Mustafa AYRAL [1] , Nedim ÃZDEMÄ°R [2] , Adem TÃREDÄ° [3] , Leyla YILMAZ FINDIK [4] , Hilal BÃYÃKGÃZE [5] , Serpil DEMÄ°REZEN [6] , Hakan ÃZARSLAN [7] , Yasemin TAHÄ°RBEGÄ° [8]
The concept of autonomy, which can be defined as the fact that teachers, who are the main practitioners of the education system, have a certain area of ??authority and freedom in professional matters, the freedom of teachers to make decisions and make professional choices foreseen in matters related to students; It is defined as their participation in the planning, development and management processes of education and is associated with the working environment. In the studies conducted on the subject, it has been found that teachers who have more autonomy are more willing and voluntary towards their profession. Therefore, a positive relationship is expected between teacher autonomy and student achievement. In this study, the level of autonomy teachers in different countries have while performing their duties, Its relationship with students' academic achievement has been examined. For this purpose, PISA results and data of PISA surveys of the countries participating in the 2009 PISA study were used. As a result of the research, it can be said that teacher autonomy is an element that should be included in the school environment. In addition, it can be said that the relationship between discipline and assessment policies that are not directly related to the content of teaching and student achievement is as effective as the items of determining the courses and course content, making it necessary to address the variables on achievement (such as school discipline) in a wider scope. In addition, it can differentiate the effect of the field of autonomy on student achievement depending on whether the teacher group is in or out of school. For this purpose, PISA results and data of PISA surveys of the countries participating in the 2009 PISA study were used. As a result of the research, it can be said that teacher autonomy is an element that should be included in the school environment. In addition, it can be said that the relationship between discipline and assessment policies that are not directly related to the content of teaching and student achievement is as effective as the items of determining the courses and course content, making it necessary to address the variables on achievement (such as school discipline) in a wider scope. In addition, it can differentiate the effect of autonomy on student achievement depending on whether the teacher group is in or out of school. For this purpose, PISA results and data of PISA surveys of the countries participating in the 2009 PISA study were used. As a result of the research, it can be said that teacher autonomy is an element that should be included in the school environment. In addition, it can be said that the relationship between discipline and assessment policies that are not directly related to the content of teaching and student achievement is as effective as the items of determining the courses and course content, making it necessary to address the variables on achievement (such as school discipline) in a wider scope. In addition, it can differentiate the effect of autonomy on student achievement depending on whether the teacher group is in or out of school. As a result of the research, it can be said that teacher autonomy is an element that should be included in the school environment. In addition, it can be said that the relationship between discipline and assessment policies that are not directly related to the content of teaching and student achievement is as effective as the items of determining the courses and course content, making it necessary to address the variables on achievement (such as school discipline) in a wider scope. In addition, it can differentiate the effect of autonomy on student achievement depending on whether the teacher group is in or out of school. As a result of the research, it can be said that teacher autonomy is an element that should be included in the school environment. In addition, it can be said that the relationship between discipline and assessment policies that are not directly related to the content of teaching and student achievement is as effective as the items of determining the courses and course content, making it necessary to address the variables on achievement (such as school discipline) in a wider scope. In addition, it can differentiate the effect of autonomy on student achievement depending on whether the teacher group is in or out of school. It can be said that the fact that the lessons and the course content are as effective as the items require the variables on achievement (such as school discipline) to be considered in a wider scope. In addition, it can differentiate the effect of autonomy on student achievement depending on whether the teacher group is in or out of school. It can be said that the fact that the lessons and the course content are as effective as the items require the variables on achievement (such as school discipline) to be considered in a wider scope. In addition, it can differentiate the effect of autonomy on student achievement depending on whether the teacher group is in or out of school.
