Abstract
Schools in the Netherlands are encouraged by the national Government to develop their own in-service training policy. Teachers' involvement in school policy-making and the effectiveness of in-service training policy are assumed to be related. In the present study, this assumption was examined. For this purpose, 1079 teachers from 98 schools for secondary agricultural education filled in a questionnaire. The study shows that teachers working in schools for secondary agricultural education are involved in school policy-making to a low extent. It also appears that these schools have not (yet) been able to develop effective in-service training policies. Additional analyses revealed that teachers' involvement in school policy-making and the effectiveness of in-service training policy are correlated: in-service training policy is relatively most effective in schools in which teachers are most involved in school policy-making. One may conclude that schools for secondary agricultural education are not yet successful in developing effective in-service training policy because of their limited policy-making capacity.
Original language | English |
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Pages (from-to) | 59-73 |
Number of pages | 15 |
Journal | Teacher Development |
Volume | 2 |
Issue number | 1 |
DOIs | |
Publication status | Published - 1 Mar 1998 |
Externally published | Yes |