High School Teachers’ Supportive Behaviours for Learner Autonomy with Locus of Control Tendencies

Abstract

The purpose of this study is to examine high school teachers’ supportive behaviours for learning autonomy and the locus of control tendencies. The study group of the research consisted of 386 high school teachers, 174 women and 212 males working in the province of Muğla, in the spring semester of 2014- 2015 academic years. For collecting the data, the Learning Autonomy Support Scale developed by Oğuz (2013a) and the Rotter’s (1966) Locus of Control Scale were used. In the study, data were analyzed using comparison techniques. According to the results obtained, it was concluded that teachers showed moderate behavior to support learning autonomy, level of exhibiting behaviors of learning autonomy increased as the seniority increased, and the vast majority of teachers who had internal locus of control were technical high school teachers and working for over 20 years.