School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study

Abstract

Professional agency has been comprehensively investigated in educational contexts, but there have been few quantitative or comparative studies. This quantitative study explored school staff members’ professional agency in Finland, Scotland, and Sweden, addressing three dimensions of agency: influencing at work, participation at work, and negotiating professional identity. The questionnaire data indicated fairly strong agency among lower secondary school staff members across the dimensions and countries. Professional agency was perceived to be stronger in Sweden than in Finland or Scotland. There were some differences between the countries in terms of the background variables (e.g. working experience) affecting professional agency in schools.