Research On The Autonomy Of Teachers' Professional Development In Primary And Middle School

How to improve the teachers' quality has always been the focus in educational field. With the change of the times, people's cognition on this subject is also changing. In recent years, the concept of teachers' self-directed professional development has been put forward by the researchers in China and abroad focusing on the central position of teachers and emphasizing teachers' initiative and consciousness in the process of professional development. However, we should not advocate the teachers' self-directed development blindly. In reality, there are questions such as whether the teachers are willing to develop proactively and whether teachers are able to develop proactively. These questions should be concerned about firstly. Previous research on teachers'self-directed professional development has always focused more on the rational speculation and causal effects, while less on the empirical study. The related survey research usually had not looked enough into the "autonomy" component, lacking investigations on teachers' ability of self-directed professional development.Previous studies had considered less on the relationship between motives and autonomy. The analysis of factors which influencing teachers' self-directed professional development had not been investigated deeply enough. Furthermore, previous research lacked systematic, tight, and pertinence.In this paper, the literature research, structured questionnaires, interviews, and mathematical statistical analysis were introduced to attempt to analyze and explore the question of the autonomy on teachers' professional development deeply. Emphasis has been placed on investigating the autonomy of teachers'professional development in primary and middle school, revealing the various factors influencing the autonomy of teachers' professional development. This study will provide strategies and suggestions on raising the level of the autonomy of teachers' professional development, and promoting the self-directed development of teachers. The paper includes five parts:The first part analyzed the theoretical and practical backgrounds of teachers' self-directed professional development. This part integrates related research literature to elucidate and clarify the concepts of teachers' professional development and teachers'self-directed professional development. Based on our own understanding, the concepts and meaning of the autonomy of teachers' professional development would be brought forth and clarified.The second part elaborated the main objectives and tasks of this study specifically, making the overall design of the study, and also providing the main conceive, basic ideas and framework of analysis. Detailed analysis was provided on the operational definition and measurements of the antonomy of teachers' professional development and its main influencing factors.The third part elaborated the research process in detail. This part expounded on the development of the research tools such as questionnaires of teachers' professional growth and its quality. Other points of detailed discussion were the sampling of research subjects and its basic features, the surveying process, data handling and analysis.Based on survey data and interviews, the fourth part illustrated the current state and features of the autonomy of teachers'professional development in primary and middle school detailedly. Emphasis was placed on systematically analyzing the influencing factors and its functional properties of the autonomy of teachers' professional development from the two dimensional systems, such as individual vs. environment, implicit vs. external. The main conclusions were as the following: (1)the autonomy of professional development of primary and middle school teachers was generally good, still with progress needed. There are fairly large differences of the state of autonomy within the teacher group, with about 20% to 25% being the passive and waiting group. The state of the autonomy of teachers' professional development on each dimension had fairly large differences, with urgent need to strengthen the practical instructions. (2)Gender, age, titles, marital state generally had little influence on the autonomy of teachers' professional development; however, teaching age, health condition, colleague help, experts' help, friend affirmation, family understanding and support had varying degree of influences; There are deeply influencing factors' effects on the relationship between the autonomy of teachers' professional development and teachers'education level, salary, school type. (3)The affirmation of teaching professional values, time management ability, professional development motives. self-efficacy, and the concept of professional development are the core factors influencing the level of the autonomy of teachers' professional development. These have direct apparent predicting functions on the autonmy of teachers' professional development. (4)The cooperating culture, learning atmosphere, leading style, and the evaluation system of schools are important factors influencing the autonomy of teachers' professional development. However, their effects are mainly realized through teachers' ability and values factors; democratic, lenient, impartial, harmonious school environment can effectively promote the proactive growth of teachers.In the fifth part, based on the results of this study and related research literatures, strategies and suggestions are made regarding how to raise the autonomy of teachers' professional development and how to foster the continued proactive growth and maturation of teachers. (1)To create good social environment and raise the approval level of teaching profession in society. (2)To improve the admission system of teaching profession and strengthen the investigation for internal profession values. (3)To build specitic funding policies for professional development and ensure adequate funding. (4)To perfect the organizational environment of school and establish supporting platforms for teachers'professional development. (5)To transform teachers' self value system and endeavor to realize self-renewal.