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

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