Predictive Power of Teachers' Perceptions of Autonomy on High School Students' Term Grade

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dc.authoridKARADENIZ, DERYA/0000-0002-1495-7896
dc.authoridFER, SEVAL/0000-0002-9577-2120
dc.contributor.authorKaradeniz, Derya
dc.contributor.authorFer, Seval
dc.date.accessioned2024-08-04T20:11:41Z
dc.date.available2024-08-04T20:11:41Z
dc.date.issued2023
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis study aims to investigate the predictive power of teachers' perceptions of autonomy on the term grade of high school students and differences in terms of school type and field of instruction. The study groups of this research, which was carried out with a predictive design and survey design among the quantitative research methods, included 230 teachers working in state high schools in affiliated with the Turkish Ministry of National Education in Battalgazi and Yesilyurt in Malatya Province and 3005 students enrolled in the 11th grade at those schools. The teachers' data were obtained via the Teacher Autonomy Perception Scale developed by the researchers. The students' data consisted of term grade for 11th grade students in the 2020-2021 academic year. According to multiple regression analysis, the scale factors of autonomy in the classroom, autonomy at school and professional autonomy together explained 7% of the change in students' term grade. While the autonomy at school score was a significant predictor of students' term grade, autonomy in the classroom and professional autonomy were not significant predictors. Regarding to Kruskal-Wallis H test findings, while there was a significant difference in teachers' perceptions of autonomy at school in terms of school type, there was no significant difference in their perceptions of autonomy in the classroom or professional autonomy. According to MANOVA findings, there was a significant difference in teachers' perceptions of autonomy in the classroom in terms of field of instruction but no significant difference in their perceptions of autonomy at school or professional autonomy. The findings of this research might provide guidance for researchers, curriculum development experts, policymakers, academics in teacher training institutions, and other relevant stakeholders.en_US
dc.identifier.doi10.14812/cuefd.1143008
dc.identifier.endpage159en_US
dc.identifier.issn1302-9967
dc.identifier.issue1en_US
dc.identifier.startpage126en_US
dc.identifier.trdizinid1168583en_US
dc.identifier.urihttps://doi.org/10.14812/cuefd.1143008
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/1168583
dc.identifier.urihttps://hdl.handle.net/11616/92914
dc.identifier.volume52en_US
dc.identifier.wosWOS:000986176800005en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherCukurova Univen_US
dc.relation.ispartofCukurova University Faculty of Education Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectTeacher Autonomyen_US
dc.subjectAutonomy in the Classroomen_US
dc.subjectAutonomy at Schoolen_US
dc.subjectProfessional Autonomyen_US
dc.subjectTerm Gradeen_US
dc.titlePredictive Power of Teachers' Perceptions of Autonomy on High School Students' Term Gradeen_US
dc.typeArticleen_US

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