INVESTIGATING TEACHER AUTONOMY AT ENGLISH DEPARTMENTS OF THE KURDISTAN REGION OF IRAQ
Keywords:
Teacher Autonomy, English Departments, Kurdistan Region, Educational Reform, Professional Development.Abstract
This study investigates teacher autonomy in the English departments of universities in the Kurdistan Region of Iraq, focusing on three objectives: (1) assessing the overall degree of teacher autonomy, (2) examining differences in autonomy based on gender and teaching experience, and (3) identifying institutional, cultural, and political factors influencing professional decision-making. Utilizing a descriptive quantitative design, the research employed the Teacher Autonomy Perception Scale (TAPS), a 20-item questionnaire rated on a 5-point Likert scale, covering curriculum design, classroom management, assessment, and professional development. Data were collected from 76 educators at Salahaddin University Erbil and Jihan Private University Erbil to ensure diversity in demographic factors. Statistical analysis, including one-sample t-tests, independent t-tests, and one-way ANOVA, revealed that overall teacher autonomy scores significantly exceeded the expected benchmark. Male educators reported notably higher autonomy levels than female educators, highlighting gender-based disparities, while no significant differences emerged between institutions or across teaching experience groups. The findings underscore the impact of institutional policies and cultural norms on teacher autonomy and stress the need for gender-sensitive policies and professional development initiatives, offering valuable insights for future educational reforms in the Kurdistan Region.
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