Kwartalnik Pedagogiczny
pl
Oryginalny artykuł naukowy
Kwartalnik Pedagogiczny

Reframing teacher empowerment: Between policy logics and professional autonomy

2026, 71, Numer 1

Makito Yurita

0009-0000-5390-0983

Krajowy Instytut Doskonalenia Nauczycieli i Personelu Szkolnego w Tokio

DOI

10.31338/2657-6007.kp.2026-1.1

Data publikacji

23.06.2026

Model publikowania

hybrydowy

Rodzaj licencji

CC BY 4.0 Int.

Dziedzina

Dziedzina nauk społecznych

Dyscyplina

pedagogika

Język publikacji

angielski

Liczba wyświetleń:32

Liczba pobrań:0

Cytowania Crossref:0

Wynik Altmetric:0

Abstrakt

This study develops a framework for analysing how policy logics shape teacher empowerment by integrating two orientations – having (resources and competencies) versus being (professional agency and identity) – and two loci, individual versus collective, into a Four-Quadrant Model. The model was applied to a systematic review of 49 peer-reviewed journal articles, with multi-stage coding by four researchers ensuring reliability. Results indicate a strong predominance of collective and having-oriented perspectives, signalling an emphasis on compliance, standardisation, and resource alignment. While some studies demonstrated reflective or transformative shifts across quadrants, these trajectories were comparatively limited. Overall, the review reveals a structural bias that privileges resource-based framings over sustained engagement with professional agency. The study contributes by offering the Four-Quadrant Model to clarify conceptual ambiguities in empowerment discourse and by proposing a Capability Realisation Heuristic that links resource provision with the protection of professional autonomy. These tools provide a transferable lens for informing policy design, professional development, and comparative inquiry beyond Japan.

Słowa kluczowe:

teacher education,empowerment,Capability Realisation Heuristic,professional agency,professional autonomy,teacher policy

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