Teacher Autonomy and Collaboration: A Paradox? Conceptualizing and Measuring Teachers' Autonomy and Collaborative Attitude

• In Event: 68.060 - Roundtable Session 29
  In Roundtable Session: 68.060-12 - Development of New Measurement Instruments in Teacher Education

Abstract

Teacher collaboration has proven to be important yet difficult to realise, partly caused by teachers’ preference for individually exercised autonomy. This shows a narrow conceptualisation of autonomy, focusing on independence. This study presents a new conceptualisation, especially in relation to collaboration. Autonomy in itself does not exclude collaboration, teachers’ attitude towards autonomy, focusing on independence or showing openness towards collaboration, explains its complex relationship with collaboration. In line with this concept, a measurement instrument was developed and the psychometric quality was assessed in a longitudinal study (Nfirst wave=1639, Nsecond wave=1190). Analyses revealed three factors: a collaborative attitude scale and two perceived autonomy scales (didactical-pedagogical and curricular autonomy). Further analyses included: internal consistency, convergent and discriminant validity, and longitudinal measurement invariance.

Authors

• Katrien Vangrieken, KU Leuven

• Ilke Grosemans, KU Leuven

• Filip J.R.C. Dochy, University of Leuven

• Eva Kyndt, KU Leuven