标题：The needs analysis for learning autonomotive supports of the secondary school teachers Ortaokul öğretmenlerinin öğrenen özerkliğini desteklemelerine yönelik ihtiyaç analizi
摘要：The changes in the education in the recent years have shown a shift from teacher-centered learning approaches to learning environments to the constructivist approach to which learners are centralized. The provision of learning autonomy can occur when the learner is still "active" using the constructivist approach. Learners must be supported to make learners "active". The research’s aim is to define the level of teachers' perceptions and behaviors of support for learning autonomy and to examine these levels according to some variables like “gender”, “seniority”, “educational status” and “studying any "in-service " education or not”. The research was conducted on a screening model. In this study, "Learning Autonomy Support Scale" was used to collect data from teachers. The scale was developed by Oğuz in 2013. The scale has a 3-factor structure. Mann Whitney U and Kruskal Wallis H tests were used as nonparametric analysis techniques. Also, some descriptive operations such as arithmetic mean and standard deviation were applied in the process of data analysis. The findings show that the secondary school teachers are “always” at the level of supporting the learning autonomy, but “all times” at the level of supporting the learning autonomy. Furthermore, there are important differences in the level of learning autonomy support behaviors compared to the variables of "seniority", "learning status", and "in-service training / course or seminar receiving" at the level of learning autonomy supporting behaviors, even though gender was not an important influence in supporting teachers' learning autonomy. In addition, although there is no significant effect of the "gender" variable on teachers' learning autonomy support behaviors, the levels of autonomy support behaviors, compared to the variables of "experience", "education status" and "in-service training / course or seminar reception", have important different effects.
