1. THE PERCEPTION OF PROFESSIONAL AUTONOMY AMONG EDUCATORS OF ADULTS Doc Dr Kristinka Ovesni Faculty of Philosophy, Department for Pedagogy and Andragogy, University of Belgrade Doc Dr Kristinka Ovesni Faculty of Philosophy, Department for Pedagogy and Andragogy, University of Belgrade

2. Term autonomy is linked to multiple meanings independencesovereignty self-controlfreedom to ordinarily it is used to refer to independence, political sovereignty, self-control in and freedom to performance freedom of needtocontrolstruggle for independenceresisting to a different influences in psychology, the term autonomy is used to refer to a relative freedom of influence of others in a different process; or to refer to a psychogenic need linked to a control, or to a process of struggle for independence and resisting to a different influences socially recognized functional specificitytechnicalorganizational ethical when associate to professionalism, term assumes socially recognized functional specificity with technical, organizational and ethical implications independencesovereignty self-controlfreedom to ordinarily it is used to refer to independence, political sovereignty, self-control in and freedom to performance freedom of needtocontrolstruggle for independenceresisting to a different influences in psychology, the term autonomy is used to refer to a relative freedom of influence of others in a different process; or to refer to a psychogenic need linked to a control, or to a process of struggle for independence and resisting to a different influences socially recognized functional specificitytechnicalorganizational ethical when associate to professionalism, term assumes socially recognized functional specificity with technical, organizational and ethical implications

3. reflection of knowledgepersonal freedom In andragogy, the term is used to refer to a reflection of knowledge, or to a specific form of personal freedom, tightly interconnected with the concepts like independence, self- responsibility, self-determination or self-directed learning one of basic concepts of distinction between adults and children The phenomenon of autonomy is one of basic concepts of distinction between adults and children: adult are autonomous individuals, old enough to be responsible for his/her actions. incentive Also, regarding HRD perspective, professional autonomy is a powerful incentive reflection of knowledgepersonal freedom In andragogy, the term is used to refer to a reflection of knowledge, or to a specific form of personal freedom, tightly interconnected with the concepts like independence, self- responsibility, self-determination or self-directed learning one of basic concepts of distinction between adults and children The phenomenon of autonomy is one of basic concepts of distinction between adults and children: adult are autonomous individuals, old enough to be responsible for his/her actions. incentive Also, regarding HRD perspective, professional autonomy is a powerful incentive

4. Professional autonomy could be categorize on 1. external 1. external (by professional standards, by professional preparation and by continuing professional development driven) and on 2. internal 2. internal autonomy (individual perception of professional power on: work conditions and contents, performance, making decisions, etc). Professional autonomy could be categorize on 1. external 1. external (by professional standards, by professional preparation and by continuing professional development driven) and on 2. internal 2. internal autonomy (individual perception of professional power on: work conditions and contents, performance, making decisions, etc).

5. perception of professional autonomy among teachers of adults The basic research problem considered in is the perception of professional autonomy among teachers of adults We considered it research problem through: 1. subsistence of professional autonomy, 2. conduction of independence in work, 3. importance of own professional influence as a reflection of professional autonomy perception of professional autonomy among teachers of adults The basic research problem considered in is the perception of professional autonomy among teachers of adults We considered it research problem through: 1. subsistence of professional autonomy, 2. conduction of independence in work, 3. importance of own professional influence as a reflection of professional autonomy

6. Research Findings and Discussion moreformal gained professional knowledge more autonomy inwork The main research hypothesis - that more the formal gained professional knowledge teachers in adult education have, the more autonomy in their work they reflected - is completely confirmed. Also, expression of some determinants of professional autonomy between the teachers in adult education differ than the perception of these determinants between the members of developed professions (law, medicine, etc.) moreformal gained professional knowledge more autonomy inwork The main research hypothesis - that more the formal gained professional knowledge teachers in adult education have, the more autonomy in their work they reflected - is completely confirmed. Also, expression of some determinants of professional autonomy between the teachers in adult education differ than the perception of these determinants between the members of developed professions (law, medicine, etc.)

7. A research findings suggests that the most of respondents claim that autonomy in their work is reflection of: complexityduties complexity of their duties (88.3%), critical reconciliation of practice continuing critical reconciliation of practice (92.4%), confidence and self-determination confidence and self-determination at work (89.7%), own judgment priority of own judgment (89.0%) and level of influence in making important decisions that is proportional to the level of influence in making important decisions in organizations (83.3%). A research findings suggests that the most of respondents claim that autonomy in their work is reflection of: complexityduties complexity of their duties (88.3%), critical reconciliation of practice continuing critical reconciliation of practice (92.4%), confidence and self-determination confidence and self-determination at work (89.7%), own judgment priority of own judgment (89.0%) and level of influence in making important decisions that is proportional to the level of influence in making important decisions in organizations (83.3%).

8. frequency of autonomous professional acting The most of respondents (79.4) perceive a frequency of autonomous professional acting and easiness in accomplishing duties easiness in accomplishing duties (81.9%) as a dominant moments in obtaining a professional autonomy frequency of autonomous professional acting The most of respondents (79.4) perceive a frequency of autonomous professional acting and easiness in accomplishing duties easiness in accomplishing duties (81.9%) as a dominant moments in obtaining a professional autonomy

9. Respondents perceived that professional autonomy is a reflection of own professional influence on clients/customers clients/customers – adult learners/students (89.7%), associates at associates (84.6%), own socially constructed context at own socially constructed context (85.8%) and overall a reflection of overall influence (88.3%). managementsocial settings of their clients weak but, they estimate own professional influence on management and on the social settings of their clients as a relative weak (over 76.0%). clients/customers clients/customers – adult learners/students (89.7%), associates at associates (84.6%), own socially constructed context at own socially constructed context (85.8%) and overall a reflection of overall influence (88.3%). managementsocial settings of their clients weak but, they estimate own professional influence on management and on the social settings of their clients as a relative weak (over 76.0%).

10. domination of combination of team and independent work Teachers in adult education perceive (more than 50% per item) domination of combination of team and independent work on all of the activities in their work: planning, choosing contents, identification and posing a objectives, selecting of tools and methods, overall activities, making decisions, and evaluation planning, choosing contents, identification and posing a objectives, selecting of tools and methods, overall activities, making decisions, and evaluation

11. Regarding the perception of own autonomy, we also learned that one could claim, with statistical significance at the p < 0.01 level that: parent’s educationoccupational status critical reconciliation of practice parent’s education and occupational status influence the continuing critical reconciliation of practice past serviceprofessional rank influence making important decisions the past service and professional rank of respondents influenced perception of a level of influence in making important decisions in organizations number of organizations of employment perception ofown autonomy the number of organizations of employment in respondents work history influence on perception of own autonomy Regarding the perception of own autonomy, we also learned that one could claim, with statistical significance at the p < 0.01 level that: parent’s educationoccupational status critical reconciliation of practice parent’s education and occupational status influence the continuing critical reconciliation of practice past serviceprofessional rank influence making important decisions the past service and professional rank of respondents influenced perception of a level of influence in making important decisions in organizations number of organizations of employment perception ofown autonomy the number of organizations of employment in respondents work history influence on perception of own autonomy

12. father’s occupational statusorganization of employment owninfluenceat own socially constructed context father’s occupational status and organization of employment have a impact on the perception of own professional influence at own socially constructed context; past service overall professional influence the past service have a statistically significant impact on the perception of own overall professional influence; father’s educational statuspast service choosing contents making decisions father’s educational status and past service have impact on the perception of dominancy of independent, fully autonomous work in activities such as choosing contents, and in own professional influence at own socially constructed context and in making decisions; age planningidentification and posing a work objectives the age have a impact on the perception of dominancy of autonomous work in activities such as planning and identification and posing a work objectives; father’s occupational statusorganization of employment owninfluenceat own socially constructed context father’s occupational status and organization of employment have a impact on the perception of own professional influence at own socially constructed context; past service overall professional influence the past service have a statistically significant impact on the perception of own overall professional influence; father’s educational statuspast service choosing contents making decisions father’s educational status and past service have impact on the perception of dominancy of independent, fully autonomous work in activities such as choosing contents, and in own professional influence at own socially constructed context and in making decisions; age planningidentification and posing a work objectives the age have a impact on the perception of dominancy of autonomous work in activities such as planning and identification and posing a work objectives;

13. we also learned that one could claim, with statistical significance at the p < 0.05 level that: gendermother’s educational status influence at the social context the gender and mother’s educational status have a impact on the perception of own professional influence at the social context of their clients/customers. mother’s occupationaleducational status overall activitiesevaluation the mother’s occupational and educational status have a impact on the perception of dominancy of independent work in overall activities and in evaluation. gendermother’s educational status influence at the social context the gender and mother’s educational status have a impact on the perception of own professional influence at the social context of their clients/customers. mother’s occupationaleducational status overall activitiesevaluation the mother’s occupational and educational status have a impact on the perception of dominancy of independent work in overall activities and in evaluation.

14. Based upon a considered literature and on analyzed data it is concluded that: progress adequate professionally prepared regarding relevant criteria of professionalization teaching adults makes huge progress in process of professionalization, but that this dimension is more openly expressed between adequate professionally prepared ones political dimension political dimension have significant impact in perceiving professional autonomy progress adequate professionally prepared regarding relevant criteria of professionalization teaching adults makes huge progress in process of professionalization, but that this dimension is more openly expressed between adequate professionally prepared ones political dimension political dimension have significant impact in perceiving professional autonomy

15. gender influence gender influence perceiving professional autonomy as a reflection of culture, context and formal education centralization in planning and managing work activities standing centralization in planning and managing work activities of teachers in adult education, as a relict of earlier practice have influence at perceiving professional autonomy gender influence gender influence perceiving professional autonomy as a reflection of culture, context and formal education centralization in planning and managing work activities standing centralization in planning and managing work activities of teachers in adult education, as a relict of earlier practice have influence at perceiving professional autonomy

16. What imply emergency for professional education universitiesprofessional schools professional education obtained at universities or professional schools and for mandatorywidespread coverage continuing professional education mandatory, widespread coverage with the programs for continuing professional education professional education universitiesprofessional schools professional education obtained at universities or professional schools and for mandatorywidespread coverage continuing professional education mandatory, widespread coverage with the programs for continuing professional education