Teacher Autonomy, Agency, and Empowerment: Creating Conditions for Teachers to Thrive
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| Title: | Teacher Autonomy, Agency, and Empowerment: Creating Conditions for Teachers to Thrive |
|---|---|
| Language: | English |
| Authors: | Mirna Muhammad Al-Mir, Julie Kasper, Sara Kassab, Jehad Khisania, Abbass Maanna, Yanal Moussa, Soha Safa Andari, Melia Shamas |
| Source: | Childhood Education. 2024 100(6):30-35. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Professional Autonomy, Teacher Empowerment, Foreign Countries, Work Environment, Teaching Conditions, Teacher Attitudes, Labor Problems, International Organizations, Partnerships in Education, Teacher Welfare, Communities of Practice |
| Geographic Terms: | Lebanon |
| DOI: | 10.1080/00094056.2024.2425266 |
| ISSN: | 0009-4056 2162-0725 |
| Abstract: | UNESCO, the Teacher Task Force, and the International Labour Organization continue to highlight the need to create healthy, thriving working conditions for educators. They seek respect and dignity in the education professions, as demonstrated through regular, fair, and life-sustaining remuneration, as well as through recognition of the expertise, energy, and commitment teachers bring to their work. Calls for greater teacher autonomy, agency, and empowerment are mounting as nations look to address shortages in their educator workforce or as they seek to attract and retain highly qualified, diverse candidates. In this article, educators from across Lebanon reflect on what supports them as leaders in their classroom and in their communities. They share the ways that autonomy, agency, and empowerment support and sustain them in their chosen career. They also share how important these elements are to their wellbeing, innovation, learning, and leadership. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | EJ1450729 |
| Database: | ERIC |
| Abstract: | UNESCO, the Teacher Task Force, and the International Labour Organization continue to highlight the need to create healthy, thriving working conditions for educators. They seek respect and dignity in the education professions, as demonstrated through regular, fair, and life-sustaining remuneration, as well as through recognition of the expertise, energy, and commitment teachers bring to their work. Calls for greater teacher autonomy, agency, and empowerment are mounting as nations look to address shortages in their educator workforce or as they seek to attract and retain highly qualified, diverse candidates. In this article, educators from across Lebanon reflect on what supports them as leaders in their classroom and in their communities. They share the ways that autonomy, agency, and empowerment support and sustain them in their chosen career. They also share how important these elements are to their wellbeing, innovation, learning, and leadership. |
|---|---|
| ISSN: | 0009-4056 2162-0725 |
| DOI: | 10.1080/00094056.2024.2425266 |
