Browsing by Author "Carter, Leisje"

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    A Narrative Inquiry of Teacher Perceptions of Autonomy During Emergency Remote Teaching
    (2022-02-22) Carter, Leisje; Aukerman, Maren; MacDermott, Mairi; Hansen, Aubrey
    Research indicates that professional autonomy plays an important role in determining overall levels of teacher job satisfaction (Johnson & Spector, 2007), leads to increased teacher retention rates (LaCoe, 2006), and positively impacts student achievement (Preedy, Bennett, & Wise, 2012). A study conducted by Hyslop-Margison & Sears (2001) established a link between educational quality and teacher autonomy, with researchers indicating that “the quality of education is undermined when teachers are held accountable to an external authority rather than to themselves, their colleagues, and their professional associations” (p. 1). Similarly, Preedy, Bennett, & Wise (2012) established the presence of positive impacts on student achievement when educational goals were established by teachers themselves rather than by external agents in the education process. With evidence to suggest that professional autonomy is mutually beneficial for both students and teachers, classroom-based educators continue to report dissatisfaction with overall levels of autonomy, while teachers’ perceptions of professional autonomy continues to decline (Walker, 2016). Set in the context of emergency remote teaching during the Covid-19 pandemic, my work will uncover factors identified as negating or promoting teacher autonomy, while identifying how some educators appear more successful in attaining autonomy over others under similar environmental and social conditions. A qualitative narrative inquiry methodology is undertaken to identify and explore the understandings and experiences of educators as they navigate their need for autonomy in Alberta’s current educational climate. Semi-structured interviews, observations, and field notes used during the data collection stage, are analyzed to derive answers to questions about participants’ experiences with and perspectives on teacher autonomy.