“Who are we as teachers today?” Polish teachers and the question of political agency

This paper examines the evolving perceptions of Polish teachers regarding their roles within the contemporary educational landscape and the broader socio-political context. Through semi-structured interviews with teachers from public primary and secondary schools in urban areas, the study explores teachers' perceptions of their professional roles, societal expectations, and engagement with educational policies through the category of political agency. The findings reveal a complex interplay between teachers' sense of mission, frustration with bureaucratic constraints, and disillusionment with political processes. While teachers perceive themselves as agents of societal change and emphasize the importance of personal relationships with students and parents, they express skepticism about their ability to effect systemic change through political action. The study highlights the tension between teachers' desire for professional autonomy and their perceived marginalization within broader socio-political dynamics, shedding light on the challenges facing educators in navigating evolving educational paradigms and societal expectations. The Polish case illustrates a paradox in which a strong sense of professional identity coexists with limited political capacity. This configuration sheds light on the ways educators negotiate their roles within systems where opportunities for collective action are constrained, offering insights that resonate beyond the Polish context.