ERIC Number: ED218768
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
A Cross-Cultural Study of Teacher Autonomy.
Leon, Anibal; And Others
Elementary and secondary teachers in Brazil, Jordan, Venezuela, and the United States feel they have a fair amount of autonomy in running their own classrooms, somewhat less autonomy regarding certain miscellaneous job-related matters, and still less autonomy in matters affecting the operation of the school as an organization. The attitudes of a nonrandom sample of between 100 and 200 teachers from each of the countries were assessed using a modified version of the Teacher Autonomy Scale, a 39-item Likert-type questionnaire. The questions simulated job-oriented requests that a principal might make of teachers in areas that could be considered teacher territory, principal territory, and ambiguous territory. The data were analyzed using analysis of variance and cluster analysis techniques. Responses did not correlate significantly across several countries with any demographic variable except teacher sex--in Brazil, Jordan, and Venezuela female teachers felt less autonomous than did males. The study failed to support the hypothesis that societies with pluralistic systems of control would encourage looser coupling in school systems and permit greater teacher autonomy--teachers in the U.S. felt the least autonomy among those studied, perhaps because of the relative power of principals in decentralized school systems. (Author/PGD)
Descriptors: Administrative Organization, Analysis of Variance, Cluster Analysis, Cross Cultural Studies, Elementary Secondary Education, Foreign Countries, Organizational Theories, Power Structure, Predictor Variables, School Organization, Tables (Data), Teacher Administrator Relationship, Teacher Attitudes
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Brazil; Jordan; System Coupling; Teacher Autonomy; Teacher Autonomy Scale; United States; Venezuela
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).