Young- EDUC 701 Annotated Bibliography 1-8

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701

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1 ANNOTATED BIBLIOGRAPHY 1-8 Course Project: Annotated Bibliography Sources 1-8 Whitney Young-Magee School of Education, Liberty University AUTHOR NOTE Whitney Young-Magee I have no known conflict of interest to disclose. Correspondence concerning this assignment should be addressed to Student’s Name Email: wnyoung1@liberty.edu

2 ANNOTATED BIBLIOGRAPHY 1-8 Topic: The Impact of Teacher Autonomy on Student Academic Achievement Gutierrez, M., Tomas, J. (2019). The Role of Perceived Autonomy Support in Predicting University Students Academic Success Mediated by Academic Self-efficacy and School Engagement. Educational Psychology, 39:6, 729-748. DOI: 10.1080/01443410.2019.1566519 The authors focused on the relationship between teachers’ perceived autonomy and student academic achievement. According to the data collected, the autonomy of teaching educators has significant effects on engagement and self-efficacy. It shows a direct correlation between the aforementioned and individual well-being. Student academic performance was explained as it relates to self-efficacy and cognitive, and emotional engagement. The article concluded that the chain of effects hypothesized were observed and supported by the data provided. This article will be beneficial to my paper because it delves into how teacher autonomy affects all parts of the classroom, not just the individual teacher. It further establishes the relationship between autonomy and student achievement and provides significant data to support the relationship. Kengatharan, N. (2020). The Effects of Teacher Autonomy, Student Behavior and Student Engagement on Teacher Job Satisfaction. Educational Sciences: Theory and Practice. 1 - 15. http://dx.doi.org/10.12738/jestp.2020.4.00 This article focuses on teacher job satisfaction and how it is affected by teacher autonomy. There is also a significant relationship between teacher autonomy and student behavior and engagement. The article discusses the importance of this topic as it relates to education and learning. The author incorporates the self-determination theory, job demands-resource model, and the theory of student involvement. The study’s intent is to

3 ANNOTATED BIBLIOGRAPHY 1-8 establish the connection between teacher autonomy, student behavior, student engagement, and teacher job satisfaction. The results showed that teacher autonomy and student behavior positively relate to teacher job satisfaction. Additionally, the study showed that student engagement partially affects student behavior and teacher job satisfaction. In conclusion, the results assert that increased levels of teacher autonomy improve the positive association between student behavior and teacher job satisfaction. This article will be valuable to my paper because it reinforces the notion that teacher autonomy affects multiple parts of the classroom. It also provides insight into its effect on teacher job satisfaction and retention. Ljubin-Golub, T., Rijavec, M. & Olčar, D. (2020). Student Flow and Burnout: The Role of Teacher Autonomy Support and Student Autonomous Motivation. Psychol Stud 65, 145– 156 (2020). https://doi.org/10.1007/s12646-019-00539-6 This study draws from the self-determination theory and flow theory, to focus on the relationship between perceived autonomy, supportive teacher behavior, student independent motivation, academic flow, and burnout in higher education. The authors chose to test the mediational role of self-motivation and academic flow in the relationship between teacher behavior, autonomy support, and student burnout. The students who felt their teacher’s provided more support were more motivated when working asynchronously, this led to frequent flow experiences in learning and subsequently to less burnout, this conclusion aligns with both self-determination theory and flow theory. This is helpful my paper as it changes perspective from teacher and student and how freedom to provide further support to students, better equips them to feel more motivated and be

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4 ANNOTATED BIBLIOGRAPHY 1-8 more successful. It shows that teacher autonomy and motivation directly correlates with student autonomy and motivation. Marshik, T., Ashton, P.T. & Algina, J. Teachers’ and students’ needs for autonomy, competence,and relatedness as predictors of students’ achievement. Soc Psychol Educ 20, 39–67 (2017). https://doi.org/10.1007/s11218-016-9360-z The article discusses the research that suggests that students are more motivated and have higher achievement when they are supported by their instructors as it relates to their psychological autonomy needs, competence, and relationships. It also discusses the notion that teachers may find it difficult to meet students’ needs if their own psychological needs are not being met. This may significantly affect student satisfaction and achievement. which might affect students’ need satisfaction and ultimately their achievement. The study in this article included 10,395 third-grade students and their teachers, the results depicted that teachers who report having low autonomy at work are less likely to support the needs of their students. This is important to my paper because it is showing that there is a distinct relationship between teacher satisfaction and their need for autonomy and student achievement. *McCarthy, C. J. (2019). Teacher stress: Balancing demands and resources. Phi Delta Kappan, 101(3), 8–14. https://doi.org/10.1177/0031721719885909 In this article, Christopher McCarthy discusses the effects of stress on teachers and the increase in teachers leaving the profession due to burnout caused by the stress of the occupation. Teacher stress takes a measurable toll on the teaching workforce, as many teachers become burned out and decide to leave the profession. He explained the psychological process of stress that results from how teachers are able to balance their

5 ANNOTATED BIBLIOGRAPHY 1-8 given demands and how they effectively or ineffectively use the resources provided to deal with and meet those demands. Understanding this imbalance may provide avenues for intervention for that 20 – 25 % of teachers most vulnerable to stress (McCarthy, 2019). Provided interventions are an attempt at aiding and structural modification for teachers to better assist teachers to who are at risk of burnout due to stress. This article will be beneficial to the article because it delves into the scientific notions of stress and how it can affect teachers from a scientific standpoint, it also addresses modifications and structural modifications being put in place to help teachers with their job satisfaction and remove stressors, one of the focal points includes autonomy. Reeve, J., Jang, H., Carrell, D. et al. Enhancing Students' Engagement by Increasing Teachers' Autonomy Support. Motivation and Emotion 28, 147–169 (2004). https://doi.org/10.1023/B:MOEM.0000032312.95499.6f This article defines engagement and addresses it from both a student’s and a teacher’s viewpoint. The authors tested the effect autonomy could have on student motivation and engagement. Self-determination theory was incorporated to create the test. The results showed that trained teachers with that provided autonomy support were more likely to have engaged learners in the classroom. This is an example depicting how a teacher’s autonomy and freedom or lack thereof in the classroom, can greatly affect the students. Results show that the more teachers used autonomy support during instruction, the more engaged were their students. This could enhance my article by seeing how teacher freedoms and feelings of autonomy can influence teachers to allow students more autonomy in the classroom as well, thus motivation and engagement are increased on both sides.

6 ANNOTATED BIBLIOGRAPHY 1-8 Salokangas, M., Wermke, W., & Harvey, G. (2020). Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control. European Educational Research Journal, 19(4), 329–350. https://doi.org/10.1177/1474904119868378 Teacher autonomy has been a widespread issue and has been significantly studied and examined over the course of the past few decades. This article contributes to the conversation by shedding light, with a focus on teachers in Ireland and Finland, and discussing their perceptions on and feelings toward their professional autonomy in their individual countries. The interjection of newly presented curriculum modifications, changing educational models provided by the government, and changing control regimes allow the two countries to have multiple points of comparison. Teacher autonomy is defined and comprehended as a “Multideminsionl context-dependent phenomenon, and the conceptualization is presented in an analytical matrix applicable to comparative research” (Salokangas, Wermke, & Harvey, 2020). Research states that teachers in these countries feel that they have a large amount of autonomy in their classroom and educational decisions. However, they differ as it relates to school-level decision-making. Finland schools still leave these decisions in the hands of the teachers whereas in Ireland these decisions are in the hands of senior-level management. Findings indicate that teachers in both countries consider themselves very autonomous in their classroom practice and in their educational decisions overall. This is important as Finland and Ireland continue to improve their educational system and progress their rankings, while the United States has remained stagnant. This article provides a look at alternative educational structures that may be more beneficial to both teachers and students. Worth, J., Van Den Brande, J. (2020). Teacher Autonomy: How Does It Relate to Job

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7 ANNOTATED BIBLIOGRAPHY 1-8 Satisfaction and Retention?. National Foundation for Educational Research. Retrieved from: https://eric.ed.gov/?id=ED604418 . ISBN: 978-1-9110-3998-3 This publication focuses on teacher autonomy and how it affects job satisfaction and teacher retention. According to the publication “Teacher autonomy over their professional development goal setting is particularly low, and is the most associated with higher job satisfaction” (Worth & Brande, 2020). The number of teachers leaving the profession has increased significantly and teacher autonomy plays a huge role in teacher retention. Previous research shows that engagement and job satisfaction are key reasons why teachers exit the classroom and teacher autonomy is a major part of teacher job satisfaction (Lynch et al., 2016; Worth et al., 2018). Since there is a strong link between autonomy and job satisfaction in many occupations, including but not limited to teaching, the increase in autonomy would positively affect teacher job satisfaction and retention. This will be valuable to my paper as it will show how lack of autonomy negatively impacts teachers’ want to remain in the profession and how satisfaction is further improved when they are allowed more autonomy in the classroom.

Young- EDUC 701 Annotated Bibliography 1-8

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