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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Tadbir : Jurnal Studi Manajemen Pendidikan
Sharif, Sayfadin
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Religion Education Social Sciences

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Investigating Teacher Autonomy at English Departments of the Kurdistan Region of Iraq Sharif, Sayfadin
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

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Abstract

This study investigates teacher autonomy in the English departments of universities in the Kurdistan Region of Iraq, focusing on three objectives: (1) assessing the overall degree of teacher autonomy, (2) examining differences in autonomy based on gender and teaching experience, and (3) identifying institutional, cultural, and political factors influencing professional decision-making. Utilizing a descriptive quantitative design, the research employed the Teacher Autonomy Perception Scale (TAPS), a 20-item questionnaire rated on a 5-point Likert scale, covering curriculum design, classroom management, assessment, and professional development. Data were collected from 76 educators at Salahaddin University Erbil and Jihan Private University Erbil to ensure diversity in demographic factors. Statistical analysis, including one-sample t-tests, independent t-tests, and one-way ANOVA, revealed that overall teacher autonomy scores significantly exceeded the expected benchmark. Male educators reported notably higher autonomy levels than female educators, highlighting gender-based disparities, while no significant differences emerged between institutions or across teaching experience groups. The findings underscore the impact of institutional policies and cultural norms on teacher autonomy and stress the need for gender-sensitive policies and professional development initiatives, offering valuable insights for future educational reforms in the Kurdistan Region.
The Effect of Autonomy-Based Learning Environment and Critical Thinking Skills on Language Performance and Intrinsic Motivation: an Experimental Study on EFL Students Sharif, Sayfadin
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.16162

Abstract

This experimental study investigates the combined effects of autonomy-based learning environments and critical thinking skills training on language performance and intrinsic motivation among EFL students. A 2×2 factorial design was employed with 120 second-year students from the Department of English Language, College of Education, Salahaddin University-Erbil, randomly assigned to four groups: autonomy support only, critical thinking training only, combined intervention, and traditional instruction control group. Data were collected through standardized language proficiency tests and intrinsic motivation scales over a 16-week intervention period during the 2024-2025 academic year. Statistical analyses including two-way ANOVA revealed significant main effects for both autonomy support and critical thinking training, with the combined intervention group demonstrating the highest gains in language performance and intrinsic motivation. Results suggest that integrating learner autonomy support with explicit critical thinking instruction creates synergistic effects that substantially enhance EFL learning outcomes beyond either approach implemented independently.
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