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Teacher Autonomy in Bangladesh: Realities, Challenges, and Pathways for Reform

Centre of Excellence
9 Oct, 2025


Teacher autonomy—the professional capacity and right of teachers to make pedagogical, curricular, and assessment decisions—is a cornerstone of effective, learner‐centred education. While the concept of student autonomy has gained traction in Bangladesh through recent curriculum reforms, teacher autonomy remains under-explored and unevenly realized. This article examines the current status of teacher autonomy in Bangladesh, identifies key barriers and enablers, and compares national practices with international trends highlighted in the OECD’s Teaching and Learning International Survey (TALIS). Findings reveal that Bangladeshi teachers’ autonomy is constrained by exam‐centric culture, limited professional development, and systemic centralization. To strengthen autonomy, policies must combine flexibility with accountability, trust with capacity‐building, and professional agency with supportive assessment reforms.

Introduction


Bangladesh’s education system is undergoing a period of significant reform, shifting away from rote learning toward a competency‐based and student‐centred framework. The National Curriculum Framework (2021) and the 2025 report Student Autonomy in Bangladesh: Evidence, Challenges, and a Roadmap for Reform both highlight learner independence as essential for creativity, critical thinking, and global competitiveness.

However, such student‐centred transformation cannot be achieved without teacher autonomy—the professional freedom for teachers to make informed decisions about pedagogy, assessment, and classroom management. This paper examines the realities of teacher autonomy in Bangladesh, drawing on recent studies, national data, and international benchmarks, and suggests practical policy pathways to strengthen it.

Understanding Teacher Autonomy


Teacher autonomy refers to the degree of professional independence educators have in making instructional and organizational decisions. Scholars (Benson, 2011; OECD, 2024) identify several dimensions:

  • Instructional autonomy – freedom to choose teaching methods, pace, and classroom strategies.
  • Curricular autonomy – capacity to adapt or enrich prescribed curricula to meet students’ needs.
  • Assessment autonomy – authority to design formative and summative assessments.
  • Organizational autonomy – participation in school decision‐making, scheduling, and resource use.
  • Professional autonomy – engagement in leadership, collaboration, and ongoing professional learning.

International research consistently shows that teacher autonomy correlates with higher self‐efficacy, innovation, and student engagement. Yet autonomy requires balance—sufficient freedom coupled with accountability and professional standards.

Current Evidence in Bangladesh

Research Findings

Recent Bangladeshi studies offer insights into teachers’ perceptions and practices:

  • Mafrukha Begum (TESOL Bangladesh Journal) found that tertiary EFL teachers hold positive beliefs about learner autonomy but struggle to implement it due to fear of losing control, exam pressures, and rigid syllabi.
  • Jahanara Begum (International Journal of Language Education) reports similar trends: teachers are aware of autonomy but face barriers such as lack of training, heavy workloads, and student dependency.
  • Mehnaz Tazeen Choudhury (2018) revealed that private university teachers enjoy moderate autonomy in planning and instruction, but institutional policies and assessment expectations restrict innovation.

Collectively, these findings suggest that teacher autonomy exists in pockets—mostly in higher education and private sectors—but is limited at primary and secondary levels.

Systemic and Cultural Constraints

Several systemic and socio‐cultural factors restrict teacher autonomy in Bangladesh:

  • Exam‐centric culture: The dominance of SSC and HSC examinations compels teachers to “teach to the test,” discouraging creativity or inquiry-based learning.
  • Capacity gaps: Many teachers lack training in formative assessment, differentiated instruction, and project-based pedagogy.
  • Cultural expectations: Parents and communities often equate quality with exam results, creating social pressure to prioritize grades over genuine learning.
  • Resource inequality: Rural and marginalized schools face severe shortages in materials, infrastructure, and professional support.
  • Low trust and hierarchical governance: Decision‐making is often centralized, limiting teachers’ input in school or policy matters.

Comparative Perspective: OECD and TALIS Insights

The OECD TALIS (2024) survey underscores that teachers who enjoy higher levels of autonomy also report stronger self‐efficacy, greater job satisfaction, and better classroom management. High‐performing systems—such as Finland, Norway, and Japan—combine curricular flexibility with professional accountability.

In these systems:

  • Teachers design and adapt lessons to local contexts.
  • Assessment practices emphasize formative feedback and portfolios.
  • School leadership supports peer learning, mentorship, and shared decision‐making.

By contrast, centralized systems with rigid curricula (often exam-driven) see lower innovation and teacher morale. The lesson is clear: autonomy thrives when supported by trust, resources, and collaboration.

Comparative Overview: Bangladesh vs. International Benchmark 

Teacher autonomy varies significantly across countries. In many developed nations, such as Finland, Japan, and Canada, teachers enjoy a high level of professional independence. They can select teaching materials, design assessments, and adjust curriculum based on student needs. These systems emphasize trust in teachers, strong professional training, and collaborative decision-making within schools.
In contrast, Bangladesh’s education system remains more centralized. Curriculum design, teaching methods, and assessment structures are often determined by national authorities, leaving limited room for teachers to make classroom-level decisions. While recent education reforms have introduced ideas like competency-based learning and teacher-led assessment, implementation is still at an early stage.
To align with global best practices, Bangladesh needs to increase teacher participation in school planning, encourage innovation in pedagogy, and promote a culture of professional trust and accountability. Strengthening autonomy will not only improve teaching quality but also enhance students’ motivation and learning outcomes.

Recent Data and Indicators

  • BANBEIS (2023): Secondary gross enrolment near 70%, gender parity nearly achieved; but dropout rates exceed 30% in some districts.
  • World Bank (2022): Over 50% of primary students lack minimum reading proficiency, limiting autonomy in higher grades.
  • National Curriculum Framework (2021): Introduced competency-based approaches and formative assessment—policy support exists, but classroom translation remains weak.

Despite positive policy rhetoric, there is limited quantitative data on teachers’ perceived autonomy. Qualitative evidence, however, consistently indicates a gap between awareness and implementation.

Why Teacher Autonomy Matters

  1. Teacher Motivation and Retention: Autonomy correlates strongly with job satisfaction and professional pride. When teachers are trusted decision-makers, burnout and attrition decline.
  2. Student Learning Quality: Autonomy enables use of interactive, critical, and inquiry-based pedagogies—vital for developing student autonomy.
  3. Innovation and Local Relevance: Teachers can tailor lessons to community realities (e.g., coastal, refugee, or remote contexts).
  4. Systemic Reform: Without empowered teachers, competency-based curricula risk remaining rhetorical rather than transformative.

Policy Recommendations


1. Embed Flexibility in Assessment and Curriculum

  • Integrate school-based assessments, portfolios, and project components alongside national exams.
  • Officially allow teachers to adapt content to local contexts and use supplementary materials.

2. Strengthen Professional Development

  • Design training on autonomy-supportive pedagogy, formative assessment, and differentiated instruction.
  • Establish mentorship and peer-learning networks to sustain innovation.

3. Build Trust and Redefine Accountability

  • Shift evaluation metrics from test results to growth indicators (creativity, problem-solving, engagement).
  • Empower school leaders to act as facilitators rather than inspectors.

4. Ensure Equity in Resources

  • Target investment in under-resourced rural schools with materials, digital tools, and teacher incentives.

5. Foster Participatory Governance

  • Involve teachers in curriculum design, policy dialogue, and school leadership roles.
  • Encourage teacher councils or professional associations to advocate for professional standards.

6. Pilot and Evaluate

  • Initiate pilot programs in selected districts to expand teacher autonomy; measure impacts on learning outcomes, teacher confidence, and student engagement.

Lessons from Global Experiences

Countries such as Finland and Norway demonstrate that sustained teacher autonomy leads to system-wide improvement when backed by high-quality training and societal trust. In contexts similar to Bangladesh—like Vietnam or Brazil—gradual decentralization of assessment and curriculum, combined with community engagement, has improved both innovation and equity.

Bangladesh can learn that autonomy is not absence of accountability—it is a redefinition of accountability based on professionalism, trust, and shared purpose.

Conclusion

Teacher autonomy in Bangladesh is both a challenge and an opportunity. The shift toward student autonomy and competency-based education signals readiness for deeper reform, but success depends on empowering teachers as active agents of change.

Expanding teacher autonomy—through professional development, assessment reform, and participatory governance—will enhance motivation, innovation, and student learning outcomes. In short, student autonomy cannot flourish without teacher autonomy. A coherent policy agenda that values trust, capacity, and flexibility can transform Bangladesh’s education system from exam-driven uniformity to creativity-driven excellence.

References (indicative)

  • BANBEIS. (2023). Bangladesh Education Statistics 2023.
  • Begum, M. (2021). Learner Autonomy at Tertiary Level English Classrooms in Bangladesh. TESOL Bangladesh Journal.
  • Begum, J. (2020). Learner Autonomy in EFL/ESL Classrooms. International Journal of Language Education.
  • Choudhury, M. T. (2018). Teacher Autonomy: Perceptions and Practices in Private Universities. Dhaka.
  • OECD. (2024). TALIS 2024 Results: Teachers’ Professional Agency and Working Conditions. Paris: OECD Publishing.
  • World Bank. (2022). Bangladesh Education Sector Review.
  • Centre of Excellence. (2025). Student Autonomy in Bangladesh: Evidence, Challenges, and a Roadmap for Reform. Dhaka.
Aminul Islam Tuku,
Chief Facilitator, Centre of Excellence
aminuis@gmail.com
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