Author:

Keywords:

Teacher autonomy, Collaborative attitude, Teacher collaboration, Questionnaire development, Social Sciences, Education & Educational Research, DETERMINATION THEORY PERSPECTIVE, PROFESSIONAL-DEVELOPMENT, JOB DEMANDS, ORGANIZATIONS, INTERDEPENDENCE, RESOURCES, SOLITARY, AGENCY, TEAMS, MODEL, 1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education, Education, 3901 Curriculum and pedagogy, 3903 Education systems, 3904 Specialist studies in education

Abstract:

This study starts from the finding that a complex – sometimes even paradoxical - relationship exists between teacher autonomy and collaboration. Teacher autonomy is often equated to independence and individual work, excluding collaboration by definition. Hence, the first objective includes disentangling this paradoxical relationship by defining perceived autonomy and collaborative attitude as two distinct concepts. As existing autonomy measures are not equipped to capture this distinction, the second objective includes the development of a measure in line with the proposed conceptualisation. This resulted in an instrument consisting of three scales (collaborative attitude, didactical-pedagogical autonomy, curricular autonomy) with confirmed psychometric quality.