The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe

What do we mean when we speak about teacher autonomy? How free are teachers to go about their work? To answer these complex questions the authors asked thousands of teachers in four national contexts: in Finland, Ireland, Germany and Sweden, what they think autonomy looks like. The resulting book examines teacher autonomy theoretically and empirically, comparing teachers’ perceptions of their professional autonomy. Utilizing a mixed method approach the authors combine data from a large-scale questionnaire study, teacher interviews, lesson and meeting observations, and workshops that brought together teachers from the four participating countries. All this engagement with teachers revealed that simply increasing their professional autonomy might not lead to desired outcomes. This is because, from a teachers’ point of view, increased decision-making capacity brings further complexity and risk to their work, and it may instead lead to anxiety, self-restriction, and the eventual rejection of autonomy. These surprising conclusions challenge the increasingly orthodox view that increased autonomy is a desirable end in itself. This is what the authors call the autonomy paradox. Foreword References Contents List of Figures List of Tables 1 Magic Potion References 2 Contexts of Teaching Professions Swedish Teachers: Under Constant Reform Pressures in Intensifying School Markets Understanding the Swedish Teaching Profession Historically Finnish Teachers: “Trusted Professionals” at the Centre of Worlds’ Attention Understanding the Finnish Teaching Profession Historically German Teachers: Conservative Civil Servants Understanding the German Teaching Profession Historically Irish Teachers: In a Complex System of Public–Private Governance Understanding the Irish Teaching Profession Historically Conclusion References 3 The Multiple Dimensions of Teachers’ Work How Autonomous Can/Should Teachers Be? Foundations of and Conditions for Teacher Autonomy Teachers’ Professional Autonomy: A Framework Theoretical Vantage Point 1: Autonomy as Decision-Making and Control Theoretical Vantage Point 2: Teacher Autonomy as Layered Phenomenon Theoretical Vantage Point 3: Multiple Domains of Teachers’ Work An Analytical Device Conclusions References 4 Examining Teacher Autonomy Comparatively Interviews and Observations Expert Teacher Meetings Understanding Autonomy Empirically: The Interviews and the Questionnaire Development Questionnaire Structure Aggregating “Decision-Making Types” as a Methodological Strategy Sample and Theoretical Generalization Addressing Questions Concerning Quality and Ethics References 5 Educational Autonomy Educational Autonomy—Questionnaire Data Classroom Level School Level Controlling Educational Decisions Educational Autonomy—Interview Data Pedagogical Practice Assessment Controlling Educational Decisions Conclusions References 6 Social Autonomy Social Autonomy—Questionnaire Data Classroom Level School Level Social Autonomy—Interview Data Teachers as Tutors School Rules Student Grouping Students’ Special Needs Controlling Social Decisions Conclusions References 7 Developmental Autonomy Developmental Autonomy-Questionnaire Data Classroom Level School Level Developmental Autonomy—Interview Data Curriculum Implementation and School Development Professional Development Controlling Professional Development Conclusions References 8 Administrative Autonomy Administrative Autonomy—Questionnaire Data Classroom Level School Level Administrative Autonomy—Interview Data The Administrative Workload Timetables Resource Allocation Meetings Teacher Promotions and Salary Negotiations Controlling Administration Conclusions References 9 Theorizing Teacher Autonomy from a Comparative Perspective Educational and Social Domains of Teachers’ Work: Related Risks and Complexity Developmental and Administrative Domains of Teacher Work: Related Risks and Complexity Complexity, Risks and Teacher Control Control: Teachers Between the State and Civil Society Decision-Making, Control, Complexity, Risks: Towards a Model for Comparing Country-Specific Teaching Professions Important and Unimportant Decisions: A Nuanced View on Teachers’ Autonomy Collegial Autonomy: Sharing Risks for the Price of Control Towards a Model for Comparing Country-Specific Teaching Professions Extending the International Perspective and Testing the Magic Potion Hypothesis References