@article{2017,title={PERCEPTIONS AND VIEWS OF LANGUAGE INSTRUCTORS OVER TEACHERS’ AUTONOMY: FACTS AND OPINIONS},abstractNode={Derived from Greek words “autos” and “self-rule”, autonomy in the literature possesses different definitions and has been classified into various forms as “individual autonomy”, “learner autonomy”, “professional autonomy”, and organizational autonomy. Autonomy, in this paper, is referred to as language instructors’ control over their own teaching, that is, language instructors’ independence in making professional decisions within the classroom” and “their making personal judgment to guide instruction. The purpose of this paper is mainly to discuss the rationale of instructor autonomy and present language instructors’ own views and experiences concerning their autonomy in educational settings in terms of some variables. This paper adopts a qualitative method design. In this context, Teachers’ Autonomy Scale, developed by Pearson and Hall is applied to 80 language instructors working at tertiary education. In the light of the collected data from the scale, the findings of this paper will be discussed.},author={Abdullah ARSLAN-Salih ÖZENİCİ},year={2017},journal={The Journal of International Educational Sciences}}