Teacher Agency Under Structural Constraints in Rural Multigrade Schools: Evidence from Balochistan, Pakistan.
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| Title: | Teacher Agency Under Structural Constraints in Rural Multigrade Schools: Evidence from Balochistan, Pakistan. |
|---|---|
| Authors: | Ali, Wazir1 wazirjamali504@student.uns.ac.id, Nurkamto, Joko1, Gunarhadi, Gunarhadi1, Hong, Mi Yung2, Baloch, NiamatUllah3, Rahman, Fadzilah Abd4 |
| Source: | Australian & International Journal of Rural Education. Jul2026, Vol. 36 Issue 2, p153-173. 21p. |
| Subject Terms: | *Rural schools, *Student well-being, *Rural education, *Effective teaching, *Teacher organizations, *Educational equalization, Rural conditions |
| Geographic Terms: | Balochistan (Pakistan), Pakistan |
| Abstract: | Single-teacher multigrade schools in rural Balochistan, Pakistan operate under chronic structural constraints, yet how teachers sustain learning and what justice-relevant work their practice performs remains underexplored. This convergent mixed-methods study combined a survey of 100 teachers with five semi-structured interviews, interpreted through Fraser’s redistributionrecognition-representation framework and an ecological conception of teacher agency. Barriers were evident across domains, while adaptive practices were frequently reported. Regression results indicated that adaptive practice was most robustly associated with infrastructure/environmental adversity and administrative burden. Interview evidence shows these adaptations as compensatory justice work: they redistribute learning opportunities, recognise learners’ linguistic repertoires, and create informal channels of participation where formal support is weak. Teacher adaptation, however, is not a substitute for systemic reform. Policy priorities include minimum infrastructure standards, protection of teaching time, multigrade-specific preparation, and participatory governance that supports teacher well-being and locally responsive practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Australian & International Journal of Rural Education is the property of Society for the Provision of Education in Rural Australia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 196140384 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teacher Agency Under Structural Constraints in Rural Multigrade Schools: Evidence from Balochistan, Pakistan. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ali%2C+Wazir%22">Ali, Wazir</searchLink><relatesTo>1</relatesTo><i> wazirjamali504@student.uns.ac.id</i><br /><searchLink fieldCode="AR" term="%22Nurkamto%2C+Joko%22">Nurkamto, Joko</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Gunarhadi%2C+Gunarhadi%22">Gunarhadi, Gunarhadi</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hong%2C+Mi+Yung%22">Hong, Mi Yung</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Baloch%2C+NiamatUllah%22">Baloch, NiamatUllah</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Rahman%2C+Fadzilah+Abd%22">Rahman, Fadzilah Abd</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australian+%26+International+Journal+of+Rural+Education%22">Australian & International Journal of Rural Education</searchLink>. Jul2026, Vol. 36 Issue 2, p153-173. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Rural+schools%22">Rural schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+well-being%22">Student well-being</searchLink><br />*<searchLink fieldCode="DE" term="%22Rural+education%22">Rural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+organizations%22">Teacher organizations</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+conditions%22">Rural conditions</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Balochistan+%28Pakistan%29%22">Balochistan (Pakistan)</searchLink><br /><searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Single-teacher multigrade schools in rural Balochistan, Pakistan operate under chronic structural constraints, yet how teachers sustain learning and what justice-relevant work their practice performs remains underexplored. This convergent mixed-methods study combined a survey of 100 teachers with five semi-structured interviews, interpreted through Fraser’s redistributionrecognition-representation framework and an ecological conception of teacher agency. Barriers were evident across domains, while adaptive practices were frequently reported. Regression results indicated that adaptive practice was most robustly associated with infrastructure/environmental adversity and administrative burden. Interview evidence shows these adaptations as compensatory justice work: they redistribute learning opportunities, recognise learners’ linguistic repertoires, and create informal channels of participation where formal support is weak. Teacher adaptation, however, is not a substitute for systemic reform. Policy priorities include minimum infrastructure standards, protection of teaching time, multigrade-specific preparation, and participatory governance that supports teacher well-being and locally responsive practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australian & International Journal of Rural Education is the property of Society for the Provision of Education in Rural Australia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=196140384 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.47381/aijre.v36i2.879 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 153 Subjects: – SubjectFull: Rural schools Type: general – SubjectFull: Student well-being Type: general – SubjectFull: Rural education Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Teacher organizations Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Rural conditions Type: general – SubjectFull: Balochistan (Pakistan) Type: general – SubjectFull: Pakistan Type: general Titles: – TitleFull: Teacher Agency Under Structural Constraints in Rural Multigrade Schools: Evidence from Balochistan, Pakistan. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ali, Wazir – PersonEntity: Name: NameFull: Nurkamto, Joko – PersonEntity: Name: NameFull: Gunarhadi, Gunarhadi – PersonEntity: Name: NameFull: Hong, Mi Yung – PersonEntity: Name: NameFull: Baloch, NiamatUllah – PersonEntity: Name: NameFull: Rahman, Fadzilah Abd IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 18397387 Numbering: – Type: volume Value: 36 – Type: issue Value: 2 Titles: – TitleFull: Australian & International Journal of Rural Education Type: main |
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