<b>Teacher Agency in Primary Schools in Uganda: Measuring Agency Within Networks of Teachers and their Peers</b>

This study investigated teacher agency—the extent to which teachers feel able to make decisions, influence change, and act professionally within their schools—and how this relates to teacher well-being, job satisfaction, and peer-recognised influence (Peterson et al., in preparation). The research focused on primary school teachers in Arua and Kampala districts in Uganda, drawn from schools with different levels of engagement in a Human Centered Design (HCD) intervention being piloted by the Aga Khan Foundation’s Schools2030 programme.The study responds to a growing recognition that teachers are central to education reform, not only as implementers of policy but also as active agents of change within their schools and communities. By combining teachers’ self-reports with peer nominations, the study examined both how teachers see themselves and how they are recognised by colleagues, offering a more holistic understanding of agency in real school settings.