EXPLORING THE ROLE OF TEACHER AUTONOMY IN ENHANCING INSTRUCTIONAL INNOVATION IN MIDDLE SCHOOLS

Abstract

This study explores the role of teacher autonomy in enhancing instructional innovation among middle school teachers in Kohat District, Pakistan. Using a quantitative, descriptive-correlational research design, data were collected from 141 male teachers through a structured questionnaire measuring teacher autonomy and instructional innovation. Descriptive statistics, Pearson correlation, and linear regression analyses were conducted to examine the relationship between the variables. The results revealed a moderate to high level of perceived teacher autonomy and instructional innovation, with a strong positive correlation between them (r = .68, p < .01). Regression analysis indicated that teacher autonomy significantly predicts instructional innovation, explaining 46% of the variance in innovative teaching practices. These findings suggest that empowering teachers with professional freedom, supported by collaborative leadership and professional development, can foster creativity, adaptability, and improved instructional practices. The study underscores the importance of policy reforms and school-level strategies to enhance teacher autonomy and promote innovative teaching in middle schools.