@article {Jongmans:1998:1366-4530:59,
title = "Teachers' involvement in school policy-making and the effectiveness of schools' in-service training policy: results of a Dutch study",
journal = "Teacher Development",
parent_itemid = "infobike://routledg/rtde",
publishercode ="routledg",
year = "1998",
volume = "2",
number = "1",
publication date ="1998-03-01T00:00:00",
pages = "59-73",
itemtype = "ARTICLE",
issn = "1366-4530",
eissn = "1747-5120",
url = "https://www.ingentaconnect.com/content/routledg/rtde/1998/00000002/00000001/art00005",
doi = "doi:10.1080/13664539800200037",
author = "Jongmans C.T. and Biemans H.J.A. and D., Beijaard",
abstract = "Schools in the Netherlands are encouraged by the national Government to develop their own in-service training policy. Teachers' involvement in school policy-making and the effectiveness of in-service training policy are assumed to be related. In the present study, this assumption was examined. For this purpose, 1079 teachers from 98 schools for secondary agricultural education filled in a questionnaire. The study shows that teachers working in schools for secondary agricultural education are involved in school policy-making to a low extent. It also appears that these schools have not (yet) been able to develop effective in-service training policies. Additional analyses revealed that teachers' involvement in school policy-making and the effectiveness of in-service training policy are correlated: in-service training policy is relatively most effective in schools in which teachers are most involved in school policy-making. One may conclude that schools for secondary agricultural education are not yet successful in developing effective in-service training policy because of their limited policy-making capacity.",
}