Teacher professionalism: Redefining a crucial concept

LAURA MASSON, SENIOR HEADTEACHER, LITTLE DUKES, UK

The concept of teacher professionalism is undergoing a significant transformation, necessitating a re-evaluation of its core components. This article explores the intricate relationship between teacher professional identity, autonomy, agency and accountability, arguing for a more nuanced understanding of teacher professionalism that acknowledges the dynamic nature of teacher identity and the critical role of agency over autonomy in educational settings.

Traditional definitions of teacher professionalism often fail to capture the complexity of teachers’ work and the evolving nature of their professional identities. Recent research, including the Chartered College of Teaching’s report (Müller and Cook, 2024), highlights the need for a more comprehensive conceptualisation that recognises teachers as active agents in shaping their professional roles and practices. This shift in perspective is crucial for addressing the challenges faced by educators in an increasingly complex and demanding educational landscape.

The importance of teacher agency

The importance of teacher agency (often called autonomy) cannot be overstated. Numerous studies have consistently demonstrated strong links between teacher agency and positive outcomes, such as improved student achievement, increased job satisfaction and higher retention rates (Derakhshan et al., 2020; OECD, 2020). The difference between agency and autonomy was recently raised when Leora Cruddas (Ambition Institute, 2024) addressed this topic, making the argument for teacher agency within a framework, rather than ‘autonomy’, which implies the arbitrary making of decisions without policy and procedure. Agency allows teachers to exercise professional judgment, tailor their instruction to meet the diverse needs of their students and engage in innovative pedagogical practices, while maintaining the cultural practices of an organisation.

However, the rising tide of high-stakes accountability measures poses a significant threat to both agency and autonomy. Hyslop-Margison and Sears (2010) argue that such accountability systems can lead to a narrowing of curricula and increased stress among educators, ultimately undermining the very professionalism that they purport to enhance. This tension between accountability, agency and autonomy is a central challenge in redefining teacher professionalism for the 21st century.

The impact of reduced agency extends beyond individual teachers. When educators feel constrained by rigid standards and excessive oversight, it can lead to a decrease in job satisfaction and an increase in burnout rates. This, in turn, affects the quality of education that students receive and can contribute to higher teacher turnover rates, creating a cycle of instability in schools.

Dynamic nature of teacher identity

The interplay between teacher identity and educational policy, research and practice is both complex and reciprocal. Day and Gu (2007) emphasise that teachers’ professional identities are not static but rather are continually shaped by their experiences, interactions and the broader educational context. This dynamic nature of teacher identity calls for a reconceptualisation of professionalism that acknowledges teachers as critical knowledge producers rather than mere implementers of policy (Sachs, 2005).

Understanding teacher identity as fluid and context-dependent allows for a more nuanced approach to professional development and support. It recognises that teachers at different stages of their careers may have different needs and aspirations, and that effective professional learning should be tailored to these evolving identities.

Moreover, the concept of teacher identity is closely tied to issues of diversityThe recognition of individual differences in terms of race, ethnicity, gender, sexual orientation, socio-economic status, physical ability, religious beliefs and other differences and inclusionAn approach where a school aims to ensure that all children are educated together, with support for those who require it to access the full curriculum and contribute to and participate in all aspects of school life in the teaching profession. As student populations become increasingly diverse, it is crucial that the teaching workforce reflects this diversity and that professional identities are inclusive of various cultural backgrounds and perspectives.

Emerging frameworks for teacher professionalism

Two emerging frameworks offer promising avenues for redefining teacher professionalism. The concept of ‘democratic professionalism’ (Apple and Beane, 2007) emphasises the importance of teacher agency in shaping educational policy and practice. This approach recognises that teachers’ expertise and experiences are invaluable resources in addressing educational challenges and improving student outcomes.

Democratic professionalism encourages teachers to engage in collaborative decision-making processes, both within their schools and at broader policy levels. It promotes a sense of collective responsibility for educational outcomes and fosters a culture of shared leadership. By empowering teachers to have a voice in shaping their professional environment, democratic professionalism can lead to more effective and contextually appropriate educational practices.

Similarly, the notion of ‘professional capital’ (Hargreaves and Fullan, 2012) provides a comprehensive framework for understanding and enhancing teacher professionalism. This concept encompasses human capital (individual skills and knowledge), social capital (collaborative relationships) and decisional capital (the ability to make sound judgments in complex situations). By investing in all three forms of capital, educational systems can foster a more robust and effective teaching profession.

The professional capital framework highlights the importance of ongoing professional learning and collaboration. It suggests that teacher professionalism is not just about individual expertise but also about the collective capacity of the teaching profession. This perspective encourages schools and educational systems to create structures that support professional learning communities and foster a culture of continuous improvement.

Challenges of high-stakes accountability

However, the current emphasis on high-stakes accountability poses significant challenges to these progressive concepts of teacher professionalism. Kelchtermans’ (2009) work on teacher vulnerability illuminates how such accountability measures can lead to de-professionalisation, eroding teachers’ confidence and agency. This erosion not only impacts individual teachers but also has broader implications for the quality of education and student outcomes.

High-stakes accountability often manifests in the form of standardised testing, performance-based pay and punitive evaluation systems. While these measures are intended to ensure educational quality, they can have unintended negative consequences. Teachers may feel pressured to ‘teach to the test’, narrowing the curriculum and limiting opportunities for creative and critical thinking. Moreover, the stress associated with high-stakes evaluations can lead to increased anxiety and reduced job satisfaction among teachers.

The effects of these accountability measures are particularly pronounced in disadvantaged schools, where teachers may face additional challenges related to resource constraints and student needs. This can exacerbate existing inequalities in the education system and make it more difficult to attract and retain high-quality teachers in the schools that need them most.

Towards a higher-trust model

To address these challenges and foster a more meaningful form of teacher professionalism, a paradigm shift is needed. The National Association of Head Teachers (NAHT, 2024) advocates for a ‘higher-trust, lower-stakes’ model of accountability. This approach aims to strike a balance between maintaining educational standards and fostering teacher autonomy and professional growth.

Such a model would prioritise collaborative learning environments, encourage professional dialogue and provide opportunities for teachers to engage in and with research (Scutt, 2019). By doing so, it can help to cultivate strong professional identities, enhance job satisfaction, improve retention rates and ultimately lead to better student outcomes.

A higher-trust model recognises that teachers are professionals, capable of self-reflection and improvement. It emphasises formative assessment and peer feedback over punitive evaluations. This approach can create a more supportive environment for risk-taking and innovation in teaching practices, leading to more engaging and effective learning experiences for students.

Furthermore, a higher-trust model can facilitate greater collaboration between teachers, researchers and policymakers. By valuing teachers’ practical knowledge and experiences, this approach can lead to more informed and effective educational policies and practices.

The role of research engagement

An essential component of redefining teacher professionalism is encouraging teachers to engage with and in research. Scutt (2019) argues that research engagement can be a powerful tool for professional development and improving practice. By engaging with current research, teachers can stay informed about the latest developments in pedagogy and subject knowledge. Additionally, participating in research projects allows teachers to contribute to the knowledge base of their profession and develop a more enquiry-oriented approach to their practice.

However, for research engagement to be effective, it must be supported by appropriate structures and resources. Schools and educational systems need to provide time and support for teachers to access, interpret and apply research findings. Additionally, partnerships between schools and universities can create valuable opportunities for collaborative research projects that bridge the gap between theory and practice.

Conclusion

In conclusion, redefining teacher professionalism requires a nuanced understanding of the interplay between identity, agency, autonomy and accountability. By embracing concepts such as democratic professionalism and professional capital, and moving towards a higher-trust model of accountability, we can create an educational environment that truly values and enhances teacher professionalism.

This redefined professionalism not only benefits teachers but also has the potential to significantly improve the quality of education for all students. It recognises the complexity of teaching and learning, values teachers’ expertise and judgment, and creates conditions for continuous professional growth and innovation.

As we move forward, it is crucial that policymakers, school leaders and educators work together to implement these new understandings of teacher professionalism. This may involve rethinking evaluation systems, creating more opportunities for teacher leadership and investing in high-quality professional development that respects teachers’ autonomy and diverse identities.

Ultimately, a redefined concept of teacher professionalism has the potential to transform our education systems, creating more engaging and effective learning environments for students and more fulfilling and sustainable careers for teachers. By valuing teachers as professionals and supporting their ongoing growth and development, we can build an education system that is better equipped to meet the challenges of the 21st century.