Teacher autonomy for professional development at work: a longitudinal study

Arnoud T. Evers, Peter Verboon, Joris van Ruysseveldt, Marjan Vermeulen and Karel Kreijns

International Journal of Human Resources Development and Management, 2023, vol. 23, issue 2, 139-159

Abstract: Teacher autonomy is essential for professional development at work but is at risk. This article reports on a study of structural school factors affecting teachers' autonomous behaviour. A three-wave longitudinal design was used, as opposed to the cross-sectional studies so often reported in the literature. Using a sample of 580 primary, secondary, and vocational teachers, analyses showed that teachers' autonomous behaviour predicted professional development at work. Analyses also showed that the structural school factor empowering teachers contributed to teachers' autonomous behaviour and subsequently professional development at work. Trust as an empowering element could be enhanced by dialogues with teachers about education. Analyses further demonstrated that the structural school factor decentralisation of responsibilities to teacher teams also contributed to teachers' autonomous behaviour and subsequently professional development at work. These findings underscore school leaders' key role in shaping a thriving work environment.

Keywords: teachers' autonomous behaviour; teacher autonomy; structural school factors; empowering teachers; decentralisation; professional development at work; longitudinal study; structural equation modelling; primary education; secondary education; vocational education. (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:ids:ijhrdm:v:23:y:2023:i:2:p:139-159

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