Teachers’ Perceptions of Autonomy and Its Relation to Higher Education

Abstract

It is found that the college teachers’ autonomy could be better understood through the process of reflection since “teaching is always contextually situated†(Barfield et al, 2001). In this paper the relationship among college curriculum development, college teachers’ academic enhancement and teacher autonomy will be discussed. On one hand, teachers should reflect on the process of teaching and learning environment, and should be inclined to engage in lifelong learning. On the other hand, teachers should have commitment to promote the needs of the students; they should independently exercise autonomy and equip them with the awareness of common factors which affect teaching methodology and acquisition of knowledge by the students.