Examination of The Relationship Between Levels of Primary School Teachers’ Autonomy and Their Learner Autonomy Supportive Behaviors
Volume 9 Issue 1 (January 2024)
Mehmet Uğur Kutluer Aylin Mentiş
Pages: 53-64 Download Count : 569 View Count: 813 DOI Number 10.24331/ijere.1224059 Facebook Twitter Share on Google+
Abstract:
The aim of the present study is to examine the relationship between the autonomy levels of primary school teachers and their behaviors supporting learner autonomy. The study sample was selected employing the voluntary response sampling method, one of the non-random sampling methods. 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. The study was designed in the quantitative research relational survey (correlational) model. The data were analyzed using SPSS 25.0 (Statistical Package for Social Sciences) software. The results revealed that the autonomy level of primary school teachers was at a medium level, and their behaviors supporting learner autonomy were found to be at a low level. The model, predicting behaviors supporting learner autonomy, was found to be significant.
Keywords
- Self-determination theory
- positive education
- constructivist education
- autonomy
- primary school teachers