Professional Trust and Teacher Autonomy in Post-Pandemic Elementary Education

This study examines teacher perceptions of professional trust and autonomy in elementary education following the COVID-19 pandemic. Drawing from survey responses and in-depth interviews with K-5 teachers, this research explores how teachers define empowerment, identify barriers to professional autonomy, and conceptualize the role of trust in their work. Findings reveal that teachers seek recognition as professionals with expertise, desire meaningful input in decision-making processes, and require protected time for authentic pedagogical work. The post-pandemic context has intensified existing tensions between administrative requirements and professional judgment, highlighting the need for systemic approaches that honor teacher expertise while maintaining accountability. This article contributes to ongoing discussions about teacher retention, professional development, and educational reform by centering teacher voice in understanding what conditions enable or constrain professional practice.