KOLAYLAŞTIRICI OKUL YAPISI İLE ÖĞRETMEN ÖZERKLİĞİ ARASINDAKİ İLİŞKİ.

The general purpose of this study is to examine the relationship between teachers' perceptions of facilitative school structure and teacher autonomy. The population of the study consists of teachers working in schools in Elazığ city centre in the 2022-2023 academic year. The sample of the research was determined by quota sampling method and the research was carried out by analysing the data obtained from 461 teachers working at various levels. In the study, correlational (relational) screening model was used. Within the scope of the study, data were collected with the Facilitative School Structure Scale (FSS), Teacher Autonomy Scale (TAS) and personal information form prepared by the researcher. Statistical package programme was used to analyse the data. The data obtained were analysed with descriptive statistics (mean, standard deviation), correlation and regression analysis techniques. According to the findings, it can be said that teachers' perceptions of the facilitative structure in schools are at a high level, while their perceptions of the inhibitory structure are at a low level. In addition, it was concluded that as the perception of facilitative structure increases, the perception of teacher autonomy increases; as the perception of inhibitory structure increases, the perception of teacher autonomy decreases. According to these results, it is thought that it would be useful to carry out activities that will contribute to the creation of facilitative structure perception in schools. [ABSTRACT FROM AUTHOR]