The main objective of this study is to shed light on the administrators' and teachers' perceptions of teacher autonomy in Azerbaijani and Turkish educational system. In the study, the meaning of teacher autonomy, areas where teachers are able to act in an autonomous manner and the obstacles related to teacher autonomy were comparatively studied. Qualitative research model was used in this study. Data was collected by means of the interviews conducted between 2014 -2015 academic years in Baku, Azerbaijan and Sinop, Turkey. The sampling of the research was selected by means of easy access case sampling method. A total of 40 participants including 15 class teachers and 5 administrators from the state schools in Baku Azerbaijan and 15 class teachers and 5 administrators from Sinop, Turkey state schools provided support for the research. According to the findings analysed by the descriptive and content analysis, teachers and administrators in Azerbaijan and Turkey have defined the concept of teacher autonomy in terms of the teachers' duties and responsibilities during the in-class educational activities and the factors related to in-class educational activities are in low levels. Key Words: Teacher autonomy, school administrator, curriculum, decision, Turkey, Azarbaıjan. TÜRKİYE VE AZERBAYCAN EĞİTİM SİSTEMLERİNDE
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