Teachers’ appreciation of autonomy as a personal interpretation of professional reality

Orit Schwarz-Franco, Linor L. Hadar

Research output: Contribution to journalArticlepeer-review


This qualitative study examined teachers' perspectives on their autonomy in relation to the role of student assessment, in light of a recent reform in Israel's national matriculation exams. Drawing on existential philosophy and existing literature on the connection between student assessment and teacher autonomy, we conducted in-depth interviews with 12 teachers in diverse educational contexts. Our findings suggest teachers' appreciation of autonomy is influenced by their personal interpretations of the professional environment. Two personal qualities, professional confidence and sense of purpose, seem to be significant factors impacting autonomy and are aligned with existential concepts of courage, commitment, and authenticity.

Original languageEnglish
Article number104501
JournalTeaching and Teacher Education
StatePublished - Apr 2024

Bibliographical note

Publisher Copyright:
© 2024 Elsevier Ltd

ASJC Scopus subject areas

  • Education


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