The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe

This book explores the concept of teacher autonomy across Finland, Ireland, Germany, and Sweden, revealing that greater decision-making power can lead to anxiety and self-restriction, challenging conventional beliefs about autonomy.

The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe delves into the concept of teacher autonomy, exploring its implications both theoretically and empirically. The authors investigate how teachers in Finland, Ireland, Germany, and Sweden perceive their professional autonomy, posing critical questions about the extent of their freedom in the educational landscape. By engaging with thousands of educators, the book aims to uncover what autonomy truly means in practice.

Utilizing a mixed-methods approach, the authors combine data from a large-scale questionnaire, interviews with teachers, observations of lessons and meetings, and collaborative workshops involving educators from the four countries. This comprehensive engagement highlights the nuanced perspectives of teachers regarding their autonomy. Interestingly, the findings suggest that simply increasing professional autonomy may not yield the anticipated positive outcomes. Instead, the added decision-making responsibilities can introduce complexity and risk, leading to feelings of anxiety and self-restriction among teachers.

Ultimately, the book presents a thought-provoking challenge to the prevailing notion that greater autonomy is inherently beneficial. The authors introduce the concept of the autonomy paradox, which illustrates that while increased autonomy is often viewed as a desirable goal, it can produce unintended consequences that may undermine teachers' effectiveness and well-being. This exploration encourages a reevaluation of how autonomy is understood and implemented within educational systems across Europe.