Teachers' Views on the Effect of Teacher Autonomy on Students' Academic Achievement

Ersin Eren Akgöz; Fatih Şahin

Makale detayları

Teachers' Views on the Effect of Teacher Autonomy on Students' Academic Achievement

Yazarlar:

Ersin Eren Akgöz | Fatih Şahin

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 2, pp.853-878

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297585

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 The study aims to investigate the effect of teacher autonomy on students academic achievement according to teachers views in depth. According to the opinions of the teachers, answers were sought for the questions What are the autonomy behaviors of the teachers? and What kind of contributions does the autonomy of the teacher make to the increase of the academic achievement of the students? in line with this purpose. Phenomenology design, one of the qualitative research methods, was used in the study. Criterion sampling method, one of the purposive sampling methods was used in the study. Teachers views on teacher autonomy and its effect on students academic achievement were grouped under the themes of professional development autonomy, professional communication autonomy, curriculum autonomy, and teaching process autonomy. As a result, it is considered that teacher autonomy should be handled with a holistic perspective, including supervision, participation in management processes, communication with stakeholders, teaching methods and techniques, curriculum, and professional development. Teacher autonomy developed and supported this way will improve students academic achievement.

 The study aims to investigate the effect of teacher autonomy on students academic achievement according to teachers views in depth. According to the opinions of the teachers, answers were sought for the questions What are the autonomy behaviors of the teachers? and What kind of contributions does the autonomy of the teacher make to the increase of the academic achievement of the students? in line with this purpose. Phenomenology design, one of the qualitative research methods, was used in the study. Criterion sampling method, one of the purposive sampling methods was used in the study. Teachers views on teacher autonomy and its effect on students academic achievement were grouped under the themes of professional development autonomy, professional communication autonomy, curriculum autonomy, and teaching process autonomy. As a result, it is considered that teacher autonomy should be handled with a holistic perspective, including supervision, participation in management processes, communication with stakeholders, teaching methods and techniques, curriculum, and professional development. Teacher autonomy developed and supported this way will improve students academic achievement.

 The study aims to investigate the effect of teacher autonomy on students academic achievement according to teachers views in depth. According to the opinions of the teachers, answers were sought for the questions What are the autonomy behaviors of the teachers? and What kind of contributions does the autonomy of the teacher make to the increase of the academic achievement of the students? in line with this purpose. Phenomenology design, one of the qualitative research methods, was used in the study. Criterion sampling method, one of the purposive sampling methods was used in the study. Teachers views on teacher autonomy and its effect on students academic achievement were grouped under the themes of professional development autonomy, professional communication autonomy, curriculum autonomy, and teaching process autonomy. As a result, it is considered that teacher autonomy should be handled with a holistic perspective, including supervision, participation in management processes, communication with stakeholders, teaching methods and techniques, curriculum, and professional development. Teacher autonomy developed and supported this way will improve students academic achievement.

 Araştırmanın amacı, öğretmen özerkliğinin öğrencilerin akademik başarılarına etkisinin öğretmen görüşlerine göre derinlemesine araştırılmasıdır. Bu amaç doğrultusunda; öğretmen görüşlerine göre, Öğretmenlerin özerklik davranışları nelerdir? ve Öğretmen özerkliğinin öğrencilerinin akademik başarılarının artırılmasına ne gibi katkıları olmaktadır? sorularına yanıt aranmıştır. Araştırmada nitel araştırma yöntemlerinden olgubilim fenomenoloji deseni kullanılmıştır. Araştırmada amaçlı örneklem ve amaçlı örneklem altında ölçüt örnekleme yöntemi kullanılmıştır. Öğretmen özerkliği ve öğretmen özerkliğinin öğrencilerin akademik başarılarına etkisine ilişkin öğretmen görüşleri; mesleki gelişim özerkliği, mesleki iletişim özerkliği, öğretim programı özerkliği ve öğretme süreci özerkliği temalarında gruplandırılmıştır. Sonuç olarak öğretmenin denetim, yönetim süreçlerine katılımı, paydaşlarla iletişimi, öğretim yöntem ve teknikleri, öğretim programı ve mesleki gelişimi gibi konuları da kapsayan bütüncül bir bakış açısı ile ele alınması gerektiği düşünülmektedir. Bu şekilde geliştirilen ve desteklenen öğretmen özerkliğinin öğrencilerin akademik başarılarına katkısı olacağı söylenebilir.

Makale detayları

Teachers' Views on the Effect of Teacher Autonomy on Students' Academic Achievement

Yazarlar:

Ersin Eren Akgöz | Fatih Şahin

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 2, pp.853-878

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297585

pISSN:

2459-1912

Academic achievement

Teacher autonomy

School

TeacherAkademik başarı

Öğretmen özerkliği

Okul

Öğretmen

Sayı

Makale detayları

Yazarlar: Ersin Eren Akgöz | Fatih Şahin

Yayıncı: Gazi University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Türk Eğitim Bilimleri Dergisi Vol.21 Issue 2, pp.853-878

Belge Tipi: Makale

Yayın Tarihi: 8/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001297585

pISSN: 2459-1912

Sayı

Yazarlar:

Ersin Eren Akgöz | Fatih Şahin

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 2, pp.853-878

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297585

pISSN:

2459-1912