Elementary teachers’ agency: the role of perceived professional space and autonomy

In this article, we draw on teacher surveys and interviews to explore elementary teachers’ perceived professional space, especially in relation to perceived autonomy, and what these perceptions reveal about the achieved agency of individual teachers. Our analyses revealed two distinct profiles for perceived professional space, and a positive correlation between pedagogical autonomy and some aspects of perceived professional space. However, teachers that experienced more autonomy and support from their professional space were not always able to achieve agency, as personal and contextual factors mediated the achievement of agency.