Abstract Book of the 9th World Conference on Future of Education
Year: 2025
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Teacher Autonomy, Self-Efficacy, And Stress Management in An Era of Educational Reform
Prof. Dr. Ausra Rutkiene, Ilona Tandzegolskiene – Bielaglove
ABSTRACT:
Educational reforms, often aimed at improving teaching quality and student outcomes, frequently reshape teachers’ professional environments. Reforms can significantly impact teacher autonomy, as new policies may increase accountability and reduce decision-making freedom (Ingersoll, 2003). Research suggests that autonomy is closely linked to self-efficacy, defined as teachers’ belief in their ability to manage classroom challenges and foster student success (Bandura, 1997). High levels of teacher autonomy are positively correlated with improved self-efficacy, enabling educators to feel more confident in their roles (Pearson & Moomaw, 2005). However, reforms that curtail autonomy can exacerbate stress, a common issue among teachers facing heightened workload demands and diminished control over their instructional practices (Skaalvik & Skaalvik, 2017). Stress management is critical in maintaining both teacher well-being and job performance, particularly in reform-heavy contexts (Kyriacou, 2001). Autonomy can serve as a buffer against stress by allowing teachers greater flexibility to adapt their methods to individual classroom needs (Deci & Ryan, 1985). Furthermore, teachers with strong self-efficacy are better equipped to manage stress effectively, as they are more resilient and solution-oriented (Tschannen-Moran & Hoy, 2001). The interplay between autonomy, self-efficacy, and stress management is thus essential for navigating educational reforms. By exploring this relationship, stakeholders can design policies that support teachers’ professional needs while advancing reform goals.
The implementation of the renewed curriculum in Lithuania started in September 2023. A survey was completed in September-October 2024. 427 responses were collected. Correlation shows that there is correlation between stress and autonomy, autonomy and self-efficacy, however not very strong.
Keywords: autonomy, reforms, self-efficacy, stress, teachers