Why Classrooms Become Compliance-Oriented and What Makes Relational Practice Possible

This study examines why compliance-oriented classroom practices persist despite strong evidence supporting relational, autonomy-supportive teaching. Drawing on a review of the literature, the findings suggest this gap is shaped by structural conditions that make compliance more sustainable in daily practice. At the same time, a space exists between constraint and professional agency, where intentional shifts can redistribute how classroom complexity is managed: from teacher-centered control to community-supported learning.