A Narrative Inquiry of Teacher Perceptions of Autonomy During Emergency Remote Teaching
| dc.contributor.advisor | Aukerman, Maren | |
| dc.contributor.author | Carter, Leisje | |
| dc.contributor.committeemember | MacDermott, Mairi | |
| dc.contributor.committeemember | Hansen, Aubrey | |
| dc.date | 2023-06 | |
| dc.date.accessioned | 2023-02-22T20:50:42Z | |
| dc.date.available | 2023-02-22T20:50:42Z | |
| dc.date.issued | 2022-02-22 | |
| dc.description.abstract | Research indicates that professional autonomy plays an important role in determining overall levels of teacher job satisfaction (Johnson & Spector, 2007), leads to increased teacher retention rates (LaCoe, 2006), and positively impacts student achievement (Preedy, Bennett, & Wise, 2012). A study conducted by Hyslop-Margison & Sears (2001) established a link between educational quality and teacher autonomy, with researchers indicating that “the quality of education is undermined when teachers are held accountable to an external authority rather than to themselves, their colleagues, and their professional associations” (p. 1). Similarly, Preedy, Bennett, & Wise (2012) established the presence of positive impacts on student achievement when educational goals were established by teachers themselves rather than by external agents in the education process. With evidence to suggest that professional autonomy is mutually beneficial for both students and teachers, classroom-based educators continue to report dissatisfaction with overall levels of autonomy, while teachers’ perceptions of professional autonomy continues to decline (Walker, 2016). Set in the context of emergency remote teaching during the Covid-19 pandemic, my work will uncover factors identified as negating or promoting teacher autonomy, while identifying how some educators appear more successful in attaining autonomy over others under similar environmental and social conditions. A qualitative narrative inquiry methodology is undertaken to identify and explore the understandings and experiences of educators as they navigate their need for autonomy in Alberta’s current educational climate. Semi-structured interviews, observations, and field notes used during the data collection stage, are analyzed to derive answers to questions about participants’ experiences with and perspectives on teacher autonomy. | en_US |
| dc.identifier.citation | Carter, L. (2023). A narrative inquiry of teacher perceptions of autonomy during emergency remote teaching (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1880/115877 | |
| dc.identifier.uri | https://dx.doi.org/10.11575/PRISM/40765 | |
| dc.language.iso | eng | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en |
| dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.subject | Teacher Autonomy | en_US |
| dc.subject | Covid-19 | en_US |
| dc.subject | Emergency Remote Teaching (ERT) | en_US |
| dc.subject | Google Classroom/Google Meet | en_US |
| dc.subject | In-Person Learning | en_US |
| dc.subject | Digital Platform | en_US |
| dc.subject.classification | Education--Curriculum and Instruction | en_US |
| dc.title | A Narrative Inquiry of Teacher Perceptions of Autonomy During Emergency Remote Teaching | en_US |
| dc.type | doctoral thesis | en_US |
| thesis.degree.discipline | Education Graduate Program – Educational Research | en_US |
| thesis.degree.grantor | University of Calgary | en_US |
| thesis.degree.name | Doctor of Education (EdD) | en_US |
| ucalgary.item.requestcopy | true | en_US |