A CANADIAN TEACHER'S PERCEIVED AUTONOMY AND SELF-CONFIDENCE IN THE MIDST OF AN EDUCATIONAL REFORM

Abstract

Autonomy is essential for teachers’ commitment, satisfaction and retention. However, teacher autonomy is consistently being reduced in the current era of reforms and the sharing of global policies. In this narrative case study, the account of one Canadian teacher (Nora) was examined in relation to how an educational reform influenced her work life in terms of her perceived autonomy and self-confidence. The relation between teacher autonomy and self-confidence was addressed, and the ramifications prompted by the fluctuations in both constructs. The findings suggest that the relationship between Nora’s perceptions of teacher’s professional autonomy and her self-confidence is complex. Nora’s self-confidence was strongly related to her perceived autonomy and the reduction of autonomy triggered significant downward spiralling, leading to isolation. Some discussion on the possible ways to help teachers break this downward spiralling is provided. Finally, this research broadens the collection of stories by teachers on challenges introduced by educational reform and gives voice to teachers suffering in isolation. Key words: educational reform, narrative inquiry, perceived self-confidence, teacher autonomy, teacher isolation.