An evidence-based study on the current status of Chinese secondary school mathematics teachers’ autonomous learning capacity across demographic and contextual factors

Abstract

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Autonomous learning capacity is a key competency that supports teachers’ professional development. In this study, a stratified sampling method was used to recruit 396 junior and senior high school mathematics teachers in T city, one of the provincial city in China. A questionnaire with high reliability and validity developed prior to the study by the researchers was employed to measure their autonomous learning capacity and differences across groups. Twelve teachers were then selected for interviews. The results showed satisfactory overall performance. By subdimension, teachers’ performance was the best in the development of study plans, followed by evaluation of learning outcomes, while they needed improvement in learning habit formation and proficiency in using learning methods. Furthermore, the analysis of differences across groups indicated that for autonomous learning capacity, female teachers were significantly better than their male peers; junior high school teachers were better compared to those in senior high school; teachers aged 41–50 underperformed those aged 51 and above; teachers who work in rural areas and townships did not perform worse than urban teachers; and those with doctoral degrees did not demonstrate considerable advantage over others. There were no significant differences in the overall autonomous learning capacity across years of teaching and job title groups. However, in the subdimensions, those with 21–30 years of teaching experience had lower proficiency in using learning methods and evaluation of learning outcomes, and teachers with senior titles did not demonstrate expected advantages in learning habit formation.

Keywords

• mathematics teachers
• Chinese teachers
• autonomous learning
• autonomous learning ability
• professional development
• teacher learning