Comparing teacher autonomy in different models of educational governance

This article addresses teacher autonomy in different models of educational governance using quantitative data from the OECD TALIS 2018 and qualitative a study on conducted Norway Brazil. In this article, is seen as multidimensional concept referring to decision-making control relation state governance. Further, degrees implementation accountability measures across countries determine The reveals no clear pattern between general, teachers perceive that they have good over teaching planning at classroom level. However, report participate lesser degree professional collaboration schools, which could allow for collegial autonomy. Teachers also low perceived social value policy influence, may provide insight into shows relevance detailed description country cases gain better understanding multiple dimensions