Abstract:

The purpose of this study is to find out the relationship between teacher autonomy and job satisfaction. In the study, it was also examined whether teachers’ autonomy behaviours and job satisfaction levels differed according to gender, school type and seniority variables. This study is designed in the survey model. The research population consisted of teachers working at primary, secondary, and high schools in the centre and the provinces of Mugla. The sample of the study consisted of 380 teachers selected by using disproportionate cluster sampling technique. The Teacher Autonomy Scale and the Job Satisfaction Scale were used as data collection tools. Descriptive statistics, t-test, ANOVA, and the multivariate regression analysis were used to analyse the data. According to the results of the research, teachers display above average autonomy. Out of all the autonomy dimensions, teachers display teaching autonomy the most, professional development autonomy the least. Teachers have medium level of job satisfaction. The dimensions of the teacher autonomy explain 12% of job satisfaction. Communication autonomy and professional development autonomy are the predictors of job satisfaction.

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