Building School-Wide Capacity for Improvement: The Role of Leadership, School Organizational Conditions, and Teacher Factors

Autor/inn/en	Thoonen, Erik E. J.; Sleegers, Peter J. C.; Oort, Frans J.; Peetsma, Thea T. D.
Titel	Building School-Wide Capacity for Improvement: The Role of Leadership, School Organizational Conditions, and Teacher Factors
Quelle	In: School Effectiveness and School Improvement, 23 (2012) 4, S.441-460 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2012.678867
Schlagwörter	Teacher Motivation; Evidence; Elementary Schools; Leadership; Foreign Countries; Educational Change; Educational Improvement; Longitudinal Studies; Capacity Building; Faculty Development; Accountability; Educational Policy; Data Analysis; School Organization; Netherlands + Suchen Sie Ihr Suchwort? Evidenz; Elementary school; Grundschule; Volksschule; Führung; Führungsposition; Ausland; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Verantwortung; Politics of education; Bildungspolitik; Auswertung; School organisation; Schulorganisation; Niederlande
Abstract	Education policies for greater accountability of schools assume that schools are capable of building their capacity for continuous improvement. While policy-makers, scholars, and practitioners acknowledge the importance of building school-wide capacity for continuous improvement, empirical evidence to this effect remains thin. In this study, we examine the extent to which school improvement capacity develops over time in a sample of elementary schools in The Netherlands. Leadership practices, school organizational conditions, teacher motivation, and teacher learning were used to measure school-wide capacity for improvement. Mixed-model analysis of longitudinal data from 1,010 teachers of 32 Dutch elementary schools showed that schools are capable of building school-wide capacity, and that sustaining a high level of capacity seemed to be more difficult. The findings suggest that improving leadership may be an important first step in the process of building school-wide capacity. (Contains 4 figures, 3 tables and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10