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Engelse samenvatting174Continuance commitment is seen when employees stay in their jobs because they see no alternatives or because they believe that leaving their jobs will cause problems, in other words, when they believe they have no choice (Iverson & Buttigieg, 1999; Jak & Evers, 2010).In addition to the relationship between an explicit school vision and school culture, professional development, and commitment of teachers, it is also examined whether this relationship differs for teachers in various career phases. This is especially interesting for veteran teachers, as the direct need for professional development seems to be lower for them than for colleagues with less work experience. In addition, the effectiveness of professional development activities undertaken also decreases as one’s career progresses (Lohman & Woolf, 2010; Louws et al., 2017; Veldman, 2017) and the time investment in this aspect decreases (OECD, 2009). In order for teachers to continue to work on their development, at all stages of their careers, it is therefore important that schools form professional learning communities, since these make a positive contribution to the professional development of teachers (Little, 2006; McLaughin & Talbert, 2001; Wilson & Berne, 1999). In addition to the need for and time invested in professional development, the nature and degree of commitment of teachers is also changing, although this varies widely between teachers (Day et al, 2007; Fessler & Christensen, 1992; Huberman, 1993). In a comparison between teachers from public schools and teachers from schools with a strong philosophical (Catholic) vision in Hong Kong, McInerney et al. (2015a) found more affective commitment among teachers from schools with a philosophical vision. In public schools, the normative commitment of teachers was found to be greater (McInerney et al., 2015a). In an Australian study, Whipp and Salin (2018) also showed more commitment among teachers at Catholic schools than teachers at government schools. Research into the relationship between teacher commitment and school vision in the Netherlands is lacking, while the unique character of the Dutch context lends itself well to researching the importance of school vision for teachers.The following research questions are central to this dissertation:1. In terms of the views, values, and norms of teachers in various career phases, does the school culture at schools with an explicit school vision differ from that at mainstream schools? If so: Does it matter what the vision is based on in terms of philosophy and/or pedagogical views?Ester Moraal.indd 174 22-09-2023 16:13