Title : Reviews Review The Ruler and the Ruled: Complicating a Theory of Teaching Autonomy
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Reviews Review The Ruler and the Ruled: Complicating a Theory of Teaching Autonomy
The Ruler and the Ruled: Complicating a Theory of Teaching Autonomy
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Published on 2007 by ProQuest
This study was designed to compare teachers' perceptions of teaching autonomy at two economically diverse elementary school campuses to determine factors that influence teachers' perceptions of their ability and authority to make important decisions regarding their classrooms and students. Using a quantitative measure developed by Pearson & Hall (1993), the Teaching Autonomy Scale (TAS), fifty teachers, twenty-five from each campus, rated their teaching autonomy. The TAS served as a sorting and selecting tool to place teachers in two cohorts: low and high teaching autonomy. From these cohorts, ten teachers were selected to participate in an interview and discussed factors that influence their individual authority in making important classroom decisions. Teachers also discussed actions of resistance and conformity to mandates, reform initiatives and policies, which influence their ability to exercise teaching autonomy.
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