Does Curriculum Autonomy Support Student Autonomy? A R-Based Analysis

The purpose of this study is to examine the relationship between middle school teachers' curriculum autonomy and their support for learner autonomy. A correlational survey design was used in the study. Data were collected through the Curriculum Autonomy Scale and the Supporting Learner Autonomy Scale. The sample of the study consisted of a total of 420 teachers working in middle schools in the central districts of a province in the Aegean region. Spearman's rho correlation tests and Quantile Regression analysis were used to analyze the sub-problems of the study. Based on the research data, it was concluded that there was a positive relationship between middle school teachers' curriculum autonomy and their perceptions of both the necessity and the exhibition of supporting learner autonomy. According to the results of the regression analysis, middle school teachers' curriculum autonomy is a significant predictor of their behaviors toward the necessity and demonstration of supporting learner autonomy. As a result, the curriculum autonomy behavior of the teacher positively affects the behavior of supporting learner autonomy. This research may have generalizability limitations when it is conducted with middle school teachers working in one province.