Jerrim, J;
Morgan, A;
Sims, S;
(2023)
Teacher autonomy: Good for pupils? Good for teachers?
British Educational Research Journal
10.1002/berj.3892.
(In press).
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Abstract
Should teachers have complete autonomy over teaching methods and practices, or should some aspects of their practice be determined by school or government policy? We address this question using repeated (value-added) maths test scores linked to rich survey data from the TALIS video study. With the possible exception of inexperienced teachers, we generally find no relationship between teacher autonomy and pupil outcomes (test scores, maths self-efficacy or interest in maths). In partial contrast with our findings for pupil outcomes, teachers with very low levels of autonomy are more likely to report reduced job satisfaction. It may hence be that some level of restriction on teacher autonomy is justified, especially among inexperienced teachers, particularly when it represents only partial control of teachers’ approaches in the classroom and is done to introduce evidence-based methods.
| Type: | Article |
|---|---|
| Title: | Teacher autonomy: Good for pupils? Good for teachers? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1002/berj.3892 |
| Publisher version: | https://doi.org/10.1002/berj.3892 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| Keywords: | Autonomy, TALIS video study, teacher value-added |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10174455 |
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