„The shift towards greater accountability and control in some education systems, often restricted to a small set of success criteria (e.g. student outcomes), leave little room for defining the roles and values that teachers themselves consider the heart of their identity.“
Valentina Suarez u. a., Teacher professional identity (2022), S. 7.

„Education systems today have high expectations of their teachers in terms of pedagogical knowledge and expertise. […] Such high expectations need to be rewarded with an adequate status, autonomy, salary and societal value to keep teaching an attractive job as many systems are challenged with teacher shortage and high attrition. Teachers also need a stronger acknowledgement as experts of teaching and learning.“
OECD (Hrsg.), Teaching as a Knowledge Profession (2021), S. 148.

„PISA 2015 has found that school systems with a greater degree of curricular autonomy are likely to have both more effective (a larger proportion of top performers) and more equitable (a smaller proportion of low achievers) outcomes.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 152.

„Full school autonomy is most common in the choice of teaching methods. In this area full school autonomy is practiced in around two thirds of all systems.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 155.

„The teaching profession is highly valued in Finnish society, as teachers are considered to be experts with a special mission in the community. Teachers receive high-quality training and are responsible for constantly maintaining their professional skills. These statements imply trust-based assessment, where quality assurance does not rely on control.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 126.

„According to the voice of representatives from various ministries of education and representatives of the teacher workforce the causes for the lack of well-being are multiple. A few of the causes suggested in the discussions were excessive workload, constant reforms imposed on the teaching profession that change with each new government, accountability and evaluation systems that are punitive and confusing, lack of support for schools with unmanageable student misbehaviour issues, class sizes, government interference in curriculum and teaching methods, excessive regulation, the challenges of more diverse and inclusive classrooms, perceived lack of respect for the profession, and, in some countries, inadequate or unequal funding.“
Carine Viac u. a., Teachers’ well-being (2020), S. 15.

„Teachers should be given sufficient autonomy to make decisions about their tasks and methods. Teachers’ work autonomy is related to the choice of teaching methods, educational strategies and content within the limit set by the national curriculum. The literature shows that the degree of perceived work autonomy is indicative of teachers’ well-being and has a direct link to job satisfaction.“
Carine Viac u. a., Teachers’ well-being (2020), S. 37.

„Teachers with high selfefficacy beliefs are more willing to implement innovative pedagogical methods in the classroom, use adequate teaching methods that encourage students’ autonomy, take responsibility for students with special learning needs, manage classroom problems, and keep students on task.“
Carine Viac u. a., Teachers’ well-being (2020), S. 45.

USA: „Attrition from the profession currently accounts for about 90 % of the annual demand for teachers, and is about double the teacher leaving rates of countries like Canada, Finland, and Singapore. […] More than two-thirds of teachers leave for reasons other than retirement, most of them citing dissatisfaction with different aspects of teaching that are amenable to policy intervention, including accountability policies, lack of administrative support, and lack of opportunity for decision making input and collaboration.“
Univ.-Prof. Dr. Linda Darling-Hammond u. a., Breaking the cycle of teacher shortages: What kind of policies can make a difference? In: Education Policy Analysis Archives Vol. 27 No. 34 (2019), S. 7.

„Private schools do better, especially in exams, simply because they are private and independent of government. The freedom of the independent sector to use resources as it thinks best, employ additional staff, teach a broader curriculum, impose its own disciplinary code, meet particular needs and promote independent thinking have all been central to its success.“
Univ.-Prof. Dr. Francis Green u. a., Engines of Privilege (2019), S. 112.

„Teachers’ autonomy in the classroom, i.e. the extent to which they are entrusted with exercising professional judgement over curricular choices, instructional planning and classroom practices is a central component of professionalism.“
OECD (Hrsg.), Working and Learning Together (2019), S. 167f.

„Teachers’ involvement in decision-making processes that affect their work is another significant dimension of their autonomy. The degree of staff involvement in school-level decisions plays a critical role in strengthening teachers’ professionalism.“
OECD (Hrsg.), Working and Learning Together (2019), S. 168.

„Obwohl die grundlegende Annahme darin besteht, dass mehr Autonomie automatisch zu besseren Leistungsergebnissen führt, gibt es dazu überraschend wenige empirische Belege. Klar ist, dass Autonomie allein nicht zu einer besseren Qualität des Lernens führt. Sie kann positive, keine und bisweilen auch negative Auswirkungen haben.“

Univ.-Prof. Dr. Stefan Brauckmann, Die Presse online am 22. Oktober 2016

„Mehr Autonomie kann an bestimmten Bildungsstandorten auch zu mehr Wettbewerb zwischen Schulen führen. Es bedeutet […], dass Schulen zunehmend in Konkurrenz um die Ressource Schüler treten. Dann ist die Frage, welche Kinder von dieser Art Wettbewerb langfristig profitieren werden.“

Univ.-Prof. Dr. Stefan Brauckmann, Die Presse online am 22. Oktober 2016

„Der große Unterschied zwischen Finnland und anderen Ländern ist gerade, dass hier Lehrer, Schulen und Kommunen weitgehend selbst entscheiden, was gelehrt wird und wie.“

Univ.-Prof. Dr. Pasi Sahlberg, finland.fi am 17. Juli 2016

„The increase in accountability that accompanies autonomy, together with high-stakes testing, may restrict innovation, especially where sanctions are imposed at school level.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016“ (2016), S. 61

„In Finland, school principals exercised greater autonomy over selecting and firing teachers in 2015 than in 2009, but had less responsibility for the curriculum and for assessment and disciplinary policies.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 113

55, 56

„Die Lehrer, die sich aufgrund von Depressionen und Burnout in unserer Klinik behandeln lassen, fühlen sich oft nicht ernst genommen und fremdbestimmt. Sie haben das Gefühl, dass die Politik zu sehr in den Schulalltag eingreift und dass sie als Lehrer kaum Mitspracherecht haben. Dadurch fehlt ihnen dann häufig der Sinn in der Arbeit.“

Dr. Klaus Buch, Chefarzt der Parkklinik Heiligenfeld für psychosomatische Erkrankungen in Bad Kissingen www.news4teachers.de am 19. September 2016

„Mehr Autonomie bringt nicht unbedingt bessere Leistungsergebnisse. Obwohl eine grundlegende Annahme darin besteht, dass Schulautonomie zu einer verbesserten Qualität des Lernens beitragen würde, gibt es überraschend wenig empirische Evidenz zu dieser Frage.“

BIFIE (Hrsg.), „Nationaler Bildungsbericht Österreich 2015, Band 2“ (2016), S. 275

„Teaching in Shanghai is a socially well regarded and monetarily appealing profession, with a proven set of entry requirements. The working conditions, such as infrastructure facilities and student-to-teacher ratio, are attractive, and clear career advancement mechanisms are in place.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 136

„More flexibility on working hours outside the classroom, increasing autonomy on ways to reach learning targets, enhancing coaching and feedback and increasing influence on issues concerning pupils and workplace are all factors which have the potential to raise teacher satisfaction and the attractiveness of the profession.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 20

„A key characteristic of Finnish teachers’ work environment is that they are autonomous, trusted, and respected professionals. Unlike nations that have bureaucratic accountability systems that make teachers feel threatened, overcontrolled, and undervalued, teaching in Finland is a very sophisticated profession, where teachers feel they can truly exercise the skills they have learned in the university. Test-based accountability is replaced by trust-based responsibility and inspiration for human development.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders. The Case of Finland“. In: Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 37f

Niederlande: „Teachers perceive their status as relatively high: 40% think their profession is valued in society (vs. an EU average of 18%).“

Europäische Kommission (Hrsg.), „The Teaching and Learning International Survey (TALIS) 2013“ (2014), S. 32

Finnland: „As trusted professionals, teachers have considerable pedagogical autonomy to interpret the curricula and to choose teaching methods and materials, as well as resources and methods to continuously assess students' progress.“

OECD (Hrsg.), „Education Policy Outlook: Finland“ (2013), S. 10

„The situation in Finland and Ireland is considered the model to be copied: teachers are relatively autonomous and are viewed by society as being "real professionals" which provides them with a social status and prestige that encourages them to improve even further.“

EU-Kommission (Hrsg.), „Study on Policy Measures to improve the Attractiveness of the Teaching Profession in Europe“ (2013), Teil 1, S. 58

„Teachers, for their part, need to be able to trust that they are allowed to work like other highly educated experts, as autonomous pedagogical professionals, in a way that takes full advantage of their potential. This Finnish model of the teacher’s role, which is based on trust, seems to be yielding excellent results in international comparison.“

Univ.-Prof. Dr. Tiina Silander u. a., „The Theory and practice of Building Pedagogical Skill in Finnish Teacher Education“ in Meyer u. a., „PISA, Power und Policy“ (2013), S. 95

„Countries with the most effective education systems, such as Finland and Singapore, tend to have the most selective teacher recruitment policies. In these cases, the teaching profession is considered and treated as a cornerstone of society, acknowledging that teachers enable a country to maximise its future human capital. Only the most talented are encouraged to apply, and there are strict entry criteria based on competence and motivation. This approach is crucial to help boost the status of the profession. Boosting status also requires good pay, good working conditions, a high degree of professional autonomy and high qualification requirements – for all teachers.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 44

„Countries with the highest levels of literacy achievement do not just have highly talented, well-qualified, well-trained teachers, they have teachers who are trusted to make key decisions about what to teach, how to teach, and what materials to use.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 42

„A key characteristic of Finnish teachers’ work environment is that they are autonomous, trusted, and respected professionals.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders: The Case of Finland“ in Darling-Hammond u.a., „Teacher and Leader Effectiveness“ (2011), S. 16

„The Finnish example suggests that a critical condition for attracting the most able young people is that teaching is an independent and respected profession rather than just a technical implementation of externally mandated standards and tests.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders: The Case of Finland“ in Darling-Hammond u.a., „Teacher and Leader Effectiveness“ (2011), S. 20