Methodology

This is a cross-cutting and interdisciplinary project involving researchers from different areas - education, sociology and psychology - and different generations, which aims to contribute to deepening existing knowledge about the relationship between autonomy and curricular flexibility and teacher involvement and well-being.

Starting Question:

Which are the existent links between the development of autonomy and curricular flexibility policies, the professional involvement and well-being of teachers in educational contexts?

General Objective:

To understand the relationship between the development of autonomy and curricular flexibility policies in educational contexts and the professional involvement and well-being of teachers.

To analyze the ways in which the policies of autonomy and curricular flexibility have been received, interpreted, appropriated and put into practice by teachers.

Specific Objectives:

To know teachers' professional involvement and well-being.

Since the aim is to study the relationship between the proposals for curricular autonomy, the involvement of teachers in this process, which began in 2016, and teacher well-being, the most appropriate methodological approach will be developed in two phases to allow triangulation between theory and practice.

To identify the type of relationships generated by the exercise of autonomy and curricular flexibility in the professional involvement and well-being of teachers.

Step 1

Carrying out an extensive study using a questionnaire that makes use of previously defined scales focused on
three dimensions:

Teachers' perceptions of autonomy and curricular flexibility;
Subjective well-being;
Teachers' professional involvement.

Step 2

An intensive study will be carried out in three schools/groupings of schools, selected on the basis of the following criteria:

School/Grouping with a Pedagogical Innovation Pilot Project (PPIP) and currently with a Pedagogical Innovation Plan;
School/Grouping that only has a Pedagogical Innovation Plan;
School/Grouping without a Pedagogical Innovation Plan.

The methodology uses a qualitative-participatory framework, in the form of action research, since this project's main plan is to contribute to the construction of knowledge through research carried among school teachers, based on their professional experience and perception of the policies that underpin their activity. To this end, the definition of the data collection and analysis processes will be co-constructed and agreed upon in collaborative workshops.