Teacher Agency of Intermediate Mathematics Teachers: A Qualitative Analysis of their Perceptions from Professional Perspective

Abstract

The study aimed to explore mathematics teachers’ perceptions of their professional agency. To achieve this aim, a basic qualitative research methodology was employed. A purposive sample of five middle school mathematics teachers was selected, and semi-structured interviews were conducted with them. The interview data were then analyzed using thematic analysis. The analysis resulted in classifying teachers’ perceptions of their professional agency into five main themes: awareness of agency, enactment of agency, manifestations of agency, barriers to agency, and enablers of agency. The qualitative analysis revealed an urgent need to address issues related to motivation, enhance professional autonomy, and improve institutional support, in addition to providing a conducive work environment and developing high-quality training programs. By implementing these recommendations, significant improvements in teacher performance and agency can be achieved.