The Research Of Teachers’ Professional Autonomy In High Schools

As the professional and technical talents for education and direct implementers of school education, teachers play a very important role and should have a position in the professional field. But in the practice of education, on the one hand, it is hard for them to participate in the reform of curriculum and teaching in the decision-making process. The voice of teacher has no protection. In the practice of teaching, teachers have always been intervened by power which is not professional and affected by many factors that go against the rules of teaching. And, on the other hand, the absence of teachers in the professional field has caused a lot of problems, which seriously restricts the scientificity and effectiveness of school teaching’s development. In such situation, it has become the consensus of academia that we should protect the rights of teachers and make sure they can play a greater role in the professional field, which is also the urgent demand of the field of education practice. Based on teachers’ professional autonomy as the research object, this thesis focuses on how to guarantee teachers’ professional autonomy and increase the efficiency of it in order to make teachers back to their position of their professional field, take their responsibilities as the professional and technical talents in education, eliminate the contradictions in school education, and promote the services for students’ development through the discussion of the concept connotation and theory of teachers’ professional autonomy, the need to deal with the basic relationship, function, the reasons that influence development of teachers’ professional autonomy, and the development advice.In concept, this thesis argues that teachers’ professional autonomy refers to it that teachers, as the professional and technical talents, enjoy the right and freedom of professional independent judgment and not being intervened by the non-professional strength in the education fields and subject areas on the basis of the administrative power fully respecting and the teachers themselves strive voluntarily, abiding by education norms and the law of education in comply with the education behavior standard and under the premise of education law, in order to achieve the purpose of service for students’ development and self improvement of life. The connotation of teachers’ professional autonomy includes three aspects: teachers, classrooms and schools, which is a three-dimensional structure, has the rich connotation, and is not only limited in the classroom teaching.Teachers’ professional autonomy has its inherent theoretical basis in academic level. In the field of education science, it mainly includes two aspects: the teacher professional development theory and the theory of curriculum implementation. The former one is the more important theoretical basis. From the point of view of theoretical content of teachers’ professional development, teachers’ professional development, the development of professional ability, professional knowledge thought provide the professional basis for the development of teachers’ professional autonomy. From the perspective of power source, the power for the teacher professional development and teachers’ professional autonomy has a high degree of consistency. Curriculum implementation theory suggests that teachers are the main body of curriculum implementation, whose function has a great influence on the efficiency of the curriculum reform directly, and also asserts a claim to make sure that teachers’ professional autonomy can be better used.In order to correct the understanding and rational view of teachers’ professional autonomy, we should clarify basic relations that are needed to deal with by the teachers’ professional autonomy, which include the relationship between teachers’ professional autonomy and acceptation of guidance, obligation, scientificity of education, teaching target, teaching content, quality education, the college entrance examination, and the education environment, etc. We must realize that the teachers’ professional autonomy is not unlimited, and it should have a certain specification. During the process of exercise and study of the teachers’ professional autonomy, we should also pay attention to some problems, making our attitude towards the teachers’ professional autonomy more scientific and rational.Combined with the education law and our country’s education practice, teachers’ professional autonomy can increase the effectiveness of the curriculum development, enhance the scientificity of the curriculum evaluation, promote the school democratic management, meet the demand of teachers’ high-level self-actualization, help to improve the teaching quality, safeguard the rights and interests of teachers, improve teachers’ professional development, maintain teaching order, and other functions. The discussion and research of teachers’ professional autonomy’s function is advantageous for us to have a clear view and understanding for its inherent efficiency, and to realize the significant meaning of guaranteeing teachers’ professional autonomy and making it effective significance.In the present high school education, the development of teachers’ professional autonomy faces a lot of obstacles, which is connect with China’s lack of democracy as a country of power centralization, suppressing of school administrative power, the constraints of exam-oriented education, restriction of society and parents’ idea about education concept, teachers’ job burnout, the weakness of motivation for exercising teachers’ professional autonomy, and the lag and uncompleted of relevant legal system imperfect. Combining of these reasons and the actual problems of teachers’ professional autonomy in practice, we need work hard to realize the practical guarantee of teachers’ professional autonomy from the following four aspects: the nation, schools, views, and teachers.