Özet:

This study seeks to reveal the relationship between teachers' autonomy behaviors and their retention attitudes. The research is in the form of the correlational model. The population is composed of teachers working in primary schools located in Diyarbakır. 18 primary schools were selected from this population, which was determined according to the rule of impartiality. 191 teachers working in these primary schools constituted the sample of the study. In the study, the disproportionate cluster sampling method, which is one of the random sampling methods, was used. In the study, data were obtained via the "Teacher Autonomy Scale" and "School Retention Attitude Scale". Correlation results showed that teacher autonomy and school retention Attitude had a moderate, positive, and significant relationship. Following a partial regression analysis, it was determined that teacher autonomy behaviors significantly predicted the school retention attitude. As a result of multiple regression analysis, it was determined that teacher autonomy, curriculum, and professional communication autonomy are significant predictors of the school retention attitude, while teaching autonomy and professional development autonomy were not significant predictors of the school retention attitude. It would be beneficial if school administrators created a supportive climate for teachers' professional autonomy behaviors in their institutions in an attempt to reduce teachers' tendency to change schools.

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