ABSTRACT

Agentic teacher learning is central for teachers’ professional development, school development and student achievement. The purpose of the study was to explore trajectories of teachers’ professional agency in the professional community during a three-year follow-up period. The data comprised surveys with Finnish comprehensive school teachers (N = 2645) and latent profile analysis was used to identify subgroups of teachers. Four trajectories were identified: High agency, Increase in agency, Decrease in agency and Moderate agency. The results showed that the profiles were partly predicted by school type, teachers’ work experience, leadership role and turnover intentions. Moreover, agency in the professional community was connected to the teachers’ experiences of socio-contextual burnout; teachers with a strong sense of agency in the professional community experienced lower levels of burnout symptoms. The findings imply that teachers’ agentic learning within the professional community can facilitate both their professional development and work-related well-being.

摘要

代理教师学习是教师专业发展、学校发展和学生成就的核心。该研究的目的是在三年的随访期内探索专业社区中教师专业能动性的轨迹。数据包括对芬兰综合学校教师 (N = 2645) 的调查，并使用潜在概况分析来识别教师亚组。确定了四个轨迹：高代理、代理增加、代理减少和中等代理。结果表明，概况部分受学校类型、教师工作经验、领导角色和离职意向的影响。此外，专业社区中的能动性与教师的社会背景倦怠经历有关；在专业社区中具有强烈代理意识的教师经历了较低程度的倦怠症状。研究结果表明，教师在专业社区内的主动学习可以促进他们的专业发展和工作相关的幸福感。