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Empowered or Constrained? An Ecological Perspective on Austrian Primary School Teachers' Agency in Foreign Language Education

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Title: Empowered or Constrained? An Ecological Perspective on Austrian Primary School Teachers' Agency in Foreign Language Education
Language: English
Authors: Marie-Theres Gruber (ORCID 0000-0002-7234-537X), Petra Kletzenbauer (ORCID 0000-0001-9999-8592)
Source: Journal for the Psychology of Language Learning. 2025 7(2):58-74.
Availability: International Association for the Psychology of Language Learning. 1114 W Call Street, College of Education, Florida State University, Tallahassee, FL 32306. e-mail: jpll.editors@gmail.com; Web site: http://jpll.org/index.php/journal
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Professional Autonomy, Second Language Instruction, Elementary School Teachers, Language Teachers, Teacher Attitudes, Teaching Experience
Geographic Terms: Austria
ISSN: 2642-7001
Abstract: Despite growing interest in the concept of teacher agency, it remains under-explored among primary school foreign language (FL) teachers. This study uses an ecological framework to investigate how 27 Austrian primary school teachers perceive and exercise their agency in FL teaching through semi-structured, indepth interviews. The findings reveal that agency is fluid and responsive, shaped by personal experiences, institutional support, and broader educational policies. Teachers with high agency may innovate their teaching practices, seek out resources, or advocate for curriculum changes. In contrast, limited agency can result in more constrained practices. Motivation, confidence, and extramural experiences can enhance agency, whereas insecurities regarding language proficiency tend to restrict it. Although classroom autonomy allows for creativity in lesson planning (e.g., choice of materials, CLIL), time constraints and a lack of support can hinder the delivery of consistent FL instruction. The study's results emphasise the need for primary teachers to receive clearer guidance, resources, and institutional recognition in relation to FL teaching.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494492
Database: ERIC
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  Data: Empowered or Constrained? An Ecological Perspective on Austrian Primary School Teachers' Agency in Foreign Language Education
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  Data: <searchLink fieldCode="AR" term="%22Marie-Theres+Gruber%22">Marie-Theres Gruber</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7234-537X">0000-0002-7234-537X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Petra+Kletzenbauer%22">Petra Kletzenbauer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9999-8592">0000-0001-9999-8592</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+the+Psychology+of+Language+Learning%22"><i>Journal for the Psychology of Language Learning</i></searchLink>. 2025 7(2):58-74.
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  Data: International Association for the Psychology of Language Learning. 1114 W Call Street, College of Education, Florida State University, Tallahassee, FL 32306. e-mail: jpll.editors@gmail.com; Web site: http://jpll.org/index.php/journal
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Austria%22">Austria</searchLink>
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  Data: 2642-7001
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  Data: Despite growing interest in the concept of teacher agency, it remains under-explored among primary school foreign language (FL) teachers. This study uses an ecological framework to investigate how 27 Austrian primary school teachers perceive and exercise their agency in FL teaching through semi-structured, indepth interviews. The findings reveal that agency is fluid and responsive, shaped by personal experiences, institutional support, and broader educational policies. Teachers with high agency may innovate their teaching practices, seek out resources, or advocate for curriculum changes. In contrast, limited agency can result in more constrained practices. Motivation, confidence, and extramural experiences can enhance agency, whereas insecurities regarding language proficiency tend to restrict it. Although classroom autonomy allows for creativity in lesson planning (e.g., choice of materials, CLIL), time constraints and a lack of support can hinder the delivery of consistent FL instruction. The study's results emphasise the need for primary teachers to receive clearer guidance, resources, and institutional recognition in relation to FL teaching.
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  Data: 2026
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      – Text: English
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        PageCount: 17
        StartPage: 58
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Professional Autonomy
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Language Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Austria
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      – TitleFull: Empowered or Constrained? An Ecological Perspective on Austrian Primary School Teachers' Agency in Foreign Language Education
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            NameFull: Petra Kletzenbauer
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              Type: published
              Y: 2025
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