Teacher autonomy in Finnish primary school: An exploratory study about classroom teachers’ perceptions.

Abstract

Recently researchers have shown an increased interest in teacher education. Theoretical perspectives on the concept exist abundantly in the literature, but empirical research into the views of teachers themselves has been very little. This study explores how Finnish primary school teachers define teacher autonomy and their perceptions towards the influencing factors on their sense of autonomy during their teaching career. The sample of this study was 8 class teachers from three Finnish primary schools. The study was conducted using qualitative research method. Data were collected using semi-structured in-depth interview. Regarding data analysis, thematic research approach was applied In seeking out teachers’ perceptions of teacher autonomy, four broad themes emerged from the analysis. Overall, findings suggest that Finnish class teachers’ conception of autonomy was similar in terms of the complex nature of the concept. In this study, autonomy entails autonomy inside classrooms and at the school level. With respect to their definitions, the teachers all incorporated into their understanding of teacher autonomy several key components. The results also show that teacher autonomy played an important role in teaching profession and that not only was teacher autonomy beneficial to teachers themselves, but also to their students. Moreover, six major interrelated factors were perceived to influence their autonomy by the interviewed teachers. Last but not least, this study concludes with highlighting the importance of autonomy in teacher training programs and some theoretical and practical implications are proposed.