Comparing teacher autonomy in different models of educational governance
Peer reviewed, Journal article
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Original versionNordic Journal of Studies in Educational Policy. 2021, 1-16. 10.1080/20020317.2021.1965372
This article addresses teacher autonomy in different models of educational governance using quantitative data from the OECD TALIS 2018 and qualitative data from a study on teacher autonomy conducted in Norway and Brazil. In this article, teacher autonomy is seen as a multidimensional concept referring to decision-making and control in relation to state governance. Further, the different degrees of implementation of accountability measures across countries determine the models of educational governance. The quantitative data reveals no clear pattern between teacher autonomy and models of educational governance. In general, teachers perceive that they have good control over teaching and planning at the classroom level. However, teachers report that they participate to a lesser degree in professional collaboration in schools, which could allow for collegial teacher autonomy. Teachers also report low perceived social value and policy influence, which may provide insight into professional teacher autonomy at the policy level. This article also shows the relevance of a detailed description of the country cases to gain a better understanding of the multiple dimensions of teacher autonomy.
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited