Abstract Teachers’ autonomy contributes to their development and retention decisions. While proficient teachers would benefit from more autonomy, developing teachers often require more structure and guidance. This article reviews the literature surrounding autonomy and proposes an argument for a Graduated Teacher Autonomy framework: a theoretical tool matching teacher proficiency to autonomy. This dynamic framework has the potential to support the needs of all teachers and could improve teacher satisfaction, retention, development, and administrator–teacher relations.

中文翻译：

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毕业教师自主的框架：将教师的熟练程度与自主联系起来

摘要 教师的自主性有助于他们的发展和保留决策。虽然熟练的教师会受益于更多的自主权，但发展教师往往需要更多的结构和指导。本文回顾了围绕自主权的文献，并提出了研究生自主权框架的论点：一种将教师熟练程度与自主权相匹配的理论工具。这个动态框架有可能支持所有教师的需求，并可以提高教师的满意度、保留率、发展和管理人员与教师的关系。