Abstract
Autonomy is a site of political struggle; it is essential for teachers, but challenged in relation to global policies and standardised testing. In this qualitative study, the accounts of Canadian and Finnish mathematics upper-secondary school teachers are examined in relation to their perceptions of autonomy. Teachers report on similar autonomous classroom operations, and similar hindrances to autonomy in school-wide operations. However, contrasting outlooks on autonomy were found among the Finnish and Canadian teachers. This contrast informs us about the role culture plays in the different ways autonomy is internalised and perceived by teachers. The findings deepen the understanding of autonomy for teachers, as well as its implications, in different contexts.
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