Staff Members’ Professional Agency within the Staff Community and the Education Policies
Supporting Integration in Multicultural and Multilingual School Communities
Bibliographic Data
| ID | 22044111 |
|---|---|
| Authors | Eveliina Manninen (0000-0002-8879-1972, University of Jyväskylä, corresponding author), Päivi Hökkä (0000-0002-2167-6582, Tampere University), Mirja Tarnanen (0000-0002-4585-4822, University of Jyväskylä), Katja Vähäsantanen (0000-0003-3521-4802, Research Institute of the Finnish Economy) |
| Year | 2022 |
| Volume | 12 |
| Issue | 12 |
| Pages | 900 |
| Publication date | 2022-12-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12120900 |
| OpenAlex | W4311974838 |
| Language | EN |
| Citations received | 5 |
| References cited | 30 |
In recent decades, increased diversity and migration have challenged school staff members’ ways of working. This study aimed to identify the challenges faced by Finnish school staff in supporting students with migrant backgrounds, and to elaborate on how they enact professional agency toward these challenges. The data consist of 15 thematic interviews with staff members across various work positions in two Finnish lower secondary schools. Based on thematic analysis, the challenges within the staff community and the education policies were found to include the following: (1) the diversification of students makes tensions more visible in the staff community, and (2) inflexible education policies restrict support processes. In these challenges, staff members practiced professional agency via a focus on their own work level, relying on certain colleagues, and trusting their own professionalism, under strong autonomy tradition. However, outside of their own work level, staff members prefer to adapt to the conditions by compromising, and they seem have not strong participation in higher decision-making. As a conclusion, it would be valuable to resource time expressly for establishing new practices, strengthen head teachers’ ability to promote a culture of shared leadership, while clarifying the boundaries of pedagogical autonomy, and facilitate the participation in higher decision-making
Autonomy · Business · Collegiality · Focus group · Multiculturalism · Pedagogy · Political science · Professional development · Public relations · Qualitative research · Sociology · Thematic analysis · Collaborative Teaching and Inclusion · Parental Involvement in Education · Teacher Education and Leadership Studies
School practices for newly arrived migrant students
Exploring students’ school engagement in relation to migration status and parents’ educational level across diverse school contexts in Finland, Scotland and Sweden
Relationship building in culturally diverse European classrooms – a scoping review
School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden
What is agency? Conceptualizing professional agency at work
A model of teacher agency in professional development and school reform
Teachers’ professional agency in contradictory times
How do novice teachers in Finland perceive their professional agency?
The role of beliefs in teacher agency
Teacher Agency and Futures Thinking
Professional agency and its features in supporting teachers’ learning during an in-service education programme
Teacher agency within the Finnish CLIL context
Schools as Curriculum Agencies
Self‐Regulation and the Problem of Human Autonomy
Immigrant-origin youth and the indecisiveness of choice for upper secondary education in Finland
Teacher burnout explained
Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers
Teacher autonomy and collaboration
Teachers' perceived professional space and their agency
Migration, adult education and learning
Using thematic analysis in psychology
Social Cognitive Theory
Teacher professional development in Teaching and Teacher Education over ten years
Introduction
Reciprocity for new migrant integration
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |