Teacher Autonomy and Its Influence on Instructional Innovation in the Classroom

Luis Alberto  Alcivar Torres

doi:10.63803/prisma.v1n1.04

Authors

Luis Alberto Alcivar Torres Universidad Técnica de Babahoyo Author https://orcid.org/0009-0002-1033-4920

DOI:

https://doi.org/10.63803/prisma.v1n1.04

Keywords:

Teacher autonomy, instructional innovation, classroom practices, professional development, educational policy

Abstract

This study explores the relationship between teacher autonomy and instructional innovation within the context of secondary education. It investigates how the degree of freedom given to teachers in making pedagogical decisions affects their willingness and ability to adopt innovative practices. Through a mixed-methods approach involving surveys and interviews with 50 teachers from various subject areas, the findings reveal that higher levels of autonomy correlate with increased motivation, experimentation, and creative lesson design. However, institutional support and collaborative environments also play a crucial role in enabling teachers to fully exercise their autonomy. The results highlight the importance of policy frameworks that empower teachers while ensuring accountability and shared professional learning.

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