Teacher agency has been explored in many studies in different contexts, however research on supporting agency is somewhat limited. In this study, we aimed to support teacher agency in a collaborative inquiry-based in-service course developed based on the ecological model of teacher agency and earlier empirical studies. We conducted a study among…

This study aimed to identify the factors that foster a collaborative culture in the school improvement process. Estonian schools are characterized by a high degree of autonomy in developing the school curriculum and choosing the appropriate methods for its implementation. As a result, some schools are more successful, while others face…

The study discusses how vocational education changes in Estonia have been perceived by vocational teachers. Vocational teachers have been challenged in terms of making sense of and adapting to the educational changes triggered by reform policies introduced in recent decades. As reforms have often not been implemented as planned, it is essential to…

Educational data use practices have a positive impact on evidence-driven school development. Although schools have an abundance of data available to make evidence-driven decisions, it might not be used to its full potential. This paper aimed to explore Estonian teachers' perceptions of data use that support evidence-driven school development. In…

The Soviet period is described as a highly centralised top-down system where schools and teachers had little to say about managerial topics. Instead, change was initiated by the resolutions and decisions of the Ministry of Education. This article aims to shed light on the establishment of Foreign-Language Subject Councils in Soviet Estonia in the…