The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective

Abstract

Scholarship on language teacher autonomy and agency has demonstrated that both constructs are central components of teacher identity and, hence, teacher performance. However, few studies have examined the role of these constructs in language teacher identity, particularly how power mediates their co-constitutive implications for identity construction. Grounded in a poststructural standpoint, this study reports on how institutional power was a key factor in shaping Iranian English language teachers’ autonomy, agency, and identity construction. Drawing on data from narrative frames and semi-structured interviews, we show how institutional power discursively shaped the teachers’ professional performance in three major areas: (1) power as a normative impetus; (2) policies as hierarchical forces; and (3) power as weakening the nexus between autonomy and agency. Our findings reveal that in the space between power and practice, the teachers viewed institutional power as discursively constraining their own personalized understandings and performances. However, the teachers considered the overarching discourse that power bore as positive in helping establish systemic organization. The article closes with implications for teachers, teacher educators, and policymakers in establishing context-specific discourses that positively contribute to institutional and teacher growth.