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

10 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

Fingerprint

Dive into the research topics of 'Teachers' professional orientation and their involvement in school policy making: results of a Dutch study'. Together they form a unique fingerprint.

Cite this