Teacher Autonomy and Its Constraints in Higher Education:Implications for Learner-Centred Pedagogy
DOI:
https://doi.org/10.66121/7xjq0x75Keywords:
Teacher Autonomy;, Learner Autonomy;, Higher EducationAbstract
Autonomy in education relies on both learner and teacher agency. This study examined how English faculty members in higher education institutions in the Theni District, Tamil Nadu, perceive and practice autonomy and how institutional factors influence their perspectives. Grounded in self-determination theory, 64 faculty members from government-aided and private colleges were surveyed in 2022–2023 using a validated questionnaire on learner autonomy, motivation, and constraints. Results show that teachers actively motivate students (90.6%), acknowledge achievements (93.8%), and use autonomy-supportive strategies like goal setting and responsibility-sharing (92.2%). Most reported job satisfaction (84.4%) and access to professional development (79.7%), though fewer were satisfied with pay (48.4%). Institutional support was evident, but barriers persisted: burnout from rigid schedules (93.8%), job insecurity (81.3%), and heavy administrative burdens (84.4%). The findings suggest that while teachers promote learner autonomy, structural constraints hinder its full practice, highlighting the need for institutional reforms to strengthen teacher agency.
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