Teacher Autonomy Research Articles

Las competencias digitales y la autonomía del estudiantado de educación superior. Validación y diagnóstico

Aim. This study aims to analyze the levels of digital competencies (DC) and autonomy among higher education students and to characterize the possible correlation between these variables. Method. A non-probabilistic convenience sample of 294 Mexican undergraduate Social Sciences and Humanities students was used. The research was quantitative-correlational, descriptive-cross-sectional, and non-experimental. Self-administered online questionnaires were used to measure the DC and autonomy variables: an adaptation to Mexican Spanish of the instrument “Basic Digital Competencies 2.0 of University Students” (COBADI®) (Zapata-Ross, 2013) and the “Autonomy” by Bei et al. (2019), respectively. Results. Diverse levels of DC and autonomy were found among students from the different universities. Higher levels of DC and autonomy were associated with being female, using ICT for academic activities, having computer equipment and the Internet, and using the computer for more hours. Non-parametric tests confirmed direct and moderate associations between the variables, particularly when considering some of their dimensions. Conclusions. Adequate levels of DC are associated with higher student autonomy in ICT-mediated education.

Introduction

This issue features ten papers in the main section, one review (edited by Hisako Yamashita), and one paper in the Ethnographies of Self-Access section. There are papers from Oman, New Zealand, Japan, Bangladesh, China, Vietnam, Japan, and The Philippines. The papers in this collection explore key themes in language education, including the role of technology in learner engagement, teacher autonomy, and leadership in learning communities.

초등교사의 창의적 체험활동 경험에 관한 질적 메타분석

Objective: Using a qualitative meta-analysis, this study examines whether elementary school teachers' experiences in organizing and operating creative experiential activities are being implemented in actual school sites as intended and proposes ways to internalize the quality of these activities. Methods: Eight domestic qualitative studies on the said experience were analyzed in a larger framework of curriculum organization, implementation, and evaluation according to Novlit and Hare’s (1998) seven-step qualitative meta-analysis approach. Results: Elementary school teachers had conflicting views on teacher autonomy in organizing, managing, and evaluating creative experiential activities. Further, they differed in their experiences in different areas of creative experiential and out-of-school activities. The study also elicited opinions on how to evaluate creative experiential activities and improve professional development related activities. Conclusions: Suggestions were made for improving the creative experiential activity curriculum and follow-up research, such as providing opportunities to cultivate teacher expertise related to creative experiential activities, exploring teacher and student experiences by activity area and alternative creative experience evaluation measures.

The effect of parental and teacher autonomy support and core self-evaluations: a three-wave longitudinal study of middle students' career adaptability.

According to career construction theory, middle school students are in a critical phase of growth and exploration that requires self-reflection on their interests, values, and aspirations. Career adaptability is a key indicator of career development for middle school students and a crucial ability for achieving career success. Research indicates that many Chinese middle school students face significant hurdles in their career development, including a lack of motivation, limited self-awareness, and unclear career trajectories. To address these challenges, it is imperative to explore the factors influencing career adaptability, with a particular focus on the role of parental and teacher autonomy support within the framework of self-determination theory. This study aims to explore the correlation between parental autonomy support (PAS), teacher autonomy support (TAS), core self-evaluations (CSE), and career adaptability (CA) among middle school students. The longitudinal data for this study were collected from two middle schools in the Anhui province. Middle school students were recruited as research participants through a cluster sampling method. A total of 482 students were surveyed in three stages during a 1-year period, and a cross-lag model was employed to analyze the data. (1) From T1 to T2, T1PAS predicted T2CS, T1CSE predicted T2CA, and T1CA predicted T2TA; (2) from T2 to T3, T2PAS predicted T3CS, T2CSE predicted T3CA, and T2TAS predicted T3PAS; (3) TAS did not predict CSE and CA over time; (4) T2CSE mediated the relationship between T1PAS and T3CA. These findings suggest that autonomy support has a consistently positive influence on the career development of early adolescents. Valuing children's autonomy is beneficial for fostering positive self-evaluations and shaping their career trajectories. Autonomy support plays a pivotal role in enhancing middle school students' career adaptability and promoting career development by strengthening self-evaluations. Additionally, the effect of parental autonomy support is more stable than that of teacher autonomy support.

Central Government Political Intervention in the Implementation of Educational Autonomy in Indonesia

This article presents a critical analysis of the central government's political intervention in the administration of educational autonomy in Indonesia. In reference to developed countries, education is a fundamental commodity and a top priority for developing national potential in global competition. In democratic countries, it is imperative to manage the government and its related elements using a democratic system. In the context of education in Indonesia, as a democratic country, educational institutions should ideally have ample space to determine their direction in accordance with the needs and demands of the times within the framework of national educational goals. Therefore, the expectation is that the education system should be developed in a decentralized (autonomous) manner rather than centralized. However, in reality, the national education system law has become a political tool for the government to set centralized policies without considering regional situations and conditions. In this issue, the central government seems to enforce the implementation of all educational policy products, particularly in the curriculum sector. The findings of this study indicate that the national education curriculum has undergone 11 changes from 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004, 2006, 2013, and 2022 based on the central government's political policies. These curriculum changes have both positive and negative impacts on the improvement of education quality. The positive impact is that students acquire current knowledge in line with contemporary demands, while the negative impact is that teachers are confused in responding to these changes, which in turn lowers student achievement.

지방교육자치의 현안 진단과 향후 과제

This study aims to diagnosis the current issues of local educational autonomy and reveal its future tasks. For this, the author analyze broadly the precedent articles and a lot of policy documents which have been produced by Ministry of Education, and so on. The results of this study are as follows. Firstly the author summarizes that the current issues, which have been observed since Yoon Suk Yeol Government(Yoon Government), are the following three catergories; ⑴ reorganizing of educational governance and minimizing of local educational automomy, ⑵ the conflict of local educational finance system, ⑶ controversy over superintendent electoral system. Secondly it is found that the first future task is the emancipation of the ideology of political neutrality of education, which is necessary for epistemological maintenance. Thirdly the second future task is the democratization of education (administration) that produces effective solving method of controversy over superintendent electoral system. Fourthly the third future task is the conversionary approach for innovating local educational finance system, which needs the open minded holistic approach.

주민직선교육감제 도입 이후의 교육청 변화에 대한 교육당사자들의 인식 분석 - 2009년 4월부터 2022년 6월 동안을 중심으로 -

The purpose of this study is to analyze the perceptions of educational parties after the introduction of the elected superintendent of education, which became an inflection point for educational autonomy, to derive implications based on the performance of the Office of Education and the causes, patterns, limitations, demands, and improvement tasks of the change. To this end, 25 experts were selected into five groups and conducted group and in-depth interviews. Semi-structured questionnaires were used for interviews, and the contents were classified through categorization and hierarchical process, and cross-verification among researchers was conducted. As a result of the study, the causes of change were society and learning environment, institutions, philosophy and awareness, and the Office of Education, and the paradigm shift to patterns, and limitations were the lack of direction for educational autonomy, lack of structure and system, and the Office of Education. As demands and improvement tasks, progress and conservatism emerged. Based on the research results, suggestions were made to ensure the sustainability of the achievements of the elected superintendent of education.

Differences Between the Chinese and American Higher Education Systems and Implications

Despite receiving considerable global attention, the higher education systems of China and the United States exhibit disparities and complementarities that highlight ongoing deficiencies in educational reform and development. This paper holds a comparative analysis of the strengths, weaknesses, and developmental trends within the higher education frameworks of both nations. It reveals that China's system is defined by its uniform policies and stringent teaching methodologies, characterized by fixed curricula and rigorous mechanisms for teacher training and student selection. In contrast, the US system is celebrated for its diversity, flexible policies, innovative teaching approaches, and diverse curricula. It places a strong emphasis on teacher autonomy and the individualization of student assessments. Based on these findings, this study offers a series of recommendations designed to advance the development of higher education in both countries. These include optimizing the admissions and examination systems, reforming educational philosophies, broadening international perspectives, and enhancing the allocation and fairness of educational resources.

How does generative AI promote autonomy and inclusivity in language teaching?

Abstract In recent years, artificial intelligence (AI) has increasingly made advances across various fields, including ELT. In this article we embrace an egalitarian dialogue framework to explore and understand the role of AI in language education. This format provides a useful backdrop for navigating the dual responses—enthusiasm and scepticism—by which AI’s influence in education has often been characterized. We critically assess both the advantages and limitations of AI in ELT, highlighting and praising how AI-powered tools can assist educators in differentiating instruction, promoting learner autonomy, and creating personalized and inclusive learning environments, thus making education more accessible to students with diverse and individual needs. However, the article also addresses the challenges posed by the digital divide, particularly the inequities in access to (AI) technologies in low-socioeconomic-status regions. We also reflect upon how AI can become an obstacle in developing learner autonomy due to the risks associated with overdependence on such technologies and the lack of critical skills. The article concludes that although AI presents exciting opportunities for advancing and facilitating language learning, its integration must be approached with a rational mindset to ensure that it serves to bridge educational gaps rather than intensify them.

Exploring the Lived Experiences of Home-Educating Families with Young Children in the UK: The Untold Stories.

Recent trends indicate a significant increase in the number of families opting for home education in the UK, yet research dedicated to this area remains limited. Moreover, there is a notable scarcity of studies focusing on the lived experiences of home-educating families of young children. Amidst this context, a new conceptual framework was developed combining the portraiture approach and the life course theory to study five families with young children in the UK. Semi-structured interviews, observations, and curriculum document analysis were used to gain insights into these families' experiences. The study revealed diverse motivations driving parents to choose home education, including concerns about the traditional education system, a preference for personalized learning, and personal lifestyle choices and ideologies. The research data presented suggests that participants had diverse and dynamic daily routines shaped by their unique educational philosophies. In general, parents consistently sought beneficial opportunities to foster their children's social development. Challenges participants faced included curriculum suitability, financial burdens, and managing dual roles within the home. However, participants viewed these challenges as worthwhile because their main aim of educating their children in a purposeful manner was being met. In line with the theme of parental autonomy in education, parents shared their belief in the freedom for families to educate their children outside traditional schools. They supported flexi-schooling, advocated for accessible resources, the inclusion of home-educated children in assessments, and government funding provision.

Student Privacy Activism: Protesting Radical Digital Transformation in EdTech

Abstract Student-organized activism and obfuscation respond to intrusive surveillance in digital assessment within higher education. This article explores privacy surveillance disconnects and the emergence of protests against antinormative practices. Employing qualitative and quantitative methods, including content analysis of subreddits focused on higher education, student privacy, and specific university campus communities, the study considers multiple stakeholders’ perspectives. The findings illustrate the creative avenues students have adopted to counter online assessment tools. Emphasizing the significance of privacy and autonomy in higher education, this work sheds light on the challenges faced by students and provides insights into their strategies for addressing privacy concerns.

Integrating Autonomous Learning in University Teaching for Students

Abstract: Autonomy not only plays an integral part in helping students gain academic success when pursuing tertiary education but also boosts the quality of education to meet high demands in society. Another important advantage of autonomy is that it can be a ground preparation to foster students' higher learning. From real social situations and educational changes, this paper summarizes some factors influencing autonomy and some ways to integrate learners' autonomy in teaching in order to help students succeed in their learning process.

From Connectivity to Competence: The Crucial Role of Tutors in Promoting Communication Quality, Student Autonomy, and Learning Effectiveness in Open and Distance Education

From Connectivity to Competence: The Crucial Role of Tutors in Promoting Communication Quality, Student Autonomy, and Learning Effectiveness in Open and Distance Education

Nurturing Growth: Challenges and Strategies of Paternalistic Leadership in Facilitating Teacher Development in Qingdao, Shandong Province

This research explores paternalistic leadership in educational settings in Qingdao, Shandong Province, and its impact on teacher development. Paternalistic leadership, defined by authoritarian, benevolent, and moral elements, is firmly ingrained in Chinese cultural practices and has a substantial influence on organizational dynamics and individual behaviours in Chinese educational institutions. The purpose of this study is to investigate the issues and techniques connected with paternalistic leadership from the perspectives of principals and teachers in Qingdao, with an emphasis on their implications on professional development and educational results. Using a qualitative case study technique, the research conducts in-depth interviews with a senior principal and twenty teachers from a chosen school, as well as purposive sampling, to better understand the intricacies of paternalistic leadership. As findings, the data show that authoritarian characteristics of paternalistic leadership have a detrimental impact on teacher creativity and work satisfaction, but benign practices may improve engagement and professional development. The discussions emphasize the need of a balanced leadership strategy that combines classic paternalistic attitudes with current educational objectives, providing an atmosphere that encourages teacher autonomy and creativity. As implications this study reveals that adopting more benevolent and supportive leadership styles may considerably enhance educational environments and results. This study indicates that, although paternalistic leadership has a solid cultural base, there is much room to improve these practices to better accord with modern educational philosophies and teacher demands.

Analysis of Structural Relationship between Autonomy, Accountability and Role Performance Ability of Early Childhood Teachers

Analysis of Structural Relationship between Autonomy, Accountability and Role Performance Ability of Early Childhood Teachers

A perezhivanie perspective of the interconnection between language teacher autonomy and emotion: making a case for emotional autonomy

ABSTRACT Purpose Although theory and research on language teacher autonomy and emotion have substantially grown in recent years, little research has examined their intersections. Drawing on the theoretical standpoint of perezhivanie and situated within a narrative inquiry design, this study explored Iranian English language teachers’ autonomy and emotion. Design Data were collected through narrative frames and semi-structured interviews from 10 teachers who taught English at a private language school. Findings Data analysis revealed four themes as to the teachers’ autonomy and emotion: (1) emotion as a strong determinant of teachers’ autonomy in the past, (2) autonomy as a strong determinant of teachers’ emotion in the present, (3) emotion-autonomy as refracting resilience, and (4) emotion-autonomy nexus refracting identity development. Value Drawing on the findings, we conceptualize the teachers’ emotion and autonomy through the term we propose in this study as ‘emotional autonomy’, defined as how autonomy and emotion intersect to shape teachers’ past, present, and future discursive narratives, memberships, and professional performances. Based on the findings, we provide implications for teacher educators to better attend to the interconnection of autonomy and emotion in teacher professionalism.

Autonomy and participative processes in emotional education

Introduction: This paper presents a research about emotional education, with the purpose to identify and reflect on the introduction of changes in the educational process, to analyze the perspective of students about participative and autonomous processes, as well as the tensions and difficulties experienced. Methodology: A collaborative self-study project was conducted by two teachers of a graduate course of Teacher and Training during two school years affected by pandemic. It analyzes twenty six students’ portfolios and theirs written reflections on the educational processes and learning. Results: Participatory and autonomy processes undertook new formats and were boosted and developed in these exceptional circumstances. Students valued the building of a personal learning project, centered on their own goals for development and in conjunction with a class collective project. Several challenges and tensions arose, such as an immense flow of asynchronous interactions between teachers and students, very demanding for all, and inequalities in the conditions of access and use of the technologies. Conclusions: It is important to reinforce the emotional education research field exploring and problematizing the experiential and critical dimensions of emotional learning. That requires constant search for a creative integration of competence and critical approaches.

Modeling the Contributions of Perceived Teacher Autonomy Support and School Climate to Chinese EFL Students' Learning Engagement.

Given the value of student engagement and its impact on academic performance, it is critical to identify factors that influence student engagement in different educational contexts. To do so, we examined the contributions of perceived teacher autonomy support and school climate in English as a foreign language (EFL) students' learning engagement. We conducted online surveys of 331 Chinese intermediate English learners. We substantiated the validity of the survey scales for measuring these three latent variables through confirmatory factor analyses (CFA), and we employed structural equation modeling (SEM) to identify interrelationships in these variables of interest. Both perceived teacher autonomy support and school climate were significantly and positively related to student engagement, with school climate more strongly correlated than teacher autonomy support. These findings suggest that teacher autonomy support and a positive school climate are important contributors to student engagement in EFL classrooms, and we discussed practical implications of these discoveries for EFL teachers.

The long-term effects of perceived instructional leadership on teachers' psychological well-being during COVID-19.

The COVID-19 outbreak led to widespread school closures and the shift to remote teaching, potentially resulting in lasting negative impacts on teachers' psychological well-being due to increased workloads and a perceived lack of administrative support. Despite the significance of these challenges, few studies have delved into the long-term effects of perceived instructional leadership on teachers' psychological health. To bridge this research gap, we utilized longitudinal data from 927 primary and secondary school teachers surveyed in two phases: Time 1 in mid-November 2021 and Time 2 in early January 2022. Using hierarchical linear modeling (HLM), our findings revealed that perceptions of instructional leadership, especially the "perceived school neglect of teaching autonomy" at Time 1 were positively correlated with burnout levels at Time 2. Additionally, burnout at Time 2 was positively associated with psychological distress and acted as a mediator between the "perceived school neglect of teaching autonomy" and psychological distress. In light of these findings, we recommend that schools prioritize teachers' teaching autonomy and take proactive measures to mitigate burnout and psychological distress, aiming for the sustainable well-being of both teachers and students in the post-pandemic era.

Viability of distributive leadership and teacher autonomy for effective schools in developing nations: A case study from Nigeria

Viability of distributive leadership and teacher autonomy for effective schools in developing nations: A case study from Nigeria