Teacher autonomy: Good for pupils? Good for teachers?

Should teachers have complete autonomy over teaching methods and practices, or should some aspects of their practice be determined by school government policy? We address this question using repeated (value-added) maths test scores linked to rich survey data from the TALIS video study. With possible exception inexperienced teachers, we generally find no relationship between teacher pupil outcomes (test scores, self-efficacy interest in maths). In partial contrast with our findings for outcomes, very low levels are more likely report reduced job satisfaction. It may hence that level restriction on is justified, especially among particularly when it represents only control teachers’ approaches classroom done introduce evidence-based methods.