Teacher Agency in Collaborative Practices: An International Scoping Review

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Abstract

In this international scoping review, we synthesize 29 empirical studies to examine how K–12 teachers exercise agency within collaborative professional practices. Drawing on qualitative, quantitative, and mixed-methods research from diverse contexts, including Australia, Finland, China, South Africa, and the United States, we explore how teachers demonstrate agency, the institutional and cultural conditions that influence it, and strategies that support its development. Guided by ecological, relational, sociocultural, and critical policy frameworks, we find that teacher agency is enacted through curriculum co-design, inquiry, reflection, and shared decision-making. Yet, agency is often constrained by top-down mandates, limited time, and compliance-driven cultures. We argue that supportive structures promoting trust and professional discretion are essential to sustaining meaningful collaboration and advancing teacher-driven instructional improvement.

Authors

• Papa Kobina Enyimah Moses, Brigham Young University

• Bryant Jensen, Brigham Young University