Dr Maija Salokangas

    Education

    Head of Department
    Associate Professor

    School of Education Building
    2nd Floor
    224

    Biography

    My research focusses on the interplay between education policy and practice, with a specific focus on agency and autonomy. Recently I have explored teachers’ work comparatively in a number of European countries.

    I joined the MU Department of Education from Trinity College Dublin, where I worked as Assistant Professor. My PhD was awarded by the University of Manchester and I studied in the University of Helsinki for my BA and MA degrees. Prior to my academic career, I ta    ught in primary and secondary schools in Finland, Switzerland and England. 

    Research Projects

      Project Role Funding Body / Program Description Start Date End Date Award (€)
    Teacher autonomy in Sweden, England, Finland and Germany Co-PI Swedish Research Council / 01-JAN-16 31-DEC-19 480000
    Marketisation of Education in global contexts PI / 01-JAN-15 01-JAN-15 4235
    Autonomous professional or a mechanistic delivery robot PI / 01-OCT-14 31-MAY-15 1000
    Processes of Privatisation in Education (PoPE) PI / 01-SEP-14 30-JUN-15 5615
    Structural reforms: governance in chains of English Academies Co-PI / 01-SEP-11 31-AUG-13 8500
    Researching educational change in an inner city Academy PI / 01-SEP-10 31-AUG-13 64000

    Books

      Year Publication
    2021 The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe.
    Wermke, W. & Salokangas, M. (2021) The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe. Cham: Springer. [DOI] [Details]
    2017 Inside the Autonomous School: Making Sense of a Global Educational Trend.
    Salokangas M.;Ainscow M. (2017) Inside the Autonomous School: Making Sense of a Global Educational Trend. [DOI] [Details]

    Peer Reviewed Journals

      Year Publication
    2022 ''Split in all directions': an exploration of the impact of wellbeing and daily responsibilities on post-primary school leaders' perceived stress'
    Burke, J;Kinnarney, P;Salokangas, M (2022) ''Split in all directions': an exploration of the impact of wellbeing and daily responsibilities on post-primary school leaders' perceived stress'. School Leadership and Management, [DOI] [Details]
    2020 'Unpacking autonomy for empirical comparative investigation'
    Salokangas M.;Wermke W. (2020) 'Unpacking autonomy for empirical comparative investigation'. Oxford Review of Education, [DOI] [full-text] [Details]
    2020 'Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control'
    Salokangas M.;Wermke W.;Harvey G. (2020) 'Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control'. European Educational Research Journal, 19 (4):329-350 [DOI] [full-text] [Details]
    2020 'Patterns and paths towards privatisation in Ireland'
    Skerritt C.;Salokangas M. (2020) 'Patterns and paths towards privatisation in Ireland'. Journal Of Educational Administration And History, 52 (1):84-99 [DOI] [full-text] [Details]
    2020 'The English School Reforms: Competition, Innovation and Fragmentation'
    Ainscow M.;Salokangas M. (2020) 'The English School Reforms: Competition, Innovation and Fragmentation'. Education In The Asia-Pacific Region, 52 :61-76 [DOI] [full-text] [Details]
    2019 'Decision-making and control: perceived autonomy of teachers in Germany and Sweden'
    Wermke W.;Olason Rick S.;Salokangas M. (2019) 'Decision-making and control: perceived autonomy of teachers in Germany and Sweden'. Journal of Curriculum Studies, 51 (3):306-325 [DOI] [full-text] [Details]
    2015 'Borrowing finnish PISA success? Critical reflections from the perspective of the lender'
    Salokangas M.;Kauko J. (2015) 'Borrowing finnish PISA success? Critical reflections from the perspective of the lender'. Educacao e Pesquisa, 41 (Specialissue):1353-1364 [DOI] [full-text] [Details]
    2015 'The evaluation and steering of English academy schools through inspection and examinations: National visions and local practices'
    Kauko J.;Salokangas M. (2015) 'The evaluation and steering of English academy schools through inspection and examinations: National visions and local practices'. British Educational Research Journal, 41 (6):1108-1124 [DOI] [full-text] [Details]
    2014 'Introduction: 'embedded research' as an approach into academia for emerging researchers'
    McGinity R.;Salokangas M. (2014) 'Introduction: 'embedded research' as an approach into academia for emerging researchers'. Management in Education, 28 (1):3-5 [DOI] [full-text] [Details]
    2014 'Concluding remarks'
    McGinity R.;Salokangas M. (2014) 'Concluding remarks'. Management in Education, 28 (1):29-32 [DOI] [full-text] [Details]
    2014 'Exploring governance in two chains of academy schools: A comparative case study'
    Salokangas M.;Chapman C. (2014) 'Exploring governance in two chains of academy schools: A comparative case study'. Educational Management Administration and Leadership, 42 (3):372-386 [DOI] [full-text] [Details]
    2012 'Independent state-funded schools: Some reflections on recent developments'
    Chapman C.;Salokangas M. (2012) 'Independent state-funded schools: Some reflections on recent developments'. School Leadership and Management, 32 (5):476-483 [DOI] [full-text] [Details]

    Other Journals

      Year Publication
    2016 'Autonomy in education: theoretical and empirical approaches to a contested concept'
    Wermke, W.; Salokangas, M. (2016) 'Autonomy in education: theoretical and empirical approaches to a contested concept' Nordic Journal of Studies in Education Policy, . [Details]

    Book Chapters

      Year Publication
    2021 'The Junior Cycle Reform from a Comparative Perspective: Assessment as Curriculum Practice According to Irish, Finnish and Swedish Teachers'
    Salokangas, M.; Wermke, W., & Harvey, G. (2021) 'The Junior Cycle Reform from a Comparative Perspective: Assessment as Curriculum Practice According to Irish, Finnish and Swedish Teachers' In: Murchan D., Johnston K (eds). Curriculum Change within Policy and Practice. Cham: Palgrave Macmillan. [DOI] [Details]
    2016 'Koulutuksen tasa-arvon muuttuvat merkitykset'
    Salokangas, M.; Kauko, J. (2016) 'Koulutuksen tasa-arvon muuttuvat merkitykset' In: Yksityiset toimijat Englannin julkisten koulujen hallinnossa: kuka kantaa vastuun?. Jyväskylä: Suomen kasvatustieteellinen seura. [Details]
    2016 'Independent state-funded schools and system change: Addressing educational equity?'
    Salokangas, M., Chapman, C. & Beach, D. (2016) 'Independent state-funded schools and system change: Addressing educational equity?' In: Equity and education in cold climates, in Sweden and England. London: Tufnell Press. [Details]
    2014 'School - university partnerships: border crossings as 'a legal alien’'
    Salokangas, M (2014) 'School - university partnerships: border crossings as 'a legal alien’' In: Education Policy Research: Design and Practice at a Time of Rapid Reform. London: Bloomsbury Publishing. [Details]

    Conference Contributions

      Year Publication
    2019 Comparative perspectives to teacher autonomy: empirical and conceptual contributions.
    Salokangas, M. (2019) Comparative perspectives to teacher autonomy: empirical and conceptual contributions. [Oral Presentation], Comparative and International Education Society (CIES), San Francisco, US [Details]
    2019 Teachers' Perceptions of Their Professional Autonomy: Conceptual and Empirical Contributions to the Debate.
    Salokangas, M.; Wermke, W. (2019) Teachers' Perceptions of Their Professional Autonomy: Conceptual and Empirical Contributions to the Debate. [Oral Presentation], American Educational Research Association (AERA), Toronto, Canada [Details]
    2019 False promises of autonomy and innovation: the case of English academy schools.
    Salokangas, M. (2019) False promises of autonomy and innovation: the case of English academy schools. [Oral Presentation], Comparative and International Education Society (CIES), San Francisco [Details]
    2018 Irish and Finnish teachers’ perceptions of their professional autonomy: a comparative study.
    Salokangas, M.; Harvey G. (2018) Irish and Finnish teachers’ perceptions of their professional autonomy: a comparative study. [Oral Presentation], Education Studies Association Ireland (ESAI), Dublin, Ireland [Details]
    2016 Inside an autonomous school.
    Salokangas, M.; Ainscow, M (2016) Inside an autonomous school. [Oral Presentation], American Educational Research Association (AERA), Washington, US [Details]
    2016 Teacher autonomy in international research: a critical review.
    Salokangas, M.; Wermke, W. (2016) Teacher autonomy in international research: a critical review. [Oral Presentation], Nordic Education Research Association (NERA), Helsinki, Finland [Details]
    2016 Teacher autonomy as a multidimensional and context dependent concept.
    Wermke, W.; Salokangas, M. (2016) Teacher autonomy as a multidimensional and context dependent concept. [Oral Presentation], ECER, Dublin, Ireland [Details]

    Article

      Year Publication
    2017 Research finds academies still too tied up by exams and inspections to adopt best practices.
    Ainscow, M., & Salokangas, M (2017) Research finds academies still too tied up by exams and inspections to adopt best practices. Article [Details]
    2017 Giving teaching back to teachers.
    Ainscow, M.; Salokangas, M. (2017) Giving teaching back to teachers. Article [Details]

    Employment

      Employer Position From / To
    Trinity College Dublin Assistant Professor 01-SEP-13 / 30-NOV-19

    Recent Postgraduates

      Graduation Student Name University Degree Thesis
    2022 Claire Geoghegan TCD PhD A Case Study Analysis of Irish Primary School Principals: Perspectives of and Experiences in Their Role
    2021 Geraldine Nolan TCD PhD Leadership in Early Childhood Education and Care: Gender, Class, and Women who Care (s)?