While there is unanimity on the soundness of promoting learner autonomy, identifying the notion and putting it into practice in primary schools remain elusive. This study explored Bahraini cycle one teachers' perceptions of learner autonomy and their current practices in a primary school. Using a questionnaire, the study sampled data from 34 core subjects' teachers. In addition, ten of them were interviewed. The methodology of the study is mixed quantitative and qualitative in nature.The study findings specified how Bahraini teachers conceptualized learner autonomy. Generally, they associated it with learners' ability to learn independently and confidently. In addition they acknowledged its benefits on learners. The study also revealed that there is a gap between teachers' theoretical understanding and practices. Teachers’ views on the factors that hinder promoting learner autonomy were also explored. The most salient ones were parental intervention, students' poor literacy skills and special needs students.
I am an ambitious school principal who is looking for new avenues to explore or practice. I own solid expertise in education and leadership. I am completely proud of my profession and accomplishments and will continue advancing my knowledge. I acknowledge much of it to dear family members and friends.
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LAP LAMBERT Academic Publishing
Learner autonomy, self-regulated tasks, self-access corner, autonomous learning
BUSINESS & ECONOMICS / Careers