Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

8-2026

Committee Chair or Co-Chairs

Virginia Foley

Committee Members

John Boyd, Jason Horne, Pamela Scott

Abstract

The purpose of this qualitative phenomenological study was to explore East Tennessee middle school mathematics teachers’ experiences of professional autonomy and how those experiences relate to institutional decision making within the accountability-driven educational environment. This study utilized the Self-Determination Theory (Ryan & Deci, 2017) as a framework to examine how teachers perceived their ability to make instructional decisions while navigating district expectations, pacing requirements, mandated curriculum, and state testing pressures. Data were collected through one-on-one semi-structured Zoom interviews with 12 East Tennessee middle school mathematics teachers representing varying levels of teaching experience, effectiveness ratings, and instructional settings, including both general education and special education mathematics classrooms. Interviews ranged from 30 to 45 minutes in length and were analyzed through a coding process that identified recurring patterns and themes across participants’ experiences. Findings revealed that teachers valued instructional autonomy primarily through their ability to adapt instruction, pacing, and supplemental materials to meet students’ needs while still operating within district and state accountability structures. Participants consistently distinguished between curriculum autonomy and instructional autonomy, emphasizing the importance of professional trust and instructional flexibility. Additional findings revealed tensions related to mandated curricula, testing pressures, pacing expectations, and performance-based experiences of autonomy. Participants also described autonomy as closely connected to emotional well-being, professional confidence, and classroom climate. Collaboration emerged as both a support for and constraint on autonomy, particularly within co-taught environments. Overall, the findings suggest that middle school mathematics teachers experience autonomy most positively when accountability expectations are balanced with professional trust, instructional flexibility, and supportive collaborative structures. The study contributes to the growing body of research examining teacher autonomy within accountability-driven educational systems and may provide insight for educational leaders seeking to support teacher effectiveness and student learning.

Document Type

Dissertation - unrestricted

Copyright

Copyright by the authors.

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