Examination of The Relationship Between Levels of Primary School Teachers’ Autonomy and Their Learner Autonomy Supportive Behaviors
Abstract
The aim of this research study is to examine the relationship between the autonomy levels of primary school teachers and their behaviors supporting learner autonomy. Voluntary response sampling method, one of the non-random sampling methods, was employed to determine the sample of the study. Scale forms were distributed to 879 primary school teachers working in public schools in Bornova, İzmir. The study was conducted with 537 primary school teachers who voluntarily participated in the study.The model of the research study, which was carried out with 537 participating primary school teachers, was designed in a quantitative research relational survey (correlational) model. The obtained data were analyzed using SPSS 25.0 (Statistical Package for Social Sciences) software. As a result of the research; it was seen that the level of autonomy of the primary school teachers was at a medium level and their autonomy supportive behaviors were found to be at a low level. The model for predicting the behaviors supporting learner autonomy was found to be significant.
Keywords
Self-determination theory positive education constructivist education autonomy primary school teachers.
References
- Yazıcı, A. Ş. (2016). The relationship between the teacher autonomy and learner autonomy support behaviors. Journal of Educational Sciences Research, 6(2), 1–23. https://doi.org/10.12973/jesr.2016.62.1
Abstract
Keywords
Self-determination theory positive education constructivist education autonomy primary school teachers.
References
- Yazıcı, A. Ş. (2016). The relationship between the teacher autonomy and learner autonomy support behaviors. Journal of Educational Sciences Research, 6(2), 1–23. https://doi.org/10.12973/jesr.2016.62.1
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | January 9, 2024 |
| Publication Date | January 9, 2024 |
| Published in Issue | Year 2024 |
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International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
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