The role of professional autonomy in the professional development of teachers

This study aims to examine teachers’ perceptions of professional autonomy and the role of this autonomy in their professional development processes. A phenomenological design, one of the qualitative research approaches, was employed in the study. The study group consisted of 20 teachers selected through snowball and maximum variation sampling methods. Data were collected using a semi-structured interview form and analyzed through content analysis. As a result of the study, the findings were organized under two main themes: domains of teacher autonomy and the effects of professional autonomy. Teachers evaluated curriculum planning, the selection and use of materials, and assessment-evaluation practices as areas within the scope of professional autonomy. It was concluded that teachers had limited autonomy in determining the curriculum; however, they were found to have partial autonomy in areas such as content adaptation, material selection, and assessment and evaluation. The study revealed that teacher autonomy enhances students’ motivation and learning outcome during educational processes, provides an inclusive environment, and encourages active participation. In the context of professional development, it was determined that professional autonomy increases teachers’ job satisfaction, motivation, and productivity, and also contributes to the development of self-management, self-regulation, and collaborative learning skills.