An Analysis on the Relationship between Teachers’ Occupational Professionalism and Their Autonomy

Abstract

This study aims to analyse the relationship between teachers’ occupational professionalism and their autonomy. The population for the study, which uses correlational research model, was composed of teachers working in elementary schools located in Uşak city centre in 2019-2020 academic year. The sample consisted of 391 teachers who were chosen in disproportional cluster sampling method. Teachers’ Occupational Professionalism Scale and Teacher Autonomy Scale were used in collecting the research data. T-test, ANOVA, Pearson Moment Product Correlation Coefficient Analysis and Multiple Linear Regression Analysis were used to analyse the data. It was found in consequence that teachers’ occupational professionalism differed significantly according to such variables as gender and subject area. A medium-level significant relationship was found between teaching autonomy and professional sensitivity and between emotional labour and contribution to the institution. Accordingly, teachers who were autonomous in teaching process and who had autonomy in professional development and in communication were found to have high professional sensitivity. Thus, it can be said that teachers who attain professional development and who can communicate professionally contribute highly to their institution beside having professional sensitivity. To strengthen teacher professionalism, it is recommended that teachers should be autonomous in teaching and have professional development and communication opportunities.