason for carrying out this research. The research method used is qualitative and descriptive. The research results showed that an independent curriculum would suit the social studies program at SMP Negeri 1 South Bengkulu. Looking at the course description and creating some learning plans are two of the many steps involved in preparation. There is a big gap between teachers' teaching methods and their planned learning. The instructor does need to implement the learning plan. Student interviews and research findings indicate a need for proper implementation of core social studies activities, which causes the teaching and learning process inefficient and ineffective. This is because several sub-indicators are not included. There is nothing wrong with the closing procedure. This is because each unit ends with thought-provoking homework, an opportunity for class discussion, and a brief overview of the unit provided by the instructor. In conclusion, curriculum autonomy at SMP Negeri 1 South Bengkulu depends on the teacher's ability to inspire students to reach their maximum potential and shape their thoughts and actions to encourage sustainable progress. Keywords: Implementation of the Independent Curriculum, Social Sciences, Quality of Learning

2022 개정 교육과정의 초등교육 쟁점 분석

This study aims at analyzing the document system and content of the 2022 revised national curriculum with a focus on elementary school to explore the implications of the national curriculum revision. To this end, the critical issues related to elementary school were discussed. As a result of the study, the 2022 revised curriculum changed the order of Chapters II and III in the overall structure, and made a change by modifying its chapter headings uniformly with the word ‘design’ instead of the existing ‘organization’ term. It shows the nature of the national curriculum that school seeks to establish a curriculum autonomy. In the content of the standards for organizing and implementation the curriculum, the section title was revised to focus on ‘design’, and the content placed emphasis on equipping the student with self-directed learning ability that is suitable for the learner and reflects the student's needs and demands. Among the changes in the 2022 revised curriculum, the need to restructure the key competencies and Foundational Literacy appropriate for the future Education, the meaning of systemizing ‘safety education’ and strengthening health and physical activities, and the meaning of curriculum autonomy through the establishment of ‘school autonomous hours’. The issue was explored and the need for further discussion was suggested.

Curriculum Autonomy for Bhutanese Schools : A Fitting Solution to the Current Crisis in Bhutanese Education System

This paper aims to address the current crisis in Bhutan's education system by proposing a shift towards providing curriculum autonomy to schools. Drawing on George S. Counts' theory of 'Dare the School Build a New Social Order,' it discusses the limitations of the centralized curriculum system and its impact on Bhutanese education. By examining issues such as the centralized textbook distribution, the propagation of 'Diploma Disease,' and the need for decentralization, the paper argues for delinking schools from the central curriculum and empowering them with more autonomy. This shift is seen as essential to promote relevant education, provide better opportunities, and enhance the overall education quality.

아일랜드 초등교육과정의 변화과정 분석

[Purpose] This study aimed to analyze the process of reforms in Ireland's primary school curriculum and draw implications based on it. [Methods] In order to achieve this purpose, a comparative analysis framework was established based on democracy and autonomy as the evaluation criteria, the development background, development process and contents, and implementation and evaluation as the analysis area, the 1900, 1922, 1971, 1999, and 2023 primary school curriculum as the target curriculum period. [Results] In terms of development background, the Irish primary curriculum gradually developed according to various needs at home and abroad in Ireland, securing democracy and autonomy. In terms of development process and content, democracy was strengthened by reflecting the opinions of various educational stakeholders, and curriculum autonomy at the regional, school, and teacher level was also strengthened. In terms of implementation, both democracy and autonomy remain tasks of the 2023 primary curriculum. [Conclusion] The following implications can be obtained. First, through long-term projects, the curriculum should be developed with the logic of education. Second, policy communication should be strengthened to reduce the gap between the national curriculum and the field. Third, the meaning of curriculum should be shared and monitored together among curriculum agents.

The Effect of Teacher Autonomy on Teachers' Professional Dedication

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.

Building the Bridge to a Participatory Citizenship: Curricular Integration of Communal Environmental Issues in School Projects Supported by the Internet of Things.

Generally, there is much to praise about the rise in acknowledging the need for young citizens to exercise their rights and duties, but the belief remains that this is not yet entrenched in young citizens' overall democratic involvement. A lack of citizenship and engagement in community issues was revealed by a recent study conducted by the authors in a secondary school from the outskirts of Aveiro, Portugal, during the 2019/2020 school year. Under the umbrella of a Design-Based Research methodological framework, citizen science strategies were implemented in the context of teaching, learning, and assessment, and at the service of the educational project of the target school, in a STEAM approach, and under Domains of Curricular Autonomy activities. The study's findings suggest that to build the bridge for participatory citizenship, teachers should engage students in collecting and analyzing data regarding communal environmental issues in a Citizen Science approach supported by the Internet of Things. The new pedagogies addressing the lack of citizenship and engagement in community issues promoted students' involvement at school and in the community, contributed to inform municipal education policies, and promoted dialogue and communication between local actors.

An Analysis of the Relationship Between Professional Autonomy and Professional Motivation of Teachers

The aim of this research is to examine the relationship between teachers' professional autonomy and motivation levels. The sample of this research, which was conducted using correlational survey design, consists of 282 teachers working across Turkey in the 2021-2022 academic year who were sampled by the disproportionate cluster sampling method. “Teacher Autonomy Scale'' and “Teacher Vocational Motivation Scale” were used as data collection tools. In the analysis of the data, t-test, one-way analysis of variance, Pearson Product-Moment Correlation Coefficient and Regression Analysis were used. The results of the research yielded that teachers' professional autonomy and motivation levels are high. It is found that teachers exhibited autonomy in the sub-dimensions of teaching autonomy, curriculum autonomy, professional development and professional communication autonomy, respectively. It has been revealed that teachers consider the physical facilities of the school, intramural and extramural factors, and the aspects of professional development and prestige as the factors affecting motivation. In terms of variables, significant differences were found in the professional autonomy and motivation levels of teachers according to gender, field, graduation and seniority. Finally, moderate positive and significant relationships were identified between the professional motivation of teachers and their autonomy, and the predictive relationships between these variables are also examined. In line with these results, it has been found that all sub-dimensions of teacher autonomy (teaching, curriculum, professional development, and professional communication autonomy) are significant predictors of physical facilities which is one of the teacher motivation sub-dimensions. Therefore, it can be stated that when teachers who can act autonomously both in educational practices and in professional development and communication fields are provided with qualified physical opportunities, their motivation levels increase, too. In order to increase teacher motivation, it is recommended to support teachers' autonomous behaviors in the educational process and their autonomy in the fields of professional development and communication.

Curriculum Autonomy in the Education Systems of Portugal and Canada

RESUMO Muitos autores argumentam que a autonomia é inexistente num sistema educativo centralizado, dado que é uma particularidade da descentralização, enquanto as escolas de um sistema educativo descentralizado têm mais autonomia. Os investigadores comparam o grau de autonomia curricular conferido às escolas de um sistema centralizado (Portugal) e às de um descentralizado (Canadá), a partir de entrevistas e análise de conteúdo de responsáveis pela administração e organização das escolas. Constata-se que, no caso português, existe alguma autonomia da escola, fundamentalmente, centrada no coletivo, embora os professores não a percecionem nem se apropriem da mesma. No caso canadense, a autonomia é conferida a cada professor na sua singularidade.

A Autonomia Curricular nos Sistemas Educativos de Portugal e do Canadá

ABSTRACT Many authors argue that autonomy is nonexistent in a centralized education system, given that it is a characteristic of decentralization, whereas schools in a decentralized education system have more autonomy. The researchers compare the level of curriculum autonomy granted to schools in a centralized system (Portugal) and to those in a decentralized system (Canada), based on interviews and content analysis of those responsible for the administration and organization of schools. It appears that, in the Portuguese case, there is some school autonomy, essentially centered on the collective, although teachers do not recognize or take ownership thereof. In the Canadian case, autonomy is granted on an individual basis to each teacher.

Faktorska struktura skale nastavničke autonomije

Teacher autonomy encompasses in its essence the (self)activity of the teacher, the right and opportunity to make decisions and choices, and finally accepting the consequences that come with those decisions. Accordingly, autonomy represents one of the core competences of the modern teacher and it is being increasingly in the focus of numerous pedagogical researches. The purpose of the study conducted and presented in this paper was to examine psychometric characteristics and determine factor structure of the Teaching Autonomy Scale (TAS). The study sampled 310 teachers of the upper-primary subjects and primary school grade teachers from 16 primary, mixed-sex public schools. The researchers have applied Horn's parallel factor analysis and initially extracted three factors, but due to a low reliability of the third subscale, a shortened version was suggested with two factors and 10 items. The first factor represents Curriculum autonomy, while the second one refers to General autonomy. The conclusion is that the TAS scale can be used in its modified version of 10 items and with a two-factor structure of the instrument.

Teachers as curriculum designers: What knowledge is needed?

AbstractIn Europe, with the dissemination of curriculum autonomy policies, teachers tend to be more involved in curriculum reforms as curriculum designers. In Portugal, in 2016, the government unprecedently commissioned eighteen teachers' associations to define a curriculum benchmark – ‘Essential Learning’. Studies have shown the difficulties felt by teachers in their role as curriculum designers due to a lack of the knowledge and skills required to enact collaborative curriculum design. However, few studies have investigated the kind of knowledge, skills and support teachers need for curriculum design. This paper aims to present a theoretical model of the knowledge and skills required for curriculum design at the macro‐level, verify to what extent the eighteen associations master them, and describe the type of support that teachers need to design the curriculum. For data collection, the focus group technique was applied to the teachers' associations and to two curriculum experts hired by the Ministry of Education to support them. The results show that the associations had difficulties in three domains of knowledge and skills, regarding curriculum design expertise, pedagogical content knowledge, and knowledge required to create external curriculum consistency, presenting some guidelines to increase the quality of curriculum design in future curriculum changes.

Teacher Curriculum Autonomy in Angola: a look at the Legislative Perspective

The Angolan Presidential Decree no160/18, of July 3, implicitly seeks to generate a new perspective of curriculum management, defining the limits of autonomy to teachers as curricular agents. However, there are some dissonances between the norm and the practical reality on the ground. In this sense, the present article seeks to analyze the curricular autonomy of the teacher in the light of the referred legislation in order to verify if it guarantees the educational success of the students. In order to support our analysis, inspired by a qualitative approach, we have employed a literature review and document analysis. In general, it is clear that the need for greater teacher autonomy substantially revitalizes the collective process of construction of the teaching process and the context of the emerging school. However, in the Angolan case, although autonomy has been legally conferred on teachers, ignorance of the legal prerogative means that teachers simply comply with what is essential and limited themselves to a prescribed curriculum to the detriment of shared decision-making, calling into question the quality of the teaching and learning process.

Governance in teaching: student participation to improve learning

This article proposes to analyze governance in teaching as another form of organizational that promotes student participation in decision-making for the improvement of learning. The category of governance in teaching emerges from the research work "The systematization of a transforming experience of teaching practice", at a doctoral level, which is in process at the Higher Institute of Educational Sciences of the State of Mexico. This category arises from the critical interpretation derived from the systematization of experiences, Latin American´s theoretical and methodological proposal developed by popular education. A method that gives voice to experiential knowledge, the transformation of practices and local knowledge. It is supported by qualitative, comprehensive, interpretive and reflective research. Governance in teaching is the result of a teaching that finds support critical pedagogy.
 This article critically dialogues with the neoliberal perspective that places governance from a market logic. This notion has been incorporated into educational policy and has been objectified in the regulations that govern the School Councils for Social Participation (Consejos Escolares de Participación Social) and in the 2017 Syllabus (Plan y Programa, 2017) particularly in the third component called curricular autonomy. The policy of social participation of educational actors proposed to improve the quality of the educational service; however, the voice of the students has been absent since its implementation. For this reason, an alternative practice of governance is introduced, derived from the experience´s critical interpretation of the research project, which is based on a teaching experience, with which findings of a new model of organization and social participation are exposed, where the students have a leading role.

Music Teachers in U.S. Charter Schools: A Multistate Profile

This descriptive survey study aimed to investigate the professional experiences of music educators teaching at charter schools in the United States. In the spring of 2020, a total of 113 charter school music teachers across six states responded to an online questionnaire soliciting information regarding their licensure status, background and training, details of their teaching assignment, and reasons for accepting a teaching position in the charter school setting. At the time of data collection, approximately two thirds of participants held an active music teaching license. Others either held licensure in other content areas or held no active teaching license at all. Among study participants, approximately one third left positions at traditional public schools to teach music in the charter school system, citing the appeal of curricular autonomy and job flexibility. The discussion includes considerations for music teacher preparation programs.

The impact of teachers educational philosophy tendencies on their curriculum autonomy

The impact of teachers educational philosophy tendencies on their curriculum autonomy

Mapping institutional changes in higher education: the comparative analysis of the effects of democratic backsliding

The world has witnessed democratic decline in 23 countries worldwide during the last decade (Freedom House, 2019) in the context of rising nationalism and right-wing populism (Fraser, 2017; Robertson, 2018, 2020). The political importance of this topic is rooted in the fact that higher education is one of the most crucial public goods (Marginson, 2007, 2017) and governments tend to exercise tighter control over HEIs while democratic conditions worsening (Perry, 2015). Although many studies have examined the effects of the transition to democracy on higher education globally (O’Donnell et al., 2013; O’Donnell et al., 1986, Salto, 2020), very few have studied the reverse trend – democratic backsliding. Given that university autonomy is a wider term that encompasses the practises undertaken by universities to operate, researching its aspects, and assessing the true implications of democratic backsliding on universities represents an important field for current and future research.
 My research investigates the impact of democratic backsliding on the university autonomy, by examining the cases of Turkey, Hungary, and Poland. These countries were considered democracies until the 2010s, but they are increasingly moving away from democracy (Freedom House, 2020). The study draws on an extensive analysis of publicly accessible government laws and regulations, university decrees, mission statements, political pamphlets, online media sources and interviews, and grey literature to analyze institutional responses as well as field work and interviews. I employ neoliberal authoritarianism and historical institutionalism as a framework to investigate the critical junctures and institutional changes affecting appointive (hiring, promotion, and dismissal of staff), financial (funding levels and criteria, preparation and allocation of the university budget, and accountability), and academic (access, curriculum, degree requirements, and academic freedom) autonomy (Ordorika, 2003).