Abstract

Prior research has shown that teacher agency represents an important element in bringing about educational improvement. Using a multiple-case design, this study examines how teachers achieve agency as they respond to tight and loose coupling mechanisms that shape the social conditions of their workplace. Findings from interviews with senior leaders, department heads, and teachers from two schools illustrate how agentic actions entailed negotiations that weakened managerial control, with teachers simultaneously developing tight lateral coupling within their department. Relational agency can enhance collaboration between teachers and senior leaders as they define improvement priorities aligned with each other's motives and values.(c) 2022 Published by Elsevier Ltd.