Teacher Autonomy: Freedom and Capacity Perceived by EFL Teachers in Thai Public Schools
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Abstract
This study investigated teacher autonomy in terms of freedom and capacity perceived by EFL teachers in Thai public schools. Based on a sequential explanatory mixed-methods research design, quantitative data were collected from 29 Thai and non-Thai EFL teachers of six large-sized schools. Semi-structured interviews were subsequently conducted with 6 participants. The findings revealed a high degree of teacher autonomy (mean = 4.18, SD = 0.55). The content analysis of the qualitative data generated five themes: 1) full freedom for learning management and teaching support, 2) high ability to manage own teaching, 3) moderate to very high autonomous teachers, 4) professional learning and 5) teacher autonomy constraints. Balanced freedom and capacity of teacher autonomy through professional learning communities and a strong sense of professional development contributed to the high degree of perceived teacher autonomy. Pedagogical, administrative, and further research recommendations are discussed.
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