Teacher autonomy and its relation with teacher professionalism, reflection and self-efficacy: A sample of high school EFL teachers in Çorum

The concept of teacher autonomy has been an incredibly popular issue to explore over the last decade, reflecting a type of national and educational trend (Sokolov, 2017). Although the topic of teacher autonomy has grabbed careful attention in the teacher education literature because of the significant benefits it provides for both instructors and students (Yıldrm, 2017), there have not been many studies concentrating on its relation with different constructs (Canbolat, 2020). That is why, this current study aimed at revealing the perceived level of teacher autonomy and its relation with teacher professionalism, reflection and self-efficacy. To serve this purpose, 202 high school EFL teachers working in Çorum took part in this study. In this particular study, a quantitative method design was adopted in the sense of gathering and analysing the data statistically. The online survey approach was used to collect data in the study. The questionnaire form designed for research purposes is divided into five sections. The first section contains the personal information form, the second section contains the Teacher Self-Efficacy Scale (Pearson & Moomaw,2006), the third section contains the Teacher Professionalism Scale (Cerit,2013), the fourth section contains the Reflective Teaching Scale (Akbari et al.,2010) , and the final section contains the Teacher Self-Efficacy Scale Tschannen-Moran & Hoy (2001) . The findings showed that the perceived level of teacher's autonomy was not very weak. And more importantly, it had a positive relation with teacher professionalism, reflection, and self-efficacy since when autonomy increases the level of other constructs increase respectively.