The phrase "administrative autonomy" is correct and commonly used in written English.
It refers to the ability of a specific group or organization to make decisions and manage their own affairs without interference from external authorities. You can use this phrase in different contexts, such as describing the powers of a local government, a university's governing board, or a company's subsidiary. Here's an example sentence: "The newly established state government is working towards granting more administrative autonomy to its local municipalities in order to improve efficiency and responsiveness to community needs."
This is mainly due to two factors: the lack of financial autonomy (regional/local governments financially depend on the central administration) and the lack of administrative autonomy (due to a rigid organization) [63].
It consists of 19 communes, or municipalities, each with a large measure of administrative autonomy.
In the summer of last year, Kurdish activists announced local administrative autonomy for several Kurdish cities and districts, including Sur.
Parts of many former administrative counties gained administrative autonomy as unitary authorities a new kind of administrative unit.
The colonial churches generally exercised administrative autonomy within the historical and creedal context of the mother church.
In 1848 49 Austria abolished serfdom in Galicia and after 1867 allowed the region a large degree of administrative autonomy.
That sense of distinctiveness was fostered by the Ottoman millet system, which accorded non-Muslim minorities significant administrative and social autonomy.
Second, how are administrative support, teacher autonomy, and satisfaction with salary related to teachers' intentions to remain in the profession?
In Italy, there are more than 100 municipalities, grouped into dozens of provinces and 20 regions, which actually have different degrees of administrative and legislative autonomy.
Finally, administrative support, teacher autonomy, and satisfaction with salary all had positive direct effects with the intentions of math and science teachers to remain in the profession (β = .05, β = .03, β = .84, respectively).
The variances in administrative support, teacher autonomy, and satisfaction with salary together explained 74% of the variance in the intentions of math and science teachers to remain in the profession (R 2 = .74).74
