The relationship between facilitating school structure and teacher autonomy

The general purpose of this study is to examine the relationship between teachers' facilitating school structure and their perceptions of teacher autonomy. The population of the research consists of teachers working in schools in Elazığ city center in the 2022-2023 academic year. The sample of the research was determined by the quota sampling method, and the research was carried out by analyzing the data received from 461 teachers working at various levels. The correlational screening model, one of the general screening model types, was used in the study. Within the scope of the research, data were collected with the Facilitating School Structure Scale (KOSÖ), Teacher Autonomy Scale (TÖÖ) and a personal information form prepared by the researcher. A statistical package program was used to analyze the data in the study. Since the data obtained meets normal distribution assumptions; t-test to determine whether perceptions of facilitating school structure and teacher autonomy differ according to gender and educational status variables; One-Way Analysis of Variance (ANOVA) was used to determine whether it differed according to age, professional seniority, branch and school type, Pearson Correlation Analysis to examine the relationship between the facilitating school structure and teacher autonomy, and Multiple Regression Analysis to determine whether the facilitating structure predicted the perception of teacher autonomy. As a result of the analysis, the perceptions of facilitating school structure and teacher autonomy were found to be high; It was concluded that the perceptions of obstructive school structure and professional development autonomy were at low levels. It was observed that the perceptions of facilitating school structure and teacher autonomy did not differ in any sub-dimensions according to gender, educational status and age variables. It was concluded that the marital status variable significantly affected only the perception of professional development autonomy. It was observed that the education level variable had a significant effect on the facilitating school structure and perceptions of teacher autonomy. When the differentiation regarding the branch variable was examined, it was determined that the perceptions of some branches were at a higher level. It was determined that the length of service variable affected the perception of curriculum autonomy. As a result of the Pearson Correlation Analysis conducted in the research, it was seen that all sub-dimensions had a significant relationship with each other. As a result of multiple regression analysis, it can be said that the perception of the facilitating structure explains approximately 20.6% of the total variance.