The effect of teacher psychological, school organizational and leadership factors on teachers' professional learning in Dutch schools Geijsel, F.P.; Sleegers, P.J.C.; Stoel, R.D.; Kruger, M.L. Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. AbstractIn this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the

This article examines the effects of transformational school leadership on the commitment of teachers to school reform, and the effort they are willing to devote to such reform. It does so by building on the knowledge from both educational and non‐educational research into such effects. A model of such effects is tested using two approximately comparable sets of data collected from samples of Canadian and Dutch teachers. Structural equation modeling is applied to test the model within each data set. Results of the Canadian and Dutch studies are then compared. The findings show transformational leadership dimensions to affect both teachers’ commitment and extra effort. The effects of the dimension's vision building and intellectual stimulation appear to be significant in particular. Overall, the findings clearly indicate the importance of analyzing dimensions of transformational leadership for their separate effects on teacher commitment and extra effort within the context of educational reform.

Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher learning on teaching practices. Research Design: Data were collected from a survey of 502 teachers from 32 elementary schools in the Netherlands. A structural model was tested on the within-school covariance matrix and a chi-square test taking into account nonindependence of observations. Findings: Results suggest that teachers' engagement in professional learning activities, in particular experimenting

This research examines the conditions fostering the implementation of large-scale innovation programs through the eyes of teachers. The implementation of two innovation programs by teachers from two sectors of Dutch agricultural education was studied. Structural equation modeling was applied to the survey data of the two groups of teachers.Results show dimensions of transformational leadership and participation in decision making along with teachers' feelings of uncertainty and professional development activities to influence the extent to which teachers change their practices according to the principles of the current innovation program and also the extent to which teachers agree with the principles. It is argued that school improvement research should pay more attention to the complex relationships between the conditions fostering innovation. The importance of analyzing conditions in the context of different innovation programs and the importance of recognizing feelings of uncertainty for school improvement research are discussed in greater detail.To understand schools, we must understand them as teachers do, that is, we must attempt to construe how schools appear to teachers who inhabit them. (Rosenholtz, 1991, p. 3) 130

Based on the assumption that schools can play a significant role in the citizenship development of students, in most contemporary modern societies schools are obligated to provide citizenship education. However, the effectiveness of different forms of citizenship education is still unclear. From the empirical literature on citizenship over the period of 2003-2009 28 articles were selected on effects of citizenship education on students' citizenship. Our review showed the political domain of citizenship to be emphasized more than the social domain. An open and democratic classroom climate in which discussion and dialogue takes place appears to effectively promote the development of citizenship among secondary school students. Moreover, a formal curriculum that includes citizenship projects and courses also appears to be an effective type of citizenship education. The effects of citizenship education are discussed in relation to the quality of the studies reviewed.

The aim of this paper is to offer an additional perspective to the understanding of educational change processes by clarifying the significance of identity learning. Today's innovations require changes in teachers' professional identity. Identity learning involves a relation between social-cognitive construction of new meanings and individual, emotional sense-making of new experiences. This relationship between cognition and emotion asks for a strong learning environment: the question is whether schools provide these strong learning environments. To answer this question, the paper provides an overview of the existing knowledge about schools as contexts for teacher learning and change. It will become clear that the emotional side of the change process has been overlooked. A model for identity learning is presented, involving both meaning-giving and sense-making. Building on this model, it is discussed how school leaders can build strategies for the identity learning of teachers.

The results of a nationwide study of the citizenship competences of adolescents in the Netherlands are presented from the perspective of democratic citizenship in this article. Citizenship competences are defined as the knowledge, skills, attitudes and reflection needed by young people in a democratic and multicultural society to adequately fulfil social tasks that are part of their daily lives. The Citizenship Competences Questionnaire was administered to 16,000 adolescents in either sixth or ninth grade. With the help of analyses of variance and partial correlations, background factors related to the students and the environment were analysed in conjunction with each other. The results showed significant differences in citizenship competences to depend upon the gender, age, cognitive level, socioeconomic status and ethnic backgrounds of the adolescents in addition to the degree of urbanisation characteristic of their school environments. The findings are discussed in light of research previously conducted on the citizenship of young people.

Citizenship has recently been introduced into the educational curriculum. Instruments to determine the effects of citizenship education are scarce. In this article, the concept of citizenship competences is explored in order to develop a measurement instrument. Four social tasks were derived from the literature as representative of young people's citizenship practices: acting democratically, acting in a socially responsible manner, dealing with conflicts, and dealing with differences. What adequate fulfilment of each social task presupposes in terms of knowledge, attitudes, skills, and reflection is defined per task and operationalised into items for a questionnaire. The sample (N = 16,000) concerns a representative sample of students in grade 6 and grade 9. Confirmatory factor analyses were conducted to determine the extent to which the structure in the data corresponded to the structure expected on theoretical grounds. The study reveals a reliable and valid instrument for the measurement of young people's citizenship competences. Future research should provide insight into how these competences relate to citizenship behaviour and whether measures of citizenship competences and behaviour will help schools to evaluate the effectiveness of their efforts.