Title: Teacher autonomy for professional development at work: a longitudinal study

Authors: Arnoud T. Evers; Peter Verboon; Joris van Ruysseveldt; Marjan Vermeulen; Karel Kreijns

Addresses: Faculty of Educational Sciences, Department of Social Learning, Open Universiteit, Valkenburgerweg 177, 6401 DL Heerlen, The Netherlands ' Faculty of Psychology, Department of Theory, Methodology and Statistics, Open Universiteit, Valkenburgerweg 177, 6401 DL Heerlen, The Netherlands ' Faculty of Psychology, Department of Work and Organisational Psychology, Open Universiteit, Valkenburgerweg 177, 6401 DL Heerlen, The Netherlands ' Faculty of Educational Sciences, Department of Social Learning, Open Universiteit, Valkenburgerweg 177, 6401 DL Heerlen, The Netherlands; OMJS Organisation for Educational Support, Kempel University of Applied Sciences, Helmond, The Netherlands ' Faculty of Educational Sciences, Department of Social Learning, Open Universiteit, Valkenburgerweg 177, 6401 DL Heerlen, The Netherlands

Abstract: Teacher autonomy is essential for professional development at work but is at risk. This article reports on a study of structural school factors affecting teachers' autonomous behaviour. A three-wave longitudinal design was used, as opposed to the cross-sectional studies so often reported in the literature. Using a sample of 580 primary, secondary, and vocational teachers, analyses showed that teachers' autonomous behaviour predicted professional development at work. Analyses also showed that the structural school factor empowering teachers contributed to teachers' autonomous behaviour and subsequently professional development at work. Trust as an empowering element could be enhanced by dialogues with teachers about education. Analyses further demonstrated that the structural school factor decentralisation of responsibilities to teacher teams also contributed to teachers' autonomous behaviour and subsequently professional development at work. These findings underscore school leaders' key role in shaping a thriving work environment.

Keywords: teachers' autonomous behaviour; teacher autonomy; structural school factors; empowering teachers; decentralisation; professional development at work; longitudinal study; structural equation modelling; primary education; secondary education; vocational education.

DOI: 10.1504/IJHRDM.2023.131636

International Journal of Human Resources Development and Management, 2023 Vol.23 No.2, pp.139 - 159

Received: 14 Dec 2021
Received in revised form: 18 Jan 2023
Accepted: 23 Jan 2023
Published online: 21 Jun 2023 *

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