Publication Date
5-2025
Abstract
This article reports findings from an email survey of 748 U.S. PreK–8 teachers. The survey invited teachers’ reflections on their autonomy in selecting children’s literature for classroom instruction and classroom libraries. In this descriptive study, researchers used frequency counts, cross-tabulations, and examination of text-based responses. Data were analyzed across three constructs of teacher autonomy: capacity, self-direction, and freedom. Findings show teachers feel well equipped to select quality literature, have more self-direction in literature used for read-alouds and inclusion in classroom libraries than for instruction, and report recent sociopolitical events in the United States have stifled their feelings of freedom. Internal versus external influences were explored as to their impact on teachers’ perceived autonomy.
Recommended Citation
Koss, M. D., & Paciga, K. A. (2025). Teacher Autonomy and Decision Making on Curricular Book Choices. Reading Horizons: A Journal of Literacy and Language Arts, 64 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol64/iss1/4
Included in
Curriculum and Instruction Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons
