Teacher Autonomy on English Communication courses in Japanese Universities
AbstractThis study examined university English Communication teachers’ perceptions of teacher autonomy in terms of their own freedom to make decisions about the teaching and learning that occurs inside their classroom. An online questionnaire was used to collect self-reports. Results imply that most teachers enjoy a level of autonomy which is high compared to that in the U.S. and Europe, and that depending on the experience level of the teacher, a high level of autonomy might be perceived positively or negatively.
Aoki, N., & Smith, R. (1999). ‘Learner autonomy in cultural context: The case of Japan’. Learner autonomy in language learning: Defining the field and effecting change, 8, 19-28.
Benson, P. (2001). Teaching and researching autonomy in language learning (1st ed.).
Harlow, UK: Pearson Education.
Benson, P. (2010). ‘Measuring autonomy: Should we put our ability to the test’. In Paran, A., & Sercu, L., Testing the untestable in language education, 77-97. Bristol, UK: Multilingual Matters.
Charters, W.W. (1974). Sense of teacher work autonomy: Measurement and findings. Eugene: Center for Educational Policy and Management, University of Oregon.
Chauvin, S. W., & Ellett, C. D. (1993, November). Teachers’ professional orientation: An empirical examination of the construct using the results of large-scale factor analysis. Paper presented at the annual meeting of the Mid-South Educational Research Association, New Orleans, Louisiana.
Davis, J., & Wilson, S. M. (2000). ‘Principals’ efforts to empower teachers: Effects on teacher motivation and job satisfaction and stress.’ The Clearing House, 73, 349–357. Retrieved from: https://www.tandfonline.com/doi/pdf/10.1080/00098650009599442?casa_token=QnztCTrOuDsAAAAA:tHAiPdaSpI0tQItJ9xcy5OlI9qH5DIwny9IRMC-qa-z_R0HCR4uQuElRAyF7gqzY7hljk5iH4T9gG_w [Accessed 28th May, 2019]
Dias, J. (2000). ‘Learner autonomy in japan: Transforming 'help yourself' from threat to invitation.’ Computer Assisted Language Learning, 13(1), 49-64. Retrieved from: https://www.tandfonline.com/doi/abs/10.1076/0958-8221(200002)13:1;1-K;FT049?casa_token=rJgpFcgrH3kAAAAA:gB-9mhtwbgj6FoE4iDdDdvOdvy-DQJA8QkGabCQTWYeyRBqgqfWTJvVAOArW-f2G6xA43hrNGBlBu0E [Accessed 28th May, 2019]
Friedman, I. A. (1999). ‘Teacher-perceived work autonomy: The concept and its measurement’. Educational and psychological Measurement, 59(1), 58-76. Retrieved from: https://journals.sagepub.com/doi/abs/10.1177/0013164499591005 [Accessed 28th May, 2019]
Healey, D. (1999). ‘Theory and research: Autonomy in language learning.’ CALL environments: Research, practice, and critical issues.
Homma, M. (2012). Current Challenges Facing Japanese Universities and Future Perspectives. In University Governance and Reform (pp. 197-208). Palgrave Macmillan, New York.
Krosnick, J. A., Presser, S., Fealing, K. H., Ruggles, S., & Vannette, D. (2015). The future of survey research: Challenges and opportunities. The National Science Foundation Advisory Committee for the Social, Behavioral and Economic Sciences Subcommittee on Advancing SBE Survey Research. Retrieved from: http://www.nsf.gov/sbe/AC_Materials/The_Future_of_Survey_Research.pdf. [Accessed 28th May, 2019]
Lepine, S. A. (2007). ‘The ruler and the ruled: Complicating a theory of teaching autonomy.‘ (Doctoral dissertation). Retrieved from: https://repositories.lib.utexas.edu/handle/2152/3738 [Accessed 28th May, 2019]
McGrath, I. (2000). ‘Teacher autonomy’. In T. Lamb (Ed.), Learner autonomy, teacher autonomy: Future directions. Longman.
Murase, F. (2010). Developing a new instrument for measuring learner autonomy.
Unpublished PhD thesis, Macquarie University, Sydney, Australia.
Nunan, D. (1997). ‘Strategy training in the language classroom: An empirical investigation’. RELC journal, 28(2), 56-81. Retrieved from: https://journals.sagepub.com/doi/abs/10.1177/003368829702800204 [Accessed 28th May, 2019]
Pearson, L. C., & Hall, B. W. (1993). ‘Initial construct validation of the teaching autonomy scale’. The Journal of Educational Research, 86(3), 172-178. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/00220671.1993.9941155 [Accessed 28th May, 2019]
Pearson, L. C., & Moomaw, W. (2005). ‘The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism.’ Educational research quarterly, 29(1), 38-54. Retrieved from: https://files.eric.ed.gov/fulltext/EJ718115.pdf [Accessed 28th May, 2019]
Pearson, L. C., & Moomaw, W. (2006). ‘Continuing validation of the teaching autonomy scale.’ The Journal of Educational Research, 100(1), 44-51. Retrieved from: https://www.tandfonline.com/doi/abs/10.3200/JOER.100.1.44-51?casa_token=UZhsJ1esnDIAAAAA:jU0wGHcbRluHS2sthcZ88FZ8CdGB0ySsBhEcNKLPbhXMkc6EhhtGOlTic7I-iNrtR1fqfnzrNUqGP1Q [Accessed 28th May, 2019]
Prichard, C., & Moore, J. E. (2016). ‘Variables influencing teacher autonomy, administrative coordination, and collaboration’. Journal of Educational Administration, 54(1), 58-74. Retrieved from: https://www.emeraldinsight.com/doi/abs/10.1108/JEA-09-2014-0113 [Accessed 28th May, 2019]
Prichard, C., & Moore, J. E. (2016a). ‘The Balance of Teacher Autonomy and Top-Down Coordination in ESOL Programs’. TESOL Quarterly, 50(1), 190-201. Retrieved from: https://www.researchgate.net/profile/Caleb_Prichard/publication/292185737_The_Balance_of_Teacher_Autonomy_and_Top-Down_Coordination_in_ESOL_Programs/links/5a8e904ca6fdcc808c0f92a0/The-Balance-of-Teacher-Autonomy-and-Top-Down-Coordination-in-ESOL-Programs.pdf [Accessed 28th May, 2019]
Prichard, C. & Moore, J. E. (2016b) ‘Coordination, Teacher Autonomy, and Collaboration in EFL Programs in Japanese Higher Education’. JALT Journal 38/2, November 2016. Retrieved from: http://jalt-publications.org/node/3/issues/2016-11_38.2. [Accessed 28th May, 2019]
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.