Salokangas, Maija and Wermke, Wieland and Harvey, Gerry
(2019)
Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control.
European Educational Research Journal, 19 (4).
pp. 1-22.
ISSN 1474-9041
Abstract
Teacher autonomy has been a popular topic of investigation over the past decades. This article
contributes to the debate by casting light on Irish and Finnish teachers’ perceptions of their
professional autonomy, drawing from teacher interviews conducted in both countries. The
intersection of newly introduced curriculum reforms, differing education governance models and
differing control regimes make Ireland and Finland fertile points of comparison. Teacher autonomy
is understood in this article as a multidimensional and context-dependent phenomenon, and the
conceptualisation is presented in an analytical matrix applicable to comparative research. Findings
indicate that teachers in both countries consider themselves very autonomous in their classroom
practice and in their educational decisions overall. However, where much of the school-level
decision-making in Finnish schools concerning educational, social and developmental issues tends
to be in the hands of teachers (either collegially or as individuals), in Irish schools the senior
management, and especially the principal, is reportedly more involved. Possibly the greatest
difference is the ways in which teachers’ work is controlled, and in how teachers perceive it;
Finnish teachers report intensified external control from the civil society, whereas on top of
parental pressures Irish teachers report also increasing pressures from the state agencies.
Item Type: |
Article
|
Additional Information: |
Cite as: Salokangas M, Wermke W, Harvey G. Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control. European Educational Research Journal. 2020;19(4):329-350. doi:10.1177/1474904119868378 |
Keywords: |
Comparative research; decision-making; control; Ireland; Finland; teachers’ work; autonomy; |
Academic Unit: |
Faculty of Social Sciences > Education |
Item ID: |
13731 |
Identification Number: |
https://doi.org/10.1177/1474904119868378 |
Depositing User: |
Maija Salokangas
|
Date Deposited: |
07 Dec 2020 14:50 |
Journal or Publication Title: |
European Educational Research Journal |
Publisher: |
SAGE Publications |
Refereed: |
Yes |
URI: |
|
Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
Repository Staff Only(login required)
|
Item control page |
Downloads per month over past year
Origin of downloads