Exploring teachers’ professional agency within shifting educational contexts: A comparative study of Lebanon, Qatar, Kuwait, and Morocco

Abstract This study explored teachers' professional agency in response to shifting educational contexts caused by the COVID-19 pandemic across four participating countries. Findings from this qualitative comparative study revealed that the forty-six participants enacted agency in initiating teaching and learning activities for students, engaging in individual and collaborative learning opportunities, and establishing new partnerships with multiple stakeholders. However, teachers’ ability to practice professional agency was either supported or hindered due to several factors which varied between the public and private sectors within and across the participating countries. Implications on practice, professional development and policy for a post-pandemic era are discussed.