Digital Management Platforms and Teacher Autonomy: Primary School Teachers’ Perceptions

Abstract

This study analyzes the perceptions of primary school English teachers regarding their autonomy and professional development in the context of the implementation of the LOMLOE (Organic Law on the Modification of the Organic Law on Education), as well as its possible relationship with their level of Digital Teaching Competence. A mixed sequential exploratory design was used, involving focus groups and a questionnaire administered nationwide. The focus groups revealed difficulties perceived by teachers due to increasing bureaucratization, overload in assessment processes, and the mandatory use of digital management platforms in what has been identified as a process of didactic platformization perceived as a control mechanism. The questionnaire (n=872) showed that, although teachers in this context continue to value their autonomy in the classroom positively, they consider that there are difficulties in managing curricular elements, mainly due to assessment criteria. Taking into account the certification of teachers' Digital Teaching Competence, the highest levels are associated with greater use of technological resources, but no differences are apparent in the perception of autonomy or professional development, suggesting an excessively instrumental approach to accreditation processes. It is concluded that the LOMLOE, despite aiming to promote the professional autonomy of teachers, in practice generates new forms of administrative control that put pressure on their professional development.