UNDERSTANDING LANGUAGE TEACHER AUTONOMY: A CRITICAL REALIST PERSPECTIVE ON EFL SETTINGS IN TURKEY

Abstract

This study examined the understandings and exercise of teacher autonomy and aimed touncover the deep structure that might shape these in the EFL context in Turkey. The studyrelied on a range of data sources including documents, a questionnaire, observations andinterviews with Turkish teachers of English, headteachers and educational administrators. Ourfindings highlight a complex interplay between structure and agency that underpins theemergence of teacher autonomy. We conclude that we need to extend our understanding oflanguage teacher autonomy and identify the underlying mechanisms that shape thedevelopment and exercise of teacher autonomy within a particular context.