Discretion and Autonomy: Public Administrators’ Dilemmas in the Implementation of National Curriculum Statements

Abstract

This study contributes to an understanding of teachers, as street-level bureaucrats in South Africa, and their relative discretion and autonomy in the implementation of public policies. We adopted a mixed-method approach that included in-depth interviews (5), observation (65 days), survey (26), and detailed fieldnotes (25 pages). Our findings demonstrate that teachers exercise discretion and autonomy in areas such as ignoring assessment protocols, following school rules and procedures, rescheduling concepts to be taught, and giving little attention to certain policy requirements. These results offer insights for the exercise of discretion and autonomy by teachers and other street-level bureaucrats.