English Teachers' Professional Autonomy: An Inductive/Deductive Hybrid Thematic Analysis Approach
DOI:
https://doi.org/10.52963/PERR_Biruni_V14.N3.01Keywords:
Professional autonomy, In-service teachers, EFL context, Hybrid thematic analysisAbstract
This study investigates the professional autonomy of in-service English language teachers in Türkiye through an inductive–deductive hybrid thematic analysis approach. The research aims to identify the motivational, structural, and contextual factors that shape teachers’ perceptions of autonomy and their engagement in professional development. Data were collected from 117 in-service teachers via the Teachers’ Professional Autonomy Questionnaire (Okay & Balçıkanlı, 2021) and follow-up qualitative interviews with seven volunteers. Quantitative findings revealed moderately high levels of professional autonomy, with the highest scores in capability and internal motivation and the lowest in time management and external motivation. A curvilinear pattern emerged across experience levels: mid-career teachers demonstrated stronger motivation and self-efficacy, while novice and veteran teachers reported lower perceived autonomy. Qualitative findings highlighted that autonomy was fostered by intrinsic motivation, collegial collaboration, and supportive leadership, but constrained by workload, centralized curricula, and limited institutional resources. The integrated results conceptualize teachers’ autonomy as conditional professional autonomy, a dynamic balance between self-determination and systemic constraint. The study offers theoretical and practical insights for fostering teacher agency through context-sensitive professional development and participatory school leadership.
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