Teacher autonomy: the impact of evidence-based practices and social validity

Abstract The use of evidence-based practices (EBP) in education has grown significantly over recent decades, with demonstrated positive impact on student outcomes. However, concerns have been raised about the potential negative consequences of mandated EBPs eroding teacher autonomy, particularly when driven by top-down policy directives. Despite growing debate, limited empirical research has explored how teachers navigate this tension between external mandates and teacher professional autonomy. This study investigates how teachers in Australia perceive their autonomy regarding implementing mandated EBPs in literacy education, with particular attention to the social validity they assign to these practices. A survey of 78 teachers evaluated both their valuation of EBPs and their perceived autonomy, followed by semi-structured interviews with two participants. Results suggested a positive relationship between teachers’ social validation of EBPs and their perceived autonomy, while the thematic analysis of interview data revealed a more contextually grounded picture that highlighted the varied lived experiences situated beneath this broader pattern. Quality professional development and collaborative culture emerged as key mediators helping teachers understand and enact mandated practices in ways aligned with their professional judgment. This study highlights the complex interplay between policy mandates, teacher autonomy, and institutional contexts, suggesting that meaningful autonomy depends not only on teacher attitudes towards evidence-based practices but also on the institutional and relational conditions that frame their professional work.