Abstract

The aim of this research was to study the relationship between the level of personal autonomy of students and the rate of teachers’ attention to teaching approaches of personal autonomy. To this end, according to the “personal autonomy criteria” proposed by Peters and Dearden i.e., authenticity, rational reflection and strength of will - and also with regard to local conditions in the region of the study; a questionnaire was constructed by the researchers to measure the level of students personal autonomy. Also according to the teaching approaches that help promoting personal autonomy, another questionnaire was constructed by the researchers to measure rate of teachers’ attention to these approaches in view of same students. This study was conducted using the correlation method. The statistical population consisted of 516 graduated students from high schools of Shiraz in the year 2009 till 2010 that were chosen by using stratified randomized sampling. The results showed that there is a significant positive relationship between the level of personal autonomy in high school students and the rate of teachers’ attention to teaching approaches of personal autonomy. In addition there is a significant positive relationship among the three criteria (or conditions) of personal autonomy and rate of teachers’ attention to teaching approaches of personal autonomy.

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