Öz belirleme teoremi: Yabancı diller okulu bağlamında Türk okutmanların özerklik desteği yönelimleri

The present study aimed to explore Autonomy Orientations of Turkish EFL teachers' working at Anadolu University, School of Foreign Languages in Turkey. The autonomy orientations of the teachers were analyzed through the motivational theory: Self-Determination Theory (Deci & Ryan, 1985). Next, it was investigated if the orientations vary according to the teachers': gender, years of experience or department of graduation. This investigation was carried out through the Motivators' Orientations Questionnaire and the participant teachers' opinions regarding the findings were taken by means of written responses. The participants were 111 Turkish EFL teachers from Anadolu University School of Foreign Languages and 11 of them also participated for the written responses. The results showed that the EFL teachers in AUSFL, had a moderately Autonomy Supportive Orientation which was reported to be a risk for being close to the Controlling Orientation. What is more, each of the variables investigated caused a difference on the participants' Autonomy scores, yet, among the three variables, gender was the only one which had a significant effect on the Autonomy Orientation scores. The answers to the written response questions were also analyzed and mentioned in the discussion part. The results showed that explicit training on what Autonomy Supportive teaching is and how it can be encouraged is necessary for the teachers. In the light of the findings, various implications were made as well as presenting further suggestion for the future studies.