Teachers' participation in school policy: Nature, extent and orientation

Against the background of several large-scale innovations in secondary agricultural education, this study explores the relation between teachers' professionality and their participation in school policy. For the research into this, 1,030 teachers of 98 schools for preparatory and secondary agri...

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Bibliographic Details
Published in:The journal of agricultural education and extension 2004-03, Vol.10 (1), p.1-12
Main Authors: Jongmans, C.T., Sleegers, P.J.C., Biemans, H.J.A., de Jong, F.P.C.M.
Format: Article
Language:English
Subjects:
Agricultural Education
Educational Administration
Educational organization
Educational Policy
Educational Practices
Educational sciences
General points
Group Dynamics
Incidence
Measures (Individuals)
Participative Decision Making
Professional Identity
Questionnaires
School Policy
Teacher Orientation
Teacher Participation
Technical and vocational education
Western Europe
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Summary:Against the background of several large-scale innovations in secondary agricultural education, this study explores the relation between teachers' professionality and their participation in school policy. For the research into this, 1,030 teachers of 98 schools for preparatory and secondary agricultural education have filled in two questionnaires. On the basis of the results two types of teachers can be distinguished: teachers with a restricted professional orientation (type 1) and teachers with an extended professional orientation (type 2). It appeared that type-1 teachers participate less in school policy than type-2 teachers. This difference, however, is relative: both types of teachers participate in a limited way in the educational policy and in a very limited way in the management policy of the school.
ISSN:1389-224X
1750-8622
DOI:10.1080/13892240485300031