Flexible working and professional relationships in schools: An ecological approach

Abstract In English schools, the policy environment has recently moved considerably in favour of teachers taking planning, preparation and assessment (PPA) time away from the school site as one approach to flexible working in support of teacher retention. Adopting an ecological agency approach to agency, we argue that offsite PPA offers a lens for examining the structural conditions of teacher agency. This may support a more nuanced understanding of teacher decision‐making and teacher actions, in particular, how professional relationships influence primary teachers' use of PPA time. It draws on a reflexive thematic analysis of an online survey of school leaders ( n = 314) and semi‐structured interviews and focus groups with senior leaders ( n = 12) and teachers ( n = 21). Findings indicate that levels of professional trust, the formalisation of collaborative relationships and managerial relationships varied considerably between schools, impacting the opportunity for teachers to take their PPA time offsite. These findings offer practical insights into the complexities of offering offsite PPA in primary schools at a time of heightened political interest in flexible working. The paper outlines the implications of these findings for teacher professionalism and policymakers, arguing that offsite PPA may function as a strong indicator of leaders' professional trust in teachers. However, a lack of clarity over acceptable uses of PPA time might present a significant barrier to the use of offsite PPA in some schools, suggesting that it might not currently be a viable flexible working strategy in all settings.