Teacher Autonomy: A Multifaceted Approach for the New Millennium ...

As I read about teacher autonomy and reflected on my experiences, I became more convinced that school leaders must embrace and defend the freedom of individual teachers so that individual teachers may create classrooms that foster learning and growth. In assuming this view, however, I had to prepare to accept the potential negative consequences of autonomy as well. It is this tension and other tensions associated with teacher autonomy that I will discuss in the first chapter.

School leaders need to know what teachers think and feel about their own autonomy. Leaders need to know whether or not teachers will fight for autonomy at any cost, and if they are willing to give up some autonomy. They need to know how teachers feel about outside influences, specifically external accountability, and how these influences affect teachers’ perceptions of autonomy. Perhaps most importantly, leaders need to know how to generate a school culture where teachers take advantage of their autonomy to empower themselves, thereby empowering their students. If the individual teacher’s freedom to make decisions is one of the most influential factors in determining the quality of a child’s educational experience, then leaders need to know how teachers conceptualize their own autonomy. Understanding this conceptualization as well as the tensions inherent in teacher autonomy will help us to take advantage of autonomy for the betterment of education.

To better understand the complex concept of teacher autonomy, I have decided to begin the first chapter with the larger perspective surrounding the positive and negative nature of teacher autonomy. Knowing that teachers value autonomy, a solid understanding of the dual nature of autonomy will help inform my leadership, especially as it pertains to establishing a culture that promotes autonomy used to increase access to learning opportunities. Following this overview of teacher autonomy, I will discuss the effect of external accountability systems on teacher autonomy.