Principal theoretical and methodological approaches to the development of teacher autonomy in educational institutions

This article provides a comprehensive theoretical and methodological analysis of approaches to fostering teacher autonomy in educational institutions, with the aim of identifying their strengths and weaknesses and developing an integrated model of psychological support. Five key research traditions are distinguished: motivational-needs (Self-Determination Theory), social-cognitive (self-efficacy theory), humanistic-phenomenological, relational-contextual (relational autonomy), subject-action, and genetic-modulating directions of the Ukrainian psychological school. Through a systematic literature review combined with conceptual-categorical and comparative analyses, it was found that none of these approaches simultaneously encompass the motivational-value, cognitive-reflective, operational-instrumental, and social-network dimensions of pedagogical autonomy. The article then examines recent empirical studies of digital interventions (EdTech technologies, automated AI feedback) in enhancing perceived autonomy among teachers, as well as psychological support mechanisms under crisis conditions (wartime, distance learning). It demonstrates that digital platforms can stimulate metacognitive self-regulation and boost intrinsic motivation, yet their impact remains fragmented without attention to social context and long-term dynamics. A systematic analysis of methodological gaps revealed the absence of comprehensive instruments for measuring all four dimensions of autonomy simultaneously, a lack of longitudinal research, and insufficient integration of digital and social support formats. On the basis of these findings, the GRADE-Eco framework is proposed – a gradient-ecosystem approach that combines the four dimensions of autonomy with a modular digital-social psychological support ecosystem (AI Radar, Peer-Design Labs, Micro-Badges, Open Faculty Commons). GRADE-Eco provides the methodological pillars for developing teacher autonomy at the pre-tertiary, vocational-tertiary, and higher education levels, creating conditions for the gradual build-up of motivation, reflection, operational freedom, and network resources. The proposed model is ready for further empirical validation and practical implementation in post-graduate professional development programs for educators.