Abstract
ABSTRACT Teachers’ agency has become a key concept owing to the tremendous changes in the field of education. This study investigates ‘teacher agency’ in a centralized educational policy system. The study employed a qualitative approach; accordingly, interviews were conducted with 11 teachers and seven headteachers to explore teacher agency’s cultural and structural challenges in Kuwait. The findings illustrate that teacher agency was limited and passive in performance. The country’s centralized educational system hindered teachers’ ability to practice agency by constraints such as limited autonomy, resources, and support. Despite this, teachers practiced agency through navigating policy, resisting, and providing constructive suggestions. Last, the study discusses implications for policymakers and school leaders.
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