Understanding ESL Teachers' Agency in Their Early Years of Professional Development: A Three-Layered Triadic Reciprocity Framework

Drawing upon the Triadic Reciprocity Framework, this longitudinal qualitative multiple-case study examined how three Hong Kong secondary English as a second language (ESL) teachers exercised their teacher agency to take control of their teaching and professional development. More specifically, the study aimed at exploring how teachers' intentions and actions for the establishment of their professional identity were afforded and constrained by their workplaces. Findings reveal that these ESL teachers exercised different degrees of proactive, reactive, and passive agency. The four properties of human agency, i.e., intentionality, forethought, self-reactiveness, and self-reflectiveness, influenced the teachers' proactive, reactive, and passive agency when they responded to personal, behavioral, and environmental determinants. The findings shed light on a three-layered Triadic Reciprocity framework on teacher agency and contributes to a systematic and comprehensive discussion about the various internal and external factors that might exert influences on agency of early career teachers. This study offers pedagogical implications for school teachers, school leaders, and policy makers in Hong Kong and beyond.

Automated summary

Drawing upon the Triadic Reciprocity Framework, this study examined how three Hong Kong secondary ESL teachers exercised their teacher agency to control their teaching and professional development. Findings reveal that teachers exhibited different degrees of proactive, reactive, and passive agency, influenced by intentionality, forethought, self-reactiveness, and self-reflectiveness as properties of human agency. The study contributes to a systematic discussion about factors influencing teacher agency and offers pedagogical implications for educators and policy makers.