Unveiling teachers’ professional agency and decision-making in professional learning: the illusion of choice
Open accessAbstract
Current research on teachers' professional learning emphasises the crucial role of teachers' agency.Teacher agency is emphasised because it empowers teachers with decision-making capabilities that foster a sense of ownership in their professional learning.Based on our research, teachers are frequently marginalised in designing and implementing professional learning, which in turn undermines their agency and autonomy.This article presents a portion of a comprehensive study using qualitative research methods.It draws on interviews with ten classroom teachers and five school leaders from government and non-government primary and secondary schools in Adelaide, Australia that relate to their perceived autonomy and agency in their professional learning.The results underline the pivotal role of teacher agency and highlight challenges in perceived professional autonomy and agency.The control exerted by policymakers and educational leaders can restrict teachers' agency in various aspects of their professional learning.Addressing these barriers with organisational shifts can empower teachers to own their professional learning.We argue that future research should aim to explore the factors influencing teachers' agency that shape their professional learning decisions.
AI snapshot
Written from the paper’s full text.
TL;DR
This qualitative study examines teachers’ self-reported professional agency and decision-making in professional learning in Greater Adelaide, Australia, finding that teachers often have limited voice despite school-based and collaborative formats. It argues that policies, school leadership, organisations, and teachers themselves shape agency, but the current balance produces an “illusion of choice.”
Key findings
- Teachers reported restricted influence over school-provided professional learning, especially whole-staff days and strongly suggested or required activities; one teacher said, “The ones that the school puts on, you don’t always get a lot of voice into what professional learning is happening.”
- Teachers experienced greater autonomy in self-initiated and external professional learning, but support depended on cost, timing, and registration requirements; mandatory professional learning was marked by restricted topic selection and repetitive content.
- The study identifies four key actors shaping teachers’ agency in professional learning: school leadership, policies, organisations (schools and Department for Education), and teachers themselves.
- Policy analysis found two main patterns: accountability dominating teachers’ professional autonomy and agency, and policy guidance being overemphasised relative to recognising teachers’ expertise. The authors propose a checklist (Table 6) for assessing professional learning autonomy and agency.
Methods
- Qualitative interpretivist study using semi-structured interviews with 10 classroom teachers and 5 school leaders from government and non-government primary and secondary schools in Greater Adelaide, South Australia.
- The study emailed 55 school principals; only five principals agreed and circulated the invitation, a 9% response rate. Teacher interviews averaged 30 minutes; school leader interviews averaged about 50 minutes.
- Data included interviews plus national and state documents related to teachers’ professional learning. Analysis used Reflexive Thematic Analysis with an inductive approach, alongside participant-driven policy analysis.
Limitations
- The paper states that the small sample of five principals and ten teachers could affect generalisability, and that reliance on interview-based self-reported data might introduce social desirability bias.
- The text also makes evident that only 5 of 55 approached principals agreed to participate (9% response rate), and the study is limited to Greater Adelaide, South Australia.
- The paper notes that the third dimension—professional autonomy and agency emerging from professional learning—is beyond the scope of the study, though it infers it is likely constrained.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
8 of 37 cited sources checked · 7 supported · 0 flagged · accuracy not yet measured
- Premisecitation
Promoting organisational professionalism through standards has resulted in diminished teachers' autonomy and professional identity in Australian schools.
“Mockler (2013) and Sachs (2016) argue that promoting organisational professionalism through standards has resulted in diminished teachers' autonomy and professional identity in Australian schools.”
Quote in the paperSubstantial claim1 of 2 sources checked - Premisecitation
Teachers' input is typically overlooked in PL design and execution.
“Teachers' input is typically overlooked in PL design and execution (Campbell 2017, Shakuri-Rad 2018, Christie 2019, Cooper et al. 2020).”
Quote in the paperSubstantial claim1 of 3 sources checked- cites Campbell 2017
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Shakuri-Rad 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Christie 2019
- Premisecitation
Teachers often lack control over the content and form of their PL.
“Despite the agreement in the literature regarding the significance of teacher agency in PL, numerous researchers (Smith 2017, Shakuri-Rad 2018, Christie 2019, Rodman 2019, Cooper et al. 2020) have highlighted that teachers often lack control over the content and form of their PL.”
Quote in the paperSubstantial claim1 of 3 sources checked- cites Smith 2017 source
- cites Shakuri-Rad 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Christie 2019
- Premisecitation
Teachers' agency is influenced not just by their attributes, but also by their professional experience.
“As Biesta et al. (2015) suggests, teachers' agency is influenced not just by their attributes, but also by their professional experience.”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Biesta et al. 2015 source
- Interpretationcitation
This absence of clear guiding philosophy leaves teachers unsure about their roles and contributions.
“This absence leaves teachers unsure about their roles and contributions (Biesta et al. 2015).”
Quote in the paperSubstantial claim1 of 1 sources checked- cites Biesta et al. 2015 source
- Premisecitation
Informal dialogue to improve teaching is predominantly recognised as a central professional learning activity with a high teacher participation rate in the OECD (2009) report.
“Considering that even in the OECD ( 2009) report (p.57), 'Informal dialogue to improve teaching' is predominantly recognised as a central professional learning activity with a high teacher participation rate, this raises an intriguing question.”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites OECD (2009) source
The available Introduction passage discusses teacher appraisal and feedback, but not informal dialogue as a professional learning activity or its participation rate. Searches for the quoted phrase and for teacher participation in informal dialogue found no passage addressing the claim; no passage from p. 57 was available. (LLM, conf=0.72)
Experimental — accuracy not yet measured
- Premisecitation
Professional learning extends beyond designated or planned activities such as workshops or courses.
“Incorporating insights from Evans (2014), we must broaden our understanding of professional learning, recognising that it extends beyond designated or planned activities such as workshops or courses.”
Quote in the paperSubstantial claim1 of 1 sources checked- cites Evans (2014) source
- Findingown data
Our research underscores the potential for superficial adoption of collaborative learning without a genuine commitment to implementation.
“Despite collaborative learning's proven efficacy, our research underscores the potential for superficial adoption without a genuine commitment to implementation.”
Quote in the paperSubstantial claim - Findingown data
The study observed significant variations in teachers' agency and decision-making regarding professional learning activities influenced by the nature of the learning.
“In this study, we observed significant variations in teachers' agency and decision-making regarding professional learning activities influenced by the nature of the learning.”
Quote in the paperSubstantial claim - Findingown data
Leaders influence teachers' choices and experiences in their professional learning through recommendations, guidance, support, and resources.
“From providing recommendations and guidance to offering support and resources, leaders influence teachers' choices and experiences in their professional learning.”
Quote in the paperSubstantial claim - Findingown data
Teachers' interviews further highlighted the dominance of accountability over teachers' professional autonomy and agency in education policies.
“Turning to teachers' perceptions of policies, teachers' interviews further highlighted the dominance of accountability over teachers' professional autonomy and agency in education policies.”
Quote in the paperSubstantial claim - Findingown data
An obstacle with documentation is evidencing professional learning activities not directly aligned with external requirements.
“An obstacle with documentation is evidencing professional learning activities not directly aligned with external requirements.”
Quote in the paperNot a substantial claim - Findingown data
The judgemental approach instead of a supportive one is evident through leaders' concern about insufficient training for principals in assessment.
“Additionally, the judgemental approach instead of a supportive one is evident through leaders' concern about insufficient training for principals in assessment, as conveyed by Samantha:”
Quote in the paperNot a substantial claim - Findingnone given
Teachers must often justify their proposed professional learning activities' significance and potential impact on school improvement.
“Teachers must often justify their proposed professional learning activities' significance and potential impact on school improvement.”
Quote in the paperSubstantial claim - Findingown data
PL activities strongly suggested or required by the school to align with school priorities often lack personalisation.
“Lack of personalisation of activities that are strongly suggested or required by the school to align with the school's priorities”
Quote in the paperSubstantial claim - Findingown data
The level of support and resources available can play a significant role in self-initiated and external PL, especially regarding affordability and timing.
“Despite this autonomy, the level of support and resources available can still play a significant role, especially regarding the affordability of programmes and their timing.”
Quote in the paperSubstantial claim - Findingown data
Teachers noted that requirements imposed by policies can limit their professional autonomy and agency in addressing their professional learning needs effectively.
“Teachers noted that requirements imposed by policies can limit their professional autonomy and agency in addressing their professional learning needs effectively.”
Quote in the paperSubstantial claim - Findingown data
The cost or duration of professional learning opportunities often requires the involvement and approval of school leaders.
“Furthermore, the cost or duration of professional learning opportunities often requires the involvement and approval of school leaders.”
Quote in the paperSubstantial claim - Findingown data
Whole-staff professional learning days often overlook the diverse needs of individual teachers.
“While they aim to foster collective learning, they often overlook the diverse needs of individual teachers.”
Quote in the paperSubstantial claim - Findingown data
Teachers frequently noted a lack of autonomy in selecting the focus of their professional learning due to predetermined mandates.
“Teachers frequently noted a lack of autonomy in selecting the focus of their professional learning due to predetermined mandates.”
Quote in the paperSubstantial claim - Findingown data
School leaders highlighted the strategic plan and data analysis as primary drivers when guiding teachers' professional learning strategies.
“School leaders highlighted the strategic plan and data analysis as primary drivers when guiding teachers' professional learning strategies.”
Quote in the paperSubstantial claim - Findingown data
The teachers' interviews provide robust evidence of a notable limitation embedded within the APST.
“The teachers' interviews provide robust evidence of a notable limitation embedded within the APST.”
Quote in the paperSubstantial claim - Findingown data
The concept of accountability is a prominent force shaping teachers' professional learning within related policies, specifically APST and TRBSA.
“The concept of accountability is a prominent force shaping teachers' professional learning within related policies, specifically APST and TRBSA, as illustrated in Table 3.”
Quote in the paperSubstantial claim - Findingown data
Securing support for chosen activities requires teachers to communicate their values effectively.
“Securing support for their chosen activities also requires teachers to communicate their values effectively.”
Quote in the paperNot a substantial claim - Findingown data
Another challenge arises when teachers cannot document classroom-based and informal learning experiences, such as mentoring, which the Teachers Registration Board does not recognise.
“Another challenge arises when teachers cannot document classroom-based and informal learning experiences, such as mentoring, which the Teachers Registration Board does not recognise.”
Quote in the paperSubstantial claim - Findingown data
There is a disconnect between the expressed needs of teachers and the decisions made at higher administrative levels.
“The overall sentiment conveyed is one of limited autonomy and a disconnect between the expressed needs of teachers and the decisions made at higher administrative levels.”
Quote in the paperSubstantial claim - Findingown data
Teachers experience heightened autonomy in choosing their learning paths in self-initiated and external professional learning compared to other types of PL.
“In this category, teachers experience heightened autonomy in choosing their learning paths compared to other types of PL.”
Quote in the paperSubstantial claim - Findingown data
There is a distinct absence of avenues for teachers to share feedback or ideas, especially during sessions that revolve around school data and fixed agendas.
“There is a distinct absence of avenues for them to share feedback or ideas, especially during sessions that revolve around school data and fixed agendas.”
Quote in the paperSubstantial claim - Findingown data
Leaders' interviews highlighted the challenge of comprehensively assessing teachers against the standards.
“Leaders' interviews highlighted the challenge of comprehensively assessing teachers against the standards.”
Quote in the paperNot a substantial claim - Findingown data
Challenges persist in aligning personal learning choices with formal registration requirements.
“Challenges persist, however, especially when aligning personal learning choices with formal registration requirements.”
Quote in the paperNot a substantial claim - Findingreasoning
Although the TRBSA professional learning policy aims to balance accountability and teachers' professional autonomy and agency, the dominance of accountability over teachers' professional autonomy and agency becomes further evident through teachers' views.
“Although the TRBSA professional learning policy aims to balance accountability and teachers' professional autonomy and agency, the dominance of accountability over teachers' professional autonomy and agency becomes further evident through teachers' views.”
Quote in the paperSubstantial claim - Findingown data
Teachers expressed frustration with the Education Department's top-down approach, where principals are tasked with fulfilling prescribed requirements without much consideration for teachers' input or preferences.
“Teachers expressed frustration with the Education Department's top-down approach, where principals are tasked with fulfilling prescribed requirements without much consideration for teachers' input or preferences.”
Quote in the paperSubstantial claim - Findingown data
PL activities advocated or mandated by superiors might not consistently align with an individual teacher's needs or interests.
“While some PL activities are advocated or mandated by superiors, they might not consistently align with an individual teacher's needs or interests.”
Quote in the paperSubstantial claim - Findingown data
Many teachers felt compelled to participate in activities that might not align with their specific subjects or pedagogical methods, constraining their influence over their PL.
“Many teachers felt compelled to participate in activities that might not align with their specific subjects or pedagogical methods, constraining their influence over their PL.”
Quote in the paperSubstantial claim - Findingown data
Teachers perceive that school leaders tend to prioritise their own agenda instead of actively supporting and encouraging teachers' individual goals and professional learning.
“Teachers perceive that school leaders tend to prioritise their own agenda instead of actively supporting and encouraging teachers' individual goals and professional learning.”
Quote in the paperSubstantial claim - Findingown data
One significant challenge associated with leaders' involvement is the decision-making power held by the leadership team.
“One significant challenge associated with leaders' involvement is the decision-making power held by the leadership team.”
Quote in the paperSubstantial claim - Findingown data
Teachers described a culture where professional learning tends to be more about imparting information rather than genuinely integrating their perspectives.
“Teachers described a culture where professional learning tends to be more about imparting information rather than genuinely integrating their perspectives.”
Quote in the paperSubstantial claim - Findingown data
Teachers reported that in their professional development plan, typically created with the principal, the options for goal selection are predominantly aligned with the school's agenda rather than their personal and professional aspirations.
“They mentioned that, while the plan provides an opportunity to articulate their focus and goals for the future, the options for goal selection are predominantly aligned with the school's agenda rather than their personal and professional aspirations.”
Quote in the paperSubstantial claim - Findingown data
Leaders often suggest or recommend specific professional learning activities based on their perception of teachers' needs, role, responsibilities or the school's priorities.
“Leaders often suggest or recommend specific professional learning activities based on their perception of teachers' needs, role, responsibilities or the school's priorities.”
Quote in the paperSubstantial claim - Findingown data
Teachers' agency in their professional learning is influenced by four key actors: school leadership, policies, organisations, and teachers themselves.
“The study reveals that teachers' agency in their professional learning is influenced by four key actors: school leadership, policies, organisations (schools and Department for Education), and teachers themselves.”
Quote in the paperSubstantial claim - Findingreasoning
This can create a gap between teachers' aspirations and interests and the professional learning opportunities suggested by the leadership team.
“This can create a gap between teachers' aspirations and interests and the professional learning opportunities suggested by the leadership team.”
Quote in the paperSubstantial claim - Findingown data
Whole-staff professional learning days typically feature predetermined topics.
“Whole-staff professional learning days: These events, organised by schools, typically feature predetermined topics.”
Quote in the paperSubstantial claim - Findingown data
School leaders mentioned that they consider teachers' feedback in the process of guiding professional learning strategies.
“School leaders mentioned that they consider teachers' feedback in this process.”
Quote in the paperNot a substantial claim - Findingreasoning
Teachers proactively explore activities aligned with their interests and needs in self-initiated and external PL.
“Therefore, they proactively explore activities aligned with their interests and needs.”
Quote in the paperSubstantial claim - Findingown data
A recurring theme is that standards may not always encourage deeper, meaningful professional engagement.
“A recurring theme is that standards may not always encourage deeper, meaningful professional engagement.”
Quote in the paperSubstantial claim - Findingown data
The potential advantage of PLCs, particularly in developing professional agency and identities, underscored by Darling-Hammond and Sykes (1999) as the key driver of PLCs, is not consistently echoed in the experiences shared by the participating teachers.
“The potential advantage of PLCs, particularly in developing professional agency and identities, underscored by Darling-Hammond and Sykes (1999) as the key driver of PLCs, is not consistently echoed in the experiences shared by the participating teachers.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Darling-Hammond and Sykes (1999)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingown data
This study demonstrates that teachers take into account a diverse set of considerations when choosing their professional learning activities.
“This study demonstrates that teachers take into account a diverse set of considerations when choosing their professional learning activities, as outlined in Table 5.”
Quote in the paperSubstantial claim - Findingown data
Analysis of the TRBSA's professional learning document provides compelling evidence substantiating that education policy contains an excessive emphasis on policy guidance over recognising teachers' expertise.
“Analysis of the TRBSA's professional learning document provides compelling evidence substantiating that education policy contains an excessive emphasis on policy guidance over recognising teachers' expertise.”
Quote in the paperSubstantial claim - Findingown data
Teachers are key actors in shaping their agency in professional learning.
“Our findings emphasise that teachers are key actors in shaping their agency in professional learning.”
Quote in the paperSubstantial claim - Findingreasoning
There is a gap between the ideal of school leaders enhancing teacher agency and the reality in the schools in the study.
“Our study is consistent with these findings, asserting that school leaders profoundly influence teacher agency within their professional learning; however, our research reveals a gap between this ideal and the reality in the schools found in the study.”
Quote in the paperSubstantial claim - Findingown data
Instead, standards might inadvertently promote a 'tickbox' mentality.
“Instead, they might inadvertently promote a 'tickbox' mentality.”
Quote in the paperSubstantial claim - Findingown data
Student-centred considerations are paramount in guiding teachers' choices for professional learning.
“Student-centred considerations are paramount in guiding teachers' choices for professional learning.”
Quote in the paperSubstantial claim - Findingown data
Factors like the school improvement plan and alignment with professional learning objectives come into play in the school environment.
“Factors like the school improvement plan and alignment with professional learning objectives come into play in the school environment.”
Quote in the paperNot a substantial claim - Findingown data
Teachers in this research challenged the notion of 'leadership support', which, in their experience, has been redefined as a form of control rather than genuinely supporting teacher agency.
“Specifically, teachers in this research challenged the notion of 'leadership support', which, in their experience, has been redefined as a form of control rather than genuinely supporting teacher agency.”
Quote in the paperSubstantial claim - Findingown data
When schools provide limited financial resources, teachers may feel compelled to opt for more affordable or free options, limiting their ability to explore more specialised or comprehensive training opportunities.
“Teachers explained that, when schools provide limited financial resources, teachers may feel compelled to opt for more affordable or free options, limiting their ability to explore more specialised or comprehensive training opportunities.”
Quote in the paperSubstantial claim - Findingreasoning
Navigating the intricate balance between meeting superiors' expectations in a data-driven educational setting and adhering to policies proves challenging for many leaders.
“Navigating the intricate balance between meeting superiors' expectations in a data-driven educational setting and adhering to policies proves challenging for many leaders.”
Quote in the paperNot a substantial claim - Findingreasoning
The lack of dedicated time off can further hinder teachers' decision-making, as it restricts their ability to participate in longer or more intensive professional learning experiences that require extended periods away from their regular teaching responsibilities.
“Similarly, the lack of dedicated time off can further hinder teachers' decision-making, as it restricts their ability to participate in longer or more intensive professional learning experiences that require extended periods away from their regular teaching responsibilities.”
Quote in the paperSubstantial claim - Findingown data
Support from the organisation regarding funds and time release emerged as a critical factor shaping teachers' capacity to navigate their learning, impacting their decision-making power and professional agency.
“Support from the organisation regarding funds and time release emerged as a critical factor shaping teachers' capacity to navigate their learning, impacting their decision-making power and professional agency.”
Quote in the paperSubstantial claim - Findingnone given
A significant barrier for many teachers is the varied and sometimes conflicting educational messages within schools.
“A significant barrier for many teachers is the varied and sometimes conflicting educational messages within schools.”
Quote in the paperSubstantial claim - Findingown data
The analysis of data using a checklist crafted by the researchers led to the conclusion that teachers' professional learning often lacks genuine input from teachers themselves, even in school-based professional learning activities that are ostensibly designed to be owned and shaped by teachers.
“The analysis of data using a checklist crafted by the researchers (Table 6) led to the conclusion that teachers' professional learning often lacks genuine input from teachers themselves, even in school-based professional learning activities that are ostensibly designed to be owned and shaped by teachers.”
Quote in the paperSubstantial claim - Findingown data
Our data shows that standards and policies are favoured tools for school leaders.
“Our data shows that standards and policies are favoured tools for school leaders.”
Quote in the paperSubstantial claim - Findingown data
A notable disconnect emerges from the teachers' narratives in this study, revealing a disparity between the envisioned benefits of PLCs and teachers' actual experiences and desires.
“In reality, a notable disconnect emerges from the teachers' narratives in this study, revealing a disparity between the envisioned benefits of PLCs and teachers' actual experiences and desires.”
Quote in the paperSubstantial claim - Findingown data
Policies, school leaders, organisations (schools and Department for Education in SA), and classroom teachers are the primary drivers shaping teachers' agency and decision-making in professional learning.
“Our findings indicate that policies, school leaders, organisations in this study, such as schools and the Department for Education in SA, along with classroom teachers are the primary drivers shaping teachers' agency and decision-making in professional learning (Figure 4).”
- Also stated in: § Implications and conclusion · plain
“Our study unveils a multifaceted landscape wherein policies, school leadership, organisations, and teachers are the primary factors influencing teachers' sense of agency in their professional learning journey.”
Quote in the paperSubstantial claim - Also stated in: § Implications and conclusion · plain
- Findingcitation
School leaders profoundly influence teacher agency within their professional learning.
“Our study is consistent with these findings, asserting that school leaders profoundly influence teacher agency within their professional learning; however, our research reveals a gap between this ideal and the reality in the schools found in the study.”
Quote in the paperSubstantial claim - Findingown data
The interview data reveals a tension between policy guidelines and teachers' experiences.
“The interview data reveals a tension between policy guidelines and teachers' experiences.”
Quote in the paperSubstantial claim - Findingown data
The organisational climate and support in the form of funds and time release is another factor that consistently emerged from the data and significantly affects teachers' professional autonomy and agency.
“The organisational climate and support in the form of funds and time release is another factor that consistently emerged from the data and significantly affects teachers' professional autonomy and agency.”
Quote in the paperSubstantial claim - Findingreasoning
These considerations often mean teachers' development aligns more with collective school goals than individual growth.
“These considerations often mean teachers' development aligns more with collective school goals than individual growth.”
Quote in the paperSubstantial claim - Findingnone given
Logistical factors such as timing, cost and peer endorsements frequently influence teachers' final decisions.
“Moreover, logistical factors such as timing, cost and peer endorsements frequently influence their final decisions.”
Quote in the paperNot a substantial claim - Findingown data
Teachers consistently reported limitations in how administrators, organisations and policies allow them to enact agency as they engage in required professional learning programmes.
“Returning to the interview data shared in findings section of this article, teachers consistently reported limitations in how administrators, organisations and policies allow them to enact agency as they engage in required professional learning programmes.”
Quote in the paperSubstantial claim - Findingown data
Timing is one of the most basic aspects of the checklist, and it draws attention to teachers' lack of autonomy in fundamental decision-making processes.
“One of the most basic aspects of the checklist, timing, draws attention to teachers' lack of autonomy in fundamental decision-making processes, as exemplified by the question: 'Can teachers determine when they engage in professional learning?'”
Quote in the paperSubstantial claim - Findingown data
The responses from teachers shed light on the structural constraints and limited flexibility imposed by mandatory professional learning sessions.
“The responses from teachers shed light on the structural constraints and limited flexibility imposed by mandatory professional learning sessions.”
Quote in the paperSubstantial claim - Findingreasoning
This situation often leads teachers to question how they can truly take the reins of their professional learning.
“This situation often leads them to question how they can truly take the reins of their professional learning (as illustrated in our proposed framework in Figure 2).”
Quote in the paperSubstantial claim - Premisecitation
The de-professionalisation of teachers can occur when their decision-making powers and voices are undermined.
“The de-professionalisation of teachers can occur when their decision-making powers and voices are undermined (Shakuri-Rad 2018).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Shakuri-Rad 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationreasoning
The control exerted by policymakers and educational leaders can restrict teachers' agency in various aspects of their professional learning.
“The control exerted by policymakers and educational leaders can restrict teachers' agency in various aspects of their professional learning.”
Quote in the paperSubstantial claim - Interpretationreasoning
This understanding leads to misconceptions within schools that merely introducing collaborative formats can automatically empower teachers and fulfil their objectives.
“This understanding leads to misconceptions within schools that merely introducing collaborative formats can automatically empower teachers and fulfil their objectives.”
Quote in the paperSubstantial claim - Premisecitation
When decision-making power is granted, it usually aligns with external policy objectives.
“When granted, decision-making power usually aligns with external policy objectives (Priestley et al. 2015).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Priestley et al. 2015 source
- Premisecitation
PL quantified in hours to match standards diverges from authentic learning stemming from contextualised issues and practices.
“This type of PL, quantified in hours to match standards, diverges from authentic learning stemming from contextualised issues and practices (Mockler 2020).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Mockler 2020 source
- Premisecitation
Recent trends in policy development lean towards performative ideologies in teacher professionalism.
“Recent trends in policy development lean towards performative ideologies in teacher professionalism.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Sachs (2001) source
- Interpretationreasoning
These evaluations place teachers under pressure to meet externally defined criteria, potentially restricting their ability to adapt their teaching methods to their classroom dynamics and students' needs.
“These evaluations place teachers under pressure to meet externally defined criteria, potentially restricting their ability to adapt their teaching methods to their classroom dynamics and students' needs.”
Quote in the paperSubstantial claim - Interpretationreasoning
This shift towards accountability neglects the broader systemic factors that influence education.
“This shift, however, neglects the broader systemic factors that influence education.”
Quote in the paperSubstantial claim - Interpretationreasoning
The directive for teachers to 'participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities' seems to prioritise external factors over the inherent expertise and interests of teachers.
“For example, the directive for teachers to 'participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities' seems to prioritise external factors over the inherent expertise and interests of teachers.”
Quote in the paperSubstantial claim - Interpretationreasoning
The requirement for school leader involvement and approval can hinder teachers from exploring specific professional development paths beneficial to their teaching practices.
“This situation can hinder teachers from exploring specific professional development paths beneficial to their teaching practices.”
Quote in the paperSubstantial claim - Interpretationreasoning
The policy's absence of explicit assurance regarding system-level support implies that teachers undertake primary responsibility for their own professional learning.
“This is exemplified by the policy's absence of explicit assurance regarding system-level support, implying that teachers undertake primary responsibility for their own professional learning.”
Quote in the paperSubstantial claim - Interpretationreasoning
The decline in teachers' professional autonomy and agency within APST Standard 6 is evident in the language used in its descriptors, especially regarding teachers' involvement in professional learning.
“The decline in teachers' professional autonomy and agency within APST Standard 6 is evident in the language used in its descriptors, especially regarding teachers' involvement in professional learning.”
Quote in the paperSubstantial claim - Interpretationown data
This inclination inadvertently overemphasises policy-driven professional learning, potentially overshadowing the acknowledgement of teachers' expertise.
“Nevertheless, this inclination inadvertently overemphasises policy-driven professional learning, potentially overshadowing the acknowledgement of teachers' expertise.”
Quote in the paperSubstantial claim - Premisecitation
Regimes of teacher professional standards can reshape teacher professional learning by promoting a specific version of teacher professionalism.
“Our findings resonate with the insights of Mockler (2020), who highlighted that regimes of teacher professional standards can reshape teacher professional learning by promoting a specific version of teacher professionalism.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Mockler (2020) source
- Interpretationreasoning
When teachers are not fully empowered to act as 'professional learners: active decision-makers and 'democratic professionals', professional learning seems less promising and potentially lacks meaningful and impactful outcomes.
“Revisiting our theoretical framework (Figure 1), when teachers are not fully empowered to act as 'professional learners: active decision-makers and 'democratic professionals', professional learning seems less promising and potentially lacks meaningful and impactful outcomes.”
Quote in the paperNot a substantial claim - Interpretationown data
This constraint revolves around overseeing teachers' experiential expertise and innate understanding.
“This constraint revolves around overseeing teachers' experiential expertise and innate understanding.”
Quote in the paperSubstantial claim - Interpretationreasoning
Given the opportunity, teachers have the capability to manage their learning in a way that benefits the entire educational community.
“Given the opportunity, teachers have the capability to manage their learning in a way that benefits the entire educational community.”
Quote in the paperNot a substantial claim - Interpretationcitation
The superficial implementation that neglects its multidimensional nature-specifically, the dimensions of 'community', 'learning', and 'professional'-can compromise its effectiveness and potential benefits.
“While the concept of school-based PL is empirically supported and inherently attractive, the superficial implementation that neglects its multidimensional nature -specifically, the dimensions of 'community', 'learning', and 'professional' as highlighted by Hairon et al. (2017)-can compromise its effectiveness and potential benefits.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Hairon et al. (2017)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data
The intricate nature of teachers' professional autonomy and agency within professional learning sheds light on the challenges and constraints teachers face in truly owning their professional learning.
“This recognition underscores the intricate nature of teachers' professional autonomy and agency within the realm of professional learning, shedding light on the challenges and constraints teachers face in truly owning their professional learning.”
Quote in the paperSubstantial claim - Interpretationown data
If teachers have partial professional agency in one aspect, they invariably lack comprehensive professional autonomy and agency in other essential dimensions.
“This nuanced examination prompts the assertion that, if teachers have partial professional agency in one aspect, they invariably lack comprehensive professional autonomy and agency in other essential dimensions.”
Quote in the paperSubstantial claim
- Classified as probably not a substantial claim. 54
- May combine two claims. 43
- The quote only partly states this claim. 1
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationProfessional learning may occur incidentally within the daily lives of teachers, including their interactions with diverse stimuli, which can stimulate ideas leading to enhanced professionalism.
“Professional learning may occur incidentally within the daily lives of teachers, including their interactions with diverse stimuli, which can stimulate ideas leading to enhanced professionalism.”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Evans (2014) source
Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Findingnone givenThis study's findings align with existing literature suggesting a deficiency of teacher input into professional learning.
“While this study's findings align with the existing literature, which predominantly suggests a deficiency of teacher input into professional learning, we aimed to extend this discourse by posing a critical question: Is the overall landscape concerning teachers' professional autonomy and agency as unequivocally grey as it seems?”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataTeachers are frequently marginalised in designing and implementing professional learning, which undermines their agency and autonomy.
“Based on our research, teachers are frequently marginalised in designing and implementing professional learning, which in turn undermines their agency and autonomy.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataThe concept of school-based professional learning and PLCs has been overemphasised, often lacking substantial teacher agency.
“Our study's findings reveal that the concept of school-based professional learning and PLCs has been overemphasised, often lacking substantial teacher agency.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Findingown dataDecision-making in PL tends to follow a top-down model, limiting teachers' involvement in shaping their PL.
“Derek insightfully explained this approach by highlighting the overarching tendency for decision-making to follow a top-down model, limiting teachers' involvement in shaping their PL:”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Findingown dataThe prevailing sentiment among teachers is that the top-down approach to decision-making often excludes them from the planning and structuring process.
“The prevailing sentiment among teachers is the top-down approach to decision-making often excludes them from the planning and structuring process.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataSchool leaders believe a school's size and structural framework significantly influence their guidance.
“Furthermore, school leaders believe a school's size and structural framework significantly influence their guidance.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingnone givenWhile teachers may have some voice if they assert their agenda to their principals, there is a limited collective influence.
“While teachers may have some voice if they assert their agenda to their principals, there is a limited collective influence.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataLeaders acknowledged the constraints of limited school resources, with budget considerations taking centre stage in their guidance.
“Leaders acknowledged the constraints of limited school resources, with budget considerations taking centre stage in their guidance, as Mark explained.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Findingown dataThe determination of professional learning needs and choice of activities are primarily driven by the perspectives and priorities of the leadership team rather than the teachers.
“This highlights a potential limitation of this approach in contrast to a collaborative one, where the determination of professional learning needs and the choice of professional learning activities are primarily driven by the perspectives and priorities of the leadership team rather than the teachers”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataLeaders underscored that school culture and effective communication are central factors.
“Leaders underscored that school culture and effective communication are central factors.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
FindingreasoningThe wording in Focus Area 6.2 suggests a prescriptive tone.
“The wording in Focus Area 6.2 suggests a prescriptive tone.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataMandatory professional learning sessions are often repetitive, with schools or districts revisiting the same topics year after year without introducing fresh content.
“Another concern raised was the recurring nature of some mandatory sessions, with schools or districts revisiting the same topics year after year without introducing fresh content.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataTeachers conveyed that while schools frequently offer a range of PL opportunities, their influence over these activities often feels restricted.
“Teachers conveyed that, while schools frequently offer a range of PL opportunities, their influence over these activities often feels restricted.”
Quote in the paperSubstantial claimMay combine two claims.
FindingreasoningTeachers may feel their input is disregarded, leading to a sense of limited influence on their PL.
“As a result, teachers may feel their input is disregarded, leading to a sense of limited influence on their PL.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
FindingreasoningThe document's conspicuous silence on tapping into teachers' intrinsic insights and experiential wisdom underscores a potential oversight of their valuable contributions to enriching professional learning initiatives.
“Secondly, the document's conspicuous silence on tapping into teachers' intrinsic insights and experiential wisdom underscores a potential oversight of their valuable contributions to enriching professional learning initiatives.”
Quote in the paperSubstantial claimMay combine two claims.
Findingnone givenWhen assessing potential learning activities, teachers emphasise several criteria: long-term support, sustainability, quality, differentiation, adaptability to individual needs and immediate relevance.
“When assessing potential learning activities, teachers emphasise several criteria: long-term support, sustainability, quality, differentiation, adaptability to individual needs and immediate relevance.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataSchool leaders often overlook and neglect contextual factors in teacher professional learning, which might lead to less individualised development opportunities.
“Our findings indicate that school leaders often overlook and neglect contextual factors in teacher professional learning, which might lead to less individualised development opportunities.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataTeachers focus on enhancing students' outcomes, basing decisions on observed needs, feedback and foundational knowledge about their students.
“Teachers focus on enhancing students' outcomes, basing decisions on observed needs, feedback and foundational knowledge about their students.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataThere is a preference for a top-down approach to policy interpretation, potentially limiting teachers and relegating them to more passive roles in the learning process.
“Additionally, there is a preference for a top-down approach to policy interpretation, potentially limiting teachers relegating them to more passive roles in the learning process.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataIn the present situation, the desired balance among policies, school leaders, organisations, and teachers remains elusive due to rigid policy frameworks, top-down leadership approaches, and a lack of active teacher involvement in decision-making processes.
“Our findings further reveal that, in the present situation, this desired balance remains elusive due to reasons, such as rigid policy frameworks, top-down leadership approaches, and a lack of active teacher involvement in decision-making processes.”
- Also stated in: § Implications and conclusion · plain
“However, the reality depicted in our findings signals a departure from this ideal interplay.”
Quote in the paperSubstantial claim- Also stated in: § Implications and conclusion · plain
Classified as probably not a substantial claim.
Findingown dataOur findings further emphasise that teachers possess the intrinsic capacity for what Sachs (2001) defines as 'democratic professionalism'.
“Moreover, our findings further emphasise that teachers possess the intrinsic capacity for what Sachs (2001) defines as 'democratic professionalism'.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Sachs (2001) source
May combine two claims.
Findingown dataWhile the APST is seen as valuable for newer teachers, many experienced teachers do not find it central to their practice.
“While the APST is seen as valuable for newer teachers, many experienced teachers do not find it central to their practice.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Findingnone givenThese mixed messages often have roots in changes introduced from outside the educational community, resulting in a void of clear guiding philosophy.
“Often, these mixed messages have roots in changes introduced from outside the educational community, resulting in a void of clear guiding philosophy.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataThe neglect of teachers' input and influence on school-based PL, the dimension of 'professional' has been overlooked.
“Here, we will argue that as supported by the findings of this study-the neglect of teachers' input and influence on school-based PL, the dimension of 'professional' has been overlooked.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S4 (based).
Findingown dataThe document prominently outlines procedural compliance and policy adherence as the primary markers of effective professional learning, potentially overshadowing the diverse expertise and innovative practices that teachers bring to the table.
“Firstly, the document prominently outlines procedural compliance and policy adherence as the primary markers of effective professional learning, potentially overshadowing the diverse expertise and innovative practices that teachers bring to the table.”
Quote in the paperNot a substantial claimMay combine two claims.
FindingreasoningThe decision-making process lacks inclusivity; the input of teachers is not consistently sought or valued, leading to a diminished sense of shared ownership and collective agency.
“The decision-making process also lacks inclusivity; the input of teachers is not consistently sought or valued, leading to a diminished sense of shared ownership and collective agency.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim. May combine two claims.
FindingreasoningTeachers positioned at the core of this discourse find themselves navigating conflicting educational narratives and an environment that, at times, obscures their central role.
“Concurrently, teachers positioned at the core of this discourse find themselves navigating conflicting educational narratives and an environment that, at times, obscures their central role.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataWhile teachers recognise their theoretical role in professional learning, the prescriptive nature of specific policies and expectations causes some confusion.
“Furthermore, our study reveals a nuance: while teachers recognise their theoretical role in professional learning, the prescriptive nature of specific policies and expectations causes some confusion.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataWhile teachers might exert some autonomy in specific facets, they encounter substantial limitations in other crucial areas.
“It became evident that, while teachers might exert some autonomy in specific facets, they encounter substantial limitations in other crucial areas.”
Quote in the paperSubstantial claimMay combine two claims.
PremisecitationTeacher learning catering to the performative agenda removes the ownership of learning and diminishes teachers' motivation for participation.
“Teacher learning catering to the performative agenda removes the ownership of learning (Lloyd and Davis 2018) and diminishes teachers' motivation for participation (Rodman 2019).”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Lloyd and Davis 2018 source
- cites Rodman 2019
May combine two claims.
PremisecitationOverlooking teachers' contributions in shaping policies can result in disengagement and hindered participation in professional learning.
“Overlooking teachers' contributions in shaping policies can result in disengagement and hindered participation in professional learning (Du Plessis 2019).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Du Plessis 2019 source
May combine two claims.
PremisecitationThe encouraged form of 'controlled and compliant' professionalism through professional standards adversely impacts teachers' engagement in professional learning, their innovation in teaching, and their practice.
“The encouraged form of 'controlled and compliant' professionalism (Sachs 2016, p. 423) through professional standards adversely impacts teachers' engagement in professional learning, their innovation in teaching, and their practice (Mills et al. 2021).”
Quote in the paperSubstantial claim0 of 2 sources checkedMay combine two claims.
PremisecitationTeachers often implement policies devised by others, with their expertise overlooked and their learning constrained, affecting their agency.
“Consequently, teachers often implement policies devised by others, with their expertise overlooked and their learning constrained (Smith 2017), affecting their agency (Campbell 2015, Priestley et al. 2015).”
Quote in the paperSubstantial claim0 of 3 sources checkedMay combine two claims.
PremisecitationThe emphasis on measurable outcomes and compliance mechanisms fosters a sense of mistrust, eroding teachers' authenticity, commitment, and professional judgement.
“The emphasis on measurable outcomes and compliance mechanisms fosters a sense of mistrust, eroding teachers' authenticity, commitment, and professional judgement (Hardy 2018, Appel 2020).”
Quote in the paperSubstantial claim0 of 2 sources checkedClassified as probably not a substantial claim.
InterpretationreasoningSuch an approach often undervalues the individual inputs of teachers, overshadowing them with an overemphasis on the collectivist approach.
“Such an approach often undervalues the individual inputs of teachers, overshadowing them with an overemphasis on the collectivist approach.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Study design and conductnone givenThe reliance on interview-based self-reported data might introduce social desirability bias.
“Also, the reliance on interview-based self-reported data might introduce social desirability bias.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductreasoningThe researchers' familiarity with related literature subtly informed the coding process and offered context to the emerging themes.
“Their familiarity with related literature subtly informed the coding process and offered context to the emerging themes.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenUsing an inductive approach ensured that the analysis closely reflected participants' perspectives.
“Using an inductive approach, we ensured that our analysis closely reflected participants' perspectives.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
PremisecitationShamir (2008) discussed that responsibilisation involves placing teachers at the forefront of accountability for outcomes beyond their direct control, such as students' achievements and overall school advancement.
“Shamir (2008), calling it responsibilisation, discussed that this notion involves placing teachers at the forefront of accountability for outcomes beyond their direct control, such as students' achievements and overall school advancement.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Shamir (2008) source
Classified as probably not a substantial claim. May combine two claims.
Study design and conductreasoningThe indirect approach facilitated a more open conversation, providing a nuanced perspective on their involvement in PL.
“This indirect approach facilitated a more open conversation, providing a nuanced perspective on their involvement in PL.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S4 (based). May combine two claims.
Interpretationnone givenThe APST objectives focus on teacher quality rather than teaching quality, implying a deliberate shift towards accountability by focusing on individual teachers' capabilities and their impact on educational outcomes.
“The APST objectives focus on teacher quality rather than teaching quality, implying a deliberate shift towards accountability by focusing on individual teachers' capabilities and their impact on educational outcomes.”
Quote in the paperNot a substantial claimMay combine two claims.
InterpretationreasoningThe mandatory requirement for 100 hours of professional learning within five years underscores the prescribed nature of the learning process, reinforcing the idea that teachers must conform to standardised expectations.
“Moreover, the mandatory requirement for 100 hours of professional learning within five years underscores the prescribed nature of the learning process, reinforcing the idea that teachers must conform to standardised expectations.”
Quote in the paperSubstantial claimMay combine two claims.
InterpretationreasoningWhile the APST acknowledges teachers' significance, it simultaneously places them solely accountable for outcomes, disregarding the multifaceted influences within education's complex landscape.
“While the APST acknowledges teachers' significance, it simultaneously places them solely accountable for outcomes, disregarding the multifaceted influences within education's complex landscape.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
InterpretationreasoningA larger, more diverse sample might yield a richer understanding.
“A larger, more diverse sample might yield a richer understanding.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
InterpretationreasoningInadequate training might hinder evaluators from fully understanding classroom nuances, potentially limiting teachers' professional autonomy and agency due to assessment practices that do not align with their contexts.
“This approach suggests that inadequate training might hinder evaluators from fully understanding classroom nuances, potentially limiting teachers' professional autonomy and agency due to assessment practices that do not align with their contexts.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Study design and conductreasoningThe study strategically avoided direct questions about participants' autonomy and decision-making to reduce potential social desirability bias.
“We strategically avoided direct questions about participants' autonomy and decision-making in their professional learning to reduce potential social desirability bias.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisenone givenWithin the APST, standard 6 highlights the need for teachers to enhance their practice through professional learning.
“As summarised in Table 4, within the APST, standard 6 highlights the need for teachers to enhance their practice through professional learning.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based).
InterpretationreasoningA specific concern is how such emphasis could curtail teachers' professional autonomy and agency.
“A specific concern is how such emphasis could curtail teachers' professional autonomy and agency.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenThe study's small sample of five principals and ten teachers could affect the generalisability of results.
“The study's small sample of five principals and ten teachers could affect the generalisability of results.”
Quote in the paperNot a substantial claimMay combine two claims.
InterpretationreasoningThe policy's insistence on recording and providing evidence of professional learning activities further solidifies individual accountability, prioritising documentation over self-directed professional autonomy and agency.
“The policy's insistence on recording and providing evidence of professional learning activities further solidifies individual accountability, prioritising documentation over self-directed professional autonomy and agency.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductnone givenThe study adopted an inductive analysis, avoiding a predefined codebook to reduce biases.
“While the study adopted an inductive analysis, avoiding a predefined codebook to reduce biases”
Quote in the paperNot a substantial claimMay combine two claims.
InterpretationreasoningThis duality creates an imbalance between recognition of teachers' expertise and the burdensome accountability placed on them, an issue exacerbated by the nuanced interplay between professional autonomy and agency and institutional expectations.
“This duality creates an imbalance between recognition of teachers' expertise and the burdensome accountability placed on them, an issue exacerbated by the nuanced interplay between professional autonomy and agency and institutional expectations.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based).
InterpretationreasoningIts strong emphasis on strict adherence to the APST framework might eclipse teachers' unique expertise.
“Nevertheless, its strong emphasis on strict adherence to the APST framework might eclipse teachers' unique expertise.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.
Study design and conductreasoningThe combined approach enhanced the analysis's depth, ensuring themes were contextually rooted and genuinely reflected participants' experiences.
“The combined approach enhanced the analysis's depth, ensuring themes were contextually rooted and genuinely reflected participants' experiences in professional learning decision-making and agency.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
InterpretationreasoningIn larger schools, there may be a greater likelihood of top-down decisions, which may not always resonate with individual teachers' preferences.
“In larger schools, there may be a greater likelihood of top-down decisions, which may not always resonate with individual teachers' preferences.”
Quote in the paperNot a substantial claimMay combine two claims.
Interpretationown dataOrganisational culture not only directly impacts teachers' professional autonomy and agency but also exerts influence through leaders' agency.
“Organisational culture not only directly impacts teachers' professional autonomy and agency but also exerts influence through leaders' agency, as elucidated by Samantha (see 'School leadership' above).”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S4 (based).
InterpretationreasoningIf the 'community' and 'professional' dimensions of PLCs are lacking, the essential 'learning' dimension inevitably remains unattained.
“If the 'community' and 'professional' dimensions of PLCs are lacking, the essential 'learning' dimension inevitably remains unattained.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationTransformational leadership is the ideal model to boost school and teacher agency, increasing teacher engagement and dedication.
“Additionally, transformational leadership is the ideal model to boost school and teacher agency, increasing teacher engagement and dedication (Sun and Leithwood 2015).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Sun and Leithwood 2015 source
Probably not a substantial claim: may not pass S2 (checkable).
Interpretationnone givenDespite the intention of following best practices, there is an intriguing illusion surrounding these practices, one that policymakers and educational leaders aspire to create.
“However, despite the intention of following best practices, there is an intriguing illusion surrounding these practices, one that policymakers and educational leaders aspire to create.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
PremisecitationIn professional learning, professionalism is teachers' agentic qualities that empower them and allow them to construct their knowledge and engage proactively in their in-service education.
“We believe that in professional learning, professionalism is teachers' agentic qualities that empower them and allow them to construct their knowledge and engage proactively in their in-service education, as underscored by Sachs (2016).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Sachs (2016) source
The quote only partly states this claim.
InterpretationreasoningA harmonious balance among policies, school leaders, organisations, and teachers fosters a well-rounded teacher agency.
“A harmonious balance among these three actors fosters a well-rounded teacher agency (Figure 4).”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based).
InterpretationreasoningThe constant pressure to produce quantifiable results can overshadow the qualitative nuances of effective professional learning.
“The constant pressure to produce quantifiable results can overshadow the qualitative nuances of effective professional learning.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
Interpretationnone givenRapidly evolving educational policies often leave little room for flexibility, and ever-present scrutiny can deter leaders from deviating from the prescribed path, even if it might benefit their educators and students.
“Additionally, the rapidly evolving educational policies often leave little room for flexibility, and the ever-present scrutiny can deter leaders from deviating from the prescribed path, even if it might benefit their educators and students.”
Quote in the paperSubstantial claimMay combine two claims.
Interpretationown dataThe combination of insufficient funds and limited time release establishes a barrier that prevents teachers from fully engaging in their preferred professional learning activities and limits their influence on directing their learning experiences.
“The combination of insufficient funds and limited time release establishes a barrier that prevents teachers from fully engaging in their preferred professional learning activities and limits their influence on directing their learning experiences, as teachers in this study discussed.”
Quote in the paperSubstantial claimMay combine two claims.
PremisecitationThe concept of school-based PL is empirically supported and inherently attractive.
“While the concept of school-based PL is empirically supported and inherently attractive, the superficial implementation that neglects its multidimensional nature -specifically, the dimensions of 'community', 'learning', and 'professional' as highlighted by Hairon et al. (2017)-can compromise its effectiveness and potential benefits.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Hairon et al. (2017)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationSchool leaders play a pivotal role in enhancing teacher agency, and teacher participation in professional learning communities is important for effective teaching.
“Research has extensively shown that school leaders play a pivotal role in enhancing teacher agency, emphasising the importance of teacher participation in professional learning communities for effective teaching (Sun andLeithwood 2015, Hallinger et al. 2017).”
Quote in the paperNot a substantial claim0 of 2 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing).
Premisenone givenA significant portion of school-based PL activities is grounded in the promising concept of PLCs.
“Whether explicitly labelled as such or not, a significant portion of school-based PL activities is grounded in the promising concept of PLCs.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S4 (based).
InterpretationreasoningThe set schedule on specific days creates structural constraints on teachers' time, potentially impeding their ability to schedule professional learning activities at times that better suit their individual needs or preferences.
“Additionally, the set schedule on specific days creates structural constraints on teachers' time, potentially impeding their ability to schedule professional learning activities at times that better suit their individual needs or preferences.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningA harmonised interplay among policies, school leadership, organisations, and teachers is indispensable to ensure meaningful professional learning.
“A harmonised interplay among these primary elements is indispensable to ensure meaningful professional learning.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
InterpretationreasoningThis logical inference aligns with the overarching theme of teachers' limited professional autonomy and agency discerned from the comprehensive examination of professional learning experiences shared by teachers in the study.
“This logical inference aligns with the overarching theme of teachers' limited professional autonomy and agency discerned from the comprehensive examination of professional learning experiences shared by teachers in the study.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
InterpretationreasoningTeachers may have less influence in determining the overall schedule of these activities, highlighting potential challenges to their autonomy in this aspect of professional learning.
“This suggests that teachers may have less influence in determining the overall schedule of these activities, highlighting potential challenges to their autonomy in this aspect of professional learning.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
InterpretationreasoningThe fact that the institution organises these sessions on a regular basis implies a level of institutional control over the timing of professional learning.
“The fact that the institution organises these sessions on a regular basis implies a level of institutional control over the timing of professional learning.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
InterpretationreasoningTrusting teachers' judgement when considering their classroom activities as valuable components of professional learning in supporting students is aligned with this perspective.
“This perspective aligns with trusting teachers' judgement when considering their classroom activities as valuable components of professional learning in supporting students.”
Quote in the paperNot a substantial claimMay combine two claims.
InterpretationreasoningWhile school-based professional learning offers a framework for cultivating a cohesive learning environment, discernible gaps emerge when contrasting the theory with teachers' lived experiences.
“While school-based professional learning offers a framework for cultivating a cohesive learning environment, discernible gaps emerge when contrasting the theory with teachers' lived experiences.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
InterpretationreasoningThe requirement to attend these sessions on a specific day introduces limitations on flexibility, as teachers may have reduced freedom to choose when to engage in professional learning.
“The requirement to attend these sessions on a specific day introduces limitations on flexibility, as teachers may have reduced freedom to choose when to engage in professional learning.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.
Interpretationnone givenTeaching students with special needs is dynamic and requires continuous adaptation and innovation.
“This teacher's insightful perspective also highlights the dynamic nature of teaching students with special needs, requiring continuous adaptation and innovation.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.
InterpretationreasoningWhile a regular schedule could create a predictable routine for professional learning, the reported challenges and teachers' opinions about these sessions raise suspicions about the positive aspects.
“While we acknowledge that having a regular schedule could create a predictable routine for professional learning, making it easier for teachers to plan around these activities, the reported challenges and teachers' opinions about these sessions raise suspicions about the positive aspects.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based).
InterpretationreasoningThese inconsistencies arise due to a surface-level engagement with the multifaceted nature of professional learning, particularly in downplaying the 'professional' aspect, which is paramount for genuine empowerment.
“These inconsistencies arise due to a surface-level engagement with the multifaceted nature of professional learning, particularly in downplaying the 'professional' aspect, which is paramount for genuine empowerment.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
InterpretationreasoningIf these sessions are compulsory, teachers may find their autonomy constrained, as they have limited say in when it is most convenient or effective for them to participate in professional learning.
“If these sessions are compulsory, teachers may find their autonomy constrained, as they have limited say in when it is most convenient or effective for them to participate in professional learning.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
InterpretationreasoningGiven the observed limitations in professional autonomy and agency over and during professional learning, the third dimension, professional autonomy and agency emerging from professional learning, is likely to be constrained or less pronounced.
“Although the last dimension -professional autonomy and agency emerging from professional learning -is beyond the scope of this study, it is essential to note that, given the observed limitations in professional autonomy and agency over and during professional learning, the expectation is that the third dimension, professional autonomy and agency emerging from professional learning, is likely to be”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Interpretationown dataThese limitations contribute to a nuanced understanding of the challenges teachers face in exercising professional autonomy and agency in their professional learning experiences.
“These limitations, as discussed in various aspects of the checklist, contribute to a nuanced understanding of the challenges teachers face in exercising professional autonomy and agency in their professional learning experiences.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S4 (based).
InterpretationreasoningThe regular day professional learning sessions, especially if they are mandatory staff meetings, can significantly impact teachers' professional autonomy and agency.
“The regular day professional learning sessions, especially if they are mandatory staff meetings, can significantly impact teachers' professional autonomy and agency.”
Quote in the paperNot a substantial claim
The paper relies on this without support.
Insights from interviews with school leaders validate teachers' self-reported agency and decision-making processes.
“Therefore, this study is designed to investigate teachers' self-reported agency and decision-making processes in their professional learning which have been validated by insights from interviews with school leaders.”
The paper relies on this without support.
The checklist constructed from interviews and literature is a valid and comprehensive framework for assessing teachers' professional autonomy and agency.
“The checklist offers a framework for assessing teachers' professional autonomy and agency, providing policymakers with a practical tool for evaluating and enhancing PL initiatives.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Four factors are described as three actors
MinorThe sentence lists four factors-policies, school leaders, organisations and classroom teachers-but then refers to a balance among three actors.
“Our findings indicate that policies, school leaders, organisations in this study, such as schools and the Department for Education in SA, along with classroom teachers are the primary drivers shaping teachers' agency and decision-making in professional learning (Figure 4).A harmonious balance among these three actors fosters a well-rounded teacher agency (Figure 4).”
“The study reveals that teachers' agency in their professional learning is influenced by four key actors: school leadership, policies, organisations (schools and Department for Education), and teachers themselves.”
Cites
Teacher professional development in Teaching and Teacher Education over ten years
Avalos, B. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.08.007 · Cited by 2,267 · cited 1× · see citing works
“Smith (2017) and Avalos (2011) posit that teachers’ professional agency is central to learning, placing teachers as its object and subject.”
Teaching as the Learning Profession : Handbook of Policy and Practice
Darling‐Hammond, L., & Sykes, G. (1999) · Cited by 2,145 · see citing works
Teaching as the Learning Profession : Handbook of Policy and Practice
Darling‐Hammond, L., & Sykes, G. (1999) · Medical Entomology and Zoology · Cited by 2,047 · see citing works
The role of beliefs in teacher agency
Biesta, G., Priestley, M., & Robinson, S. (2015) · Teachers and Teaching · doi:10.1080/13540602.2015.1044325 · Cited by 1,318 · cited 5× · see citing works
“When granted, decision-making power usually aligns with external policy objectives (Priestley et al .”
InfluentialThe age of responsibilization: on market-embedded morality
Shamir, R. (2008) · Economy and Society · doi:10.1080/03085140701760833 · Cited by 1,025 · cited 1× · see citing works
“Shamir (2008), calling it responsibilisation, discussed that this notion involves placing teachers at the forefront of accountability for outcomes beyond their direct control, such as students’ achievements and overall school advancement.”
Teacher professional identity: competing discourses, competing outcomes
Sachs, J. (2001) · Journal of Education Policy · doi:10.1080/02680930116819 · Cited by 954 · cited 3× · see citing works
“Utilising a modified theoretical framework inspired by Sachs (2001, 2016) discourses on managerial and democratic professionalism, the study offers an in-depth look at teachers’ agency, organisational dynamics, and democratic practices in PL.”
What is agency? Conceptualizing professional agency at work
Eteläpelto, A., Vähäsantanen, K., Hökkä, P. K., & Paloniemi, S. (2013) · Educational Research Review · doi:10.1016/j.edurev.2013.05.001 · Cited by 943 · cited 1× · see citing works
“Eteläpelto et al .”
Priestley, M., Biesta, G., & Robinson, S. (2015) · Flip the System · doi:10.4324/9781315678573-15 · Cited by 935 · see citing works
Creating Effective Teaching and Learning Environments: First Results from TALIS
OECD (2009) · TALIS · doi:10.1787/9789264068780-en · Cited by 716 · see citing works
How the world’s most improved school systems keep getting better
Ng, P. T. (2011) · Journal of Educational Change · doi:10.1007/s10833-011-9174-x · Cited by 643 · see citing works
Pearson, L. C., & Moomaw, W. (2005) · Educational research quarterly · Cited by 548 · see citing works
Teacher professionalism: why are we still talking about it?
Sachs, J. (2016) · Teachers and Teaching · doi:10.1080/13540602.2015.1082732 · Cited by 509 · cited 3× · see citing works
“We believe that in professional learning, professionalism is teachers’ agentic qualities that empower them and allow them to construct their knowledge and engage proactively in their in-service education, as underscored by Sachs (2016).”
Collaborative inquiry in teacher professional development
Butler, D. L., & Schnellert, L. (2012) · Teaching and Teacher Education · doi:10.1016/j.tate.2012.07.009 · Cited by 329 · cited 1× · see citing works
“2009, Butler and Schnellert 2012).”
Turner, J. R. (2020) · Springer eBooks · doi:10.1007/978-3-030-39903-0_1056 · Cited by 238 · see citing works
Evans, L. (2014) · Cambridge Journal of Education · doi:10.1080/0305764x.2013.860083 · Cited by 227 · cited 1× · see citing works
“Incorporating insights from Evans (2014), we must broaden our understanding of professional learning, recognising that it extends beyond designated or planned activities such as workshops or courses.”
Teacher agency and professional practice
Molla, T., & Nolan, A. (2020) · Teachers and Teaching · doi:10.1080/13540602.2020.1740196 · Cited by 200 · cited 3× · see citing works
“They underscore the integral relationship between agency and teacher professionalism, noting, ‘at the core of teacher, professionalism is agency’ (Molla and Nolan 2020, p. 68).”
InfluentialSun, J., & Leithwood, K. (2015) · School Effectiveness and School Improvement · doi:10.1080/09243453.2015.1005106 · Cited by 187 · cited 2× · see citing works
“Additionally, transformational leadership is the ideal model to boost school and teacher agency, increasing teacher engagement and dedication (Sun and Leithwood 2015).”
Changing Teacher Professionalism
Yufu, S., 紅林, 伸., Kawamura, A., HASEGAWA, T., 油布, 佐., & 川村, 光. (2009) · Routledge eBooks · doi:10.4324/9780203887264 · Cited by 171 · cited 1× · see citing works
“Critics argue that this managerial approach limits teachers from engaging in contextual professional learning and hinders the growth of a collaborative professional culture (Gewirtz et al .”
Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity
Mockler, N. (2013) · Australian Journal of Teacher Education · doi:10.14221/ajte.2013v38n10.8 · Cited by 168 · cited 4× · see citing works
“The marginalised and silenced teachers (Smith 2017) are far from the most needed democratic professionals with autonomy and responsibility who self-direct their learning (Mockler 2013, Campbell 2015).”
InfluentialA research agenda for professional learning communities: moving forward
Hairon, S., Goh, J. W. P., Chua, C. S. K., & Wang, L.-Y. (2015) · Professional Development in Education · doi:10.1080/19415257.2015.1055861 · Cited by 132 · cited 2× · see citing works
“2009; Hairon et al .”
Teacher professional learning under audit: reconfiguring practice in an age of standards
Mockler, N. (2022) · Professional Development in Education · doi:10.1080/19415257.2020.1720779 · Cited by 131 · cited 5× · see citing works
“The performative perspective on teacher learning supports PL that promotes a specific form of teacher professionalism and satisfies professional registration requirements (Mockler 2020).”
InfluentialTeacher agency in professional learning communities
Brodie, K. (2019) · Professional Development in Education · doi:10.1080/19415257.2019.1689523 · Cited by 116 · cited 3× · see citing works
“2006, as cited in Brodie, 2021; Katz et al .”
Assessing the effects of Learning-Centered Leadership on Teacher Professional Learning in Thailand
Hallinger, P., Piyaman, P., & Viseshsiri, P. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.07.008 · Cited by 95 · cited 1× · see citing works
“Research has extensively shown that school leaders play a pivotal role in enhancing teacher agency, emphasising the importance of teacher participation in professional learning communities for effective teaching (Sun and Leithwood 2015, Hallinger et al .”
Teachers as Adult Learners: Re-Conceptualizing Professional Development.
Gregson, J. A., & Sturko, P. A. (2007) · Cited by 60 · see citing works
Governing teacher learning: understanding teachers’ compliance with and critique of standardization
Hardy, I. (2018) · Journal of Education Policy · doi:10.1080/02680939.2017.1325517 · Cited by 55 · cited 1× · see citing works
“The emphasis on measurable outcomes and compliance mechanisms fosters a sense of mistrust, eroding teachers’ authenticity, commitment, and professional judgement (Hardy 2018, Appel 2020).”
Power, K. B., & Goodnough, K. C. (2018) · Teaching Education · doi:10.1080/10476210.2018.1465035 · Cited by 54 · cited 1× · see citing works
“By emphasising teachers’ agency as the cornerstone of PL, teachers’ professional aspirations can be aligned with broader educational objectives, promoting an environment conducive to autonomy, wellbeing, and confidence (James and Patricia 2007, Du Plessis 2019, Power and Goodnough 2019).”
(2017) · Canadian Journal of Education / Revue canadienne de l éducation · Cited by 47 · see citing works
Beyond performativity: a pragmatic model of teacher professional learning
Lloyd, M., & Davis, J. P. (2018) · Professional Development in Education · doi:10.1080/19415257.2017.1398181 · Cited by 47 · cited 1× · see citing works
“Teacher learning catering to the performative agenda removes the ownership of learning (Lloyd and Davis 2018) and diminishes teachers’ motivation for participation (Rodman 2019).”
The New Democratic Professional in Education: Confronting Markets, Metrics, and Managerialism
Anderson, G. L., & Cohen, M. I. (2018) · Cited by 47 · see citing works
Performativity and the demise of the teaching profession: the need for rebalancing in Australia
Appel, M. (2020) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2019.1644611 · Cited by 45 · cited 2× · see citing works
“The emphasis on measurable outcomes and compliance mechanisms fosters a sense of mistrust, eroding teachers’ authenticity, commitment, and professional judgement (Hardy 2018, Appel 2020).”
Cooper, R., Fitzgerald, A., Loughran, J., Phillips, M., & Smith, K. (2020) · Teachers and Teaching · doi:10.1080/13540602.2021.1900810 · Cited by 36 · cited 3× · see citing works
“Teachers’ input is typically overlooked in PL design and execution (Campbell 2017, Shakuri-Rad 2018, Christie 2019, Cooper et al .”
Teachers as Self-directed Learners
Smith, K. (2017) · Self-Study of Teaching and Teacher Education Practices · doi:10.1007/978-981-10-3587-6 · Cited by 35 · cited 5× · see citing works
“Consequently, teachers often implement policies devised by others, with their expertise overlooked and their learning constrained (Smith 2017), affecting their agency (Campbell 2015, Priestley et al .”
InfluentialAn Australian Perspective on Teacher Professional Development in Supercomplex Times
LING, L. M., & Mackenzie, N. (2015) · Psychology Society & Education · doi:10.25115/psye.v7i3.517 · Cited by 33 · see citing works
Du Plessis, A. E. (2019) · Teacher Education, Learning Innovation and Accountability · doi:10.1007/978-981-13-9722-6 · Cited by 32 · cited 3× · see citing works
“Overlooking teachers’ contributions in shaping policies can result in disengagement and hindered participation in professional learning (Du Plessis 2019).”
Issues of professionalism and teachers: critical observations from research and the literature
Johnston, J. (2014) · The Australian Educational Researcher · doi:10.1007/s13384-014-0159-7 · Cited by 29 · cited 1× · see citing works
“Driven by the influence of professionalism on teachers’ agency (Pearson and Moomaw 2005, Johnston 2015), in this study we conceptualise professional agency in professional learning as teachers’ agentic capacity to actively manage their learning and create a conducive learning context and navigate…”
Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2021) · Teaching Education · doi:10.1080/10476210.2020.1843617 · Cited by 29 · cited 1× · see citing works
“The encouraged form of ‘controlled and compliant’ professionalism (Sachs 2016, p. 423) through professional standards adversely impacts teachers’ engagement in professional learning, their innovation in teaching, and their practice (Mills et al .”
(2019) · Cited by 12 · see citing works
Steyn, G. M. (2017) · Springer eBooks · doi:10.1007/978-981-10-4151-8_16 · Cited by 11 · cited 1× · see citing works
“Amid shifting educational trends, the movement towards professional learning communities (PLCs) stands out, emphasising the value of collaborative learning in enhancing classroom practices (Steyn 2017) while empowering teachers as professional agent in their PL (Brodie 2021).”
Heckathorn, J., & Dotger, S. (2023) · Professional Development in Education · doi:10.1080/19415257.2023.2212680 · Cited by 9 · see citing works
(2015) · Australian Educational Leader · Cited by 4 · see citing works
Una perspectiva australiana sobre el desarrollo profesional docente en tiempos supercomplejos
LING, L. M., & Mackenzie, N. (2015) · Psychology Society & Education · doi:10.25115/psye.v7i3.518 · Cited by 3 · cited 1× · see citing works
“Such learning might not necessarily facilitate genuine understanding or meaning-making, leading to actual changes in practice (Ling and Mackenzie 2015, Mockler 2020).”
(2019) · Digital Commons-DePaul (DePaul University) · Cited by 1 · see citing works
Flagged first, then by citations
Research works printed but not linked: 2
- Calvert, L., 2016. The power of teacher agency. The learning professional, 37 (2), 51.
- Shakuri-Rad, W.A., 2018. Dig deep, not wide: secondary teachers’ perceptions regarding professional development. Ann Arbor, MI: ProQuest Dissertations Publishing.
Cited by
Sorted by citations
Liu, Q., Ali, N. L., & Lee, H. Y. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2449728 · Cited by 27 · see citing works
“…agency has gained prominence as it equips educators with decision-making abilities that enhance their sense of ownership in professional learning (Mohammad Nezhad & Stolz, 2024), particularly during the transition to emergency online teaching necessitated by the COVID-19 pandemic (Ashton, 2022).”
Yu, H., Chen, Y. H., & Ismail, I. M. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105289 · Cited by 10 · see citing works
Nemani, S. (2024) · Journal for the Education of Gifted Young Scientists · doi:10.17478/jegys.1552021 · Cited by 7 · see citing works
Findyartini, A., Nirula, L., Mandache, M.-E., Caramori, U., Cilliers, F. J., Cantillon, P., & Roebertsen, H. (2025) · Medical Teacher · doi:10.1080/0142159x.2025.2507150 · Cited by 5 · see citing works
Parr, G., Hicks, D., McGraw, A., et al. (2025) · Changing English · doi:10.1080/1358684x.2025.2579796 · Cited by 3 · see citing works
Wu, M., Yao, J., & Al-Hashimy, H. N. H. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1806618 · Cited by 3 · see citing works
Nezhad, P. M., & Stolz, S. A. (2024) · The Australian Educational Researcher · doi:10.1007/s13384-024-00764-7 · Cited by 6 · see citing works
“This resonates strongly with a dominant theme emerging consistently across all four research questions in this study, namely, the lack of teachers’ professional autonomy and agency (See Mohammad Nezhad & Stolz, 2024).”
Self-citationLi, L., & Tao, J. (2025) · Higher Education Research & Development · doi:10.1080/07294360.2025.2503825 · Cited by 2 · see citing works
“In fact, academics have been noted to lack control of the content and format of their professional learning in marginalised positions, which undermines their professional agency in learning (Mohammad Nezhad & Stolz, 2024).”
Nguyen, N. N., & Barbieri, W. (2025) · Teachers and Teaching · doi:10.1080/13540602.2025.2510997 · Cited by 2 · see citing works
Circular logic? Analysing the professional standards framework for higher education
Beighton, C. (2025) · Professional Development in Education · doi:10.1080/19415257.2025.2542202 · Cited by 2 · see citing works
Hilal, Y. Y. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105131 · Cited by 2 · see citing works
Quishpe, M., Acosta-Vargas, I., Rodríguez-Rojas, L., Arias, J. E. M., Coronel-Navarro, D. A., Gutiérrez, R. T., & Acosta-Vargas, P. (2025) · Sustainability · doi:10.3390/su17198850 · Cited by 3 · see citing works
Blegur, J. (2025) · Physical Education Theory and Methodology · doi:10.17309/tmfv.2025.3.13 · Cited by 1 · see citing works
“…improving the welfare of contract/honorary can be more proactive in improving The practical application of the results of this study is to design a teacher competency development program so that teachers with various economic problems still have a positive attitude to improve their competence.”
Self-Efficacy, Resilience, Motivation and Teachers’ Instructional Leadership Styles
Jamisola, E., & Cabrejas, M. (2025) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.400604 · Cited by 3 · see citing works
Phantharakphong, P., & Liyanage, I. (2026) · Education Sciences · doi:10.3390/educsci16010117 · Cited by 1 · see citing works
Siswanto, R. D., Wahyuni, A., & Sholikhakh, R. A. (2024) · Literate International Journal of Social Science and Humanities · doi:10.52005/literate.v3i1.17 · Cited by 1 · see citing works
Stolz, S. A. (2025) · Educational Review · doi:10.1080/00131911.2025.2512096
“For an educational type of example, take for instance recent research by Nezhad and Stolz (2024) titled, “Unveiling teachers’ professional agency and decision-making in professional learning: the illusion of choice”.”
Self-citationDemszky, D., Hill, H. C., Taylor, E., Kupor, A., Dennison, D. V., & Piech, C. (2025) · Education Sciences · doi:10.3390/educsci15091162
“The effects of choice over the focus of feedback might differ in traditional K-12 or higher education settings with trained educators who have institutional structures and incentives to participate in professional learning (Mohammad Nezhad & Stolz, 2024).”
Mandalones, E. (2025) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.500401
AI-Human Collaboration in Teacher Evaluation: A Research Agenda and Future Directions
Wang, N., & Wei, W. (2025) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale66047.2025.11346638
“Similarly, workflow designs seldom incorporate teacher agency during consensus-building processes [26], and privacy protections are frequently developed in isolation from bias auditing mechanisms [27].”
Davey, J., & Chambers, J. (2026) · Professional Development in Education · doi:10.1080/19415257.2026.2625128 · Cited by 1 · see citing works
Data-Informed, Not Data-Driven
Ragab, K. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-4908-4.ch011
Lewis, D. R. (2026) · Lecture notes in educational technology · doi:10.1007/978-981-95-8824-4_13
Teacher Leadership in the Age of Agentic AI
AĞALDAY, B. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-6471-1.ch013
From ‘Here I Am!’ to ‘Here I Am.’: University EFL teachers’ duoethnography with LLM-powered tools
Kong, D., & Geng, F. (2026) · RELC Journal · doi:10.1177/00336882261451980
Ramaila, S. M. (2026) · IGI Global eBooks · doi:10.4018/979-8-2600-2508-6.ch003
Selly, F. K., Bali, E. N., Sinlae, R. V. A., Neonufa, S., Kale, S., & Makleat, N. (2026) · Multidisciplinary Science Journal · doi:10.31893/multiscience.2027236
“However, teachers also indicated that their pedagogical autonomy remained constrained by top down policy expectations, limited organisational support, and restricted material resources (Aravani & Daskolia, 2026; Azaza et al., 2023; Nezhad & Stolz, 2025).”
Situated in connection: the relational dimensions of elementary science teacher agency
Mercier, A. K., & Miller‐Rushing, A. (2026) · Teachers and Teaching · doi:10.1080/13540602.2026.2738078
Chiu, T. K. F. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2744403
- Authors
- Mohammad Nezhad, P., & Stolz, S. A.
- Affiliations
- The University of Adelaide
- The University of Adelaide (AU)
- Venue
- Professional Development in Education
- Publisher
- Informa UK Limited
- Published
- 2024-05-15
- Volume
- 51
- Issue
- 6
- Pages
- 1067-1087
- ISSN
- 1941-5257 (ISSN-L)
- 1941-5265
- OpenAlex
- W4396922227
- Cited by
- 28
- References
- 42
- Citations by year
- 2026: 10 · 2025: 15 · 2024: 3
- FWCI
- 37.17
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Professional Development in Education (publishedVersion, cc-by-nc-nd)
- Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Adult and Continuing Education Topics
- Keywords
- teacher agency, teacher decision-making, professional learning, teacher autonomy, perceived autonomy, school leadership, education policy, teacher empowerment
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-08.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-08.
Cited sources are checked by gpt-6-sol.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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