The Autonomy Mirage
Why Freedom Without Structure Fails
Recently, I saw a social media post making the rounds in the district I serve.
It said something like: “Teachers used to have autonomy—now we’re just told what to do.”
It struck a nerve.
Because on one hand… they’re not wrong. Over the past few years, systems have tightened. Scope-and-sequence pacing, common assessments, required curricula—it’s a lot. And it can feel like autonomy has vanished into a fog of mandates and micromanagement.
But on the other hand… I can’t stop thinking about Ms. Ellis (pseudonym) and teachers like her.
Ms. Ellis was brilliant first-year teacher I coached who was told, “Just do what works for you.” She was given total freedom—no model lessons, no feedback, no clarity. Two weeks into the year, her classroom was pure chaos. Her students weren’t growing. And she felt like a failure.
We called it trust.
But what we’d really handed her was abandonment.
This is the tension we don’t talk enough about.
We equate autonomy with trust—and assume the absence of structure means people feel empowered. But what happens when the structure is the thing that makes trust possible?
That’s why I’m writing this series.
Because autonomy isn’t simple. And if we want to get it right—for teachers and for students—we need to name the difference between freedom that supports and freedom that harms.
The Mirage We Call Autonomy
We throw around the word “autonomy” like it’s a virtue.
But too often in schools, autonomy is a mirage—something that sounds like trust but feels like neglect. It shows up when leaders say things like:
“Do what works for you” (but never check if it’s working),
“We trust our teachers” (but never define what good looks like),
“You’ve got freedom” (but no curriculum, no time, and no backup plan).
“The absence of structure doesn’t create engagement. It creates ambiguity.”
— Ron Heifetz, Adaptive Leadership
We think we’re giving people power. What we’re often giving them is confusion.
The Autonomy Spectrum
Autonomy isn’t a light switch. It’s a sliding scale.
Control: Tight restrictions, top-down mandates.
Feels: Micromanaged, disempowered
Supportive Autonomy: Clear expectations + room to innovate
Feels: Safe, empowered, purposeful
Abandonment: Total freedom with no guidance.
Feel: Isolated, overwhelmed, performative
The goal isn’t to remove all constraints. The goal is to give people freedom within a framework.
“Autonomy support involves providing rationale, acknowledging feelings, and offering choice within structure.”
— Edward Deci & Richard Ryan, Self-Determination Theory
What Autonomy Really Requires
Autonomy is powerful—but only when it’s built on three foundations:
Clarity of what success looks like
Capacity to meet expectations
Credibility in the person’s skill and intent
Without those? Autonomy isn’t freedom. It’s a setup.
“Empowerment without alignment isn’t empowerment. It’s chaos.”
— Linda Darling-Hammond
I’ve seen it in coaching, too. When I say “try something new” without anchoring it in purpose, teachers don’t feel empowered. They feel unsure. When I give them room to lead, and walk with them in the mess? That’s when they shine.
Reflection for Leaders
If you're leading people—even one person—this is your diagnostic:
Where have I offered autonomy as a substitute for support?
What do I assume people already know when I hand over a decision?
When someone struggles, do I reflexively tighten control—or ask what they need?
“Autonomy is not the absence of rules. It is the alignment of purpose and freedom.”
— Daniel Pink, Drive
We don’t need less structure. We need better structure—designed around trust, purpose, and support.
The Next Layer
In the next post, we’ll break open the Trust–Autonomy Matrix—a quadrant map that explains why schools get stuck in control zones, nanny states, or worse… total freefall. (And how to shift.)
But for now, here’s your litmus test:
Did your last “empowerment” initiative truly empower people—or just leave them alone with nicer language?
✏️ P.S. Been Ms. Ellis? Led someone like her? I’d love to hear your stories. Drop a comment or share this post with a fellow coach or school leader who’s navigating the same fog. If you’re not subscribed yet, come along for the full series.