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.
Author/creator
Date
In publication
Volume
23
Issue
4
Pages
441-460
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Primary national context
Open access/full-text available
Yes
Peer reviewed
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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