Özet:

The purpose of this research is to investigate the autonomy support and teachers` classroom management styles vary in terms of their subject matter and experience. The research was conducted on 178 math and science teachers. The data were collected with Teacher Autonomy Support Scale and Turkish version of Attitudes and Beliefs on Classroom Control (ABCC) Inventory. The findings have discerned that teachers` autonomy support is at medium level and teachers had interventionist orientations on instructional management dimension and most of them had nonintervionist orientations on people management dimension. And also teachers who had interactionalist orientations are more autonomy supportive than others.

Anahtar Kelimeler: