This literature review begins by considering the concept of autonomy. The focus narrows to teacher autonomy specifically and a range of conceptualisations are summarised. Its influences and impact are discussed and the role which teacher autonomy plays in the wider issue of teacher professionalism is addressed. Central influences, including the UK government and teachers themselves, are scrutinised and trends since the 1988 Education Act are discussed.
Within the current context, this literature review is important. A two-tier system of autonomous academies and straight-jacketed maintained schools is developing and, amongst the profession, Government policy is unpopular. This article aims to raise teachers' awareness of an important issue, as well as highlight the need for future empirical research.
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