Building School-Wide Capacity for Improvement: The Role of Leadership, School Organizational Conditions, and Teacher Factors
Item
- Title
- Building School-Wide Capacity for Improvement: The Role of Leadership, School Organizational Conditions, and Teacher Factors
- Abstract/Description
- 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.
- Date
- In publication
- School Effectiveness and School Improvement
- Volume
- 23
- Issue
- 4
- Pages
- 441-460
- Resource type
- en Research/Scholarly Media
- Resource status/form
- en Published Text
- Scholarship genre
- en Empirical
- Primary national context
- The Netherlands
- Open access/full-text available
- en Yes
- Peer reviewed
- en Yes
- ISSN
- 0924-3453
- Citation
- Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., & Peetsma, T. T. D. (2012). Building School-Wide Capacity for Improvement: The Role of Leadership, School Organizational Conditions, and Teacher Factors. School Effectiveness and School Improvement, 23(4), 441–460. https://doi.org/10.1080/09243453.2012.678867
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