Het belang van schoolvisie voor schoolcultuur en betrokkenheid van docenten

Translated title of the contribution: The importance of school vision for school culture and teacher commitment

Research output: ThesisThesis fully internal (DIV)

333 Downloads (Pure)


The importance of school vision for school culture and teacher commitment
In the Netherlands, schools differ from each other in their views on education and preparation of students for adulthood. These differences allow parents and pupils to choose a school that aligns with their personal values. These differences also allow teachers to apply to schools whose vision appeals to them most. Teachers are appointed by the school management, not by the government as in many other countries.
In this dissertation we investigate whether differences in school vision affect teachers’ perception of the school culture and their work commitment. We compare teachers from mainstream schools without an explicit school vision with teachers from schools with a school vision based on pedagogical views (traditional renewal schools), philosophy (reformed schools) or both (Waldorf schools). The results show that teachers of traditional renewal schools, reformed schools and Waldorf schools perceive more sharing among colleagues of their school’s vision, personal values and mutual trust in each other. In addition, joint, targeted professional development occurs more in these school types than in mainstream schools. We also show that an explicit school vision, when shared by teachers, has a positive relationship with teacher commitment. Insights from this research thus offer a new perspective on the value of allowing for ‘freedom of education’.
The research established differences between teachers from mainstream schools and schools with an explicit vision per career phase. These insights can be used to further shape a life phase-aware personnel policy for teachers.
Translated title of the contributionThe importance of school vision for school culture and teacher commitment
Original languageDutch
QualificationDoctor of Philosophy
Awarding Institution
  • University of Groningen
  • van Veen, Klaas, Supervisor
  • Suhre, Cor, Co-supervisor
Award date2-Nov-2023
Place of Publication[Groningen]
Publication statusPublished - 2023

Cite this