Reconsidering the tension between bureaucracy and professionalism in publicly and privately funded schools

Honingh, Marlies; Hooge, Edith

doi:10.1080/13632430903152062

Cited by 6 publications

(3 citation statements)

References 19 publications

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“…Although Dutch school boards are still often seen as being prime exemplars of independent institutions (see Honingh and Hooge, 2009), recent legislative changes may have decreased their autonomy. The 2010 legislation entitled ‘Good Governance, Good Education’ not only requires schools to arrange for internal supervision and to implement a code of conduct, but also to have stronger internal control mechanisms, and meet requirements on minimum student achievement levels and school governance.…”

Section: Describing the Dutch Context: School Boards And Inspections Of School Boardsmentioning

confidence: 99%

Changing school board governance in primary education through school inspections

Ehren¹,

Honingh²,

Hooge³

et al. 2015

Educational Management Administration & Leadership

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This paper addresses if, and to what extent, the current working methods of the Dutch Inspectorate of Education affect the governance of school boards in schools for primary education. A key facet of the working method is the inspection meeting with the school board. Drawing upon a large quantitative study ( n = 244) we are able to identify some changes in school board governance due to these inspection meetings. School boards that had an inspection meeting indicate changes in their governance of quality assurance and data use, and in the amount of data that they collect on the functioning of their schools. School boards indicate very small amounts of activities with regard to the curriculum and instruction in their schools.

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Section: Describing the Dutch Context: School Boards And Inspections Of School Boardsmentioning

confidence: 99%

Changing school board governance in primary education through school inspections

Ehren¹,

Honingh²,

Hooge³

et al. 2015

Educational Management Administration & Leadership

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“…See Honingh and Hooge, 2009;Balarin and Lauder, 2008;Rhodes, 2008Rhodes, , 1997Hudson, 2007;Pierre and Peters, 2005;Bache, 2003, andHooge, 1998.…”

Section: Notesmentioning

confidence: 99%

Looking Beyond the Numbers: Stakeholders and Multiple School Accountability

Hooge

Burns

Wilkoszewski

2012

OECD Education Working Papers

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This series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and

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“…Therefore, the teaching profession cannot be isolated from schools' organisational context. This insight has been elaborated as the 'new professionalism' (Hargreaves 1994;Honingh and Hooge 2009;Hoyle 1995;Noordegraaf 2007). New professionalism defines the teaching profession in terms of organisational context.…”

Section: The Social Mission Of Teachersmentioning

confidence: 99%

The teaching profession against the background of educationalisation: an exploratory study

Hooge

Honingh

Langelaan

2011

European Journal of Teacher Education

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This article focuses on the teaching profession against the background of educationalisation in the Netherlands in the sense that Dutch schools are increasingly regarded as focal points at which to address and solve social issues. Our research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission. It explores teachers' professional identity and their awareness, task perception and self-efficacy with respect to performing a social mission. The results show that 'addressing social issues' can be identified as a dimension of teachers' professional identity. However, teachers report low self-efficacy as regards carrying out social tasks, irrespective of their task perception and awareness. The phenomenon of educationalisation is occurring in other Western European countries and in the US. The results of this exploratory study raise questions about the feasibility of educationalising social problems.

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Reconsidering the tension between bureaucracy and professionalism in publicly and privately funded schools

Cited by 6 publications

References 19 publications

Changing school board governance in primary education through school inspections

Changing school board governance in primary education through school inspections

Looking Beyond the Numbers: Stakeholders and Multiple School Accountability

The teaching profession against the background of educationalisation: an exploratory study

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