Maken schoolleiders het verschil?

Bruggencate, ten Gerrarda Corinne

doi:10.3990/1.9789036527835

Cited by 5 publications

(9 citation statements)

References 61 publications

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“…The combined effects represent the product of the association of leadership with a particular intermediate variable and the association of the intermediate variable and student outcomes. Remarkable outcomes are the negative paths in the studies by De Maeyer et al (2007) and Ten Bruggencate (2009). Negative associations are sometimes interpreted as compensatory action of schools and school leaders as a reaction to low student performance, but these interpretations are rather speculative given the correlational nature of the studies in question.…”

Section: Promising Paths and Intermediate Variables In Indirect-effecmentioning

confidence: 92%

School leadership effects revisited: a review of empirical studies guided by indirect-effect models

Hendriks

Scheerens

2013

School Leadership & Management

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Section: Promising Paths and Intermediate Variables In Indirect-effecmentioning

confidence: 92%

School leadership effects revisited: a review of empirical studies guided by indirect-effect models

Hendriks

Scheerens

2013

School Leadership & Management

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“…As such, teacher collaboration is often considered an intermediate variable in research instead of the main subject of study (e.g. Ten Bruggencate, 2009; Visscher and Witziers, 2004). We consequently lack knowledge about the extent to which teachers collaborate.…”

Section: Introductionmentioning

confidence: 99%

The effect of school-leader support and participation in decision making on teacher collaboration in Dutch primary and secondary schools

Honingh¹,

Hooge²

2013

Educational Management Administration & Leadership

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Over the last three decades, the concept of teacher collaboration has been embraced as a promising concept in the sphere of educational policy and educational research. Teacher collaboration is now considered crucial to strengthening the position of teachers, shaping their professional space and improving their professionalism. However, the concept of teacher collaboration lacks consensus: both its definitions and its purpose are the subject of discussion and criticism. Against this background, we present a theoretical and empirical analysis of teacher collaboration. We carried out secondary analyses on existing data from a large quantitative study conducted in primary schools (n ¼ 271) and secondary schools (n ¼ 343) to examine the extent to which teachers collaborate and to identify organizational characteristics and teachers' personal characteristics that affect teacher collaboration. The models we developed using structural equation modelling reveal that teacher collaboration in primary schools is influenced by the extent to which teachers perceive school-leader support, teachers' satisfaction concerning their participation in decision making and teachers' orientation towards student performance. The model for secondary schools is more straightforward: only perceived school-leader support directly influences teacher collaboration.

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“…The questionnaire about educational leadership was based on the instrument as developed and validated by ten Bruggencate (2009). The questionnaire comprised aspects of school leadership that can be regarded as important for DBDM, and included 13 items, such as "The school leader emphasizes the importance of monitoring student achievement," "The school leader ensures a shared feeling of responsibility for the achievement of all students," and "The school leader encourages staff to work as a team."…”

Section: Instrumentsmentioning

confidence: 99%

Changes in Educational Leadership During A Data-Based Decision Making Intervention

Geel

Keuning

Visscher

et al. 2018

Leadership and Policy in Schools

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School leaders are assumed to be important for the implementation of data-based decision making (DBDM), but little is known about changes in leadership during this implementation. Educational leadership was measured before, during, and after a two-year, school-wide DBDM intervention in 96 primary schools. Advanced analysis techniques were applied: educational leadership was classified based on multilevel latent class analysis, changes were modeled using multi-state modeling. Results indicate that leadership was stable (44%) or improved (40%) during DBDM implementation. Stability was primarily found for schools with initial high leadership for DBDM, whereas improvement was most likely in schools with lower initial leadership

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Maken schoolleiders het verschil?

Abstract: Dit onderzoek is mogelijk gemaakt met een subsidie van Bruggencate, Gerdy C. ten Maken schoolleiders het verschil? Onderzoek naar de invloed van schoolleiders op de schoolresultaten Proefschrift Universiteit Twente, Enschede. -Met lit. opg. -Met samenvatting in het Engels.

Cited by 5 publications

References 61 publications

School leadership effects revisited: a review of empirical studies guided by indirect-effect models

School leadership effects revisited: a review of empirical studies guided by indirect-effect models

The effect of school-leader support and participation in decision making on teacher collaboration in Dutch primary and secondary schools

Changes in Educational Leadership During A Data-Based Decision Making Intervention

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