Using Two-Level Hierarchical Linear Modeling to Examine the Impact of School Collaboration and Support on Teacher Autonomy

• In Event: Poster Session 12
  In Poster Session: Division K Section 8 Poster Session 1

Abstract

Since teacher autonomy is positively related to teacher professionalism, empowerment, job satisfaction, commitment and retention, it is crucial to examine its determinants. Through an extensive analysis of the extant definitions of teacher autonomy, the researcher found that teacher autonomy does not entail independence or alienation but demands professional collaboration and support. Nevertheless, no empirical studies have examined specifically how the school collaboration and support impact on teacher autonomy. This study fills the blank. The two-level hierarchical linear model analysis of 34,576 teachers in 8,809 schools in America demonstrated that school collaboration and support significantly improve teacher autonomy. One implication of the findings is that to better promote teacher autonomy, enhancing school collaboration and support is essential.

Author

• Da Li, University of Michigan - Ann Arbor