教师专业自主性指教师在工作中行使专业权利、作出专业决定而不受外力干预的自由 权利、意识和能力，教师专业自主性对于教育的发展、教师的发展和学生的发展都具有重 要意义。我国当前的研究从内涵特点、现状问题等多方面进行了阐释，但大多停留于简单 的描述统计和理论分析，本研究希望在已有的丰富研究的基础上，进一步探究教师专业自 主性的维度结构，全面描述教师专业自主性的现状和问题，并深入了解教师专业自主性的 影响因素。 本研究以北京市和天津市的中小学教师为研究对象，采用混合研究的范式。其中，质 性研究采用半结构式访谈的方法，为全面建构教师专业自主性的维度提供依据，在此基础 上修订和完善教师专业自主性与影响因素的量表，并为量化研究的数据提供支持和补充。 量化研究采用问卷调查的方法，在北京市和天津市的四个区县的共2510 名中小学教师中 发放，对教师专业自主性的现状和影响因素进行全面的研究。回收的数据使用SPSS22.0 录入，使用多种统计分析方法描述现状、分析差异、探究影响因素，并使用AMOS24.0 构 建教师专业自主性影响因素的模型。 研究结果显示，教师专业自主性包括专业自主性实现水平、专业自主性意识、专业自 主性能力三个大的方面，其中专业自主性的实现水平可以从学校与个人发展、课程改革、 学生教育与管理、课余活动开展、课堂教学、家校沟通6 个维度上具体体现。在专业自主 性的实现水平上，教师总体处于中上水平，且不同的维度存在差异。中小学教师专业自主 性的意识水平较高，教育研究能力和使用信息技术的能力是教师亟需进一步提高的能力。 教师专业自主性的影响因素首先包括教师个人和学校的基本背景因素，其次，学校的民主 管理和教师的自我效能感都对教师的专业自主性有显著影响，学校的民主管理还可以通过 影响教师的自我效能感进一步影响教师的专业自主性。最后，学校外部的环境因素也会对 教师专业自主性产生影响，主要包括家长教育理念和社会舆论的影响。 为了进一步保障教师的专业自主性，本研究提出以下四点建议：一是丰富教师的专业 知识，提升教师的专业能力；二是进一步增强教师发挥专业自主性的意识；三是完善学校 民主管理制度，拓展教师的专业自主空间；四是改革教育行政管理模式，保障教师的专业 自主性。

Teachers' professional autonomy refers to their free rights, consciousness and ability to exercise professional rights and make professional decisions in their work without external interference. It is of great significance to the development of education, teachers and students.Current studies in China have been interpreted in terms of connotation, characteristics and current problems, but most of them remain in simple descriptive statistics and theoretical analysis. The goal of this research is to further explore the dimension structure of teachers' professional autonomy, describe it’s current situation and problems, and explore the influencing factors of it. In this study, primary and secondary school teachers in Beijing and Tianjin are taken as the research objects, and a mixed research paradigm is adopted. Qualitative research adopts semi-structured interviews to provide a basis for building the dimension of teachers 'professional autonomy. On this basis, we revise and improve the scale of teachers' professional autonomy and it’s influencing factors, and provide support and supplement for quantitative research data. Quantitative research was conducted by questionnaire among 2510 primary and secondary school teachers in four districts and counties of Beijing and Tianjin. The collected data are input by SPSS22.0, describing the status, analyzing the differences, exploring the influencing factors, and using AMOS24.0 to construct the influencing factors model of teachers' professional autonomy. The results show that teachers' professional autonomy includes three aspects: the level of professional autonomy, professional autonomy consciousness and professional autonomy ability. Among them, the level of professional autonomy can be embodied from six dimensions: school and personal development, curriculum reform, student education and management, after-school activities, classroom teaching, home-school communication. At the realization level of professional autonomy, teachers are generally at the upper and middle level, and there are differences in different dimensions. Teachers have a high level of professional autonomy awareness. The ability of educational research and the ability of using information technology are the abilities that teachers need to be further improved. The influencing factors of teachers' professional autonomy firstly include the basic background factors of teachers and schools. Secondly, the democratic management of schools and teachers' self-efficacy have a significant impact on teachers' professional autonomy. The democratic management of schools can further affect teachers' professional autonomy by affecting teachers' self-efficacy. Finally, environmental factors outside the school will also have an impact on teachers' professional autonomy, including the influence of parents' educational philosophy and public opinion. In order to further guarantee teachers 'professional autonomy, this study puts forward the following four suggestions. One is to enrich teachers' professional knowledge and enhance their competence; the other is to further enhance teachers' awareness of professional autonomy; the third is to improve the school democratic management system and expand teachers' professional autonomy space; and the fourth is to reform the educational administration model to ensure teachers' professional autonomy.