Teachers' professional orientation and their involvement in school policy making: results of a Dutch study

Kees Jongmans, Harm Biemans, Douwe Beijaard

Research output: Contribution to journalArticleAcademicpeer-review

7 Citations (Scopus)

Abstract

The policy of the Dutch Ministry of Education, Culture and Science is to increase school autonomy. To be able to deal with such autonomy, schools must have a policy-making capacity. The level of teacher involvement appears to be an important indicator of the extent of this capacity. This paper is based on a study of the views of 1079 teachers from 98 schools for secondary agricultural education. Two main types of teachers were discovered: those with a more and those with a less extended professional orientation. While the former were more likely than the latter to be involved in policy making, neither was heavily engaged. The report concludes with a plea for a more participatory model of policy making in schools. copy;1998 BEMAS.

Original languageEnglish
Pages (from-to)293-304
Number of pages12
JournalEducational Management Administration and Leadership
Volume26
Issue number3
DOIs
Publication statusPublished - 1 Dec 1998
Externally publishedYes

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