Elementary teachers’ agency: the role of perceived professional space and autonomy

In this article, we draw on teacher surveys and interviews to explore elementary teachers’ perceived professional space, especially in relation autonomy, what these perceptions reveal about the achieved agency of individual teachers. Our analyses revealed two distinct profiles for a positive correlation between pedagogical autonomy some aspects space. However, teachers that experienced more support from their space were not always able achieve agency, as personal contextual factors mediated achievement agency.