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Whereas much has been written about initiatives to empower teachers, scholars agree that the capabilities approach, which is an important method for empowering teachers in the arena of autonomy, requires continued research. Our aim in this research paper is, therefore, to continue the debate on fostering teacher autonomy from a capabilities perspective. We present a South African education policy analysis in which it can be seen that capabilities may empower teachers to be agents of autonomy. Having employed a capabilities approach, our study shows that possibilities exist for deepening thinking about teachers' autonomous education practices in general. The findings show that teachers should focus on self-attention and care for the self to become autonomous beings. The results show that empowering teachers to be autonomous may be regarded as a robust paradigm that can be used even as development challenges and educational priorities shift.
Klerk et al. (Wed,) studied this question.