| Abstract: | This paper compares field data from three schools to generate explanations for teacher perceptions of their autonomy. These perceptions do not vary with control imposed on teachers in any regular way. Consideration of environmental pressure on the schools, however, reveals a pattern to the findings. Minimal environmental pressure allows the emergence of an all-pervading consensus that leads teachers to construe control as supportive of personal goals. Moderate pressure engenders teacher dependence on the principal to buffer them from uncertainty. The principal translates the dependence into control activities teachers perceive as constraints. High levels of pressure preoccupy the principal who, therefore, cannot coordinate the school effectively. This causes teachers, themselves, to feel ineffective and constrained. |
