Empowering Educators: Fostering Teacher Agency
Back in seventh grade, my middle school rolled out a peer-support program with the goal of turning students into mentors and helpers. Despite my eagerness to be part of it, I never got the chance to express interest.
The outgoing and social kids were chosen, and I was left feeling as though my desire to grow as an individual and contribute to the community was unknown or unappreciated. This single experience from 30 years ago has stuck with me as a reminder of the vital role of agency in our lives.
Agency, the power to make choices and shape our own journey, is fundamental for personal wellbeing.
The Challenge of Agency in Education
When it comes to job satisfaction, studies consistently point to the significance of choice, agency, and autonomy at work. Unfortunately, educators face some of the lowest opportunities for autonomy across professions.
Daily constraints from scheduled lunch breaks to predetermined timetables contribute to a more rigid environment. Some teachers feel stifled in terms of creativity and curriculum choices, and many express frustration over the lack of professional growth options.
How Can We Enhance Teacher Agency?
A recent survey conducted with international school educators who have worked at a combined total of 65 different schools across the world, indicated a strong desire for increased agency in various aspects of their work.
Key themes include the need for flexibility, both in terms of the physical work environment and in the planning and execution of lessons.
Teachers desire autonomy in choosing professional development opportunities, along with relevance in the provided options. The importance of individualized and diverse learning experiences is evident, with a plea for recognition of efforts that meet the unique needs, interests, and passions of learners.
Additionally, professionals express a wish for greater involvement in decision-making processes, such as curriculum planning, and suggest that clearer policies and self-directed funds for personal and professional development could enhance their decision-making capabilities.
Let’s dig into some of these ideas, and what research tells us about the desire and options for agency among our international school educators.
Professional Learning
In looking at teacher agency, a majority of research and recommendations focus on professional learning, which has been shown to provide a significant boost in job satisfaction and retention. Providing teachers with the ability to shape their learning experiences fosters a sense of ownership and enhances the effectiveness of professional development initiatives.
Teachers want the flexibility to choose from a variety of professional development options based on their unique needs and interests. Workshops, webinars, and conferences on diverse topics offer teachers the chance to select those most relevant to their teaching goals.
Encourage Teacher Leadership
Agency and Empowerment go hand in hand. Having options and freedom to choose is encouraging and empowering.
Closely related to professional learning options is the opportunity for professional growth on the job. Providing opportunities for teachers to take on leadership roles, such as leading workshops, participating in decision-making committees, or serving as peer mentors and coaches offers the choice and agency to grow and contribute professionally in a personally compelling way.
Create a culture that values and supports teacher leadership at various levels.
Opt-in to Big Picture Conversations
Teachers want the ability to opt-in to school-wide and larger conversations of interest. Educators want to be invited to contribute to the bigger picture conversations, the decisions, and the brainstorming that shape the school where they work.
Like my bashful 7th grade self, I might not have had the loudest voice, but I wanted to be asked and involved.
Flexible Scheduling
While schools have long adhered to inflexible timetables, the evolving landscape of work patterns, locations, independence, and flexibility prompts a reevaluation.
Embracing more diverse and adaptable systems not only benefits faculty but also enhances the learning experience for students who will move into a workforce that is evolving in this way. This is a wonderful opportunity for schools to consider what makes the most sense for their unique community of educators and learners.
Consider a calendar that carves out dedicated time for professional development during the school day. Explore alternative scheduling options, like compressed workweeks or flexible start and end times, and bring a breath of fresh air to traditional structures.
Offer flexibility when and where you can. Within the parameters of necessary duties and responsibilities, allow for as much choice as possible. Teachers want the trust to leave campus for breaks, lunches, or personal errands when not teaching.
A quarter of the way through the 21st Century, one of our most valued professions is asking to stop punching a time clock.
The Ripple Effect on Students
Teacher agency doesn't just impact educators; it directly influences student engagement. A 2016 study in the American Journal of Education findings suggests that the pursuit to increase student engagement requires teacher agency to help teachers believe that they can take actions that will increase student engagement.
Essentially, agency is empowering and empowered teachers engage their students. This connection is studied and shared in a dissertation on the topic by Catherine Hawthorne-Kocak in 2021.
She found that overall, students in schools where teachers had higher levels of agency achieved higher scores in both math and English. Her analysis also showed notable links between teacher agency and student engagement.
In a nutshell
By nurturing agency among teachers, we set the stage for a positive ripple effect that benefits both educators and students.
Providing opportunities for autonomy, choice, and professional growth empowers teachers to create engaging and effective learning environments.
Recognizing the value of agency in education is a collective investment in the future of our students and the overall success of the education system.
Reviewing teacher agency is one of 12 elements of international school wellbeing that I evaluate when conducting a Wellbeing Audit. You can see and read about this comprehensive approach to shifting the culture of your international school HERE.
Photo by Javier Allegue Barros on Unsplash
