Empowered or Constrained? An Ecological Perspective on Austrian Primary School Teachers’ Agency in Foreign Language Education

Abstract

Despite growing interest in the concept of teacher agency, it remains under-explored among primary school foreign language (FL) teachers. This study uses an ecological framework to investigate how 27 Austrian primary school teachers perceive and exercise their agency in FL teaching through semi-structured, in-depth interviews. The findings reveal that agency is fluid and responsive, shaped by personal experiences, institutional support, and broader educational policies. Teachers with high agency may innovate their teaching practices, seek out resources, or advocate for curriculum changes. In contrast, limited agency can result in more constrained practices. Motivation, confidence, and extramural experiences can enhance agency, whereas insecurities regarding language proficiency tend to restrict it. Although classroom autonomy allows for creativity in lesson planning (e.g., choice of materials, CLIL), time constraints and a lack of support can hinder the delivery of consistent FL instruction. The study's results emphasise the need for primary teachers to receive clearer guidance, resources, and institutional recognition in relation to FL teaching.