Critical Determinants of Teacher Agency: A Cluster Analysis Study of Indonesian Teachers

Teacher agency is defined as the ability to deal with complex situations to improve learning. The existing literature has shown that teacher agency is influenced by various aspects. In the Indonesian context, these aspects are discussed according to a one-sided approach, such as the socio-cognitive, sociocultural or ecological. This may possibly yield a partial understanding. The present study identified the critical aspects or determinants of teacher agency, and the characteristics associated with varying levels of teacher agency related to the three approaches. The data was obtained through a multi-response questionnaire completed by 724 teachers from 37 schools in Indonesia. Two-step cluster analysis was used to analyze the data. The findings of this study indicate that 10 out of 23 aspects significantly contribute to teacher agency. These were interpreted as reflection, idea development and supportive involvement, which were critical in determining the variations in teacher agency, ranging from low to very good. It was also observed that only 33.3% of teachers exhibited the anticipated agency at good or very good levels. The remainder required enhancement through appropriate professional development.