Towards a relational understanding of teacher autonomy: The role of trust for Canadian and Finnish teachers

Abstract

We argue that teacher autonomy should be conceptualised differently from its current form, that confines teacher autonomy to the individual, or to freedom from control. Here, we investigate the role of trust concerning teachers’ perceptions of their own autonomy, embedded in differing contexts and relations. To display contextual variations, we study qualitatively a sample of Canadian and Finnish upper-secondary school mathematics teachers. Our findings reveal that trust plays a decisive role in whether teachers feel autonomous or not, and that trust plays a central role in relationships teachers have at work. Furthermore, trust is articulated differently according to the teachers’ context. Based on our findings, we argue that a reconceptualisation of teacher autonomy is needed. A relational conceptualisation of teacher autonomy, highlights its inherent relationality and contextual sensitivity, provides new insight into the teachers’ work, and supports more empowering ways for teachers to exert a proactive influence on their autonomy.

Unpacking autonomy for empirical comparative investigation

“…administrators, principals and teachers, at different levels in the Norwegian and Finnish school systems, demonstrate this and stress the importance of remaining sensitive to the layered contexts in which teachers are embedded. Comparative work focussing on Finnish and Canadian teachers (Paradis, Lutovac, Jokikokko, & Kaasila, 2019, 2018 points to similar dynamic. These studies show how nation-specific and local (i.e.…”

Teachers’ professional space for decision-making when planning: The cases of Finland, Norway, and the United States

“…Standardized testing is practically non-existent on a yearly or national basis (e.g., Lavonen, 2018;Simola, 2015), and the only high-stakes test, the matriculation exam at the end of high school, is taken by only about half of the age cohort (Maaranen and Stenberg, 2021). Schools can design their work independently, and teachers do not have to worry about someone auditing their skills or their ability to teach, since there is a culture of trust (Niemi, 2016;Paradis et al, 2019;Toom and Husu, 2016). The national core curriculum provides a foundation for local curricula, and contains the contents and aims for learning, but leaves the choice of methods and materials to the schools and teachers.…”

How Does Granting Teacher Autonomy Influence Classroom Instruction? Lessons From Indonesia’s Curriculum Reform Implementation

“…However, we lack information on why altering autonomy in developing countries tends to bring unfavorable results to the students. One factor that might influence teacher's autonomy is the social context which could shape the way mathematics teachers respond toward autonomy differently (Paradis et al, 2019). Another aspect that possibly influences is how the schools manage themselves.…”

“…(Teacher, Central Java) This suggests that despite the challenges of implementing a new curriculum, teachers in Central Java could cater because they relatively have adequate support from the school and district education offices. Paradis et al (2019) argued that trust and support from their colleagues, school principals, and parents are essential aspects that could determine how Mathematics teachers perceive and then exercise their autonomy. Teachers in rural districts of Central Java further explained that they did not only receive training in advance, but the local bureaucrats also visited the school to monitor how teachers implement it, although the feedback merely focused on non-substantive matters such as the absence of photographs as a documentation report.…”