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Teacher autonomy for professional development at work: a longitudinal study

Author

Listed:
  • Arnoud T. Evers
  • Peter Verboon
  • Joris van Ruysseveldt
  • Marjan Vermeulen
  • Karel Kreijns

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.

Suggested Citation

  • Arnoud T. Evers & Peter Verboon & Joris van Ruysseveldt & Marjan Vermeulen & Karel Kreijns, 2023. "Teacher autonomy for professional development at work: a longitudinal study," International Journal of Human Resources Development and Management, Inderscience Enterprises Ltd, vol. 23(2), pages 139-159.
    • Handle: RePEc:ids:ijhrdm:v:23:y:2023:i:2:p:139-159
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