School-based mandates versus teacher autonomy: three early career teacher viewpoints of leadership impacting the teaching of reading

Abstract

AbstractThis paper reports on three Victorian early career Foundation to Year Two (F-2) teachers and the impact of leadership on their daily pedagogic decision-making about the teaching of reading. Data sets from each teacher drew on observations of three of their reading lessons and researcher-generated field notes, a semi-structured teacher interview, an online survey of reported teacher practice, teacher planning documents of the observed lessons and classroom artefacts related to reading. Selected from a wider qualitative case study undertaken with 16 F-2 teachers across six government primary sites in metropolitan Melbourne, the teachers in this paper reported on how mandated and non-negotiable principles and practices of reading affected their ability to make daily pedagogic decisions for their students. As a result of leadership directives, the three teachers expressed frustration at the lack of opportunity for teacher voice and autonomy in their craft of teaching. If the teaching profession wishes to continue to renew its numbers and promote the teaching profession as an ongoing career of choice, the focus on the professional development of early career teachers is timely and necessary. Therefore, this paper aims to shine a light on the importance of instructional leadership models which support the development of teacher knowledge, teacher efficacy and teacher satisfaction, ultimately resulting in more targeted outcomes for students and more teachers likely to remain in the profession.