This research explored antecedents and outcomes of teachers’ agency. Study 1 (n = 767) tested whether teachers’ values relate to an agentic capacity. Study 2 (n = 430) tested the relations between teachers’ values, their agentic capacity and their agentic behaviours. The findings show that attributing importance to promoting the self and being open to new experiences, whilst maintaining self-independence, is positively related to agentic capacity. Further, agentic capacity mediates the relations between values and agentic behaviour. These findings start to explain the broad motivations for teachers’ agency and its translation into behaviour.
Bibliographical noteFunding Information:
Both studies were conducted within the context of the Jewish state school system in Israel. Schools are funded and administered by a centralised Ministry of Education. The curriculum, syllabi, pre-service teacher education and support for teacher professional development are regulated by the Ministry. Classrooms usually comprise 30– 34 students, with 13.03 student/teacher ratio, and about 140 student/computer ratio (Dronkers & Avram, 2010). The state education system has recently been decentralised (Addi-Raccah & Ainhoren, 2009). Schools are responsible for defining their pedagogic goals within the framework of the national curriculum, monitoring students’ attainments and pedagogic goals and allocating budgets. They have some autonomy in curriculum development, with teachers able to initiate new programmes and become involved in school decision-making. This setting is ideal for an in-depth examination of teachers’ agency.
© 2018 British Educational Research Association
- agentic behaviours
- agentic capacity
- teacher agency
- teacher values