Initial Construct Validation of the Teaching Autonomy Scale

Abstract The purpose of these two studies was to develop and initially validate an instrument for measuring perceptions of teaching autonomy. In the first study, pilot data were collected from 74 practicing teachers who represented all grade levels on the initial 35-item scale. Twenty refined items were then administered to 370 practicing teachers in the second study. The results yielded two factors that were internally consistent: general autonomy and curricular autonomy. No significant differences in autonomy score were found by gender or highest degree held, nor did total autonomy score correlate with age and years of teaching experience. Significant differences on autonomy were found by grade level most often taught. This study provides solid evidence of the teaching autonomy construct.