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The changes in the education in the recent years have shown a shift from teacher-centered learning approaches to learning environments to the constructivist approach to which learners are centralized. The provision of learning autonomy can occur when the learner is still "active" using the constructivist approach. Learners must be supported to make learners "active". The research’s aim is to define the level of teachers' perceptions and behaviors of support for learning autonomy and to examine these levels according to some variables like “gender”, “seniority”, “educational status” and “studying any "in-service " education or not”. The research was conducted on a screening model. In this study, "Learning Autonomy Support Scale" was used to collect data from teachers. The scale was developed by Oguz in 2013. The scale has a 3-factor structure. Mann Whitney U and Kruskal Wallis H tests were used as nonparametric analysis techniques. Also, some descriptive operations such as arithmetic mean and standard deviation were applied in the process of data analysis. The findings show that the secondary school teachers are “always” at the level of supporting the learning autonomy, but “all times” at the level of supporting the learning autonomy. Furthermore, there are important differences in the level of learning autonomy support behaviors compared to the variables of "seniority", "learning status", and "in-service training / course or seminar receiving" at the level of learning autonomy supporting behaviors, even though gender was not an important influence in supporting teachers' learning autonomy. In addition, although there is no significant effect of the "gender" variable on teachers' learning autonomy support behaviors, the levels of autonomy support behaviors, compared to the variables of "experience", "education status" and "in-service training / course or seminar reception", have important different effects. Extended English abstract is in the end of Full Text  PDF (TURKISH)  file . Ozet Son yilardaki egitim alanindaki degisimler dogrultusunda ogrenme ortamlarinda ogretmen merkezli ogrenme yaklasimlarindan, ogrencinin merkeze alindigi yapilandirmaci yaklasima dogru bir gecis gorulmektedir. Ogrenen ozerkliginin saglanmasi, yapilandirmaci yaklasim tarafindan ogrenenin “aktif” hala getirilmesiyle ortaya cikabilir. Ogrenenin “aktif” hale getirilmesi icin de ogrenen desteklenmelidir. Bu arastirmada amac, ortaokul ogretmenlerinin ogrenen ozerkligini destekleme davranislarini gerekli gorme ve sergileme duzeylerini belirlemek ve bu duzeyleri cinsiyet, kidem, ogrenim durumu ve “hizmet ici egitim/ kurs ya da seminer alma durumu”   degiskenlerine gore incelemektir. Arastirma, tarama modelinde gerceklestirilmistir. Bu calismada, ogretmenlerden veri toplamak icin “Ogrenen Ozerkligini Des­tekleme Olcegi” kullanilmistir. “Ogrenen Ozerkligini Des­tekleme Olcegi” Oguz (2013) tarafindan gelistirilmistir. Verilerin cozumlenmesinde aritmetik ortalama, standart sapma gibi betimsel islemler ile parametrik olmayan analiz tekniklerinden Mann Whitney U ve Kruskal Wallis H testleri uygulanmistir. Bulgulardan yola cikarak, ortaokul ogretmenlerinin ogrenen ozerkligini desteklemeyi her zaman duzeyinde gerekli buldugu ancak ogrenen ozerkligini desteklemeyi cogu zaman duzeyinde sergiledikleri soylenebilir. Bunun yaninda, ogretmenlerin ogrenen ozerkligini desteklenme davranislarinda “cinsiyet” degiskeninin onemli bir etkisi olmamasina ragmen, ozerkligi destekleme davranislari duzeylerinde “kidem”, “ogrenim durumu” ve “hizmet ici egitim/ kurs ya da seminer alma durumuna”  degiskenine gore anlamli farkliliklar oldugu gorulmustur.

journal of human sciences

The needs analysis for learning autonomotive supports of the secondary school teachers&lt;p&gt;Ortaokul öğretmenlerinin öğrenen özerkliğini desteklemelerine yönelik ihtiyaç analizi