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iscusses the researchquestion, hypotheses, variables, subjects, instruments, and data collection procedures.The questionnaire covers 20 Likert five-scale questions about teacher autonomy ontheir beliefs and professional development. The questionnaires are delivered toteachers from the surveyed schools.Chapter Four reports the results from questionnaires by employing quantitativemethodology and narrative inquiry, the implications are also discussed.Chapter Five draws some conclusions from the current study and lists thelimitations of the study. Suggestions for further research are also proposed.

Chapter Two Literature Review….……………………………………………………9

2.1 Definitions of Autonomy….…………………………………………………….9

2.2 Definitions of Teacher Autonomy….………………………………………….10

2.2.1 Teacher Autonomy as a Teacher Freedom….……………………………..11

2.2.2 Teacher Autonomy as Professional Attribute….………………………….12

2.2.3 Teacher Autonomy as Teacher Education Initiatives….………………….13

2.3 Characteristics of Teacher Autonomy….……………………………………...14

Chapter Three Research Design….…………………………………………………..16

3.1 Research Questions….………………………………………………………...17

3.2 Validity and Reliability….……………………………………………………..18

3.3 Subjects of the Study….…………………………..…………………………...18

Chapter Five Conclusion

This chapter presents the major findings in the survey from differentperspectives which include selecting teaching materials, adopting teaching methods,assessments and teachers’ understanding in teacher autonomy. Besides, limitations ofthe present study and suggestions for further research are also proposed.

5.1 Major findings of the study

Teachers show different levels of autonomy, their beliefs of being autonomousteachers might correlate with the degree to which they value autonomy and carry outautonomous teaching. Generally, the elements concerning teacher autonomy includesselecting teaching materials, adopting teaching methods and assessments. And theconcept of teacher autonomy can be grounded in a natural tendency for teachers totake control over their teaching. According to each teaching situation, autonomy isavailable to all teachers in different ways and different degrees.First of all, in setting language teaching requirements and goals, a lot offactors should be taken into consideration; the teachers surveyed show someautonomy in deciding teaching plans and having clear teaching goals, but they need tofurther grasp and internalize the teaching syllabus and promote the competence inadjusting the teaching syllabus. As for teachers’ willingness and competence inexploring and integrating other materials besides the textbooks is averagely high, thatis to say, teachers are no longer restricted to traditional teaching materials, many ofthem prefer to select other useful and authentic materials from newspaper and theinternet, of which the forms are also varied. Besides, it is also found that the teacherssurveyed perform very low autonomy in assessing teaching both of their own and ofother teachers.However, the form of teachers’ assessments is satisfactory to some extent, butgenerally, teachers usually have little say in assessing their teaching by themselves,because the results of assessments from the students always account for too much,thus teachers shou本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。