A CANADIAN TEACHER'S PERCEIVED AUTONOMY AND SELF-CONFIDENCE IN THE MIDST OF AN EDUCATIONAL REFORM
Journal Title: Problems of Education in the 21st Century - Year 2015, Vol 66, Issue 8
Abstract
Autonomy is essential for teachers’ commitment, satisfaction and retention. However, teacher autonomy is consistently being reduced in the current era of reforms and the sharing of global policies. In this narrative case study, the account of one Canadian teacher (Nora) was examined in relation to how an educational reform influenced her work life in terms of her perceived autonomy and self-confdence. The relation between teacher autonomy and self-confdence was addressed, and the ramifcations prompted by the fluctuations in both constructs. The fndings suggest that the relationship between Nora’s perceptions of teacher’s professional autonomy and her self-confdence is complex. Nora’s self-confdence was strongly related to her perceived autonomy and the reduction of autonomy triggered signifcant downward spiralling, leading to isolation. Some discussion on the possible ways to help teachers break this downward spiralling is provided. Finally, this research broadens the collection of stories by teachers on challenges introduced by educational reform and gives voice to teachers suffering in isolation.
Authors and Affiliations
Audrey Paradis, Sonja Lutovac, Raimo Kaasila
Keywords
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